SEEING IS BELIEVINGHow Identity Contributes to the Success of Small Learning Communities

DESIGNING SCHOOLS THAT WORK FOR ALL STUDENTS

Being in an SLC is really like being in a family.”

LAUSD SLC High School Student

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03 SeeingIsBelieving

07 ShiftingtoSmall

10 StudentsGetDesign

12 BuildingBlocksofSLCIdentity

14 IdentityDesignElements

16 IdentityBuildsCommunity

20 GettingThere

23 ANewStoryUnfolds

TABLEOFCONTENTS

It’snotwhatyoulookatthatmatters,it’swhatyousee.” HenryDavidThoreau

Fordecades,highschoolbuildingshavestoodassymbolsinneighborhoodsacrosstheLosAngelesUnifiedSchoolDistrict.Tosometheyrepresentsuccess:awinningfootballteam,adebateteam’svictorytrophies,adramaprogram’srenownedperformances.Othersseesymbolsoffailure:lowgraduationrates,unsafeenvironments,andunrealizeddreams.Butchangeisintheair.

Ourhighschoolsdeserveacloserlook.

SEEINGISBELIEVING

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Asymbolisanimportantthing.ThatiswhywechoseanAzteceagle.Itgivespride.Whenpeopleseeittheyknowitmeansdignity.”

CesarChavez

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Inspirationiseverywhere.Symbols,icons,andimagesthataremeaningfultothe

SmallLearningCommunitywilllastforyears.

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AcrosstheDistrict,schoolleadersandeducatorsareworkingtogethertocreateenvironmentswhereallstudentsareknown,challenged,nurtured,heldaccountable,andultimatelyguidedtosuccess.SmallLearningCommunities(SLCs)of350to500studentsareemergingtotaketheplaceoflargecomprehensivehighschools.

Stand-alonesmallschoolsarebeingestablished.NewhighschoolsarebeingbuiltwithSLCsatthecoreoftheirdesign.Andexistinghighschoolswiththousandsofstudentsarebeingconvertedintocomplex-eswithdiscreteSLCs—eachwithadistincteducationalfocus.Thefundamentalshiftfromlargetosmallholdsgreatpromiseforimprovedstudentachievement.Communitypartnersaresteppinguptosupportthework,manyofthembecominginvolvedintheirlocalhighschoolsforthefirsttime. Tosupportthistransformation,SLCsarebeingphysicallylocatedincontiguouszones—shared,familiarenvironmentssizedtofitacommunity’sstudents,teachers,andstaff.Satelliteadministrativeofficeswithineachzonebringsupporttoitsstudents.Thisrepresentsamajorshiftinourschools’learningenvironmentsandiscontributingtothesuccessoftheSLCmovementinLAUSD. Animportantopportunityremains:foreachSLCtocommuni-cateitsdistinctfocustostudents,staff,parents,andthecommunity.

SHIFTINGTOSMALL

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EXPRESSINGCAMPUSUNITY

IndevelopingdistinctlogosforeachSLC,schoolleadersmayworrythatcampus-widepridewillbelost.Throughtheuseofunifyingshapes,complementarygraphicstyles,coordinatedcolorpalettes,andcommonfonts,SLCidentitiescansimultaneouslydistinguishthemselvesfromothersoncampusandworktogetherasasystemtocomplementaschool’sheritage.

AcoordinatedsystemofSLCidentitiescanexpresstheunityofthecampusandconnectSLCstotheirsharedcampusheritage.

FINDINGINSPIRATION

VisualidentitycanvividlyexpressaSmallLearningCommunity’sacademicfocusanditsuniqueculture.Logos,shapes,colors,andfontscombinetomakeavisualsymboloftheSLCidentity. Thefinaltestshouldbewhethertheideathatdrivesthedesignisrelevant,lasting,andinspirationaltothosewhobelongtotheSLC.Akeyconsiderationshouldbethestudents.

AnSLC’svisualidentityshouldreflectwhatmakesituniqueanddistinctiveandmustresonatewithstudents,staff,parents,andthecommunityatlarge.

WhatattributesdotheybelievemaketheirSLCunique? Insomecases,anarchitecturalorsymbolicelementcanbecometheinspirationforthemainshapeofSLClogos,whicharethenexpressedindividuallywitheachSLCidentity,throughdistinctivevariations.

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StrongSLCidentities(or“brands”)canprovideacompellingrallyingpointonschoolcampusestomakethechangeapparent—tothoseintheschoolandinthesurroundingcommunity. Clearbrandidentitywillcom-municatethelocationandfocusofindividualSLCssituatedonalargercampus.Implementedinacoherentmanneracrosscampus,brandingprovokescuriosity,invitesconversation,andbuildsacoalitionofadvocateswhoarecommittedtoeachSLC’sambitiouspromise:improvedoutcomesforstudents. ThemostsignificantbenefitofSLCbrandingwillbetoourmostimportantconstituents:thestudentsthemselves.SLCscanhelpbuildcommunityandcontinuityinourstudents’lives.EachSLC’sbrandidentitywillprovideavisualreminderofourcommitmenttotheirsuccess.

Forstudents,seeingisbelieving.

Toignitebuy-inforthesmallschoolsmovement,peopleneedtoseethechangeandexperiencethetransformationfirsthand.

COMMUNICATINGCHANGE

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Studentsarebombardedbyhigh-impactcommunicationseachday.Asreadyparticipantsinpopularculture,theyknowandappreciategooddesignanduseitasafilterwhentheymakechoicesabouttheproductstheybuyandexperiencestheyengagein. Withiconicbrandidentityplacedonbanners,signage,apparel,andstationery,theprominentdisplayofSLCidentitiescanspeakvolumesaboutthetransformationwithinaschool’swalls.Suchcommunicativepowerdemandsthoughtful,professionaldesignandexecution. Professionaldesigncompelsnotonlystudents,butparents,teachers,andothersinthecommunity.Peopleinthisbroadaudienceroutinelyjudgeanorganizationbythequalityofitsvisualpresentationandtheclarityofitsessentialmessage.EffectiveandconsistentbrandidentityapplicationcansignalthatSLCsarerelevant,vital,academically-focusedenvironmentsworthyofstudentandparentengagement.

Studentsknowandappreciateprofessionaldesign — asevidencedbytheirpreferenceforthe

brandidentitiesofleadingcompaniesandcauseslikethoseshownhere.

Studentschoosetoidentifywithvisualsymbolsofcompaniesandcauses:brandsthatengagetheirdesireandcuriosity.Theirschoolenvironmentshouldbeacommunitytheywanttobeapartof.

STUDENTSGETDESIGN

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ASmallLearningCommunity’sidentitycanvividlyexpressandsymbolizeitsacademicfocusanduniqueculture.

Someofthemosteffectivelogosconsistofsimpleformsthataremeaningfulbutdistinctive.Whenprofessionallydesigned,logoscanindicateacommitmenttolearningandtopermanenceinwaysthatclipartimagesorcopiesofpopularcommerciallogoscannot. Eachpartofthelogocontrib-utestoitsclearcommunication.Partsthatmakeupthewholelogoincludeshape,typography,symbolsandcolor.

SchoolsmaybetemptedtousetraditionalathleticmascotsasastartingpointforSLCidentity.Suchmascotsclearlyhavetheirplaceonhighschoolcampuses,helpingtorallystudentsandalumniaroundsharedtraditions.YetthesemascotsdonotcommunicateacademicpurposeordistinguishoneSLCfromanotheronasharedcampus.SLCidentitiesshouldstrivetoinvitethecelebrationofacademiceffortanddistinction—qualitiesthatdifferfromtheprideofathletictradition.

BUILDINGBLOCKSOFSLCIDENTITY

SOUTHGATEHIGHSCHOOL

Fouryearsago,teachersatSouthGateHighSchoolmadethedecisiontotransitioninto

SmallLearningCommunities,whichnowincludeeighttheme-basedcareeracademies.Identity

developmentandusagehavebeenintegraltothisprocess.Theyhavebeguntoseeearly

benefitsandsomestudentsdescribeSouthGateasa“collegeboundculture.”Theschool’s

unified,professionalSLClogoshavereinforcedthisnewfocusandgivenvisualexpressionto

thisnewculture.12

Whencombined,theseelementscompriseSLCidentity,whichcanbedisplayedonsignageandbanners,addedtoletterheadandothercommunications,printedonapparel,andappliedtoarchitecturaldetailswithintheSLCenvironment.

Symbols Symbolsoriconscontainedwithinthelogo’sshapecanbepowerfulindicatorsoftheacademicfocusoftheSLC.Iconscanbeliteralinterpretationsoftheschool’semphasis(amedicalsymbolforamedically-themedSLCforexample)ortheycanbemoremetaphoricalincharacter.Aprofessionallyrendered,refinediconcanmakeallthedifferenceinthecredibilityandlastingimpressionthelogomakesonitsaudience.

ColorColorshavedeepsymbolicmean-ing.WhenSLCsadoptasetofcolorsthatworkwelltogether,theycontributetocampusunity.Complementarycolorsareparticu-larlyimportantwhentwoorthreeSLCsonayear-roundcampusrotateinandoutofthesamecontiguousspace.TraditionalschoolcolorsmaybeincorporatedintoSLCcolorpalettestoforgealinktocampustraditionbutshouldnotnecessarilybecometheleadcolorsintheSLCpalette.OnceSLCcolorsareselected,theirconsistentapplicationprovidesvisualcoherenceandhelpstoenrichtheidentityofthecampusanditscomponentSLCs.

LogoLogosarethecornerstoneofSLCidentity,sotheirvisualstrength,professionalrendering,andclearlegibilityatdifferentsizesareimportant.Withconsistentimple-mentation,thelogocanbuildvisibilityforeachSLCandfostercommunitywithitsneighbors.

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Typography Fontshaveauniquepowertoconveypersonalityandattitude.Theycanappearformalorinformal,stylizedorsimple,modernortraditional.Sometimesthemostappropriatefontrelatestothehistoryorarchitecturalstyleofthecampus,suchastraditional,ArtDeco,ormodern.Fontsshouldbeselectedforlegibility,professionaltone,visualrelevancetoeachSLC’stheme,andcoherencethroughoutthecampus.

ShapeAsharedgeometricoutlinecanprovideaunifyingcontainerorframeforeachSLC’suniquesymbols.ItcanalsoprovideacommonplacementforthenameofthecampusandthenameofeachSLC.Whenselectingashape,considerbothatypicalandcom-monshapes,theamountofinformationthatneedstobeorganizedwithin,andthedesiredimpressionwhenthelogoisviewedfromadistance.

typography typography typography

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IDENTITYDESIGNELEMENTS

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storybuildings—toincreasestabilityanddecreasepotentialvandalism.

Architectural applications SLCidentityelementscanbeusedtomarkarchitecturalspaceinmanycreativeways.SLClogoscanbeappliedasdecalsorplacardstothedoorsorwindowsofindividualclassroomsandoffices.Large-scalelogomuralscanenhancestairwellsorwalls. Colorcansimplyandcreativelyextendidentity.Paintingarchitec-turaldetails(suchasdoors,door

frames,lockers,columns,andpoles)withSLCcolorscanbecoordinatedwithaschool’smodernizationorpaintingprograms.SLCcolorscanalsobechosenforvinylfloorandpavingtiles,carpet-ing,furniture,andthefabricofshadestructurestofurtherunifycontiguousspace.

Branded communicationsLookingbeyondbuildingsandphysicalspace,SLCscanpromi-nentlydisplaytheiridentitiesonSLCcommunicationsandapparel.Thesecanincludeletterhead, 17

TheelegantdisplayofSLCidentitycommunicatesapowerfulidea:smaller,morepersonalizedlearningenvironmentsaretakingtheplaceoflarge,impersonal,comprehen-sivehighschools.SLCsarebeingphysicallylocatedincontiguouszones—shared,familiarenviron-mentssizedtofitacommunity’sstudents,teachers,andadministra-tivestaff.Thephysicalenvironmentwherestudentslearnisthemostpowerfulplaceforexpressionoftheidentity—andaffordsthebestopportunitytosignifychange. Whenlogos,fonts,andcolorsareestablished,theseelementsbecomerichassetsthatcanbeappliedincountlessways.AdoptinganidentitythathasmeaningandlooksprofessionalwillbuildmomentumforeachSLC“brand.”Applyingasetofidentitiesconsis-tentlythroughoutcampuswillexpressunityandcommitment.

Visualsymbolsletstudentsknowthattheirlearningandachievementmatter.

Throughtheuseofunifyingshapes,complementarygraphicstyles,coordinatedcolorpalettes,andcommonfonts,SLCidentitiescansimultaneouslydistinguishthemselvesfromothersoncampusandworktogetherasasystemtohonoraschool’sheritage.

Banners Bannersareavividandcost-effectivewaytomarkoutdoorspace.Hungtogetherataschool’sentryorseparatelyinSLCcourt-yards,bannersprovideallSLCswithacommon,professionalpresenceandpromotecampusharmony. Comparedtootherkindsofsignage,digitallyprintedbannersareeasytoremoveandreplace.ThisflexibilityisparticularlyusefulinLAUSD’syear-roundschoolsorothersettingswhereSLCsmayrelocateorsharespace.Bannersusuallyrequiretheinstallationofappropriatehardware—whetherflagpolesincourtyardsorbracketsmountedtooverhangsormulti-

IDENTITYBUILDSCOMMUNITY

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businesscards,brochures,posters,t-shirts,andotherprintedmaterials.ManySLCscommissionwebsites,presentationtemplates,andotherelectronicassets,allofwhichcanbedesignedwithSLClogos,colors,andfontsasintegralcomponents.

Directional kiosksDirectionalsignagecansimplifywayfinding,andreinforcethereconfigurationofatraditionalcampusintosmallschools.Kioskscanbestrategicallyplacedatpointsofentryandalongmajorcirculationroutestohelpstudents,teachers,staff,andparentsfindtheirwayaroundcampus.Signagecanstrengthencampusunityandpridebydisplayingfonts,coordi-natedcolorpalettes,andgraphicstylesofindividualSLCidentities.

Architectural signage Astatementofpermanence,architecturalsignscreateaformalentrypointtoanSLCenvironment.Signscanbefreestandingormountedtoexteriorwalls.TocommunicateequityamongSLCs,schoolscanadoptanintegratedsignageprogramthatgivesequalweightandprominencetoeachSLCsign.Inallforms,newarchi-tecturalsignageshouldblendwithexistingcampusarchitecture.

Display of student workSLCbrandingeffortsultimatelyshouldstandforanSLC’slearninggoals.Wheneffective,theydrawpeopleinandinvitethemtoparticipateintheacademicenvironment.Suchidentityisbuoyedbythepurposefuldisplayofstudentwork,evidencethatlearningisthecorefocus. TheongoingandprofessionaldisplayofstudentworkinkeylocationsthroughoutanSLChelpstogenerateexcitementabout,interestin,andunderstandingoftheteachingandlearningthatisgoingonwithinit.Showcasingstudentworkcelebratesaccom-plishmentandcontinuallyraisesthebarforgoodwork. Manycampuseshaveexistingdisplaycases,whichcanbedistributedamongSLCsandutilizedforthedisplayofacademicworkandvisualart.Otherdisplayoptionsincludeinexpensivepictureframes,shallowpicturerails,andfiberboardpanels—allofwhichencouragefrequentupdating.AnydisplaymechanismcanemploytheidentityelementsofitsSLCtophysicallyandgraphicallyconnectstudentworktothatSLC.

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TheprocessofcreatingSLCidentitieswillbeuniqueforeachschoolinLAUSDbutshouldinvolveasystematicapproachtoattainthoughtful,professionalendresults. TheSLCinitiativeapprovedbytheLAUSDBoardofEducationreleasesbondmoniesforspecificcampusimprovementstocreatesmallerlearningenvironmentsinexistingcomprehensivehighschools.TheseimprovementsincludedesignandapplicationofSLCidentityelements. AllSLCcampusesshouldembarkuponabrandingprocessaimedatfosteringaunified,professional,andacademictoneacrossacampus.

Step 1Logo and identity developmentAspartofaschool’sSLCdevelopmentphase,agraphicdesignercouldworkwithSLCteamstodeveloplogosreflectingtheireducationalvision.Teamsmayincludeadministrators,teachers,students,andothers.IncaseswhereSLCshavealreadycreatedlogos,thedesignercanworkwithteamstorefineexistingdesignsandmaximizetheirvisualimpact.InadditiontohelpingdesignindividualSLClogos,thedesignerhelpsinsurethatalllogosworktogetherinaunifiedway.Asanintegralparticipant,theprincipalwillultimatelyapprovethecompletedidentitysystem,whichisonecomponentoftheschool’sSLCimplementationplan.

AsystematicapproachforcreatingSLCidentity

Step 2Application designOnceSLCidentitiesaredesignedandapprovedbytheprincipal,SLCteamscanplanimmediatelytocreatet-shirts,papercommuni-cations,websites,andotherapplications. Forfacilitiesapplicationsonexistingcampuses,adesignarchitectcanspecifyschool-approvedidentityapplications,suchasthedesignofbannersandkiosks,aswellastheirplacementandinstallationonthecampus.

Step 3InstallationBanners,signage,andotherfacilitieselementsshouldbeinstalledaccordingtoestablishedguidelines.

GETTINGTHERE

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SmallLearningCommunitiesholdtremendouspromiseforLAUSDstudents.Atitscore,theSLCmovementisaboutachievement—achievementthatresearcharguescanbeimprovedwhenstudentsareknown,supported,andchal-lengedtosucceed.Often,schoolbuildingstelladifferentstory—astoryofoverworkedpersonnel,underfundedinitiatives,andaneglectfulbureaucracy.

ANEWSTORYUNFOLDS

Acoordinatedandprofessionalidentitydevelopmentprogram,aspartofaschool’soveralltransfor-mationintosmalllearningcommu-nities,canpowerfullyrewritethescript.Asstudentsaresurroundedbygraphicrepresentationsofourdeepestintellectualhopesforthem,newstorieswillemerge:storiesoffaith,commitment,andultimately,accomplishment.SLCidentityhelpssignifythechangeintheseschools.Seeingisbelieving!

InclassroomsacrossLosAngeles,SLCteacherstirelesslyremindstudentsoftheircorefocus:“Achievementmatters,andyourachievementmatterstome.”

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Studentstransitionfromclasstoclasswithease.Astheywalkdownthehall,theyaregreetedbyteacherswhoknowtheirnamesandreassuredbytheidentityoftheiracademy.Theyknowthattheybelonghere.”

Eti AzeroualLeadTeacher,ArchitectureAcademySLC

SouthGateHighSchool

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Registeredtrademarksarethepropertyoftherespectivetrademarkowners.Somephoto

imagesinthisdocumenthavebeensimulatedinordertoillustratepossiblewaystodevelop

andexpressidentityinsmallschoolandSLCenvironments.

TheArchitectsofAchievementteamisgratefulforthepartnershipoftheLosAngelesUnifiedSchoolDistrictFacilitiesServicesDivision.ChiefFacilitiesExecutiveGuyMehulaandDeputyChiefBruceKendallprovidefocusedleadershipforthecreationofsmallerlearningenvironments.Withdedication,insight,andgoodsense,EllisKaufman,DirectorofSmallLearningCommunitiesandSchoolRedesign,helpsleaderstransformtheirschoolstomeettheneedsof21stcenturylearning.

Ourthankstotheadministration,teachersandstudentsofSouthGateHighSchoolandSusanMillerDorseyHighSchool,whohaveallowedustousethemasexamplesandtofocusontheirprogresstoillustratethisDistrict-widereformeffort.

ThisdocumentwasdevelopedinpartthroughthegeneroussupportoftheBill&MelindaGatesFoundation.

ArchitectsofAchievementfocusesonbuildingbridgesbetweeneducationaldesignandarchitecture.Bringingknowledgeofbrainresearch,effectiveteachingmethods,andsoundeducationalfacilitiesdesign,wepartnerwithschooldistricts,foundations,governmentagencies,charterorganizations,andarchitecturalfirmstothinkcre-ativelyaboutdesignsolutionsthatsupporthigherachievementforall.