Overview:

 

At Manor ISD, a district of innovation, we believe that each scholar has the right to an equitable, high-quality education that addresses the whole child and empowers them to achieve their INDIVIDUAL PATH TO SUCCESS. We also believe in collaborating as a diverse community that supports the UNIQUE POTENTIAL AND INTERESTS OF EACH SCHOLAR. Our goals are to CREATE INDIVIDUAL PERSONAL LEARNING GOALS and to accelerate every scholar’s ACADEMIC SUCCESS BASED ON INDIVIDUAL GOALS. These district goals align with the outcomes and goals of a blending learning program. 

 

Goals:

 

A blended learning model has a transformative potential to meet these district goals and increase student engagement. Blended learning, a combination of teacher-led small group instruction, online learning, with some element of student control over time, place, path, and/or pace, and project based learning, a time to collaborate. It is similar to a station rotation model, but with a more personalized approach. The goal is to implement a blended learning model into phases outlined below. 

 

Phase I: Introduce, Share the Vision and Seek Administrative Support (January 2022)

1. Share with administration and leadership team.

       1. Present innovation proposal, literature review, and promotional video.

       2.  Inform stakeholders of what a blended learning culture is and why it is important for students to take ownership of                 their learning.

       3. Emphasize long-term benefits of blended learning and how it will work with and support our project based learning               model.

    2. Introduce the concept to grade level team, professional learning community.

    3. Generate student surveys for feedback.

 

Phase II:Prepare, Planning Phase and Design (January- February 2022)

1. Collect data

       1.Collect data from current adaptive learning software for math.

       2. Use student survey data to plan personalized lessons.

   2. Create a daily schedule for the station rotation model.

       1. Discuss grouping strategies.

       2. Share example lessons.

       3. Identify logistical concerns. 

       4. Provide strategy for designing station rotation lessons that incorporate current Project Based Learning

 

Phase III: Initiate Pilot Phase( Spring Semester 2022) 

Rachel Hull’s 4th grade classroom, Pioneer Crossing Elementary Pilot Program

1. Engage students

       1.Discuss students interests and preferences.

       2. Introduce the station rotation model.

       3. Explain what taking ownership of learning looks like.

       4. Revisit how we can use a growth mindset when beginning something new.

       5. Create customized learning pathways with students, where learning goals and objectives are linked to explicit and                diverse learning experiences, matched to the individual student’s learning performance level and preferences. 

   2. During Pilot Program (9 weeks)

      1. Invite teachers and administration to come observe classroom.

      2. Monitor and adjust as needed.

      3. Create ways to move ownership and analysis of data to students to promote independent learning.

   3. Evaluate

      1. Data dive into I-Ready, our adaptive learning software, to look at individual math paths and stretch growth

      2. Look at small group instruction to analyze growth and individual gains.

      3. Analyze how the blended learning model impacted and supported project based learning and small group instruction

      4. Use data from multiple sources, including data systems, in a complementary way to inform and adjust individual                     student instruction and groupings.

   4. Continually evaluate technologies, tools, and instructional strategies to ensure their effectiveness

       1. Use qualitative and quantitative data to understand individual skills, gaps, strengths, weaknesses, interests, and                       aspirations of each student, and use that information to personalize learning experiences

      2. Continually assess student progress against clearly defined standards, goals, and outcomes to identify specific topics           in which each student needs additional support to achieve mastery of a concept or skill

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Phase IV: Reflection, Feedback, and Adjustment Phase (End of Spring Semester 2022)

1. Reflection

       1. Write a brief summary and presentation highlighting the success of the pilot and areas of growth, and plans on                       improvement

       2. Reflect on data and student work to share with teachers and administration.

   2. Feedback

       1. Ask for feedback from students, teachers, and administration.

       2. Send out survey about blended learning to staff at campus.

   3. Adjustment Phase

       1. Use feedback and reflection to monitor and adjust for next year.

 

Phase V: School Wide Initiative ( Summer/Fall 2022)

 1. Present to key stakeholders case studies and pilot reflection and outcomes.

 2. Form a blended learning and adaptive content provider adoption committee to 

     research best resources and options.

 3. Plan for highly effective professional development to prepare teachers for blended learning.

 4. Differentiate and personalize professional development. 

 5. Support teachers on the shift to student-centered learning.

 6. Build a culture that welcomes and embraces change.

 7. Build a framework and timeline for implementation.

 8. Create a budget.

 9. Design a plan with curriculum department for onboarding teachers.

10. Design a plan for onboarding students. 

11. Take inventory of current technology needed to support implementation.

12. Meet with technology department to discuss infrastructure and support.

13. Create a timeline for implementation and how success will be measured.

 

References

 

Darrow, R., Friend, B., & Powell, A. (2013, October). A Roadmap for Implementation of Blended Learning at the School Level A Case Study of the iLearnNYC Lab Schools. iNACOL. http://www.aurora-institute.org/wp-content/uploads/a-roadmap-for-implementation.pdf

 

Powell, Allison; Rabbitt, Beth; Kennedy, Kathryn.(2014,October) INACOL Blended Learning Teacher Competency Framework. International Association for K-12 Online Learning. https://files.eric.ed.gov/fulltext/ED561318.pdf

 

Tucker, C. R., Wycoff, T., & Green, J. T. (2017). Blended learning in action: A practical guide toward sustainable change.

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