From Concept to Scale – Growing Blended Learning in a Large High School Crown Point High School Crown Point, Indiana

Session Overview Welcome and introductions Strategic planning Moving to scale Content acquisition and professional development Mixing BYOD and school provided devices Program evaluation Q & A

Session Overview Crown Point Community School Corporation Jim Hardman – Director of Curriculum and Instruction Chip Pettit – Principal – Crown Point High School Jeremy Walker – Online/Blended Learning Specialist Chris Rapp – Evergreen Education Group

Session Overview Resources You Will Leave With PowerPoint with contact information Strategic plan CP 2.0 Next generation learning FAQs (with specs) Syllabi from PD courses CPHS blended learning course evaluation rubric Evaluation report Planning for Quality booklet

We are CP (Crown Point)!

Why transform the CP Learning Model? Personalize learning (Innovate – create and adapt) Engage the 21 st century learner Allocate resources differently – time, personnel, equipment, content Compete – “Schools of Choice”

How do we plan for transformation? Consult experts Involve all stakeholders in planning – Advisory Committee - Build on school improvement plan - Identify guiding principles - Create a strategic plan Manage costs - start-up and development - operating

Guiding Principles - Advisory Committee Prepare all students Respond to student needs Expand offerings Use technology to enhance 21 st century skills Promote student responsibility for their own learning (choices). Address student challenges Generate data to serve stakeholder groups Create flexible scheduling opportunities

Major findings to schools embarking on a technology implementation: 1-to-1 schools that properly implement technology outperform all other schools, including all other 1-to-1 schools. A school principal’s ability to lead is critical. Technology-transformed intervention improves learning. Online collaboration increases learning productivity and student engagement. Properly implemented technology saves money. Daily use of technology delivers the best return on investment (ROI).

Moving to Scale

Rotation Model Anywhere, Anytime, Any pace, Any path

Going One-to-One 9 th Grade Lead Algebra I, Biology, English 9, Spanish I, World History

9 th Grade Rollout in Math, English, Social Studies, Science, World Language, Business, Family & Consumer Science, Art, Performing Art, Physical Education in part at a supervised brick-and-mortar location away from the home and at least in part through online delivery with some element of student control over time, place, path, and/or pace. 650 students 40+ faculty members

Blended & Online Learning Specialist LMS Expert Faculty Respect Technology Background Project Management Curriculum & Instruction

Course Development External Professional Development Teaching in a Blended Classroom--8 weeks Blended Course Design--12 weeks

Course Development Internal Professional Development Focused on CPHS Focused on Blended Learning Facilitated by CPHS faculty Shorter (12 weeks total)

Teachers/Developers Professional Development—12 weeks Compensated at corporation grant rate Building Time—240 hours Compensated at corporation grant rate Additional Release Time—5 days Sub Provided

Timeline October 2-January 6—Professional Development January 7- June 9—1 st semester courses developed June 10-August 15—1 st semester courses reviewed June 10-November 3—2 nd semester courses developed November 4-January 15—2 nd semester courses reviewed

Course Reviews CP 2.0 Course Review Process Phase 1: Self-Review followed by revision Phase 2: CPHS Review followed by revision Phase 3: iNACOL Standards/Instructional Design Review followed by revision Phase 4: Administrator Review followed by revision Recommendation to Principal then to Director of Curriculum and Instruction

BYOD BYOD--9th grade & lead 10th grade Rental option for Samsung Chromebook Includes a case Textbook rental fee: $ devices (2/3 of class)

Chromebook Commitment to Google Apps Chromebook selection

Chromebook Preparation Chromebook Distribution—4-7 p.m. Chromebook Workshop--6:30-8 p.m. Blended Faculty Workshop—3 hours Student Refresher Workshop--Bulldog Rush Wifi Access Testing—3 days prior to start Workshop for non-trained 9 th grade students Parent Workshops--early and a month later

Student Orientation BrainHoney--Online CP 2.0 Orientation Course o Navigating and Communicating in Your Course o Using CPHS Google Apps o Digital Citizenship – Respect Yourself and Respect Others o Digital Citizenship – Protect Yourself and Protect Others o Educate Yourself and Educate Others

Program Evaluation Student achievement data Student surveys Student focus groups Parent survey Teacher surveys Teacher focus groups Administrator focus group

Program Evaluation Key Finding Crown Point 2.0 was successful in its first year. Student achievement results from blended classes show that outcomes between blended and traditional courses are very similar, with blended courses showing slightly better outcomes. In addition, students report preferring many of their blended classes over traditional classes.

Program Evaluation Student achievement Blended Non-blended 27 # students/Average score

Student Views Large majority of students like blended courses Why? Prefer carrying a laptop to carrying many books Blended courses allow them to be more organized Like the additional instructional materials Blended courses allow students to increase their control of their learning Students feel more prepared for college Blended courses are not equal

Teacher/Admin Views Supportive of CP 2.0, with some concerns Communication is the #1 issue - Challenge is breaking through the communications clutter Tech support and scaling Bigger shift for the adults than for the students

Q & A – Contact Info Jim Hardman - Chip Pettit - Jeremy Walker - Chris Rapp -