Blended Learning Design: Revised Recommendation Iredell-Statesville Schools Education Elements Cohort 4 August 8, 2013 © 2013 Education Elements

Cohort 4: Grade/Subject Scope for Blended Cohort 4 schools have identified the following grades and subjects in which to go blended. ELA Math Sci SS 6th 7th 8th 9th 10th 11th 12th ✓ Northview MS South Iredell HS Mount Mourne Lake Norman HS © 2013 Education Elements

Cohort 4: Blended Learning Priorities Cohort 4 schools have identified the following blended learning priorities. Blended Learning Priorities Blended learning will help: Increase student engagement in learning measured by CWT data. Increase use of authentic assessment by both students and teachers. Teachers differentiate instruction based on specific gaps identified. Blended learning will help teachers incorporate more authentic assessment Blended learning will help increase student engagement to 75% highly engaged, as measured by classroom walk through Blended learning will help 100% of students achieve above average growth in Reading, Math and Science Blended learning will help close student learning gaps Blended learning will help the school increase performance composite to 90% and help school become an Honor School of Excellence Northview MS South Iredell HS Mount Mourne Lake Norman HS © 2013 Education Elements

Cohort 4: Bell Schedules Cohort 4 schools have similar bell schedules with four 85-90 minute blocks. Lake Norman HS Mount Mourne Northview MS South Iredell HS First Block 94 min Second Block Third Block + Lunch 121 min Fourth Block 93 min First Period 82 min Second Period 83 min Third Period + Lunch 107 min Fourth Period First Block 90 min Second Block 80 min Third Block + Lunch 110 min Fourth Block 85 min First Block 85 min Second Block Success Lab 30 min Third Block 90 min Fourth Block © 2013 Education Elements

Review: Project Roadmap, Scope & Priorities Cohort Revised Design Agenda Review: Project Roadmap, Scope & Priorities Cohort Revised Design Digital Content Recommendations Next Steps © 2013 Education Elements

Overview: High-Level Vision for Unit Cycle The recommended design for Cohort 4 is loosely based on the IB Design Cycle. Below is an overview of five phases for an instructional unit, which may take place over a few days or a few weeks. Introduce Investigate Plan Create Evaluate Teachers begin by introducing a new topic. At this time, teachers also preview the assessment at the end of the unit – this may be a project, test or other format. Teachers guide students in going deeper into the topic, building conceptual knowledge. The teacher may spend time reteaching topics while students use digital content to practice and accelerate. Students have an opportunity to plan their project and/or assessment. Students may spend this time working in groups to plan out a project, or working in groups to study and review material. Students have time available to create their projects, used for evaluation in the last phase of the unit. Teachers serve as coaches as students drive the work. Teachers provide an opportunity for students to demonstrate mastery. Format may be an test, and/or may be a presentation, skit or other project-based assessment. Teacher-Directed Student-Directed © 2013 Education Elements

Linking the Blended Learning Design and PDSA Using the PDSA as a reflection approach for students: The phases of the blended learning design for Cohort 4 can be mapped onto the PDSA cycle. Teachers can focus on using the cycle as an opportunity for students to reflect on their learning at an individual level. Example approach: Plan Do Study/Act Introduce Investigate Plan Create Evaluate © 2013 Education Elements

Linking the Blended Learning Design and PDSA Using the PDSA form as a reflection tool for teachers: The blended learning design for Cohort 4 retains a lot of flexibility in what teachers do each day. Teachers are given the opportunity to define the pace of their instructional focus and identify the most appropriate blended model. The PDSA process could be adapted to allow teachers to reflect on what blended model they will use, and could be used as a coaching tool between school leaders and teachers. Example approach: Plan Teachers outline the course of their unit and identify what model they will use on a given day, based on the instructional focus Teachers conduct their class with model identified previously Teachers collect formative data and reflect on the effectiveness of their blended learning model, identifying what changes they would make for next time and reflecting on their growth in blended learning practice Do Introduce Investigate Plan Create Evaluate Study/Act © 2013 Education Elements

Example Unit Schedules Monday Tuesday Wednesday Thursday Friday Example: 3-week Unit Introduce Investigate Investigate Plan Create Create Evaluate Example: 2-week Unit Introduce Investigate Plan Create Evaluate © 2013 Education Elements

Transitioning to the Model Across schools, not all teachers will be ready for the full version of the model. School leaders can work with teachers to move towards a model that relies on project-based assessment and releases more ownership to the student. Below is an example of what this transition may look like: Introduce Evaluate Introduce Investigate Evaluate Introduce Investigate Plan Evaluate Introduce Investigate Plan Create Evaluate Increasing Teacher Capacity © 2013 Education Elements

Transitioning to the Model Across schools, not all teachers will be ready for the full version of the model. School leaders can work with teachers to move towards a model that relies on project-based assessment and releases more ownership to the student. Below is an example of what this transition may look like: Introduce Evaluate Introduce Investigate Evaluate The simplest form of the model reflects more traditional teaching. Teachers introduce and teach concepts through direct instruction, followed by an exam to test mastery. Introduce Investigate Plan Evaluate Introduce Investigate Plan Create Evaluate © 2013 Education Elements

Transitioning to the Model Across schools, not all teachers will be ready for the full version of the model. School leaders can work with teachers to move towards a model that relies on project-based assessment and releases more ownership to the student. Below is an example of what this transition may look like: Introduce Evaluate Introduce Investigate Evaluate Introduce Investigate Plan Evaluate With the introduction of digital content, teachers can allow students to investigate topics more deeply at their own pace. Introduce Investigate Plan Create Evaluate © 2013 Education Elements

Transitioning to the Model Across schools, not all teachers will be ready for the full version of the model. School leaders can work with teachers to move towards a model that relies on project-based assessment and releases more ownership to the student. Below is an example of what this transition may look like: Introduce Evaluate All phases of the model are added as teachers add in projects and authentic assessments into their units. Introduce Investigate Evaluate Introduce Investigate Plan Evaluate Introduce Investigate Plan Create Evaluate © 2013 Education Elements

Detailed View: Introduce Phase Investigate Plan Create Evaluate Teachers begin by introducing a new topic. At this time, teachers also preview the assessment at the end of the unit – this may be a project, test or other format. Recommended Model: WHOLE GROUP Teacher works with students in a whole group to introduce topic and end-of-unit assessment Discussion should include setting expectations for student learning © 2013 Education Elements

Detailed View: Investigate Phase Introduce Investigate Plan Create Evaluate Teachers guide students in going deeper into the topic, building conceptual knowledge. The teacher may spend time reteaching topics while students use digital content to practice and accelerate. In the Independent Digital Content Station: Students continue to explore material on their own Content can be focused on reteaching (for students with more need) or acceleration Recommended Model: 2-GROUP ROTATION In the Small Group, Direct Instruction Station: Teachers focus on mini-lessons to build students’ conceptual knowledge of the topic Experienced teachers use guiding questions to foster self-questioning and exploration © 2013 Education Elements

Detailed View: Plan Phase Introduce Investigate Plan Create Evaluate In the Collaborative Station: Students work with peers to plan out their project Students have an opportunity to plan their project and/or assessment. Students may spend this time working in groups to plan out a project, or working in groups to study and review material. Recommended Model: 2-GROUP ROTATION Optional Teacher Pull-outs offer an opportunity for remediation In the Independent Digital Content Station: Students can use online programs to support their planning © 2013 Education Elements

Detailed View: Create Phase Introduce Investigate Plan Create Evaluate Teacher may offer optional Office Hours to provide small-group or 1:1 coaching to students Students have time available to create their projects, used for evaluation in the last phase of the unit. Teachers serve as coaches as students drive the work. Recommended Model: WHOLE GROUP In the Collaborative Station: Students work with peers to create their projects © 2013 Education Elements

Detailed View: Evaluate Phase Introduce Investigate Plan Create Evaluate Teachers provide an opportunity for students to demonstrate mastery. Format may be an test, and/or may be a presentation, skit or other project-based assessment. Recommended Model: WHOLE GROUP The exact format will depend on the final form of assessment For example, students may take a test and/or watch presentations of their peers’ projects Experienced teachers may allow students to choose the type of assessment they want: skit, presentation, etc. © 2013 Education Elements

Summary of Model Recommendation by Phase Introduce Investigate Plan Create Evaluate WHOLE GROUP - Direct Instruction 2-GROUP ROTATION - Independent Station - Collaborative Station - [Optional] Teacher pullouts WHOLE GROUP - Direct Instruction 2-GROUP ROTATION - Direct Instruction - Independent Station WHOLE GROUP - Collaborative Station - [Optional] Teacher office hours © 2013 Education Elements

Cohort Suggestions for Differentiating Teacher PD Create opportunities to model blended learning practice in PD. Bring in teacher leaders to facilitate PD sessions based on their strengths. Identify how staff fall into groups based on readiness and acceptance. Differentiate PD sessions based on teacher groups. Incorporate peer observations so that teachers can learn from each other. Potentially include opportunities for co-teaching. School teams will have an opportunity to continue discussing strategies for teacher support at the Blended Learning Leadership Academy in August © 2013 Education Elements

APPENDIX © 2013 Education Elements

The IB Design Cycle © 2013 Education Elements

What We Heard: Blended Learning Priorities Cohort 4 Lake Norman High Mount Mourne Middle Northview Middle South Iredell High Academic Goals Increase student engagement as measured by CWT Increase use of authentic assessment by students/teachers Differentiate instruction based on specific gaps Blended Learning Target Scope Whole school implementation Academic Goals Increase use of authentic assessment Increase student engagement to 75% highly engaged (as measured by Classroom Walk Through) Blended Learning Target Scope Focus on Humanities and Language Academic Goals 100% of students achieve above average growth in Reading, Math, Science Close student learning gaps by moving classrooms to grade level teams Blended Learning Target Scope Whole school implementation Academic Goals Increase Performance Composite to 90% Become an Honor School of Excellence Blended Learning Target Scope Focus on Freshman Academy, followed by Science (Biology) © 2013 Education Elements