1. Professional Learning Community (PLC)
on Student-Centered
Learning in High School
September 20, 2013
3:30-5:00 pm

2. Introductions and Background
Welcome
Background:
Nellie Mae Education Foundation New Approaches in Urban Districts Grant
$450,000 / 18 months to research , plan and pilot blended learning models at the high school level
Part of a cross-district community of practice with other Connecticut communities: Danbury, Meriden, New Haven, Manchester, Norwalk; Chelsea and Revere in Massachusetts; and Providence in Rhode Island
PLC Introductions
Deidre: 3:30-3:40pm
BACKGROUND:
The Nellie Mae Education Foundation invited a number of New England school districts, including Hartford, to apply for a New Approaches for Urban Districts grant. Hartford Public Schools was selected to receive a grant of $450,000 for an 18-month project grant to research, plan and pilot ways to increase student achievement through intensive, personalized, blended learning experiences at the high school level.
Through the use of learning communities and community outreach activities, stakeholders (educators, parents/families, partners and others) will learn about student-centered blended learning, conduct an assessment of current and best practices in our district and throughout the country, and develop a shared vision for blended learning that will include expected outcomes, possible models, resource requirements, policy implications. Through this grant, Hartford Public Schools is part of a cross-district community of practice with other Connecticut communities, Danbury, Meriden, New Haven, Manchester, Norwalk; Chelsea and Revere in Massachusetts; and Providence in Rhode Island as Nellie Mae Education Foundation grantees.
We are fortunate to have the opportunity to receive planning funds that will allow us to carefully and methodically research blended learning, pilot ideas in a small scale and to determine the best approach for our district going forward. This is a strategic way to consider how to incorporate blended learning to advance student achievement with a focus on the Common Core State Standards.

3. Introductions …. In 30 seconds, tell us about :
Who, what, and where you teach
Something that you know about blended learning OR
Question you have about blended learning
Something you like/dislike about blended learning
Deidre: 3:40-3:45pm
So Let’s Begin - blended learning….Lightning Round…
Take a moment….

4. Planning Goals
Goals:
To increase district and community knowledge of student-centered blended learning
To determine ways to use blended learning to increase student achievement and differentiate learning
To engage in action research to pilot and evaluate blended learning approaches in two schools: Pathways Academy of Technology and Design and Bulkeley Teacher Prep and Humanities Academy
To share best practices from the blended learning research for consideration throughout district
Deidre
The goals of the grant are to increase district and community knowledge of student-centered learning; to determine ways to use blended learning experiences to increase student achievement and differentiate learning; and to engage in action research to pilot and evaluate blended learning approaches in two schools, Pathways Academy of Technology and Design and Bulkeley Teacher Prep and Humanities Academy; and to share best practices from the blended learning research for consideration throughout district.
TURN TO DEIDRE

5. Project Scope and Planning Activities
 I Where we are today
II Explore promising practices
III Develop a Shared Vision for Blended Learning
IV Engage the Community for Input and Expand Knowledge
V Pilot implementation plans in Bulkeley and Pathways
VI Project Report
DEIDRE
I Establish Current State: Where we are today
What is Blended Learning and national perspective
How is the district currently engaged in blended learning? What are the strengths, weaknesses, opportunities and threats (SWOT) of blended learning?
II Conduct an Innovation Landscape: Explore promising practices
Review literature and case studies of key models
Research and share real-life examples of web-based and dynamic computer-based instruction (e.g. CCSS online resources, Dreambox Learning, Kahn Academy, etc.).
Visit best practice blended learning models and conference(s) to document approach, pros/cons, results, implications to consider.
III Determine Desired State: Develop a Shared Vision for Blended Learning Create a vision statement for blended learning for Hartford Public Schools
Establish our desired outcomes for blended learning
Develop a Theory of Action and Logic Model: Moving from Current to Desired State; Connect Strategy to Action
Discuss implications on research, practice and policy for HPS
E PLANNING Approach Document

6. Planning Teams and Key Participants
Bulkeley/Pathways Professional Learning Community (PLC)
Superintendent’s Work Group on Student-Centered Learning in High School
DAVID

7. What is… Student Centered Learning?
Emphasizes that education is not “one-size fits all.”
Students develop their academic and career interests and produce authentic, professional work to demonstrate their learning.
Teachers act as coaches, advisors, and facilitators, providing students with the opportunity to take charge of their own learning.
(Moeller & Reitzes, 2011)
DAVID

8. What is…Blended Learning?
Blended Learning –  a formal education program in which a student learns in part through online learning, with some element of student control over time, place, path, and/or pace; in part in a supervised brick-and-mortar location away from home.
(Clayton Christensen Institute, 2012)
David
Time: Learning is no longer restricted to the school day or the school year.
• Place: Learning is no longer restricted to the walls of the classroom.
• Path: Learning is no longer restricted to the pedagogy used by the teacher. Interactive and adaptive software allows students to learn [in a method that is customized to their needs].
• Pace: Learning is no longer restricted to the pace of an entire classroom of students.
Source: “Roadmap for Reform,”

9. The Basics of Blended Learning
educationelements. (2011, September 24). The Basics of Blended Learning [Video file]. Retrieved from
DAVID
educationelements. (2011, September 24). The Basics of Blended Learning [Video file]. Retrieved from

10. Blended Learning Models
SARAH
You might see some variation in definitions – this field is rapidly evolving. This visual from Clayton Christensen Institute (previously Innosight) provides an overview that you will find in much of the research and readings on blended learning. It illustrates the relationship between brick and mortar and online and the different types of models. Over the next section of our agenda, we will go through the models allowing you to reflect on any experiences you might have with these models and/or what you might imagine as opportunities for HPS.
TURN TO MICHELLE

11. Rotation
Within a course or subject, students rotate on a fixed schedule (or as directed by the teacher) between different learning modalities, at least one of which is online learning.
SARAH
REVIEW ROTATION Model
Other modalities might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments.

12. Rotation Example: The KIPP LA Empower Academy SARAH
Optional– Play from 1:02-2:12
Rotation-model implementation is when, within a given course or subject (e.g., math), students rotate on a fixed schedule or at the teacher’s discretion among classroom-based learning modalities. The rotation includes at least one station for online learning. Other stations might include activities such
as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments. Some implementations involve the entire class alternating among activities together, whereas others divide the class into small group or one-by-one rotations. The Station-Rotation model differs from the
Individual-Rotation model because students rotate through all of the stations, not only those on their custom schedules.
The KIPP LA Empower Academy equips each kindergarten classroom with 15 computers. Throughout the day the teacher rotates students among online learning, small-group instruction, and individual assignments.
REFLECTION: ASK PEOPLE TO TURN TO ONE ANOTHER – IN GROUPS OF 3-4:
Talk to one another: Have you seen an example of a ROTATION Model in action in a classroom, community organization, other. What were you impressions. OR What might this look like in a HPS classroom?

13. Flex
Instruction is delivered primarily via the Internet, with students moving on an individually customized sequence; scheduling is fluid among learning modalities, and the teacher of record is on site.
SARAH

14. Flex Example: San Francisco Flex Academy
SARAH OPTIONAL: Play from 0:00-2:10
A program in which content and instruction are delivered primarily by the Internet, students move on an individually customized, fluid schedule among learning modalities, and the primary teacher is on-site. The primary teacher or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities such as small-group instruction, group projects, and individual tutoring. Some implementations have substantial face-to-face support, while others have minimal support. For example, some flex models may have face-to-face certified teachers who supplement the online learning on a daily basis, whereas others may provide little face-to face enrichment. Still others may have different staffing combinations.
At San Francisco Flex Academy, the online-learning provider K12, Inc. delivers the curriculum and instruction, while face-to-face teachers use a data dashboard to offer targeted interventions and supplementation throughout the day for core courses. The primary teachers for the core courses are the face-to-face teachers.
REFLECTION: ASK PEOPLE TO TURN TO ONE ANOTHER – IN GROUPS OF 3-4:
Talk to one another: Have you seen an example of a FLEX Model in action in a classroom, community organization, other. What were you impressions. OR What might this look like in a HPS classroom?
TURN TO SARAH

15. Self-Blend
Students choose to take one or more courses entirely online to supplement their traditional courses.
Example:
Quakertown
Community
School District
SARAH
Quakertown Community School District is a traditional school district in Pennsylvania that utilizes online learning to create a “self-blend” learning environment for students. All students in grades 6 through 12 have the option to take one or more online courses, and district teachers teach all the courses with the exception of those, like Mandarin, where there is no certified teacher available within the district. Two district teachers are responsible for only online courses, and roughly 75 percent of all QCS teachers are responsible for at least one online course. Courses are asynchronous; students can work on their assignments at any time during the day. Many students take advantage of this option in order to work around vocational programs, work schedules, and extracurricular interests. Some take these classes at home, and others work on them during free periods during the school day. There are designated areas in the high schools and middle schools, called cyber lounges, where students can work comfortably in a cafe setting between their face-to-face classes. The online courses allow students to move at their own pace and complete courses based on competency rather than being tethered to the traditional semester timeline.
VIDEO FROM THE POINT OF VIEW OF TEACHER WHO TEACHES BOTH ONLINE AND F2F Classes:
REVIEW Self – Blend
REFLECTION: ASK PEOPLE TO TURN TO ONE ANOTHER – IN GROUPS OF 3-4:
Talk to one another: Have you seen an example of a SELF Blend Model in action in a classroom, community organization, other. What were you impressions. OR What might this look like in a HPS classroom?

16. Enriched model
Students divide their time between attending a brick-and-mortar campus and learning remotely using online delivery of content and instruction.
Example:
Albuquerque
eCADEMY
SARAH
REVIEW Enriched model
A whole-school experience in which within each course (e.g., math), students divide their time between attending a brick-and-mortar campus and learning remotely using online delivery of content and instruction. Many Enriched-Virtual programs began as full-time online schools and then developed blended programs to provide students with brick-and-mortar school experiences. The Enriched-Virtual model is similar to the Flipped Classroom, but differs in that in Flipped Classrooms, students attend the brick and mortar campus every weekday, whereas in Enriched-Virtual programs, students attend the brick-and-mortar campus less frequently.
At the Albuquerque eCADEMY, students in grades 8–12 meet face-to-face with teachers for their first course meeting at a brick-and mortar location. They can complete the rest of their coursework remotely, if they prefer, as long as they maintain at least a “C” grade point average in the program.
REFLECTION: ASK PEOPLE TO TURN TO ONE ANOTHER – IN GROUPS OF 3-4:
Talk to one another: Have you seen an example of a Enriched Model in action in a classroom, community organization, other. What were you impressions. OR What might this look like in a HPS classroom?

17. Hybrid Models
SARAH
Quick overview noting that this is not a static approach – there are many ways to incorporate blended learning - Hybrid.
Source: Is K–12 blended learning disruptive? An introduction of the theory of hybrids Clayton M. Christensen, Michael B. Horn, and Heather Staker, May 2013
Hybrid models of blended learning In many schools, blended learning is emerging as a hybrid innovation that is a sustaining innovation relative to the traditional classroom. This hybrid form is an attempt to deliver “the best of both worlds”—that is, the advantages of online learning combined with all the benefits of the traditional classroom. In contrast, other models of blended learning appear disruptive relative to the traditional classroom. They do not include the traditional classroom in its full form; they often get their start among nonconsumers; they offer benefits that accord to a new definition of what’s good; and they tend to be more foolproof to purchase and operate.
In terms of the emerging blended-learning taxonomy, the Station Rotation, Lab Rotation, and Flipped Classroom models are following the pattern of sustaining hybrid innovations. They incorporate the main features of both the traditional classroom and online learning. The Flex, A La Carte,* Enriched Virtual, and Individual Rotation models, in contrast, are developing more disruptively relative to the traditional system.
TURN TO DEIDRE

18. What role does the PLC play?
The PLC will be the practitioner core of the planning grant. The group will come together to learn, share experiences, explore new tools, and problem-solve together. The work of the PLC will inform the Superintendent’s Work Group on Student-Centered Learning.
MICHELLE

19. PLC Site Coordinators’ Responsibilities
PLC Site Coordinators from Pathways Academy of Technology and Design and Bulkeley Teacher Prep and Humanities Academy
Serve on the Superintendent’s Work Group
Participates in site visits and CoP sessions
Lead the building PLC work in collaboration with Program Coordinator and Planning Consultant
Complete the assigned responsibilities as specified in the Nellie Mae Grant, MOU, and Project Work Plan
MICHELLE

20. PLC Members’ responsibilities
PLC Members: 10 high school teachers to participate in action research around blended learning.
Conduct action research in their classrooms and document the experience
Develop a theory of action regarding blended learning as a student-centered approach to support Common Core State Standards, College and Career Readiness, build students’ autonomy and motivation, and provide personalized learning opportunities for students anywhere, anytime.
Gather and review information about blended learning approaches
Document existing models within Hartford Public Schools
Visit programs to experience blended learning models and outcomes
Assess findings of the literature and internal and external reviews
MICHELLE

21. PLC Membership
MICHELLE

22. PLC Blended Learning Implementation Plans
Individual plans for Implementation Phase
Focuses on the integration of blended learning with specific students and classes
Informs the Superintendent’s Work Group and Nellie Mae on the progress of the project
Informs our next steps for resources, site visits, and planning to support further implementation
Plans are due on Thursday, October 17, 2013, ed by site coordinators to and
MICHELLE

23. PLC Supports PLC meetings – building-based and district-based
Site Coordinators
Devices
Site visits and conferences
Availability of substitute teachers to allow for required attendance at project meetings and out of school professional development
Stipends
Site Coordinators – 225 hours ($7,200)
PLC members – 170 hours ($5,440)
(estimated 4 pay dates – 11/30/13, 2/28/14, 5/31, 9/30)
MICHELLE

24. PLC Meetings
Building-based meetings: PLC meetings that will be planned, coordinated, and documented by building site coordinators during the school day or after school, with invitations to the members of the project leadership group;
District-based meetings: PLC meetings planned and coordinated by David Stoloff and Sarah Horkel, planned to be 4-6 times per academic year
SARAH

25. PLC District-Wide Schedule
Friday, September 20, 3:30 – 5 pm, Bulkeley
Wednesday, October 23, 4 – 6 pm, Pathway Academy to Technology and Design
Wednesday, November 20, 4 – 6 pm, CPBN
SARAH

26. Project Action Research
Action Research Leader: Dr. David Stoloff
Action Research Plan is grant deliverable for December 2013
Outlines action research process during Implementation Phase (January 2014-June 2014)
Requires qualitative and quantitative data collection
DAVID

27. Next Step: Landscape Scan
School survey: work group feedback on topics, key questions, areas of inquiry –
completed by October 4, 2013
Continuing development of project website –
DAVID