1. SEYMOUR
DESIGN PLAN

2. Title/Directions
This design workbook is meant to help you think through how personalized blended learning can impact the systems, culture, and instructional strategies at your school.
All of your teachers should be familiar with your vision, guiding principles, and problem(s) of practice that blended personalized learning is meant to address.
Your Apollo teachers (January Launch) will eventually implement from a set of recommended model designs. The EE team will review school designs from this workshop to help structure that menu of recommended models.

3. Small Group Instruction Data Driven Decisions Integrated
Seymour Vision
Students will be empowered to use the academic , technological, and social skills developed to meet the demands of a competitive global community.
Challenges lead to learning.
Inquiry, action and reflection drive learning
Collaboration enhances learning.
Foundations
We need a way to differentiate because of the wide range of student needs and languages within our school. BPL will help us by providing additional resources and technology thus allowing for more individualized student instruction.
Small Group Instruction
Data Driven Decisions
Integrated
Digital Content
Student Ownership + Reflection
* Reserve 15/20/30 minutes each day for a differentiated small group lesson with at least 1/2/3 groups of students (depending on which model you are using)
* Students should be grouped by data
* Have students complete an exit ticket ex/ plickers, at the end of class 2-3x per week/daily, and use that data to regroup students the following day or week
* 15/20/30 minutes daily for digital content skills practice
* Use digital content lessons to preview concepts and generate inquiry questions
* Set a learning goal with teacher each week/month/unit
* Use final 5/10/15 minutes of class for conference/feedback entry each day/week
Actions
Systems and Structures we have in place to help support the implementation of our strategies and tactics:
MCL’s lead data analysis conversations and support the implementation of BPL.
Library Media Specialist will provide overview of Digital Content and should be scheduled for team meetings to support BPL.
Continue to utilize feedback and conferencing time as a means of student reflection
Designate a team meeting to ensure that student groupings are based on appropriate data and that groups are fluid
Three ways we will monitor progress on whether we’re on the right track towards our vision and solving our problem(s) of practice:
Survey to check in with staff to find areas of success, need, and concerns.
Utilize team meetings as means to support and implement BPL lessons plans.

4. Tracking our Implementation
Implementation of Core 4 Tactics
(classroom level)
Staff Habits and Principles in Action
(school level)
Student Engagement and/or Achievement (student level)
What does success look like for us?
small group instruction
visible routines and procedures
student collaboration
Teachers will implement BPL lesson in the month of January. Full implementation by February 28th . Full implementation would require BPL lesson plans, students grouped by data, and students are involved in a blended learning model.
Teachers will bring evidence of data to make instructional decisions during grade level team meetings or coaching sessions
Students are in groups and are engaged in a BPL lesson.
As a result of BPL student achievement will be demonstrated on school based assessment (ANET, Running Records, and STAR).
How will we know if we’re on or off track?
(List tools you can use to measure success - surveys, walkthroughs, check-in’s, staff meetings, etc - as well as data sources you might refer to)
Provide PD at our monthly coach’s clinic.
Utilize MCL’s to facilitate team meetings to track our implementation of BPL.
Administration walkthroughs
Review school based assessments to determine student growth
staff surveys
team meetings to analyze data and make decisions to inform instructional groupings
Students can complete a survey created by teachers after 6 weeks of implementation.

5. Design, Communications, and Implementation
Jan-Feb Base Design Model for Apollo Teachers
Mark in red the models your teachers will implement
Model 1: 3-Groups, 1 station per day (Seymour- Teacher’s choice depending on skill)
Model 2: 3-Group Rotation during Tues-Thurs (Seymour)
Model 3: 3 groups + Flex Friday (Danforth) (Seymour)
Model 4: 4 groups, 1-2 stations per day (Dr. Weeks)
Model 5: 3 group rotations daily (Franklin)
Communications Plan
Link
Our Key Messages:
Message 1: We are implementing Blended Learning is a form of differentiated instruction to meet the individual needs of students at Seymour Dual Language Academy.
Message 2
Message 3
PD Plan
1st Core 4 Strategy we want to master - mark in red
Small Group Instruction
Data-driven Decisions
Integrated Digital Content
Student Reflection

6. What beliefs within your school community will guide your work?
CORE PRINCIPLES:
What beliefs within your school community will guide your work?

7. Empathize What do students want and need from our school?
How are we currently meeting those needs?
What do we need to do better?
consistency
academics
social/emotional
fairness
to be there/available
to be ready
safe environment
love
quality education
counseling
differentiation
looking long term
engaging lessons
interventions
schedules
getting to know them/their style of learning
morning meetings
after school
culture and climate team
need more focus on students and lesson drama
use feedback to drive instruction
more services
accountability
continue building positive school culture

8. GUIDING PRINCIPLES FOR DESIGN
Mindsets that could (or currently do) hold our school community back from meeting student needs (students, staff, community mindsets)...
Mindsets we need to cultivate in order to meet student needs...
not enough time
not enough staff
not enough dual language resources
not enough technology
not enough good attitude (I can’t)
being open to change
(Up to 4) Principles that will guide our team’s approach to decision-making for blended personalized learning design and implementation
Principle 1: Choose from a bank of resources approved by the blended learning team. (We believe that aligning on best practices is best for our community)
Principle 2: school community will engage in learning and implementing the blended learning process (We start with a plan, but reflect as we implement)
Principle 3:
Principle 4: will stay true to the blended learning community (We seek to collaborate and learn within and outside our school to enhance instruction and do what is best for individual student need

9. DEFINE
What problem(s) of practice is blended personalized learning addressing?

10. Our Core Problem Statement (pull from column 1 on table above…)
PROBLEM DEFINITION
A Problem of Practice we face
Why it is so important to address
This is how our work on blended personalized learning will help..
We need a way to...
because...
BPL will help us by …. [allowing for x to happen, etc.)
differentiate
of the wide range of student needs and languages in our school
providing additional resources and technology thus allowing for more individualized student instruction
Our Core Problem Statement (pull from column 1 on table above…)
We need a way to differentiate because of the wide range of student needs and languages within our school. BPL will help us by providing additional resources and technology thus allowing for more individualized student instruction.

11. IDEATE What changes should we consider for our schools and classrooms?

12. What could school look like?
IDEATE
What could school look like?
Class Size & Student Grouping
Facilities
Idea 1 for our school:
Idea 2 for our school:
Idea 1 for our school
Idea 2 for our school
Offline/Online Content
Idea 1 for our school:
Idea 2 for our school:
Teacher Roles & Expectations
Idea 1 for our school
Idea 2 for our school
Schedule
Idea 1 for our school
Idea 2 for our school
Use of Instructional Time
Idea 1 for our school
Idea 2 for our school
Facilities:
•Does our model focus on within classroom structures or across classroom structures?
•How are we using our media center or other large spaces differently?
•Are we using computer labs?
•How will use of facilities differ by grade or subject area?
Offline/Online Content:
•What is our major source for offline content? E.g. district-provided, teacher created, or other? Specify by grade and subject area.
•What digital content will we use? Specify by grade and subject area.
•What digital tools will we use? Specific purpose of digital tools, e.g. for collaboration or creation, formative assessment, storing or deploying content.
•In the absence of digital content in certain grades and subjects, how might students use devices to access teacher-created content, conduct research, or to create products to demonstrate mastery?
Schedule:
•How long are our instructional blocks?
•Will we have block schedule?
•Does our schedule include specific instructional times for some/all students, e.g. intervention block or Genius Hour?
•How often will our teachers have collaborative planning time?
Class Size & Student Grouping:
•Will we think about class sizes differently?
•How many student groups does our instructional block include? Two, Three, Four, flexible?
•Are students grouped within classrooms or across classroom? Across grade levels?
•Are students grouped differently for cross-curricular activities?
•What data will teachers use to group students?
•How often will teachers be expected to regroup students?
Teacher Roles & Expectations:
•How are we thinking about teacher roles differently? Will we have co-teaching? Will we ask teachers to specify in a certain instructional focus area?
•What “behind the scenes” work will we ask teachers to do on a weekly basis to support our instructional model? E.g. give formative assessment on Monday to regroup for week.
•How will teacher roles and expectations differ by grade or subject area?
Use of Instructional Time:
•How are we using instructional time? Blended learning? PBL? 1:1 conferencing? Guided reading/math? Workshop model? Whole group instruction?
•What is the breakdown of time in our instructional block?
•Will our use of instructional time remain consistent across a week/unit, or will there be flexibility? What does this look like?
•How will our use of instructional time differ by grade or subject area?

13. What might a classroom, week, or month look like at our school?
PROTOTYPE
What might a classroom, week, or month look like at our school?

14. Model 1: 3-Groups, 1 Station per Day

15. Model 2: 3-Group Rotation during Tues-Thurs.

16. Model 3: 3-Group Rotation + Flex Friday

17. Notes on Digital Content
Core Problem
What is the core problem will digital content will help solve at your school site/in your classroom?
Students
Which students will benefit most from the usage of digital content? Why?
Which will struggle? Why?
Subjects
In which subject areas do you have the greatest need for digital content resources? Why?
Function
Collaborative Tools enable collaboration, sharing of resources, and digital production. (LMS’s like Schoology/Moodle, Gdocs/sites, Office, etc.)
Providers geared toward Practice/Application provide learning activities but have minimal direction instruction. May be adaptive. (Achieve, TenMarks)
Providers built for Assessment often have question banks and/or gradebooks. (MasteryConnect, ExitTicket)
Providers with Direct Instruction Lessons often include a full scope and sequence (Compass, iReady, Lexia, etc.)
Rank 1-4, 1=most important ofr us, 4=least important
__ Collab. Tools __ Practice __ Assessment __ DI Lessons
Notes:
Needs
Putting it all together, what do you need from digital content providers that you don’t already have?

18. Blended Personalized Learning Tactics
What actions will help power your model designs?
Student Ownership and Reflection (My Goals)
Usage of Digital Content and Tools (My Pace, Flexible Time)
Small Group Instruction (Flexible Space)
Data-driven Decisions (My Goals, My Pace, Flexible Space)

19. What is the role of digital content at your school site?

20. ICONS FOR DESIGN

21. Instructions Instructions
The icons and images that follow are meant to be used for the Prototype designs that your team has put together. Feel free to copy and paste those that follow, and refer to the design workbook as an example.
Instructions

22. Icons for Design (1 of 5) WHOLE GROUP LESSON/CLOSING
TEACHER-LED SMALL GROUP
TEACHER-LED SMALL GROUP
WHOLE GROUP LESSON/CLOSING
INDEPENDENT WORK TIME
INDEPENDENT WORK TIME
WRITING ASSIGNMENT
WRITING ASSIGNMENT
FORMATIVE ASSESSMENT
FORMATIVE ASSESSMENT
DIGITAL CONTENT
DIGITAL CONTENT
EXPLORE STATION
EXPLORE STATION
PROJECT-BASED LEARNING
PROJECT-BASED LEARNING
PEER TO PEER LEARNING
PEER TO PEER LEARNING
SMART BOARD
SMART BOARD
CREATION STATION
CREATION STATION
REFLECTION
REFLECTION

23. Icons for Design (2 of 5) Teacher Small Group Work with Teacher
Student Collaborative Work
Classroom
1 : 1 Conferencing
Student Independent Work with Devices
Whole Group Instruction / Closing / Assessment
Student Movement
Cross-Classroom Models

24. Icons for Design (3 of 5)

25. Icons for Design (4 of 5) A Day B Day C Day
Note: Schools can change number of groups, blocks of time, and type and lengths of each activity
5 min
5 min
5 min
5 min
5 min
5 min
5 min
5 min
5 min
Group 1
Activity # 1 (e.g. small group instruction)
Reflection / Exit Ticket
Group 2
Group 3
Activity # 2 (e.g. collaborative work)
Reflection / Exit Ticket
Group 4
Small group lesson
Reflection / Exit Ticket
Monday
Tuesday
Wednesday
Thursday
Friday
A Day
(25 min)
B Day
(25 min)
C Day
(25 min)
Review B (15)
Workstations and Data Focus
Review C (15)
Reflection (5)
Reflection (5)
Reflection (5)
Make any adjustments necessary to B-C groups
Review data to determine station work and who is celebrated
Plan A-C group lessons going into the week
Expected teacher actions over course of week

26. Icons for Design (5 of 5) Monday Tuesday Wednesday Thursday Friday
Note: Schools can change number of groups, blocks of time, and type and lengths of each activity
Monday
Tuesday
Wednesday
Thursday
Friday
Introduction to New Material
Practice
Assess
Research/Acceleration
Reflect
Introduction to New Material
Practice
Assess
Research/Acceleration
Reflect
Intro to Project
Explore/Create (PBL)
Explore/Create (PBL)
Assess/Present Projects
Reflect