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The definition of blended learning continues to shift as technology opens up new possibilities and teachers embrace new instructional models. Lauren Quient, innovation manager for KIPP LA, says, “Teachers have always wanted students to have a personalized learning experience, and now technology has evolved to the point where that’s possible.” In districts large and small, the growing consensus seems to be that we’re at the frontier of a new age for teachers and learners. Here are some of their stories.

“THEY DON’T EVEN THINK THEY’RE LEARNING”

When Lisa Isham, director of curriculum and instruction at Wilkes County (GA) Schools, learned that the Georgia DOE had awarded her district of 1,600 students a Striving Reader Comprehensive Literacy Grant last year, she knew exactly what to do. The district updated classroom computers, increased bandwidth, and launched a few different programs for blended instruction in reading.

Wilkes County teachers in grades K–3 have been using the Discover program from Reading Horizons to support and reinforce direct instruction since last year. And they’ve already seen growth in student achievement. Just as exciting for Isham, though, is the increased student engagement. Students can access Reading Horizons at home, and Isham was delighted to see kids working on their reading last summer. Because they enjoy it so much, she says, “they don’t even think they’re learning.” Struggling readers in grades 4–8 are also improving their skills through a combination of direct instruction and the READ 180 program.

TOOLS THEY USE
WILKES COUNTY SCHOOLS

Promethean ActivBoards
Reading Horizons

Multiplying Success

Jordan is just one of many students benefiting from the school’s blended learning model. In 13 of their 16 classrooms, teachers use Chromebooks, iPads, and a myriad of software programs, including Google Classroom, Odysseyware, and Khan Academy, to engage students in learning. Dr. Denise Hoy, director of ALLPS, has exciting numbers to share.

In the 2014–15 school year:

■ 29 out of 121 students graduated more than a semester early.
■ Discipline referrals decreased by more than 50% (95% in one classroom) from the fall to spring semester after implementing blended learning.
■ 54% of students made progress recovering credits to graduate (that number is up to 78% in the current school year).

Despite this overwhelming success, challenges remain. About a dozen students were removed from the program due to struggles with online learning, including focus and time management, comprehension, and difficulties reading long passages online.

Hoy says most blended learning teachers at ALLPS can’t imagine going back to traditional teaching in an alternative learning environment. Because absenteeism and truancy are high, being able to assign online learning for those who miss instruction is particularly helpful. And teachers can spend less time grading and more time working with students.

Blended learning enables ALLPS students to learn in different ways, earn credits more quickly, and access individualized instruction when needed. In addition, Hoy says, “classroom management improves because students are continually engaged in the lesson.”

TOOLS THEY USE
ALLPS

Odysseyware

A Thoughtful, Phased Approach

When the district formed a blended learning team in 2012 to craft a strategy, they began by acknowledging their deficits. They knew they didn’t have the infrastructure to support transitioning all 113 schools and 49,000 students in all subject areas at once. Their phased approach started with math, introducing a digital rotation into established instructional blocks so teachers could build on existing routines. As Rose says, “Introducing blended learning doesn’t always mean starting from scratch.” In 2013–14 they expanded to include literacy, science, and social studies.

The team worked hard to ensure that not only was the technology reliable, but also that teachers had guidance (including ongoing PD), choice, and ownership of the blended model they chose for their building. While they’re now incorporating more adaptive interactive programs, they started with instructional programs including ST Math, Lexia Reading Core5, and myON. The district values the relationships they build with vendors and relies on them to monitor implementation and intervene with just-in-time PD and other support.

The different blended learning models across DCPS share four key components:

1. Effective, purposeful use of technology
2. Small group, data-driven instruction
3. High-quality, well-aligned digital content
4. Active, engaged students.

TOOLS THEY USE
ASPIRE PUBLIC SCHOOLS

myON

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