Planning, Implementation and
Policy Considerations for
Blended Learning Programs
• Greg Klein, Director of Blended Learnin...
Blended Learning
• “a formal education program in which a
student learns at least in part through
online delivery of conte...
Tech-rich = blended
Teaching and Learning
• What the student is
doing and where the
student is.
 What the teacher is
doing and where the
teac...
Webinar Focus
• Policy, Implementation and Teacher
Support for Blended Learning Programs
– District Perspective
– School P...
Greg Klein
• Director of Blended Learning
• Rogers Family Foundation
• Oakland, CA
• Former Oakland USD teacher
and admini...
Greg’s Digital Journey
• Downtown College Prep Alum Rock
• 2010-11, 3 groups of 60 middle schoolers
for 90 minutes, 1:1.
•...
About Rogers Family
Foundation
• Handful of Oakland-based initiatives
• 2nd
year of Blended Learning Initiative
• Fund acr...
Samantha Sherwood
• Assistant Principal
• Bronx Arena High School
• New York, NY
Samantha’s digital journey
• Developed a blended science unit for my 6th
grade class
during my third year of teaching.
– P...
About Bronx Arena / iLearnNYC
• 3rd
year, fully blended transfer school in the
Bronx.
• Serves overage and undercredited s...
Lessons Learned from Oakland’s Cohorts
• Oakland Case Study
• Key Policies Identified
– RFP; use what you have; everything...
Greg: Our Blended Learning
Model
• What does it look like?
– Site-based design and decision-making
– Usually devices in re...
Greg: Implementation
Stages
• Where we are now
– 8 schools: 6 in OUSD, 2 local charters
– Models vary across the sites
– L...
Samantha’s Research
• Paper: “A Mixture for Success: Characteristics of a Blended Learning
Class”
• How the teachers trans...
Bronx Arena and Implementation Stages
Where are we now?
• 3rd
year and 2nd
year using
“Arena model”
• Using completely hom...
Bronx Arena:
Blended Learning Model
• Homemade, project-based curriculum using the Legacy
model
– All curriculum created c...
Other Discussion Items
How much planning is needed? How far in
advance is it important to plan?
Who should be at the planning table /
planning co...
What are important Policies / Procedures
to put in place?
• District
• School
• Classroom
How important is Leadership?
• What do key leaders need to do to support
implementation and sustainability?
• What daily/m...
Other Questions
Final Thoughts
• Samantha
• Greg
Contact Info
• Greg Klein, Rogers Family Foundation,
Oakland, Ca
• gklein@rogersfoundation.org, @gregdklein
• Samantha (Sa...
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iNACOL Webinar: Implementation and Policy Considerations for Blended Learning Programs

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Two experts in the field of blended learning will share the importance of having a planned policy and support structure in place for any blended learning program to be successful. Greg Klein has been involved with Oakland Public Schools in the implementation of blended learning for many years and co-wrote the Oakland Unified case study where he identified critical success factors for blended learning adoption. More on this case study can be found on this website.

Samantha Sherwood became a blended learning teacher several years ago and then helped open a blended learning school in New York Public Schools, where she now serves as the Assistant Principal. She researched the journey of a blended learning teacher as part of her Masters degree and has documented the characteristics and support systems needed for a successful blended learning teacher and a successful blended learning classroom. More info: www.inacol.org

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  • Rob
  • Rob
  • Oakland Case Study – we wrote up a piece a year ago that tackled a lot of our ups and downs, and did an update about a year through that marked our progress. Well behind on a third update! Key Policies Identified – by everything, I mean that ultimately, I expect that this work will touch on every major policy related to school: grading/transcripts, line of site, class size, credentialing, funding – and I’m quite hopeful that these all shift in the direction of a more sustaining and enjoyable profession for educators and yield much improved results for students – we can do both. Implementation Strategies – 1) Go big on Network; 2) Go Big on Network; 3) Devices of 1:3, 1:2 or 1:1; 4) web-based Teacher Support Systems -- use teachers and kids for hardware set up; teach teachers the one or two tools they need to know first, then come back in mid september/october and train them on the next ones. Answer emails and texts from teachers. Encourage them to ask one another for help. Empathize that crazy things do happen with tech.
  • iNACOL Webinar: Implementation and Policy Considerations for Blended Learning Programs

    1. 1. Planning, Implementation and Policy Considerations for Blended Learning Programs • Greg Klein, Director of Blended Learning, Rogers Family Foundation • Samantha Sherwood, Vice Principal, Bronx Arena High School, New York City Schools October 2013
    2. 2. Blended Learning • “a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace and at least in part at a supervised brick-and-mortar location away from home…” - (Horn and Staker, 2013)
    3. 3. Tech-rich = blended
    4. 4. Teaching and Learning • What the student is doing and where the student is.  What the teacher is doing and where the teacher is.  What and where the content is.
    5. 5. Webinar Focus • Policy, Implementation and Teacher Support for Blended Learning Programs – District Perspective – School Perspective
    6. 6. Greg Klein • Director of Blended Learning • Rogers Family Foundation • Oakland, CA • Former Oakland USD teacher and administrator.
    7. 7. Greg’s Digital Journey • Downtown College Prep Alum Rock • 2010-11, 3 groups of 60 middle schoolers for 90 minutes, 1:1. • Google, Edmodo, EverFi, Khan, Achieve3000, pilots, pilots, pilots
    8. 8. About Rogers Family Foundation • Handful of Oakland-based initiatives • 2nd year of Blended Learning Initiative • Fund across the district and local charters
    9. 9. Samantha Sherwood • Assistant Principal • Bronx Arena High School • New York, NY
    10. 10. Samantha’s digital journey • Developed a blended science unit for my 6th grade class during my third year of teaching. – Project-based – Was hooked on the high level skills students developed • Joined Ty Cesene to help start Bronx Arena • Researched the characteristics of a successful teacher and classroom in a fully blended class as part of my Master’s thesis. • Continue to innovate at BAHS
    11. 11. About Bronx Arena / iLearnNYC • 3rd year, fully blended transfer school in the Bronx. • Serves overage and undercredited students. • Unique “Arena” model has students matched to a single teacher in 25:1 ratio • iLearnNYC is part of a larger citywide initiative to implement blended learning in classrooms across NYC.
    12. 12. Lessons Learned from Oakland’s Cohorts • Oakland Case Study • Key Policies Identified – RFP; use what you have; everything really • Implementation Strategies • Network; Device ratios; Web / Google / DC • Teacher Support Systems
    13. 13. Greg: Our Blended Learning Model • What does it look like? – Site-based design and decision-making – Usually devices in regular classrooms, 1:2 or 1:1. – Kids get access to personalized adaptive online content – Kids get access to personalized small group instruction with teacher
    14. 14. Greg: Implementation Stages • Where we are now – 8 schools: 6 in OUSD, 2 local charters – Models vary across the sites – Lots of tech support • Where we are going – SBAC readiness as a leverage point – Opportunities to launch future cohorts
    15. 15. Samantha’s Research • Paper: “A Mixture for Success: Characteristics of a Blended Learning Class” • How the teachers transforms – Shift in mental model from “teacher centered to student centered” • Use of technology – Technology as a tool to re-invent the craft and the learning experience. – Makes it sustainable, however not the end-all-be all • Use of data to drive instruction – Necessary to individualize • School Policies Identified • Implementation Strategies • Teacher Support Systems
    16. 16. Bronx Arena and Implementation Stages Where are we now? • 3rd year and 2nd year using “Arena model” • Using completely homemade curriculum • Beginning to really incorporate mastery based/ competency based learning to individualize • Senior portfolio • Online, customized data- tracking system Where are we going? • Full competency-based instruction for course selection • Have students “build their own” curriculum based on interests and aligned to competencies • Continue to develop data tracker to track individualized pathways using competencies. • Create more dynamic curriculum through partnerships with other schools
    17. 17. Bronx Arena: Blended Learning Model • Homemade, project-based curriculum using the Legacy model – All curriculum created collaboratively • Blending the knowledge with intrinsic learning. • “Arena Model” that includes a generalist teacher and content specialist co-teachers. • Competency-based to individualize and personalize • Customized data tracker to monitor student progress, set student goals, and track competency mastery.
    18. 18. Other Discussion Items
    19. 19. How much planning is needed? How far in advance is it important to plan? Who should be at the planning table / planning committee? • District • School • Classroom
    20. 20. What are important Policies / Procedures to put in place? • District • School • Classroom
    21. 21. How important is Leadership? • What do key leaders need to do to support implementation and sustainability? • What daily/monthly leadership activities take place to support blended learning direction?
    22. 22. Other Questions
    23. 23. Final Thoughts • Samantha • Greg
    24. 24. Contact Info • Greg Klein, Rogers Family Foundation, Oakland, Ca • gklein@rogersfoundation.org, @gregdklein • Samantha (Sam) Sherwood, Bronx Arena School, New York • ssherwood@bronxarena.org

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