John W. Reiley Elementary SchoolSBDM Policy

Blended Learning

__ Legally Required Policy _x_ Additional Policy Topic

We know that when teachers ‘blend’ thoroughly evaluated technological resources with rigorous and directed instruction, students are more interested and motivated to learn. With this kind of teacher-focused instruction, students will be well-prepared to contribute to society, make ethical choices, and better compete in a 21st century global economy. . —NEA PRESIDENT DENNIS VAN ROEKEL

DEFINITION

For our purposes, blended learning (aka “hybrid” and “mixed-mode”) is an environment in which a student learns in a “blended” model of face-to-face instruction with a certified teacher and technology-based instruction that best meets the educational needs of the student.

Instruction provided completely online is different from blended learning. Online learning should not be confused with blended learning. In addition, blended learning includes multiple technologies, not simply online technology.

PURPOSE A blended learning model incorporates the best aspects of both face-to-face and online instruction:

1) Classroom time can be used to engage students in advanced interactive experiences.

2) The flexibility and convenience of the technological/ online portion of the course can provide students with multimedia-rich content at any time of day, wherever the student has Internet access.

3) Early evidence suggests that a blended instructional approach can result in learning outcome gains and increased enrollment retention.

The purpose of this policy is to clearly define the expectations of blended learning opportunities for Reiley Elementary students, teachers, and administrators.

TEACHER RESPONSIBILITIES

All teachers will:

1. Ensure that all blended learning opportunities comply with House Bill 5, Privacy/Security.

2. Intentionally plan the blended learning experiences with the following in mind: Is the purpose of the experience for practice, individual tutoring/ re-teaching,

research, to create and/or communicate, or to work on small-group projects? Is the blended learning activity research-based? If so, is the activity

implementation consistent with the research? (if research protocol is 10 min. 3X week, is it being implemented in this manner)

Is the blended learning activity congruent to standards? Can the blended learning activity be monitored for student progress? (Percent

correct, completion rates, time on activity, etc.) Examples of Rotation Blended Learning Model (commonly seen in public schools) include:

The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation.

a. Rotation model — a course or subject in which students rotate on a fixed schedule or at the teacher’s discretion between learning modalities, at least one of which is online learning. Other modalities might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments.

b. Station Rotation — a course or subject in which students experience the Rotation model within a contained classroom or group of classrooms. 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.

c. Lab Rotation – a course or subject in which students rotate to a computer lab for the online-learning station.

d. Flipped Classroom – a course or subject in which students participate in online learning off-site in place of traditional homework and then attend the brick-and-mortar school for face-to-face, teacher-guided practice or projects. The primary delivery of content and instruction is online, which differentiates a Flipped Classroom from students who are merely doing homework practice online at night.

e. Individual Rotation – a course or subject in which each student has an individualized playlist and does not necessarily rotate to each available station or modality. An algorithm or teacher(s) sets individual student schedules.

Models provided by: Clayton Christensen Institute

Appropriate Blended Learning Experiences specific to Reiley Elementary School include but are not limited to:

Content Core Instruction Blended Learning OptionsLanguage Arts and Math Compass

XtraMath.orgReading Fast ForWord

Accelerated Reader

3. Additional programs will be researched (must be connected to the standards) and presented to the principal for approval before classroom utilization. The principal will report any new technology programs being implemented in the classroom to SBDM at the following meeting.

PRINCIPAL RESPONSIBILITIES

Principals will ensure that

1. All teachers are informed of Blended Learning Policy. 2. Blended Learning Experiences are planned and reflected in lesson planning. 3. Blended Learning Experiences are in compliance with House Bill 5. 4. All students and teachers follow the Acceptable Use Policy. 5. All Blended Learning Experiences are evaluated for effectiveness using multiple sources

of data. 6. Professional Development is provided as needed for teachers implementing Blended

Learning Experiences for students. 7. All students have an opportunity to learn from Blended Learning Experiences.

POLICY EVALUATION

We will evaluate the effectiveness of this policy through our School Improvement Planning Process.

First Reading: 5-18-15Second Reading:Adoption:Revised:

_______________________________ (Council Chairperson)