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From Concept to Scale – Growing Blended Learning
in a Large High School
Crown Point High School
Crown Point, Indiana
Session Overview
• Welcome and introductions• Strategic planning• Moving to scale• Content acquisition and professional development• Mixing BYOD and school provided devices• Program evaluation• Q & A
Session Overview
Crown Point Community School Corporation
• Jim Hardman – Director of Curriculum and Instruction
• Chip Pettit – Principal – Crown Point High School• Jeremy Walker – Online/Blended Learning
Specialist • Chris Rapp – Evergreen Education Group
Session Overview
Resources You Will Leave With
• PowerPoint with contact information• Strategic plan• CP 2.0 Next generation learning FAQs (with specs)• Syllabi from PD courses• CPHS blended learning course evaluation rubric• Evaluation report• Planning for Quality booklet
We are CP (Crown Point)!
Why transform the CP Learning Model?
• Personalize learning (Innovate – create and adapt)• Engage the 21st century learner• Allocate resources differently – time, personnel,
equipment, content• Compete – “Schools of Choice”
How do we plan for transformation?• Consult experts• Involve all stakeholders in planning – Advisory Committee
- Build on school improvement plan
- Identify guiding principles
- Create a strategic plan • Manage costs
- start-up and development
- operating
Guiding Principles - Advisory Committee
• Prepare all students • Respond to student needs• Expand offerings • Use technology to enhance 21st century skills • Promote student responsibility for their own learning
(choices).• Address student challenges• Generate data to serve stakeholder groups• Create flexible scheduling opportunities
Major findings to schools embarking on a technology implementation:
• 1-to-1 schools that properly implement technology outperform all other schools, including all other 1-to-1 schools.
• A school principal’s ability to lead is critical.
• Technology-transformed intervention improves learning.
• Online collaboration increases learning productivity and student engagement.
• Properly implemented technology saves money.
• Daily use of technology delivers the best return on investment (ROI).
Moving to Scale
Rotation Model
Anywhere, Anytime, Any pace, Any path
Going One-to-One
9th Grade Lead 2012-13Algebra I, Biology, English 9,
Spanish I, World History
9th Grade Rollout in 2013-14
Math, English, Social Studies, Science, World Language,
Business, Family & Consumer Science, Art, Performing Art,
Physical Education
in part at a supervised brick-and-mortar location away from the home and at least in
part through online delivery with some element of student control over time, place, path,
and/or pace.
650 students
40+ faculty members
Blended & Online Learning Specialist
LMS Expert
Faculty Respect
Technology Background
Project Management
Curriculum & Instruction
Course Development
External Professional Development
Teaching in a Blended Classroom--8 weeks
Blended Course Design--12 weeks
Course Development
Internal Professional Development
Focused on CPHS
Focused on Blended Learning
Facilitated by CPHS faculty
Shorter (12 weeks total)
Teachers/Developers
Professional Development—12 weeks
Compensated at corporation grant rate
Building Time—240 hours
Compensated at corporation grant rate
Additional Release Time—5 days
Sub Provided
Timeline
October 2-January 6—Professional Development
January 7- June 9—1st semester courses developed
June 10-August 15—1st semester courses reviewed
June 10-November 3—2nd semester courses developed
November 4-January 15—2nd semester courses reviewed
Course Reviews
CP 2.0 Course Review Process
Phase 1: Self-Review followed by revisionPhase 2: CPHS Review followed by revisionPhase 3: iNACOL Standards/Instructional Design Review
followed by revisionPhase 4: Administrator Review followed by revision
Recommendation to Principal then to Director of Curriculum and Instruction
BYOD
BYOD--9th grade & lead 10th grade
Rental option for Samsung Chromebook Includes a case
Textbook rental fee: $65.67
450 devices (2/3 of class)
Chromebook
Commitment to Google Apps
Chromebook selection
Chromebook Preparation
• Chromebook Distribution—4-7 p.m.
• Chromebook Workshop--6:30-8 p.m.
• Blended Faculty Workshop—3 hours
• Student Refresher Workshop--Bulldog Rush
• Wifi Access Testing—3 days prior to start
• Workshop for non-trained 9th grade students
• Parent Workshops--early and a month later
Student Orientation
• BrainHoney--Online CP 2.0 Orientation Courseo Navigating and Communicating in Your
Courseo Using CPHS Google Appso Digital Citizenship – Respect Yourself and
Respect Otherso Digital Citizenship – Protect Yourself and
Protect Otherso Educate Yourself and Educate Others
Program Evaluation
• Student achievement data• Student surveys• Student focus groups• Parent survey• Teacher surveys• Teacher focus groups• Administrator focus group
Program Evaluation
Key Finding
Crown Point 2.0 was successful in its first year. Student achievement results from blended classes show that outcomes between blended and traditional courses are very similar, with blended courses showing slightly better outcomes. In addition, students report preferring many of their blended classes over traditional classes.
Program Evaluation
Student achievement
Blended Non-blended
# students/Average score # students/Average score
Student Views
• Large majority of students like blended courses
Why?
Prefer carrying a laptop to carrying many books Blended courses allow them to be more organized Like the additional instructional materials
• Blended courses allow students to increase their control of their learning
• Students feel more prepared for college• Blended courses are not equal
Teacher/Admin Views
• Supportive of CP 2.0, with some concerns
• Communication is the #1 issue - Challenge is breaking through the communications clutter
• Tech support and scaling
• Bigger shift for the adults than for the students
Q & A – Contact Info
Jim Hardman - [email protected]
Chip Pettit - [email protected]
Jeremy Walker - [email protected]
Chris Rapp - [email protected]
