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Blended Learning To Help Turn Around Struggling
SchoolsModerator: Governor Bob Wise
President, Alliance for Excellent EducationVirtual Schools Symposium
November 11, 2011
Panelists:Hope Johnston, Charlotte-Mecklenburg, NC
Ron Montoya, Las Vegas, NVKecia Ray, Nashville, TN
Definition of blended learning
Any time a student learns in part in a supervised brick-and-mortar place away from home
At least in part through online delivery, with some element of student control over time, place, path
and/or pace
and
=Blended learningCopyright Innosight Institute,
Inc.
Adversity: Challenges in America’s K-12 Education System
Three Crises:1. Rollercoaster Revenues2. Teaching Troubles 3. Abysmal Achievement
Challenge 1. Rollercoaster Revenues…
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
-8
-6
-4
-2
0
2
4
6
8
10
12
State Annual Budget Increases
Nominal
Source: National Association of State Budget Officers, Spring 2011
Lead to Education Cuts
2006 2007 2008 2009 20100
1
2
3
4
5
6
7
Annual Percentage Change in El/Sec Ed Expen-ditures, all funds (state + national)
Source: National Association of State Budget Officers
And 37 states
made cuts this year
Challenge 2: Teacher Troubles
The Right Teachers Where They are Needed Most
440 high schools 88 qualified physics teachers
For every 10 students…
Just 7 graduate…
And fewer than half go to college.
But only 2 and a half are
actually ready for college,
And by the time they are 35 only 4 will have a college
degree.
The Achievement Challenge
Sources: Editorial Projects in Education, Complete College America,
60% of jobs now
require some
college
And we want to be 1st in world
in post secondary attainment
Just 40% have a college
degree…
That’s Quite a Mountain to Climb
Public Benefit of Halving the Number of U.S. Dropouts
The American Taxpayer
45,000,000,000
Forty-five billion
America’s Bank
Source: Levin, Kilpatrick, Belfield, Muennig,, and Rouse 2006
RE: annual public contribution from increased graduation rates
The Economic Benefits of the Reducing Dropout Rate in the Charlotte-Gastonia-Concord Metro Areas
If just half of these dropouts had graduated, the 5,600 “new graduates” would make the
following contributions to their local economy:
$63 million in increased annual
earnings
Source: Alliance for Excellent Education analysis of data from Economic Modeling Specialists, Inc. with generous support from State Farm®
$46 million in increased spending and $16 million in
investment
$148 million in increased home sales
and $4.4 million incar sales
500 new jobs and increase in GRP of
$84 million
$6.5 million in increased state and
local tax revenue
Increased human capital – 51%
continuing past high school
The Choice:
Be boldly innovative
Or badly irrelevant
Carpe Diem Collegiate High School
• Charter school• Loss of existing space
created need for new model of instruction
CARPE DIEM COLLEGIATE HIGH SCHOOL YUMA, ARIZONA
School Demographics• 234 students• 125 minority students—53% (mostly Hispanic)
• 129 students eligible for free or reduced lunch—55%
Student Proficiency Rate Comparison• Yuma has a 57% rate of student proficiency or above • Arizona has a 65% rate of student proficiency or above• Carpe Diem has a 92% student proficiency rate or above
Per Pupil Costs (without facility costs)
• Arizona has a $7608 cost per student (2008)
• The United States has a $10,259 per student (2008)
• Carpe Diem has a $5303 cost per student
15
Charlotte-Mecklenburg SchoolsUtilizing Blended Learning to
increase cohort graduation, access to courses and college readiness and awareness
Hope Johnston Specialist, Extended Day
16
Location: Charlotte, North CarolinaEnrollment: 138,600+Schools: 167
Blended Learning
For purposes of our presentation, the blended classroom is defined as students working in online classes who are also provided with a certified teacher, adult facilitator or teaching assistant.
Online Course Providers
• North Carolina Virtual Public Schools (NCVPS): High school courses earning high school credit
• Learn and Earn Online (LEO): Students may take online classes through the North Carolina Community College System (NCCCS)
Goal 1: Raise cohort graduation
Algebra I and English I
• 77 participated in pilot▫ 63 in English I; 14 in Algebra I
• 100% of students passed online course
• 100% Algebra I students passed the state gateway standard
• 96% of English I students passed the state gateway standard
Credit Recovery (CR)
• Students who have failed courses/final gateway exam
• Take online classes in a facilitated environment
• Mastery based• Work at their own pace • Keeping on track for cohort graduation• 80% pass rate for coursework.
Goal 2: Increase access to classes for both acceleration
and remediation
CMS Enrollments
Enrollments
Total enrollment 2009-10 1171
Total enrollment 2010-11 5785
Total enrollments 2011-12* 6900
*Actual enrollment numbers summer and fall 2011 (4388) ; Projected Spring 2012 (2500+)
• Advanced Placement (19 classes)
• Honors (27 classes)
• World Languages (Arabic, Japanese, French, German, Latin, Mandarin Chinese, Russian, Spanish)
• Electives (Arts, CTE, SAT Prep, Success 101)
• Core Classes (English, Math, Science, Social Studies)
• Credit Recovery (12 classes)
Classes
Goal 3: Increase college readiness/awareness and
earn college credit while still in high school
•North Carolina Community College System
•Access to over 600 classes
•Keeping eyes on the Governor’s Ready, Set, Go! College and Career Readiness Plan
Classes
Independence HSSpring 2009: 4 students in iSchool13 students in NCVPS0 LEO
Spring 2011: 31 enrollments in iSchool463 enrollments in NCVPS35 LEO
Fall 2011: 336 enrollments in NCVPS35 Community CollegeLEO: Due to budget cuts, program was cancelled
A Tale of 3 StudentsStudent C
• Immigrant (Russia)• Average Student• Teacher recognized
potential• Graduated with 30
hours college credit• Parents were
unemployed and could not have afforded college otherwise
• Received scholarship to Wingate University
• Is attending Wingate this year
Student B
• 23 foster placements• Teacher recognized
potential• 15 hours of college
credit earned• 3 Advanced
Placement classes through NCVPS
• Despite many moves she remains competitive in classes (online access 24/7)
• Horatio Alger Scholarship winner
• Recognized as a Dell Scholar
• Will be attending college in the fall
Student A
• Identified gifted student
• Daughter of teen mom/drug addict father
• Responsible for parenting duties of sibling
• Attempted suicide and was in facility for a semester
• Planning to drop out of school
• Only reason she returned to campus was the promise to take all of her classes -save1- online
• She will graduate in June 2011
• Blended classes ensure success for many types of students
• The success of the blended environment is dependent on strong face-to-face teachers
• Ongoing, strategic professional development is required
• The online world creates opportunities for personalized education
• Social networking and mobile devices will become increasingly crucial in meeting student needs
What CMS has learned
e-Learning Academy, a program of the Performance Learning Center
• Pilot Fall 2011-16 studentso projected 50 students spring 2012; 125 fall 2012
• Students may take100% of their classes online• Provide opportunities for early graduation/cohort graduation
• Provide face-to-face support
Valley
High Schoo
l
Valley
High Schoo
lA High Achieving
Exemplary -Turnaround
School 2008-09
A High Achieving
Exemplary -Turnaround
School 2008-09
• Comprehensive Urban High School (9-12)
• CCSD – 5th largest school district in the nation
• Enrollment at Valley H.S. = 2,851• 85% minority• 65% Hispanic• 14% black• 15% white• 9% SPED• 19% LEP• 47% low income
Valley’s Students
The Valley Mindset
• You are smart
• You are the best
• You will pass the test
Our instructional Approach
Focus on Accelerating Literacy Development of Struggling High School Students– Teacher Leadership– Professional Learning Communities– Smaller Learning Communities– Student Achievement Programs– Applicable Professional Development– Blended Learning – integrate technology as a force
multiplier into teacher-led instruction
To enable students to be successful
We utilize blended learning :• We meet students at their
level of need
• We provide multiple opportunities and venues
• We seek outside tools and resources
• Assessment & Inventory• Individualized Interventions
• Differentiated Instruction• Teacher• Independent learning• Technology
• Programs• Read 180• System 44
Small- Group Rotations
Whole-GroupInstruction
20 minutes
Whole-Group Wrap-Up
10 minutes
60 minutes
READ 180 : A Blended–Learning Instructional Model
READ 180 Whole Group Instruction
READ 180 Small Group Instruction
READ 180 Interactive Technology
Independent Reading
READ 180’s Blended Learning Program Provides:Assessment/inventory of students’ reading level/needs Scaffolded text Rigorous, literary and informational textsLeveled nonfiction contentWriting software for independent practiceReading, writing, & thinking for college and career
readiness21st Century college and career assessments
Helping Students be College and Career Ready!
Blended Learning Leads to:
• Empowered School Administrators
• Effective Teachers
• Engaged Students
• On-line instruction for credit recovery– Courses with “no walls” allows 24 hour access– 17 course sections offered during one period– All levels of English, Math, Science, Social Studies
• We use our own teachers to monitor students– 6 sections offered during the school day– 2 sections offered after school– 3 sections offered during summer school
Advanced Academics
ELA Trend Data
Target: 77.9 77.9 82.3 82.3
ELA 2003 2006 2007 2008 2009
School 64 77.9 87.75 90.25 91.86
White 80 83.2 93.02 95.63 94.85
Hispanic/Lantino
56.75 75 84.98 88.91 89.3
Black/African-
American
67.48 71.3 82.65 81.82 93.75
LEP 33.9 70.6 83.73 85.26 87.21
FRL NA 67.8 80.77 87.77 88.69
• School 91.8% proficient
• Hispanic 89.3% proficient
• Black/African-American 93.7% proficient
• White 94.8% proficient
• FRL 88.6% proficient
• LEP 87.2% proficient
AYP: ELA Achievement-82.3% NCLB Target
2003 2009
• School 34.7% 79.4% proficient
• Hispanic 28.53% 76% proficient• Black/African-American 23.61% 75% proficient
• White 55.97% 85% proficient
• FRL NA 77.3% proficient
• LEP 13.49% 73.8% proficient
AYP: Math Achievement-61.8% NCLB Target
Decreasing Dropout Rate
Ron Montoya8372 Turtle Creek Circle
Las Vegas, NV 89113
(702) 630-0532
Contact Info:
Valley
High Schoo
l
Valley
High Schoo
lA High Achieving
Exemplary -Turnaround
School 2008-09
A High Achieving
Exemplary -Turnaround
School 2008-09
Dr. Kecia RayExecutive Director,
Learning Technologies
Our DistrictMetropolitan Nashville Public Schools (MNPS) is a vast and diverse urban school system, serving students from more than 80 different countries representing more than 70 different languages. MNPS has evolved over the years into one of the most racially, ethnically, and socio-economically diverse school districts in the country.
More than 65% of our 76,000 students are economically disadvantaged.
Under NCLB, we are in restructuring 1.
140 schools, 24 high schools
Our students
Our Data
AYP TABLES 2003-2009
http://www.mnps.org/AssetFactory.aspx?did=25277
Our intervention
Smaller Learning Communities grant award enabled us to establish career academies in each of our 12 comprehensive high schools (6.5 million awarded in 2006)
Middle College and Big Picture High Schools established (2007)
Change in Superintendent (2008)
Change in High School Associate Superintendent (2009)
Data warehouse project (2009)
Innovation High Schools established for over age and under credit youth through blended learning(2009)
State Standards increased/Common Core adopted (2010)
RTT (2010)
Learning Technology Department created (2010)
eCademy established (2010)
Our results
All high schools met AYP in 2009
High school graduation rate increased from 58% in 2002 to 72% in 2009
Five high schools were established to provide alternative paths to graduation: Big Picture, Middle College, Old Cockrill, Opry Mills/Hickory Hollow, eCademy
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