1. Blended Learning To Help Turn Around Struggling Schools
Moderator: Governor Bob Wise
President, Alliance for Excellent Education
Virtual Schools Symposium
November 11, 2011
Panelists:
Hope Johnston, Charlotte-Mecklenburg, NC
Ron Montoya, Las Vegas, NV
Kecia Ray, Nashville, TN 1

2. Definition of blended learning
Any time a student learns in part in a supervised brick-and-mortar place away from home
and
At least in part through online delivery, with some element of student control over time, place, path and/or pace =
Blended learning
Copyright Innosight Institute, Inc.

3. Adversity: Challenges in America’s K-12 Education System
Three Crises:
Rollercoaster Revenues
Teaching Troubles
Abysmal Achievement 3

4. Challenge 1. Rollercoaster Revenues…
Source: National Association of State Budget Officers, Spring 2011

5. And 37 states made cuts this year
Lead to Education Cuts
And 37 states made cuts this year
Source: National Association of State Budget Officers

6. Challenge 2: Teacher Troubles

7. The Right Teachers Where They are Needed Most
88 qualified physics teachers
It’s not just about warm bodies. We need to marry content with the classroom.
CLICK 1: Take Georgia for example…
CLICK 2: There are 440 high schools
CLICK 3: And only 88 qualified physics teacher
CLICK 4: Merely increasing the supply of teachers is not going to address this problem.
Let's look at two high schools in rural areas using technology to address these issues of human capital. 
440 high schools 7

8. The Achievement Challenge
For every 10 students…
Just 7 graduate…
And fewer than half go to college.
And by the time they are 35 only 4 will have a college degree.
But only 2 and a half are actually ready for college,
College degree = associates or higher.
Sources: Editorial Projects in Education, Complete College America,

9. That’s Quite a Mountain to Climb
And we want to be 1st in world in post secondary attainment
60% of jobs now require some college
Just 40% have a college degree…

10. Public Benefit of Halving the Number of U.S. Dropouts
The American Taxpayer
45,000,000,000
Forty-five billion
America’s Bank
RE: annual public contribution
from increased graduation rates
Source: Levin, Kilpatrick, Belfield, Muennig,, and Rouse 2006

11. 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
500 new jobs and increase in GRP of $84 million
$148 million in increased home sales and $4.4 million in
car sales
$46 million in increased spending and $16 million in investment
The Charlotte-Gastonia-Concord MSA includes six counties in NC/SC: York, Cabarrus, Gaston, Union, Anson, Mecklenburg
In this MSA, 45% of high school students do not graduate from high school on time with a regular diploma.
This region is home to 58 high schools; 17 of these are considered among the nation’s lowest-performing high schools (i.e., schools where fewer than 60% of freshmen progress to their senior year on time)
Increased human capital – 51% continuing past high school
$6.5 million in increased state and local tax revenue
Source: Alliance for Excellent Education analysis of data from Economic Modeling Specialists, Inc. with generous support from State Farm®

12. Be boldly innovative The Choice: Or badly irrelevant STAFF NOTE
If state or local presentation, can add “The Challenge for X State & the Nation”
There are multiple options, pending the audience
1. Start with 10
2. Lose 3 – don’t graduate from high school on time with regular diploma
3A. Lose 2 more – 50% of minorities or urban students don’t graduate from high school on time with regular diploma OR
3B. Lose 3 more - Of the students that do graduate, three are not work and college ready. 12

13. Carpe Diem Collegiate High School
Charter school
Loss of existing space created need for new model of instruction

14. 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 Schools
Utilizing Blended Learning to
increase cohort graduation, access to courses
and college readiness and awareness
Introduce myself
Thank the Alliance
Hope Johnston
Specialist, Extended Day

16. Location: Charlotte, North Carolina
Enrollment: 138,600+
Schools: 167

17. 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.

18. 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)

19. Goal 1: Raise cohort graduation

20. 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

21. 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.

22. Goal 2: Increase access to classes for both acceleration and remediation

23. CMS Enrollments Enrollments Total enrollment 2009-10 1171
5785
Total enrollments *
6900
*Actual enrollment numbers summer and fall 2011 (4388) ; Projected Spring 2012 (2500+)

24. Classes 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)

25. Goal 3: Increase college readiness/awareness and earn college credit while still in high school

26. Classes North Carolina Community College System
Access to over 600 classes
Keeping eyes on the Governor’s Ready, Set, Go! College and Career Readiness Plan

27. Independence HS Spring 2009: 4 students in iSchool
13 students in NCVPS
0 LEO
Spring 2011:
31 enrollments in iSchool
463 enrollments in NCVPS
35 LEO
Fall 2011:
336 enrollments in NCVPS
35 Community College
LEO: Due to budget cuts, program was cancelled

28. A Tale of 3 Students Student A Student B Student C
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
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 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

29. What CMS has learned
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

30. e-Learning Academy, a program of the Performance Learning Center
Pilot Fall students
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

31. A High Achieving Exemplary -Turnaround School 2008-09
Valley High School
A High Achieving Exemplary -Turnaround School

32. Valley’s Students 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

33. The Valley Mindset You are smart You are the best
You will pass the test

34. 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

35. 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

36. Small- Group Rotations Whole-Group Instruction
READ 180 : A Blended–Learning Instructional Model
Small- Group Rotations
Whole-Group Instruction
Whole-Group Wrap-Up
This is the research-based READ 180 Instructional Model. We know that when schools implement and follow the model as designed their results are significantly higher. It is designed to be delivered five days a week, 90 minutes per day. The recommended class size is 15 – 21.
Here’s how it works:
Students begin each day as a whole group engaging in 20 minutes of teacher-lead, direct instruction.
After 20 minutes, your students will break into three small groups:
One group will work independently in the READ 180 instructional software.
A second group will go to a quiet, comfortable reading area and read independently choosing from READ 180 paperbacks and audiobooks
A third group will be with the teacher, who will zero in specific skills and strategies.
After 20 minutes everyone will get up and rotate to the next station. Every student, rotates through every station, every day. In addition to the obvious benefit of keeping adolescents moving, the model has another very big advantage: Everything students are doing in the READ 180 software is being assessed. Literacy every click is providing data. And that data informs how teacher spend their time in small group, so that these 90 minutes are used as efficiently as possible, every day.
And finally, the day ends with 10 more minutes of whole-class wrap-up. This is important. It’s during these 10 minutes, when the whole class comes back together, that important sharing takes place. A student who has never raised his hand in class before suddenly raises his hand and says, “I just read a book about avalanches. It was awesome." And another student chimes in, "I read that book, too. I can't believe that girl survived trapped under the snow for FIVE days!“
For the first time, these students are excited about what they are reading, they feel confident in the new knowledge they have gained, and they are desperate to share what they have learned with each other in a way they never have before.
20 minutes
10 minutes
60 minutes 36

37. READ 180 Whole Group Instruction
The classroom that supports this model should signal to students that something is different. We like to say that a READ 180 classroom should feel more like a Starbucks than a traditional classroom.
Students may notice the technology first, but it won’t be long before they realize that this is a classroom designed for engagement – with technology, with text, with their teacher and with each other. In the classroom, there is a clear section for
[Click to light up whole group]
Whole-Group Instruction
[Click to light up small group]
Small-Group Differentiation
[Click to light up technology]
A row of computers
[click to light up independent reading]
And a comfortable place to read.
[click to cover entire classroom]
AND
Click to new slide

38. READ 180 Small Group Instruction
The classroom that supports this model should signal to students that something is different. We like to say that a READ 180 classroom should feel more like a Starbucks than a traditional classroom.
Students may notice the technology first, but it won’t be long before they realize that this is a classroom designed for engagement – with technology, with text, with their teacher and with each other. In the classroom, there is a clear section for
[Click to light up whole group]
Whole-Group Instruction
[Click to light up small group]
Small-Group Differentiation
[Click to light up technology]
A row of computers
[click to light up independent reading]
And a comfortable place to read.
[click to cover entire classroom]
AND
Click to new slide

39. READ 180 Interactive Technology
The classroom that supports this model should signal to students that something is different. We like to say that a READ 180 classroom should feel more like a Starbucks than a traditional classroom.
Students may notice the technology first, but it won’t be long before they realize that this is a classroom designed for engagement – with technology, with text, with their teacher and with each other. In the classroom, there is a clear section for
[Click to light up whole group]
Whole-Group Instruction
[Click to light up small group]
Small-Group Differentiation
[Click to light up technology]
A row of computers
[click to light up independent reading]
And a comfortable place to read.
[click to cover entire classroom]
AND
Click to new slide

40. Independent Reading
The classroom that supports this model should signal to students that something is different. We like to say that a READ 180 classroom should feel more like a Starbucks than a traditional classroom.
Students may notice the technology first, but it won’t be long before they realize that this is a classroom designed for engagement – with technology, with text, with their teacher and with each other. In the classroom, there is a clear section for
[Click to light up whole group]
Whole-Group Instruction
[Click to light up small group]
Small-Group Differentiation
[Click to light up technology]
A row of computers
[click to light up independent reading]
And a comfortable place to read.
[click to cover entire classroom]
AND
Click to new slide

41. Helping Students be College and Career Ready!
READ 180’s Blended Learning Program Provides:
Assessment/inventory of students’ reading level/needs
Scaffolded text
Rigorous, literary and informational texts
Leveled nonfiction content
Writing software for independent practice
Reading, writing, & thinking for college and career readiness
21st Century college and career assessments

42. Blended Learning Leads to:
Empowered School Administrators
Effective Teachers
Engaged Students

43. Advanced Academics 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

44. ELA Trend Data
Target:
77.9
82.3
ELA
2003
2006
2007
2008
2009
School 64
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

45. AYP: ELA Achievement-82.3% NCLB Target
School % proficient
Hispanic % proficient
Black/African-American 93.7% proficient
White % proficient
FRL % proficient
LEP % proficient

46. AYP: Math Achievement-61.8% NCLB Target
School % 79.4% proficient
Hispanic % 76% proficient
Black/African-American 23.61% 75% proficient
White % 85% proficient
FRL NA 77.3% proficient
LEP % 73.8% proficient

47. Decreasing Dropout Rate

48. Contact Info:
Ron Montoya
8372 Turtle Creek Circle
Las Vegas, NV 89113
(702)

49. A High Achieving Exemplary -Turnaround School 2008-09
Valley High School
A High Achieving Exemplary -Turnaround School

50. Learning Technologies
Dr. Kecia Ray
Executive Director,
Learning Technologies

51. Our District 140 schools, 24 high schools
Metropolitan 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

52. Our students

53. Our Data
AYP TABLES 7

54. 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)

55. Our results All high schools met AYP in 2009
High school graduation rate increased from 58% in 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

56.
February 1, 2012
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