1. Administrators Kickoff 2014 The Science of ImplementationPractice: Hybrid Instruction & The Flipped Classroom Name: Les Forster & Dana Cooper School: Cypress High School, LOSD

2. Stage & Scope of implementation Four Cypress instructors complete COE’s Leading Edge Certification, including Dana Cooper Prompt: Need to change the pace and roll out of math instruction Professional Development: CUE (Computer Using Educators) Conference in Napa - Intro to Flipped Classroom (Jonathan Bergmann) Research: Online, YouTube Videos Organization of Structure Developing a platform Created Google presentation and parent letter home to introduce Flipped Classroom concept to parents.

3. History & Context Why was this THE idea to push to full implementation? Many students who enroll at Cypress struggle with math and are at different levels of math skill Needed a different approach to teaching math: –Direct Instruction –Project/Problem Based –Not enough differentiation Professional Development opportunities: CUE Conference Great district/site support and encouragement

4. 3 key obstacles and how they were overcome 1Teacher time investment - preparation & maintenance 2Students don’t do homework - switch from traditional flipped classroom model (homework at school/lectures at home) to more blended classroom model (self-paced) 3Organization - Developing a system that works for everyone - differentiation, study skills etc.

5. Which DRIVERS do you have in place? Professional Development: Educational and Tech Conferences –CUE (Computer Using Educators) Conferences –Alan Novembers BLC Conference in Boston –California League of Schools - Monterey Conference Inspirational/Supportive BTSA Mentor Leading Edge process - Teacher Certification Tech support - Classroom student computer access, Teacher website, Screencasting (Camtasia/Screenr) iPad (Educreations) Site support and encouragement

6. Non-negotiables Students would have at least 60 minutes of OTT (on task time) each 85 minute class period not including opening and closing (approx 10 minutes) to earn a productivity stamp at the end of the period. Students had to pass a standards based test with 70% or greater before moving on to the next unit. They could retake each test (different version) once before having to come in for additional help. As the flipped class developed I instated bi-weekly checkpoints and due dates to encourage students to stay on track and seek extra help if needed. I also developed a pre-assessment for each unit that allowed students to skip the concept videos/standards that they’ve already “mastered”. I eventually allowed students to use the textbook as a supplement or replacement resource to choose from as well as my concept (lecture) videos.

7. Impact on students and staff Students: ●Most students appreciated the change of pace in the classroom ●Some students didn’t have enough patience/stamina/confidence to allow the flipped classroom process/transition to take effect Staff/Colleagues: ●Supportive & Inquisitive ●Social Studies teacher deployed her adaptation of a flipped/blended classroom for her freshman geography class Parents: ●Asked questions at open house night, otherwise supportive Everyone/All: ●Helped prepare us to consider alternative ways of learning

8. How will you sustain or grow the practice? Considering blended learning units while developing common core curriculum. We’ve used blended learning techniques in Algebra, Geography, Senior Seminar (blended), researching integrated math options. Partial use of flipped model for staff meetings. Advice: Consider flipping one unit or lesson rather than a whole semester/year. Slowly develop content and procedures so you can be flexible and grow as you learn what is working and what needs to change.