Based on your review of the current pilot snapshot, to what do you attribute positive gains in academic outcomes realized during the first year of blended learning pilots?

Strong Instructional Leader on Campus

Data-Driven Instruction and Personalized Paths for students.

We are doing a better job of tracking data and making informed decisions when placing students in rotation groups.

I believe that when the teachers are aware of each student's data (his or her strengths, weaknesses, growth, and goals) the teacher is better able to coach each student into raising his or her learning to the next level. The same is true for each student knowing his or her own personal data. Teachers used to know class data; now they know student data.

Teachers working hard and being organized is the main attribute of positive gains. Also, teachers being more comfortable analyzing the data and reflecting how their plan of action moving forward is should look is very helpful too.

Allowing students to track their learning in real-time has been successful. Students have received initial instruction, been given a pretest, and then later a post-test. Students can hone in on their weaknesses during the instructional cycle and not wait until the post-test to discover their deficiencies.

I attribute positive gains to a high level of teacher support and collaboration amount teacher and project managers.

Targeted instruction and meaningful practice based on data analysis have greatly attributed to the academic gains made in our BL classroom.

Instituting systems, such as data tracking, small groups, pretest and posttest expectations have attributed to positive gains in the academic outcomes we have realized this year.

Teachers differentiating their small group instruction, holding student conferences, and using the proficiency scales to set goals with students.

I attribute the positive gains in academic outcomes during our first year to the fidelity of implementation of blended strategies. The teachers who implemented with the highest fidelity had the highest gains. Increases in student ownership and agency (which were promoted through teacher encouragement, student choice, and the ability for the students to see and work with their data and co-set goals with their teachers) made a huge difference in the academic success of our students. The pride that many of them felt also helped their social-emotional state.

Having district support and support from RBL consultant to brainstorm and provide support for implementation.

Our teachers - they have bought in, done the work...they are making it happen!

The time that has been given to the learning, planning, implementation, review, and and support processes to empower teachers with the knowledge and ability to implement.

Training

The training and focus on personalized learning has benefitted our students.

Having a dedicated blended learning coach who was able to support the pilot teachers on a daily basis, developing teacher ownership and capacity, directly affected positive outcomes in year one. Our coach helped keep the pilot focused on realistic action steps for teachers and helped campus and district leadership understand what goals to set and prioritize.

Step by Step Guided Practice for Teachers

Teacher Trust leading to Vulnerability

Data Analysis

Lexia

I believe three main things made a huge impact on our positive gains in academic outcomes: 1) A shift in mindset from proficiency to student growth. 2) Weekly celebrations of growth to entice student ownership of their growth. 3) A focus on data driven instruction and rigor in our curriculum & classrooms.

I think our gains can be partially be attributed to the number of teachers participating and regular collaboration with each other.

One of our junior high teachers on the blended learning team had the highest STAAR performance in the entire district. The things she learned and practices she and her teammates embraced and implemented through this blended learning project definitely contributed to her students' success. As far as overall gains, the team Embraced student agency, stations, having a teacher table with feedback opportunities, and ensured their materials were tightly aligned to the standard. I can't wait to see how their students shine this year!

I attribute positive gains to thoughtful planning, feedback cycles, and student ownership of learning.

Teacher commitment and willingness to adapt during the continuous improvement cycle.

Understanding our goal of helping students cultivate autonomy and realize their potential has everything to do with their own decisions and determination I view significant gains in academic outcomes based on student's ability to drive themselves toward their own definition of success.

the math team plus the digital learning folks are working hand-in-hand with the teachers as they add more learning to their repertoire bit by bit

Flexibility with the requirements. If something isn't working, we pivot. We don't have the luxury to do otherwise.

During our first year of blended learning, I attributed our positive gains in academics to planning with intentionality and diving deep into grade level standards. Utilizing data and planning next steps to promote social and academic growth is what assisted in moving our campus to the nest steps.

Buy in, support, and assistance from all stake holders.

Our gains in progress have come from focusing on what students need the most, and working to meet that need.

I attribute positive gains in academic outcomes to our Blended Learning District Coordinator. With a mostly new teaching staff and instructional leadership team, we are learning what blended learning is and how to implement it. Our district coordinator has been a tremendous support in providing pd and answering all questions we have.

Similarities between our adopted Best Practices and the Implementation Continuum help keep efforts focused and narrow. Also, several of our pilot schools are grounded in our Active Learning Cycle, which shares many components of the IC.

The teachers take risks to try new things. Their knowledge continues to grow and they are not afraid to try.

We have a common definition, we are completing learning laps for others to see what BL looks like, teachers being more intentional with data to plan for student groups & work.

Our gains were more about instructional practice than traditional academic outcomes/test scores. We are seeing more flexible instructional practices that are adapting to student needs.

Based on my review, I believe confidence in process attributes to the gains and the losses. This is a change management concern. When campus staff see losses, the first thing to site for the loss is "the change". When campus staff see gains they are likely to contribute some of the gains to the change but other factors as well. How do RBL leaders assist campuses with the change process?

I attribute positive gains in academics to data check ins to update personalized learning tasks as well as adjusting playlists to better fit the students needs.

I attribute positive gains in academic outcomes during the first year of the blended learning pilot to motivated educators that are willing to embrace the blended learning model and the small group focus during the blended learning model.

The gains we have can be attributed to several factors. First, the administration on the campuses fully support the RBL initiative. Campus admin. give teachers time to plan and they provide coaching using observation and feedback. Second, teachers have bought into the importance of RBL and know the benefits it has on instruction. Having teacher buy-in is crucial to student success when implementing new programs. This culture has impacted student learning creating positive gains in academic outcomes.

Full support from the campus administration and complete buy-in from the teachers piloting. Their passion and drive are key factors in our positive gains. I also believe we have chosen tools that are effective and powerful.

District support, teachers all in, and the PD thats being provided along with check-in's from the district.

The people who have bought in and wholeheartedly invested in BL because they know it's good for kids have helped bring about these gains. Our district couldn't do it without our project manager. Dr. Hruska has motivated and supported us every step of the way.

I have observed that the consistent use of ST Math have helped improve math scores on the curriculum assessment in 6th grade.

Postive gains are attributed to strategic planning and collaboration by RBL Cohort teachers. They are using data to provide personalized instruction options for students.

Teachers taking ownership of the process and seeing positive results.

The district has a clear vision of a continuous cycle of improvement (Teaching and Learning). As a district, teachers are clear about the WHY (Addressing individual student needs), WHAT (Planning for content) , and HOW (blended approach). Teachers are looking at multiple data points and being intentional with small group instruction. Pilot schools are collaborating and learning from each other.

Thoughtful planning & personalized learning rooted in science of reading

I attribute positive benefits to the RBL team, and the focus on data driven instruction.

The positive gains are attributed to the teachers willing to shift teaching strategies to more individualized, small group instruction methods geared to the needs of each student.

Smaller class size, a focus on engaging lesson design allowing for student agency as well as a more collaborative learning experience created in the classrooms. Our biggest gains as a campus came from our ELA department. Our students showed growth in reading and writing.

I feel like the fourth grade team stayed consistent with their implementation of BL. Students truly received personalized learning and students have grown in their ownership of their learning. This is because of the dedication of this team and campus. They were all in with BL!

Another reason we have seen success on our campus is our blended learning coach. She is amazing working with the teachers and they really trust her so they are willing to take risks.

I believe we have made positive gains during our journey by doing a few things really well. We spent a lot of time working with teachers on what data to focus on and how to analyze the data to make informed decisions on student grouping and instruction. We started this year with requiring student facing data trackers so that students also understand their data and know where there strengths and weankesses are. Finally we really drilled down to where our kids were performing in reading. Knowing the vast number of students that were 3 or more grade levels behind we found a program , Lexia, that helps secondary teachers fill foundational reading gaps and we refused to back down from it. Based on these things we are seeing growth in our students and their reading. We are not there yet, but we have made strides already.

The main positive gains I believe stem from the collaboration between the campuses and the Blended Learning Coordinator & district level team. The passion of the campus staff to do what is best for students has truly continued to push more deeper integration of Blended Learning in the classrooms.

Each campus had areas of growth with the mean scores of their MAP data, and we contribute this to the Implementation of data-driven PLCs.

We are just now entering our first year of implementation. We have not concluded our first year yet. I am noticing much more student engagement

Focused attention on individualized instruction aligned with learning objectives has contributed to positive gains in academic outcomes in our first year of blended learning.

Sustained focus among campuses, collaborative learning opportunities for leaders and teachers to drive student progress- specifically data in areas of incorporation of Literacy framework models as defined in the TISD Literacy Plan.

We have put a huge focus on identifying students by name and by need which has allowed us to target instruction more within our stations and small groups. This also has allowed students to name their own need when having data and goal setting meetings. Phonics instruction has improved as well.

Teachers truly understanding and seeing the why!

Our district trainings and overall support has greatly helped our teachers to feel comfortable as they navigate through this first year.

Students have been taking more ownership of their learning. Students can talk about their data and use it to help them as they work in independent centers.

I attribute the success to the focus on student data, collaboration, and the weekly support of coaches and admin.

Data literacy for our teachers has made the biggest impact. The ability to disaggregate, analyze, and use data to personalize and differentiate.

For the first time, teachers are beginning to understand, we can have more than one data point to observe and drive instruction without being overwhelmed and shutting down. Teams are being deliberate in reviewing, analyzing, and understanding the importance of teaching specific intentional skills and how critical small group instruction is in moving our students to achievement. We are having high-stakes discussions and decisions are being made based on each student and the skill that is needed to grow them when looking at specific standards. The teams are very reflective and are setting intentional goals for small-group instruction based on TRPI and MAP data.

Most of the instructional materials students use are appropriately demanding for the grade, aligned to the standards and to the science of reading. We have revised our phonics and phonemic awareness curriculum and our showing growth in our early literacy screeners.

I attribute the positive gains, in our first year, to our district's commitment to helping our teachers understand what they didn't know about student data and how to use that data to best benefit our students. I also attribute it to our teachers' willingness to be vulnerable and let us know what they needed to help them be successful with blended learning.

Teachers, coaches and administrators are collaborating weekly to monitor student learning and develop timely plans to meet students' learning needs.

I contribute the positive gains in our ELAR courses to teachers that were fully committed to the process, technology accommodations allowing us to be a 1:1 campus, and the administrative support that was provided by our Academic Dean.

Willingness to try varied learning experiences, personalized instruction, differentiated learning objectives, opportunities for input (choice), and a focus on Essential Content/Lessons

Professional Learning Community structures

Teacher/Team clarity in what students need to know/be able to do

Campus systems and structures-(focus on tracking pre-assessments, interventions, extensions, post-assessments)

The gains are due to a defined committment to offer teachers the time to plan and set up materials. Continuous follow up from Scott Amdahl and Julie Kelly has helped tremendously.

Based on my review of the current pilot snapshot, I attribute positive gains in academic success due to: professional development, follow through/mentoring/coaching with teachers (S. Amdahl/ J. Kelly), plan/structure in place, data review, student choice/engagement, teacher/student time management (conferences, interventions/reteach/schedule).

I attribute positive gains in academic outcomes for the first year of blended learning pilot due to the teamwork and collaboration that is done on a weekly basis. Our RBL teachers meet weekly with the Instructional Coaches and administration. Analysis of data and what it is telling is us is done with fidelity. Teachers track the students' growth and so do the students--tracking their own growth in reading.

Although I was not part of the program last year, I attribute the positive gains in academic outcomes to data analysis, goal setting, and student monitoring.

Teachers allow the data to drive instruction. They are also more strategic in personalizing choice boards and playlists.

Positive gains were made in the grade levels that utilized individual data to drive instruction while including students within those data talks. The teachers who leveraged technology while personalizing for students had the most success.

specific guides implementation

Dedication to the growth and the process

I attribute positive gains to the personalization of station work using Amplify materials.

I think there are multiple factors that contributed to our gains: 1) more emphasis on data informed instruction, 2) Positive feedback between students and teachers that motivated students to strive and achieve and 3) Emphasis on the foundation reading instruction to close gaps in understanding.

Scalability and understading the principles of BL have been positively impacted by professional development, instructional coaching support, and BL leadership cadres that keep the work moving forward.

Having a clear definition of what blended learning is, the expectations and guidelines are also clear.

I attribute our positive gains to all stakeholders being committed to the process while understanding the process is messy and though there are foundational non-negotiables required for success, how those are achieved is uniquely implemented by each grade level to support those teachers in given areas (rigor, data, personalization, etc.).

I attribute our positive gains in academic outcomes realized during the first year to our RBL teachers and district support staff. We have a great group of teachers and a very intentional RBL district leader. Our teachers don't give up when roadblocks appear and our district staff help to navigate the challenges and provides the support necessary to adapt and overcome. Our students are resilient and provide great feedback in regard to what is working well for them and what is not.

Allowing teachers to get messy with the process, try new things, pivot when needed, and letting student data lead the way,

First, the quality of the student choice activities are great. Second, the organization and attention to data and connecting to skills is great.

I believe the Blended Coordinator's work has organized and led the blended learning project in a way for campus success.

The positive gains in the academic outcomes are attributed to the collective efforts in aligning, planning, supporting, and monitoring the districts' instructional structures and practices, such as the Literacy framework to enhance student agency. Taking part in workshops was key in guiding adjustments in data driven instruction.

Our positive gains are attributed to the consistency in analyzing our data, looking at our wins and gaps, and having honest conversations about the data with all stakeholders to include our students. Most importantly, using the data to guide our instruction and student work.

Consistency in the development and implementation of best practices that promote and support blended learning in the classroom. Building capacity through connecting the Science of Teaching Reading to data driven instruction and differentiation.

Positive gains are attributed to intentional planning on grade level standards and current data. There need to be discussions within the grade-level teams with purposeful talk that focus on supportive tools and resources.

The PD and raising awareness of Blended Learning and how we have worked as a district towards a collective mindset. SISD is also working on a "Teaching and Learning" framework to sustain and scale RBL district wide.

Positive gains in Socorro ISD are attributed to the district level partnership between academic services and the technology department to collaborate and support the Raising Blended Learners campuses. At the campus level, the systematic and strategic implementation and ongoing support for RBL practices has led to positive gains. In SISD, the RBL practices have an intentional focus to amp up our current instructional practices.

I attribute positive gains to intentional planning weekly by reviewing teaching objectives and the most current data. This needs to be aligned from kinder to second grade tp truly see progress tracking.