What more are you doing in blended pilot classrooms during 2022-23 to continue improving academic outcomes?

We are taking more snapshots of where students are in the learning process and using that data to pivot and make adjustments to our instruction.

I need to determine where I fit into the blended model. I would like to help the classroom teachers; however, currently, I have only found my niche to be with encouragement and asking about specific students; I know there is a place for me to help more, but this year has been a challenge to do anything more than tread water.

Having student conferences, using data binders so students track their progress, planning the playlist and the stations so they are making the most impact for student learning.

We are really focusing on building student agency: both progress and process ownership. During the first year, we focused on data and goal setting and providing varied learning experiences. We have found the greatest successes where the students increased their ownership. Now we want to focus on increasing student agency/ownership/self-advocacy across the board in our district.

Ensuring as a campus that we have Blended PLCs often with our projector manager and teachers to ensure we are constantly reviewing the pillars, creating goals, and making growth in implementation and student success.

We work with our pilot teachers to adjust their practices & procedures from last year to their new set of students. We remind them that it isn't a competition to beat their last year's results but a continuation of the same goals. We encourage, listen, and plan with our pilot teachers to better our practice.

Working to increase student choice an autonomy over how they demonstrate learning.

We are doing intentional work with our 7th grade teams in order to focus on student improvement across the district. We have purposefully partnered our blended learning team with a team that can grow and learn from them. In year 2 of our 7th grade work, we plan on our blended learning team modeling and sharing how they implement blended learning in their classrooms so that we can begin shifting the implementation to other campuses throughout the district.

We have a) included additional schools b) adopted a more consistent approach so as to allow deeper collaboration across our campuses and among our teachers.

There is a constant need for redirection and affirmations toward students. I find student-led conferences to be the best way to allow students to ask questions confidently and reassure them that their doing amazing.

refining student assessment, becoming smarter about knowing what kids know or need to know along with identifying how to leverage station rotation for the benefit of individual student needs

This year we have added another pillar to our focus. We are also participating in DDP, where each teacher actively participates in recording ,reviewing, analyzing, and providing peer feedback. Through collective efficacy we will move our campus to the next level.

We're increasing touchpoints with teachers during the day to ensure that they're supported in a way that they need to be and that they know we continue to value the program.

Fine tuning the practices that are in place. We allotted time for staff to plan, organize, and create activities to use this and upcoming years. Other subject areas and grade levels are using the RBL language.

We are implementing blended learning strategies with greater fidelity.

It seems logical that blended classrooms would be better prepared and equipped to engage in the new Technology Enhanced Item (TEI) question types that are being introduced by TEA per the redesign of STAAR. Our district is working to provide more engagement opportunities for all students around the TEIs, including RBL pilot classrooms.

The teachers are learning how goal setting works. They are figuring out what works out best for their class. They are also learning how to differentiate the playlists to work for them.

Our teachers have begun data folders and goal trackers with their students. We decided on the best student friendly data trackers and teachers have worked to prepare these for each student and are supporting them marking their current data and goals moving forward!

Things that we are doing in the blended pilot classrooms would include using these classrooms as models for other educators to go see if they have gaps in their own instruction. We are also trying things here first and fine tuning them before we train or expose the staff to new implementations.

We are providing extra planning time, tracking students progress, and allowing student agency.

Our librarian and IC are dedicating more time to support BL. We are supporting other grade levels in the implementation of student date folders and conferences.

We have fine-tuned our prototypes to better fit both teacher and student needs. We have also hired a consultant to work both with teachers and our district level personnel to improve instruction and better prepare us for blended learning expansion in the district.

It's been challenging due to time constraints and the newness of the blended learning process to implement a consistent practice of usage for the blended learning programs. We are looking for ways to ensure that a more concrete method is in place so that we can experience the full effect.

Conducting District/Campus observations and reflecting on implementation actions needed. Continuing to focus on data-driven instruction. Developed a Teaching & Learning framework for the district that incorporates BL pillars to create systemic alignment.

Staying true to district framework expectations and providing opportunities for teacher collaboration. Merging C&I with blended learning to ensure we have one vision moving forward as we support new teachers year after year.

incorporating Amplify Reading + mCLASS + Lexia, adjusting Tier 1 whole class instruction

My role is to provide curriculum and coaching support.

We continue to support our teachers in all facets of this process. Starting with the extra time to meet and discuss data as well as discussing the ins and outs of the RBL process. This continued support is important as teachers find the shift from older teaching models difficult.

We have implemented a reading block everyday and focused on using a reading program to help improve our students reading levels. We have started this during the 1st semester and are seeing growth amongst our students. Another area from the district level was a commitment at the middle school level to focus on teaching writing. Students are encouraged to write everyday. Teachers are calibrating together when looking at the writing samples to understand what our students strengths and deficiencies are.

My role involves the development of curriculum resources for these BL teams. Our team is also responsible for supporting these teams on a regular basis through the year with any necessary coaching.

Not unlike many schools we lost several teachers in our pilot program, therefore we started all but 2 teachers in year one. We continue to refine what the student experience looks like in the classroom and continue to train teachers on the station rotation model. This year our focus has been on differentiation within the stations, individual playlists). Our blended learning coach has been instrumental in helping teachers create those individualized experences. We are just getting started and some teachers naturally adapt faster than others, but all are working hard to meet the individual needs of students

I am working with teachers to look at the what/why of utilizing technology in the classroom, not just for the machine learning piece. Using formative assessments and providing personalized support are huge benefits of using technology throughout the whole lesson!

Using performance-based data to meet students where they are currently at to further their growth throughout the school year.

MMS is working with our 6th Grade Math and 6th Grade ELAR to provide Blended Learning strategies to our students. Students are presented with Must Do and May Do activities. In addition, students are being encouraged to take ownership of their lesson. Teachers are receiving support as they plan lessons in the Blended Learning Format.

Teachers and students are becoming more comfortable with the idea of student ownership which is motivating the students to drive their own learning. Teachers are using the recognized needs of the students to plan their days and lessons.

Increased opportunities for varied learning experiences and student agency in learning.

Targeted progress monitoring, coaching and support for teachers wit ensure implementation with fidelity.

We are having more data talks with teachers and they are able to speak on their data. They are able to pin point needs in their classroom.

We are giving teachers more planning time to help them as they continue to navigate this 1st year.

We have started student-led conferences where students are sharing their data with their parents and showing them their progress.

We will continue and grow the student ability to track and understand their data as well as continue the coaching on teacher-led small group differentiated instruction.

Building student agency by conducting teacher-student goal setting conferences regularly (every 2-3 weeks), and use of data folders for student to track their individual progress, and data walls to track class progress.

Utilizing teacher led small group instruction to differentiate learning.

Supporting student achievement by providing direct support to teachers and administrators in the Science of Reading. Providing opportunities for data-rich discussions and focus on the Foundational Continuum to grow literacy.

We are continuing the process of improvement by having weekly data meetings per grade level and content, increasing walkthroughs and providing feedback to our teachers, and continuing weekly support through PLCs and coach support in classrooms. We are staying the course!

Enhancing our data tracking/review process.

Intentional flex reading block with MindPlay to improve reading skills

Staff development, student engagement, Leader In Me, SIPPS, Reading Academy, teacher-student time management for interventions, conferencing with students.

Common district and campus expectations to guide walkthroughs and conversations

We are incorporating SEL initiatives, Leader in Me/WIGs approach, SIPPS (Phonics instruction), Reading Academy Certification, utilizing programs that create individualized pathways for students (I-Station/Imagine Math/I-Ready, etc.), creating independent learners, utilizing Google Classroom, Nearpod, etc coaching, and data analysis to continue improving academic outcomes.

We are doing instructional coaching, walk throughs and students tracking their own growth. Collaboration with the RBL cohort is also a positive result---meeting on campus as well as with the district cohort members.

Purposeful planning, monitoring student progress towards their growth goals and observation and feedback are some of the other areas of focus to continue improving academic outcomes.

The campus is utilizing 'Learning Laps' to learn and grow from each other. In addition, time is allocated during PLC's to collaborate on what is working and what needs to be refined.

We are having data conversations with students more often and using the data to drive personalized instruction.

Balancing the teacher burn out with the need to grow. Clear and supported outcome expectations with regular coaching.

We are focusing on intentional planning, lesson internalization, lesson rehearsal, and teacher support with our blended learning pilot classrooms. The support staff includes tech support, personalized learning support, curriculum support, and campus support.

We are doing more thorough data reviews to ensure that all students are getting the instruction needed to grow.

Continued implementation of DDP processes; expanding the blended learning pilot to extend to intervention and acceleration settings; establishing a district-wide, common instructional framework grounded in the pillars of blended learning; incorporating the principles of blended learning into district-wide Math plan and MTSS plan.

Being present on campus, conducting learning walks, meeting with teachers individually, letting teachers go to other campuses to view BL in action.

Listening to students in regard to what is working well for them and what isn't and adjusting our instructional practices accordingly. We are also trying to get as much data in the hands of students as possible so that they can make strategic choices on how they approach their own learning.

We are carving out job-embedded time for teachers to create playlists and station rotation activities with content specialist support. We are also working on personalizing experiences through tailored, data-driven playlists and learning pathways for students.

As a system, we will help develop quality TEKS bins for all!

C&I is working closely with the blended learning coordinator to implement high-quality lessons, and work stations during the classroom blended learning time.

We are faithfully progress monitoring our data and practice to make the necessary adjustment as aligned by the pillars and implementing structures to other content areas.

Aligning and adapting the blended learning systems and structures to other content areas to ensure that best practices are implemented cross curricularly to support academic success in scholars.

In addition to extra planning, I am providing teachers PLC time to discuss progress monitoring, build their tier groups, and receive instructional training that targets the student groups.

In SISD, we are focused on support, sustainability, and scale. For support, we continue to support teachers and RBL campus principals with the implementation as aligned to the Implementation Continuum. For sustainability, we are using and highlighting best practices to create a collective mindset for RBL implementation. In terms of scale, we have developed a district wide Teaching and Learning Framework which highlight and embeds best practices including RBL pillars. We are also using a newsletter to share RBL practices across the RBL campuses.

We are following the pillars with fidelity and allowing the DDP process to unfold every 9 weeks at our campus.