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NATIONAL PL DESIGN BOOK

SEPTEMBER 2, 2015

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Model Benefits and Considerations

2

Use of Instructional Time

Model	Benefits	Considerations
Classroom Rotation	Teacher has visibility over what students are doing at all times; makes it easier to integrate online and offline instruction Teacher has access to computers in his/her class Design flexibility: teacher can change the number of stations, amount of time spent on each station, or the type of content used on the computer very easily	Takes up more space to create stations in a single classroom May involve more planning (at first) Creates a lot of movement, transitions, and daily variation; requires strong classroom management and well established routines and procedures
Lab Rotation	Students have consistent instructional time scheduled in the Lab and with the teacher Lab can house cheaper, faster desktops; easier to provide IT support to a central location Teachers do not have to re-configure class structure and offline instruction Behavior management can be easier when all students are using computers at the same time	Teachers have less visibility into what students are doing online Teachers may not have computers in their rooms for special projects (if desktops are in the lab) Teachers have less flexibility with modifying online instructional time Finding a large enough room and building out a Lab takes time an money
Flex	Students can move at their own pace Teachers spend more time designing project- based assignments; no core instruction Teachers will have more opportunities to provide small group tutoring ( 3-4 students at a time) on a regular basis	Teacher is 100% dependent on the quality of the digital content for core instruction No set course schedule; students are free to complete courses in any order and pace If many students struggle, teacher may have to re-teach the material to large numbers Requires a 1:1 device ratio

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3

Grades served: 9-12
Location: Los Angeles, CA
Number of students: ~300
89% of students qualify for free or reduced-price lunch; 63% of students are ELLs, and 11% of students receive special education services
Blended Grades: 9-12
Blended Subjects: Math, ELA, History, and Science

The mission of the school is to create 21st century learners ready for college success through individualized, student-centered instruction that makes academics both personal and relevant for every student.

The organization’s original intention was to open a virtual school in order to reach more students in a cost effective manner. However, in order to maintain focus on college-readiness, it decided on the three group rotational model to not only incorporate technology but also to provide students with multiple learning modalities to provide more personalized instruction.

School 1 Snapshot

School 1 Context, Mission, Goals, and/or BL Priorities

Schedule

Core classes are 120 minutes

Use of Instructional Time

120 minutes of instructional time is broken into three 40 minute stations of teacher-led instruction, collaborative peer-to-peer learning, and independent learning on digital content

Facilities

Classrooms are large enough to support up to 48 students and 3 stations

Class Size & Staffing

16:1 student to teacher ratio in the teacher-led instruction station, with up to 48 students in a classroom

Hardware

1:1 student-to-laptop ratio

Adaptive Digital Content – Self Guided

Project-based Collaboration & Discussion

Teacher-guided Instruction

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4

Grades served: K-2
Location: Bridgeport, CT
Number of students: 280
85% of students qualify for free or reduced-price lunch
Blended Grade: 2
Blended Subjects: Reading and Math

Blended learning was implemented at this school with a particular focus on Grade 2. Grade 2 has been a difficult grade for teachers because this has traditionally been the grade where students start to diverge as learners. Blended learning was seen as a way to provide more small group instruction that is targeted to the diverse learning needs of their student population.

In addition, the principal felt the urgency and importance of incorporating technology into daily classroom instruction to prepare their students for the 21^st century.

School 2 Snapshot

School 2 Context, Mission, Goals, and/or BL Priorities

Schedule

85 minute math and reading instructional blocks

Use of Instructional Time

85 minutes of instructional time is broken into (1) five min of whole group instruction (2) three 25 minute stations of teacher-led direct instruction, digital content, and independent reading center (3) five min of whole group closing

Facilities

Classrooms support up to 3 stations and a whole class rug for 23 students

Class Size & Staffing

23 students per class led by one teacher and a BL lead who floats between three classrooms during BL

Hardware

15 laptops in the classroom for 22-23 students

Whole Class Rug

Independent Work on Digital Content

Teacher-led direct instruction

Independent Reading on Digital Content

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5

Grades served: 5-7
Location: Reynoldsburg, OH
Number of students: 600 students
58% of students qualify for free or reduced-price lunch
Blended Grade: 7 (~140 students)
Blended Subjects: Math and ELA

This school’s goals are:

Students make at least one year of academic progress in all subject areas
Students take ownership of learning
Students are engaged in the learning process
Students become stronger independent learners

The school believed that by effectively incorporating digital content in the classroom, they can achieve their academic goals and improve outcomes for all students.

School 3 Snapshot

Schedule

1 hour block per day for each core subject
1 hour lab period at the end of each day

Use of Instructional Time

10 min of whole group instruction at the beginning of class followed by two 25 minute rotations
1 hr. spent in the “learning lab” and/or small group pullouts at the end of day

Facilities

Classrooms support up to two stations for rotations
Cafeteria that is used as a “learning lab” at the end of the day

Class Size & Staffing

30 students per class; 1-2 teachers per classroom (special ed. teacher pushes in)
S.S. and Science teachers monitor learning lab at end of day while math and ELA teachers conduct small group pullouts in their classrooms

Hardware

2:1 student-to-laptop ratio
Use of laptops in the “learning lab” (cafeteria)

Independent Work on Digital Content

Teacher-guided Instruction

Core Instructional Blocks

End of the Day Learning Lab in cafeteria

Pullout in classroom

School 3 Context, Mission, Goals, and/or BL Priorities

Pullout in classroom

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6

Grades served: K-8
Location: Reunion, CO
Number of students: 700
Blended Grades: K-2
Blended Subjects: Reading

School launched blended learning in Fall 2012 as a way to improve reading skills for K-2 students

Model leverages digital content to build in personalized word study during reading centers

The school plans to roll blended learning out to K-8 Math and Reading in Year 2

School 4 Snapshot

Schedule

120 minute reading blocks, where students spend ~18 minutes per day on digital content (during one of four reading centers)

Use of Instructional Time

Teacher opens each 120 reading block with a whole group read aloud or mini lesson
Students rotate through four reading stations
Teacher closes reading block with modeled writing lesson

Facilities

Traditional classrooms and large, shared flex space in center of building

Class Size & Staffing

K-2 instructional coach serves as blended learning lead
Classes have 25:1 student to teacher ratio

Hardware

The school has a 5:1 student to laptop ratio

School 4 Context, Mission, Goals, and/or BL Priorities

Four-station rotation for K-2 reading

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Grades served: K-4
Location: Detroit, MI
Number of students: 110
Blended Grades: K-4 but K-1 uses Lab Rotation
Blended Subjects: Reading and Math

The school’s year 1 focus for blended learning was to prepare lower elementary school students to become self-directed learners capable of learning independently on digital content.

The principal’s focus is on driving offline instruction using student progress data from both classwork and digital content.

School 5 Snapshot

Schedule

3 times a week in the learning lab
Two 45 minute math blocks per day; 1 ELA and 1 reading block per day

Use of Instructional Time

Students spend 20 min in the learning lab, 2-3 times a week working on math and reading digital content
Teachers align what is happening instructionally in the classroom to digital content assignments

Facilities

One dedicated learning lab for K-1 classrooms

Class Size & Staffing

Each class has up to 20 students with one dedicated teacher
Teachers accompany their class to the learning lab

Hardware

The learning lab has enough desktop computers to support 2 classes per block

School 5 Context, Mission, Goals, and/or BL Priorities

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8

Grades served: 9-10
Location: Los Angeles, CA
Number of students: 250
Blended Grades: 9-10
Blended Subjects: Math, ELA, History, and Science

Offers advisory program to focus on developing the overall well-being of students; students have the opportunity to choose their own advisor who will support them throughout high school and into college.

Curriculum provides opportunities to earn college credit and participate in internships

Digital content provides access to multiple grade levels and emphasis on mastery-based progression

School 6 Snapshot

Schedule

90 minute class periods on an A/B block schedule

Use of Instructional Time

Every other class period teacher leads class or students lead class
During teacher-lead class, teacher may only “lecture” for 25% of period
On student-lead days the teacher pulls individual or small groups for tutoring or enrichment

Facilities

Traditional classrooms with 1:1 laptops for students

Class Size & Staffing

Each class has up to 30 students with one dedicated teacher
Teachers specialize in content area and also host daily morning advisory

Hardware

The school has 1:1 laptops that are assigned to individual students

School 6 Context, Mission, Goals, and/or BL Priorities

A

B

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9

Grades served: 9-12
Location: San Jose, CA
Number of students: 204
Blended Grades: 9-12
Blended Subjects: Math, ELA, History, and Science

BL pilot launched in 2011 originally classroom rotation, started flex in Fall 2012

Reimagined physical classroom and school environment by removing walls to create large shared, flex space

Redesigned teacher roles to move towards teams of educators, which can include teachers, learning coaches, intervention specialists, and data analysts

Empowered students to take charge of their own learning by shifting away from teacher-directed rotations to flex model and training students on Learning Cycle

School 7 Snapshot

Schedule

90 minute core content class period
1-3 hours per day of flex time, depending on grade level

Use of Instructional Time

School day a mix of core content classes and flex time where students direct their own learning in open space
Removed restrictions of traditional grade levels and created mastery tracker to give students the freedom to move at their own pace

Facilities

Traditional classrooms and large, shared flex space in center of building

Class Size & Staffing

Each class has up to 30 students with one dedicated teacher
Teachers serve as tutors during flex time, as requested by students

Hardware

The school has 1:1 laptops that are assigned to individual students

School 7 Context, Mission, Goals, and/or BL Priorities

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10

Grades served: 9-12
Location: Detroit, MI
Number of students: 75
Blended Grades: 9
Blended Subjects: Math, ELA, History, and Science

Opened Fall 2012 to prepare students for college and health-related careers through a partnership with Detroit Medical Center

Staffing design disaggregates the role of the teacher into four parts:

Rigor Manager – supports students with progress on digital content
Relevance Manager – subject area experts delivering direct instruction, connects learning to real world applications
Relationship Manager – supports students’ social/emotional needs, facilitates goal setting
Success Manager – on-going support from high school through college

School 8 Snapshot

Schedule

Half the day spent on self-guided online content; 30 minute workshops tailored to student need by data

Use of Instructional Time

Students work through self-paced, mastery-based instruction, using courses by Compass and Apex
Staffing design disaggregates the role of the teacher into four parts (see above)

Facilities

Traditional classrooms and large, shared flex space in center of building

Class Size & Staffing

Students work individual, in small workshop groups, and in large flex spaces throughout the day

Hardware

The school has 3:1 laptops and a large computer lab (flex space)

School 8 Context, Mission, Goals, and/or BL Priorities

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Grades 2-3: Math Two-Group Rotation

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Online Learning

Small Group Instruction (teacher)

Independent or Collaborative Learning

Whole Group

GROUP A

GROUP B

	Whole-Group Opening	Rotation #1	Transition	Rotation #2	Whole-Group Closing
90 Min Instructional Block	4 Min	40 Min	2 Min	40 Min	4 Min
Digital Content Options

This model is similar to the Zearn 50-25-25 model

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Grades 2-3: Reading Two-Group Rotation

12

Online Learning

Small Group Instruction (teacher)

Independent or Collaborative Learning

Whole Group

GROUP A

GROUP B

	Whole-Group Opening	Rotation #1	Transition	Rotation #2	Whole-Group Closing
90 Min Instructional Block	4 Min	40 Min	2 Min	40 Min	4 Min
Digital Content Options

This model is similar to the Zearn 50-25-25 model

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Personalized Alliance College Experience�(PACE)

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PACE Core Academic Components

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Blended Core Content Classes

Outcome: Students build core content knowledge as foundation for college-level course work

Delivery Model: Teachers integrate adaptive digital content in a flexible classroom model during 90 minute class periods

Student Role: Works independently on personalized digital content; Determines how Forum time will support core classwork

Teacher Role: Develops unit plans, determining how students will demonstrate mastery; Sets up Learning Space based on instructional focus

Sample Learning Spaces for Core Classes

Staff member

Student

Device

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PACE Core Academic Components

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Advisory

Forum

College Readiness Experience

Outcome: Students develop 21st century skills and independence critical to college success

Delivery Model: Daily time for students to fully own learning in terms of focus and pace

Student Role: In Advisory, student sets and tracks goals; In Forum, student determines their activity of the day based on their needs: may focus on remediating skill gaps, advancing in core courses, or completion of Capstone projects

Teacher Role: In Advisory, supervises cohort of students and meets with each student 1-1 every 1-2 weeks to review goals, and introduces Capstone projects; In Forum, hosts office hours to remediate or enrich students

Staff member

Student

Device

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PACE Core Academic Components

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In-Person �College Course

Online College Courses Lab

College Coursework

Key Outcome: Students experience college courses while earning transferable credits from LA Harbor College towards an AA degree

Delivery Model: Options for online college courses and in-person classes taught by LA Harbor professors

Student Role: Owns course selection; Schedules office hour appointments with on-site teachers as needed; Manages study group with cohort of students in same on-line courses

LA Harbor Professor Role: Provides college level courses, digital tutoring and office hours

Alliance Teacher Role: Hosts additional office hours during Forum to further support students

Staff member

Student

Device

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The PACE Student Experience

9^th and 10^th Grades

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ELA

Math

Psychology

Student Course Choice (e.g. History)

Science

History

Student Course Choice (e.g. Science)

English 101

Spanish

Physical Education

Political Science

Student Course Choice (e.g. Math)

Forum

11^th and 12^th Grades

Advisory

A Day

B Day

A Day

B Day

Blended Core Classes

College Readiness Experience

College Coursework (online or in-person)

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My Problem Of Practice

My focus is on self reflection and goal setting when it comes to student’s intervention programs. I want to find a way for students to become responsible for monitoring their own progress toward reaching their goals in order to stay motivated in their learning.

Focus Area: IC #4: Self Reflection

Aspen ES

Alexis

Reading:Each rotation is in 20 Min Intervals Mon- Thurs

Group 1:	I-Read	Guided Reading Groups	Independent Reading
Group 2:	Independent Reading	I-Read	Silent Reading
Group 3:	Guided Reading Groups	Independent Reading	I-Read

High Ability	EngageNY Lesson with Teacher	Problem Set	Dreambox/Reflex/IXL
Middle Ability	EngageNY Lesson with Teacher	Dreambox/Reflex/IXL	Problem Set with possible teacher support
Low Ability	Dreambox/Reflex/IXL	EngageNY Lesson with Teacher	Problem Set with possible teacher support

Reading groups will be created based on individual reading needs based on guided reading groups.

Writing:

Depending on daily writing lesson,usage and time length will vary.

Group 1	IXL Grammar	Independent Writing Time/Teacher Conferring
Group 2	Independent Writing Time/Teacher Conferring	IXL Grammar

UINTA TEACHER DESIGN #1

Math: Depending on Daily Math lesson time length will vary.

These groups will be daily Monday thru Friday

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My Problem of Practice

Have students set their own goals and be motivated to track themselves and to accomplish their goals.

IC Focus Area #4: Student Self-Reflection

Aspen ES

Ronda

Math: Engage New York

2:25-2:28: Fluency and Sprints: Whole Group

2:30-2:47: Small Group with High and Mediums

Computers: Low (IXL, Dreambox,Reflex)

2:49-3:06: Small Group with Low

Independent Work : High

Computers: Mediums

3:08-3:25: Independent Work: Low and Mediums

Computers: High

2:25-3:32: Share and Close

I am going to pilot BL with Math through Sept. 22. At that time I’ll re-evaluate how it is going and if I can add another subject to BL. I am planning on having students self-reflect and do goal check-ins on Mondays. I will only have 2 rotations on Mondays so I have more time to meet with students to do this. They will be tracking their work and their scores throughout the week.

Classroom Set-Up

UINTA TEACHER DESIGN #2

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My Problem Of Practice

My PoP will be teaching students to use self-direction to be able to use data to make their own learning decisions.

Focus Area: IC #4: Self Reflection

Evanston HS

Susan

WHOLE GROUP LESSON/OPEN

WHOLE GROUP LESSON/CLOSING

Monday	Tuesday	Wednesday	Thursday	Friday
Whole Group = 5 to 15 min Small Group (1 to 2 groups) = 20 to 30 min (this may be split into two smaller groups) Digital Content = (1 group) = 20 to 30 min Whole Group = �5 to 15 min	Whole Group = 5 to 15 min Small Group (1 to 2 groups) = 20 to 30 min (this may be split into two smaller groups) Digital Content = (1 group) = 20 to 30 min Whole Group = �5 to 15 min	Whole Group = 5 to 15 min Small Group (1 to 2 groups) = 20 to 30 min (this may be split into two smaller groups) Digital Content = (1 group) = 20 to 30 min Whole Group = �5 to 15 min	Whole Group = 20 to 30 min (Weekly quiz) Small Group (1 to 2 groups) = 20 to 30 min (this may be split into two smaller groups) Digital Content = (1 group) = 20 min Whole Group = �5 min	Whole Group = �5 to 15 min (Review weekly quiz results) Flex Friday = �Students choose to work in independent work or digital content

TEACHER-LED SMALL GROUP

INDEPENDENT WORK TIME

DIGITAL CONTENT

UINTA TEACHER DESIGN #3

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My Problem of Practice

Students will be more self-directed, able to set goals, and reflect on their learning AND I will use digital tools in my classroom 2-3 times per week.

Focus Area: IC #2+#4: Digital Tools + Student Reflection

Evanston MS

Gwen

Monday	Tuesday	Wednesday	Thursday	Friday
Opening (10 min)

Opening (10 min)

Digital Tool (15 min)

Critical Reading(15)

Collaborate (revise and reflect)(15)

Review Whole Group

Reflect and Track

Remediate/Enrich

Teacher-Led (15 min)

Interact(15)

Concept One

Concept Two

Opening (10 min)

Digital Tool

Critical Reading

Collaborate (revise and reflect)

Teacher-Led (15 min)

Interact

TEACHER-LED SMALL GROUP

INDEPENDENT WORK TIME

Groups 3-6

Groups 1-3

Groups 1 & 2

Groups 5 & 6

PEER TO PEER LEARNING

Groups 3 & 4

On Mondays and Wednesdays, students will rotate through two stations.

On Tuesdays and Thursdays, students will rotate through three stations.

Fridays will be used as “flex” time.

UINTA TEACHER DESIGN #4

21

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My Problem of Practice

I want to motivate my students to take an active part in their education through goal setting and self-assessement.

Focus Area: IC #4: Self Reflection

North ES

Derek

10min

5 min

15 min

Group 1 (Low)

Group 2

(HIgh)

Exit Ticket

Fluency Self Starter

Rotation 1

30 min

Rotation 2

Exit Ticket

15 min

Rotation 3

10min

Problem Set Corrections

UINTA TEACHER DESIGN #5

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My Problem Of Practice

Providing students with the opportunity to become self motivated learners through goal setting and self reflection

Focus Area: IC #4: Self Reflection

Uinta Meadows ES

LaChelle

Whole Group: Fluency & Application Problem
Rotation 1	Rotation 2	Rotation 3
High/Medium: Lesson	Low: Lesson	High: Computer
Low: Computer	High: Independent	Medium/Low: Independent with aide/teacher
	Medium: Computer	Optional Strategy Groups
Whole Group: Exit Ticket & Tracker

Engage New York Math Plan

Tracker

UINTA TEACHER DESIGN #6

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Bella Romero: Blended Learning Spectrum

24

Basic

Advanced

Whole group

Plan for 1 activity

Requires 0 devices

Two Station

Plan for 2 activities

Requires 2:1 on alt. days

Flex Groups

Plan for indiv. paths

Requires at least 3:1

Three Station

Plan for 3 activities

Requires 3:1

90%

Open

Close

5%

Open+ Assess

Close

10%

5%

85%

25%

70%

5%

Close

Mini Lesson

100%

Whole Group

(instruct + practice)

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Bella: Alt. Day Two-Group Rotation

25

Sample Schedule	Whole Group Mini Lesson	Teacher-Led Small Group	Independent or Collaborative	Whole Group Closing
50 Min Instructional Block	7 Min	20 Min	20 Min	3 Min
75 Min Instructional Block	16 Min	27 Min	27 Min	5 Min
90 Min Instructional Block	21 Min	32 Min	32 Min	5 Min
Digital Content Options

70%

5%

Close

Monday

Tuesday

Wednesday

Thursday

Friday

Collaborative day

25%

70%

5%

Close

Independent day

Mini Lesson

25%

Mini Lesson

25%

70%

5%

Close

70%

5%

Close

Independent day

Collaborative day

Mini Lesson

25%

Mini Lesson

25%

70%

5%

Close

Independent day

Mini Lesson

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Bella: Three-Group Rotation + Plan + Assess

26

Open

Close

Monday

5%

90%

Open

Close

Tuesday

5%

Plan, Set Goals

Intro to New Materials

90%

Sample Schedule	Whole Group Opening	Teacher-Led Small Groups	Independent Digital Content	Collaborative Projects	Whole Group Closing
50 Min Instructional Block	3 Min	15 Min	15 Min	15 Min	2 Min
75 Min Instructional Block	5 Min	22 Min	22 Min	22 Min	4 Min
90 Min Instructional Block	5 Min	27 Min	27 Min	27 Min	4 Min
Digital Content Options

90%

Open

Close

Friday

5%

Debate, Assess, Discuss

90%

Open

Close

Wednesday

5%

90%

Open

Close

Thursday

5%

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Bella: Flexible Grouping + Daily Assessment

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Sample Schedule	Whole Group Open and Assess	Flexible Grouping	Whole Group Closing
50 Min Instructional Block	6 min	40 min	4 min
75 Min Instructional Block	8 min	62 min	5 min
90 Min Instructional Block	10 Min	75 Min	5 Min
Digital Content Options

Monday

Open+ Assess

Close

10%

5%

85%

Tuesday

Open+ Assess

Close

10%

5%

85%

Wednesday

Open+ Assess

Close

10%

5%

85%

Thursday

Open+ Assess

Close

10%

5%

85%

Friday

Open+ Assess

Close

10%

5%

85%

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Uinta: Four Group Rotation: Reading Block

28

90 Min Reading Block

Support Reader’s Workshop model

Ensure 30 min/day of independent reading

20%

75%

5%

Close

Open

Sample Schedule	Whole Group Open/Lesson	Teacher Station	Digital Station	Collab. Station	Indep. Station	Whole Group Close/Assess
90 MIN READING	20 Min	16 Min	16 Min	16 Min	16 Min	6 Min
FOCUS AREA	Modeled Reading OR Mini Lesson	Guided Reading OR Confer	Indep. Reading OR Word Work	Partner Read OR Word Work	Indep. Reading	Reflect or Assess
TEACHING TOOLS	District Units The Complete Year Growing With Readers Linda Hoyt Read Alouds Lucy Calkins	F+P Leveled Readers	F+P Leveled Readers	F+P Word Work� Zoophonics Reading Mastery PALS Word Games	F+P Leveled Readers	Exit Slip Personal Learning Plan

Teacher-lead

Collaborative Groups

Independent Work

Digital Station

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Uinta: Three Group Rotation: Math Block

29

75 Min Math Block

Support Math Workshop Model

Provide independent practice and develop math fluency

33%

54%

13%

Share/Close

Math Routine + Open + Set Up

Sample Schedule	Whole Group Lesson	Whole Group Open	Teacher Role	Digital Station	Collab. Station	Indep. Station	Whole Group Close/Assess
75 MIN MATH	15 min	10 Min	36 min	13 Min	13 Min	13 Min	10 Min
FOCUS AREA	Math Routine	Open + Set Up	Small Group Tutor OR 1-1 Confer	Work Time	Work Time	Work Time	Share, Close OR Assess
TEACHING TOOLS	District Units District Curriculum Maps	District Units District Curriculum Maps	District Units District Curriculum Maps	District Units District Curriculum Maps	District Units District Curriculum Maps Math Games	District Units District Curriculum Maps Practice Problems	Exit Slip Personal Learning Plan

Teacher-confer

Collaborative Groups

Independent Work

Digital Station

Work Time

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Uinta: Three Group Rotation: Writing Block

30

75 Min Writing Block

Support Writer’s Workshop Model

Provide opportunity for 1-1 conferencing

Sample Schedule	Whole Group Open/Lesson	Teacher Role	Digital Station	Collab. Station	Indep. Station	Whole Group Close/Assess
75 MIN WRITING	15 Min	54 min	18 Min	18 min	18 min	6 Min
FOCUS AREA	Mini Lesson	Modeled Writing OR 1-1 Conference	Word Work OR Publish	Peer Review OR Publish	Indep. Writing	Share
TEACHING TOOLS	District Units F+P Word Work Lucy Calkins	District Units Lucy Calkins F+P Word Work	District Units	District Units	District Units	Exit Slip Personal Learning Plan

20%

5%

Share

Mini Lesson

Ind. + Mod.

Writing

75%

Teacher-lead

Collaborative Groups

Independent Work

Digital Station

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Lex 1: Summary of Design Options

31

Design #3:

Team-Teaching, Three Group Rotation + Flex Day

Design #1:

Opening, Whole Group → Three Groups + Flex Days

Design #2:

Whole Group → Four Groups +

Whole Group → Digital Content

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Lex 1: Design #1

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Opening, Whole Group → Three Groups + Flex Days

Teacher opens class with mini-lesson. Students then break into three groups for the remainder of class: independent work on digital content, peer-to-peer learning, and teacher-led small group instruction.

Students rotate through each modality over the course of a week.

The class reconvenes for a five-minute closing.

Teacher has the option of incorporating “flex days” during the week/unit where they may plan for whole-group instruction, a two-group rotation, or have the full class work on digital content while they pull students for 1:1 conferencing or small group instruction.

or

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Lex 1: Design #1 �What would this look like for beginning teachers?

33

Monday

Tuesday

Wednesday

Friday

Thursday

Whole group instruction 1 day/week

Whole-group to three small groups

3 days/week

Approx. 20 min spent in whole group, 25 min in small groups, 5 min in closing

No rotations during small groups – students stay in one group per class period

Shorter whole group opening (10 min) then all students on digital content (35 min) with teacher pullout

1 day/week

Component of Model	Min/Wk
Digital Content	60
Small Group Instruction	25
Peer-to-Peer Learning	25
Whole Group	120

50 min

20 min

25 min

5 min

25 min

5 min

20 min

35 min

5 min

10 min

20 min

25 min

5 min

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Lex 1: Design #1 �What would this look like for intermediate teachers?

34

Limited whole group instruction

Flex Period 2 Days / Week, for example, all students on digital content and teacher pulls students for 1:1 or small group, or a two-group rotation to reinforce concepts

Whole-group to three small groups

3 days/week

Approx. 15 min spent in whole group opening, 30 min in small groups, 5 min closing

No rotations during small groups – students stay in one group per class period

Monday

Tuesday

Wednesday

Friday

Thursday

Component of Model	Min/Wk
Digital Content	80
Small Group Instruction	50
Peer-to-Peer Learning	30
Whole Group	60

15 min

30 min

5 min

30 min

5 min

30 min

5 min

35 min

10 min

15 min

5 min

40 min

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Lex 1: Design #1 �What would this look like for advanced teachers?

35

Student using main model with greater frequency, 4-5 days/week

Approx. 10 min in whole group opening,

Students spend 40 min in small groups (20 min each group)

Teachers can opt to not have a closing, or to reallocate 5 min from opening to closing

Students rotate between two modalities each class period – digital content, small group with teacher, and peer-to-peer learning.

Students progress through all modalities 2-3x over course of the week

Monday

Tuesday

Wednesday

Friday

Thursday

1 flex day/week:

Shorter whole group opening (10 min) then all students on digital content (35 min) with teacher pullout and closing (5 min)

Component of Model	Min/Wk
Digital Content	75-95
Small Group Instruction	40-60
Peer-to-Peer Learning	40-60
Whole Group	50

10 min

40 min

35 min

40 min

10 min

5 min

10 min

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Lex 1: Design #1�At-a-Glance: Beginner, Intermediate, Advanced Classrooms

36

Monday

Tuesday

Wednesday

Friday

Thursday

Beginner

Intermediate

Advanced

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Horry: 2 Group Rotation

37

Details: Whole group opening for 5 minutes which includes reviewing objectives/goals, attendance, and group assignments Two group rotation for 20 minutes each between a teacher direct station and an independent digital station No whole group close

Details: Whole group instruction for 45 minutes

*Total time on Digital Content for the week = 60 minutes

Monday

Tuesday

Wednesday

Friday

Thursday

Open

Close

Teacher-led Learning

Independent Digital Learning

Details: Whole group instruction for 45 minutes

Open

Close

Open

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Horry: 3 Homogeneous Digital Learning Groups

38

Details: Whole group opening for 10- 15 minutes which includes reviewing goals, attendance, and the day’s mini lesson Three ability-based groups that spend 25 minutes on digital programs determined by needs Teacher can pull students one-on-one, into small groups, or float/monitor each group Whole group closing for 5-10 minutes

Details: Whole group instruction for 45 minutes

*Total time on Digital Content for the week = 60 minutes

Monday

Tuesday

Wednesday

Friday

Thursday

Open

Close

Teacher-led Learning

Independent Digital Learning

Open

Close

Open

Close

Open

Close

Details: Whole group instruction for 45 minutes

Open

Close

39 of 66

Horry: Four Groups, Four Days

39

Details: Whole group opening for 10 minutes Students break into 4 groups and spend 30 minutes at a teacher-led, collaborative, and two independent stations Students rotate to each station across four days Whole group closing for 5 minutes

Details: Whole group instruction for 45 minutes

*Total time on Digital Content for the week = 60 minutes

Monday

Open

Close

Tuesday

Open

Close

Wednesday

Friday

Thursday

Open

Close

Open

Close

Open

Close

Teacher-led Learning

Collaborative Learning

Independent Digital Learning

40 of 66

Horry: Teacher-lead and Collaborative Rotations

40

Details: Whole group opening for 10 minutes which includes reviewing goals, attendance, and the day’s mini lesson Two groups rotate between a teacher-led station and collaborative pair station for 15 minutes each The rest of the class is at the independent digital work station for 30 minutes Whole group closing for 5 minutes

Details: Whole group instruction for 45 minutes

*Total time on Digital Content for the week = 60 minutes

Monday

Open

Close

Tuesday

Open

Close

Wednesday

Open

Close

Friday

Open

Close

Thursday

Open

Close

Teacher-led Learning

Collaborative Learning

Independent Digital Learning

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Horry: 2 + 3 Group + Whole Class Online

41

Details: Whole group opening for 5 minutes to review objectives/goals and group assignments Three groups rotate to two stations for 20 minutes each between a teacher-led station, collaborative station and an independent digital work station Since groups will only rotate twice in one day, the following day they will start at the station they did not get to the day before

Details: Whole group opening for 5 minutes to review objectives/goals Whole group online skills practice for 30 minutes with teacher 1:1 or small group pull out Whole group reflection for 10 minutes

*Total time on Digital Content for the week = 70 - 90 minutes

Open

Close

Monday

Open

Wednesday

Open

Thursday

Details: Whole group intro -5 min Two group rotation between digital and collaborative station for 20 min each Teacher floats among groups and assesses individual students to inform groups on the following two days

Details: Whole group instruction for 45 minutes

Open

Tuesday

Open

Close

Friday

Teacher-led Learning

Collaborative Learning

Independent Digital Learning

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Horry: Collaborative Data Gathering

42

Details: Whole group opening for 10 minutes to review objectives/goals and group assignments All groups are in pods based on skills using the digital content for 30 minutes, while the teacher rotates to support each group across the two days. The pods and the scheduled teacher support are determined based on the previous two days assessment/conference notes. Whole group closing for 5 minutes to reflect

Details: Whole group instruction to introduce new concepts for 15 minutes Class then transitions to collaborative work (may or may not be online) where the teacher can pull one student at a time to assess/conference with for 20 minutes Whole group share out at the end of the class period for 10 minutes

Open

Close

Monday

Tuesday

Wednesday

Thursday

Friday

Whole Group Share

Open

Close

Open

Close

Details: Whole group opening for 5 minutes to review objectives/goals Whole group online skills practice for 30 minutes with teacher 1:1 or small group pull out Whole group reflection for 10 minutes

*Total time on Digital Content for the week = 90 minutes

Teacher-led Learning

Collaborative Learning

Independent Digital Learning

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Middletown: Literacy Framework: K – 2

43

Online Strategy Practice

WorkBoard

Online Strategy Practice

Center Activity

15 mins

Group 1

Group 2

Group 3

Book Talk and/or Mini Lesson

Whole class closing

Guided Reading

Center Activity

WorkBoard

Guided Reading

Independent Reading

Guided Reading

15 mins

Group 4

Independent Reading

Guided Reading

WorkBoard

Online Strategy Practice

Day	Content	Time
Monday	Lexia + MyOn	15 m
Tuesday	Lexia (continued from Day 1) + MyOn	15 m
Wednesday	iReady + MyOn	15 m
Thursday	iReady (continued from Day 3) + MyOn	15 m
Friday	Schoology/Assessment	15 m

Independent

Collaborative

Direct/Guided

“4:15” Rotation

44 of 66

Middletown: Literacy Framework: 3–5

44

Online Strategy Practice

15 mins

Group 1

Group 2

Group 3

Book Talk or Mini Lesson

Whole class reflection/assessment

Guided Reading

Literature Study

Online Strategy Practice

Independent Reading

Literature Study

Online Strategy Practice

Guided Reading

15 mins

Flex block for teacher

Day	Content	Time
Monday	iReady/Lexia + MyOn	20 m + 10m
Tuesday	Achieve	30 m
Wednesday	iReady/Lexia + MyOn	20 m + 10m
Thursday	Achieve	30 m
Friday	Schoology/Assessment	30 m

Independent

Collaborative

Direct/Guided

“3:30” Rotation

45 of 66

Middletown: 3 Groups, 20 Min Digital Content �(75 minute class)

45

20 mins

5 mins

10 mins

20 mins

Group 1

Group 2

Group 3

Whole class opening

Whole class closing

Teacher

Online

Collaboration

Online

Collaboration

Teacher

Collaboration

Teacher

Online

The 75-minute class period is broken down into two blocks for open and close, with three 20-minute blocks reserved for rotations

46 of 66

Middletown: 3 Groups, 20 Min Digital Content �(90 minute class)

46

20 mins

15 mins

20 mins

Group 1 / 4

Group 2 / 5

Group 3 / 6

Whole class opening

Whole class closing

Teacher

Online

Collaboration

Online

Collaboration

Teacher

Collaboration

Teacher

Online

20 mins

40 mins

Group 4 / 1

Group 5 / 2

Group 6 / 3

Online

Collaboration

Online

Collaboration

Online

Collaboration

The 90-minute class period is broken down into two blocks for open and close, with three 20-minute blocks reserved for rotations

47 of 66

Middletown: 3 Groups, 30 Min Digital Content �(75 minute class)

47

Online

Collaboration

10 mins

Group 1

Group 2

Group 3

Whole class opening

Whole class closing

Teacher

Collaboration

Online

Collaboration

Teacher

Online

Teacher

15 mins

5 mins

Flex block for teacher

The 75-minute class period is broken down into six 15-minute blocks. Teachers meet with all 3 groups. One 15-minute period allows a teacher flex time.

48 of 66

Middletown: 3 Groups, 40 Min Digital Content �(75 minute class)

48

The 75-minute class period is broken down into two blocks for open and close, with three 20-minute blocks reserved for rotations.

20 mins

5 mins

10 mins

20 mins

Group 1

Group 2

Group 3

Whole class opening

Whole class closing

Online

Teacher

Online

Collaboration

Online

Flex block for teacher

49 of 66

Middletown: 3 Groups, 20 Min Digital Content �(75 minute class)

49

In this version online time is split by a middle block; the break may help students who would struggle to remain focused during 40 consecutive minutes of screen time

20 mins

5 mins

10 mins

20 mins

Group 1

Group 2

Group 3

Whole class opening

Whole class closing

Online

Teacher

Collaboration

Indep./Library

Flex blocks for teacher

50 of 66

Middletown: 4 Groups, 15 Min Digital Content �(75 minute class)

50

The 75-minute class period is broken down into six blocks. Students rotate through 4 stations. Teachers meet with all small groups.

Online

Flex time

Online

Collaboration

10 mins

Group 1

Group 2

Group 3

Whole class opening

Whole class closing

Teacher

Collaboration

Flextime

Collaboration

Teacher

Flex time

Teacher

15 mins

5 mins

Group 4

Flex time

Teacher

Collaboration

Online

51 of 66

Middletown: 4 Groups, 15 Min Digital Content �(75 minute class)

51

The 75-minute class period is broken down into five blocks. Students work on digital content for 15-minutes. Whole group opening is extended to account for routines.

Online

30 mins

Group 1

Group 2

Group 3

Whole class opening

Whole class closing

Collaboration

Collaborative

15 mins

5 mins

Group 4

Collaborative

Online

Teacher

Flex

Teacher

52 of 66

Middletown: 4 Groups, 30 Min Digital Content �(75 minute class)

52

The 75-minute class period is broken down into six blocks. Students work on digital content for 15-minutes. Flex time or collaboration eliminated to accommodate extra block.

Online

Collaboration

10 mins

Group 1

Group 2

Group 3

Whole class opening

Whole class closing

Teacher

Collaboration

Teacher

15 mins

5 mins

Group 4

Collaboration

Teacher

Online

53 of 66

Ecorse: 6:15 Elementary Rotation Model

53

15 mins

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

The 90-minute block includes 6 stations and 15 minute rotations
Best used when minimal time is needed to open and close class.
Best for practice/reteach/acceleration days in which little to no whole group time is used

Teacher

Desktops

iPads

Collaboration

Manipulatives

Indep. Work

15 mins

Desktops

iPads

Collaboration

Manipulatives

Indep. Work

Teacher

15 mins

iPads

Collaboration

Manipulatives

Indep. Work

Teacher

Desktops

15 mins

Collaboration

Manipulatives

Indep. Work

Teacher

Desktops

iPads

15 mins

Manipulatives

Indep. Work

iPads

Desktops

Teacher

Collaboration

15 mins

Indep. Work

Teacher

Collaborative

iPads

Desktops

Manipulatives

Rotation Model

54 of 66

54

TEACHER-LED SMALL GROUP

DIGITAL

CONTENT

PEER TO PEER LEARNING

WHOLE GROUP CLOSING

YUMA: BASE DESIGN IA

WHOLE GROUP EXPECTATIONS

IF YOU HAVE…	WHOLE GROUP	STATIONS	WHOLE CLOSE
45 min	8 min	3 x 10 min	4 min
60 min	10 min	3 x 13 min	5 min
75 min	10 min	3 x 18 min	5 min
90 min	15 min	3 x 22 min	5 min

55 of 66

55

SMALL GROUP STATION

DIGITAL CONTENT

COLLABORATIVE STATION

SUMMARIZE + ASSESS

YUMA: BASE DESIGN IB

WHOLE GROUP LESSON

IF YOU HAVE…	WHOLE GROUP	STATIONS	ASSESS
45 min	8 min	3 x 10 min	4 min
60 min	10 min	3 x 13 min	5 min
75 min	10 min	3 x 18 min	5 min
90 min	15 min	3 x 22 min	5 min

56 of 66

56

TEACHER-LED SMALL GROUP

DIGITAL

CONTENT

PEER TO PEER LEARNING

WHOLE GROUP CLOSING

YUMA: BASE DESIGN IIA

WHOLE GROUP EXPECTATIONS

INDEPENDENT

WORK TIME

IF YOU HAVE…	WHOLE GROUP	STATIONS	WHOLE CLOSE
45 min	8 min	4 x 10 min	4 min
60 min	10 min	4 x 13 min	5 min
75 min	10 min	4 x 18 min	5 min
90 min	15 min	4 x 22 min	5 min

57 of 66

57

COMPUTER

CENTER

YUMA: BASE DESIGN IIB

TEACHER INSTRUCTION

SMALL GROUP

WORK

PROMETHEAN BOARD

IF YOU HAVE…	STATIONS	TRANSI-TIONS
45 min	4 x 10 min	5 min
60 min	4 x 14 min	4 min
75 min	4 x 17 min	7 min
90 min	4 x 21 min	6 min

58 of 66

58

DIGITAL

STATION

YUMA: BASE DESIGN IIC

TEACHER

STATION

INDEPENDENT

STATION

EXPLORE

STATION

CREATE

STATION

IF YOU HAVE…	STATIONS	TRANSI-TIONS
45 min	5 x 8 min	5 min
60 min	5 x 10 min	8 min
75 min	5 x 14 min	5 min
90 min	5 x 17 min	5 min

59 of 66

59

YUMA: BASE DESIGN IIIA

WHOLE GROUP LESSON

FORMATIVE ASESSMENT

Monday

Tuesday - Friday

SMALL GROUP STATION

COLLABORATIVE STATION

COMPUTER

STATION

WHOLE GROUP EXPECTATIONS

IF YOU HAVE…	MONDAY	WHOLE GROUP	STATIONS
45 min	44 min	10 min	3 x 10 min
60 min	60 min	12 min	3 x 15 min
75 min	75 min	15 min	3 x 18 min
90 min	90 min	15 min	3 x 23 min

60 of 66

60

YUMA: BASE DESIGN IIIB

WHOLE GROUP LESSON

FORMATIVE ASESSMENT

Monday

Tuesday - Thursday

Friday (Flex)

WRITING ASSIGNMENT

PROJECT-BASED LEARNING

REAL-WORLD APPLICATIONS

SMALL GROUP STATION

COLLABORATIVE STATION

COMPUTER

STATION

WHOLE GROUP EXPECTATIONS

Note: minutes table for Design IIB is the same as Design IIA

61 of 66

61

TEACHER I

TEACHER II

YUMA: BASE DESIGN IV

PULLOUT: DIRECT INSTRUCTION

PULLOUT: DATA

INTERVIEWS

STUDENT COLLABORATION

DIGITAL

CONTENT

IF YOU HAVE…	TEACHER 1 STATIONS + PULLOUTS	TEACHER 2 STATIONS + PULLOUTS
45 min	20 min	20 min
60 min	27 min	27 min
75 min	35 min	35 min
90 min	42 min	42 min

62 of 66

62

DIGITAL

CONTENT

PEER TO PEER LEARNING

WHOLE GROUP CLOSING + ASSESS

YUMA: BASE DESIGN V

SMALL GROUP INTERVENTION

WHOLE GROUP LESSON

INDEPENDENT

WORK TIME

STUDENTS BEING PULLED FOR INDIVIDUAL SUPPORT

IF YOU HAVE…	WHOLE GROUP	STATIONS + PULLOUTS	ASSESS
45 min	8 min	3 x 10 min	4 min
60 min	10 min	3 x 13 min	5 min
75 min	10 min	3 x 18 min	5 min
90 min	15 min	3 x 22 min	5 min

63 of 66

63

FORMATIVE ASSESSMENT

DIRECT INSTRUCTION

INDIVIDUALIZED LEARNING

COLLABORATION

EXTENSION PROJECTS

SELF CHECK + MODIFY

YUMA: BASE DESIGN VI

IF YOU HAVE…	FORM. ASSESS	ACTIVITY 1	SELF CHECK	ACTIVITY 2
45 min	5 min	15 min	2 min	18 min
60 min	5 min	20 min	2 min	30 min
75 min	5 min	20 min	5 min	40 min
90 min	5 min	30 min	5 min	45 min

64 of 66

64

EUREKA MATH DIRECT INSTRUCT

DIGITAL CONTENT

TO PRACTICE

INDEPENDENT OR COLLAB PRACTICE

SUMMARIZE + ASSESS

BASE DESIGN VII: MATH

EUREKA MATH

MINI LESSON

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65

Our Instructional Models

K-3

4-5

Both Math and ELA in the K-3 setting will run as a workshop model. Students will complete a variety of formative assessments (online, formal, and informal) for the teachers to gather data to form flexible grouping. This data will then be shared between two teachers in K-2 and two or three teachers in 3^rd grade. While teachers are using the formative data to teach small groups and conference, the other children will be engaged in the following activities:

Problem Based Learning
Online independent work
Offline independent work
Free choice stations

This structure will open up the classrooms to be more collaborative and flexible throughout the year.

Option 1

Option 2

Both grade levels are working together to create a blended learning academy for students. In addition to having a homeroom and Intervention/Enrichment Block, all 4^th and 5^th grade students will attend the following three learning centers each day:

Mathematics and Advanced Technology (homogeneously grouped by continuous achievement level)

Math Workshop Model
STEM and PBL
Online independent work and flipped instruction (Redbird, MobyMax, LearnZillion)
Math writing every day

Literary and Linguistic Exploration (heterogeneously grouped by continuous achievement level)

The Daily CAFÉ Workshop Model
Online independent work (MobyMax)
Free choice stations

Scientific and Historical Inquiry (grouped by grade level)

Science and Social Studies integrated through informational reading and writing standards
PBL and TAG lessons
Project Based Learning (GoQuest)

Balanced Literacy connects these three learning centers. Interactive notebooks will be used in all three learning centers to track student progress. Formative Assessments will be used daily to flexibly group students within these learning centers.

Please insert Ed Elements Diagrams here.

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Morning Meeting + 6 Stations + Closing�3-5 ELA

66

Morning Meeting

Values
Skype / Video
Calendar
PBL Intro

Teacher-Led Group

Skill Focused

Skill Station

Independent Work on Computers / Digital Content
Focus on Collecting Data

Writing Exercise

More Traditional

Word Work Station

Independent Work

on iPads

Leveled Apps

Independent Reading

Student Choice
iPads, Books, Mackinvia

Small Group Collaborative Work

Reading/ELA: PBL Focus; possible connection with Sci and SS projects
Math: Problem-based learning

Closing

Student Shareout
Students Show Tech
Questions to Investigate
Brainstorm Solutions
Social Media