The impetus for the blended-learning model was to structure our learning environment so that the classroom would provide learning time in which students could interface with online curriculum and face-to-face instruction at different times during the day, instead of the traditional learning environment in which all students learn the same curriculum at the same time. Previously, each classroom went to a computer lab to engage in online learning as a whole class. The blended-learning option allows for more differentiation of instruction and learning.
The initial challenge was structuring the learning day. As we had done Lab Rotation models in the past, teachers were concerned with how they would incorporate technology inside their classrooms while continuing to provide direct instruction. We solved this challenge through grade-level conversations that gave way to strategic planning-the third 3rd-grade teachers really jumped on board with this.
Make certain the necessary technology, teacher buy-in and support, and assessments are in place and that student learning goals are aligned with district and state scope and sequence and state standards.
Anne Darling Elementary School is a learning community that serves a high population of English Language Learners and Hispanic and Latino students in a community with a high percentage of students with low socioeconomic status. It has both an Academic Language Acquisition (ALA) bilingual program and a traditional Structured English Instruction (SEI) program. The blended-learning model fits the school's curricular needs (Adaptive Learning programs) and provides a way for the school to structure small-group intervention and acceleration with student-to-teacher and student-to-computer interfaces.
Contact: Ron Hammond
Anne Darling Elementary School
333 N 33rd St
San Jose, California
In 2014-2015 California used the California Standards Tests (CSTs) to test students in science in grades 5, 8 and 10. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
In 2014-2015 California tested students using the California Assessment of Student Performance and Progress (CAASPP), administered through the online Smarter Balanced Summative Assessments. These are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test, English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer adaptive test and (2) a performance task; administered within a 12-week window beginning at 66 percent of the instructional year for grades three through eight, or within in a 7-week window beginning at 80 percent of the instructional year for grade eleven. The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing—efficient and precise measurement across the full range of achievement and timely turnaround of results.
There are currently no past timeline events for this school.