We selected the station rotation model for several reasons. First, our teachers had experience teaching using learning centers. Transitioning those centers into the blended station rotation centers was less of change for them since the systems and style of instruction was already in place. Another reason for choosing this model was that several of our families do not have internet connections at home and, due to our rural location, there are not local "hot spots" where families can go to access the internet conveniently. Thus, we had to implement a model that did not utilize online learning outside of the school hours as a primary means of gaining instruction. Finally, we had a limited amount of devices in our K-2 classrooms and weren't looking to significantly increase the amount of screen time these young learners were receiving. The station rotation model seemed the best fit given the number of devices we had and our personal beliefs on the amount of screen time our young learners should have.
Our model has shifted slightly this past year. Grades 4 and 5 were finding that the fixed interval station rotation model, that had students rotating through stations at teacher set time intervals, was not always giving students the time they needed to complete a task of high quality. They decided to let students move through the stations on a flexible rotation to allow students to work until they were done or at a more meaningful stopping point. The teacher decides what students "Must Do" and "May Do"during the week and the student decides when they complete the task. This added more student choice and voice to the rotation and has given them more time to complete tasks of greater rigor.Our model has shifted slightly this past year. Grades 4 and 5 were finding that the fixed interval station rotation model, that had students rotating through stations at teacher set time intervals, was not always giving students the time they needed to complete a task of high quality. They decided to let students move through the stations on a flexible rotation to allow students to work until they were done or at a more meaningful stopping point. The teacher decides what students “Must Do” and “May Do” during the week and the student decides when they complete the task. This added more student choice and voice to the rotation and has given them more time to complete tasks of greater rigor.
One of the biggest challenges when going blended was having teachers use the technology in meaningful ways to personalize their students' learning. That is, using the technology to do more than simply replacing paper and pencil based tasks. To begin to overcome this challenge is still a work in progress!), we provided teachers with job-embedded training and coaching on how they could use the technology to personalize learning. These types of tasks were modeled, with teachers serving as the learners. Teachers were then given time and support to work collaboratively to plan lessons and tasks and to reflect upon their successes and challenges. Much of this coaching and professional learning was personalized for the teachers based upon their readiness level, interest, and grade/content level. School leadership also made this challenge a school-wide goal for the year to guide the staff in a shared vision and learning experience.
When starting a blended model in a school or classroom, my advice would be to start small. First think of what is it you want your students to be able to achieve. Then, think how can the technology I have best support my students' needs, as well as how will this tool enhance or extend my students' learning in a way that would have been unachievable without this technology.
The first area we at CIP demonstrate leadership in is putting systems in place to get blended learning up and running in our classrooms. We accomplished this by first piloting a station rotation model in our 4th and 5th grade classrooms during year one. We next added our K-3rd grade classrooms during our second year. Also during our second year we created a science and technology coaching position on our staff to help support our teachers as they continued to implement blended learning in their classrooms. We next recruited 5 early adopters to set up lighthouse classrooms focused on using technology to personalize student learning through student interaction, and best data practice.
Knowing that our teachers are at many different levels in their teaching practice we at CIP have moved to a more personalized model to best meet all our teachers and staff. We have accomplished this by creating online libraries and playlist focused on areas where teachers have showed interest. Teachers can now move through their learning at their own pace, rather than giving all teachers the same PD. We have also created Personal Learning Communities (PLCs) focused around teacher Professional Growth Goals (PGGs). These teachers have opportunities to take part in discussion and planning times during our monthly early release days.
At CIP we value Respect, Open-mindedness, Achievement, Relationships, and Self-esteem.
A Paine Panther ROARS!
Captain Isaac Paine Elementary School….
One Heart, One Community: Strong in Body. Strong in Mind. Strong in Character.
School Improvement Plan Goals:
*These goals are aligned with the Foster-Glocester Tri-District Strategic Plan
1. Students will become proficient readers and writers across content areas.
2. Students will become proficient mathematicians.
3. CIP will utilize blended learning to enhance student engagement and mastery of standards.
4. CIP will support and maintain a safe and inclusive school community
Contact Title: Principal
Captain Isaac Paine
160 Foster Center Rd
Foster, Rhode Island
In 2014-2015 Rhode Island used the New England Common Assessment Program (NECAP) to test students in grades 4, 8 and 11 in science. The NECAP is a standards-based test, which means it measures specific skills defined for each grade by the state of Rhode Island. The goal is for all students to score at or above the proficient level.
The 2015 results of the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments provide a first look at whether students are meeting the expectations of the new learning standards in literacy and mathematics. These standards are designed to prepare students for success in their next grade level, in postsecondary learning, and in career opportunities.