When we first implemented blended learning we selected the rotation model for a couple of reasons. First, many of our students were already working in stations in their classrooms which meant that both students and teachers were familiar with this structure. Since teachers were familiar with the design, our focus was more about enhancing what was already in place instead of implementing something entirely new. Teachers were very receptive to this approach. Second, during our planning stages we had devices for about a third of students in each participating class which works well with the rotation model. Since the initial implementation, we continue to use the rotation model but we have more devices in each classroom which allows for more time using digital content.
One of our biggest challenges was implementation at the middle school level. We had to change the mindset that middle school teachers need to prepare students for how teaching occurs in high school to meeting the current individual needs of students and using best practices, such as small group instruction, from prior grades. Since our third, fourth and fifth grade classrooms were already blended, we had those teachers share their experiences with our middle school teachers. We also shared data we gathered from the various digital content providers to show student growth and we made correlations between a blended learning classroom and our teacher framework. Lastly, the pace of the first few weeks of implementation was determined by each individual teacher. This allowed for planning, PD, and coaching to be tailored for teachers. The result was that overall our middle school teachers embraced the program and implemented it with fidelity.
One piece of advice I would give to an emerging blended-learning program is that all school leaders must be invested in the program. There must also be a strong lead who believes in the program, has a strong background in instruction, can coach teachers, develop tailored professional development sessions, consistently analyze data, and has the time to spend in classrooms to support teachers with implementation and provide feedback.
Chancellor Avenue School serves students in grades K-8 in the South Ward of Newark. Chancellor has a staff of professionals that includes K-8 regular and special needs classroom teachers and teachers in the fields of instrumental and vocal music, art, physical education, technology, and world language. Chancellor was selected as one of four schools in the district to pilot blended learning in grades 3-5, in partnership with Education Elements, in order to enhance instruction, personalize student learning, and increase student outcomes. Following the pilot, Chancellor's blended-learning program expanded to include grades 1-2 and 6-8 as well.
Contact: Neysa Miranda
Chancellor Avenue School
321 Chancellor Ave
Newark, New Jersey
In 2013-2014 New Jersey used the New Jersey Assessment of Skills and Knowledge (NJ ASK) to test students in grades 3 through 8 in language arts literacy and math, and in grades 4 and 8 in science. The NJ ASK is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of New Jersey. The goal is for all students to score at or above the proficient level.
In 2013-2014 New Jersey used the High School Proficiency Assessment (HSPA) to test students in grade 11 in language arts literacy and math. The HSPA is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of New Jersey. Students are required to pass the HSPA in order to graduate. The goal is for all students to score at or above the proficient level.
In 2013-2014 New Jersey used the New Jersey Biology Competency Test (NJBCT) to assess students in Biology. The New Jersey Biology Competency Test (NJBCT) is standards-based, which means it measures how well students are mastering specific skills defined by the state of New Jersey. The goal is for all students to score at or above the proficient level on the test.
There are currently no past timeline events for this school.