We chose to go blended because we wanted to provide personalized, authentic, innovative, connected and inspired learning for every student. We’ve taken as a guiding question: Rather than teaching to the middle, how do I use data to individualize learning to a student or a group of students? It has taken four or five years for stakeholders to understand that we can facilitate a totally different mode of learning. At the beginning, educator professional development centered on learning how to use devices and applications. Now, we are able to focus on how educators are using technology to personalize learning for students.
We have encountered a few significant challenges using Apple devices, but Apple has started to understand these challenges and provide workable solutions. For example, Apple wanted every student to have an Apple ID when we first connected the iPads. This was a challenge because it limited device transferability. Apple has since enabled school districts to work around that requirement. Additionally, we have the ongoing challenge of serving ten- to twelve-year-old students who do not always understand how to use technology responsibly. Apple has made great changes, such that a District can control the applications downloaded to students’ iPads and teachers can monitor the screens of each student in their classes in real time.
Have a really robust wireless infrastructure in place. If the technology does not work, people will not use it. Any blended program is going to run into problems, but it’s worth it. Digital technology will allow teachers to do things they cannot currently imagine. It will transform learning.
At Lineville Intermediate School, all fifth and sixth graders hailing from the five elementary schools in the Howard-Suamico School District join together as one. We pride ourselves on making our school feel like a community. Students at Lineville are grouped in Houses (teams of teachers) where they have all of their academic classes. Each house has its own name and identity, providing a sense of belonging and a smaller school environment. Our mission at Lineville is to work together with families and community to ensure that our students have the knowledge and skills to succeed in a changing world. At Lineville, we focus on the whole student, including academic progress, character building, developing social skills and helping students make a smooth transition from elementary to middle school.
Lineville Intermediate School
Green Bay, Wisconsin
54313 United States
In 2014-2015 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 4, 8 and 10 science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.
The Badger Assessment is a statewide Wisconsin Student Assessment System (WSAS) standardized exam. The exam was given to students in grades 3 through 8 and measured student achievement in two subject areas: English language arts (ELA) and mathematics.
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