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Model Overview

Program Overview

Year Launched
K - 4
Blended Grades

Implementation Q & A

When you first implemented blended learning, why did you choose that particular model? (has your model changed? why?)

For us, blended learning is part of personalized learning. Everybody has a slightly different understanding of personalized learning. So, as a district or a school, you have to adopt a version that you feel represents your vision and values. A central piece of our vision for personalized learning is Universal Design for Learning (UDL). We believe in using data to identify anything that might be a barrier for each student’s learning. If a child can’t read, we don’t want that to get in the way of that child learning about science or social studies; we don’t want that to be a barrier to learning. That’s kind of how we started. Now we are trying to further the model. We are still working on the incorporation of digital technology to provide each student with the resources that will help them learn best. We would like to implement more flipped learning, where kids are able to watch and re-watch lectures on their own time, and more Genius Hour coursework, where kids are working on self-directed projects. We would also like to find a software program that enables students to read about science and social studies subject matter at their instructional reading level. This upcoming year (2018-9), we are going 1:1 with Chromebooks, which will drastically increase our capacity to implement blended learning.

What was one of your biggest challenges when going blended, and how did you overcome it?

We have been blessed with a great, student-oriented staff, who have responded very positively to our shift towards personalized and blended learning. There are a few teachers who have struggled, however, and my instructional coaches and I have been working to provide them with additional support. Currently, we are working on building an accountability structure for teacher implementation of personalized learning. Teachers strongly agree with the philosophy, but it can be difficult to implement when there are so many other demands on a teacher’s time. We will often do surveys with teachers, and this year, at the end of the year, I did an exit interview with each teacher to learn about where they are still finding difficulty in personalizing learning. Those areas can be turned into a work plan for the next year. As administrators, we have to make sure that we are personalizing professional learning for staff in order to give them the support they need in specific areas.

Additionally, it is important to remember that we, as school leaders, may become experts in a subject such as personalized learning, and we may think that every staff member understands the concept the way we do. Oftentimes, staff members are coming from completely different places, so to speak, and it is important to recognize that. Sometimes you will be moving along, and you will look behind you and realize that a number of people on your team have gone down a different path. It’s important to always go back and gather up those folks who are not where you are, and to be constantly aware of this process.

What's the one piece of advice you'd give to emerging blended-learning programs?

Three years ago, when we started this journey, my definition of ‘personalized learning’ was completely different than the definition I would provide now. It is okay not to know everything and to embrace ambiguity. It is okay to make mistakes and to correct them. That is the growth mindset in action. When I am observing a teacher whose lesson has substantial flaws, I never penalize that teacher, as long as they work to retool or edit the lesson. As a leader, you have to provide your staff with opportunities to experiment and fail. The more you fail and try again, the better you will be.

Program Focus


School Overview

At Navin Elementary School, more than 400 students in grades K-4 join a warm, caring school community as they engage in personalized, twenty-first century learning experiences. A school-wide commitment to Universal Design for Learning (UDL) ensures that each student's learning experience is designed in accordance with her learner profile. Navin students receive substantial voice and choice in their learning, including design of "Genius Hour" passion projects and regular visits to school Makerspaces. In the 2018-9 school year, Navin will become a 1:1 Chromebook school.

Ratings Source: GreatSchools

Community Rating

GreatSchools Rating


out of 10

School Contact

Navin Elementary School
16265 County Home Rd
Marysville, Ohio
United States

Telephone: (937)-578-0138

Navin Elementary School's Website


Total Students

Student Ethnicity

State Test Scores Source: GreatSchools


Blended Program Launched 2015