Data-Driven Need
There has been low academic performance of students at Valverde Elementary over time. The data shows that the students’ status and growth have declined in math, reading, and writing. A consistent decline in all three of the core subjects caused Valverde Elementary school to go from “accredited on watch” in 2012 to” accredited on probation” in 2014 according to the Denver Public Schools Performance Framework. Because of the testing and enrollment data presented above, we were identified in 2015 as a school that would undergo a redesign. The redesign plan was created by the instructional leadership team, classroom teachers, parents, and community members during our monthly CSC (Collaborative School Committee) meetings. The plan was designed to be implemented over a three year time frame. As a result of the data, we recognized the need to develop rigorously-aligned instructional programs. As a part of the redesign process, students at Valverde have been given more opportunities to engage in technology-based content and blended-learning opportunities. Promethean boards in every classroom, one-to-one technology for students in grades 3rd-5th, and providing more technology-based communications. I learned more about exactly what blended learning is when Maxwell, (2016), identified the key elements of blended learning. One of the most important elements of blended learning is giving students the control over where, when, and how they work. We allow students to engage in blended learning everyday through our independent station rotations every day. However, we have students on a fixed schedule to rotate through the stations in a particular order, with the same group of students. Because of this, I thought of a few ways we can provide students with more choice as well as more integrated learning based on their unique and diverse backgrounds. My projected change would provide students with an activity menu from which they can choose to work on personalized tasks in any particular order. Students would have the choice to work independently or work with a partner. This change will provide daily opportunities for students to engage in learning activities of their choice using interactive technology -based learning programs.
References:
Maxwell, C. (2016). What blended learning is and isn’t. Blended Learning Universe. Retrieved from
http://www.blendedlearning.org/what-blended-learning-is-and-isn’t
There has been low academic performance of students at Valverde Elementary over time. The data shows that the students’ status and growth have declined in math, reading, and writing. A consistent decline in all three of the core subjects caused Valverde Elementary school to go from “accredited on watch” in 2012 to” accredited on probation” in 2014 according to the Denver Public Schools Performance Framework. Because of the testing and enrollment data presented above, we were identified in 2015 as a school that would undergo a redesign. The redesign plan was created by the instructional leadership team, classroom teachers, parents, and community members during our monthly CSC (Collaborative School Committee) meetings. The plan was designed to be implemented over a three year time frame. As a result of the data, we recognized the need to develop rigorously-aligned instructional programs. As a part of the redesign process, students at Valverde have been given more opportunities to engage in technology-based content and blended-learning opportunities. Promethean boards in every classroom, one-to-one technology for students in grades 3rd-5th, and providing more technology-based communications. I learned more about exactly what blended learning is when Maxwell, (2016), identified the key elements of blended learning. One of the most important elements of blended learning is giving students the control over where, when, and how they work. We allow students to engage in blended learning everyday through our independent station rotations every day. However, we have students on a fixed schedule to rotate through the stations in a particular order, with the same group of students. Because of this, I thought of a few ways we can provide students with more choice as well as more integrated learning based on their unique and diverse backgrounds. My projected change would provide students with an activity menu from which they can choose to work on personalized tasks in any particular order. Students would have the choice to work independently or work with a partner. This change will provide daily opportunities for students to engage in learning activities of their choice using interactive technology -based learning programs.
References:
Maxwell, C. (2016). What blended learning is and isn’t. Blended Learning Universe. Retrieved from
