Submitted by Jeffrey D. Shaffer, Principal
Note: The information in this profile represents SY2012-13 unless otherwise indicated.
School Overview
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School Description
Dallas High School seeks to expand its curriculum offerings and increase academic achievement while ensuring efficiencies in daily operations. The school wanted to pilot the Hybrid Learning program for Algebra I students in preparation for the Keystone exams. Dallas strives to be a leader and has made many investments in its district around academic achievement, technology and innovation. Dallas Area School District is part of the Pennsylvania Hybrid Learning Initiative
Blended Learning Program
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Program Model
Program model: Station Rotation
Model description
Every classroom has three stations set up – direct instruction, collaborative, and independent learning. Students rotate through these stations on a daily basis.
Program Description
How much time do students spend on campus in this blended-learning program? How much of this time do students spend learning online or with educational software?
The Hybrid program is the student’s math period. The time spent is 60-90 minutes per day (based on the schedule). Students spend approximately 25% of their class periods on digital content.
Briefly describe the offline components of this blended-learning program.
Students receive direct instruction from the teacher at one of the rotations and work in a small collaborative student group on activities or assignments at another station.
How does this blended-learning program fit into the rest of the students’ school day?
Since this is their math class, the Hybrid Program fits seamlessly into their schedule.
What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program?
The teachers are responsible for creating all aspects of the blended learning program. They develop lessons for the direct instruction component, create collaborative activities and assign digital content. They create a Digital Agenda for students to access which is a roadmap for their week ahead.
What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities?
The Director of Technology serves as a direct resource to the teachers for any technology related concerns. The PA Intermediate Unit (18) Instructional Coach is onsite once a week to provide assistance and coaching on the Hybrid Learning Model.
Briefly describe the set-up of physical space for this blended-learning program.
Each classroom has a designated space for desktop computers set up. The other part of the classroom the desks are set up in groups. Students receive direct instruction or work collaboratively in these desk arrangements.
How are students grouped within this blended-learning program?
Teachers group the students based on personality, behavior, and achievement. Each time they re-group, they use a different approach so as to mix up the groupings.
Do students have some element of control over the pacing of their learning? Are students tied to a semester-based course schedule or can they complete courses at any time? Briefly describe any requirements or benchmarks in place to ensure student progress.
Students are providing a “Check List” of items they need to complete for each unit. This includes the online digital content and collaborative worksheet packets. All items must be completed by the day of their unit test.
Describe any other distinctive characteristics of this blended-learning program if they have not been captured above.
As a member of the Pennsylvania Hybrid Learning Initiative, Dallas High School has a comprehensive and customized Evaluation Plan. The purpose of the Evaluation Plan is to provide information designed to improve educational programs and to demonstrate accountability to program objectives. PA HLI uses a rigorous and systematic process to evaluate whether new hybrid school implementations are achieving their desired effects. In the PA HLI Evaluation Plan, every hybrid learning task is tied to a specific desired outcome in order to track results. Data is being collected by a Program Management Analyst through monthly visitations and observations, surveys of students, teachers and parents, and a variety comparative data. Dallas High School receives monthly status reports as well as quarterly program reviews in conjunction with their Intermediate Unit so they can work on any identified opportunities.
Describe the academic results of the program, using quantitative data where possible.
Not yet measured.
Contact Information
Name: Jeffrey D. Shaffer
Title: Principal
Phone: (570) 675-5201
Email: [email protected]
Website: www.dallassd.com