Submitted by Dr. Robert Schultz, Assistant Superintendent
Note: The information in this profile represents 2010-11 unless otherwise indicated.
School Overview
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School Description
The implementation of a hybrid learning looping class in 9th grade will enable the school to customize the curriculum to better meet the needs of students who are identified as academically proficient or advanced, but had performed below their ability level in Middle School.
Blended Learning Program
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Program Model
Program model: Station Rotation
Model description
The classroom has three stations set up – Direct Instruction, Collaborative and Independent Learning. Students rotate through these stations on a regular 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?
Students spend three class periods (42 minutes each) in the Hybrid Learning Program. Of that time, they spend approximately 25% using educational software.
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 a project at another station. Collaborative projects typically span multiple days.
How does this blended-learning program fit into the rest of the students’ school day?
The program fits seamlessly into the rest of their day.
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 district technology director was part of the start-up and implementation and is available for technology troubleshooting. The Principal and the Assistant Superintendent are responsible for the roll-out of the program. They meet with Dellicker Strategies personnel on a monthly basis to discuss the program and how it is progressing, and they implement any recommendations that are made as a result of Dellicker’s monthly observations and discussions with teachers (assuming they agree with them). A Reading Coach helps the English teacher and students in the program and helps set up the groups. A Special Education teacher actually co-teaches the three classes with the 3 teachers.
Briefly describe the set-up of physical space for this blended-learning program.
The classroom that is used for Hybrid Learning has three areas. There are tables against the windows for the independent station, round tables in the back of the classroom for collaborative activities and 16 desks at the front for direct instruction.
How are students grouped within this blended-learning program?
Students are grouped based on ability and personality.
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 can pace the work they are doing online through the Digital Content providers. All assignments have a specific due date.
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 Institute, Lower Dauphin 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. Lower Dauphin 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: Dr. Robert Schultz
Title: Assistant Superintendent
Email: [email protected]
Website: www.ldsd.org