Submitted by Wendy Piersee, CEO, Generation Schools Network
Note: The information in this profile represents SY2012-13 unless otherwise indicated.
School Overview
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School Description
The West Denver community felt the academic program at West High School was not meeting the needs of the community’s children. Starting in the fall of 2010, parents and community leaders partnered with Denver Public Schools to identify solutions for the West campus, and after working closely with the district throughout the winter of 2011, determined that the creation of two new academies on the West Campus would provide students with the best educational opportunities. West Generation Academy was one of those two academies created.
Blended Learning Program
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Program Model
Program model: Station Rotation
Model description
Within Math and English Language Arts classes, students at West Generation Academy rotate between either two or three stations. These stations include an individualized online-learning station, a teacher-led instruction station, and a collaborative or group-work station.
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 are required to be on campus for 100 percent of the school day, which includes the entirety of the blended learning program. Students spend between one and two hours of their eight-hour school day learning online or using educational software.
Briefly describe the offline components of this blended-learning program.
Students rotate to one or two offline stations, depending on the grade level and the teacher. Offline components include small-group instruction, teacher-led instruction, pencil-and-paper assignments, and guided reading assignments.
How does this blended-learning program fit into the rest of the students’ school day?
Students at West Generation Academy attend foundation blended-learning courses (Math and English Language Arts) in the morning and non-blended courses (all other subjects) in the afternoon, students start their day with either a 90-minute math class or a 90-minute English Language Arts class, each of which includes a 30-minute individualized online-learning station. When students finish either a Math or English Language Arts class, they attend a 90-minute class in the other subject. Students who fall behind in their coursework can spend one or more 45-minute blocks in the afternoon engaged in what the school calls “skillware courses” which are effectively additional independent online-learning courses during which teachers can offer individualized support or assistance on an as-needed basis.
What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program?
Math and English Language Arts teachers at West Generation Academy wear many hats during the school day. Teachers are firstly responsible for choosing, directing, and providing online coursework during the online stations as an extension of what they have been teaching during the teacher-led instruction station. They are also responsible for collecting, analyzing, and responding to real-time student data which they then use to group students by ability and differentiate lesson plans and instruction based on those groups. In the afternoon, teachers rotate between the students working on individualized online coursework and provide assistance, support, or additional guidance to students who are struggling with the course material or the online delivery of content itself.
What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities?
The Generation Schools Network employs a Vice President of Learning and Teaching who is responsible for overseeing the blended-learning program at West Generation Academy. The Academy itself employs math tutors who assist teachers with the management of students during math class and also assist students with their coursework on an as-needed basis.
Briefly describe the set-up of physical space for this blended-learning program.
West Generation Academy has 21 classrooms and each classroom has a bank of 10-12 desktop computers lined up against a wall. Each classroom also has multiple round tables that are used for collaborative work and group instruction, and two or three short rows of desks that students use during the teacher-led instruction station.
How are students grouped within this blended-learning program?
Teachers assess student data and split each class of students into three fluid groups based on their achievement. Each class contains between 18-24 students and small groups usually have six or seven students in each.
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 have a significant amount of control over the pacing of their learning in the blended-learning program. The students are tied to a semester-based course schedule, but they do have the ability to move ahead or take their time during the stations and “skillware courses” they take in the afternoon. Teachers are constantly monitoring student progress and have the ability to rearrange a student’s course load or group if they feel that it will benefit the student.
Describe the academic results of the program, using quantitative data where possible.
The school just opened its doors in the fall of 2012 and does not have concrete, quantitative academic results or data at this time.
Describe any other distinctive characteristics of this blended learning program if they have not been captured above.
At West Generation Academy, English language learners make up 60 percent of the student body and 15 percent of students are special education students.
What have been the biggest obstacles in implementing this blended-learning program? What has needed adjustment along the way?
Administrators in the Generation Schools Network report that one of the big challenges has been getting students to view the computer as a learning tool rather than a place to socialize with friends and play games. Another challenge has been helping teachers who are not yet comfortable or experienced working in a station rotation model. The third hurdle has been convincing parents and more often prospective donors that the blended-learning model is effective. Administrators say that while donors embrace the idea of blended learning, it is still a little bit uncomfortable for them and they aren’t quite sure what it looks like.
Have you or are you planning to scale your program model to more/other schools?
West Generation Academy plans to expand one grade level every year and hopes to also expand the blended learning program to other subjects. The Generation Schools Network is looking to open additional charter schools in Colorado and New York.
Contact Information
Name: Wendy Piersee
Title: CEO, Generation Schools Network
Email: [email protected]
Website: westgenerationacademy.dpsk12.org