Stage & Scope of implementation

1. Administrators Kickoff 2014The Science of ImplementationPractice: Hybrid Instruction & The Flipped ClassroomName: Les Forster & Dana CooperSchool: Cypress High School, LOSD

2. Stage & Scope of implementation • Four Cypress instructors complete COE’s Leading Edge Certification, including Dana Cooper • Prompt: Need to change the pace and roll out of math instruction • Professional Development: CUE (Computer Using Educators) Conference in Napa - Intro to Flipped Classroom (Jonathan Bergmann) • Research: Online, YouTube Videos • Organization of Structure • Developing a platform • Created Google presentation and parent letter home to introduce Flipped Classroom concept to parents.

3. History & Context Why was this THE idea to push to full implementation? • Many students who enroll at Cypress struggle with math and are at different levels of math skill • Needed a different approach to teaching math: • Direct Instruction • Project/Problem Based • Not enough differentiation • Professional Development opportunities: CUE Conference • Great district/site support and encouragement

4. 3 key obstacles and how they were overcome • 1 Teacher time investment - preparation & maintenance • 2 Students don’t do homework - switch from traditional flipped classroom model (homework at school/lectures at home) to more blended classroom model (self-paced) • 3 Organization - Developing a system that works for everyone - differentiation, study skills etc.

5. Which DRIVERS do you have in place? Professional Development: • Educational and Tech Conferences • CUE (Computer Using Educators) Conferences • Alan Novembers BLC Conference in Boston • California League of Schools - Monterey Conference • Inspirational/Supportive BTSA Mentor • Leading Edge process - Teacher Certification • Tech support - Classroom student computer access, Teacher website, Screencasting (Camtasia/Screenr) iPad (Educreations) • Site support and encouragement

6. Non-negotiables • Students would have at least 60 minutes of OTT (on task time) each 85 minute class period not including opening and closing (approx 10 minutes) to earn a productivity stamp at the end of the period. • Students had to pass a standards based test with 70% or greater before moving on to the next unit. They could retake each test (different version) once before having to come in for additional help. • As the flipped class developed I instated bi-weekly checkpoints and due dates to encourage students to stay on track and seek extra help if needed. • I also developed a pre-assessment for each unit that allowed students to skip the concept videos/standards that they’ve already “mastered”. • I eventually allowed students to use the textbook as a supplement or replacement resource to choose from as well as my concept (lecture) videos.

7. Impact on students and staff Students: • Most students appreciated the change of pace in the classroom • Some students didn’t have enough patience/stamina/confidence to allow the flipped classroom process/transition to take effect Staff/Colleagues: • Supportive & Inquisitive • Social Studies teacher deployed her adaptation of a flipped/blended classroom for her freshman geography class Parents: • Asked questions at open house night, otherwise supportive Everyone/All: • Helped prepare us to consider alternative ways of learning

8. How will you sustain or grow the practice? • Considering blended learning units while developing common core curriculum. • We’ve used blended learning techniques in Algebra, Geography, Senior Seminar (blended), researching integrated math options. • Partial use of flipped model for staff meetings. Advice: • Consider flipping one unit or lesson rather than a whole semester/year. • Slowly develop content and procedures so you can be flexible and grow as you learn what is working and what needs to change.