“In a new World of Learning, education centers on the

1. Excerpts from Blended LearningData Accumulation ReportBy Marina Ballantyne Walne, Ph.D. with support from Heather Staker and Mukta Pandit Presented July 2013 “In a new World of Learning, education centers on the needs of learners, not those of institutions. Teaching is tailored to an individual student’s needs and abilities.” “2020 Forecast,” KnowledgeWorks

2. Key Findings • Blended learning is early stage; roughly 3.5 million students take part, and 4 overarching models are emerging. • Most key design and implementation factors are the same for any good school; however, a good learning management system is essential. • There is early evidence of cost savings. • Student gains are promising but results are inconclusive. • Blended learning may change teachers roles and help attract, retain, and leverage the best, but it may also reduce the number of teachers needed in a school. • Get into blended learning for the right reasons.

3. Key Findings • Blended learning is early stage; roughly 3.5 million students take part, and 4 overarching models are emerging. • Most key design and implementation factors are the same for any good school; however, a good learning management system is essential. • There is early evidence of cost savings. • Student gains are promising but results are inconclusive. • Blended learning may change teachers roles and help attract, retain, and leverage the best, but it may also reduce the number of teachers needed in a school. • Get into blended learning for the right reasons.

4. Definition of Blended Learning A formal education program in which a student learns at least in part through online delivery of content and instruction, with some element of student control over time, place, path and/or pace and at least in part in a supervised brick-and-mortar location away from home. and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience ( Clayton Christensen Institute) Source: Heather Staker and Michael B. Horn, “Classifying K-12 blended learning,” Innosight Institute, May 2012

5. Blended Learning is NOT … The traditional “factory” model 50 million in monolithic, one-size-fits-all batches Full-time online learning Only about 250,000 U.S. students are full timers The “tech-rich” traditional model Over $60 billion spent on computers in classrooms

6. Emerging Blended Learning Models Source: Heather Staker and Michael B. Horn, “Classifying K-12 blended learning,” Innosight Institute, May 2012

7. Definitions of the Big Four Rotation Flex Self-Blend Enriched Virtual Students attend physical school plus take 1 or more courses online with off-site teacher of record Students divide their time between attending a physical campus and learning remotely using online delivery Students rotate on a fixed schedule or at the teacher’s discretion between learning modalities, at least one of which is online learning Students move on an individually customized, fluid schedule among modalities, and the teacher-of-record is on-site Source: Heather Staker and Michael B. Horn, “Classifying K-12 blended learning,” Innosight Institute, May 2012

8. Station-Rotation Model: KIPP LA, Empower Academy T Source: Heather Staker and Michael B. Horn, “Classifying K-12 blended learning,” Innosight Institute, May 2012

9. Budget and Teacher Shortages are Driving Growth of Blended Learning Opportunity Example • Expert teachers can reach more students • Miami-Dade Public Schools uses Florida Virtual School (FLVS) online teachers to deliver courses where local content experts are unavailable. Local teachers provide support. classroom classroom classroom classroom teacher • KIPP Empower Academy increased class size from 20:1 to 28:1 but offers more small-group instruction • Class sizes can increase at the same time that teachers get more small-group time Station 2 Station 1 • Hundreds of students get Khan online instruction at night and then face-to-face help at school • Students can get more guided practice and tutoring without extra cost Online instruction at home Face-to-face guided practice

10. Key Findings • Blended learning is early stage; roughly 3.5 million students take part, and 4 overarching models are emerging. • Most key design and implementation factors are the same for any good school; however, a good learning management system is essential. • There is early evidence of cost savings. • Student gains are promising but results are inconclusive. • Blended learning may change teachers roles and help attract, retain, and leverage the best, but it may also reduce the number of teachers needed in a school. • Get into blended learning for the right reasons.

11. Key Factors • Data analysis to differentiate instruction • School culture • Leadership • Learning Management System (LMS) • Clear instructional design and plan • Advocates from within • Quality teachers and Professional Development (PD) • Engaging digital content for multiple ages • Technology infrastructure • Most success factors are the same for blended and traditional schools • A majority of respondents (58%) cited data analysis and the ability to use data to differentiate instruction as the most important design principle for blended schools. Source: Based on open ended interviews with 12 leaders in the field.

12. What is a Learning Management System (LMS)? A Learning Management System is a technology toolkit that can enable more effective teaching and learning. One of the critical issues with a learning management system is relying on the quality of information from the courseware vendor. The vendor’s assessment of mastery may not match the level of rigor set by a school. Therefore, the teachers do not trust the data coming from the system. --- Marcia Aaron, KIPP Empower Source: Safal Partners

13. How does an LMS Enable Blended Learning? Source: Safal Partners

14. Adaptive Learning through an LMS CONTENT ADAPTIVE LEARNING Process managed by the LMS Adaptive and interactive curricula and assessments (mapped to standards) Source: Safal Partners

15. Key Findings • Blended learning is early stage; roughly 3.5 million students take part, and 4 overarching models are emerging. • Most key design and implementation factors are the same for any good school; however, a good learning management system is essential. • There is early evidence of cost savings. • Student gains are promising but results are inconclusive. • Blended learning may change teachers roles and help attract, retain, and leverage the best, but it may also reduce the number of teachers needed in a school. • Get into blended learning for the right reasons.

16. Comparison of Per-pupil Expenditures by School Type On average, a blended model costs roughly $1.1K less per student than a traditional model, but the variance is wide Source: Parthenon

17. Cost Savings Examples “Carpe Diem is operating as low as $6,000 per pupil including facilities. You could open 10,000 Carpe Diems in rural America at that price point.” - Alex Hernandez, Charter School Growth Fund

18. Key Findings • Blended learning is early stage; roughly 3.5 million students take part, and 4 overarching models are emerging. • Most key design and implementation factors are the same for any good school; however, a good learning management system is essential. • There is early evidence of cost savings. • Student gains are promising but results are inconclusive. • Blended learning may change teachers roles and help attract, retain, and leverage the best, but it may also reduce the number of teachers needed in a school. • Get into blended learning for the right reasons.

19. Summary of Data from National Study of Online Learning • Meta-analysis of 176 experimental or quasi-experimental studies found that, on average, students in online learning performed modestly better that those receiving face-to-face instruction. • Differences were larger in those studies that blended online with face-to-face versus online alone. • Only 7 studies involved K-12 students; number of studies was too small to warrant much confidence in the mean effects. Sources: Evaluation of Evidence-Based Practices in Online Learning, U.S. DOE

20. 2012 or 2013 Sample Results • In 2012, 82% of Rocketship students scored proficient or advanced in math, on par with affluent districts at 87% • Summit Prep is ranked 36th for AP results among the 23,000 public high schools in the U.S. • In 2013, second grade students at KIPP Empower, LA, scored 991 out of a possible 1,000 points on the CA Academic Performance Index (API). Only 9% of these students were developmentally ready on a literacy screen in grade K. • Carpe Diem’s middle school students in Indiana showed an average of 3 years of academic growth in 2012-2013.

21. 2011 Rocketship Results CA API Results Overall Low-Income EnglishLearners *Nearby districts include aggregate average of elementary schools in Alum Rock Unified, San Jose Unified and Franklin –McKinley school districts.. Source: Rocketship Presentation

22. 2011 Carpe Diem, AZ Results Source: Arizona State Accountability

23. Student Outcomes: Non-Academic The attitude of the kids is different. They say that the school day flies by. In their previous schools, sitting in a class for an hour was painful. -- Frank Baxter, Alliance Schools • Increased student engagement • Increased motivation • Decrease in behavioral issues because students feel trusted • No significant differences in student social skills and interactions With our digital content, each kid knows what he or she needs to do to complete the agenda. They average 90 minutes of self-imposed homework a day. -- Mickie Tubbs, ATAMS Sources: Interviews with school operators

24. Key Findings • Blended learning is early stage; roughly 3.5 million students take part, and 4 overarching models are emerging. • Most key design and implementation factors are the same for any good school; however, a good learning management system is essential. • There is early evidence of cost savings. • Student gains are promising but results are inconclusive. • Blended learning may change teachers roles and help attract, retain, and leverage the best, but it may also reduce the number of teachers needed in a school. • Get into blended learning for the right reasons.

25. Potential Impact on Teachers • Attract, retain and leverage the best: potentially higher salaries; reduction in menial tasks; better student achievement results; best teachers leveraged to “boundless classrooms” and can become specialized experts. • Boost average teacher’s effectiveness: smart-ware delivers much of instruction, allowing more time for teachers’ strategic intervention; can get real time data and lesson planning advice. • Higher student-teacher ratios may decrease the number of classroom teachers needed. • Diversify instructional delivery by adding new professional roles: technology experts, lab facilitators, interventionists, tutors, etc. “ Teachers should not be grading worksheets. In a hospital, you don’t have the person who is operating on someone then go in and change their linens and file insurance papers. If it takes 180 hours to practice math concepts to achieve mastery, the most efficient path is a learning lab with an aide to supervise kids. “ – Rebecca Tomassi, Alvo Institute

26. KIPP Empower Matchbook Learning Teacher Satisfaction KIPP Foundation conducts a national survey and the KIPP Empower School received the second highest teacher satisfaction rating among 102 schools in the KIPP network. Matchbook Learning surveyed its teachers at L.A. Holmes in Detroit and 100% said they would not go back to the time before the school was blended. This was a turnaround school that retained all of its existing teachers.

27. Teacher and Leadership Training Try not to cram all PD into the school opening – make it iterative. - Anthony Kim

28. Key Findings • Blended learning is early stage; roughly 3 million students take part, and 4 overarching models are emerging. • Most key design and implementation factors are the same for any good school; however, a good learning management system is essential. • There is early evidence of cost savings. • Student gains are promising but results are inconclusive. • Blended learning may change teachers roles and help attract, retain, and leverage the best, but it may also reduce the number of teachers needed in a school. • Get into blended learning for the right reasons.

29. Key Takeaways from Vendors, Funders and Board Members Source: Interviews vendors, board members, and funders

30. Lessons Learned from Current Blended Learning Operators Source: Interviews school operators

31. The Power of Learning Lab 5 1 In class, teachers focus on critical skills In class, teachers introduce new topics and conduct guided discussions Introduce Concepts Extend Guided Practice Individualized Learning Intervene Independent Practice 2 In Learning Lab, students strengthen basic skills via computer programs 4 Response to Intervention RTI: tutors provide intensive, focused remedial work with students Assess 3 Frequent assessments give early, actionable insights into students’ strengths & weaknesses Source: Rocketship Education

32. The Big Aha Blended Learning is PROMISING because it can • Deliver CONSISTENT, ENGAGING quality digital content through the learning management system • Completely INDIVIDUALIZE a student’s instructional experience in a way one teacher with 25 to 30 students never could And if teachers are paid 20% more due to cost savings and relieved of burdensome tasks, it has the potential to • Attract, retain and leverage the best and brightest teachers