Melissa Altemose, W.A. Pattillo Middle School, Tarboro, NC
Science-focused, project-based, self-paced program with the goal of providing rural students in a Title 1 school the opportunity to access advanced scientific simulations for independent and collaborative study while simultaneously developing their computer literacy skills for future academic and employment pathways.
Jon Craig and Audrey Flojo, Harry S. Truman High School, Levittown, PA
Development of a high-quality production space where teachers and students can create professional, curriculum-aligned video content for flipped and blended learning environments. Ensuring self-paced online modules are engaging, Levittown, PA educators hope to transform in-person instruction time to small group and one-on-one interaction.
Rachel Jones, Barnard Elementary School, Washington, DC
Expansion of a collaborative classroom and afterschool enrichment/tutoring initiative that aims to level the playing field for English language learners in Washington, DC’s largest middle school. Bolstering their meager technology resources with inexpensive tablets, Barnard Elementary hopes to grow an already successful program beyond just their lowest-achieving students to include personalized learning paths using a combination of Clever, Khan Academy, and MobyMax.
Christine Lay, Gettysburg Area Middle School, Gettysburg, PA
Strategically transitioning a successful elementary school blended learning initiative into their middle schools, Gettysburg Area School District leaders are adapting to meet the realities of increased student mobility, a challenged economy, and an increasingly diverse community culture. Teacher teams work to create personalized learning paths for their students to promote both academic achievement and the development of contemporary work/life skills.
Joshua Miranda, Argosy Collegiate Charter School, Fall River, MA
Entering its inaugural year, Argosy Collegiate is following a road map that seeks to use blended and online learning to empower self-directed and self-paced independent study at home, to deepen in-class collaboration, and to model common practices found in the modern workplace. Early goals include the production of original online content modules and the use of technology to bring the insight of noted scholars and mentors directly into the classroom.
Belinda Omenitsch, Brightwood Education Campus, Washington, DC
Addressing a persistent opportunity gap that holds back young, low-income first generation English language learners, Brightwood plans to implement a middle grade blended learning program to more effectively guide data-driven small group instruction during the school day and an extended day online learning opportunity for those who require even greater support.
Kathleen Wong, McDonald International School, Seattle, WA
An innovative language immersion elementary school, McDonald International plans to move beyond textbooks in order to offer its students a deeper learning experience through adaptive online lessons and assessment tools, game-based independent practice, and math and literacy centers where students can read, write, and publish in Japanese, Spanish, or English.