1.1 - Blended Learning Vision and Problem Statement



Blended Learning Grant ProgramStrategic Plan TemplatePurpose: The Blended Learning Grant Program (BLGP) Strategic Plan Template is designed to assist participants in the completion of a district-specific BLGP Strategic Plan. The template contains six Fidelity of Planning (FOP) categories with subcategories and guiding questions to support a high-quality plan for BLGP implementation. An approved BLGP Strategic Plan is required to meet BLGP FOP Requirements. Process: To complete the BLGP Strategic Plan, take the following steps:To Respond: Participants will respond to each question within the template to complete the district-specific BLGP Strategic Plan. Type only where you are prompted within the document. Do not type in the “Evaluator Feedback” portions of each section. A few notes: District vs. School Input: This template should be completed at the district level by the district’s BLGP PM using insights from district and school-level stakeholders. In the late spring prior to program implementation, a survey will be conducted to affirm school-level buy-in on various components of the plan. Artifacts: Various sections require you to submit “artifacts” to support plans. You can submit artifacts by a) copy/pasting a link to relevant files in appropriate sections of the plan, or b) attaching the files in an email to TEA. You are encouraged to share artifacts for all sections if you intend to achieve the Exceeds Standards proficiency score. To Collaborate: Use the “Share” button to ensure that all district, school, and technical assistance collaborators have access to view, comment on, and edit your plan. You can use the "outline” button on the left side of the frame to easily navigate throughout the document. To Submit: You will submit your Strategic Plan on or before the due dates (see below for dates) by emailing TEA with the link to your district’s template. Support Resources: The following supports are available to districts completing the BLGP Strategic Plan:Evaluator Office Hours: Sign up for evaluator-led office hours at this link. For Google Docs/Drive technical support, see the Technical Guide at this link or contact TEA.BLGP Resource Center: TEA is designing a resource center from past BLGP district submissions for the benefit of all BLGP districts. TEA will notify you in another communication when it is launched.Due Dates: Section 1 (“Strategic Design”) is due on March 13. The entire plan is due on May 3. District NameName of BLGP PMChosen D&I VendorCampuses InvolvedCampus PM Names[Insert District Name][Insert BLGP PM Name][Insert D&I Vendor]1. Campus 1 name and grade level(s)1. Campus 1 PM name1. Campus 2 name and grade level(s)2. Campus 2 PM name3. … (add rows below if needed)3. … (add rows below if needed)SECTION 1: STRATEGIC DESIGN1.1 - Blended Learning Vision and Problem StatementQuestions1.1.1. What is the problem that your district and schools are trying to solve through blended learning that will, if solved, ultimately improve student outcomes?[Type your answer to 1.1.1 here]1.1.2. How will blended learning help solve the identified problem?[Type your answer to 1.1.2 here]1.1.3. Explain how blended learning will be embedded within the district and school vision and not be purely an “add-on” program.[Type your answer to 1.1.3 here]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):1.2 - SMART GoalsQuestions 1.2.1. Respondents should open the SMART Goals Tool at this link, make a copy of the file (File menu → “Make a Copy”), and complete a blank version. Please rename the file appropriately for your district (i.e. include your district’s name in the file title). [Please copy/paste the link to your SMART Goals Tool here - remember to enable open sharing of the file!]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):1.3 - Strategic LeadershipQuestions1.3.1. How will the team create buy-in for administrators from the campus level to the school board level?[Type your answer to 1.3.1 here]1.3.2. How will student achievement data from the blended program (i.e. software progress, interim results, etc…) be shared with district leadership and campus principals?[Type your answer to 1.3.2 here]1.3.3. How will student achievement data from the blended program (i.e. software progress, interim results, etc…) be shared with the school board?[Type your answer to 1.3.3 here]1.3.4. How will blended learning be sustained through possible leadership changes at all levels (campus, district, school board, etc)?[Type your answer to 1.3.4 here]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):1.4 - Strategic Roles and CommunicationQuestions1.4.1. Which stakeholders have been involved in creating the specified vision and goals?[Type your answer to 1.4.1 here]1.4.2. How were campus leaders (including principals) involved in the planning process?[Type your answer to 1.4.2 here]1.4.3. Who will be in charge of ensuring that the Strategic Design of the program is on track to meet the district vision and goals?[Type your answer to 1.4.3 here]1.4.4. Who (which departments, roles, or stakeholders) will form the team that ensures that the vision is sustained and scaled?[Type your answer to 1.4.4 here]1.4.5. How will communication between Curriculum and Instruction, Information Technology, Project Managers (district and school), Principals, Coaches, Teachers, School Board, etc happen to ensure the support of the blended learning program?[Type your answer to 1.4.5 here]1.4.6. How often will the cross-functional team identified in 1.4.4 meet, share data, and make decisions?[Type your answer to 1.4.6 here]1.4.7. What else do you need to do to create sustained buy-in for this program from external stakeholders (parents, community leaders, etc.)?[Type your answer to 1.4.7 here]Required Artifact for 1.4Please share an artifact that demonstrates leadership commitment to the vision described in Section 1.4 above. Possible artifacts include: Superintendent letter delineating program goals and organizational structure with blended learning stakeholders identified, memo of understanding from district including signature from superintendent and other stakeholders identifying commitments to blended learning, video of stakeholders expressing excitement and support or the program and the process that was used to arrive at the vision, etc.[Copy/paste the link(s) to your artifact(s) here - remember to enable open sharing of the file!]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):SECTION 2: DATA-DRIVEN INSTRUCTION (DDI)2.1 - DDI CycleQuestions2.1.1. What types of student data will be made available to teachers? How will teachers access and track student data?[Type your answer to 2.1.1 here]2.1.2. What protocol will teachers and coaches use to analyze and understand the student data (i.e. framework, rubric, or lens for analysis (i.e. Bambrick-Santoyo))?[Type your answer to 2.1.2 here]2.1.3. How will teachers, coaches, and the school and district PMs know that data is being used to make changes to instruction?[Type your answer to 2.1.3 here]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):2.2 - DDI TimeQuestions2.2.1. What time will be provided for teachers to engage in DDI as a member of a group (PLC, teacher-coach, or other groups)?[Type your answer to 2.2.1 here]2.2.2. What time will be provided for teachers to engage in DDI on their own?[Type your answer to 2.2.2 here]2.2.3. What time will be provided for teachers to conference with individual students about their data?[Type your answer to 2.2.3 here]Required Artifact for 2.2Present evidence of how time for DDI is being preserved for the following DDI activities: teachers working as groups; teachers working individually; teachers meeting one-on-one with students about their data. This evidence can be provided in the form of calendars, schedules, a signed narrative, or a combination of each.[Copy/paste the link(s) to your artifact(s) here - remember to enable open sharing of the file!]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):2.3 - Student AgencyQuestions2.3.1. How will students have access to their data?[Type your answer to 2.3.1 here]2.3.2. How will students set goals based on their own data?[Type your answer to 2.3.2 here]2.3.3. How will students track their progress toward goals?[Type your answer to 2.3.3 here]2.3.4. How will data be shared with students (publicly and individually) in a FERPA-compliant way?[Type your answer to 2.3.4 here]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):2.4 - Strategic Roles and CommunicationQuestions2.4.1. Who will be in charge of making sure that DDI happens with fidelity at the district level? What about at the school level?[Type your answer to 2.4.1 here]2.4.2. How will this person (or people) ensure that a high-quality DDI cycle is being executed in schools?[Type your answer to 2.4.2 here]2.4.3. How often will this person (or people) meet with teachers to ensure that DDI is happening with fidelity at the school and district levels?[Type your answer to 2.4.3 here]2.4.4. How will this person (or people) communicate progress on DDI practices and results to the blended learning team and other stakeholders?[Type your answer to 2.4.4 here]2.4.5. How is the district plan for DDI tied to the identified problem in section 1.1?[Type your answer to 2.4.5 here]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):SECTION 3: PROFESSIONAL GROWTH3.1 - Meaningful Learning ExperiencesQuestions3.1.1. What hands-on or job-embedded professional growth opportunities will be provided for teachers and leaders?[Type your answer to 3.1.1 here]3.1.2. In what ways will teachers be given choices and personalization around professional growth opportunities?[Type your answer to 3.1.2 here]3.1.3. How will coaches, leaders, and/or the PM communicate with teachers after the professional growth experience to answer questions, clarify practices, solicit feedback, or provide further support (loop-back)? [Type your answer to 3.1.3 here]3.1.4. What process will be used for diagnosing teacher needs and creating or adjusting MLEs that are personalized to these needs?[Type your answer to 3.1.4 here]3.1.5. Based on what you may uncover in the diagnosis of teacher needs, list 3+ potential MLEs in which teachers may participate..[Type your answer to 3.1.5 here]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):3.2 - Coaching Feedback CycleQuestions3.2.1. How will teachers be coached in a way that is safe (non-evaluative) and aligned with teacher needs (i.e. Bambrick-Santoyo, Knight and Turing)?[Type your answer to 3.2.1 here]3.2.2. How often will coaching occur at the district level? What about at the school level?[Type your answer to 3.2.2 here]3.2.3. Who will be doing the coaching at the district and school levels? How will this/these individual(s) be prepared to deliver this coaching effectively?[Type your answer to 3.2.3 here]3.2.4. How will coaches communicate with each other and the PM to create structures and processes that support teachers?[Type your answer to 3.2.4 here]3.2.5. How will teachers be able to give feedback about the coaching experience?[Type your answer to 3.2.5 here]Required Artifact for 3.2Present evidence that a coaching cycle is in place before the beginning of the year. This evidence may be provided by presenting a calendar or narrative showing the cadence of coaching cycles.[Copy/paste the link(s) to your artifact(s) here - remember to enable open sharing of the file!]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):3.3 - Culture of InnovationQuestions3.3.1. How are coaches, admin, and the PM creating an environment where teachers can feel free to take risks, fail, and improve?[Type your answer to 3.3.1 here]3.3.2. What communication or policy will be presented to teachers so that they know they can take well-designed risks?[Type your answer to 3.3.2 here]3.3.3. How are teachers rewarded for developing innovative schooling practices?[Type your answer to 3.3.3 here]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):3.4 - Strategic Roles and CommunicationQuestions3.4.1. Who will be in charge of making sure that high-quality Professional Growth is happening? [Type your answer to 3.4.1 here]3.4.2. How will this person (or people) know that Professional Growth is leading to positive change in teacher practice?[Type your answer to 3.4.2 here]3.4.3. How often will this person (or people) meet with principals / coaches / teachers and other stakeholders to analyze and act on Professional Growth decisions?[Type your answer to 3.4.3 here]3.4.4. How will this person (or people) communicate progress on professional growth practices and results to the team and other stakeholders?[Type your answer to 3.4.4 here]3.4.5. How is the district plan for Professional Growth tied to the identified problem in section 1.1?[Type your answer to 3.4.5 here]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):SECTION 4: CURRICULAR QUALITY & ALIGNMENT4.1 - Review and AdoptionQuestions4.1.1. Describe the process that led to the choice of a BLGP software program (i.e. what input - teacher, student engagement - and quality evaluation - rubrics, curriculum reviews, or standards - did you use to select the software program).[Type your answer to 4.1.1 here]4.1.2. Which online curriculum program will be used in each school and grade level?[Type your answer to 4.1.2 here]4.1.3. Why is this online curriculum program the best choice given the design of the core curriculum and the specific needs of students and teachers within and across grades and/or schools?[Type your answer to 4.1.3 here]Required Artifact for 4.1Provide the rubric or framework which guided your choice of online curriculum program.[Copy/paste the link(s) to your artifact(s) here - remember to enable open sharing of the file!]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):4.2 - Curricular AlignmentQuestions4.2.1. How will the online curriculum align to the core curriculum used within classrooms (i.e. scope & sequence, units, lessons, etc.)?[Type your answer to 4.2.1 here]4.2.2. How is/are your BLGP-specific software choice(s) aligned to your stated district problem and/or SMART goals?[Type your answer to 4.2.2 here]4.2.3. Describe how the proposed master schedule enables fulfillment of a) the student progress requirement of the chosen software vendor and b) an effective implementation of the core curriculum and other software programs.[Type your answer to 4.2.3 here]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):4.3 - Pedagogical ImplementationQuestions4.3.1. How will the district and each school provide job-embedded support to teachers and school leaders to optimize the use of the online curriculum program?[Type your answer to 4.3.1 here]4.3.2. How will the district and each school ensure an effective and responsible balance between the use of online curriculum programs and other pedagogical methods to prevent excessive screen time? [Type your answer to 4.3.2 here]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):4.4 - Strategic Roles and CommunicationQuestions4.4.1. Who will be in charge of making sure that Curriculum Quality and Alignment is happening in a way that leads to student achievement and growth?[Type your answer to 4.4.1 here]4.4.2. How will this person (or people) know that schools and teachers are being supported with curriculum alignment and implementation?[Type your answer to 4.4.2 here]4.4.3. How often will this person (or people) meet with district C&I departments or other necessary stakeholders to analyze and act on curriculum alignment and implementation?[Type your answer to 4.4.3 here]4.4.4. How will this person (or people) communicate progress on curriculum implementation and alignment to district decision makers?[Type your answer to 4.4.4 here]4.4.5. How is the district plan for curriculum alignment and implementation tied to the identified problem in section 1.1?[Type your answer to 4.4.5 here]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):SECTION 5: SUPPORTING TECHNOLOGY5.1 - Technology InfrastructureQuestions5.1.1. Does the district have the federally-mandated IT, FERPA, Responsible Use, and Data Privacy policies in place, and have they been shared with parents and other necessary stakeholders?[Type your answer to 5.1.1 here - Answer “yes” or “no” and justify answer using the artifact for 5.1 below]5.1.2. Do the district and schools have the necessary technology infrastructure for a blended learning program? Note - TEA recommends sufficient servers, core switches, wired edge switches, bandwidth management, firewall, internet bandwidth, wireless controllers and wireless access points for current and future scale plans, as well as local and wide area networks that have (or will have) at least 10 Gbps backbone and includes connections among district buildings with a minimum of 1 Gbps edge switch connectivity in all rooms. [Type your answer to 5.1.2 here - Answer “yes” or “no” and justify answer using the artifact for 5.1 below]5.1.3. Do the district and schools have sufficient hardware to support the chosen blended learning model? (Note: 1-to-1 device/student ratio is not necessary for an effective blended learning implementation)[Type your answer to 5.1.3 here - Answer “yes” or “no” and justify answer using the artifact for 5.1 below]Required Artifact for 5.1Provide evidence that the tech infrastructure plan explained in 5.1.2 and 5.1.3 is sufficient given your unique school and district context.[Copy/paste the link(s) to your artifact(s) here - remember to enable open sharing of the file!]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):5.2 - IT SupportQuestions5.2.1. What district and school level processes will allow for IT to meet the needs of students, teachers, and coaches with technology assistance and training?[Type your answer to 5.2.1 here]5.2.2. How will teachers and coaches provide feedback to IT on whether or not they find the training and/or support useful and if their needs are being met?[Type your answer to 5.2.2 here]5.2.3. How will students, teachers, and coaches provide feedback on their experiences using the software, hardware, etc.?[Type your answer to 5.2.3 here]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):5.3 - Strategic Roles and CommunicationQuestions5.3.1. Who will be in charge of making sure that high-quality Supporting Technology exists?[Type your answer to 5.3.1 here]5.3.2. How will this person (or people) know if the Supporting Technology is sufficient for program goals?[Type your answer to 5.3.2 here]5.3.3. How often will this person (or people) meet with IT in order to make any necessary decisions?[Type your answer to 5.3.3 here]5.3.4. How will this person (or people) communicate progress on Supporting Technology to the team and other stakeholders?[Type your answer to 5.3.4 here]5.3.5. How is the district plan for Supporting Technology tied to the identified problem in section 1.1?[Type your answer to 5.3.5 here]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):SECTION 6: FINANCIAL SUSTAINABILITY6.1 - BudgetQuestionsRequired Artifact for 6.1Present your budget using the TEA-approved Scale and Sustainability Tool (CLICK HERE).[Copy/paste the link(s) to your artifact(s) here - remember to enable open sharing of the file! If you complete the Tool in Excel, you can upload the file to Google Drive and obtain a shareable link from there. You can also attach an Excel file when you turn in your Strategic Plan.]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):6.2 - Planning for Now and the FutureQuestions6.2.1. What tradeoffs can be made in your operating budget to support the scaling of blended learning? Examples may be staffing ratio changes, redesigning roles, master schedule adjustment, paraprofessional attrition, instructional materials allotment changes, etc. [Type your answer to 6.2.1 here]6.2.2. How will blended learning be sustained financially in the district after one-time funding (i.e. grants) expires?[Type your answer to 6.2.2 here]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):6.3 - Strategic Roles and CommunicationQuestions6.3.1. Who will be in charge of making sure that Financial Sustainability meets the needs of future program growth?[Type your answer to 6.3.1 here]6.3.2. How will this person (or people) know if/when the plan for the Financial Sustainability budget needs to be changed?[Type your answer to 6.3.2 here]6.3.3. How often will this person (or people) meet with the team in order to analyze and act on Financial Sustainability decisions?[Type your answer to 6.3.3 here]6.3.4. How is the district plan for Financial Sustainability tied to the identified problem in section 1.1?[Type your answer to 6.3.4 here]Evaluator FeedbackTo Be Edited By Evaluator OnlyNot Enough Info ProvidedApproaches ProficiencyMeets ProficiencyExceeds ProficiencyDetailed (Who, What, When, How):Best Practice Aligned:Blended Learning-Goal Aligned:How to Get to the Next Proficiency Level (**Note: Not part of evaluation criteria**):[END OF PLAN - WELL DONE!!] ................
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