Blended Learning Self-Assessment Tool for Schools

Thank you for your interest in the Blended Learning Self‐Assessment Tool for Schools! This is a formative assessment tool to assess your school’s Blended Learning implementation progress across four key domains:

  1. Leadership: How clearly developed are your school’s Blended Learning goals and plan for continuous improvement?
  2. Infrastructure: How aligned is your school’s classroom design, classroom management and technical support to Blended Learning evidence-based practices?
  3. Content and Instruction: How aligned are your classrooms’ instructional practices to Blended Learning evidence-based practices?
  4. Professional Learning: How targeted is your professional development’s content, format and participation expectations towards your Blended Learning goals?

Each of these four domains is also broken into a series of two to three more specific subcomponents. Schools can use this tool to self‐assess implementation of each subcomponent along an implementation continuum ranging from Entering to Transforming. After completing the assessment, school leaders then identify and discuss potential causes or influential factors that underlie the implementation ratings.

Once you click “Start Assessment” you will be asked for your name and email address. The self-assessment data may be used to help PERC and its collaborators better understand the status of Blended Learning implementation in the Philadelphia area, but only at the aggregate level. Your name and affiliation will never be publicly associated to your responses without your consent.

Leadership

Blended Learning Goals: What stage is your school at in the Blended Learning goal setting process?

Continuous Improvement What does your school do to monitor the quality of Blended Learning implementation?

For each component, click on the option that best describes your school.

Blended Learning Goals

Our school has not begun to develop blended learning goals.
Our school is in the process of developing blended learning goals.
Our school has developed blended learning goals, but goals are not measurable, achievable, results-focused, and time-bound.
Our school has developed blended learning goals, and goals are measurable, achievable, results-focused, and time-bound.

Continuous Improvement

Our school does not have a plan to monitor the quality and fidelity of blended learning implementation (for example, we do not have a plan to learn whether students are completing the minimum minutes per week on online adaptive tools).
Our school is developing a plan to monitor the quality and fidelity of blended learning implementation.
Our school has a plan to monitoring the quality and fidelity of blended learning implementation, but the monitoring plan is being implemented inconsistently or incompletely.
Our school has a plan to monitoring the quality and fidelity of blended learning implementation, but the monitoring plan is being implemented inconsistently or incompletely. In addition, there is a process for reflecting on and using feedback from monitoring for ongoing curriculum and instructional enhancement.

Infrastructure and Technical Support

Classroom Design: How are classrooms set up to support Blended Learning implementation?

Classroom Management Strategies: What classroom management strategies does your school employ to support Blended Learning implementation?

Technical Support: What kind of technical support do you need and do you have it?

For each component, click on the option that best describes your school.

Classroom Design

Blended learning classrooms do not provide clearly designated space for teacher-directed instruction and digital work stations.
A few blended learning classrooms provide clearly designated space for teacher-directed instruction and digital work stations.
Many blended learning classrooms provide clearly designated space for teacher-directed instruction and digital work stations.
All blended learning classrooms provide clearly designated space for teacher-directed instruction and digital work stations.

Classroom Management Strategies

Blended learning classrooms demonstrate no evidence of routines and strategies for effective classroom management.
In most blended learning classrooms, norms are posted, but transitions between activities are time consuming and disorderly. Most students are dependent upon teachers to launch, stay on task, and complete the online learning activities.
In all blended learning classrooms, norms are posted. Transitions between activities are efficient and orderly. Most students are dependent upon teachers to launch the online learning activities, but complete the activities with little/no prompting from the teacher.
In all blended learning classrooms, norms are posted. Transitions between activities are efficient and orderly. Students are independent in launching and completing the online learning activities.

Technical Support

Technical support for hardware and software is not available at the school or district level.
Technical support for hardware and software is available at the school or district level, but blended learning teachers do not know whom to contact when support is needed.
Technical support for hardware and software is available at the school or district level, and blended learning teachers know whom to contact for technical support for hardware and software. However, the process for requesting support is difficult to complete.
Technical support for hardware and software is available at the school or district level, and  blended learning teachers know whom to contact for technical support for hardware and software. The process for requesting support is well-organized and efficient.

Content and Instruction

Rotation Model: What types of instructional practices are teachers using to implement the model?

Data-Informed Instruction: How are teachers accessing and using data to inform instruction?

For each component, click on the option that best describes your school.

Rotation Model

In blended learning classrooms, instruction is largely teacher-directed. Online adaptive programs are rarely integrated into learning.
In blended learning classrooms, online adaptive programs are sometimes integrated into learning.
In blended learning classrooms, online adaptive programs are often integrated into lessons, but at less than the minimum minutes per week.
In blended learning classrooms, teachers use a combination of small groups, teacher-led instruction, and online adaptive programs to provide students with opportunities to learn and apply skills based on their individual needs.

Data-Informed Instruction

Teachers in blended learning classrooms do not use access data from online adaptive programs.
A few teachers in blended learning classrooms access data from online adaptive programs to inform instruction.
Many teachers in blended learning classrooms use data from online adaptive programs to scaffold grade-level instruction. Students are grouped using beginning-year data and remain in these groups all year.
All teachers in blended learning classrooms use data from online adaptive programs to scaffold grade-level instruction. Students are grouped based on data, and these groups are periodically adjusted as new data become available.

Professional Learning

Focus: What is the focus of Blended Learning professional development at your school?

Format: Is Blended Learning Professional development delivered in just one or many different formats?

Participation: Are teachers at your school required or expected to participate in Blended Learning professional development?

For each component, click on the option that best describes your school.

Focus

At our school, we have not offered professional development focused on blended learning.
At our school, blended learning professional development focuses on use of online adaptive programs (including minimum required vendor professional development). Professional development does not focus on integration of online adaptive programs into learning.
At our school, professional development focuses on both use of online adaptive programs and ways to combine small group, teacher-led instruction with online adaptive programs to provide students with opportunities to learn and apply skills based on their individual needs.
At our school, professional development focuses on use of online adaptive tools; ways to combine small group, teacher-led instruction with online adaptive programs to provide students with opportunities to learn and apply skills based on their individual needs; and use of online adaptive program data to scaffold grade-level instruction.

Format

Professional development is typically delivered in a single modality (e.g., lecture format only).
Professional development is typically delivered using multiple modalities (e.g., lecture format and hands-on activities).
Professional development is typically delivered using multiple modalities and limited use of evidence-based strategies for adult learning.
Professional development is typically delivered using multiple modalities (including job-embedded) with many opportunities for hands-on practice and modeling (e.g., mentorship, coaching, web-based videos of model classrooms).

Participation

Our school has not communicated expectations regarding participation in blended learning professional development.
Blended learning professional development is optional for blended learning teachers.
Blended learning professional development is required for all blended learning teachers.
Blended learning professional development is required for all blended learning teachers and administrators.

Thank you!

Thank you very much for completing the Blended Learning self-assessment. We hope you found it helpful in assessing where your school is currently and has helped you generate some ideas of next steps.

We are very interested in receiving your feedback on the tool itself and how you plan to use it to inform Blended Learning implementation at your school. If you would like us to follow up with you via email or would like more resources related to Blended Learning implementation, please click the box below.