hmhco.com The Power of Blended Learning Maximizing Instructional Time, Accelerating Student Achievement

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1 hmhco.com he ower of Blended earning Maximizing nstructional ime, ccelerating Student chievement

2 mplementing 180 With Success From its inception, 180 has provided districts with a powerful blended learning solution that gets students reading, writing, talking, and thinking critically every day. 180 is based on more than 15 years of research and results and provides flexible instructional models that complement district scheduling needs and maximize the number of students served. istricts can successfully implement 180 in 40 to 90 minute class periods for class sizes that can range up to 27 students. esearch shows that the more instructional time a district allows for 180, the greater the gains and the faster they close the achievement gap. We recommend a double period of literacy instruction for ier 2 students either a double period of 180 or a single period of 180 combined with a single period of core literacy instruction. H 180 M F B W H - U Whole-roup earning eachers begin class by facilitating instruction in close-reading strategies, academic vocabulary, writing, and academic discussion with the entire class. S U Student pplication Students work independently on the 180 Universal Student pplication, following a personalized path that accelerates their learning. S S U S M - U Small-roup earning n a small-group setting, students receive targeted, data-driven instruction unique to their individual learning needs while building meaningful relationships with their teachers. ndependent eading Students have their choice of engaging, content-rich texts to which they can apply their newly acquired vocabulary and comprehension skills.

3 nstructional Model: Single eriod * n this 180 experience, students engage with their teachers in whole-group instruction daily and participate in all three station rotations (Small-roup earning, Student pplication, and ndependent eading) over two days MUS Y S U WH-U SU (20 minutes) W H - U M S (15 34 minutes) U S M - U WH-U W U (5 minutes) W H - U Y B S U M W S S (17 27 minutes each) U S M - U WH-U W U (5 minutes) W H - U S S SUY S SH S (X) Students with disabilities demonstrate significant improvement on KS after one year in 180. SUY F valuation eriod: rades: 4 11 ssessment: exas ssessment of Knowledge and Skills (KS) articipants: =663 mplementation: 30- to 50- minute model % of Students 180 Students With isabilities, rades 4 11 (=663) ercentage of Students chieving roficiency on KS by isability ype, 2010 and % 70% ll Students With isabilities (=663) 59% 71% Specific earning isability (n=473) 57% 75% ther Health mpairment (n=75) Spring 2010 Spring % 65% motional isturbance (n=60) *We recommend that students receive an additional period of core literacy instruction in addition to a single period of 180.

4 nstructional Model: xtended Single eriod * n this 180 experience, students begin with whole-group instruction. hen they cycle through each of the three station rotations (Small-roup earning, Student pplication, and ndependent eading) in a single class period MUS S U W H - U U S M - U WH-U SU (20 minutes) M S (18 24 minutes) X S S SUY UMBUS Y SHS (H) 180 students demonstrated significant improvements in performance on the. SUY F valuation eriod: rades: 6 7 ssessment: hio chievement ssessment () articipants: =1,060 mplementation: 50- to 75- minute model umber of Students 180 Students (=1,060) umber of Students by erformance evel, 2009 and Below Basic 542 Basic roficient ccelerated *We recommend that students receive an additional period of core literacy instruction in addition to a single period of 180.

5 nstructional Model: ouble eriod * n this 180 experience, students begin every class with whole-group instruction. Students then engage in each of the three station rotations (Small-roup earning, Student pplication, and ndependent eading), and end the class period with Whole-roup Wrap Up. 80+ MUS S U W H - U U S M - U W H - U WH-U SU (15 20 minutes) M S (20 minutes) WH-U SU (5 10 minutes) UB S SUY VY UF SH S () 180 students demonstrated significant improvement on the S and ; district reduced special education referral rate and expulsion costs. 180 Students, rades 3 11 (=877) erformance on S and, 2011 and % 40% % SUY F valuation eriod: rades: 3 11 ssessment: alifornia Standards est of nglish anguage rts (S ); alifornia nglish anguage evelopment est () articipants: =877 mplementation: 90-minute model % of Students 30% 20% 10% 0% 6% 13% roficient and bove on S (rades 3 11) (n=877) 8% 33% roficient and bove on S (rade 4 only) (n=157) 17% arly dvanced and bove on (rades 3 11) (n=778) *We recommend that students receive an additional period of core literacy instruction in addition to a single period of 180.

6 180 Model for Blended earning Supports ducators 180 is designed to meet the instructional needs of teachers while helping students meet the rigorous expectations of the new standards and experience success on the new assessments. he program uses the key instructional shifts of the new standards to support teachers in enhancing their pedagogy to have the greatest impact on accelerating student achievement. FUS H KY SU SHFS W H - U S U U S M - U Whole-roup earning rovides students with exemplary texts at multiple levels, both informational and literature. Supports educators with strategies for knowledge building and deepening vocabulary and language. Student pplication rovides educators with realtime data to track students trajectory to college and career readiness, as well as provide opportunities for students to practice with ext eneration ssessment items. Small-roup earning Helps students focus on close reading of text, gathering evidence, and sharing their understanding and knowledge through a variety of research and writing tasks. ndependent eading nables students to engage with a wide variety of literature and informational text, allowing educators to monitor students progress toward independence with complex, grade-level text. SSSSM 180's curriculum-based and criterion-referenced Workshop ssessments allow teachers to measure students trajectory to college and career readiness, and students to build mastery and confidence with the item types found on the new assessments. echnology-enhanced features such as text highlighting, chart completion, and matching activities help prepare students for new testing experiences. We walk shoulder to shoulder with educators, enabling them to both grow professionally and maximize student achievement. We provide consulting services for your teachers, including training, coaching, and data analytics that are personalized to meet your district's needs. o learn how you can implement 180 in your district, all: Visit: HMH.M/180 tem # M 5/16 hmhco.com Houghton Mifflin Harcourt is a trademark of Houghton Mifflin Harcourt. Houghton Mifflin Harcourt. ll rights reserved. rinted in the U.S..