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When designing change, teams make sense of input and feedback from students, families, teachers, and classified staff to identify what changes are needed and what those changes might look like.
Mastery Charter Schools wanted to solve a problem in their network: “How might we build a blended learning model that fosters achievement and independence in our high school students?” After seeking stakeholder input and brainstorming a range of...
When designing change, teams pilot their prototypes to assess strengths and weaknesses of a solution before implementing the solution across the district.
When designing change, teams use data from a pilot in order to determine whether the planned change should be scaled.
When designing change, teams reflect on their pilots and choose appropriate next steps that reflect the needs and priorities of students, families, teachers, and classified staff.
When designing change, teams regularly step back to reflect on whether equity has been embedded in their process and to validate whether the planned change leads to more equitable results, especially before scaling any planned change.
Grouping in-person and remote students together for small groups and projects enables a stronger classroom culture and community between all learners, while also ensuring consistency.
This case study provides an overview of Mastery Charter Schools' experience progressing through Real-Time Redesign.
This case study provides an overview of Cedar Rapids Community School District's experience progressing through Real-Time Redesign.
This case study provides an overview of Monterey Peninsula Unified School District's experience progressing through Real-Time Redesign.
Grappling with creating effective learning experiences for students in your in-person classroom and students learning remotely at the same time? This guide shares specific strategies that help ensure student engagement, ownership, and connection.