The principal describes the campus' blended learning focus areas for the first year, including Data Driven Instruction, Rigor and Goal Setting and the "ripple effect" of the work expanding to upper elementary grade levels.  (1:14 min)

Campus principal describes various aspects of blended learning implementation including: 

• initial steps for getting started, and (00:47 min)

• intentional moves to build a culture of trust and risk-taking.

Principal reflects on the mindset needed to lead blended learning innovation including prioritizing teaching and learning, offering a cycle of job embedded professional development and aligning goals.  (00:54 min)

Principal describes campus structures and supports put in place to support the entire K-2 teaching teams to launch blended learning classrooms. (1:55 min)

Wildwood adopted UFLI Foundations to provide teachers with a structured literacy curriculum rather than relying on a scope and sequence approach. (1:47 min)

Teachers describe a willingness to implement UFLI Foundations mid-year and its benefits compared to a less uniform scope and sequence approach. (2:17 min)

Reading Specialist reflects on a range of topics, including: 

•  working alongside teachers to implement blended learning and STR-aligned practices. (00:58 min)

• strengthening campus culture and reinforcing a  culture of trust to enable effective coaching; and (1:06 min)

• onboarding teachers through various structures. (00:47 min)

Reading Specialist describes using data more deliberately to target skills students need. (00:54 min)

See "Data Practices" in "Teacher Insights and Instructional Shifts" Section of this website.

K-2 teachers describe using a structured literacy curriculum (UFLI) to deliver daily 20 minute foundational skills lessons. (00:56 min)

Below is an example of a systematic, sequential and explicit 1st grade lesson. (Total lesson video is ~ 13 minutes)

• Part 1: Teacher communicates the lesson focus - short vowels. (00:10 min)

• Part 2: Phonemic awareness practice builds from beginning to more advanced skills. (1:13 min)

• Part 3: Letter/sound and word blending practice builds automaticity of decoding skills. (4:44 min)

• Part 4: Phonics lesson introduces new concept on short vowels occurring at the beginning or middle of the word. (3:19 min)

• Part 5: Spelling practice (phonetically based) using individual white boards. (2:42 min)

• Part 6: Word fluency and spelling practice review of short vowel words to close the lesson. (1:42)

Kindergarten teacher uses lunch time to deliver a whole group language comprehension lesson (covers oral language, vocabulary and comprehension) and models text fluency with a non-fiction text. (Total lesson video is ~ 9 minutes)

• Part 1. Teacher activates background knowledge and prior vocabulary. (1:22 min)

• Part 2. Teacher reads aloud a short section of a nonfiction text on insects and invites students to think about where they have seen certain insects. (00:25 min)

• Part 3. Students discuss and then share their thoughts in complete sentences. (1:18 min)

• Part 4. Teacher repeats the read aloud and share cycle numerous times to support students with metacognition, learning the meaning of new words and building knowledge. (6:09 min)