• Go to the Unit Plans first! The blended learning activities are described within the context of the design journey!

• Launching Blended Learning with Design Teams: This guidance helps coaches launch blended learning with design teams. It focuses on definitions and school tours via an introduction, 10 Minute Tours, and Extended Tours.

• Blended Learning Mini-Pilots: Mini-pilots help partners choose among different approaches to blended learning and also helping to build critical conditions.

• More guidance documents on the way!

• Scroll down on this page to the "Individual Blended Learning Resources" section and read about the use cases for each resource.

• New Implementation Years Guidance coming soon!

• Blended Learning Generic Professional Development Sessions: This folder contains two PD sessions that you can customize to introduce, design, and implement blended learning after the year 1 design is complete.

• More PD Coming!

Where is this resource situated in the Blended Learning Journey?

• The coach reviews this document in Phase 1 and 2 to help norm and align on the definition of blended learning. (link to Two Step prework)

• The planning team sees this content in a slide deck during Kickoff Part 2. (link to coach guidance)

• The design team sees this in Phase 2 as introduction before the 10 Minute Tours. (link to coach guidance)

• This document can be used by the coach or school at any time in the three years when they have to help define blended learning to new stakeholders.

How does this resource help coaches "Pressure Test" whether designs are both ambitious and realistic?

These definitions help coaches shape conversations about blended learning by norming on the definition and purpose. It also centers the conversation around the modalities that they want to regularly offer to students and the model(s) they will use to offer them.

What Community Conversations does this resource inspire within the school community?

This resource can inspire light conversations that center around the Leaps that are most important to the community and modalities that can help them achieve those Leaps.

Where is this resource situated in the Blended Learning Journey?

• The coach reviews this document in Phase 2 to help internalize the most common modalities and models in blended learning. (link to coach guidance)

• The planning team sees this content in a slide deck during Kickoff Part 2. (link to coach guidance)

• The design team sees this in Phase 3 to deepen their understanding of blended learning models and modalities after engaging with 10 Minute Tours and Extended Tours. (link to coach guidance)

• This document can be used by the coach or school at any time in the three years when they have to explain blended learning models and modalities to new stakeholders.

How does this resource help coaches "Pressure Test" whether designs are both ambitious and realistic?

This document includes prompts for deciding which blended learning models may be appropriate for each school. It will also give coaches contextual information that will help them select 10 Minute Tours and Extended Tours that are most relevant for their schools.

What Community Conversations does this resource inspire within the school community?

The prompts included in this document about why a model may be appropriate for a particular school are a good source of conversations. It may be helpful to have these conversations after the design team has engaged with 10 Minute Tours and Extended Tours, so they can site examples as well.

Where is this resource situated in the Blended Learning Journey?

• The coach reviews this document in Phase 2 to choose 10 Minute Tours for their design team to engage with and to help answer their questions. They will also choose extended tours to engage with based on the design team's reflections of the 10 Minute Tours. (link to coach guidance)

• The design team sees this in Phase 2 to become inspired by blended learning modalities, models, and school elements that contextually aligned in specific school models. (link to coach guidance)

• This document can be used in the Phase 2 Community Design Day with parents or staff that has not been involved in redesign. (link to Community Design Day guidance)

• When the design team is writing the blended learning deep dives in the blueprint, it might be helpful to refer back to the 10 Minute Tours to borrow strategies.

• This document can be used by the coach or school at any time in the three years when they want to inspire a group with examples of real schools implementing blended learning.

How does this resource help coaches "Pressure Test" whether designs are both ambitious and realistic?

Coaches have to synthesize everything they have seen and discussed with the school so far to choose 10 Minute Tours that contain blended learning strategies most closely aligned to what may work in the schools they are working with. They can also use specific details in the 10 Minute Tours to discern what the school community wants/needs.

What Community Conversations does this resource inspire within the school community?

The design team and others in the school community engage with the 10 Minute Tours to see real examples of blended learning and to start understand the components and how they fit together. The design team can then seek out reflections and opinions from many more voices in the school community.

Where is this resource situated in the Blended Learning Journey?

• The coach reviews this document in Phase 2 to choose 1-2 Extended Tours for their design team to engage with and to help answer their questions. (link to coach guidance)

• The design team sees this in Phase 2 to become familiar with practices in real schools that help them implement their blended learning modalities, models, and school elements. (link to coach guidance)

• This document can be used in the Phase 2 Community Design Day with staff that has not been involved in redesign. (link to Community Design Day guidance)

• When the design team is writing the blended learning deep dives in the blueprint, it might be helpful to refer back to the Extended Tours to borrow strategies.

• This document can be used by the coach or school at any time in the three years when they want to inform a group with examples of strategies that real schools use to implement specific blended learning modalities, models, and school elements.

How does this resource help coaches "Pressure Test" whether designs are both ambitious and realistic?

Design team members may say they want to implement a particular modality, model, or school element, but they may not realize all of the steps necessary to make them happen. The Extended Tours will provide some of the behind-the-scenes practices at schools, and coaches can use these details to inform design teams of the many new practices they have to implement.

What Community Conversations does this resource inspire within the school community?

The design team and others in the school community engage with the Extended Tours to see real examples of blended learning and to start understand the components and how they fit together. The design team can then seek out reflections and opinions from many more voices in the school community.

Where is this resource situated in the Blended Learning Journey?

• The coach will help design teams choose mini-pilots that align to their preferences after engaging with the 10 Minute Tours and Extended Tours. The notes in the Blended Learning Strategy Notes can help drive the selection.

• Mini-pilots can begin in phase 2 but can be done anytime afterward throughout the three years.

• When the design team is writing the blended learning deep dive(s), the results of mini-pilots will be included and can help determine design choices.

How does this resource help coaches "Pressure Test" whether designs are both ambitious and realistic?

Mini-pilots themselves can help coaches pressure test the ideas of the design team. Specific modality, model, and school element decisions are sometimes harder to implement than they seem. Mini-pilots can help design teams understand what it takes to implement those choices. In contrast, mini-pilots can also help design teams decide when they do not want to do something that may have initially looked promising.

What Community Conversations does this resource inspire within the school community?

Mini-pilots are inherently situated in the community, and they help to both further the design and conditions. In terms of design, the mini-pilots bring learnings and experiences that can help make the design more specific. In terms of conditions, mini-pilots help bring clarity and conviction by showing how something works with the school community's context, instead of just a concept. With so many trends in education, some teachers and leader really need to see something work in their context before believing in it. Moreover, community engagement can be helpful when selecting and implementing mini-pilots (to find teachers outside of the design team who are interested in participating in the design work).