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Sign up to visit a Raising Blended Learners site and see blended learning in action!

Raising Blended Learners sites are showcasing how they are uniquely impacting student achievement through their student-centered blended learning pilots.

Please use the registration form to sign up for one of the upcoming visits. Descriptions of upcoming visits can be found below the registration form. Registration is available on a first come, first served basis. To attend a site visit, you must sign up using this form.

Raising Blended Learners Showcase Visit Signup

Please select one of the site visits to attend from the dropdown menu. Descriptions of each visit can be found below.






Site Visit Descriptions

Mineola ISD - January 24, 2019

Mineola ISD is working to address a lack of readiness for advanced math including a focus on increasing student agency through a redesign of student/teacher relationships rooted in data transparency and goal setting. Participants who attend this visit will see a district wide focus on making data transparent and putting it into the hands of the students through student facing progress monitoring tools which leverage data from interim assessments, formative assessments, and feedback from online platforms and programs. Visitors will also see an increased use of targeted small group instruction and efforts to increase student process ownership at the elementary and middle school campuses including some early examples of learning progression, advancing upon mastery, and assessments on demand in the middle school math pilot classrooms.

January 24, 2019, 8:30 – 11:30 am
Mineola Primary School, 1555 W. Loop 564, Mineola, TX 75773
Mineola Elementary School, 900 W Patten St, Mineola, TX 75773
Mineola Middle School, 1050 W State Loop 564, Mineola, TX 75773
Mineola High School, 900 W Patten St, Mineola, TX 7577

Grades K-5 (Math and Literacy), 6-8  Math, 7 Science HS Science, US history

Cisco ISD, Cisco Elementary School & Cisco Junior High School - January 29, 2019

Cisco ISD is working to improve academic performance and develop students who are motivated, independent learners through piloting personalized blended learning in science and math classrooms.  Participants will observe high student agency Kindergarten through 8th grade classrooms where students use multiple sources of data to monitor their progress and make decisions about the sequence of learning activities they pursue as they mastery learning objectives. In some classes, students take weekly or unit pre-tests to determine which objectives they have already mastered and move on to those which are more advanced or to new TEKS.

January 29, 2019, 8:30-11:45 am
Cisco Elementary School, 1100 Ave H, Cisco, TX 76437
Cisco Junior High School, 1200 Pershing St, Cisco, TX 76437
Grades 3-8, math and science

KIPP Texas-Houston, KIPP Spirit - January 30, 2019

KIPP Spirit joined the blended learning implementation one year after their sister school, KIPP Liberation. They are committed to personalizing math instruction to provide students with more choice and opportunities for ownership in their learning, and build a strong pathway from Algebra 1 through college. This year, Spirit is implementing blended learning in all math classrooms (grades 5 through 8). Pilot classrooms focus on providing opportunities for targeted conceptual learning and practice, giving students opportunities to make choices about their learning, and teaching them specific skills to make productive choices. Visitors will be encouraged to engage in discussions with students about the purpose and process of their learning, and the challenges they face to become more self-directed. Pilot teachers and campus leaders will highlight how they are redesigning school structures (e.g., planning time, instructional coaching) to create space for innovation and support teachers as they redesign their classrooms and develop new blended teaching practices.

January 30, 2019, 8:00 – 10:30 am
KIPP Spirit, 11000 Scott St, Houston, TX 77047
Grades 6-8 Math

Round Rock ISD, Robertson Elementary School - February 28, 2019

Robertson Elementary School is working to increase the rate of student growth in their K-5 classrooms (in Math and ELA) through targeted use of self-paced online content and a focus on simple, real time data strategies to inform small group instruction and learning pathways. Participants who attend this visit will see students working in small groups based on multiple data sources, including feedback from an online self-paced math program and student facing progress monitoring tools. Two Kindergarten pilot classrooms have a particularly high level of student agency and progress ownership visible in the accessible systems and routines in place.

February 28, 2019, 9:00-11:30 am
Robertson Elementary School, 1415 Bayland St, Round Rock, TX 78664
Grades K-5, math and ELA

Ysleta ISD, Ysleta Elementary & Pasodale Elementary School - March 4, 2019

Ysleta Elementary is working to address academic gaps in reading and promote academic agency in their K-5th grade classrooms through increased use of data, student driven data transparency and a recent focus around rigor. The use of multiple forms of data allows teachers to use flexible instructional grouping to meet the individual needs of each student and create stations that allow students to drive their path and pace of learning. Students are then given ownership of their own learning and are able to reflect on their progress through goal setting conversations. Participants who attend this visit will see the thoughtful School Leadership and implementation of Data Driven Instruction required to support this model.

Pasodale Elementary is working to address academic gaps in reading and promote academic agency in their K-5th grade classrooms through increased use of data, student driven data transparency and a recent focus around rigor. The use of multiple forms of data allows teachers to use flexible instructional grouping to meet the individual needs of each student and create stations that allow students to drive their path and pace of learning. Students are then given ownership of their own learning and are able to reflect on their progress through goal setting conversations. Participants who attend this visit will see the thoughtful School Leadership and implementation of Data Driven Instruction required to support this model.

March 4, 2019, 8:00 am -12:00 pm
Ysleta Elementary School, 8624 Dorbandt Cir, El Paso, TX 79907
Grades K-5, all subject

Pasodale Elementary School, 8253 Mcelroy Drive, El Paso, TX 79907
Grades K-5, all subjects

Tulia ISD - March 5, 2019

Tulia is working to address significant literacy gaps and develop a sense of value in academic progress amongst their students, staff, parents and larger Tulia community. Participants will see pilot classrooms which are generally organized around instructional playlists and personalized learning pathways. Learning modalities include individual and collaborative activities, self-directed work through online programs, reviews of flipped lessons, individual study, and direct instruction. Over time, teachers have also introduced opportunities for students to track their own learning data and, in many cases, make decisions on the pace and/or path of their learning. The HIghland Primary campus has taken a campus wide pilot approach and centered on fostering increases in student progress ownership, transparency in learning, and student agency though data-driven learning practices.

March 5, 2019, 8:30 – 11:45 am
Highland Primary School, 800 NW 9th St, Tulia, TX 79088
Swinburn Elementary, 300 N Dallas Ave, Tulia, TX 79088
Tulia Junior High School, 421 NE 3rd St, Tulia, TX 79088
Tulia High School, 501 Hornet Pl, Tulia, TX 79088

Spring Branch ISD, Nottingham Elementary School - March 19, 2019

Nottingham Elementary School is working to promote student agency and support improved academic performance for all students in their K-5 classrooms. Through the thoughtful use of growth based assessment data and the flexible instructional groupings, the team is giving students ownership over their own learning, leading to the development of agency. Participants who attend this visit will see students who understand and value what they are working on and and a staff of teachers and school leaders who are thoughtfully innovating in the early stages of implementation.

March 19, 2019, 8:30-10:30 am
Nottingham Elementary School, 570 Nottingham Oaks Trail, Houston, TX 77079
Grades K-5, all subjects

Clear Creek ISD, Weber Elementary School, March 20, 2019

Weber Elementary is working to promote academic agency and address academic gaps in subpopulation in their K-5th grade classrooms through student progress and process ownership including data transparency and flexibility of the path and pace of learning. The use of Learning Progressions and I Can Statements are supporting the site’s implementation of these strategies. Additional aspects of Competency Based Learning are evident, including On Demand Assessments that give students the ability to demonstrate mastery of an I Can Statement when ready.  Participants who attend this visit will see the thoughtful implementation of multiple sources of data and well defined classrooms structures that support students to drive their own learning.

March 20, 2019, 8:30 – 10:45 am
Weber Elementary School, 11955 Blackhawk Blvd, Houston, TX 77089
Grades K-5, all subjects

Temple ISD, Temple High School - April 17, 2019

Temple High School is leveraging blended learning to increase 1:1 and small group time with students, targeting specific academic needs and learned helplessness and building intentional relationships–where students become valued partners with their teachers, increasing student agency, giving students not only transparent access to their learning data, but also the power to act on it in pursuit of their own learning pacing or pathway needs. THS’ 11 pilot classrooms include Algebra I, Pre-Cal, English, Social Studies, Chemistry, Biology and Advanced French. Temple began with a deep dive into the Flipped Blended Model and now continue to work to leverage this flipped content and other online resources to allow students flexibility in their pacing and pathways and “free up teachers” to create dynamic instructional groups based on learning data and engage students in 1:1 coaching and goal setting conversations.

April 17, 2019, 8:15 – 11:15 am
Temple High School, 415 N 31st St, Temple, TX 76504
9-12th grade, 9-12th grade, ELA, Algebra, US History, French, Biology, Chemistry, AP English

Birdville ISD, Shannon Alternative High School and Richland High School - April 22, 2019

Birdville ISD is working to improve high school literacy achievement in 9th and 10th grade classes at their traditional high schools, and to reinvent their alternative high school campus (Shannon High School) to a high achieving campus through personalized blended learning. Participants who visit Richland High will see 9th and 10th grade high school students with opportunities to make choices about the learning activities they select to master specific learning objectives, and engaged with multiple modalities to accomplish their learning goals. Visitors will also see evidence of teachers using data to create various learning pathways for students, pull small instructional groups, and consult with individual students.  At Shannon, participants will see students in all subject areas actively engaged in learning through multiple pathways including online curricula, teacher-led instruction and peer collaboration. They will also visit a blended reading intervention classroom where students who opt in have experienced significant increases in reading skills.

April 22, 2019
9:00 – 11:00 am
Shannon Alternative High School, 6010 Walker St, Haltom City, TX 76117
Grades 9-12, all subjects

1:00 – 3:00 pm
Richland High School, 5201 Holiday Ln, North Richland Hills, TX 76180
Grades 9-10, ELA

About Raising Blended Learners

Raising Blended Learners is a demonstration initiative showcasing strategies for using blended learning to improve student achievement across diverse student demographics and geographic regions in the state, particularly among schools and districts with persistent achievement gaps.