{"id":4123,"date":"2019-05-23T12:22:20","date_gmt":"2019-05-23T16:22:20","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=4123"},"modified":"2021-05-04T15:12:16","modified_gmt":"2021-05-04T19:12:16","slug":"blended-learning-initiative-year-2-implementation-and-outcomes-report-2017-18","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2019\/05\/23\/blended-learning-initiative-year-2-implementation-and-outcomes-report-2017-18\/","title":{"rendered":"Blended Learning Initiative Year 2 Implementation and Outcomes Report, 2017-18"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]In 2016-17, 39 schools were selected to participate in Year 1 of the Blended Learning Initiative (BLI). Each BLI school chose a blended learning model (a la carte or station rotation) and a blended learning program from a list of approved vendors. There were over 200 BLI classrooms at the 39 participating schools, with the majority\u00a0using a station rotation model. At some schools, all BLI classrooms used the same program, while other schools used more than one program and\/or vendor. <strong>This report looks at implementation and outcomes in 2017-18, the second year of the BLI initiative.<\/strong><\/p>\n<p>Use the button to download the report.[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE REPORT&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2019%2F07%2FBLI-Year2-2017-18-Research-Report-May2019.pdf|||&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>Findings related to implementation and outcomes of SDP&#8217;s Blended Learning Initiative. <\/p>\n","protected":false},"author":21878,"featured_media":4416,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[131],"tags":[],"class_list":["post-4123","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-effective-instruction"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4123","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/21878"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=4123"}],"version-history":[{"count":3,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4123\/revisions"}],"predecessor-version":[{"id":4417,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4123\/revisions\/4417"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/4416"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=4123"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=4123"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=4123"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}