A Report on Blended Classes in CHCCS

March 17, 2022

Background
Blended classes were first implemented by a team of teachers along with
administrators and support staff as a grassroots effort at Carrboro High
School in 2017-2018. The belief that guided this initiative was and is still
based on the premise that all students will meet expectations if they are
immersed in a culture where the instructional environment involves more
rigorous tasks as well as where there is a strong belief that ALL students can
achieve...

Studies show that when students are exposed to high quality rigorous core
instructional delivery, performance tends to increase academic growth
among all students (Bavis, 2016; Ed Trust 2019).

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What are Blended Classes?
Classes that include both students taking the
course for standard level credit and students
taking the course for honors level credit.

• Carrboro High School (CHS) & East Chapel Hill

High School (ECHHS) blended 9th grade
humanities classes (Eng 1 & World History) in 2017-
2018.

• In 2018-2019, teachers at CHS advocated to expand

blended and ECHHS followed.

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 What Defines a Blended Class?
Blended Classes are…
Blended Classes are not…
• Based on the same required • More work for honors/extra credit
course standards
• Higher ability students doing all
• Differentiated around depth and their learning independently
complexity of learning
• Two separate classes happening
• Class settings where all students
are expected and encouraged to in the same room
contribute their unique strengths
and perspectives to the work

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2021-2022 ELA Blended Class Enrollment Data

ELA 9
Learning
ELA 10* ELA 11 ELA 12

Carrboro HS 126/202
targets
152/193 82/111 86/134
62% Honors 77% Honors 74% Honors 64% Honors

East Chapel Hill HS 234/359 271/359 114/185 165/226

65% Honors 75% Honors 62% Honors 73% Honors

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2021-2022 Social Studies Blended Class Enrollment Data

World History Founding Principles American History

Carrboro HS
94/173 157/201 82/155
54% Honors 78% Honors 53% Honors

East Chapel Hill HS

218/345 267/367 381/516
63% Honors 73% Honors 73% Honors

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 2021-2022 Science Blended Class Enrollment Data

Learning
targets
Biology Earth Science Chemistry

Carrboro HS
126/212 35/79 97/136
59% Honors 44% Honors 71% Honors

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 2021-2022 Math Blended Class Enrollment Data

Learning
targets
Math 1* Math 2 Math 4

Carrboro HS 14/104 121/190 31/79

13% Honors 64% Honors 39% Honors

Chapel Hill HS 62/193

32% Honors

East Chapel Hill HS 47/162

29% Honors
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EVAAS Data by Student Group

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 Carrboro HS EVAAS English II EOC Data
by Student Group
2019 2021

Student Group Growth Indicator Student Group Growth Indicator

Academically Gifted Meets Expected Growth Academically Gifted Meets Expected Growth

Black Meets Expected Growth Black Meets Expected Growth

Economically Disadvantaged Meets Expected Growth Economically Disadvantaged Meets Expected Growth

English Learners Meets Expected Growth English Learners Meets Expected Growth

Latinx Meets Expected Growth Latinx Meets Expected Growth

Exceptional Children Meets Expected Growth Exceptional Children Meets Expected Growth

White Meets Expected Growth White Meets Expected Growth

 East Chapel Hill HS EVAAS English II EOC Data
by Student Group
2019 2021

Student Group Growth Indicator Student Group Growth Indicator

Academically Gifted Meets Expected Growth Academically Gifted Meets Expected Growth

Asian Pacific Islander Meets Expected Growth Asian Pacific Islander Meets Expected Growth

Black Meets Expected Growth Black Meets Expected Growth

Economically Disadvantaged Meets Expected Growth Economically Disadvantaged Meets Expected Growth

English Learners Meets Expected Growth English Learners Meets Expected Growth

Latinx Exceeds Expected Growth Latinx Meets Expected Growth

Exceptional Children Meets Expected Growth Exceptional Children Meets Expected Growth

Two or More Races Meets Expected Growth Two or More Races Meets Expected Growth

White Exceeds Expected Growth White Meets Expected Growth

Current and Future Work

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 Considerations for Blended Classes
How will this develop a knowledge and
application base for teachers?
● Differentiated instructional delivery
● Purposeful group work assignments
● Rigorous learning tasks
How will this affect the
relationship between the teacher,
the student and content?
How will this influence the level of content in
classroom?
● Content delivered is based on standards
● Curriculum is challenging
● Content is culturally relevant
How will this impact the role of the student:
● Instruction is student centered
● Role for group work is clear
● Level of competence is assigned
● Students apply knowledge gained
● Students engage in relevant learning
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As we move forward with the implementation of blended
classes, the following questions will be used to guide the
work.
• What positive impacts on equality and inclusion, if any, could result
from blended classes?
• Which student groups will benefit?
• Are there further ways to maximize equitable opportunities and
impacts for ALL students?
• What are the success indicators and progress benchmarks?
• How will impacts be documented and evaluated?

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 2022-2023 Blended Math1, Math2, Math 3 and Biology
Implementation Overview
Parent
Professional Learning** Course Registration Student Self-Selection
Communication
SPRING
Counselors enroll ● ●
School Math 1, Math 2 and Biology ●
Schools distribute parent District STEM team shares
●
students in Math 1, letters by date - Early student surveys with schools
PLCs partner w/District STEM Team
Math 2 and Biology September ● Teachers distribute survey to
○ Review implementation plan
○ Provide Q&A ● Schools send ConnectEd students by date - End of
○ Participate in Instructional Rounds message to parents when September
○ Survey students letter is distributed by date - ● Students complete the survey by
SUMMER Early September Date - End of September
● Teachers attend professional learning ● Counselors update registration
FALL as applicable by Date - October
● District STEM team provides ongoing ● Counselors notify parents of
PLC Support course changes by Date - October
● Revisit/ follow up on summer training
● Continue Instructional Rounds

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 2022-2023 Blended English and Social Studies Overview
Parent Student Self-
Professional Learning** Course Registration
Communication Selection
SPRING
● Counselors ● Schools distribute ● District team shares student
● School English & Social Studies PLCs partner
enroll students in parent letters by date - surveys with schools
w/District Humanities, Advanced Student
English and Early September ● Teachers distribute survey to
Leadership Teams
Social Studies Biology students by date - End of
○ Survey teachers to identify professional
learning needs ● Schools send September
○ Identify summer school teams ConnectEd message ● to Students complete the survey
○ Engage in monthly PLCs to lay foundation parents when letter is by Date - End of September
Identify and secure resources for summer distributed by date - ● Counselors update registration
SUMMER Early September as applicable by Date - October
● HS ELA & Social Studies Summer Planning ● Counselors notify parents of
FALL course changes by Date -
● District Humanities, Advanced Student
October
Leadership teams provide professional learning
in differentiation, ongoing PLC support, and
conduct instructional rounds

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When schools and systems are focused on equity in
opportunities and excellence in results for all, all children
can benefit.
Dr. Pedro Noguera

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