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New White Paper Analyzes How Creative Use of School Schedules and Instructional Space Fosters Successful Blended Learning Programs

Evergreen Education Group conducts in-depth analysis of Fuel Education™ partner schools’ blended learning programs

Schools across the nation have begun breaking away from the traditional school day schedule by implementing blended learning programs in order to better serve a diverse student population. To encourage school leaders to be innovative with instructional area design and creative with the use of the school day, Evergreen Education Group took a deep dive into the blended learning programs at three schools using online course content from Fuel Education™ (FuelEd™) to examine how their use of space and time contributes to their success. Evergreen Education Group, in collaboration with FuelEd, has published their findings in a new white paper titled, “How Top Performing Blended Learning Programs Use Time and Space Effectively.” To download the free white paper, visit:

In the white paper, Evergreen Education Group provides in-depth profiles of three schools that embody innovation. Poudre School District Global Academy is featured for their creative use of the school day schedule; Springs Studio for Academic Excellence is featured for their creative use of space; and Bend-La Pine Schools’ Summit High School is featured for its transformation from a traditional school into an innovative blended learning program by implementing small, but impactful changes. 

Blended learning has proven to be beneficial for the students at these three schools. Poudre School District Global Academy reported it outperformed the average PARCC end-of-year assessment scores in math and English Language Arts in almost every grade level and the elementary and middle school students greatly surpassed the average typical growth in math and reading on the 2015 NWEA Measure of Academic Progress® (MAP®) Assessments. More than 80 percent of students at Springs Studio for Academic Excellence re-enroll for the next year, and almost every grade level has outperformed state averages in English Language Arts, according to the school. At Summit High School, students have the choice of working on in-class instruction or using online courses, which has improved students’ interest in the topic being covered and given them time management skills they may not have gained otherwise.

Although these schools have many differences, researchers found three common characteristics.

  • The leaders and teachers at these schools are not afraid to rethink what school should look like and what practices will work best for their students.
  • The three schools use online curriculum, which frees teachers from being the main source of instruction and allows them to try more alternative teaching methods like team teaching, block scheduling, personalized learning, project-based learning and more.
  • Each of the schools embraces the change and realizes it is a process. By adopting a growth mindset, which they hope students will also adopt, the schools and their leadership were able to overcome any initial issues and are now reaping the rewards of blended learning.

“Along with online curriculum, there are many factors to consider when personalizing learning for each student,” said Gregg Levin, General Manager of FuelEd. “When schools have tools like online instruction; strong, supportive leadership; and creative use of learning spaces, they have the opportunity to break out of traditional practices and start to think differently about school and how it can serve students with different needs.” 

Teaching & Learning