The Stages of BLEND

Today’s Contributor: Cynthia A. Ayala, Campus CIC @ Ridgetop Elementary

August: INSPIRED  I’m feeling inspired by the training but somehow skeptical of my abilities in navigating through the platform.  The ideas are flowing.  The possibilities are endless. Man, oh, man… if I can just figure out how to get started!




September: DENIAL  I know that BLEND is there looming above lesson planning, IEP writing, scheduling, grading, parent communication, and documentation but I’ve yet to dig into anything but the sand.



October:  DETERMINATION  It’s been long enough.  I’m going to get this.  I’m needing to get this in order to be able to facilitate to those willing to join the Tech PLC.  I still have a touch of blind inspiration; with the support of my CDC and my determination, it will get done!



November:  VICTORY – (11/16/2017) Today was a big day for me.  Major breakthrough! I’m not sure what my mental block was BUT I was able to break down BLEND in such a way that I can explain it to teachers. I’m ready to reach out and coach.



November – December:  COLLABORATION We ended the year strong with the development of a PLC that meets twice a month.  We have teachers starting to use BLEND in their 3rd grade, 4th grade, and resource classrooms.  Pages were made for students to use as guidance on a PBL project in social studies. Biliteracy strategies such as Lotta Lara and The Dictado were added into BLEND so that students have differentiated work in the general education classroom.


January 2018:  FACILITATION – I made a BLEND course as the vehicle for training teachers during our staff development day.  Teachers learned about Google Drive, blended learning, and using BLEND in their classroom.  Additionally, I was able to get 1:1 meetings scheduled with teachers.  This will be time set aside for them to begin with their stages of BLEND.  The goal is for everyone to be on the blend board by the end of the year.


  1. If you read the stages for December and January, you’ll see the kind of things we’ve been doing. Our PLC is made of 1 kinder teacher, 2 1st grade teachers, 1 3rd grade teacher, and 2 4th grade teachers and me (Special Education teacher). Out of those, the 3rd and 4th grade teachers are using BLEND with consistency. The 4th grade teachers are using it for differentiation combining paper and pencil with BLEND in reading comprehension, writing, and math. Our third grade teacher is using it for projects in social studies/language arts. Additionally, I continue to use it at faculty meetings when I’m presenting to campus. Teachers bring their computers and must navigate through the guided course in order to be trained. It’s used as an access point to campus initiatives such as biliteracy and math fluency and problem-solving. We do not have everyone on board using BLEND as teachers, but we do have everyone participating in BLEND in some capacity. I hope this helps. Feel free to contact me if you have any other questions @

  2. How has your campus taken to BLEND? What is it like creating elementary school content? How many teachers are comfortable with BLEND? Are you seeing physical and mental changes within the students and teachers in the class? I am curious how everyone is doing at your campus, as our group has gone through most of the emotions with BLEND that you have, but we have not quite made it to “Victory” and beyond.

    1. I would add a couple of more things…1) Teachers who have used BLEND feel much better about meeting the needs of Special Education students. 2) The students who are using it have less downtime because there is always work that can be done in BLEND if they are done with other tasks. The work that my students have at their fingertips are: phonics practice, fluency practice, writing tasks, science vocabulary, and math calculation/fluency practice.

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