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This Rhode Island charter high school serves an intentionally diverse population of students from two urban and two suburban communities. The blended learning model is tailored by grade level and emphasizes differentiation, deeper learning in a community, and assessment.

As a non-selective neighborhood high school in the School District of Philadelphia, B21’s mission is to empower networks of learners to connect with their passions and build agency to impact their world. Building 21 is organized into studios, workshops, and advisories. Core studios engage students in project-based learning. Blended learning modules and focused skill development are incorporated into workshops. Students are grouped into an advisory to create connections, build a sense of identity, and support personalized pathways of learning at the school.

This health-focused high school model sheds traditional classrooms, grade levels, and schedules in favor of personalized online content, small-group work, a continuum of mastery from beginner to professional, and comprehensive student support. Rethinking the instructional and support staff, Cornerstone Charter Health utilizes Relationship Managers, Relevance Managers, Rigor Managers, and Success Coaches to provide ongoing support and guidance as students navigate through their learning.

This charter high school in Hawthorne CA which opened in Fall 2013 serves racially and socio-economically diverse students in Los Angeles through a highly personalized, student-centered approach that incorporates a flipped classroom, project-based learning, and student-driven individual learning plans. Collaborative teams help develop real world projects that bring professional practice into the classroom. Through a partnership with local colleges, students have the chance to earn college credit while in high school.

A Bay Area charter high school, d.tech develops "innovation-ready" students by combining content knowledge with the design thinking process while fostering a sense of autonomy and purpose. The academic model is grounded in self-paced learning through a flex schedule, high standards, and design thinking through a four-year design advisory.

e3 Civic High embraces its urban setting and unique location in the state-of-the-art San Diego Public Library and maximizes its relation­ship with the downtown community to provide students with powerful learning experiences focused on pre­paring them for success in college, career, and civic life. Students learn through a mixture of self-paced online in­struction, teacher or student-led small-group instruction, direct in­struction, and problem-based and project-based work. Career exploration and early college opportunities combined with shared use of library facilities and resources demonstrate the extensive community partnerships that define this charter high school.

Urban Fayette County Public Schools is designing and implementing this blended high school in partnership with the University of Kentucky so that students will graduate college and career ready and college and career experienced. District innovation waivers and UK’s P20 Innovation Lab create a supportive environment for student-paced, mastery-based, and problem-based experiential learning.

A new charter school, KIPP SF College Prep is the first KIPP high school in the nation to adopt blended learning. Aiming to serve as a model for financially sustainable, personalized learning for students of color and students from low-income families, the school prioritizes student-centered, self-paced learning and the teacher role shifts to a coach that guides students through a variety of learning experiences.

With this 9-12 school in Oakland, CA, Leadership Public Schools is expanding its role as “collaborative innovator,” working with teachers and students to design blended learning environments and tools that help lay the foundation for key skills, personalize learning, and promote 21st century thinking. While the learning structure is fixed, the actual content (not just digital) and tools may evolve from year to year as teachers test and evaluate open educational content or refine their needs.

After positive results in a pilot year, this district adopted a station-rotation blended learning approach school-wide in its only high school in order to deliver a more student-centered education, help current teachers be more effective at meeting the individual needs of students, and create a more cost-effective school. Located in a small city in central Pennsylvania, the district intends to demonstrate that blended learning can be transformational in a mainstream school without additional costs or waivers.