Student Success 2025 is a student-centered, 10-year plan produced by the Vision Coalition and developed from the input of 4,000 Delawareans, including 1,300 Delaware students and recent graduates. The plan contains multiple recommendations including those that revolve around Personalized Learning, a core area of the plan.
Developed by The Friday Institute, the goal of the Digital Learning Plan is to build upon the existing foundation to develop a coherent long-term strategy that sets directions and priorities, supports innovation, and provides resources to enable the State’s educators and students to benefit fully from digital-age teaching and learning.
Rhode Island, a state committed to implementing blended and personalized learning, developed and implemented a design-based, community-based, crowd-sourced strategic plan for public education.
Rhode Island developed and implemented a design-based, community-based, crowd-sourced strategic plan for public education. Here they share the narrative, process, and key materials used in the four phase process.
This report, produced by TLA in collaboration with the Clayton Christensen Institute and the Ohio Blended Learning Network, outlines implementation and challenges and makes recommendations for advancing the quality of blended learning in Ohio. The report includes a survey that states can use to collect their own data.
Produced by Innovation Partners America in partnership with The Learning Accelerator, State Profiles in Innovation: How Four States Are Advancing Blended and Personalized Learning Statewide, features profiles of state actors who are on the leading edge of cultivating blended and personalized learning.
State leaders can use this tool to rate the presence or absence of eight key conditions that illuminate the ‘ease of doing work’ within a particular jurisdiction to cultivate and accelerate statewide blended learning.
Watch this strategy session from the Foundation for Excellence in Education’s National Summit 2015 to see experts discuss the differences between innovative education models and explore a range of policies and steps toward implementation states can pursue to encourage innovation.
States and districts have traditionally controlled the resources that go into schools and regulated the practices that governed them. Today though, school leaders who are empowered to make the decisions they think will most benefit students are organizing in new ways and attempting to provide students with a more personalized learning experience.
But even principals who use their newfound independence to aggressively reallocate resources say that persistent district, state, and federal barriers prohibit them from doing more. The authors of this report investigated the barriers principals cited, sometimes with the assistance of state education agencies, to determine whether there were work-arounds that principals didn’t realize. What the authors found is simultaneously troubling and encouraging: principals have far more authority than they think. Only 31% of the barriers cited were “real” – immovable statues, policies, or managerial directives that bring the threat of real consequences if broken.
This guide, created by The Learning Accelerator, Getting Smart, and DigitalLearningNow!, provides a step-by-step action plan for blended learning implementation decisions. The authors cover 18 actions in four areas.
