At Jamestown School District in Jamestown, North Dakota, learners participated in a one-day design summit planned and facilitated in partnership with the North Dakota Personalized Learning Network and KnowledgeWorks. As part of the district’s commitment to engaging stakeholders, learners reflected on meaningful learning experiences and contributed ideas to help shape the district’s future direction.
When students need support with regulation and productive learning choices, educators at Westside Elementary create personalized plans for responding to student actions. This ensures a consistent approach that is aligned to each student and the specific function of each behavior.
South Elementary in West Fargo, ND utilizes a conferencing based approach to assessing math standards, where learners demonstrate proficiency through one-on-one check-ins.
South Elementary in West Fargo, ND uses Professional Learning Communities (PLCs) to collaborate around student needs and support.
South Elementary in West Fargo, ND has developed a model of instruction to integrate research strategies across the entire school community.
At South Elementary School in West Fargo, ND, students utilize trackers to record and reflect on their pathway to proficiency.
West Fargo School District uses their strategic plan to outline goals, core beliefs, and values to support schools in their efforts to implement personalized learning.
This book serves to provide in-depth case studies of blended learning programs from the perspective of experts and pioneering leaders in the field today.
The chapters have been collected to share lessons and stories from the experiences of those leading the development of new learning models using blended learning across the nation. From the start, Lessons Learned from Blended Programs: Experiences and Recommendations from the Field, helps to establish a framework for evaluating and understanding the blended learning field, from developing individual schools to working with entire districts to create new blended learning pathways for students in an increasingly digital world.
The first brief from FullScale’s Rural AI Strategy Lab, synthesizing what’s emerging across rural schools adopting AI. It highlights key patterns in adoption, including early informal use, policy-practice gaps, and operational-first entry points. The brief offers a grounded view of how rural systems are approaching AI in practice and the conditions that support more coherent implementation.
In his blockbuster best-selling book, writer Malcolm Gladwell identified a phenomenon called ―the tipping point.‖ This point marks the level at which the momentum for change becomes unstoppable and something happens that, in either large or small measure, turns the world on its axis. For those who have been working to improve education, it appears that the tipping point may have finally arrived. Currently, K–12 education in the United States is dealing with three major challenges:
