Dallas ISD’s Personalized Learning Team presented at iNACOL in 2017 using these slides, sharing how they partner with higher education institutions, schools, philanthropic organizations, and businesses in order to grow and improve their personalized learning implementation.
This is a rubric developed by Distinctive Schools to help educators measure progress along various components of their personalized learning continuum. The four main components in the rubric are: learner profiles, personalized learning paths, competency-based progression, and flexible learning environments. Progress is measured along three levels: emerging, developing, and distinctive.
In order to invest families in the personalized learning model at Rogers Elementary at Dallas Independent School District, the school walks through the why, how, and what of the model during Parent Night. By sharing the rationale for the innovative model, grounded in supporting students and their individual needs, the school ensures that parents can understand why classrooms look different from how they used to look. A version of the slides in Spanish can be found here.
This slide deck provides an overview of what Natick Public Schools hopes to accomplish over the five year span of 2018-2023. The main goal areas of this district’s strategic improvement plan include teaching and learning, nurturing connections, assessment, accountability, and evaluation.
This video, created by Dallas ISD, provides an overview of the district’s personalized learning journey. Explore a timeline of key events, including how the work got started, how their thinking about personalized learning evolved, how they expanded personalized learning across their schools, and how to improve personalized learning for teachers and students.
This one-slide overview of a math unit from Greeley-Evans School District highlights how various aspects of personalized learning, including differentiation and formative checkpoints, integrate with core instructional components (e.g., warm-ups, concept development, application of knowledge).
Even before moving to moving to blended and personalized learning, CICS West Belden was a high-performing elementary school in Chicago. However, in staffwide conversations, the team realized they needed to keep pushing to help students develop all of the skills they needed to succeed, beyond just test scores.
To elucidate their “why,” staff rallied around three major reasons for change:
1. Despite strong scores, educators were feeling like student growth was stagnating. They needed to find a way to meet each student’s needs more effectively, individually.
2. Leaders wanted to increase student engagement and ownership around learning, which meant they needed greater flexibility and opportunities for students to make choices and have input.
3. Teachers were excited and ready to grow their skills and approaches.
West Belden used these as jumping off points for designing their new approach for change (the “how” [process], as well as the “what” [outputs]) and to engage their community along the way.
This slide deck provides an overview of this journey, and covers topics such as mindset, culture, and the design thinking process.
This issue brief highlights state policy opportunities to create a shared vision to modernize professional learning for educators in a K-12, competency-based education system. Educators will be prepared for a future-focused profession that better meets the 21st-century demands of student learning and workforce needs. In it, we make five recommendations to leverage the unique role of state policymaking:
The recommendations describe actions for state policymakers to enable and enact the vision described in the CompetencyWorks report, Moving Toward Mastery: Growing, Developing, and Sustaining Educators for Competency-Based Education.
In this video installment of IgnitED Research, a series that aims to build stronger connections between learning science and instructional practice, we look at classroom management and how to empower students to co-create and drive management processes.
This sample standards map for Food Chains (TX Science Standard 3.9B) is used as a pretest in Ms. Scroggins’ 3rd grade blended science class. The data are used to set SMART goals which drive students’ learning.
