Nueva runs a PK-8 campus and a high school. Both these independent schools offer a six-day intersession for students to develop interdisciplinary exploration with real world experts, extending beyond the usual academic disciplines. Students choose from a catalog of nearly 200 seminars, intensives, and activity sessions offered by 100 presenters.
On this site, Farmington Area Public Schools shares information with families and the community on the structure for flexible learning days.
This time strategy, created by Unlocking Time, profiles how schools have designed virtual learning days based on various needs, such as emergency situations or to allow for teacher planning days.
Virtual School Day – Park Ridge, NJ Type: video Video: https://www.youtube.com/embed/eg3JpVcx29g Topics: Time Sub-topics: Structure of the Day
This strategy, created by Unlocking Time, captures how schools create time for students to explore their passions, encouraging student agency and creativity.
This strategy, created by Unlocking Time, captures how schools utilize formative assessment data to re-group students based on the goals of the activity and the needs of students.
Concept-progress strategies involve taking an academic concept and first focusing on large group “concept” instruction, then breaking students into smaller groups for targeted “progress” instruction. Check out Unlocking Time’s strategy on leveraging multiple staff to break students into groups.
This issue brief describes what innovation zones are, why they are important and highlights how the following seven states/localities have approached their innovation zones statutes and regulations:
Innovation zones or districts of innovation help state policy leaders identify outdated policies and regulations that may get in the way of educators designing new learning models to meet the needs of every student. They create space for districts and schools to innovate, identify policy barriers and remove them through waivers.
To better understand how personalized learning is playing out across the nation, iNACOL partnered with the Center on Reinventing Public Education (CRPE), NORC at the University of Chicago, and LEAP Innovations to conduct a national survey of teachers and students. This report summarizes what these teacher and student surveys revealed about how personalized learning is — and is not — taking hold nationwide.
In 2015 the Gates Foundation asked the Center on Reinventing Public Education to observe their Next Generation Grantees through the first two years of the initiatives. Our goal was to learn more about how these districts and regions were beginning to define and pursue personalized learning and what they were learning about how to innovate around personalized learning at scale.
