A short webpage dedicated to key areas Natick has identified to improve student learning, their aspirational vision for learning, and their strategic plan to achieve this vision.
This is an observation rubric developed by Personalized Learning Preparatory at Sam Houston (Dallas ISD). The rubric focuses on four components of personalized learning: learner profiles, goal setting, data tracking, and data binders/student showcases. There are several ways the school enacts each of these components, and this document includes an observation rubric with “will see, could see, never see” expectations for each component.
This webpage describes Distinctive Schools’ mission and vision statements.
This webpage provides insights into what Natick Public Schools believes is highly important to their teaching and learning process and explores seven instructional core values for deeper learning and five drivers of experiential learning.
This slide deck provides an overview of the core components of Lindsay’s strategic design and highlights Lindsay’s mission, beliefs, guiding principles, vision, and lifelong learning standards. Instead of a single vision, Lindsay considers several visions for various components of the district’s work, including learning, instruction, assessment, technology, personnel, curriculum, leadership, and stakeholders.
As schools make the shift to personalized learning, Chicago Public Schools works with school leaders to design a school blueprint – a comprehensive document laying out the vision, mission, background, strategy, and implementation plan for achieving the model. In this blueprint for Roger C. Sullivan High School, refer to the following pages based on the corresponding problem of practice:
Dallas ISD discusses this article to make parallels to the flaw of averages for students and learning.
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.
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.
These slides provide options for how to engage participants in ‘the why’ of personalized learning, particularly during professional learning.
