A series of practical leadership briefs designed to help state education leaders navigate decisions and public conversations about educational technology. The series helps leaders understand the changing edtech landscape, use more precise language, evaluate instructional technology based on the learning it supports, and critically interpret evidence and research claims.
This white paper reframes the debate about artificial intelligence in education by arguing that the central challenge is not technological disruption, but the design of the educator role itself. Grounded in research, field partnerships, and system-level analysis, it outlines how policy can be used deliberately to strengthen and sustain the human expertise students need to learn, grow, and thrive in an AI-enabled future.
Reimagining Schools as Community Infrastructure: Integrating Community Schools and Competency-Based Education for Whole-Child Success Type: pdf PDF Document: https://assets.resources.fullscalelearning.org/artifacts/pdf_files/Reimagining-Schools-as-Community-Infrastructure-v2.pdf Topics:
Jamestown Public Schools: Expanding Pathways Through Personalized Learning Type: pdf PDF Document: https://assets.resources.fullscalelearning.org/artifacts/pdf_files/Jamestown-Public-Schools.pdf
Building Momentum for Personalized Learning in North Dakota Type: pdf PDF Document: https://assets.resources.fullscalelearning.org/artifacts/pdf_files/Personalized-Learning-in-North-Dakota.pdf
South Elementary School: Creating a Personalized Learning Culture for Young Learners Type: pdf PDF Document: https://assets.resources.fullscalelearning.org/artifacts/pdf_files/South-Elementary-Schools.pdf
Practical ways to involve students, families, staff, and community members in shaping change.
Practical approaches for creating learning environments that reinforce belonging and community.
As competency-based learning (CBL) gains momentum in U.S. high schools, FullScale’s national landscape scan examines how CBL is currently showing up across the field. This executive summary highlights key findings on what aspects of CBL are publicly visible, where current outcome measures provide an incomplete view, and how policy conditions shape implementation.
To better understand how competency-based learning (CBL) is showing up across high schools, FullScale conducted a national landscape scan of 106 schools engaged in CBL and related approaches. This report uses observable markers to examine which CBL practices are most visible across the field, where implementation remains harder to see, the extent to which current outcome measures capture quality, and the policy conditions shaping the work.
