Moving from Improving the System We Have to Creating the System We Need

MOVING FROM IMPROVING THE SYSTEM WE HAVE TO CREATING THE SYSTEM WE NEED: 1 WHERE ARE YOU ON THIS JOURNEY? CORE COMPONENTS From Improving the System we Our Evidence To Creating the Have System we Need Learner Profiles: Learner Profiles: Little is known about or applied to leverage each Comprehensive, data-rich learner profiles convey a student’s strengths, readiness, and learning deep understanding of the learner and are used to plan modalities. a customized learning environment and instructional strategies. They are dynamic, real-time, and learner- owned and managed. . . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Customized Learning Paths: Customized Learning Paths: All students follow virtually the same prescribed Each learner follows a unique path based on their learning path. individual readiness, strengths, needs, and interests. . . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Proficiency-based Progress: Proficiency-based Progress: Students advance through grade levels based on Learner progress is based on demonstrated proficiency seat time and credits. in compelling, agreed-upon standards.. . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Overall Self-Rating for 3 Core Components Above: ☐1 NOTE: Adapted from the Honeycomb Alignment with Continuum of Legacy to Personalized Learning Practices from The Institute @ CESA #1 2 TEACHING AND LEARNINGFrom Improving the System we Our Evidence To Innovating the Have System we Need Personal Learning Goals: Personal Learning Goals: Whole-class, teacher identified expectations of Learner and educator co-develop purposeful what students should be able to know and do. personalized goals to provide benchmarks and add focus, clarity, and commitment to learning. . . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Learner Voice Infused: Learner Voice Infused: Students have limited input into decisions affecting Learners have significant and meaningful input into their their educational experience. learning experience. . . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Learner Choice Incorporated: Learner Choice Incorporated: Students have limited choice about their Learners have significant and meaningful choice educational experience. regarding their learning experience.. . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Multiple Instructional Methods/Modes: Multiple Instructional Methods/Modes: Largely face-to-face instruction in large groups Instruction is offered using a variety of methods (e.g., regardless of varying readiness, strengths, needs, demonstration, discussion, simulation) and models (e.g., and interests. face-to-face, blended, virtual) in response to learner readiness, strengths, needs, and interests. . . . . 1 ...... 2...... 3...... 4...... 5 . . . . . 2 MOVING FROM IMPROVING THE SYSTEM WE HAVE TO CREATING THE SYSTEM WE NEED: 3 WHERE ARE YOU ON THIS JOURNEY?Self-Rating: ☐ Cultural Responsiveness: Cultural Responsiveness: Content is typically presented with a narrow, pre- Learners are provided opportunities to engage with defined cultural context. content through various cultural lenses and perspectives and draw from their cultural background to build their learning. . . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Rapid Cycle Feedback: Rapid Cycle Feedback: Feedback is infrequent, delayed, and static. Feedback is frequent, timely, and “moving picture” based. . . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Customized Responsive Instruction: Customized Responsive Instruction: Instruction and pacing are standardized and pre- Instruction and pacing are driven by individual learner determined. Differentiation occurs primarily at the needs and growing capacity for independent learning. lower and upper margins of performance. . . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Assessment of Learning: Assessment of Learning: Formal testing is high stakes, single measure, and Assessment of learning through multiple means such as not aligned to real-world experiences. performance, application, demonstration, and student interaction with challenging content. . . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ 3 NOTE: Adapted from the Honeycomb Alignment with Continuum of Legacy to Personalized Learning Practices from The Institute @ CESA #1 4 Assessment for Learning: Assessment for Learning: Indirect measures of learning such as multiple Multiple means of direct measures of learning choice and standardized tests used to target whole (demonstration, conversation, dialogue, mini quiz) used group instruction. to plan next steps for individual students. . . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Assessment as Learning: Assessment as Learning: Learning is assumed to be a by-product of content Data indicating the level of mastery is obtained while the and skill development. learner is engaged in varied assessment activities (peer- to-peer, game-based learning).. . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Progressions toward Deeper Learning: Progressions toward Deeper Learning: Learning is driven by the scope and sequence of Movement over time toward more expert understanding curriculum. and sophisticated ways of thinking about a concept or idea. . . . . 1 ...... 2...... 3...... 4...... 5 ...... Self-Rating: ☐ Standards guided learning: Standards guided learning: Teachers use standards to drive instruction. Learners understand and can articulate standards, utilizing them to guide their learning experiences. . . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐4 MOVING FROM IMPROVING THE SYSTEM WE HAVE TO CREATING THE SYSTEM WE NEED: 5 WHERE ARE YOU ON THIS JOURNEY? Overall Self-Rating for 12 Teaching and Learning Components Above: ☐RELATIONSHIPS AND ROLESFrom Improving the System we Our Evidence To Innovating the Have System we Need Learner Independence: Learner Independence: Students depend on the teacher to tell them what Learners have the capacity to learn and work to do, and when and how to do it. independently, without heavy dependence on external structures and supports.. . . . 1 ...... 2...... 3...... 4...... 5 ...... Self-Rating: ☐ Learner as Resource: Learner as Resource: Students are seen as empty vessels to be filled Learners are seen as partners and as a resource for with knowledge by the teacher. Instruction is their own learning and others’. Learning is inside/out, outside/in. beginning where the learner is currently, based on their readiness, strengths, needs, and interests.. . . . 1 ...... 2...... 3...... 4...... 5 ...... Self-Rating: ☐ Community Engagement: Community Engagement: Involvement by the community in the education Learners, schools, and the community work together to system is limited with few connections between fully leverage resources and expertise to maximize the 5 NOTE: Adapted from the Honeycomb Alignment with Continuum of Legacy to Personalized Learning Practices from The Institute @ CESA #1 6 concepts learned in the classroom and life outside learning experience. of school.. . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Co-designers of Learning: Co-designers of Learning: Teachers are responsible for managing all aspects Learners and educators work together to design of their students’ learning experience. learning experiences and determine how proficiency is demonstrated.. . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Educator Collaboration: Educator Collaboration: Teachers work largely in isolation with assigned Educators practice together, coach each other, and groups of students. work as an interdependent team to craft personalized learning experiences.. . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Family Engagement: Family Engagement: Family relationships generally focus on home Family perspective, input, and experience serve as support for a standardized curriculum, report cards, crucial sources of data to understand and support and school events. learner success.. . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Shared Commitment to Success: Shared Commitment to Success: School and classroom culture are organized so Learner and educator are interdependent, sharing a that the student’s job is to comply. Responsibility commitment to success. Self-efficacy and high 6 MOVING FROM IMPROVING THE SYSTEM WE HAVE TO CREATING THE SYSTEM WE NEED: 7 WHERE ARE YOU ON THIS JOURNEY? rests with the teacher. expectations are intentionally nurtured and reinforced.. . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Overall Self-Rating for 7 Relationships and Roles Components Above: ☐STRUCTURES AND POLICIESFrom Improving the System we Our Evidence To Innovating the Have System we Need Recognition of Anytime/Anywhere Learning: Recognition of Anytime/Anywhere Learning: Credit is confined to learning that is associated Standards-based proficiency is recognized no matter with formal instruction. where learning occurs.. . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Learning Aligned Technology: Learning Aligned Technology: Technology is used primarily as a substitute for or Technology is used as a tool to modify or redesign augmentation of existing tasks. learning tasks. It enhances, deepens, or accelerates understanding and mastery of content. . . . . 1 ...... 2...... 3...... 4...... 5 . . . . .Self-Rating: ☐ 7 NOTE: Adapted from the Honeycomb Alignment with Continuum of Legacy to Personalized Learning Practices from The Institute @ CESA #1 8 Learner-centered Staffing: Learner-centered Staffing: Highly structured traditional staffing model with one Flexible staffing responds to the needs of individual teacher to a cohort of 20 to 30 students. learners or groups of various sizes.. . . . 1 ...... 2...... 3...... 4...... 5 . . . . .Self-Rating: ☐ Flexible Learning Spaces: Flexible Learning Spaces: Traditional classrooms and furniture limit flexible Comfortable physical spaces are conducive to grouping and inhibit interaction. collaborative learning, responsive to the needs of learners, and support individual, small-group, and large- group instruction. . . . . 1 ...... 2...... 3...... 4...... 5 . . . . .Self-Rating: ☐ Flexible Time and Pace: Flexible Time and Pace: Students are expected to progress at the same Learners have the flexibility to progress at their own rate within a prescribed amount of time. (Time is pace and to adjust time allocations based on their the constant; learning is the variable.) learning objectives. (Learning is the constant; time is the variable.). . . . 1 ...... 2...... 3...... 4...... 5 . . . . .Self-Rating: ☐ Integrated Data Management System: Data Integrated Data Management System: repositories and sources are fragmented and Sophisticated data management systems are real-time, difficult to access and use. integrated, and easily accessible by learners, educators, and parents. Systems include progress data and suggest next steps along a learner’s path. . . . . 1 ...... 2...... 3...... 4...... 5 . . . . .8 MOVING FROM IMPROVING THE SYSTEM WE HAVE TO CREATING THE SYSTEM WE NEED: 9 WHERE ARE YOU ON THIS JOURNEY?Self-Rating: ☐ Learning Aligned Grouping Options: Learning Aligned Grouping Options: Students are arranged into static groups based on Learners are grouped flexibly based on readiness, characteristics such as age, gender, or perceived needs, and interests. ability or disability.. . . . 1 ...... 2...... 3...... 4...... 5 . . . . . Self-Rating: ☐ Overall Self-Rating for 7 Structures and Policies Components Above: ☐Overall Self-Rating Specific Areas/Examples of Specific Areas/Examples 1 – 5 Strengths by Component of Challenges by by Component Component Core ComponentsTeaching and LearningRelationships and Roles9 NOTE: Adapted from the Honeycomb Alignment with Continuum of Legacy to Personalized Learning Practices from The Institute @ CESA #1 10 Structures and Policies10

Moving from Improving the System We Have to Creating the System We Need

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