Category: Case Studies

Personalizing the Learning in McComb, Mississippi

March 15, 2018 by

Dr. Cederick Ellis, Superintendent

McComb is a town of about 5,000 households located an hour south of Jackson in the land that was originally cared for by the Choctaw. Getting there was a bit of an adventure, as I flew into New Orleans on the day of a freezing rain that closed all the highways in the region. Thus, I approached McComb through the backroads of Louisiana, which once again reminded me that although the majority of the American people live in urban and suburban areas, the country continues to be deeply rural.

McComb School District came to my attention through the Education Reimagined network. McComb is on a path toward personalized learning (they also use the term student-centered learning synonymously). They have established six pillars of student-centered learning: (more…)

Highlighting Deeper Learning Competencies in New Hampshire

March 12, 2018 by

It is hard to argue the importance that being a strong collaborator, an articulate communicator, a self-directed learner, and a creative problem solver has on a person’s success in today’s world. In fact, a recent analysis by Valerie Strauss from the Washington Post on an article written by Cathy Davidson highlighting how Google culled data to determine the most important qualities of its top employees and found that the top seven were non-academic cognitive competencies, or success skills. Coaching, communicating and listening, empathy, critical thinking, problem solving, and making connections across complex ideas all came out on top.

In a competency-based system, we must hold both academic competencies AND these deeper learning competencies, or success skills, as integral in preparing our graduates to be successful in work, college, and life. (more…)

Our Quest to Personalize Competency-Based Learning in New Hampshire

February 27, 2018 by

This article was was originally posted on January 9, 2018 at Education Week in the Next Generation for Learning blog

Photo from Parker Varney Elementary School in Manchester School District.

New Hampshire’s Assessment for Learning Project (ALP) has been a quest to deepen and personalize competency-based learning for all students. During the 2016-2017 school year, we attempted to confront two significant barriers hindering the advancement of competency-based learning, namely age-based grade level configurations in schools and traditional assessment and grading practices that restrict students from “moving on when ready,” a key tenant of competency-based learning.

Our five pilot elementary schools intentionally implemented innovative practices that blurred the lines between grade levels by moving to multi-grade bands.  Teachers developed learning progressions that guided learning for individual students within these bands and helped to foster assessment practices as integral components of the learning process, rather than as strictly summative measures of learning. (more…)

Catch Up on Kettle Moraine’s Approach to Personalized Learning

February 24, 2018 by

The series on Kettle Moraine School District’s is over, but certainly the innovation and learning at Kettle Moraine aren’t. Let’s touch base with them in a year or two to find out what they are learning from rolling out personalized learning to other schools.

In the meantime, here is a place for you to find all twelve blogs and make it easier to share with colleagues. (more…)

Reflections on Learning Without Boundaries at Kettle Moraine

January 30, 2018 by

Superintendent Patricia DeKlotz

Kettle Moraine Superintendent Patricia DeKlotz had to repeat herself to get me understand, “There is no recipe.” Again, “There is no recipe or one way of doing personalized learning.” Yet I was sure there must be more similarities between the different personalized schools we had visited than I was able to point to. Eventually, as I went through my notes, I eventually did come to the conclusion that there really wasn’t one model. What Kettle Moraine personalized schools share is a very strong set of core beliefs, a highly similar culture, and a few very clear structures.

I’m still in the process of understanding the core structures at Kettle Moraine (there really is only so much you can learn in a one-day site visit). I’ve been able to identify a few described below: (more…)

A Quick Look at Kettle Moraine’s My Learning Collaborative

January 29, 2018 by

Kevin Erickson

In this article, Kevin Erickson provides an overview of the information system, myLC that supports the Kettle Moraine personalized, competency-based approach to learning.This article is part of a series on personalized, proficiency-based education in Wisconsin and the tenth in a ten-part series on Kettle Moraine. Please read the first post on Kettle Moraine before continuing to read this post, as it will prepare you to fully take advantage of the ideas and resources shared in this series.

 

The learner profile and monitoring learner pathways are core elements of all the personalized schools in Kettle Moraine School District. The learner profile isn’t simply a form that is filled out by the student as in some schools. It’s the capacity of learners to capture and reflect upon the dynamic process of their learning. The learner pathway is their unique progress in diving into and demonstrating their learning through a mix of assessments, seminars, projects, real-world experiences, and capstones. (more…)

Distributed Leadership at Kettle Moraine

January 22, 2018 by

This article is part of a series on personalized, proficiency-based education in Wisconsin and the ninth in a ten-part series on Kettle Moraine. Please read the first post on Kettle Moraine before continuing to read this post, as it will prepare you to fully take advantage of the ideas and resources shared in this series.

Everyone is a learner at Kettle Moraine. And with the distributed leadership model, everyone can be a leader. Currently, 10 percent of the educators are recognized as leaders of teacher teams. There are several ways that KM is developing leadership. (You can listen directly to Superintendent Pat DeKlotz, Assist Superintendent Theresa Ewald, and teacher leaders talk about distributed leadership on the second video in the left hand column.)

Tools for Distributing Leadership

DeKlotz described a number of techniques that she and Ewald used to engage educators, to help build a shared understanding of the strategic vision for the district, and, listen for coaching opportunities when there were misconceptions or narrow understanding of what personalized learning means. These tools or techniques included:   (more…)

Creating a Peer Coaching Program to Grow Student-Centered Learning (Part 2)

January 16, 2018 by

This post originally appeared at Students at the Center on January 2, 2018. Read Part 1 here.

Mary Bellavance

In part I of this three-part series, I wrote about how Maine’s Biddeford School District created a peer coaching program to support our teachers as they spread a student-centered learning model across the district. Part II shares three of the most important lessons from the experience.

Develop a plan that is closely aligned to your district’s goals

  • Does your district have a strategic plan (or even just a set of well-defined goals) to help implement student-centered learning over a five-to seven-year timeframe? If so, it will help all stakeholders stay focused on the peer coaching steps necessary to help reach this goal. If not, Douglas Reeves offers recommendations in his book Leading Change in Your School: How to Conquer Myths, Build Commitment, and Get Results. Reeves addresses how to create the conditions for change, then plan, implement and sustain it.
  • Also, make sure you are clear about your goals for a peer coaching initiative and how those goals connect with the district’s ambitions for student-centered learning.

(more…)

Practicing What They Preach: Micro-Credentialing at Kettle Moraine

January 15, 2018 by

This article is part of a series on personalized, proficiency-based education in Wisconsin and the eighth in a ten-part series on Kettle Moraine. Please read the first post on Kettle Moraine before continuing to read this post, as it will prepare you to fully take advantage of the ideas and resources shared in this series.

Kettle Moraine School District (KM) is practicing what they preach. If one-size-fits-all doesn’t work for students, why would we think it would work for teacher professional development?

(more…)

Creating a Peer Coaching Program to Grow Student-Centered Learning (Part 1)

January 9, 2018 by

This post originally appeared at Students at the Center on December 15, 2017.

Mary Bellavance

In southern Maine, the little corner of the world where I teach, coach and learn, we are in the midst of transitioning to a student-centered learning (SCL) model. The Biddeford School Department is a public, K-12 system serving 2,425 students. I am an instructional coach at the middle school and am in my second year serving as the coordinator of the K-12 peer coaching program, a program that we created as a way to support our staff in building and sustaining a student-centered learning system.

Since our journey began, district leadership has encouraged collaboration among all stakeholders. School leaders engaged staff, students and parents in conversations about what our students need to be college- and career-ready in the 21st century. With the support of our school board, Superintendent Jeremy Ray made sure the message was clear: we were engaging in this transformative work because it’s what is best for children.

Part of our student-centered approach is that it is proficiency-based (also called competency-based). Maine passed a law in 2012 requiring that every school district determine standards for proficiency in eight areas and award diplomas, beginning in 2021, based on those standards being met.

Our SCL Road Map

The state has left it up to educators in each district to collaborate, plan and implement their version of proficiency-based education. The district must provide students with timely, differentiated support based on their individual learning needs. It became apparent that supports would be as necessary for the educators —who are also new to student-centered, proficiency-based learning—  as they are for the students. For help conceptualizing an SCL implementation plan, we reached out to Reinventing Schools, and they provided training and coaching. Reinventing Schools is a division of Marzano Research — one of the most well-known proponents of proficiency-based education.

The Launch Training

Teachers were invited—not mandated—to participate in a training session with an educational consultant from Reinventing Schools. The first group of enthusiastic staff members, about 25 in all, learned how to transform their classrooms to more learner-centered environments, including how to use the Affinity Diagram process with students to create a shared vision and code of cooperation—critical to the infrastructure of the new approach. They also spent time considering how they would build collegiality in their schools to pave the way for the acquisition of new skills among colleagues who did not attend the training session. These early activities were necessary to lay the foundation for our continued work with essential standards and to build a transparent, rigorous curriculum for our learners.

Using the skills acquired at the training, teachers worked with their students to develop shared visionscodes of cooperation and standard operating procedures for their classrooms.  These exercises provided the opportunity for students to take ownership of their learning, one of the four research-based tenets of Jobs for the Future’s (JFF) Student-Centered Learning Model. (more…)

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