WHAT’S PERSONALIZATION GOT TO DO WITH IT? ON THE ROAD TO COLLEGE AND CAREER SUCCESS FOR EACH AND EVERY STUDENT Presentation by Chris Sturgis Kentucky Valley Educational Cooperative Next Generation Leadership Academy August

Design Starts With Understanding the Goal... What does our community want for their children? What do we want graduates of high school to know and be able to do? And the Problems... Inequity: What are the elements of a system that would provide greater reliability in ensuring that our students would develop this set of knowledge, skills and qualities? & Being Strategic About How to Get From Here to There How might we start to make the transition to this new system? 2

WHAT DO OUR GRADUATES NEED TO KNOW AND BE ABLE TO DO IN ORDER TO BE SUCCESSFUL? 3

Different Goals and Different Frames Number of Courses 4 credits of English with major emphasis on grammar, nonfiction writing, and literature. 4 credits of math in high school including Algebra II (or equivalent) 3.5 credits to include US History and Geography, World History and Geography, Government and Economics, and 0.5 credit of NM History. 3 credits of science, two of which must have a laboratory component. One unit in physical education. One unit in a career cluster course, workplace readiness or a language other than English 7.5 elective units 4

Metacognitive Learning Skills 5 From EPIC

Metaphor of Weaving Together Skills 6 Metaphor of Weaving Skills by Frameworks Institute

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From the Community at Lindsay California Lifelong Learning Standards A well-balanced person A self-directed, lifelong learner A caring, compassionate person A civic-minded person A responsible, global citizen A culturally aware person A quality producer/resource manager From Lindsay Unified website 8

Academic Competencies From New Hampshire Math: Algebra: Creating Equations Students will demonstrate the ability to create and use algebraic models to connect mathematical concepts and properties when solving real-world problems ELA: Explanatory Writing Students will demonstrate the ability to effectively write informative texts to examine and convey complex ideas for variety of purposes and audiences Arts: Creating Students will apply the skills and language of a specific arts discipline to conceive and develop artistic ideas and work by: Generating, conceptualizing, and organizing artistic ideas Refining and completing artistic ideas 9

Building a New Language of Learning Competence or proficiency: expertise or the possession of required skill, knowledge, qualification, or capacity Competencies: The “big ideas” that we want our students to be able to apply or use a set of related knowledge, skills, and abilities in a new context. Competency-based education: The structure or system by which we ensure our students develop competence in the competencies needed for college and career success (or lifelong learning). And

Calibration The structure & processes by which we ensure that our educators and the resources that support the learning process are aligned at the level of proficiency across all the competencies. 11 Start with having common language to be able to describe level of knowledge i.e. depth of learning

12 If Just Academic Standards.... We Start Marching Through Them Easy To Lose Our Way Our Goal is to Make Learning Alive! Students Know What They are Learning & It is Meaningful to their Lives

What are the types of competencies, knowledge and skills your graduates will need to be successful in college, career and skills? How might we describe this differently if we took into consideration the needs and strengths of our most underserved students? How might you organize or frame the different types of knowledge, skills and characteristics?

What Type of Educational Experience Is Needed? 14 Found at Pittsfield School District New Hampshire

Instead of Factory Model We Want System of Personalization 15

Success Agency, Progress, Pace & Depth Advance Upon Mastery Transparent Learning Objectives Assessment is Part of Learning Cycle Timely Support Apply Academic and Lifelong learning Competencies 16 5 Elements of Competency Education

Roots of Competency Education in Rural America 18

Prepare for A Paradigm Shift 19

Personalized Learning Personalized learning is tailoring learning for each student’s strengths, needs and interests — including enabling student voice and choice in what, how, when and where they learn — to provide flexibility and supports to ensure mastery of the highest standards possible. Mean What You Say: Defining and Integrating Personalized,Blended and Competency Education (iNACOL, 2014) 20

Personalized Learning Enhanced by Blended Learning What Why When Where How 21

How Do We Make the Transition to Competency Education? Four Phases of Implementation Ramping Up for Transformation Designing the Infrastructure for Learning Transitioning to a Competency-Based System Embracing Continuous Improvement and Innovation 22

Stage 1 Ramping Up for Transformation Investing in Shared Leadership Constructing a Shared Journey of Inquiry Creating Shared Vision & Shared Ownership Sparks the Spirit of Competency Education Empowerment & Sparkling Culture of Learning Helping to Shift the Paradigm by Replacing Old Assumption with New Ones 23

Defining College and Career Readiness Who Do You Engage and When? What are the Sets of Skills and Knowledge? How are You Going to Build a Shared Understanding of What Successful Learning Looks Like (i.e. proficiency)? 24

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