2015-16 Personalized Learning PDSA

2016-17 Personalized Learning PDSA

PSD Personalized Learning Guiding Principles
PSD Grading Principles
The Institute for Personalized Learning Honeycomb Model
SAMR Model
Trudacot
Gradual Release of Responsibility
Innovation Planning Process Document

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Standards based grading and Standards based grading and
assessment practices assessment practices need to
More authentic learning opportunities improve further (some staff (more so
for students such as Insight have in elective areas) are using SBG in
improved personalization and name only - need to keep focusing on
relevancy Unit Curriculum Plans)
Beginning to see more flexible Some student choice with regard to
schedules and processes based on curricular/assessment items but really
 individual student performance.
Standards are driving more authentic,
more rigorous assessments for
students.
EdTech Coaching has improved
teacher practice
Math coach has helped grade levels
identify areas of weakness on rubrics
and assessment.
Seeing more evidence of individual
goals set by the student or with
student input.
Getting better at using technology to
produce as opposed to store or gather
information.
Personalization begins with the viable
curriculum / targets and we have
made progress in that area
in its infancy.
Review with staff at HZ about
Personalized Learning. Not event
based. Making it clear what the 3
components of it are- share the
graphic and explanation to help clarify
for those who are struggling to
implement areas. Ditto for PLE.
Student choice or input on rubric
creation.
Continue to define uses of technology
that get to transformation rather than
enhancement - what does that look
like at elementary? Make it really clear
for teachers.
Concerns with complexity, rigor, depth
of learning that takes place in some
cases as teachers seek to
personalize learning
Improve use of strategies that put
learning more in the hands of students
Regular use of assessment results to
drive instruction or for students to
apply in their learning
Personalized Learning may not be
the best label . . .

Guiding questions:
What strategies can we use / improve upon to scale out innovation related to personalization?
How can we make better use of models to support effective teaching practices as staff moves to
greater personalization?
What support will be necessary to continue making progress toward greater personalization for
students?
How will we characterize the freedom and the fences? For teachers, teams & buildings?
How might we leverage curriculum and professional development to better support the shift to
greater personalization?
Other?