Personalized Learning Self-Assessment Process - PowerPoint Presentation

Slide1

Personalized Learning Self-Assessment Process

An OverviewSlide2

To know whether

kid·FRIENDLy

is being successful, we must gauge the extent to which schools are

using key

grant components to create meaningful personalized learning environments across

multiple classrooms

.

This

self-assessment process is critical to knowing how much progress we’ve made,

and where

we go in the next two years of the grant

.Slide3

Self-Assessment as a Mechanism for Learning

Given that this

grant has

only been implemented for

two

years,

no school is expected to demonstrate the sustaining

level (

the highest rating) of personalized learning

, and certainly not on all components of the

Personalized Learning

Continuum

.

Likewise, schools have focused their efforts around specific innovations and may be utilizing

certain

kid·FRIENDLy

grant supports more than others. Therefore,

schools are also not expected to obtain

high ratings

on all dimensions of the Driver Implementation Continuum

.Slide4

Just as classroom teachers formatively assess

their students

so they can make adjustments in their instruction and give students descriptive feedback

for continuous

improvement

, this self-assessment process helps schools deepen their self-awareness

of their

strengths and growth areas and supports the on-going work of making learning more

personalized for

all students.Slide5

Note

Results of your school’s self-assessment will not be shared with any other school.

Schools will not be penalized or rewarded in any way for their self-assessment results.

This process solely serves the purpose of reflecting on your progress and planning for the future.Slide6

An Overview of the Process

Assemble a self-assessment team (p. 2)

Get familiar with two key rubrics:

The Driver Implementation Continuum (p. 3-4 and Appendix A)

The Personalized Learning Continuum (p. 4-6 and Appendix B)

Make an initial round of self-ratings (p. 6-7)

Consider evidence that would support or challenge your self-ratings (p. 7-9)

Make a final round of ratings (p. 9)

Reflect on the results (p. 9)Slide7

Self Assessment Team (p. 2)

School principal

1-3 other members of the school’s leadership team

1 or more teachersSlide8

5 Key Drivers (p. 3 and Appendix A)

Driver 1: Students as LeadersDriver 2: College and Career Readiness

Driver 3: Communities of Practice

Driver 4: Community-Based Child-care*

Driver 5: Communities of Learners

*Not included in the Driver Implementation ContinuumSlide9

The Driver Implementation Continuum (p. 3-4 and Appendix A)

For each driver, you will self-assess in the following 3 categories:

Participation in Grant Supported Activities

Knowledge of the kid-

FRIENDLy

and Personalized Learning Framework and key terms associated with the Driver

Knowledge of Performance MeasuresSlide10
Slide11

Driver Implementation Continuum: Five Performance Levels (p. 3-4 and Appendix A)

Continuing the Status Quo

Starting

Implementing

Scaling Up

SustainingSlide12

Personalized Learning Continuum (App. B)

The Personalized Learning Continuum is based on research literature and well-established

theories about

student motivation and optimal learning environments (see

Bibliography).

The

Continuum presents a comprehensive framework for describing a school that

has created

sustainable structures and practices that foster student empowerment in the learning process

, fluidly

adjusting the pace and location of learning to meet the student at his or her individual

readiness level

.Slide13

Personalized Learning Continuum:

4 Standards

The Continuum is divided into four standards which represent key perspectives on

personalized learning

. Schools that are truly

personalized

will differ dramatically from traditional schools relative

to the

learning process

, the overall

school climate

(which requires a

change

in leadership perspective

and behavior

), and in the attitudes and activities of

teachers

and

students

.Slide14

Reminder: The process

Assemble teamGet familiar with the continuum documents

Make initial round of ratings and compare

Consider evidence to support, challenge, or clarify your ratings

Make a final round of ratingsSlide15

Evidence Sources

Evidence will be especially important if

your

initial

ratings are high

for particular areas on one or both continuums, if

individual ratings

are inconsistent

from member to member, or to

substantiate areas rated high on the team’s

final consensus

ratings

(Step 6).

Sources

might include a

review of

artifacts

(p. 7),

interviews

with select groups

of teachers

or

students (p. 8 and Appendixes C and D),

and

observations

of select

classrooms (p. 8 and Appendix E).Slide16

Final Ratings and Reflect on Results (p. 9 and Appendix F)

Make sure all team members can review various sources of evidence and then make a final round of ratings (electronic).

Use Appendix F to reflect on results – Plus, Delta, Next Steps.

Email to

rocksolid@wku.edu

:

Driver Implementation Continuum final ratings

Personalized Learning Continuum final ratings

Reflection and Planning Tool (Appendix F)Slide17

A Final Note

Thank

you for the time you

devote

to this self-assessment process.

Your efforts will pay off

in terms

of better understanding your school’s progress toward personalized learning and how

grant leaders

can better support your work

.

Questions? Please email

rocksolid@wku.edu