personalized learning implementation toolkit

PERSONALIZED LEARNING IMPLEMENTATION TOOLKIT

March 2016 Edition 5

TABLE OF CONTENTS 0 Introduction ................................................................................................................................................................... 0-1

0.1 System Change and Re-design .................................................................................................................................. 0-2

0.1.1 Activity: Three Approaches to Change ................................................................................................................. 0-3

0.2 Uncovering Assumptions ........................................................................................................................................... 0-5

0.2.1 Activity: Uncovering Assumptions ....................................................................................................................... 0-5

0.2.2 Activity: When there is a correct answer .............................................................................................................. 0-7

0.3 Logic Model ........................................................................................................................................................... 0-11

0.4 Network as a Crucial Strategy ................................................................................................................................. 0-13

0.5 Design Principles .................................................................................................................................................... 0-14

0.5.1 Activity: Unpacking the Design Principles ........................................................................................................... 0-15

0.5.1 Activity: Unpacking the Design Principles v2 ...................................................................................................... 0-19

0.6 Personalized Learning............................................................................................................................................. 0-21

0.7 Personalized Learning Elements .............................................................................................................................. 0-22

0.8 Change Strategy .................................................................................................................................................... 0-30

0.9 Learner Independence Continuum ........................................................................................................................... 0-32

0.10 What to Look for in a Personalized Learning Environment .......................................................................................... 0-35

0.10.1 Tool: What to look for during site visits ............................................................................................................. 0-37

Transformation Process ....................................................................................................................................................... 0-40

1 Getting Started .............................................................................................................................................................. 1-1

1.1 Readiness for Change ............................................................................................................................................... 1-1

1.1.1 Tool: Readiness for Change Rubric ..................................................................................................................... 1-1

1.2 Innovation Approaches ............................................................................................................................................. 1-6

Updated

1.3 Effective Leadership for Transformation ..................................................................................................................... 1-8

1.3.1 Tool: Strategic Implications ................................................................................................................................ 1-9

1.4 Changing Role of Educators and Learners ................................................................................................................ 1-10

1.4.1 Activity: Learning Continuum and Learner Position ............................................................................................. 1-11

1.4.2 Resource: Five Key Shifts in Thinking and Practice ............................................................................................. 1-14

1.5 Developing a Communication Plan ........................................................................................................................... 1-16

1.6 Staying Connected ................................................................................................................................................. 1-17

1.6.1 Resource: Google + Communities ..................................................................................................................... 1-17

1.6.2 Resource: Webinars ......................................................................................................................................... 1-18

2 Design ......................................................................................................................................................................... 2-19

2.1 Establishing Your Team .......................................................................................................................................... 2-20

2.2 Generating Ideas ................................................................................................................................................... 2-21

2.2.1 Tool: Personalized Learning Element Matrix ....................................................................................................... 2-21

2.3 Creating a shared vision ......................................................................................................................................... 2-24

2.3.1 Activity: Personal honeycomb creation .............................................................................................................. 2-24

2.3.2 Activity: Creating a vision statement ................................................................................................................. 2-27

2.4 Goals .................................................................................................................................................................... 2-29

2.4.1 Activity: Goal setting ........................................................................................................................................ 2-29

2.4.2 Activity: Identifying data .................................................................................................................................. 2-31

2.4.3 Tool: Using Data to Inform Personalized Learning .............................................................................................. 2-32

2.4.4 Activity: Transformational Practices ................................................................................................................... 2-35

2.5 Creating a Customized Path .................................................................................................................................... 2-36

2.5.1 Tool: Building A School Level Customized Learning Path (for building leaders) ...................................................... 2-36

2.6 Developing a plan .................................................................................................................................................. 2-38

New

2.6.1 Tool: Action Plan ............................................................................................................................................. 2-38

2.6.2 Activity: Collecting Resources ........................................................................................................................... 2-42

2.6.3 Activity: Identifying Challenges ......................................................................................................................... 2-46

2.6.4 Activity: Identifying Professional Development ................................................................................................... 2-47

3 Implementation ............................................................................................................................................................ 3-50

3.1 Readiness for Implementation ................................................................................................................................. 3-50

3.1.1 Tool: Implementation Readiness Rubric ............................................................................................................. 3-50

3.2 Designing for Implementation ................................................................................................................................. 3-54

3.2.1 Activity: Team/Classroom Vision Building ........................................................................................................... 3-54

3.2.2 Tool: 6 Week Prototyping Template .................................................................................................................. 3-57

3.3 Learner’s Profiles ................................................................................................................................................... 3-62

3.3.1 Tool: Learner’s Profile Planning Guide ............................................................................................................... 3-62

3.3.2 Tool: Learner Profile Guiding Questions ............................................................................................................. 3-64

3.4 Customized Learning Paths ..................................................................................................................................... 3-68

3.4.1 Take It: Personalized Learning Plan Template .................................................................................................... 3-68

3.4.2 Take It: Conferencing Steps ............................................................................................................................. 3-70

3.4.3 Activity: Goal Setting and Conferencing Role Play ............................................................................................... 3-74

3.5 Proficiency-based Progress ..................................................................................................................................... 3-75

3.5.1 Tool: Assessment Analysis ................................................................................................................................ 3-75

3.6 Using the Three Core Components Together ............................................................................................................ 3-77

3.6.1 Tool: Integrating the Three Core Components ................................................................................................... 3-77

3.6.2 Tool: Instructional Planning Template ............................................................................................................... 3-79

3.6.3 Resource: Example of the Three Core Components Together .............................................................................. 3-81

3.6.4 Activity: Using the Core Components to Design for a Learner .............................................................................. 3-84

New

New

New

New

3.7 Learner Independence ........................................................................................................................................... 3-87

3.7.1 Tool: Building a Vision of Learner Independence ................................................................................................ 3-87

3.7.2 Tool: Learner Positioning Related to Learning: High Leverage Teacher Strategies ................................................. 3-90

3.7.3 Tool: Force Field Analysis: Strategies to Increase Learner Independence ............................................................. 3-92

3.8 Resources for Leaders ............................................................................................................................................ 3-96

3.8.1 Tool: Creating Coherence Out of Competing Initiatives ....................................................................................... 3-96

3.8.2 Resource: Finding Quick Wins as a Leader ......................................................................................................... 3-98

3.8.3 Resource: Consolidate Examples of Transformation ............................................................................................ 3-98

3.9 Additional Resources .............................................................................................................................................. 3-99

4 Revision .................................................................................................................................................................... 4-100

4.1.1 Tool: Look For Rubric .................................................................................................................................... 4-100

4.2 Every Year Is Different ......................................................................................................................................... 4-102

4.2.1 Activity: Learning Group Promises ................................................................................................................... 4-102

5 Expansion .................................................................................................................................................................. 5-103

5.1 Readiness for Expansion ....................................................................................................................................... 5-103

5.1.1 Tool: Expansion Readiness ............................................................................................................................. 5-103

5.1.2 Resource: Scouts, Pioneers, Settlers, and Saboteurs: Identifying Roles in your Learning Organization .................. 5-107

5.2 Engaging with Educators New to Personalized Learning .......................................................................................... 5-109

5.2.1 Activity: One Small Change ............................................................................................................................ 5-109

6 Systemic Change ........................................................................................................................................................ 6-111

6.1 Readiness for Systemic Change ............................................................................................................................. 6-111

6.1.1 Tool: Systemic Change Readiness ................................................................................................................... 6-111

New

Updated


Personalized Learning Implementation Toolkit ©The Institute for Personalized Learning March 2016 0-1

0 INTRODUCTION

The purpose of this toolkit is to support school districts that are part of action networks supported by the Institute for Personalized Learning to design transformed learning environments focused on personalized learning. This toolkit provides a narrative with embedded tools and activities to walk you through the design, implementation, revision, expansion, and systemic change phases.

This toolkit is a companion to the design sessions, workshops, and online events that you attend. Working through this document in isolation can work, but likely will not provide the leverage and cover that comes from working with a network to achieve full system change.


0.1 System Change and Re-design

The goal is to transform the public education system into a learner-centered system. Currently, our traditional education system too often revolves around the teacher or adult and what is in their interests. Because of this premise, many policies and practices end up being less than effective for learners. An analogy is the Ancient Greeks, who rested many of their geographical, mathematical, and scientific premises on the concept that the Earth was the center of the solar system. Because of this faulty premise, many of their calculations were wrong. Now that we know that the solar system revolves around the sun, we understand much better how the solar system really behaves. We must shift our thinking to realize that the educational system must revolve around the learner, and this shift means we need to re-examine our assumptions, practices, and relationships.

The focus of the work must be on system re-design, not incremental improvement of the current system. This work is not about making small changes to the current system. This work grows out of the realization that we are spending more money, time and effort without achieving the significantly better results our society and economy demand. Alone, more money and more time are never going to solve our current problems. The fact is that our current system was not designed for all learners to be educated at high levels. The system has not become worse. It actually continues to improve -- just not enough. What we are seeing are classic symptoms of an institution late in its life cycle. People are working harder and the system is costing more, but the results are still not what are expected or needed. The society our education system serves has changed too dramatically and faces new challenges that the legacy system was not designed to meet. We have an obligation to be innovative and design a new educational system for the next century. This is a crucial challenge we must face as educators and leaders; we might think of the challenge as providing hospice care for a system at the end of its life cycle while also being midwives to a new higher capacity education system.


0.1.1 Activity: Three Approaches to Change

Time: 15-30 minutes

Type: Reflective

Who: Comprehensive implementation team

Difficulty: 3/5

This gets you: Thinking about change and how to lead it.

Keep in mind: Change is hard! How can you bring people along with you to transformational change?

When faced with change, there are three common paths leaders and stakeholders can take. Let’s use the analogy of an intersection to help understand the differences between these approaches. A city has an intersection on the outskirts of town that is currently controlled by a stop sign. In the past year: a new, large housing development was built near the intersection, a new mall has gone up down the road, and restaurants and shops are beginning to spring up. This intersection has seen a 75% increase in accidents over the last year. The city planners can take several approaches to this change.

1. Status Quo

This approach to change is to actually ignore it – to keep moving forward with the status quo. The city planners can just keep re-installing the stop sign when it’s knocked over, but they essentially ignore the fundamental change – the area has changed and there is increased traffic.

a. Key Question: Is the intersection safe and well-maintained? b. City Planners’ Role: Signs are installed and maintained c. Impact on Drivers: Stop and Go intersection

2. Transactional Change

This approach to change is to make adjustments, but ones that relate to function but not the underlying issue. With this approach the city planners may install a traffic light at the intersection to better regulate the traffic. It acknowledges the change and seeks to solve the problem.

a. Key Question: In compliance with new requirements? b. City Planners’ Role: Traffic lights ordered, installed c. Impact on Drivers: Stop and Go intersection


3. Transformational Change This approach to change is to make changes to the fundamental behavior – processes and thinking – that created the problem or are impacted by change. With this approach the city planners install a roundabout – proven to be much safer and result in fewer and less severe accidents than traffic lights. This approach introduces a whole new pattern and process to the intersection experience.

a. Key Question: How do we keep traffic flowing smoothly and safely? b. City Planners’ Role: Re-conceptualized – new processes, design, and strategies c. Impact on Drivers: New processes, new ways of thinking and doing

Think about the implications for your district: Do you see this change as …

Rolling over practices to maintain the status quo?

Changing processes/incentives resulting in transactional change?

Requiring new ways of thought and action by all participants?

How do the stakeholders who will be most affected see this change? See the Stakeholder Profile in the Communications Toolkit to help in customizing messages to your stakeholders.


0.2 Uncovering Assumptions

In order to create the system we need, we must fundamentally re-think much of what we assume about education, instruction, and learning.

0.2.1 Activity: Uncovering Assumptions

Time: 15-30 minutes

Type: Reflective


Difficulty: 3/5

This gets you: Questioning everything! It’s important to realize that some of the things that get in the way most often when re-designing a system are policies and practices based on false assumptions. Re-visit this activity as needed throughout the process to make sure you aren’t trying to overcome a problem that’s actually caused by an assumption that should be changed.

Keep in mind: Letting go of assumptions can be hard. These are ingrained into our brains as the way “education is/should be.” This activity may only take a few minutes, but re-training our brains can take a lot longer.

Practice Underlying assumption about students and learning

A new assumption for today would be …

Students are grouped by age and then moved through the system in batches

Learning that students engage in at school is the only learning that really counts and that should be measured and recorded


We will teach students using a single instructional approach and see who does and does not learn. If a student fails to learn with this method, we will offer them extra help/remediation

Students must be in a seat in a classroom for a set number of hours and days each year

Students can progress to the next learning stage or grade if they have achieved a grade of D or higher, no matter what they have learned

Students who are capable of learning faster or slower must still progress at the speed of the rest of the class

Students’ behavior incentives and sanctions are largely based on compliance rather than commitment


0.2.2 Activity: When there is a correct answer

Time: 30 minutes

Type: Reflective

Who: Comprehensive implementation team.

Difficulty: 1/5

This gets you: Your team thinking creatively – is there really a correct answer?

Keep in mind: This activity is best led by someone, so select and prepare the facilitator in advance.

Make copies of the next 2 pages. Give half of your group the first page and half of your group the second page. Don’t tell them that the sheets are different. Provide a variety of colorful markers for them to choose from, but don’t give any other direction than what is on the sheet.


Complete the picture. Those who complete the picture the right way will be entered into a drawing at the end of the day.


Complete the picture.


Now, have your team share what they drew. Did the group with the first set of instructions mostly draw houses? What about the second group – did they have more variation? How a task is framed can have huge differences in the result – for adults and students. You may want to watch this video as a culminating experience with this exercise: http://youtu.be/9TskeE43Q1M.

http://youtu.be/9TskeE43Q1M


0.3 Logic Model

All learning is personal. Learning is an autonomous activity initiated and controlled by the learner. The same stimulus presented to multiple learners may result in learning for some, but not others. For learning to occur there needs to be a connection, interaction or context identified. The work of educators can no longer be confined to presenting or exposing learners to common information or stimuli. We must construct and provide an environment that increases the frequency and depth of meaning-filled and purposeful interactions and context building that results in intended learning. Our work is to make these connections predictable, which can only happen if we have a rich understanding of the learner, what motivates, where interest lies, what is ready to be learned, what connections likely will be made and stick. It also requires that we include the learner as a resource to his or her own learning, not simply as a receptacle to be filled. Passive learning is not enough. Below is a diagram that lays out the logic model of our work.


0.4 Network as a Crucial Strategy

Action networks leverage shared learning from success and failure. Without this open sharing, we face the probability of creating pockets of innovation and excellence and miss the opportunity to create and build a new system at scale. The Institute for Personalized Learning has developed a framework for thinking about different types of networks. The framework includes five levels of benefit. Each dimension can serve a purpose and offer personal and professional benefits, but as with most activities, the greater the investment, the greater the return.

Level 1: Sharing frustrations, complaining about a situation, or bemoaning the absence of what is desired. This can provide a measure of emotional release and shared experience, but we rarely expect or experience any significant answers or learning. Level 2: Swapping “war stories,” past wins, and experiences. The application of learning gained through this process is often random and inefficient, with the most benefit going to novice members. Level 3: Group members present a challenge or problem and other members of the network share how they solved the problem or how they see its significance. Learning can result, but it’s not contextualized, so the solutions often must be evaluated and modified to generate desired results. Full engagement and deep understanding are not expected or offered. Level 4: Group members present a shared challenge or problem and members of the network together attempt to understand the dimensions, significance, context and implications. Members offer their ideas, experiences and expertise in service of the good of all members. Learning adds significantly to our expertise and professional confidence. This process

is joint problem solving, engaging everyone’s best thinking, experience and insights. Level 5: A group committed to create a solution, address a challenge, or invent something that goes beyond current experience and background. It requires the collective efforts of the network to achieve the desired outcome. This engagement presents the opportunity to be a part of a larger effort than oneself with a collective benefit greater than can be generated by individual isolated efforts. Each member brings his or her best thinking, most creative ideas and complete commitment in service of shared success. Learning at this level often is profound and life changing. This level is co-invention, not solving existing problems.


0.5 Design Principles

“Okay, I am on board. I understand that the system needs to change and it needs to be re-designed. Working in a network will help me get there faster. But where do I start?”

Based on our experiences with existing action networks, we have identified the following design principles as a guide when creating a personalized learning environment in your school or district. These are the foundational principles, or the new assumptions, upon which the redesigned system can be based. These principles should be considered whether you’re designing a single classroom program or undertaking full school district transformation.

1. Learner incentives, support, and rewards are designed to build commitment to learning.

2. The pace of learning is calibrated to fall within the learner’s proximal zone of development such that success remains within reach, but is challenging enough to require significant effort.

3. Learning is the focus of attention rather than instruction.

4. Learner success is presumed and built into the learning path.

5. Instructional strategies and supports are designed to foster learning independence.

6. Learners are encouraged, nurtured, and expected to own their learning.

7. Learning capacity is seen as malleable and developable through practice, persistence and effective use of available resources.

8. Learning is positioned as the constant in the learning environment, with time positioned as a variable resource in support of the learning process.

9. Learners see the value of and potential to succeed in learning tasks so they engage in and persist with efforts to learn.


0.5.1 Activity: Unpacking the Design Principles

Time: 60 minutes

Type: Design-work

Who: Individually or as a team

Difficulty: 3/5

This gets you: A new set of assumptions on which to build the new system.

Keep in mind: Personalized learning can look different in every district; it’s all about designing a system with the learner at the center.

Part I: Design Principles

When an architect examines a home re-design, he/she typically will meet with the family and discuss some of the aspects of their lives. Some of the things today’s family may say are:

We live in a winter climate, we have boots full of snow that need to be taken off when we come in the house

We have a small dog who needs to go out frequently

We have two teenage daughters

We also have a toddler who likes to play and move about

We like to cook

We sit down to eat as a family at a table every night

We all need to get ready at the same time in the morning


These are the design principles the architect will use to design their home. Note that the principles dictate the presence and nature of space such as the size of the closets or the lay-out of the living room, but are not the rooms themselves.

Design Principle … Design resulting from principle

We live in a winter climate, we have boots full of snow that need to be taken off when we come in the house

… Mud room with space for shoes by entrance

We have a small dog who needs to go out frequently

We have two teenage daughters, who like to shop for clothes and shoes

We also have a toddler who likes to play and move about

We like to cook

We sit down to eat as a family at a table every night


We all need to get ready at the same time in the morning

Part II: Personalized Learning Design Principles

Now, put on your Education Architect hat! Think about the design principles for our new educational system and what the resulting design aspects may be. (Don’t worry – you can always make adjustments.)

Design Principle … Design resulting from principle

Learner incentives, support, and rewards are designed to build commitment to learning rather than compliance with external demands and expectations

… Learners help define challenges, design approaches, and set goals

The pace of learning is calibrated to fall within the learner’s proximal zone of development such that success remains within reach, but is challenging enough to require significant effort

Learning is the focus of attention rather than instruction: the focus is on nurturing learning rather than presenting the curriculum

Learner success is presumed and built into the learning path rather than waiting for failure and building in remediation


Instructional strategies and supports are designed to foster learning independence rather than dependence on others for direction, structures, and solutions

Learners are encouraged, nurtured and expected to own their learning rather than view learning as something they do for someone else

Learning capacity is seen as malleable and developable through practice, persistence and effective use of available resources rather than a hard wired, unchangeable characteristic

Learning is positioned as the constant in the learning environment, with time positioned as a variable resource in support of the learning process

Learners see the value of and potential to succeed in learning tasks so they engage in and persist with efforts to learn


0.5.1 Activity: Unpacking the Design Principles v2

Time: 60 minutes

Type: Design-work

Who: Team

Difficulty: 3/5

This gets you: Thinking about how the design principles may apply to current practices in your classroom or district.

Keep in mind: The design principles are the foundational tenants to build upon.

Choose 1-3 of the design principles and think about the current education system. What practices are inconsistent with the principle? Which are consistent? Fill out the chart for each of the principles you choose to address:


Design Principle: Practices not consistent with principle Practices that are consistent with principle

How might implementation of this principle affect student learning?


“I’m starting to see a picture emerge of what a new system can look like with the learner at the center. What is the new system called?”

0.6 Personalized Learning

Personalized learning really has become the latest buzzword in education. You may often see personalized learning lumped together or even used interchangeably with some of the following:

Competency-based education Interest-based education Career academies Project/Problem-based learning Flipped learning Adaptive learning systems

Blended learning 1:1 environments Deeper learning

The Institute’s Personalized Learning model is much more precise, we have a unique definition and approach to personalized learning that is more comprehensive and tends to incorporate many of those aspects. Our approach takes all of these and more into account and melds them into the unique blend that is based on the needs of each learner. When someone says “personalized learning is not for everyone,” chances are they are talking about one of the instructional approaches/strategies listed above. While not bad, focusing on only one of these approaches will still not meet the needs of every learner. The Institute defines personalized learning as an approach to learning and instruction that is designed around individual learner readiness, strengths, needs and interests. Learners are active participants in setting goals, planning learning paths, tracking progress and determining how learning will be demonstrated. At any point in time, learning objectives, content, method and pacing are likely to vary from learner to learner. A fully personalized environment moves beyond both differentiation and individualization. If we have a rich understanding of the learner – what motivates them, where their interest lies, what the learner is ready to learn, and what connections likely will be necessary for learning to stick – we can design, often with the learner, experiences that will move the learner along a path to achieving mastery of rigorous standards. We must tap into this most under-utilized resource in most classrooms: the learner, and include the learner as a resource to his or her own learning. Personalized learning can and should look different depending on the learner. As system designers, it’s important for us to bear this in mind and create enough flexibility in the new system to account for the needs and strengths of all learners.


“How do I know what to address?”

0.7 Personalized Learning Elements

The design principles serve as the set of new assumptions on which to base a learner-centered system. We’ve compiled a list of corresponding elements typically associated with personalized learning that cover most aspects of a redesigned learning ecosystem. (It’s intentional that some elements are blank and that we say almost all … this is a work in progress too!) The Institute’s Personalized Learning model is graphically represented by a honeycomb, with concentric rings surrounding what we believe are the core components of personalized learning. Correspondingly, we’ve matched typical legacy practices with personalized learning practices in the alignment chart that follows. You may be thinking that for some of these you are somewhere in the middle – yes – that often is the case!


HONEYCOMB CELL

LEGACY PRACTICE PERSONALIZED LEARNING PRACTICE

Core Components

Learner profiles

Little is known about or applied to leverage each student's strengths, readiness and learning

modalities.

Comprehensive, data-rich learner profiles convey a

deep understanding of the learner and are used to plan a customized learning environment and

instructional strategies. They are dynamic, real-time and learner-owned and managed.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Customized

learning paths

All students follow virtually the same prescribed learning path.

Each learner follows a unique path based on their

individual readiness, strengths, needs and

interests.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Proficiency-based

progress

Students advance through grade levels based on seat time and credits.

Learner progress is based on demonstrated proficiency in compelling, agreed-upon standards.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Learning and Teaching

Personal learning

goals

Whole-class, teacher identified expectations of what students should be able to know and do.

Learner and educator co-develop purposeful

personalized goals to provide benchmarks and add focus, clarity and commitment to learning.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E



Learner voice

infused

Students have limited input into decisions affecting their educational experience.

Learners have significant and meaningful input into their learning experience.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Learner choice

incorporated

Students have limited choice about their educational experience.

Learners have significant and meaningful choices regarding their learning experience.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Multiple

instructional methods/modes

Largely face-to-face instruction in large groups regardless of varying readiness, strengths, needs

and interests.

Instruction is offered using a variety of methods

(e.g. demonstration, discussion, simulation) and modes (e.g. face-to-face, blended, virtual) in

response to learner readiness, strengths, needs

and interests.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Cultural responsiveness

Content is typically presented within a narrow, pre-

defined cultural context.

Learners are provided opportunities to engage with content through various cultural lenses and

perspectives and draw from their cultural

background to build their learning.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Rapid cycle feedback

Feedback is infrequent, delayed and static. Feedback is frequent, timely and "moving picture"

based.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E



Customized responsive

instruction

Instruction and pacing are standardized and pre-

determined. Differentiation occurs primarily at the

lower and upper margins of performance.

Instruction and pacing are driven by individual

learner needs and growing capacity for

independent learning.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Assessment of learning

Formal testing is high stakes, single measure and not aligned to real-world experiences.

Assessment of learning through multiple means such as performance, application, demonstration

and learner interaction with challenging content.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Assessment for learning

Indirect measures of learning such as multiple

choice and standardized tests used to target whole group instruction.

Multiple means of direct measures of learning

(demonstration, conversation, dialogue, mini quiz) used to plan next steps for individual learners.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Assessment as learning

Learning is assumed to be a by-product of content and skill development.

Data indicating the level of mastery is obtained while the learner is engaged in varied assessment

activities (peer-to-peer, game-based learning).

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Progressions toward deeper

learning

Learning is driven by the scope and sequence of curriculum.

Movement over time toward more expert

understanding and sophisticated ways of thinking

about a concept or idea.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E



Standards guided

learning

Teachers use standards to drive instruction. Learners understand and can articulate standards,

utilizing them to guide their learning experiences.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Relationships and Roles

Learner

independence

Students depend on the teacher to tell them what to

do, and when and how to do it.

Learners have the capacity to learn and work independently, without heavy dependence on

external structures and supports.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Learner as

resource

Students are seen as empty vessels to be filled with knowledge by the teacher. Instruction is outside/in.

Learners are seen as partners and as a resource

for their own learning and others. Learning is inside/out, beginning where the learner is

currently, based on their readiness, strengths, needs and interests.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Community engagement

Involvement by the community in the education system is limited with few connections between

concepts learned in the classroom and life outside of

school.

Learners, schools and the community work

together to fully leverage resources and expertise to maximize the learning experience.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Co-designers of

learning

Teachers are responsible for managing all aspects of their students' learning experience.

Learners and educators work together to design

learning experiences and determine how

proficiency is demonstrated.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E



Educator Collaboration

Teachers work largely in isolation with assigned

groups of students.

Educators practice together, coach each other and

work as an interdependent team to craft personalized learning experiences.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Family

engagement

Family relationships generally focus on home support for a standardized curriculum, report cards

and school events.

Family perspective, input and experience serve as crucial sources of data to understand and support

learner success.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Shared commitment to

success

School and classroom culture are organized so that

the student's job is to comply. Responsibility rests

with the teacher.

Learner and educator are interdependent, sharing

a commitment to success. Self-efficacy and high expectations are intentionally nurtured and

reinforced.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Structures and Policies

Recognition of

anytime/anywhere learning

Credit is confined to learning that is associated with

formal instruction.

Standards-based proficiency is recognized no

matter where or when learning occurs.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Learning aligned

technology

Technology is used primarily as a substitute for or augmentation of existing tasks.

Technology is used as a tool to modify or redesign

learning tasks. It enhances, deepens or accelerates

understanding and mastery of content.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E



Learner-centered

staffing

Highly structured traditional staffing model with one teacher to a cohort of 20 to 30 students.

Flexible staffing responds to the needs of individual learners or groups of various sizes.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Flexible learning

spaces

Traditional classrooms and furniture limit flexible

grouping and inhibit interaction.

Comfortable physical spaces are conducive to

collaborative learning, responsive to the needs of

learners, and support individual, small-group and large-group instruction.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Flexible time and

pace

Students are expected to progress at the same rate

within a prescribed amount of time. (Time is the

constant; learning is the variable.)

Learners have the flexibility to progress at their

own pace and to adjust time allocations based on their learning objectives. (Learning is the constant;

time is the variable.)

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Integrated data management

system

Data repositories and sources are fragmented and difficult to access and use.

Sophisticated data management systems are real-

time, integrated and easily accessible by learners, educators and parents. Systems include progress

data and suggest next steps along a learner's path.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E

Learning aligned

grouping options

Students are arranged into static groups based on characteristics such as age, gender, or perceived

ability or disability.

Learners are grouped flexibly based on readiness, needs and interests.

A…………….………..………………………B…………………………………….C………………………..…...…….D…………………...……..…………………….E


0.8 Change Strategy

Even with a ready-made list of practices to change, it can be overwhelming to take on the full redesign model at once. In fact, we discourage that and instead emphasize making strategic changes and expanding over time as experience grows. Referencing the honeycomb diagram will be helpful in this discussion, as it visually demonstrates the process of the change strategy. Our change strategy rests on a three component innovation platform:

Learner profiles Customized learning paths Proficiency-based progress The rest of the elements will be much easier to address with these three components as a base (it’s hard to customize instruction if you don’t know your learner!) Learner profiles are the driving force behind personalized learning. They are data-rich, easily accessible, with usable information to plan and assist learning. They reflect how students learn best, their current level of learning, information on progress made and next challenges to address, and hints and tips for success. They provide the real-time information to inform instructional decisions. Customized learning paths are the unique roadmap developed with each student toward the learning objectives they need to master. Learning paths typically are jointly developed by the educator and the learner. Learning paths are more than a course selection guide. They should cover the specific learning objectives aligned with the standards that a learner has yet to master and the way they will go about gaining and then demonstrating mastery. Progress along the path leads to college, career, and life readiness. Proficiency-based progress enables learners to progress based on the learning objectives they have mastered, not on a grade they have received on a test or a course. This allows real learning to be the currency, not grades. Authentic, direct assessment is paced according to learner needs and readiness of the learner to demonstrate what they know and can do. Wrapped around these three core components are the three phases of the change strategy. While the strategy is not linear and may look different in each district, generally, you should begin from the center and work outwards. While subtle, this is a key distinction in the Institute’s change strategy from most (all) of the (failed) reform strategies in the past. We recommend beginning with changes to learning and teaching and address structural and policy issues last. Block scheduling is a good example. There have been proponents and opponents to this scheduling (structural) practice for years – that’s because changing the schedule in and of itself does nothing to change what goes on in the classroom. Some schools have had great success with block scheduling, others have not. What really makes the difference is what changes are made to learning and teaching. Changes in structure can remove barriers


and accelerate progress, but such changes rarely create the leverage necessary for systems change. Further, they typically leave in place the legacy assumptions that hold the traditional system in place. If you don’t make key changes to learning and teaching, the impact likely will be small and short-lived. So, instead of starting with structure and policy …

Start with learning and teaching The nexus of learning and teaching is where education transformation begins. The elements in this phase are focused on interactions at the classroom level and promote the concept of wrapping learning and teaching strategies around the unique strengths and needs of each learner. It is not necessary to address all of the elements at once. Focusing on a few thoughtfully selected learning and teaching elements, to start with, is recommended. How can instruction be responsive to what and when learners are ready to learn? How can learners make the progress necessary in essential skills and competencies while pursuing topics of interest to them? How can assessments be designed to capture learning and provide timely feedback to learners? Personalizing learning and customized teaching will inevitably impact the relationships and roles of both educators and learners. Educators will work increasingly in collaborative teams and with greater learner input. They will be coaching, diagnosing, stimulating reflection, and designing. Eventually, educators may identify and assume specialized roles that tap into their individual strengths and interests and center on learner needs. The role of the learner will also change. Learner voice and choice is an integral part of a personalized learning system. Learners should be aware of how they learn best and co-create the path they will take to reach their goals. As new practices take shape and develop around learning/teaching and relationships/roles, they will place stress on existing structures such as schedules, calendars, or grading practices. When new practices bump up against the current structure, this is when conversations about flexibility and changing existing structures should take place. Changes to policy are the last phase of the strategy since they serve to stabilize a system and allow successful practices to be refined and flourish.

Many districts have come a long way toward a personalized learning system without major changes in policy. Those structures that have stood in the way have simply been adjusted. It can be done!


0.9 Learner Independence Continuum

We need learners graduating from high school knowing how to learn, un-learn, and re-learn. We need learners who can problem-solve, collaborate, analyze and think critically. To get learners ready throughout the K-12 system, we need to be working to foster independence in all our learners. The outcome of a personalized learning system is to create well-prepared, independent learners (refer back to the Logic Model). Learners who work independently are able to drive their own learning and see learning as a key to their ongoing success. Independent learners are capable of learning, un-learning, and re-learning when necessary, without relying on the direction of teachers, supervisors, bosses, and other external direction. People demonstrating this characteristic will be successful in the future and prepared for college, career, and life. In the legacy system we often expect learners to be independent but we have not changed the “value proposition.” As adults we need to loosen our grip and provide space for learner’s voice and input. The Learner Independence Continuum demonstrates that there is a relationship among several characteristics that can help educators move learners toward independence. There are also corresponding strategies for developing these characteristics. It’s unreasonable to think that a student who has been disengaged, told they are not a good learner, and sees no relevance in school will become an independent learner without support. Good personalized learning strategy includes movement along this continuum. Parallel to the continuum is also the idea that to create independent learners, we must move from an educator-driven system to one that is learner-driven.

Educator Driven Learner Driven

Personalized to the learner

Personalized with the learner

Personalized by the learner


Two more layers can be added to the learner independence continuum to look at the types of activities learners undertake and the technology used. As we move toward independence on the continuum, we also shift towards interest-based learning. Standards are still used and learning content is aligned to them, but systems are developed for learners to demonstrate proficiency while simultaneously engaging in interest-based learning opportunities. As learners demonstrate greater independence, the higher the percentage of time they can productively spend on interest-based learning activities. Initially when just working to increase motivation and functioning in only standards-based activities, learners will mostly use information management and productivity tools for their technological learning resources. Moving forward on the learning continuum, programs that use algorithms to adapt to a learner’s needs by offering different content based on mastery of a concept may be used. Although these tools may provide a greater level of challenge and material within the proximal zone of development, learner interest, advocacy, and agency are not accounted for. Tasks aligned to interest-based activities when learners are functioning independently require learners to use technology built for creativity.


Educators and learners must co-design learning pathways that take into account the learner’s placement on the learning independence continuum, taking into account the learner’s interests and proper technology tools to plan for deep and meaningful learning experiences.


0.10 What to Look for in a Personalized Learning Environment

As the personalized learning movement continues to grow, we hear with increasing frequency, “What should I look for when visiting a personalized learning environment?” This is an excellent question. Knowing what to look for can make the difference between seeing what seems to be a positive engaging learning environment and understanding the factors present that contribute to making the learning environment exceptional. When visiting classrooms many people focus on the behaviors of the educator to judge whether the class is being conducted in a quality manner. In fact, many of the most popular teaching frameworks employ this frame. Certainly, educator behavior is important, but what really matters is the learning conditions learners experience. In short, what really matters is learning. The good news is that there are a number of specific conditions and factors visitors are likely to see and hear in a learning environment that truly is personalized. While not every factor or condition may be present in every environment, the more factors in play, the more personalized the learning environment is likely to be. This list should be viewed in conjunction with the honeycomb and the personalized learning elements. These are the more overarching conditions that you will see; the elements play a role in making these conditions present.

Purposeful learning. When visitors speak with learners in a personalized learning environment they are likely to hear

learners describe not just what they are learning, but how it addresses key competencies or standards, how the learning

serves a purpose and how they can use it beyond the classroom.

Learner efficacy. Personalized learning environments are designed to help learners make the connection that good choices,

effective strategies, persistence, and good use of resources determine their learning success.

Ownership for learning. Learners in a personalized learning environment typically see their learning as something that has

value to them. They also see the work they do as for themselves rather than to comply with the demands of adults.

Flexible pace. Personalized learning environments break the “iron clad” connection between time and learning. Students are

able to learn at the pace that works best for them. The focus is on quality learning, not the calendar.

Learner voice infused. The perspectives, opinions and preferences of learners are invited, respected and considered in a

personalized learning environment. While learner preferences may not always prevail, they are seriously considered and

implemented where practical.

Learner choice presented. Whenever practical, learners are given options regarding the ways in which they will engage in

learning. It may be the approach to completing a task, how learning will be displayed or with whom learners will work, but


choices are a part of the environment. The focus remains on clear, rigorous standards, but the paths learners will take to

meet these standards include learners as co-designers.

Learners serve as resources for learning. Counter to the traditional view of teaching and learning where learners are

seen as receptacles to be filled, in a personalized learning environment learners are seen as key resources to build their own

learning and support the learning of other students. Learners are encouraged to make connections with prior learning,

employ effective learning strategies, investigate and inquire, and bring new ideas and insights to their learning in addition to

the instructional strategies and skills offered by educators.

Space for learning flexibility. Environments that support personalized learning typically are not organized into rows of

desks and assigned seats. Learners may be clustered around the room, learning in a variety of positions from sitting at

tables, on the floor with other learners, or comfortably on a cushion or beanbag chair. Learners are encouraged to find the

position and location where they learn best without distracting others from learning. For more mature learners learning likely

is expanded beyond the classroom. They may be engaged in digital learning, a blended learning experience or even out in

the community learning first-hand in areas of interest and an authentic manner.

Commitment focus. While legacy learning environments typically depend on learner compliance to assure order and

completion of assigned work, personalized learning environments focus on stimulating and nurturing commitment to learning

as the key driver for learning engagement and growth. Rather than how many problems to solve or how long an assignment

should be, learner questions in a personalized learning environment are more likely to focus on understanding and mastery

as drivers for learning effort.

Collaboration. Contrary to the perceptions of some, personalized learning is not isolated learning. While some learning

tasks and student work are best accomplished as learners are working alone, collaborative learning also plays a key role in a

personalized environment. The question is not “either/or,” but what is the best fit for the learner and the learning task.

Visitors to personalized learning environments are likely to see a variety of learning approaches: learners working alone, in

pairs, small groups and even in large gatherings in response to the learning challenges at hand.

Technology supported. Also contrary to the assumptions of many, personalized learning is not technology driven. Rather

technology is employed thoughtfully and strategically to support learning in the most effective and appropriate ways possible

from the perspective of the learner. Personalized learning environments can be enhanced and made more efficient and

learning options can be expanded with technology, but at the core, it is the shift in the roles of learners and educators and

the employment of key learning and teaching processes that make the difference.

Growing learning independence. Personalized learning environments are organized on the premise that learners are and

will be their own best teachers. The work of educators is to build with learners their skills, knowledge and learning capacity to


prepare them to succeed without external structures and direction to support their learning. In a personalized learning

environment, the organization of learning tasks and the construction of paths to meet challenging standards actively involve

the learner. Increasingly, learners are given driving choices and crucial voice in and responsibility for their learning.

0.10.1 Tool: What to look for during site visits

Time: 60 minutes+

Type: Reflective

Who: Anyone going on a site visit

Difficulty: 2/5

This gets you: It’s easy to get caught up in “stuff” when you go on a site visit – the furniture, the technology, oh my! This tool will help you dig deeper to focus in on what’s really important – the experience of the learner.

Keep in mind: This isn’t meant to be evaluative in any way, just a tool to focus your concentration while visiting.

What are the learners doing to demonstrate …

Purposeful learning

Learner efficacy


Ownership for learning

Flexible pace

Learner voice infused

Learner choice presented

Learners serve as resources for learning


Space for learning flexibility

Commitment focus

Collaboration

Technology supported

Growing learning independence


TRANSFORMATION PROCESS

Now with an overview of our logic model and change strategy, you are ready to begin the transformation process. There are many paths you can take to transformation. Below we adapted Dr. John Kotter’s well-known model of leading change specifically to bringing personalized learning to scale.

A Path to Personalized Learning at Scale Adapted from Kotter’s 8-Step Process for Leading Change

1. Build awareness 2. Construct new mental models 3. Create a compelling shared vision 4. Identify entry points 5. Find quick wins 6. Consolidate examples of transformation 7. Move models toward scale 8. Institutionalize practices & structures

The process we are finding to be successful grows out of the experience and study of CESA #1 districts, with the support of the Institute for Personalized Learning, that embarked on this journey in its infancy in 2010. The next page gives you the outline of the rest of the Toolkit and where you may find the tools you are looking for depending on your stage in the transformation process.


1. Getting Started

Covers basic information for participants to understand more about personalized learning and the approach, understanding readiness for change, and innovation approaches.

2. Design

Covers planning and aspects necessary for teams as they design their vision and how to carry it out.

3. Implementation

Covers how to begin personalized learning in a classroom/school/district.

4. Revision

Covers rapid prototyping and continuous improvement, reflecting on changes and how to continue to push the envelope.

5. Expansion

Covers expanding the model from a classroom to a school, a school to multiple schools, from one grade level to multiple, etc. How to bring personalized learning to scale within a district.

6. Systemic Change

Covers moving to a transformed system -- the “new normal” -- personalized learning IS the way education happens.



1 GETTING STARTED

1.1 Readiness for Change

Re-designing the educational system is a big task! How do you know your organization and staff are ready to take on this challenge?

1.1.1 Tool: Readiness for Change Rubric

Time: 30 minutes

Type: Reflective

Who: 2-5 people – administrative team

Difficulty: 2/5

This gets you: A sense of where your organization is relative to readiness to start designing for and implementing personalized learning.

Keep in mind: Just because you’re ready as a leader doesn’t mean your organization is. Be honest in your examination of where staff is; you may need to spend additional time on pre-activities. Every district’s journey is different, so don’t worry about where you need to start.


Complete the rubric below thinking about your district. Rating System Values 1 – Not in place 2 – In process 3 – Substantially in place 4 – In place/Implementation 5 – Adjustments/Refinement

A clear and compelling picture of the need for educational change has been developed.

1 2 3 4 5

The belief that solving the problems and challenges faced in education will require the participation, commitment and effort of students, not just adults, is widespread.

1 2 3 4 5

Commitment to organizational change has been made by district leaders. 1 2 3 4 5

The assumptions underlying the current system for educating learners have been carefully and thoroughly examined. Operating assumptions that do not align with future performance expectations have been identified for change or abandonment.

1 2 3 4 5

Potential action steps in response to the needs and pressures for change have been identified.

1 2 3 4 5

New assumptions regarding how the system works or can work have been developed. 1 2 3 4 5

Conviction that the traditional system was designed to impart information and develop content knowledge, but the world increasingly requires complex skills and the ability to learn. Information regarding the needs, pressures and options for change has been widely communicated throughout the organization.

1 2 3 4 5

The district is dedicated to non-linear, fundamental change, not just incremental change.

1 2 3 4 5

Key educators and leaders have concluded that unless learners see purpose and value in their learning, they will not try harder or persist longer.

1 2 3 4 5

New ideas and approaches to delivering key services, particularly surrounding instructional practices and student learning, have been developed.

1 2 3 4 5

Information regarding personalized learning as a system change has been shared with key staff.

1 2 3 4 5

District leaders understand personalized learning and can clearly articulate why it’s being implemented.

1 2 3 4 5


The principal(s) involved understand personalized learning and can clearly articulate why it’s being implemented.

1 2 3 4 5

The teachers involved understand personalized learning and can clearly articulate why it’s being implemented.

1 2 3 4 5

All stakeholders believe that learners may be the most valuable, but also underutilized learning resource in most classrooms.

1 2 3 4 5

Personnel have been identified to coordinate the work for the district between administrators, principals, educators.

1 2 3 4 5

If you indicated mostly 3s and above in the Getting Started Readiness measurement, your district is ready to begin! Not where you need to be?

Share stories and data from your school demonstrating that the industrial model may not be preparing all learners to be successful in their future. Beyond test scores, dropout information, and attendance, consider levels of engagement, including high performing students who are just “doing school” and discipline data that may demonstrate that learners are not finding value and purpose in their learning.

Clarify your district mission and vision as they relate to getting learning right for every learner. Reflect on and share observations that people are working hard and doing their best, but learning and success results are not

where we want them to be. Similarly, consider that despite the amount of resources invested in schools and education, we still cannot reach and support everyone with traditional approaches.

Investigate organizational change principles and determine how to apply them to your district.

Focus your attention and discussions on the need for a better approach, not blaming people. Remember, when people are blamed for failures of a system, the problem rarely is the people. It is the system.

Identify and share resources on personalized learning, especially resources that focus on changing the role of learners to be

more active agents in their learning experience.

Look for examples of successful personalized learning in practice. It is great if you can find local examples. However, a number of excellent examples are available in Southeastern Wisconsin schools.


Access resources on our website (http://theinstituteatcesa1.org); consider enrolling in an Institute Studies Cohort, or attending one of the Institute’s workshops or online courses.

Identify key staff to participate in one of the Institute’s Personalized Learning Field Experience days to see personalized learning in action.

Facilitate overview sessions to build understanding among staff as to the need for change and why personalized learning is the

direction the district plans to take.

Be sure to keep the focus on changing the role of learners and the work of learning and avoid allowing structures such as grade configurations, classroom organization and learner grouping, schedules and class assignments and tools such as technology, grading processes and furniture to become distractors at this point in the process.

Develop a list of ways in which this approach to learning and teaching will be different from what is in place today and why and how each change will serve to support the learning experience you want for every learner. Identify what practices, assumptions and processes will be left behind because they will hold everyone back and make the challenge of change to great to overcome.

Communicate the idea that this is a journey that will be undertaken together – with space for trying new things and with the understanding that not everything will immediately work out and adjustments will be made.

http://theinstituteatcesa1.org/


Fill out the chart with the steps you may take to get your district ready.

Action Step Timeline Evidence of movement


1.2 Innovation Approaches

While full-scale transformation to a personalized learning system may be our end-goal, it’s not as easy as flipping a switch. There are many ways to begin innovating. Below are six approaches that seem most common. There are pros and cons to each; the key is deciding what approach is best for your district. Clear communication becomes increasingly important at this stage; depending on the approach, the communication priorities and methods may differ. A thousand points of light Innovation and transformation in general are encouraged by district leadership. Many teachers begin to try new things. This brings many new innovations at once to a district, and quickly. Bringing this approach to scale means creating coherence across the points of light to create a district vision. Petri dish A pilot program is created that fully immerses learners involved in personalized learning. The district or school can test new methods with fewer learners who may match a certain profile. Best practices are learned from this experience and then are applied to other groups and grades. Bringing this approach to scale may require changes to successful strategies as the approach is used with different learners that may not meet a certain profile. It also may cause problems when/if the program disappears. It may also create a sense of “those people” in “that program” that can create discontent in a school or a district as the methods used there are brought into new areas. We are all in this together The district starts by creating a message and vision along with educators, parents, and learners. Once that vision is settled, a pilot is created, but at a larger scale than a small program. Personalized learning will be impacting more learners faster, but also means everyone will be on the same learning curve. Everyone involved has a high stake in its success. Scaling means continuing to expand the model to new classrooms with the same approach. If the first attempt is successful, this method can have great results. If the first attempt is rockier, it could delay your efforts as opposition could grow. With a change in your district vision and mission to this new approach to learning and teaching, you may need to employ strategies to reach educators or parents that are non-supportive. Proof of concept The district starts with an entire school or set of schools that are completely re-designed. The vision is to create a fully personalized learning environment at scale at the beginning. The scaling work lies in pulling out strategies and translating them to other schools across the district. Depending on the approach, this can also be met with resistance as the innovation may be seen as coming from “those people.”


Put your money on a sure winner A district studies and adopts and/or adapts innovations from other districts. They apply what has been learned about transformation and personalized learning to their own efforts. This second generation innovation represents the replication and scaling and builds on the work and learning occurring through a regional network. The secret to successful scaling lies in adapting the innovation to the district’s unique profile and stakeholders. Announce and hold people accountable District leadership creates a new vision which is announced to stakeholders. The key success lies in organizational champions and leaders taking responsibility for nurturing and creating the conditions to make the vision a reality. This is a high-risk approach that often results in little significant change other than a new name and language to describe current practices.


1.3 Effective Leadership for Transformation

If your organization is ready for transformation, consider some of the implications for leaders and for your organization as a whole. Organizations trying to build new capacities and devise new ways of conducting business need to change the prevailing culture—the beliefs, behaviors, and assumptions that have accumulated over time. Create an innovation culture by developing and nurturing emerging ideas within the frameworks presented above. Actively support the transmission of ideas and successes generated by an individual or a small group to the entire school or district. Build a coalition for change. Many individuals already know what needs to change and have good ideas for improving learner

engagement and performance through personalizing learning experiences. Help them understand the needs of the entire organization, encourage them to explain how their ideas address those needs, and empower them to implement change.

Focus on building capacity by obtaining the specific skills necessary for success in a personalized learning environment and

encourage others to do the same.

Provide incentives for change and reward innovators – the intellectual stimulation offered by a challenging work environment and the satisfaction gained in meeting the larger objective of serving children is important. Occasionally, however, offer more than that. Staff appreciation, award programs, and external recognition can all stimulate the innovation process.

Remain involved in implementation and provide necessary resources. Know what’s happening both in the classroom and at the

district and regional levels. Take advantage of your network membership benefits. Connect with other district leaders at forums, workshops, convenings, webinars and other events.

Encourage thoughtful risk taking and create mechanisms for calculating risk, so that the fear of

failure does not trump the desire to create new initiatives. Know when to persist and when to accept failure and move on without participating in the blame game.

Become “intrapreneurs” – individuals or teams within a large organization that take direct responsibility for turning an idea into reality through assertive risk-taking and innovation.


1.3.1 Tool: Strategic Implications

Time: 15 minutes

Type: Reflective


Difficulty: 2/5

This gets you: Thinking about personalized learning in the context of your organization’s strategic plan, priorities and direction.

Keep in mind: You need not re-write your entire strategic plan tomorrow to reflect personalized learning. But, keep it in mind when the time comes. If you are committed to changing the system, be prepared to be bold in your action as a leader.

Minimal

Presence

Partially

Developed

Substantially

Developed

Fully

Developed

N/A

Strategic Implications of this Innovation

Alignment with current district strategic directions and implications

Completed implications scan (if this, then

what)

Calculated financial implications of the

innovation


1.4 Changing Role of Educators and Learners

Personalizing learning shifts the roles of educators and learners. Learners will be more involved and invested in their learning experience. Learning will be much less teacher-directed, particularly in the upper grades. Even in the lower grades, teachers will conference with learners and engage them in thinking and planning for their own learning. Spend some time thinking about this shift for educators and what that may mean for your teaching staff. Also, engage your educators in thinking about this shift and the implications it will have for them and what they can do to truly foster independence in all their learners. Early in the change process, you may not get to the point where relationships and roles are significantly changing, but you will as more changes to learning and teaching are made. It’s important to engage in these conversations early in preparation.

Some expected shifts for the role of the educator

Current Reality Potential Future

Highly structured traditional staffing model with one teacher to one cohort of 25-30 students

Flexible staffing responds to the needs of individual learners and groups of various sizes

Educators practice in isolation

Educators practice together, coach each other, and work as an interdependent team

There are limited opportunities for job and skill diversity for educators

Educators define their own career path from a growing array of options such as becoming content experts, learning coaches, assessment specialists and other emerging roles with flexible grouping of learners

Educators spend a large amount of time preparing lessons and other materials for the school day

Educators spend more time designing learning activities, interacting with learners and conferencing and coaching on next steps in their learning paths


1.4.1 Activity: Learning Continuum and Learner Position

Time: 60 to 90 minutes

Type: Reflective

Who: Teams of educators

Difficulty: 3/5

This gets you: Thinking in the mind-set of a learner first and an educator second to reflect on strategies that are learner-centered.

Keep in mind: You may want to revisit this activity later on in the design process as well. At this stage, the exercise can help educators understand the shift in the value proposition we present to learners that is inherent in personalized learning.

Complete the chart below from the learner’s perspective. For example, if you’re a resistant learner, what are your perceptions about learning? (I’m not good at learning/a specific subject, etc.)


Learner Positioning Related to Learning

Types of Learners

Resistant Compliant Committed

Perceptions about learning

Behaviors when learning

Relationships with others related to learning

Goals related to learning


Now, fill out the chart using the insights you gained in the previous activity, and identify actions you can take from your perspective – the educator. What are strategies you can adopt to support learners moving towards independence and commitment to their own learning?

Learner Positioning Related to Learning: High Leverage Teacher Strategies

Types of Learners

Resistant Compliant Committed

Perceptions about learning

Behaviors when learning

Relationships with others related to learning

Goals related to learning


1.4.2 Resource: Five Key Shifts in Thinking and Practice

What implications does a personalized learning environment have on instructional practices? Traditionally, a teacher’s job has been to know the standards and curriculum, decide on the pace, prepare lessons and teach these to the learners in his or her classroom. The student’s job was to learn the material in the way it was presented by the teacher. In a personalized learning environment, there are several fundamental shifts to this relationship. Learner and educator are repositioned and their relationships become interdependent. They now work together to ensure the standards are met and curriculum is learned, which implies several changes for instruction. Shift #1 Instruction has traditionally been viewed as the curriculum to be taught, the pace at which it will be taught and the way it will be presented – all determined by the educator. The first shift involves looking at content, competencies and learning from the perspective of the learner. It requires educators to take a learner-facing view when preparing their instruction. When making this shift, educators should keep the following in mind:

Is the learner seeing the relevance and value of what they are about to learn? Are the competencies clear and compelling? What skills, strategies and other resources are necessary for the learner to have success? Based on the information I have regarding the learner, what actions can I take to increase learning success? How are we going to measure outcomes?

Shift #2 This shift has educators moving from the expectation of learning on demand to delivering instruction on demand. In other words, it is not about “driving the curriculum bus” whether the student is ready to learn or not. Instead educators should focus on the instruction that is needed to help move learners to the next level. Questions to keep in mind for this shift include:

How can I create flexibility in content, skill and knowledge development in order to meet the learner’s readiness and desire to learn?

What information do I need to have in order to understand what instruction is needed? What resources can I provide to support the student’s learning path? How do we ensure there is a balance between what the learner wants and is ready to learn and the standards that must be

covered?

What instruction will this learner need to support the next stage of learning?


Shift #3 The third shift is about re-thinking the purpose of learning. Often we justify what is being taught by saying the learner will need it in middle school, high school, college or some other far off time in the future. This shift has educators working to convey a current purpose for the learning in which the student is engaged. It is a shift from learning “just in case” to learning “just in time.” Considerations to keep in mind for this shift include:

How clear is the purpose and utility of the content, skill or knowledge I am asking students to learn? How can I convey the purpose in ways that make sense to the learner? How can I help learners discover the purpose by engaging them in exploration, discussion or investigation? What applications of the learning will enrich the learner’s life, increase their power or move them closer to a goal? What will I do if I can’t convince the learner of the purpose or value of the learning? What if I don’t see the purpose or value of the learning?

Shift #4 Historically the focus of learning and the assessment of learning have been on content accumulation and regurgitation. This fourth shift recognizes that learning is not just the accumulation of content; in fact, technology has made content readily available at our fingertips. Instead, educators should focus on helping learners build their capacity and understand new ideas and concepts. Asking themselves the following questions will help this shift:

What foundational content do learners need to support the next skill? How will the content the student is learning help them to be a more effective learner? How am I helping students to become more powerful learners? How will the growth of learning capacity be measured? How will I help students apply their growing learning capacity to the next learning challenge?

Shift #5 For decades our focus has been on ensuring learners have access – to technology, tools, and resources. This final shift moves beyond that focus to helping learners take advantage of access to ensure their success. To accomplish this shift, educators should consider:

What opportunities and supports are necessary for learning success? Do learners have access to the opportunities and supports they need to achieve success? How will I know when learners are not on a success trajectory so that I can intervene early?

What intervention strategies will I employ when learners come up against barriers to learning? What learning support resources are available to me to help struggling learners?


1.5 Developing a Communication Plan

One thing we’ve learned from our experience (from communicating about our own work) and from our action network is that it’s better to plan earlier rather than later for how you’ll communicate about your personalized learning work. (But there is a fine line – be sure you know what you’re communicating and to whom before you jump in!) Please refer to our Communications Toolkit for further support in this process!


1.6 Staying Connected

Take a moment to reflect back on how far your thinking has come from the beginning of this toolkit! As you continue on your journey with your district, there are two resources you may want to connect with:

1.6.1 Resource: Google + Communities

Time: On-going

Type: Connection

Who: Anyone

Difficulty: 0/5

This gets you: A chance to connect in a social environment with other educators or stakeholders committed to personalized learning.

Keep in mind: The community is what you make of it! As network connectors, we can create the space to connect and share, but it will not be successful without the input and participation of users. We hear frequently of the desire to connect on-demand with other educators personalizing learning – this is your opportunity to do so!


1.6.2 Resource: Webinars

Time: On-going

Type: Learning

Who: Anyone

Difficulty: 0/5

This gets you: A chance to explore and learn about topics related to personalized learning.

Keep in mind: If you have any suggestions for topics for us to explore, please let us know!



2 DESIGN

Before you get started with design – recall the importance of working within an action network. By sharing experiences and learning from each other, the work can be accelerated. It will be easier from here on out to get so focused on your own design work, implementation work, and scaling work that this message may become fuzzy. Commit now to three things: 1. I will listen to others in the network share what they have done and what they learned. 2. Each time we share, I will adapt or adopt one thing I learn for my classroom/school/district. 3. I will share data to demonstrate success, pose questions, and stimulate analysis. Periodically, we will ask you for an update on some of the information below. This helps us to analyze and draw conclusions across the network(s) to demonstrate the power and success of personalized learning. Ultimately, being able to present this information cohesively to interested parties across all districts engaged in this work will make or break it becoming a national movement and truly the new educational system design.

Now it’s time to start designing your personalized learning environment.


2.1 Establishing Your Team

Identify a small to moderately sized group of staff to launch the work. Look particularly for staff members who are highly interested in the work, willing to take reasonable risks and already understand and are oriented toward practices associated with student centered learning. This group can lead your school and pave the way for future expansion as experience grows and readiness develops. Each project site should identify a comprehensive implementation team that includes district and school level leadership, classroom teachers and specialty or support staff, as needed. There are a few roles that we have found in successful teams. Designate a person(s) to take on the following roles: Primary Contact: who is coordinating your district efforts? Archiver: Who will track your journey and progress? Facilitator: who will lead the team in meetings, planning, and design sessions? Problem-Solver: when someone is stuck, who is the first line of defense in opening passages, finding resources, etc.? Team Member: Email address: Title: Building:

Record team members.


2.2 Generating Ideas

Amazing outcomes start with bold ideas, but that’s only one step in the process. Organizations also must select the best ideas,

implement them, produce results, and then scale them. The idea generation process should challenge long-held assumptions (see earlier uncovering assumptions activity), with an eye toward finding fundamentally new ways of doing things. Developing big, bold ideas often requires dismantling or bypassing structures and systems that ensure conformity and stifle creativity. One way of doing this is to create safe havens or pilot projects consisting of a small group of talented and motivated people who feel free to innovate. (Sound familiar?!)

2.2.1 Tool: Personalized Learning Element Matrix

Time: 90 minutes

Type: Reflective

Who: 5-8+, administrative team and comprehensive implementation team

Difficulty: 4/5

This gets you: Thinking strategically about where your district currently is and what entry points in the honeycomb model may create the most leverage for you to begin with. Use the number scale at top (5-0) to indicate the alignment of the honeycomb element to your district’s current position. In the last column, total your points -- you may wish to begin with those elements where you score the highest.

Keep in mind: Don’t think you have to tackle the whole honeycomb at once! Start with 2-3 elements and expand from there. Focus early attention on the three core components: learner profile, proficiency-based progress and customized learning paths. These elements will serve as the platform for subsequent entry points as you build your personalized learning model. Consider where current instructional practices and skills (See the teaching and learning ring of cells in the honeycomb.) are aligned with the model you are creating. Leverage these elements as places to start.


School

Plan Alignment

Interest/

Enthusiasm

Access to

Expertise

Possibilities

for Success

Opportunity

for Growth

Total

Points

Core Components

Learner profiles

Customized learning paths

Proficiency-based progress


Personal learning goals


Learner choice

incorporated

Multiple instructional methods/modes



Customized responsive

instruction




Progressions toward

deeper learning

Standards guided learning

5 = Exceptional 2 = Low

4 = High 1 = Extremely low

3 = Neutral 0 = Nonexistent


School

Plan Alignment

Interest/

Enthusiasm

Access to

Expertise

Possibilities

for Success

Opportunity

for Growth

Total

Points


Learner independence

Learner as resource


Co-designers of learning

Educator collaboration

Family engagement

Shared commitment to

success


Recognition of anytime/anywhere

learning

Learning aligned technology

Learner-centered staffing

Flexible learning spaces

Flexible time and pace

Integrated data

management system

Learning aligned grouping options


2.3 Creating a shared vision

Take the elements from above that you scored the highest and think of them as your starting points. Maybe there are too many to address initially; then whittle down more. Two or three, and no more than six, is a good number to start with. With these in mind, now start to create your vision. Remember to start at the core and build out to avoid superficial efforts that will not have the impact you seek. What will personalized learning look like in your district in the next year? You may wish to create an over-arching vision – the ultimate of what it will look like once you’ve gone to scale. Keep in mind there are many checkpoints and benchmarks along the way before you’ll get there.

Where are you going? What will it look like when you get there? This vision should be a concrete statement of what your work will achieve, such as “remove the ceiling of learning for all learners through a personalized learning approach to mathematics.”

2.3.1 Activity: Personal honeycomb creation

Time: 15-30 minutes

Type: Planning

Who: 5-8+, comprehensive implementation team

Difficulty: 1/5

This gets you: Zero in on the honeycomb elements that you plan to address to be sure that you are focusing on personalized learning and moving beyond the constraints of the assumptions underlying the current system.

Keep in mind: Your honeycomb will expand with time as your initiative does. If you like, we can provide you with a template to cut-out the honeycomb cells so you can manipulate their configuration to build your district’s own honeycomb based on the elements you plan to address.


Record the honeycomb elements you will be addressing – mark an “x” in the appropriate row.

Core Components

Learner profiles

Customized learning paths

Proficiency-based progress


Personal learning goals


Learner choice incorporated

Multiple instructional methods/modes



Customized responsive instruction




Progressions toward deeper learning

Standards guided learning


Learner independence


Learner as resource


Co-designers of learning

Educator collaboration

Family engagement

Shared commitment to success


Recognition of anytime/anywhere learning

Learning aligned technology

Learner-centered staffing

Flexible learning spaces

Flexible time and pace

Integrated data management system

Learning aligned grouping options


2.3.2 Activity: Creating a vision statement

Time: Varies

Type: Reflective, Planning, Design-work


Difficulty: 4/5

This gets you: A vision statement describing your ultimate end point of what personalized learning will look like in your district.

Keep in mind: Your vision can address your endpoint for year one, two, or three, or could be even longer-term – the ultimate vision of what personalized learning will look like in your district. If you go for the longer-term, realize that you’ll go through many iterations of goals and action steps to get there. You don’t have to build it in a day!


Create a compelling shared vision

Develop a picture, in words, graphics or other symbols, of how learning will be supported, learners will engage, and instructional processes will be organized when the redesign is complete and implemented.

Be sure to keep the focus of the vision on how the experiences of learners will change in ways that will create a path to success for all learners.

Coach and support the dialogue to remain focused on the benefits for learners and learning and the purpose of changes in approach rather than allowing conversations to become focused on adult implications and issues. There will be time to figure out these issues later.

Avoid allowing the vision to become too tightly tied to you. The discussions, experiences, analysis and vision building work you have done needs shared ownership and commitment to the work. If others are not expressing and demonstrating commitment to the vision at this point, you probably need to retrace your actions and re-engage people in the process.

Ask and share the reasons why you see the vision you and others have created as compelling and worth pursuing. Listen carefully to why others see the vision as compelling and repeat those reasons you know to be important and worth pursuing.

Vision:


2.4 Goals

Goals are smaller benchmarks that will help you achieve your vision. To follow from the example above for vision, a goal may be that learners have flexibility in their learning path as they demonstrate proficiency in math standards.

How will you know when you are there? Clearly define the problem and seek the best possible solution. Focus on measurable outcomes. Be clear and transparent about the scope and focus of the early work. There is no benefit in over promising or over-reaching at this point in the work.

2.4.1 Activity: Goal setting

Time: 60-90 minutes

Type: Design-work


Difficulty: 4/5

This gets you: The short-term impacts you want personalized learning to have in your district.

Keep in mind: Your goals may change each year as you continue to expand and build!


2.4.2 Activity: Identifying data

Time: 60-90 minutes

Type: Design-work


Difficulty: 4/5

This gets you: Identifying up-front the measures and data sources you will use to know that you have met your goals and vision.

Keep in mind: A mix of traditional measures and new measures will be helpful. Skeptics will want to see that personalized learning can move the scale on standardized tests. As you dig deeper into personalized learning, having good ways to measure other types of growth, such as learner independence, will also be helpful.

Learning and progress data to collect Tool to collect

4th grade reading level for all learners State standardized test

Learner engagement TBD (will add to action steps)

Record the data you will collect and why.


2.4.3 Tool: Using Data to Inform Personalized Learning

Time: 60 minutes

Type: Design-work

Who: Individually or as a team

Difficulty: 3/5

This gets you: This activity asks guiding questions to help a personalized learning implementation team think about the data they want to collect to demonstrate the progress of personalized learning in their district/school/classroom as well as how to have learners utilize data to understand themselves as learners, set goals and determine strategies for learning.

Keep in mind: It’s important to look at data collected in terms of trends, not single data points.


Using Data to Demonstrate Progress: What indicators will demonstrate the effectiveness of the personalized learning work in your district/school/classroom? Think specifically about:

Leading indicators (attendance, discipline, etc.):

Lagging indicators (academic growth, decreasing academic gaps, etc.): Understanding the Learner and their Data: How can you utilize individual learner data1 to inform your understanding of individual learners? More importantly, how can you utilize learner data2 to help your learners gain a more comprehensive understanding of their own academic data trends?

1 Consider various types of data from informal, formative assessments to data gleaned from more formal, summative assessments or projects. 2 State-testing level data for student trend data over a period of years (in Wisconsin the WISEdash tool provides various graphs and charts that represent this trend data).


Using Learner Data to Inform Learner Goals and Learning Paths: What data will be of value in working with learners to develop:

flexible groupings at the beginning of a unit of study?

individualized learning goals and customized learning paths?

How will you do this?


2.4.4 Activity: Transformational Practices

Time: 30-60 minutes

Type: Reflective


Difficulty: 3/5

This gets you: Pause for a minute and re-check that your vision and goals are transformational.

Keep in mind: If you aren’t fundamentally changing what goes on in the classroom (starting with learning and teaching!) or changing one or more underlying assumptions, go back to the drawing board. Starting with structure and policy (including just an infusion of technology) is not going to get you to a transformed education system with the learner at the center. Look at the list below – are your goals and vision transformational? o Rests on one or more significant new assumptions regarding how the system works or can work and may suggest a new

metaphor for its operation (e.g. orchestra vs. factory) o Results in change that is non-linear and not incremental o Leads to the dismantling, abandonment and/or replacement of previously standard practices and operating procedures o Involves new ideas and approaches to delivering key services, particularly surrounding instructional practices and student

learning

o Requires new skill sets, roles and relationships among adults delivering core services

o Can be sustained by reallocating but not increasing financial resources needed to operate the organization

o Requires the development/adoption/adaptation of new and existing technologies to support its implementation and ongoing utilization

o Promises a high return on investment to be worth the resources (time, effort, financial and others)


2.5 Creating a Customized Path

Just as educators will be asked to develop customized paths with their learners, the road to personalized learning looks different for every district/school/team. Use the following template to guide you through this process with your staff.

2.5.1 Tool: Building A School Level Customized Learning Path (for building leaders)

Time: 60 minutes

Type: Reflective

Who: Administrative team

Difficulty: 4/5

This gets you: As a leader, think about how you can create a learning path for your staff that makes sense for your current situation. These questions will guide you to plan for implementation with the three core components, in the same way that we are asking our teachers to plan for personalized learning with their learners. Before getting down into action plans and steps – use this tool to answer some bigger questions.

Keep in mind: Do you want to include your larger implementation team in this discussion? Commit to provide cover, support and key resources to the initial group. You need to create high potential for success, but you also must keep an eye on how the process will scale and be built over time.


District/School/Team Personalized Learning Goal:

Learner Profiles: What staff information do you and your staff need to gather before building a customized learning path for this goal? Knowledge of prior knowledge/proficiencies (re: pre-test data)? Staff interests and/or learning styles?

Customized Learning Paths: How will you work with staff to determine their path for this goal? What kinds of options/activities could you provide to staff that would best meet their needs?

Proficiency Based Progress:

What will leaders and teachers know and be able to demonstrate after reaching the goal? How will you and your staff know when you’ve gotten there?


2.6 Developing a plan

How will you get there? What do you need to bring with you? What path will you follow? How long will it take?

Now it’s time to dig into the action steps you’ll take to reach your goals and achieve your vision. Develop a plan with clear action steps and deliverables. Position your action steps into a timeline with benchmark periods. Some districts use 30-60-90 days, others use semesters, others quarters. Use the timeline that makes the most sense to you and will keep your team accountable.

2.6.1 Tool: Action Plan

Time: Varies

Type: Design-work, Planning


Difficulty: 4/5

This gets you: Detailed steps to move forward. The activities you need to undertake in order to reach your goals.

Keep in mind: This is a snapshot in time. Your activity plan will change as you achieve the steps. Keep adding and adjusting throughout implementation.


Time Period 1:

Action Step Assigned To/Lead Person

Target Start Target End Resources Needed


Time Period 2:




Time Period 3:




2.6.2 Activity: Collecting Resources

Time: Varies

Type: Planning, Learning


Difficulty: 3/5

This gets you: A comprehensive list in one place of the resources you plan to use or have used to develop your work. This will be helpful as you need to explain to others what you’re doing – being able to go back to your original ideas will be helpful!

Keep in mind: This list will expand and grow as you do!

Research:


Best practices:

Technology Tools:


Examples of other models or programs:

Assessment tools:


Other:


2.6.3 Activity: Identifying Challenges

Time: 30-60 minutes

Type: Reflective


Difficulty: 3/5

This gets you: Identifying challenges ahead of time. If you can identify potential roadblocks, you can include in your action plan how they will be addressed from the start so you don’t get off track. Don’t forget to think about those stakeholder groups you identified in your communications plan that might be opposed or resistant to the changes you are advocating for.

Keep in mind: This activity isn’t to say there won’t be unexpected challenges that arise. Be prepared for those too!

Challenges:


2.6.4 Activity: Identifying Professional Development

Time: 30-60 minutes

Type: Reflective


Difficulty: 3/5

This gets you: Identify possible professional development needs of staff early-on. Think about this broadly: what additional knowledge and skills will educators need to implement this model?

Keep in mind: Begin with what is necessary initially to get staff ready. Realize that professional development needs will expand as your program expands and more teachers are involved.

Immediate needs (must be done before we get started): We suggest that this be a conversation with the educators who will be piloting. Don’t guess what their needs are – ask!


Short-term needs (this semester or year):

Long-term needs (next year/expansion):


Record the following information: o Content area(s) you will address o Will this be district-wide initially? If no – which school(s) will be involved? o Grade level(s) involved o Number of classrooms involved o Number of learners involved o Number of educators involved



3 IMPLEMENTATION

The majority of this section is geared toward classroom teachers. These are meant to be the tools, activities, etc. that can help as you roll-out personalized learning. This is also a good time for teachers to complete their own classroom communication plan if they haven’t done so already. After all, they will be on the “front lines” so to speak in communicating to arguably the most important stakeholder group – the parents!

3.1 Readiness for Implementation

3.1.1 Tool: Implementation Readiness Rubric

Time: 30 minutes

Type: Reflective


Difficulty: 2/5

This gets you: A gauge of your district’s readiness to implement personalized learning without potential blowback.

Keep in mind: Sometimes you really do just need to jump. If you have most of the major pieces in place, get started, the rest can be built as you taxi down the runway.



The district has engaged the school board in understanding what personalized learning is, why this approach is being taken, and has received approval to move forward

1 2 3 4 5

The district has engaged educators in understanding what personalized learning is 1 2 3 4 5

Teacher(s) involved have permission to try new instructional practices and approaches and are ready to do so

1 2 3 4 5

The instructional model has been developed with the Design Principles for Personalized Learning Environments in mind

1 2 3 4 5

The school/district has a clearly defined timeline and process for implementation 1 2 3 4 5

Initial steps for transforming the organization to a personalized learning approach have been identified

1 2 3 4 5

District leaders understand personalized learning and can clearly articulate how it will be implemented and its potential impact

1 2 3 4 5

Principal(s) involved understand personalized learning and can clearly articulate how it will be implemented and its potential impact

1 2 3 4 5

Teacher(s) involved understand personalized learning and can clearly articulate how it will be implemented and its potential impact

1 2 3 4 5

A comprehensive plan for communicating the vision is complete and being implemented 1 2 3 4 5

A point person has been identified to lead district communications about personalized learning 1 2 3 4 5

Information regarding the needs, pressures, and options for change has been widely disseminated throughout the community

1 2 3 4 5

The district has engaged parents in understanding what personalized learning is, the plans the district has, and how it will impact their child(ren)

1 2 3 4 5

The district has engaged other external stakeholders (community) in understanding what personalized learning is and the impacts it will have on the community and the district

1 2 3 4 5


The district has engaged learners in understanding what personalized learning is, the new value proposition offered by personalized learning, the support being given to transition to this new system, and how it will impact their learning and experience in school

1 2 3 4 5

Feedback mechanisms for both internal and external audiences have been identified 1 2 3 4 5

Teachers and other staff have received training and possess the capacity to engage in personalized learning strategies and techniques

1 2 3 4 5

Educators are aware of the support and training available throughout the year 1 2 3 4 5

The principals involved clearly understand their role in supporting teachers throughout the implementation process

1 2 3 4 5

The district/school has identified the costs associated with implementing personalized learning 1 2 3 4 5

The district/school has identified resources needed to implement personalized learning 1 2 3 4 5

Organizational resources are aligned/allocated to support pursuit of the new vision 1 2 3 4 5

The district has a plan and/or process in place to collect, access, and store data to facilitate personalized learning decisions

1 2 3 4 5

Clear, achievable metrics are in place to track progress and define success 1 2 3 4 5

The district has adequate technological infrastructure to implement personalized learning 1 2 3 4 5

Educators have adequate technology skills and tools to support the implementation of personalized learning

1 2 3 4 5

If you indicated mostly 3s and above in the Implementation Readiness measurement, your district is ready to begin! Not where you need to be?

Clarify the need for change to external stakeholders

Facilitate overview sessions to build understanding of the changes among all external stakeholders

Write a series of articles for the local newspaper or to share on social media to inform the public

Create a message map

Help people understand the why, what, and how behind this work


Remember the tone that is set at the district level will be the one that permeates the organization

Identify quality professional development opportunities for staff

Dedicate time with your team(s) to plan and discuss the implementation strategy

Reach out to the Institute for Personalized Learning for advice and support

Connect with others in the network

Identify resources that can be re-purposed for the work

Develop a technology plan– if the ideal is not achievable, work as a team to determine trade-offs and intermediary steps to ensure success

Examine metrics and determine which will most appropriately measure success and create a plan for how to track this progress and report on it

Fill out the chart with the steps you may take to get your district ready for implementation.

Action Step Timeline Evidence


3.2 Designing for Implementation

While section 2 focused on design at a high-level, this section will help with classroom-based design and implementation.

3.2.1 Activity: Team/Classroom Vision Building

Time: 1 hour

Type: Design-work

Who: Classroom Team

Difficulty: 3/5

This gets you: Questions to push your thinking and allow for a vision of what personalized learning will look like in your classroom to begin taking shape. Specifically this activity will help you think about the implementation of academic standards in a personalized learning environment.

Keep in mind: We’ll go through smaller steps to take to achieve this vision – this is about building that end-goal that you’ll work toward.

How can an educator collaborate with learners to work on a standards-based goal that they are ready to work on, in an engaging and efficient manner?

What core elements of the Honeycomb Model are involved in this process and when?


Is there a system of work flow that can be put in place to allow for independent learners to remain motivated, focused, goal-oriented and highly engaged?

What does assessment look like in this system?

What roadblocks and obstacles are currently in place? Who is responsible for moving past them?

What might this classroom feel like? Look like? Sound like?

How can we involve our stakeholders in this system?


What are the steps that need to be put in place to support, build, and scale the vision into reality?

Quick Write:

Write a brief description of your vision for your classroom(s) or school(s). Focus on how the academic standards and personalized learning can be utilized to move students towards being career and college ready as well as lifelong learners.


3.2.2 Tool: 6 Week Prototyping Template

Time: 1 hour

Type: Design-work

Who: Classroom Team

Difficulty: 3/5

This gets you: A concrete plan for changes in your classroom based on how you want learning to be reflected. Specifically this activity is designed as a prototyping model to re-visit every six weeks to make additional changes.

Keep in mind: You do not need to tackle everything at the same time. Use the other tools throughout section 3 to assist as you build out new areas.


School/Team/Individual: Overarching Vision Write a brief description of the vision that you have for personalized learning in your classroom (4-6 sentences): What will change in the learning experience for learners as a result of this work? Short-Term Objectives What objectives and benchmarks will guide your work and help you reach your vision? If possible, align each objective with a personalized learning element.


Of the objectives articulated above, identify a short term objective of focus that aligns with your vision and that is attainable in the next 6 weeks: Identify the impact of this objective Content area:

Grade(s):

School(s):

Number of learners that will be involved:

Number of educators that will be involved:

Connection to other Initiatives & Work:

School or Teacher level SLO Closing the Achievement Gap Literacy Achievement Coaching Connections Universal Design for Learning Other (district or school initiative) Other (professional goal)

Explain connect:


Data What data will you collect? Why? What impact are you hoping to have?

Data to collect Tool to use to collect and how often (daily, weekly, monthly)

Why this data is important (impact)

Timeline Draft a timeline of events, resource development and data collection for implementation of your identified short term objective: *Week 1 (baseline data):

Run classroom as usual. Collect baseline data with identified data points. Discuss baseline data with colleagues.


Telling the Story Identify one learner that has had success during this six-week trial. Record this story in some way.


3.3 Learner’s Profiles

The learner profile is one of the core components of personalized learning. This information about the learner should be used – in conjunction with the learner – to determine their unique path to achieving proficiency in all the standards. You’ll note that we often refer to a learner profile as a learner’s profile. This distinction is important because this document/information should be transparent to the learner, and their input into its creation is critical. The profile should be owned by the learner.

3.3.1 Tool: Learner’s Profile Planning Guide

Time: 60 minutes

Type: Creation

Who: 2+ -- teachers and administrators

Difficulty: 3/5

This gets you: A frame to create your own learner’s profile template.

Keep in mind: Creating a useable learner’s profile will make your life easier in planning those next steps with a learner along their path. A learner’s profile isn’t something to be created and then put in a drawer and taken out twice a year. That’s the old system! This should be a living document that is used continually (or at least parts of it).

We purposefully have created this tool to help you build your own learner’s profile for your school/district instead of giving you a template to fill-in. We see the four frames as being critical pieces to the profile, but how it looks and the specific elements within each frame may differ depending on your district.


Directions: Use this framework to identify critical components of a Learner’s Profile. Use the following questions as a guide.

What learner data do you currently possess?

How can this data be used in a learner’s profile to support personalized learning?

What additional data do you need to develop or access?

How will learners be involved in the creation and maintenance of their learner’s profile?

Currently use

Need to develop or

access

How can this information be used to support

personalized learning?

Frame 1: Demographics

Learner identification: Name/Photo

Team/Grade/School/Year

Family/living arrangements

Other

Frame 2: Academics

Test scores

Progress data

Formative/interim assessments

Other

Frame 3: Learning Capacity

Skills

Habits

Dispositions

Other

Frame 4: Interests, Aspirations,

Learning Drivers

Current preoccupations

Hopes for the future

Factors that propel learning

Other


3.3.2 Tool: Learner Profile Guiding Questions

Time: 45 minutes

Type: Design-work

Who: Individual or team

Difficulty: 3/5

This gets you: To answer additional questions to put together the most effective learner profile for your team.

Keep in mind: A "Learner Profile" is a tool that educators and learners continually use to inform the goals/standards learners are focusing on, to build a customized learning path and to decide how to demonstrate proficiency.

While the information on the learner profile is important information for our educators, in a personalized learning classroom it is even more important that the learner profile reveals information and data for our learners to use. When learners own this information, it enables them to develop the learner efficacy that is instrumental in personalizing an educational environment. These questions refer to the four Learner Profile frames from the Learner’s Profile Planning Guide tool.


With the developmental readiness of your learners and the content area you are personalizing this year in mind, take some time to brainstorm the following questions. What do your learners need to know about themselves to help identify a goal? Learners might need to know:

[Frame 2]: What do I already know? What can I do? What do I need to learn? [Frame 4]: What peaks my interests, passions and aligns with other goals I have?

What do your learners need to know about themselves to build a customized learning path (re: activities and strategies for learning)? Learners might need to know:

[Frame 3]: What is my learning style (i.e.: what representation of content/process works best for me?)? o Think about, what will help me learn this best: direct teacher instruction, watching or creating videos, group work,

individual study, apps, etc. [Frame 3]: What helps me to engage in learning? Think about preferable:

o Environment (space, noise, light, furniture, etc.) o Time of day o With whom o Tools and strategies o Topics that incite excitement and natural curiosity


What do your learners need to know about themselves to determine how they would like to demonstrate their proficiency? Learners might need to know:

[Frame 3]: How do I prefer to express what I know or have learned? Think about preferable... o Modes of communication (writing, speaking, acting, creating games, teaching, etc.) o Ways of assessing (assessment FOR, AS and OF learning)

[Frame 2, 3 & 4]: What way can I demonstrate my learning that will create the deepest and most enjoyable learning experience for me?

Process and Structure: What elements of the learner profile are most important to focus on at the beginning of the year? What elements of the learner profile do I want to add mid-year?


What is my end goal for the learner profile? Where will learner profiles live? How will I share the profile and get feedback from my leadership, colleagues and (most importantly) learners about its effectiveness and value?


3.4 Customized Learning Paths

Working with your learner to develop their unique learning path is the crucial act of planning that learning progression based on the learner’s profile. We get a lot of questions on this part – how far out do you plan? How unique is each path really? Know that your understanding and answers to these types of questions will morph as you continue to grow and implement personalized learning. A great place to start is to think of unique paths within units or topics.

3.4.1 Take It: Personalized Learning Plan Template

Time: 20 minutes initially to fill-out, 5-10 minutes for updates

Type: How-To

Who: Educator and Learner

Difficulty: 4/5

This gets you: A possible template to use with your learners to plan their personalized path. Use this document as a guide when conferencing with learners. (See the next Take It activity for steps in the conferencing process).

Keep in mind: You may need to modify this generalized template depending on the age of your learner. Use this as a guide to create the document or resource that will work best for you and your learners.


Essential Question/I Wonder…:

Why am I learning this? Because then I can … This helps me in the following ways … Connection to real-life goals

What am I learning? I Can Statements/Standards Addressed

What do I need to know (learning targets?)

Vocabulary Skills Processes

How will I learn this (steps I will take)? Read Find Choose

What tools and resources do I need? iPad Textbook Blocks

How will I show what I have learned? Read Say Show Compare

Learning Reflection: I learned … I need …


Conferencing and setting goals with learners is a great way to create unique paths with clear progressions for learning.

3.4.2 Take It: Conferencing Steps

Time: 20 minutes

Type: How-To

Who: Educator and Learner

Difficulty: 4/5

This gets you: The steps to a successful conference with your learners.

Keep in mind: Goal setting should be learner-led where possible. Your role is to guide them to make sure their goal is achievable, compelling, and rigorous. Use the previous tool as a partner document to this process!

Learner Name: Subject area/Unit of Study:

Step A -- Prepare What learner data or learning continuum (or continua) will you need to review prior to meeting with this learner? If there is currently no such data, what will need to be adapted or created?

https://www.youtube.com/watch?v=TIzxsUzlwTc&feature=youtu.be


Step B -- Connect How will you connect with this learner in a couple of minutes?

Step C -- Reflect and Evaluate What prior data will you discuss with your learner to determine how they did with their last goal? What does this data tell you?

Step D -- Goal Setting How will you work in collaboration with this learner to set a goal? What tools will you use (or develop) to give learners some ownership in this process? Identify the goal below.

https://www.youtube.com/watch?v=TR-J-A7o6EY&feature=youtu.be

https://www.youtube.com/watch?v=Oyko9znSFaw&feature=youtu.be

https://www.youtube.com/watch?v=TRM2fUdu0qI&feature=youtu.be


Step E -- Define the Customized Learning Path What independent activities will you include as options for your learner to build the path to their goal? What activities or resources will the learner contribute?

1. 2. 3. 4.

What mini-lesson opportunities will you provide to meet the needs of learners with this goal?

1. 2. 3. 4.

What strategies have been identified for you and the learner to monitor progress?

1. 2.

How will the learner demonstrate that they are proficient in their goal? (What role will the learner play in determining how they will demonstrate what they know?) This could include one product or multiple check points along the way.

1. 2.

Step F -- Conclusion What elements do you want to be sure to include in your conclusion? (Will the whole customized learning path be developed? When will the next check point be to assess learner progress?)

https://www.youtube.com/watch?v=Qs6LmWvOGjA

https://www.youtube.com/watch?v=e0xWNYHUSEo&feature=youtu.be


Other things to think about: What logistical barriers will need to be overcome to regularly goal set with learners? How can that be done? What learner competencies need to be built to enable them to set and work on goals independently? How can that be done? Want to see this process in action? Check out the archived webinar featuring an educator and learner from the West Allis-West Milwaukee School District.

https://cesa1230.eduvision.tv/directplayer.aspx?q=N1VVbOR2eYMvW8Zv%252f%252bYtdMF%252bkA5hcmeQtRnDscl0rqE%253d


Before getting started with goal setting with your learners, you may want to play-out how this process will work with colleagues.

3.4.3 Activity: Goal Setting and Conferencing Role Play

Time: 60 minutes

Type: Learning

Who: 3 teachers

Difficulty: 4/5

This gets you: A sense of how goal setting will play-out with a learner.

Keep in mind: In many ways, conferencing will take the place of your lesson planning. Find time in your routine or create a new routine to allow time for conferencing with your learners.

Directions:

One person is learner

One person is educator One person is observer

Role play a goal setting conference, creating a goal that would be applicable to your classroom. The role of the observer is to watch and reflect on what is happening during the conference as an outsider. Change roles and repeat until each person in your triad has done all three roles. Going through each perspective will help you understand the conference a little differently.


3.5 Proficiency-based Progress

The third core component to a personalized learning environment is proficiency-based progress. Learner progress is based on demonstrated proficiency in pre-defined, agreed-upon standards.

3.5.1 Tool: Assessment Analysis

Time: 45 minutes

Type: Reflective

Who: 3 teachers

Difficulty: 4/5

This gets you: To think about two questions: How do you currently measure “success”? And How could you use proficiency-based progress measures in your classroom or district?

Keep in mind: Personalized learning can employ every type of assessment. You probably already have high quality examples of each assessment type that you are already using. Part of personalization, particularly in goal setting, is working with the learner to determine together the appropriate assessment type to use.


In your group of three, each person selects one category of assessment. Share with your small group examples of assessments you currently use in your classroom. Describe what these assessments look, sound and feel like from a learner perspective and from an educator perspective.

Assessment Type Examples You Currently

Use Educator’s Perspective Learner’s Perspective





3.6 Using the Three Core Components Together

Now that we’ve talked about each of the core components separately, let’s think about how these three components are the basis, or innovation platform, of the rest of the work and how you use them together.

3.6.1 Tool: Integrating the Three Core Components

Time: 20 minutes

Type: Planning

Who: Educator

Difficulty: 4/5

This gets you: Thinking about how the three core components work together

Keep in mind: This is for your planning purposes as an educator on the front-end – how will you create unique pathways taking into account the learners’ profile while still covering required standards?


Standard/Learning Target:

Learner Profiles: What learner information do you and your learners need to gather before building a customized learning path for this standard? Knowledge of prior knowledge/proficiencies (re: pre-test data)? Learner interests and/or learning styles?

Customized Learning Paths: How will you work with learners to determine their path in this standard? What kinds of options/activities could you provide to learners that would best meet their needs in this unit?

Proficiency Based Progress: What will learners know and be able to demonstrate when they’ve met proficiency in this standard? How will you and your learners know when they’ve gotten there?


3.6.2 Tool: Instructional Planning Template

Time: 30 minutes

Type: Planning

Who: Educator

Difficulty: 4/5

This gets you: Another frame to think about how the core components work together. This tool is a little more focused than the previous one.

Keep in mind: It’s helpful to have at-hand some resources and strategies that you can pull from when filling out this template.

The next page uses the example of vocabulary at the elementary level to get you started.


Subject:

Pre-Assessment Strategies (how will learners know their ‘just right’ words?)

Activities for Learning (think of creating a menu of options)

How can learners track their learning and show what they know?

Learners identify which words they know and which they don’t (check list)

Pre-test to determine depth of knowledge (matching, using in writing, etc.)

Activities Educators Will Do Mini-lesson on strategies to determine

a word’s meaning

Activities Learners Will Do

Using word correctly in the context of social studies writing assignment

Building on word list with additional ‘unknown words’

Determine strategy to determine meaning of ‘unknown words’

Learners highlight vocabulary words used in writing assignment, check words off of word list and identify how it was mastered


3.6.3 Resource: Example of the Three Core Components Together

We’ll walk through an example of using each of these with Kathy, a second grader.

What will you learn? You are starting a new unit: Solving single digit addition and subtraction. You might start with a pre-test to see where each learner falls on the continuum of understanding. How will you learn it? Let’s create a customized path for Kathy based on her learner’s profile. What do we know about Kathy? Teacher notes:

Kinesthetic – Math Counters Social – Likes working with others Likes Reading (Dr. Seuss) and Technology Needs Short Tests and Breaks Visual – Charts, Highlighting, Graph paper, Drawing Pictures

Since Kathy is in second grade, you may need to set a time to meet with her and perhaps have some additional planning for her path. Older learners may need less direction; particularly learners in a personalized learning environment for a while – you may set an expectation that they check-in with you about how they will learn it, versus you initiating that meeting. Again, this process is bound to change as your learners change.


Discuss with Kathy her math learning plan.


How Will You Show it? Part of Kathy’s plan should include how she will be assessed – how you both will know she is now proficient in the topic. Quick post-tests are also a good option, particularly if you have many learners working on the same target at the same time.


3.6.4 Activity: Using the Core Components to Design for a Learner

Time: 45 minutes

Type: Design-work

Who: Individual or Teaching Team

Difficulty: 3/5

This gets you: Select one learner and work through the three core components. This will be great practice to see how the components work together in your situation.

Keep in mind: Normally this is a process you’d partially want to engage in with the learner, but for these purposes, work through this activity on your own before introducing conferencing with your learners.


Learner Profile Information

Frame 1: Demographics

Learner’s First Name:

Grade Level:

Frame 2: Academics

Recent Assessment Score(s):

Focus Subject:

Frame 3: Learning Capacity

Learner Strengths:

Learner Needs:

Frame 4: Interests, Aspirations, Learning Drivers

Learning Style:

Learner Interests:


Customized Learning Path:

Academic Standard:

Substandard:

Formal Goal:

Learning Activities:

Activity 1:

Activity 2:

Activity 3:

Activity 4:

Activity 5:

Resources Needed:

Proficiency Based Progress:

The learner will demonstrate her/his knowledge by:


3.7 Learner Independence

Once you get started personalizing learning with learners, you may find that you still struggle with how to move learners towards commitment to their learning. Recall that, particularly for older learners, this is a major shift in the expectation. You are changing the rules. How can you support a wide variety of learners in developing these critical skills to be successful in the learning environment you’ve created? And how do you do that for all learners at the same time? For example, how do you create opportunities for choice that are appropriate for your resistant learners but still are authentic for your committed learners? Figuring out that balance is tough. Let’s re-visit a modified tool from the first section. We’ve highlighted a few of the skills learners need or elements of personalized learning that commonly surface as points of struggle with educators implementing personalized learning. Use the last two rows to insert your own. Fill in the boxes with the scaffolding strategies you can try. Share with a colleague and ask them to share their ideas with you.

3.7.1 Tool: Building a Vision of Learner Independence

Time: 30 minutes

Type: Reflective

Who: Individual or Teaching Team

Difficulty: 3/5

This gets you: Thinking about what independence will look like in your classroom and how to get started building this into the learning experience with your learners.

Keep in mind: Recall the learner independence continuum, this will be a process and journey for you and your learners.


Describe your vision for independent learners. What, specifically, will they be able to do in order to be considered “independent”?

List the skills that are necessary in order to be able to plan, prepare, work and learn independently:


Select one skill to build a learning activity or experience around:

Describe the skill, in learner friendly language, as a goal to achieve:


3.7.2 Tool: Learner Positioning Related to Learning: High Leverage Teacher Strategies

Time: 30 minutes

Type: Reflective


Difficulty: 3/5

This gets you: Thinking of scaffolding strategies to use with your learners.

Keep in mind: This is an activity best shared with others! As you think of and use strategies – share with the network!


Resistance Compliance Commitment

Pace

Choice

Independence

Collaboration

Other area I am struggling with:

Other area I am struggling with:


3.7.3 Tool: Force Field Analysis: Strategies to Increase Learner Independence

Time: 30-45 minutes

Type: Reflective


Difficulty: 3/5

This gets you: Thinking of the forces that either drive or restrain learner independence.

Keep in mind: Driving forces are things you do that support learner independence. Restraining forces are things you do that do not support learner independence.


1. Know your learner – interests, curiosities, drive to understand, and openness to challenge – to tap into their motivation.

Driving Forces Restraining Forces

Developing and using Learner Profiles with all kids. Strict adherence to pacing guides and preformed units.

2. To boost engagement, infuse your classroom with opportunities to be creative, to be curious, to work with others, to be successful and to be challenged.


Utilizing project based learning. Giving every child the same worksheet to complete.


3. To increase self-efficacy, help learners see that effort, persistence, strategy and good use of resources can give them control over their learning.


“Try three before me.” Asking learners to get your approval for each step in a process.

4. To build ownership for learning, offer learners choice and control.


Give learners meaningful choices whenever possible. Giving learners pseudo-choices (e.g. choose color of crayon to use on coloring page.)


5. Increase independence by using gradual release strategies to give learners more opportunities to evaluate their own learning choices.


Give all learners the chance to prove themselves and have do-overs as needed.

Only use gradual release on those you believe can handle it.


3.8 Resources for Leaders

It’s critical to understand how personalized learning connects and supports the many other initiatives or strategies that your district may be implementing. To be successful, you and/or your staff should not think of personalized learning as one more “thing” you “have” to do. The Institute’s model is purposefully designed so that if you implement it fully, all the other matters will easily fit under its umbrella. If it is feeling overwhelming, think about the commonalities you can find between things you are already doing and the elements of personalized learning.

3.8.1 Tool: Creating Coherence Out of Competing Initiatives

Time: 30 minutes

Type: Reflective

Who: All team members

Difficulty: 4/5

This gets you: To think about how personalized learning supports other district initiatives.

Keep in mind: Don’t forget to continue questioning assumptions! If done right, some current initiatives may not continue to be necessary – extrinsic rewards, remediation, and others.


Think about the following and their relationship to personalized learning:

UDL – Universal Design for Learning

Project-based Learning

Competency-based Education

Blended Learning

Understanding by Design

RtI Visible Learning

PBIS

Similarities to

Personalized Learning

Differences from

Personalized Learning

Role within Personalized

Learning


3.8.2 Resource: Finding Quick Wins as a Leader

During implementation, your role as a leader is critical in supporting the educators working with learners.

This is an area in which you need to take the lead. Spend time visiting with learners and educators, listening to their experiences and reflections. Listen for learning and victories that embody the shared vision. Reinforce and share what you hear.

Watch for shifts in thinking and behavior that align with the changes you are advocating and leading. Recognize and share what you see and hear widely.

When you hear learners talk about increases in the level of choice, voice and ownership in their learning, share these stories widely.

When you hear educators talk about the excitement, renewal and impact they are having under the new model pass the comments along.

Watch for leading indicators such as reduced office referrals for misbehavior, increased completion of learning goals and improved attendance. These are indicators that predictably will lead to improvements in lagging indicators such as test scores, grades and graduation rates.

3.8.3 Resource: Consolidate Examples of Transformation

Build on quick wins by focusing on the processes and practices that represent the vision, are consistent with the core elements of the model and are generating early success.

Collect and share emerging data around leading indicators that show the approach is making a difference in the experiences of learners and their shifting relationship to learning.

Support those engaged in the transformation work to share what they are learning and urge everyone to listen to, learn from and apply with their learners what is emerging from the new approach.

Seek out and collect reactions and perceptions of learners as their experience in a personalized learning environment grows. The voices of learners will be powerful forces to recruit a growing group of staff to engage in the work and counter critics who may be more comfortable with the traditional industrial approach to schooling.

Compare emerging processes and practices with what we know from research about motivation, building efficacy and persistence, purpose and autonomy as powerful drivers of learning. You need to move beyond the perception that only a few talented and committed staff members can do this work successfully. Make it accessible to everyone who is willing to make the shift in thinking, build their practice in the new model and trust the process.


3.9 Additional Resources

If you develop a resource – tool, procedure, sample, etc. – we highly encourage you to share it with others in your network! Post your examples in your Google+ Community to share within your network so everyone isn’t re-creating the wheel. These are closed communities so you can feel confident that they won’t be accessed beyond your regional area unless permission is granted. If you access and use these resources – be mindful that this isn’t an off-the shelf-program that you buy and implement. You’ll need to make changes so it makes sense in your environment. Use them as starting points, create/take what you need, and then please give back to the network!



4 REVISION

This step in the transformation process is about continuous improvement. Now that you have been implementing, what changes should you be making? You’ve probably already made small tweaks along the way. This is about thoughtful, potentially big changes. It’s also a time to stop and reflect on your practice. How far have you come in personalizing? What next steps might you take to push the envelope even further?

4.1.1 Tool: Look For Rubric

Time: 15 minutes

Type: Reflective


Difficulty: 2/5

This gets you: A quick look at how many conditions are present in your implementation process to make it truly personalized.

Keep in mind: This isn’t about evaluation! Just because you don’t have evidence in one of the conditions doesn’t mean you should be “down-graded” in any way. Review Section 0.10 What to Look For in a Personalized Learning Environment. Re-read this section in particular: “While not every factor or condition may be present in every environment, the more factors in play, the more personalized the learning environment is likely to be.”


Look For Not Evident Partially Evident

Evident

Purposeful learning 1 2 3

Learner efficacy 1 2 3

Ownership for learning 1 2 3

Flexible pace 1 2 3

Learner voice infused 1 2 3

Learner choice presented 1 2 3

Learners serve as resources for learning 1 2 3

Space for learning flexibility 1 2 3

Commitment focus 1 2 3

Collaboration 1 2 3

Technology supported 1 2 3

Growing learner independence 1 2 3

Look at the areas where you have indicated the condition is “not evident.” What can you do in those areas? How can you make that more apparent? Go back to the honeycomb elements to understand the discrete pieces that can help you make all of these conditions present.


4.2 Every Year Is Different

Every year is different and the learners that fill your school or classroom will also be different. Personalized learning will never be a static thing that you create and walk away from. Revisions will occur every year. Below we include some common aspects that you will need to update every year.

4.2.1 Activity: Learning Group Promises

Culture building is an important aspect at the beginning of the year for everyone. This culture building looks different in a personalized learning environment, particularly when working with learners that are new to being brought into their educational experience. Below is a simple activity that can help set your vision for the year and also build community for your learners. Time: 30 minutes

Type: Creation

Who: Educator and Learners

Difficulty: 2/5

This gets you: A start to your community contract or group norms for the year.

Keep in mind: Bringing in authentic learner voice is critical for this activity to be impactful. Be sure you don’t over-manage.

(Educator) Promises to make to learners:

(Learners) Promises I make to myself:

(Learners) Promises we make to each other:



5 EXPANSION

5.1 Readiness for Expansion

5.1.1 Tool: Expansion Readiness

Time: 30 minutes

Type: Reflective


Difficulty: 2/5

This gets you: An understanding if others in your district are ready for personalized learning. Are the practices in place in some areas ready to be expanded to new classrooms/buildings?

Keep in mind: One critical piece for expansion is ensuring that district leaders are behind personalized learning as the vision. Expansion will be difficult if teachers hear conflicting messages from district leadership (time to throw out those pacing guides if you haven’t already!) Review your key messages and talking points from your communication plan to ensure leaders are consistent in their messaging. You needn’t be fully there as a system (that’s the next step in the transformation process), but it’s critical to begin those steps now. Are you creating space for innovation and rewarding risk?



Organizational leadership has publicly committed to pursuit of the new vision 1 2 3 4 5

The district has strategies in place to effectively communicate important milestones and progress to internal audiences, including both proactive and responsive tactics

1 2 3 4 5

The district has strategies in place to effectively communicate important milestones and progress to external audiences (parents, community leaders, media), including both proactive and responsive tactics

1 2 3 4 5

Examples of personalized learning efforts and early results are communicated widely throughout and beyond the organization

1 2 3 4 5

Those involved in creating successful examples of personalized learning are recognized and reinforced for their work

1 2 3 4 5

A robust dialogue regarding personalized learning is underway within the organization 1 2 3 4 5

A robust dialogue regarding personalized learning is underway within the community 1 2 3 4 5

Feedback mechanisms for both internal and external audiences have been monitored and acted upon

1 2 3 4 5

Teachers and other staff have received training and possess the capacity to engage in personalized learning strategies and techniques

1 2 3 4 5

If you indicated mostly 3s and above in the Expansion Readiness measurement, your district is ready to begin!


Not where you need to be?

Maintain an invitational approach to other staff whose interest in and commitment to the transformation are growing. At this point, your goal is to build confidence that the approach can work. You do not need to create premature fear and resistance before the evidence of effectiveness with your learners is strong enough to withstand an assault.

Provide ample opportunities for all staff to observe, reflect and adapt their practice in the direction of the new model. Encourage reflection and dialogue with learners and staff members engaged in personalized learning to build credibility, enthusiasm and confidence that this is work everyone can and needs to do.

Provide routine updates to internal stakeholders about progress in implementation.

As soon as practical launch a second cohort of educators and learners to build on the experience of the scouts who launched first. Use the research and examples provided to the initial launch group and everything learned from initial implementation experiences to support the second and subsequent groups.

Include teacher-leaders as you roll out to additional staff.

Keep the focus on placing learning and learners at the center and guard against making tools and structures such as space, furniture, technology and schedules the focus. Address tool and structure issues as they become barriers to the work or can offer support to accelerate progress. At this point, you and your staff will be in a much better informed position to decide what needs to be done and will be better able to avoid making changes and purchases that are not aligned with what is really needed.

Continue communicating to external stakeholders: be clear on the why, what, and how of the work. Tie this to their particular

situation to aid in understanding.

Develop protocols/guidelines to ensure alignment across school sites.

Determine process for assessment, adjustment, and re-design.

Be prepared for occasional “plateauing” and even some slippage in the work. These are times to reinforce the vision and remind everyone of why the work is important and what it will take to tap the full potential it can offer.


Fill out the chart with the steps you may take to get your district ready for expansion.




5.1.2 Resource: Scouts, Pioneers, Settlers, and Saboteurs: Identifying Roles in your Learning Organization

Watching the work grow in the network, we have witnessed some interesting and important patterns emerge that hold important implications for educational leaders embarking on transforming education using a personalized learning model. Each of these groups plays an important role in making the practices of personalized learning a reality from getting started to full scale, district-wide transformation. Yet, each requires different types of support and guidance from leaders. The Scouts Early in the work a small group of adventuresome and risk-tolerant educators typically step forward and volunteer to explore the opportunities for learners and educators using this new approach. We call these educators the “scouts.” They are willing to venture out before many aspects of the initiative are clear in the local context. These educators typically ask for limited direct support other than some resources to fund early efforts and the flexibility to engage in new practices. Like the scouts who explored and helped to map the frontiers of our country, these independent and innovative educators help others to see possibilities, learn key skills and practices and join in the adventure. While often small in numbers, these educators highlight what is possible if we are willing to take some risks, think differently and engage in new relationships and strategies with learners. Scouts need opportunities, flexibility and protection at home to try new approaches and develop new understandings. The Pioneers A second group tends to follow this first wave of innovators once some of the initial implementation has taken place. This group we have come to call the “pioneers.” These educators are willing to take some risks and travel through some “yet to be settled territory” to learn and test the impact of personalized learning practices and processes with their learners. They do not necessarily expect to be given detailed directions or have all of their answers in advance, but they do want to know that where they are going will make a significant difference for their learners. They also want to have basic tools and some experienced guidance to support their work. They understand that mistakes and missteps are part of the learning process for adult learners, too. Not unlike early settlers in the old West, they collaborate, share successful practices and grow from the experiences of each other. They also help show what will be necessary for success as the next group engages. Pioneers need assurance that the work they are doing is leading to good outcomes for learners and enough support to solidify their practices and see results. The Settlers The third group, we call the “settlers.” These educators help to bring the work to scale and make it the norm rather than an innovation. This group of practitioners is committed to doing the best for their learners, but they want proven tools and support to develop key skills and practices. They want to be sure that the “pieces” of the system fit together. They want clarity and consistency


in expectations and adequate support to accomplish the assignments they are given. While they may want more certainty in their work, when they engage, they also bring the promise of personalized learning within reach of virtually all learners. Settlers seek more clarity, stability and direct support to assure they are doing what is necessary and expected. For this group formal professional learning systems need to be in place and standards and curriculum elements need to align with the work. The Saboteurs A fourth, and often-unanticipated group, is the saboteurs. This group is comprised of people who do not want to change and do not want the initiative to succeed. Consequently, they work to undermine efforts, sow doubt and uncertainty and instill fear. They typically hide among settlers and ask questions that sound like settler questions. However, the questions they ask are calculated to impede rather than assure. Three strategies typically are most effective when dealing with saboteurs. First, listen carefully and be respectful. Settlers often do not realize the motives behind the resistance and questions of saboteurs. If we argue, accuse or show disrespect, settlers begin to wonder if their questions might be treated in the same manner and begin to pull back. Second, whenever possible engage saboteurs in private, away from an audience. The saboteur’s power is diminished if there is no one else present to influence. Third, pay attention to what saboteurs have to say and respond with the best information you have, but avoid prolonged engagement or allowing them to become distractions. You may never convince them to commit. You just need to minimize their influence while supporting and leading others. All of these groups need leaders who believe in and advocate for them, are ready to support their professional journey and who are willing to be partners in the journey when needed.


5.2 Engaging with Educators New to Personalized Learning

As you expand personalized learning to new educators and classrooms in your school or district, helping these educators take small steps toward change is important. The pioneers and settlers will be less willing to jump-in as the scouts.

5.2.1 Activity: One Small Change

This activity can help educators break-down their personalized learning implementation into manageable steps. This is a way to nudge those educators that are having a hard time getting started. Time: 30 minutes

Type: Design-work

Who: 1 educator+

Difficulty: 3.5/5

This gets you: An activity to help educators identify one small change they can make and create some accountability around this attempt.

Keep in mind: Use this activity again and again. You could use this as a way to provide rapid cycle feedback for your educators. Be sure to come back to it and ask about progress – don’t have them fill it out and then never discuss it again.


What small change could you attempt in your classroom that will put learners’ needs at the center?

This change will likely provide increased: (check all that apply)

How?

☐ Flexible pace

☐ Learner choice

☐ Learner ownership

☐ Learner independence

☐ Learner self-monitoring

☐ Learner collaboration

This change strategy will be most effective with these learners:

☐ Resistant ☐ Compliant ☐ Committed

I will try this starting on this date: ________________, for at least this much time __________________. Reflections on how this worked (included lessons learned and successes):



6 SYSTEMIC CHANGE

The last step in the transformation process involves moving your district wholly to the new transformed system. It means that the “new way” IS the way you do business – it is the “new normal.”

6.1 Readiness for Systemic Change

6.1.1 Tool: Systemic Change Readiness

Time: 30-45 minutes

Type: Reflective


Difficulty: 2/5

This gets you: An understanding if your district is ready to make the leap to the new normal.

Keep in mind: Within itself, this step is a continual process. Even when we “achieve” a fully personalized learning system, that system will continually change and shift, as the learners walking through our doors will be different every day. This step is about fundamentally changing the way we do business.

Complete the rubric below thinking about your district.


Rating System Values 1 – Not in place 2 – In process 3 – Substantially in place 4 – In place/Implementation 5 – Adjustments/Refinement

Clear strategies have been identified to create the organizational capacity necessary to successfully scale personalized learning

1 2 3 4 5

Examples of success are studied and documented to increase the predictability of success throughout the organization as others join the work

1 2 3 4 5

Metrics, benchmarks and progress timelines are monitored and connected to the growing impact of personalized learning on organizational success

1 2 3 4 5

Individual examples of personalized learning are being linked with others to build an ever growing picture of full personalization and realization of the shared vision

1 2 3 4 5

Plans are in place to support training and hire new staff who bring skills to be successful in personalized learning environments

1 2 3 4 5

Teachers and other staff have received training and possess the capacity to engage in personalized/customized learning strategies and techniques

1 2 3 4 5

Educators and other staff hired into the organization are screened and selected based on their skill set and commitment to personalized learning

1 2 3 4 5

Leadership development and selection is driven by commitment to, experience in, and competency to support personalized learning

1 2 3 4 5

The portion of organizational resources going to support the legacy model of education is diminishing steadily

1 2 3 4 5

Organizational policies and practices that conflict with or inhibit personalized learning at scale have been changed or abandoned

1 2 3 4 5

If you indicated mostly 3s and above in the Systemic Change Readiness measurement, your district is on its way!


Not where you need to be?

As more and more staff members become engaged in new practices and are comfortable with learners being more active agents in their own learning, you will need to shift your language from talking about the approach as an innovation and increasingly describe personalized learning as how learning is nurtured and supported.

Constantly press the question of how can we make personalized learning available to more learners and how can we make

the experience even better.

Regularly inventory the policies, structures and processes utilized throughout the school to assure that they are aligned with the work. The questions about structure, practice and tools that easily could have been distractions early in the transformation process now become key elements to support practice, sustain momentum, accelerate progress and stabilize the system.

Watch for the tendency for some staff to press for compromise toward “good practices” in the legacy model as being good

enough. Return to the vision and reinforce the reasons and reality driving the transformation. Understand that there may be a variety of motivations for this press. It may be that fear is the driving motivation and reassurance and support is needed. It may be that there is a need for more support and skill building and additional professional learning is needed. Don’t assume that the driver is lack of interest, laziness or unwillingness to change and move immediately to argument or blame. Stay focused on why this approach is important to learners and learning and listen for what reluctant staff members may need to fully commit to and engage in the work.

Continue to collect, analyze and share leading indicators of progress and learning success. Be patient and accept that traditional indicators of effectiveness such as increases in test scores, acceleration in learning, growth in learner confidence to take increasing learning risks and set even more challenging goals, will take some time to emerge. As these data emerge, capture, analyze and share the information to continue to build and reinforce commitment to and improvement of the work.

Connect with others in the network to understand how they have scaled.

Incorporate knowledge of personalized learning into educator evaluation and hiring decisions.


Fill out the chart with the steps you may take to get your district ready to change the way you do business.


personalized learning implementation toolkit

Documents