2. Will Address:Will Address:
• Quick Primer ~ Next Generation Learning (NxGL)
• What We Have Been Doing In the Innovation World
• Focus ~ “College and Career Readiness”

3. Next GenerationNext Generation
Learning PartnershipLearning Partnership
A personalized system of education that prepares each
child for life, work and citizenship in the 21st
century.
Design Principles for aDesign Principles for a
Transformed System ofTransformed System of
EducationEducation
•Personalized Learning
•World-class Knowledge and Skills
•Student Agency
•Performance-based Learning
•Anytime, Anywhere Learning
•Comprehensive Systems of Support

5. NxGL Programmatic AreasNxGL Programmatic Areas
• Student-centered, world class learning: Where a district
and school focuses on creating a learning system that is
entirely student centered, based on world-class standards
and driven by student choice and direction.
• Anytime, Everywhere Learning: ELOs provide personalized
learning experiences and supports that go beyond the
traditional school schedule and transcend place. Online
learning systems help facilitate anytime, everywhere
learning and expand the curriculum.
• Virtual learning: Performance Assessment: Moving to a
learner-centric system requires understanding of best
practices for the education of students.

6. ““What gets measured, gets done.”What gets measured, gets done.”
Where do the ways we assess student progress today fall inside this
learning field?
KNOW KNOW-
HOW
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
GENERATIVE KNOW-HOW
The ability to understand and integrate
Resources Technology Information Systems Interpersonal
To meet personal, civic, and workplace objectives
Complex
Authentic
Non-Authentic
Simulated
Authentic
DebatingDebating
InternshipsInternships
Jr. AchievementJr. Achievement
YearbookYearbook
ScoutingScouting
Science FairScience Fair
SportsSports
Term PaperTerm Paper

7. 7
Different Types ofDifferent Types of ReadinessReadiness
• Work ready = Meets basic expectations regarding
workplace behavior and demeanor
• Job ready = Possesses specific training necessary
to begin an entry-level position
• Career ready = Possesses key content knowledge
and key learning skills and techniques sufficient to
begin studies in a career pathway
• College ready = Is prepared in the four keys to
college and career readiness necessary to succeed
in entry-level general education courses

8. 8
Four Keys To College And CareerFour Keys To College And Career
ReadinessReadiness
+ Key terms and
terminology
+ Factual information
+ Linking ideas
+ Organizing concepts
+ Common Core State
Standards (in
English/ literacy and
mathematics only)
+ Standards for
Success in Science,
Social Sciences,
Second Languages,
the Arts
+ Time management
+ Study skills
+ Goal setting
+ Self-awareness
+ Persistence
+ Collaborative learning
+ Student ownership of
learning
+ Technology proficiency
+ Retention of factual
information
+ Admissions
requirements
+ College types and
missions
+ Career pathways
+ Affording college
+ College culture
+ Relations with
professors
+ Social/identity issues
in transitioning

9. Eight Components of College andEight Components of College and
Career Readiness Counseling:Career Readiness Counseling:
• Aspirations ~ The student has college awareness and the confidence to aspire to college, as well as the resilience
to overcome challenges along the way.
• Academic Planning for College and/or Career ~ The student has engaged in planning, preparation, participation
and performance in a rigorous academic program that connects to their college and career aspirations and goals.
• Enrichment and Extracurricular Engagement ~ The student has sought exposure to a wide range of extracurricular
and enrichment opportunities that build leadership, nurture talents and interests, and increase engagement with
school.
• College and Career Exploration and Selection Processes ~ The student has sought early and ongoing exposure to
experiences and information necessary to make informed decisions when selecting a college or career that
connects to academic preparation and future aspirations.
• College and Career Assessments ~ The student has participated in college and career assessments that assist with
self-reflection on aptitude, interests, aspirations, and goals.
• College Affordability Planning ~ The student is aware of where and how to access or has already accessed
comprehensive information about college costs, options for paying for college, and the financial aid and
scholarship processes and eligibility requirements, so they are able to plan for and afford a college education.
• College and Career Admission Processes ~ The student has an understanding of the college and career application
and admission processes so they can find the postsecondary options that are the best fit with their aspirations and
interests.
• Transition from High School Graduation to College Enrollment ~ The student can connect to and/or has
connected to school and community resources to help them overcome barriers and ensure the successful
transition from high school to college.

10. DescriptionRolesAccountabilityCapacity
• System dictates: ends and means;
measures compliance
• System promotes: institutional
stability
• Basis of motivation: fear of
punishment
• System dictates: only the ends;
measures performance
• System promotes: individual
performance
• Basis of motivation: possibility of
carrot and fear of punishment
• System dictates: only the ends;
measures for improvement
• System promotes: collective culture
of improvement
• Basis of motivation: collective
professional responsibility
• Students: inputs
• Teachers & principals: factory-line
workers
• District & state: dictate ends and
means, distribute resources, train on
methods
• Students: outcomes
• Teachers & principals: utility-
maximizing entrepreneurs
• District & state: dictate ends, mete
out rewards and punishments
• Students: active learners who are
instructional resources for peers; own
learning; outgrow system
• Teachers & principals: professionals
• District & state: dictate ends, create
conditions
• Model: inspection
• Assessments: determine compliance
• Track: inputs and outputs
• Model: standards-based
performance management
• Assessments: determine extent to
which ends are met
• Track: achievement outcomes
• Model: vertical accountability via
transparency of results and practice,
lateral accountability among peers
• Assessments: inform continuous
improvement of learning
• Track: process, achievement and
mediating outcomes, system
measures
• Train all workers on a standardized set
of methods
• Remove low performers
• Limited, targeted capacity-building for
individuals (human capital)
• Remove or push out low performers
• Build capacity of the entire profession
• Leverage relationships (social capital)
to boost capacity of individuals
(human capital)
Command & Control Standards & Incentives Learning & Improvement

11. Knowing the StudentKnowing the Student
Assessment Market DefinitionsAssessment Market Definitions
Traditional AssessmentTraditional Assessment
• Summative – High stakes test to measure
student progress
• Formative – Low stakes test to inform
instruction
Next Gen AssessmentNext Gen Assessment
• Interactive, engaging assessments that
identify student learning levels and inform
content and delivery choices
• Tests are adaptable
and determine student
learning levels
• Assessments indicate
which lessons and
units individual or
groups of students
need to practice
• Assessments indicate
what type of
instruction (video,
group, one-on-one,
etc.) students learn
best with
• Features include
interactivity and
real-time classroom
response
measurement
Identifying GapsIdentifying Gaps Informing Modality
Decisions
Informing Modality
Decisions
Informing Content
Decisions
Informing Content
Decisions Interactive and EngagingInteractive and Engaging

12. Interviews Have DemonstratedInterviews Have Demonstrated
a Relatively High Level of Consensus on thea Relatively High Level of Consensus on the
Vision for Next Generation Learning…Vision for Next Generation Learning…
Technology enables
instruction, but is not a goal in
and of itself
Technology enables
instruction, but is not a goal in
and of itself
Personalization underlies the
goal of Next Generation
Learning
Personalization underlies the
goal of Next Generation
Learning
The orientation of the learning
experience is student-centered
environment
The orientation of the learning
experience is student-centered
environment
“Personalized learning is
necessarily faster, accelerated
learning, and ideal for students
who have fallen behind.”
“NGL minimizes classroom
disruption by engaging
students.”
“NGL learning more closely
resembles the real world, and
prepares students for real-
world challenges.”
“Technology is an enabler of
better instruction; it helps make
NGL easier. It is a tool, but not
the end goal.”
“I can imagine an NGL
classroom with nothing but
pencils and paper. It would be
time-consuming, but you could
do it.”
“Smart Boards actually make
NGL implementation more
difficult. Technology should not
be the focus of the classroom.”
“NGL technology makes it
easier to personalize instruction
according to modality,
student interest, and skill
need.”
“The best traditional teachers
are spending hours before and
after school trying to
personalize instruction. NGL
does this quicker and faster
than any human.”
This consensus is from a group of the field’s leading thinkers who are
focused on these issues; many interviewees agreed there is less
consensus more broadly in the field
This consensus is from a group of the field’s leading thinkers who are
focused on these issues; many interviewees agreed there is less
consensus more broadly in the field

13. VisionVision
of the Personalized Next Generation Learning Experienceof the Personalized Next Generation Learning Experience
Student engagement and co-design;
academic experiences that reflect research
on learning and child and youth development
System management
Know
ing
the
Student
(regulardiagnosis
through
learning
m
aps/algorithm
s
and
platform
s
for
data
capture)
M
odularContent
(Contentis“unbundled”
and
can
be
delivered
via
m
ultiple
m
odalities)
Variety of Delivery
Methods
Personalized
student-
centered
learning
experience
toward world-
class standards

14. Existing Delivery ModelsExisting Delivery Models
Can Be Roughly Categorized by Two Key Design Decisions:Can Be Roughly Categorized by Two Key Design Decisions:
Learning Format and PacingLearning Format and Pacing
More Prescriptive Pacing
LearningFormat
Student-directed
Group Learning
Individualized
Learning
More Personalized and
Proficiency-Based
Prescriptive
Group Learning
Prescriptive
Individualized Learning
Student-directed
Individualized Learning
Students take a prescribed set of
classes online, with minimal or even no
interaction with other students
Pacing is influenced by student
progress but follows a more prescribed
path
Students are assigned to flexible
groups based on skill need
Grouping allows less personalized
pacing
Learning experience is entirely
personalized and individual
Students choose their own learning
path and activities, often heavily online
or through internships and other
experiential learning possibilities
Students are collectively provided with
challenges and problems to solve, but
create their own paths to a solution
Pacing
Group
Learning

15. Readiness to SupportReadiness to Support
Next-Gen Learning and New Professional Roles VariesNext-Gen Learning and New Professional Roles Varies
Significantly by VerticalSignificantly by Vertical
Pure
Research
R&D Product
Dev.
Venture Scale Widespread
Adoption
Market Maturity
Stage of Development
MarketPenetration
• Student Management System: In 93%
of schools
• Learning Management Systems: In
70% of schools, though not integrated
with student management systems of
data analysis; active M&A leading to
consolidation of vendors in this space
• Assessment: Individual elements of
next gen assessment are selectively
implemented; overall use has significant
room to grow as formative assessment is
folded into content platforms
• Content: Current personalized,
accelerated content products have
demonstrated success and are offered on
some level by both large and small
vendors; district-wide adoptions are
limited; subjects such as math and
reading offer greater availability
• Data Analysis: Few pure players in this
nascent space; some beginning to
develop prescriptive functionality but
need tighter integration with other
platform components
Student Management System
Data Analysis
Assessment
Content
Learning Management System

16. The Human Capital LandscapeThe Human Capital Landscape
Includes Six Primary FunctionsIncludes Six Primary Functions
Teacher
Preparation
Teacher
Preparation
Career
Progression
Career
Progression
Recruiting and
Retention
Recruiting and
Retention
Description • Qualitative and
quantitative
assessment of
teacher
performance
• Hiring of new
teachers
• Retention efforts
for early career
teachers
• Decision to grant
tenure and/or
promote teachers
• Development of
career ladders with
a variety of roles
and responsibilities
• Qualitative and
quantitative
assessment of
teacher
performance
• Financial rewards
systems that may
include salary,
bonus and benefits
• Hire, train and
retain effective
school leaders
Key
Support
Functions
• Development of
qualitative rubrics
• Training of
evaluators to
conduct qualitative
reviews
• Implementation of
value-added
student scoring
systems
• Working in
partnership with
unions for
implementation
• Systems to
capture data and
tie to teacher PD
• Attract strong
potential
candidates
• Evaluate and
select most
qualified
candidates
• Implementation of
mentoring
programs and
other onboarding
to increase
retention of highly
qualified early
career teachers
• Can include
alternative
certification
• Develop fair and
transparent
systems to grant
tenure
• Engage unions to
ensure buy-in to
process
• Provide supports
and feedback to
teachers before
tenure decision
point
• Consideration of
legal implications
and requirements
of collective
bargaining
agreements
• Development of
qualitative rubrics
• Training of
evaluators to
conduct qualitative
reviews
• Implementation of
value-added
student scoring
systems
• Working in
partnership with
unions for
implementation
• Systems to
capture data and
tie to teacher PD
• Construct a series
of financial rewards
that link to the
goals of the district
and align incentives
with teachers
• Understand the
financial impact of
changes, including
both traditional
cash compensation
and benefits such
as retirement plan
• Negotiate with
unions
• Attract strong
potential
candidates
• Evaluate and select
most qualified
candidates
• Develop principal
leadership training
programs, including
potential year-long
apprenticeship
models
• Provide ongoing
principal evaluation
and PD tied to
evaluation
CompensationCompensation
Principal
Recruitment,
Training and
Evaluation
Principal
Recruitment,
Training and
Evaluation
Labor relations is a function that runs across these areas with little (if any) system support today
Teacher
Evaluation
Teacher
Evaluation

17. Other System SupportsOther System Supports
(Not Market-Driven)(Not Market-Driven)
Description • Organizations working to
promote a national set of
standards and a national
assessment
• Organizations focused on
changing policy around seat-
time and working with
states/districts to adopt a
system of content mastery
• Organizations working to
mobilize the field around a
common vision of NGL learning
and promote its adoption
Key Segments • State adoption of Common Core
• District mobilization
• Training for teacher, parents,
and students
• Changes to state statutes to
create seat-time waivers for
districts
• District/school education on
why and how to apply for seat-
time waivers
• Defining NGL
• Providing connections and
networking among
entrepreneurs
• Policy and advocacy
• Dissemination of research
Landscape • Very significant recent activity,
investment and promising
results with CCSSO and NGA
generating considerable traction
towards state adoption of the
Common Core
• Significant implementation
challenges remain as states
work to educate teachers,
parents, and students
• Interest is building in this area,
but action and organization is
still limited
• Alternative HS models, such as
RISC or Diploma Plus work with
districts to change policies and
provide them with an incentive
to change
• No existing organization is
focused on mobilization, though
traction is gaining in the field
around a common definition of
NGL
Quotes • “The organizations that enact
real change are associations of
practitioners, like the NGA, or
investors with money.”
• “Virtually no states are thinking
about content mastery at all
even if it is technically
mentioned in state legislation.”
• “It’s not ever clear that people
know what this next generation
‘thing’ is – how will they want to
try it if they don’t know it’s out
there?”
StandardsStandards Seat Time PolicySeat Time Policy MobilizationMobilization

18. Data, Assessment
& Technology
Data, Assessment
& Technology
FundingFundingPolicy EnvironmentPolicy Environment
Geographic PrioritizationGeographic Prioritization
Evaluation Criteria OverviewEvaluation Criteria Overview
1) Seat time policy.
Students can meet
coursework requirements
through content mastery
(i.e. a passing score on an
AP test)
2) Common Core
Standards adoption.
State has adopted
Common Core
3) Common Core
Standards alignment.
State Standards are
aligned with Common
Core
4) Online learning.
Quality and availability of
online learning options
5) Union environment.
A right-to-work state and
other measures of union
strength
6) Charter friendly.
Evaluation of the state’s
charter legislation
1) Certification Reciprocity.
State policy on providing
certification reciprocity to
incoming teachers (can
impact distance learning
options
2) Alternative certification for
teachers.
Percentage of teachers that
are alternatively certified
3) Cap or ban on out of field
teaching.
State imposes barriers on out
of field teaching
1) Content mastery
assessments.
Students graduate based on
exit exams rather than seat
time
2) Statewide longitudinal
data system.
Number of essential
data elements included in
state’s longitudinal data
system
3) Online assessments.
State offers computer-based
summative assessments
4) Formative assessment.
State provides educators with
benchmark assessments or an
item bank linked
to state standards
5) Computer & Internet
Access.
Students per high-speed
internet computer
1) Per pupil funding.
Adjusted for regional cost
differences
2) Funding flexibility.
The existence of a
weighted student funding
formula (which offers
districts fewer
restrictions and increased
funding flexibility)
Teacher PathwaysTeacher Pathways

19. Given the Large Number of Gaps,Given the Large Number of Gaps,
Can Investments Be Sequenced?Can Investments Be Sequenced?
Goals:
• Advocate for NGL and
mobilize the field
• Create minimum
needed conditions for
NGL, in at least a
select number of
locations
• Enable and encourage
a small but growing
number of
entrepreneurs
• Seek a variety of
different versions of
NGL models
• Begin creating system
conditions for growth
and scale
Setting the Stage:
“Allowed” to do it and
“want” to do it
Setting the Stage:
“Allowed” to do it and
“want” to do it
Goals:
• Large scale adoption
of NGL models,
including in large
districts and CMOs
• Reach significant
number of most at-
need students
• Deliver new level of
student achievement
results
Scale:
“Can” do it at scale
Scale:
“Can” do it at scale
InnovateInnovate
Evaluate
and
Learn
Evaluate
and
Learn
AdjustAdjust GrowGrow
Innovate, Test and GrowInnovate, Test and Grow
• Building momentum in the field will be critical to attract attention, resources and entrepreneurs to NGL
• Innovation, learning and growth will not be a linear process, but will require a continuous cycle of learning
• What timeframe do we expect, and would we tolerate, across phases?
Cycle of continuous
learning
Continue to Build MomentumContinue to Build Momentum
• Invest in policy and advocacy work in order
to build on the momentum that has started
in the field
• Attract attention, financial resources, and
innovative entrepreneurs to NGL work
• Encourage district, state and federal policies
and investments

20. What Are the Minimum NecessaryWhat Are the Minimum Necessary
Conditions That Would Be RequiredConditions That Would Be Required
in the First Stage?in the First Stage?
1. No policy barriers (in select
locations of innovation)
2. High quality components (content,
assessment and technology)
3. Integration of those components
4. Financial resources and support
Foster School Level
Entrepreneurs and Innovation
Foster School Level
Entrepreneurs and Innovation
1. Mobilize leaders in the field around
a common vision
2. Conduct research and evaluation
to validate the concept
3. Begin to seed and build system
supports to enable scale
Build System Level Supports for
Early Stages
Build System Level Supports for
Early Stages
• Mobilize the field
• Create minimum needed conditions
for NGL, in at least a select number of
locations
Setting the Stage:
“Allowed” to do it and “want” to do it
Setting the Stage:
“Allowed” to do it and “want” to do it
• Enable and encourage a small but growing
number of entrepreneurs
• Seek a variety of different NGL models
• Begin creating system conditions for growth
and scale
Goals:
Actions:

21. Potential Investment StrategiesPotential Investment Strategies
to Foster School Level Entrepreneurs and Innovationto Foster School Level Entrepreneurs and Innovation
• These options are not mutually exclusive, but could be pursued through a variety of
different combinations
Directly encourage local level innovationDirectly encourage local level innovation
Provide the tools and supports entrepreneurs needProvide the tools and supports entrepreneurs need
Create a NGL model “incubator”Create a NGL model “incubator”
• Create an organization that provides leadership
training for prospective entrepreneurs, as well as
a forum for partnership and connection with
others in the field
• New organization would be seeded
Provide legal and policy supportProvide legal and policy support
• Provide support to attain changes to seat time,
proficiency-based pathways
• Create labor negotiation specialists who can
actively engage unions at specific sites
• Example: Ed Council
Fund development of components
and/or integrators
Fund development of components
and/or integrators
• Encourage a variety of integrator options by
directing funding one or more integrators
(vendors, non-profits, or schools)
• Examples: school or school network (e.g. KIPP or
School of One), vendors (e.g. Agile Minds, Wireless
Generation), or dedicated intermediary (e.g. RISC)
• Make targeted investments in filling select but
critical gaps in needed components (e.g.
assessment)
• Examples: Wireless Generation, Global Scholar,
Mika Partners, Agile Minds, and others
Invest directly in new
learning sites
Invest directly in new
learning sites
• Fund a series of new sites that
experiment with different NGL
models
• Examples: new entrepreneurs
Fund CMOs to build or
convert schools/sites
Fund CMOs to build or
convert schools/sites
• Engage with interested CMOs to
convert existing schools or build
new sites with NGL models
• Examples: KIPP, Diploma Plus, FLVS,
New Tech
Fund replication of early
models
Fund replication of early
models
• Provide the growth capital for
existing models to expand to
multiple sites and refine their
models
• Examples: School of One, Quest to
Learn, Rocketship
Fund organizations that
work with schools
Fund organizations that
work with schools
• Seed new organization or
contribute to existing organization
that helps sites implement NGL
• Examples: RISC, FLVS, Wireless
Generation, AdvancePath
Academics

22. These options are not mutually exclusive, but could be pursued through a variety of
different combinations
Potential Investment StrategiesPotential Investment Strategies
to Build System Level Supports for Early Stagesto Build System Level Supports for Early Stages
Immediate System Level NeedsImmediate System Level Needs
Immediate Planning for Mid to Long Term System Level NeedsImmediate Planning for Mid to Long Term System Level Needs
Mobilize LeadersMobilize Leaders
• Create a new organization or fund an existing
organization to be the voice of Next Generation
Learning
• Example: Startl (?), may need to seed new
organization
Remove Policy BarriersRemove Policy Barriers
• Beyond waivers, work with state legislations,
policy makers and labor leaders to change seat
policy regs and increase flexibility of human
capital use
• Example: Ed Council, may need to seed new
organization, which could be linked to
mobilization
Fund R&DFund R&D
• Fund research to examine early stage results;
build research relationships that are more
iterative and inform the work as it unfolds
• Develop performance-based assessments to
measure success
• Example: Learning Point Associates, Battelle for
Kids, Chicago Consortium on School Research,
others
PDPD
• Document, analyze and publish
“best practice” PD in NGL schools
• Seed a new organization, or seek
existing PD vendors, to implement
“train the trainer” models or
direct teacher training
• Tie closely to financial planning
work
• Example: Teachscape, ANet
Financial PlanningFinancial Planning
• Document, analyze and publish
innovative NGL resource
allocation strategies
• Invest in capacity to conduct
financial analysis for NGL
entrepreneurs and district, either
by seeding/growing organizations
or training and investing in district
capacity
• Example: ERS
Change ManagementChange Management
• Build additional capacity in the
field with organizations that have
change management and
education expertise
• Work with consumers of services
to develop economically
sustainable models
• Examples: EDI, major
consultancies, seed new
organization
Human CapitalHuman Capital
• Begin the critical work of defining
the redefined role of the teacher
in NGL classrooms
• Develop human capital strategies
(recruitment, retainment, training,
promotion, career ladders) for
both teachers and principals
• Examples: The New Teacher
Project, AFT, seed new
organization