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Center for Collaborative Education: Massachusetts Personalized Learning Network Plan

Prepared for the Emerging Harbormaster Network, May 2015, this presentation highlights the needs and strengths of the state's ecosystem for next gen learning and a vision and strategy to support personalized learning schools statewide.

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Center for Collaborative Education: Massachusetts Personalized Learning Network Plan

  1. 1. Center for Collaborative Education Equity in Education for College, Career and Life May 12, 2015 Dan French, Executive Director Ramona Trevino, Sr. Director District & School Design
  2. 2. EHN Implementation Status Vision Statement, Graphic, Principles, Logic Model, Theory of Action completed with input from partners in working group Problem Statement, Achievement Data Analysis, Policy Analysis, Ecosystem Map; Stakeholder Interviews completed with input from partners in working group Selection Criteria, District & School Conditions Rubrics, School Interview, School Planning Document with indicators of six principles and student outcomes towards college & career readiness completed with input from working group Implementation Plan and Technical Assistance Strategy drafted with input from working group to include change framework, growth strategy, design support for planning grantees; early implementation support; district support; ongoing network support; and PL School Quality Reviews. Need to develop RFP for school selection Initial discussions with Nellie Mae Foundation, Jacobson Family Foundation, Strategic Grant Partners, Boston Foundation, and Barr Foundation for matching funds to allow for $25,000 planning and $100,000 implementation grants. Rationale Aligned Vision and Principles Clear strategies to create personalized learning seats Implementation Plan Needs Assessment Status Financial Plan
  3. 3. Background
  4. 4. CCE was formed to promote innovative schools 2013 - 2014 Strategic Planning Process Create, support and sustain learning environments that are collaborative, democratic and equitable Build capacity within districts and schools to adopt effective practices that promote collaborative, democratic and equitable learning for students and educators Catalyze systemic change at the school and district levels through district and state-level policy, research, and advocacy Theory of Change The Mission of the Center for Collaborative Education (CCE) is to transform schools to ensure that all students succeed. We believe that schools should prepare every student to achieve academically and make a positive contribution to a democratic society. CCE partners with public schools and districts to create and sustain effective and equitable schools Mission
  5. 5. CCE’s Service Model Instruction and Assessment School & District Design ▪ Autonomous Schools ▪ Turnaround schools ▪ Professional learning communities ▪ Los Angeles Urban Teacher Residency (LAUTR) ▪ Los Angeles New Administrator Leadership Program (LANALP) ▪ Quality Performance Assessment ▪ Teacher Leadership Network, Ensuring Equity for English Language Learners (TLN) ▪ Services for Educators of English Language Learners Research, Evaluation & Policy  Research  Policy Advocacy  Program Evaluation CCE Service Model
  6. 6. Needs Assessment
  7. 7. Student Achievement 52 7948 7645 7337 63 0 10 20 30 40 50 60 70 80 Math ELL State Revere Somerville Boston 302 307 277 277 281 249 0 50 100 150 200 250 300 350 All White Black Latino FRL ELL  Initial districts of focus, especially Boston, are considerably weaker than the State in both ELL and Math  Despite being a top performer overall, MA has some of the highest income, race, language, and disability gaps in the nation 2013 MA NAEP Scores (Math) 2014 MCAS Proficiency
  8. 8. Interviews and Surveys Public education in Massachusetts looks much the same as it did a century ago Key Findings We need a radical new vision for urban public education… Personalized Learning! The current education model in Massachusetts is outdated Graduates are not prepared for a 21st century workforce Massachusetts Department of Elementary and Secondary Education 69% of business leaders surveyed said they found it somewhat or very difficult to find people with the right skills for the positions they need to fill Massachusetts Business Alliance for Education Personalized Learning can make a great difference in re-igniting the Commonwealth’s growth in student achievement and addressing our gaps Eileen Rudden, Co- Founder & President, LearnLaunch Institute
  9. 9. Ecosystem Summary Quality Schools Effective Educators Supportive Policies Engaged Stakeholders Strengths ▪ CCE engaged local partners ▪ Local philanthropic interest ▪ Local district interest Challenges ▪ Lack of existing MA PL schools ▪ Focus on high stakes accountability systems ▪ Lack of familiarity with Personalized Learning Strengths ▪ Advocacy from DESE and MBAE ▪ $88 million for broadband access for underserved communities ▪ New leadership in Boston, Revere, & Somerville Schools are innovative advocates Challenges ▪ Only $5 million was appropriated for broadband connectivity and improvement ▪ State policies on traditional coursework and seat time ▪ More resources for incubation of new and innovative schools Strengths ▪ Teacher prep committed to 21st century teaching ▪ District PD to address equity gaps ▪ Educator Evaluation allows for performance based assessments Challenges ▪ Teacher certification requirements ▪ Teacher preparation programs ▪ Collective bargaining agreements limit PD time ▪ Recruiting & retaining teachers/leaders of color Strengths ▪ Pathways to autonomy exist - Pilot, Innovation, & Horace Mann charter ▪ Some innovative school models in urban districts Challenges ▪ Singular focus on MCAS (and likely PARCC) ▪ Limited models of PL exist
  10. 10. Why Personalized Learning Outcomes Over Time Short-Term Medium Term Long Term High personalized learning implementation and high student outcomes Deepening personalized learning practice and early signs of promising student outcomes Successive cohorts of personalized learning schools launched and supported External Factors Research & Achievement Data Skills & Experience
  11. 11. Our Vision & Strategy
  12. 12. Our Theory of Action …hold firm to a set of PL Principles and Conditions …select successive cohorts of PL districts & schools through a rigorous process, ….provide them with intensive design assistance and school grants, and …leverage supportive PL policies at the district and state levels 1 2 4 3 …we will build a statewide movement for PL schools with high outcomes that prepare all students for success in college, career, and life. School Designers Policy Makers School Incubators Interested Districts Technology Experts If we build partnerships with… and… then…
  13. 13. Partnerships Policy Makers School Designers Technology Experts School Incubators Interested Districts
  14. 14. PL Vision & Principles
  15. 15. Selection Conditions District Selection Vision of PL and Commitment to Multiple PL Schools District Leadership Commitment to Closing the Achievement Gap Aligned District and School Autonomies District Technology Infrastructure School Selection Aligned District and School Autonomies School Leadership & Vision Professional Collaborative Communities Cultural Relevance & Attention to Equity Campus Technology & Infrastructure Family & Community Partnerships
  16. 16. Technical Assistance and Policy Support Early Implementation Support Ongoing Support AccountabilityDesign Team Support With each annual cohort, selected design teams will receive a $25,000 planning grant: ▪ Design Workshops ▪ School Visits ▪ Building Public Support ▪ Policy Support ▪ Gaining Autonomy Approved design teams will receive a $100,000 implementation grant to be used in support of the school’s launch: ▪ Technical Assistance and Coaching for School Launch ▪ District Support A MA Personalized Learning Schools Network will be formed for all PLN schools. Quarterly leadership sessions will be convened using text- based discussions, dilemma based consultancies, peer sharing, and sharing of effective practices. Policy problem-solving with DESE CCE will also assist each school and district to set up two accountability measures: Database Indicators to Assess Progress and School Quality Review. ▪ Engagement ▪ Achievement ▪ College and Career Ready ▪ Teacher Efficacy
  17. 17. Outcomes Engagement Achievement College & Career- Ready Teacher Efficacy ▪ Attendance is in the top quartile ▪ Suspensions in the lowest quartile ▪ Ninety percent or more students feel safe, engaged , and supported ▪ The percent of students who score proficient in state assessments in the top quartile ▪ Student Growth Percentile on state assessments in the top quartile of ▪ 95% or above on capstone performance assessments ▪ Decrease in achievement gaps across all subgroups ▪ The percent of students who complete a MassCore curriculum sequence is in the top quartile ▪ 50% or more of graduates completed at least one dual enrollment course with a college prior to graduation, ▪ The percent of students who enroll in at least one Advanced Placement course and pass with a “3” or better ▪ The percent of graduates enrolled in postsecondary education the year after graduation is in the top quartile ▪ 90% of teachers report that they are empowered to make decisions about teaching and learning, and are supported by the school leaders.
  18. 18. Implementation Details
  19. 19. Timeline Date Activity June 2015 Comprehensive plan for launching MA PLN completed July 2015 2-3 districts have been selected as the first cohort to launch PLN September 2015 Planning RFP released in target districts for PL design teams Sept.-Oct. 2015 Informational sessions held for interested design teams Nov.-Dec. 2015 Technical assistance sessions held January 2016 Proposals due February 2016 Reviews conducted; selection of design teams; grants awarded March – August 2016 PL Design Institute sessions held, with individual TA provided; Districts and design teams negotiate autonomies & conditions Sept. ‘16 – June ‘17 Implementation schools launch; 1st year TA provided October 2016 Planning grantees submit full school plan November 2016 Selection of implementation grants for planning design teams Dec. ‘16 – June ‘17 Technical assistance provided to second wave of first cohort September 2017 Second wave of first cohort launches their PL schools
  20. 20. Growth Plan Activity FY 2016 FY 2017 FY 2018 FY 2019 FY 2020 One-year planning schools 2 3 3 3 3 Two-year planning schools 1 3 3 3 3 Total planning schools 3 7 9 9 9 Implementation schools in launch year 2 4 6 6 Total implementation schools 2 6 12 18
  21. 21. Funding Progress Funder Status Nellie Mae Education Foundation Have invited submission of a proposal once we hear positively back from NGLC after the mid-May convening Jacobson Family Foundation Have met with them twice, along with phone conversations; very interested, but they would like to wait to meet the MA PLN project director before deciding to jump in Strategic Grant Partners Have met with them twice, they are interested but want the Jacobson Family Foundation to take the lead Boston Foundation Are interested, waiting to hear results of mid-May convening Barr Foundation Are interested, waiting to officially bring on the new Education Director
  22. 22. Challenges
  23. 23. Challenges Challenge Mitigation Strategy or Rationale Managing a group of partners with varied interests Focusing on “traditional, urban” school districts Blended learning expertise Attracting local funding There are 7,100 students in charter schools in Boston, but there are 57,000 in city-run schools--we need to change traditional systems if we want to have an impact. Because of the amazing group of partners that are collaborating around this work, we’re able to leverage significant expertise in this area from NCTL and LearnLaunch We have met with a variety of local funders and have made substantial progress We have done extensive engagement to clarify roles and meet with our partners monthly to collaboratively plan around this work--it’s one of the greatest advantages we have✓ ✓ ✓
  24. 24. Managing Complex Change Vision Consensus Skills Incentive Resources Action Plan Vision Consensus Skills Incentive Resources Action Plan Vision Consensus Skills Incentive Resources Action Plan Vision Consensus Skills Incentive Resources Action Plan Vision Consensus Skills Incentive Resources Action Plan Vision Consensus Skills Incentive Resources Action Plan Vision Consensus Skills Incentive Resources Action Plan Change! Confusion Sabotage Anxiety Resistance Frustration Treadmill Source: T. Knoster
  25. 25. Progress Managing Change Vision Consensus Skills Incentive Resources Action Plan Progress ▪ PLN vision and principles ▪ Theory of action ▪ Logic model Progress ▪ Buy-in from district leaders ▪ Buy-in from working group members Progress ▪ Expertise in program design and action planning ▪ Implementation plan developed Progress ▪ Positive meetings with local funders ▪ District conditions school planning document Progress ▪ Grants: $25K planning and $100K implementation Progress ▪ Skill based via partnerships in next gen curriculum and assessments Next Steps ▪ Ensure districts & design teams commit to PLN vision Next Steps ▪ Disseminate information on PL schools to community Next Steps ▪ Build PL skill base with CCE staff, partners, districts, and schools Next Steps ▪ Develop PR materials on benefits of districts joining PL Next Steps ▪ Finalize local funds ▪ Develop tools and materials Next Steps ▪ Support in- district and school action planning
  26. 26. Next Steps
  27. 27. Next Steps ▪ Continue…. Site visits Local fundraising Policy advocacy Community engagement Relationships with district leadership ▪ Distribute District Conditions Survey ▪ Program Development RFP for school selection Personalized Learning Digital Resource Kit Program evaluation
  28. 28. Reflections
  29. 29. Reflections on EHN ▪ Returning to our most important work ▪ Shaped a new vision with partners ▪ Reinforced our commitment to traditional districts and schools ▪ Stronger relationship with Districts ▪ Personalized Learning priority ▪ Avenue toward equity
  30. 30. Appendix
  31. 31. Principles DetailSEL & Academic Mindsets Engaged Learning Personalized Learning Pathways Next-gen Curriculum & Assessments Flexible Learning Environment Competency-based Progression Students will become confident learners and citizens. They will: ▪ Develop self-awareness, social awareness, responsible decision-making, and self-management in order to establish positive relationships and capably handle challenging situations. ▪ Learn to work collaboratively with others and self-direct their own learning. ▪ Acquire an academic growth mindset in order to effectively communicate, collaborate, persevere, respond to different learning environments, and express creativity. A flexible learning environment allows students to learn at various times and places within and beyond a traditional school day and building, through a blend of instructional methods designed to meet individual academic needs. This includes: ▪ Flexible scheduling: Each student’s schedule may be different based on interests, learning style, and pace. The schedule changes as students progress in attaining competencies. ▪ Anytime, Any Place Learning: With a flexible and self- directed schedule and options for instructional settings, each student is able to learn anytime and anywhere, opening up possibilities for reimagining learning time and space. ▪ New Staff and Student Roles: Teachers become facilitators of learning, while students have greater choice and ownership over their learning and work. Competencies are targets for student learning representing key concepts and skills applied within or across content domains. Competencies enable flexibility in the way that credit can be earned or awarded, and provide students with personalized learning opportunities. ▪ Learning goals are the same for all students, but students progress through material at different speeds according to their learning needs. ▪ Teachers and school administrators use a data-driven, digital approach to measure student progression and provide support as needed to meet competencies. ▪ Academic supports are provided to students who struggle to attain competencies. The curriculum is organized around competencies, which are Common Core Standards-aligned. Educators collaborate to align, design, and analyze rich, engaging, and relevant projects and performance tasks that measure the depth at which students learn content and apply complex skills to create or refine an original product and/or solution. These assessments are used to: ▪ Enhance learning ▪ Assess students’ attainment of competencies ▪ Guide teachers’ daily instruction and larger revisions of curriculum ▪ Make high-stakes decisions related to progression and graduation. Students engage in a variety of instructional methods, including blended, project-based, and small group learning to attain success in their personalized learning plans. Among them are: ▪ Use of new technology, digital resources, and learning tools ▪ Small group instruction, assisted and independent from the teacher ▪ Project-based learning in which students engage in in- depth research to investigate a complex question or problem ▪ University courses ▪ Community-based learning, including apprenticeships, internships, and community service An academic profile is created for each student. The profile: ▪ Describes the student’s learning style, strengths, challenges, passions, and interests. ▪ Helps teachers evaluate the assets and needs of individual students A personal learning plan is derived from the profile, focused on pursuing the student’s passions and interests, while also addressing the student’s learning challenges. The plan includes learning opportunities that match the student’s learning style.
  32. 32. In the end, we settled on six major goals for implementation 1 2 4 3 5 6 To establish an accountability process that tracks progress of PL schools. To build relationships with partners, define principles, and build understanding and expertise. To recruit districts and select schools. To provide design teams and early launch PL schools with resources, tools, and support to ensure innovative designs and strategic implementation plans. To provide districts with the tools and support that ensure PL schools are granted autonomy, and district policies enable rather than hinder PL schools. To communicate successes and build a statewide movement of PL schools.
  33. 33. CCE has put together a diverse group of powerful, local partnerships that will help move this plan forward by their focus on….. State policy and regulation and potential state revenue streams to support MA PLN Building quality schools by linking their edtech community of innovators with newly launched MA PLN schools. Starting up a Boston MA PLN school to provide a model of quality PL schools. Blended Learning and Extended Time to build quality PL schools To shape a new vision of schools of the future through local policy, school autonomies, educator talent development and community engagement by building models of quality PL schools