This document discusses accountability in education and improving student outcomes through various initiatives. It provides data on US performance in international exams over time and achievement gaps between racial groups in reading and math. It states the top-performing school systems attract more effective teachers and distribute them more equitably. The document outlines different ways to evaluate and enable accountability and achievement, including progress reports, achievement reporting systems, and innovation initiatives focusing on personalized instruction through technology and alternative staffing/scheduling models. Metrics to assess the initiatives include increased student achievement, credit accumulation, and teacher collaboration.
A presentation by Joel Rose, Co-founder & CEO of the New Classrooms Innovation Partners, at the 2014 Social Enterprise Leadership Forum at Columbia Business School.
A presentation by Joel Rose, Co-founder & CEO of the New Classrooms Innovation Partners, at the 2014 Social Enterprise Leadership Forum at Columbia Business School.
In January 2012, School Improvement Network surveyed educators nationwide about the rising pressure of teacher evaluations and high-stakes student testing. More than 4,000 educators responded and overwhelmingly agreed that teacher evaluations help them grow as professionals (91%), but including high-stakes student test scores in evaluations is unfair (85%). 60% of educators also supported using evaluations as criteria for firing or tenure decisions.
Learn more here: http://www.schoolimprovement.com/voices-of-education/teacher-evaluation/
In October 2012, School Improvement Network surveyed educators nationwide about the impact of class size on educator effectiveness and student achievement. 5,115 educators responded, and 65% said their class sizes have grown over the last three years. Educators also shared their opinions on the ideal class size, and how class sizes impact students and their teachers.
Read more about this survey here: http://www.schoolimprovement.com/voices-of-education/class-size-and-student-achievement-results/
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
LEARNING ANALYTICS IN SCHOOLS
https://latte-analytics.sydney.edu.au/school/ for updates.
Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
The data and analytics revolutions are disrupting and already transforming many sectors in society: finance, health, shopping, politics. Data is not new to education, but for many, it is still challenging to articulate the connection between the potential of using data to support decision making, and the every day-to-day operations occurring in learning environments.
School leaders, teachers, data analysts, academics, policy makers and all other interested parties are invited to join a professional learning and development day focused on the practical applications of Learning Analytics in school (K-12) education.
Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding.
You will leave with a deeper understanding of:
The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.
Curriculum alignment and progression between early childhood education and ca...EduSkills OECD
Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children’s early experiences with education systems, with implications for children’s relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity – and an integrated curriculum alone does not guarantee a continuous experience for children.
Schools, funding and performance: Lessons from the NSW National Partnerships. On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
TALIS 2013 Results: An International Perspective on Teaching and LearningEduSkills OECD
The OECD Teaching and Learning International Survey (TALIS) aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. Themes explored include professional development, school leadership, teaching practices, school climate, appraisal and feedback, job satisfaction and teacher profiles.
We conducted a survey in March 2013 to find out how schools and districts were affected by school closures and budget shortfalls.
Learn more about this survey and find results from other surveys on our website at http://www.schoolimprovement.com/voices-of-education/school-closures-survey/
This presentation was given by Mercedes Miguel at at the Public Conference “Innovation in education : What has changed in the classroom in the past
decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
Presentation on the KiuFunza Initiative by Youdi Schipper of TwawezaTwaweza
Presentation on the KiuFunza Initiative by Youdi Schipper of Twaweza. This was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
Design and Technology Association’s 3rd Annual Consultant ConferenceOfsted
Diana Choulerton's, National Lead for Design and Technology, presentation at the Design and Technology Association’s third Annual Consultant Conference.
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Discussion ab out trends in assessment and accountability for National Superintendent's Dialogue
In January 2012, School Improvement Network surveyed educators nationwide about the rising pressure of teacher evaluations and high-stakes student testing. More than 4,000 educators responded and overwhelmingly agreed that teacher evaluations help them grow as professionals (91%), but including high-stakes student test scores in evaluations is unfair (85%). 60% of educators also supported using evaluations as criteria for firing or tenure decisions.
Learn more here: http://www.schoolimprovement.com/voices-of-education/teacher-evaluation/
In October 2012, School Improvement Network surveyed educators nationwide about the impact of class size on educator effectiveness and student achievement. 5,115 educators responded, and 65% said their class sizes have grown over the last three years. Educators also shared their opinions on the ideal class size, and how class sizes impact students and their teachers.
Read more about this survey here: http://www.schoolimprovement.com/voices-of-education/class-size-and-student-achievement-results/
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
LEARNING ANALYTICS IN SCHOOLS
https://latte-analytics.sydney.edu.au/school/ for updates.
Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
The data and analytics revolutions are disrupting and already transforming many sectors in society: finance, health, shopping, politics. Data is not new to education, but for many, it is still challenging to articulate the connection between the potential of using data to support decision making, and the every day-to-day operations occurring in learning environments.
School leaders, teachers, data analysts, academics, policy makers and all other interested parties are invited to join a professional learning and development day focused on the practical applications of Learning Analytics in school (K-12) education.
Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding.
You will leave with a deeper understanding of:
The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.
Curriculum alignment and progression between early childhood education and ca...EduSkills OECD
Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children’s early experiences with education systems, with implications for children’s relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity – and an integrated curriculum alone does not guarantee a continuous experience for children.
Schools, funding and performance: Lessons from the NSW National Partnerships. On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
TALIS 2013 Results: An International Perspective on Teaching and LearningEduSkills OECD
The OECD Teaching and Learning International Survey (TALIS) aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. Themes explored include professional development, school leadership, teaching practices, school climate, appraisal and feedback, job satisfaction and teacher profiles.
We conducted a survey in March 2013 to find out how schools and districts were affected by school closures and budget shortfalls.
Learn more about this survey and find results from other surveys on our website at http://www.schoolimprovement.com/voices-of-education/school-closures-survey/
This presentation was given by Mercedes Miguel at at the Public Conference “Innovation in education : What has changed in the classroom in the past
decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
Presentation on the KiuFunza Initiative by Youdi Schipper of TwawezaTwaweza
Presentation on the KiuFunza Initiative by Youdi Schipper of Twaweza. This was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
Design and Technology Association’s 3rd Annual Consultant ConferenceOfsted
Diana Choulerton's, National Lead for Design and Technology, presentation at the Design and Technology Association’s third Annual Consultant Conference.
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Discussion ab out trends in assessment and accountability for National Superintendent's Dialogue
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
Connect with Maths Leadership Series: Session 1- the right teamRenee Hoareau
Building culture and capacity to enact the Australian Curriculum: Mathematics presented by Rob Proffitt-White for the Engaging All Students community. The first session will communicate the key factors and pre requisites common to schools successfully implementing elements of the initiative. This session has been designed for school leaders and Mathematics HODs wanting to prioritise numeracy and problem solving.
• Identification and remediation of common resistors
• Strategies for selecting a core key team and setting an agenda
• Valid and rigorous data professional learning communities
To view the accompanying webinar recording and resources please go to the Connect with Maths Engaging All Students community: http://connectwith.engaging.aamt.edu.au
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Devah Pager: Finding and Keeping a Job with a Criminal Record - excerpt of presentation at the Social Enterprise Leadership Forum at Columbia University, May 2016
Keynote Jeremy Travis Columbia speech 4.29.16seprogram
Solutions to Post-Incarceration Employment and Entrepreneurship: The Role of Businesses and Universities
Jeremy Travis, President
John Jay College of Criminal Justice
Solutions to Post-Incarceration Employment and Entrepreneurship: The Role of Businesses and Universities
Assistant Professor, Decision, Risk and Operations
Columbia Business School
Solutions to Post-Incarceration Employment and Entrepreneurship: The Role of Businesses and Universities
Greg Fairchild PhD '02
E. Thayer Bigelow Associate Professor of Business Administration;
Institute for Business in Society Academic Director
Darden School of Business, University of Virginia
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. U.S. PERFORMANCE ON PISA EXAMINATION
U.S. RANK
2000 PISA (27
countries
2003 PISA (29
countries
2006 PISA (30
countriescountries
compared)
countries
compared)
countries
compared)
READING 15th 20th N/A*
MATH 18th 23rd 25th
SCIENCE 14th 19th 21st
*Due to a printing error on the PISA 2006 reading booklets in the U.S., reading performance data for the U.S. were
excluded from the PISA database.
2Source: Organisation for Economic Co-operation and Development, 2007
4. NAEP READING: NATIONAL GRADE 8 RESULTS 1992-2009
Average Scale ScoreAverage Scale Score
26
pts.29
pts.p
4
BlackWhite Hispanic
Note: Accommodations were not permitted for this assessment in 1992 and 1994. Source: NCES NAEP Data Explorer
5. NAEP MATH: NATIONAL GRADE 8 RESULTS 1990-2009
Average Scale Score
30
Average Scale Score
30
pts.
33
pts.
5
BlackWhite Hispanic
Note: Accommodations were not permitted for this assessment in 1990 and 1992. Source: NCES NAEP Data Explorer
6. GRADE 4 NAEP MATH 2009: There are significant differences in
achievement among low-income black students across districts
Average score for black students eligible for federally subsidized lunchAverage score for black students eligible for federally subsidized lunch
6
33 pts
Source: NCES NAEP Data Explorer
7. GRADE 8 NAEP MATH 2009: There are significant differences in
achievement among low-income black students across districts
Average score for black students eligible for federally subsidized lunchAverage score for black students eligible for federally subsidized lunch
36 pts
7
36 pts
Source: NCES NAEP Data Explorer
8. THE HEART OF THE CHALLENGE
The quality of an education system cannot exceed the quality of its
teachers The top-performing school systems [internationally] attract
1. More Effective Teachers
teachers. The top performing school systems [internationally] attract
more able people into the teaching profession, leading to better
outcomes. The top-performing systems we studied recruit
their teachers from the top third of each cohort that graduate from their
h l t C l l f i h l t lschool system. Conversely, low-performing schools systems rarely
attract the right people into teaching. The New Commission on the Skills
of the American Workforce observes that, “We are now recruiting our
teachers from the bottom third of high-school students going to college.”g g g g
McKinsey & Company, How The World’s Best-Performing School Systems Come Out On
Top (2007)
2. More Equitably Distributed
Research also shows that teacher quality is unevenly distributed in
schools, and the students with the greatest needs tend to have
access to the least qualified and least effective teachers
8
access to the least qualified and least effective teachers.
The Aspen Commission on No Child Left Behind
9. THE BACKBONE OF THE SOLUTION
1. The key is that unless there is accountability, we will never get the right
system. As long as there are no consequences if kids or adults don’t
perform, as long as the discussion is not about education and student
outcomes then we’re playing a game as to who has theoutcomes, then we re playing a game as to who has the
power….Unless you start with a very heavy emphasis on
accountability, you’ll never get a system with all the other pieces falling
into place.
Al Sh k P F (1993)Al Shanker, Pew Forum (1993)
2. To throw up our hands and say “But we cannot measure performance
in social sectors the way we do in business” is simply lack of discipline.
All indicators are flawed, whether qualitative or quantitative. Test
scores are flawed, mammograms are flawed, crime data are flawed,
customer service data are flawed, patient-outcome data are flawed.
What matters is not finding the perfect indicator but settling upon aWhat matters is not finding the perfect indicator, but settling upon a
consistent and intelligent method of assessing your output results, and
then tracking your trajectory with rigor.
Jim Collins, Good to Great And The Social Sectors (2005)
10. ACCOUNTABILITY & ACHIEVEMENT
W
EVALUATE ENABLE
WHAT
EVALUATE ENABLE
Progress Reports Periodic Assessmentsg p
Grades based on student
outcomes
Quality Reviews
Diagnose and track progress
Teacher Data Reports
Assess teacher performance
H
y
Scores based on performance
management criteria
School Surveys
p
Achievement Reporting and
Innovation System (ARIS)
Knowledge and data
OW
y
Parent, teacher, and student
surveys about school
environment
g
management
Children First Intensive
Hands-on data training through
State and Federal Evaluation
(NCLB)
Measures of schools’ Adequate
Yearly Progress and
g g
Inquiry Teams
Knowledge Sharing
Support structures and tools for
10
y g
accountability standing
pp
collaboration and knowledge
sharing
15. WE HAVE CREATED MORE TOP-NOTCH
CHOICES FOR STUDENTS
We created options for New York City students and families,We created options for New York City students and families,
including:
> 335 new schools
> 82 new charter schools> 82 new charter schools
> 22 new transfer schools for students who have fallen
behind
> 10 new GED programs> 10 new GED programs
> 21 Young Adult Borough Centers for students who are
over-age and under-credited
> 53 Learning to Work programs to help students get back on> 53 Learning to Work programs to help students get back on
track and learn useful career skills
> High school choice for all students
15
16. INNOVATION ZONE
The Innovation Zone will employ a centralized,
portfolio management approach to oversee and
coordinate an innovation pipeline – using rigorous
standards to design, test, and assess each
innovation’s impact on student achievement
Project Overview
innovation s impact on student achievement
For the 2010-11 school year, the iZone will focus on
three categories of innovation rethinking time andthree categories of innovation—rethinking time and
staffing in schools, introducing new technologies to
personalize instruction and assessment, and
expanding student access to world-class
instruction through virtual learning
Design
Our Research & Policy Support Group will design
customized evaluations to assess the effectiveness
Success Metrics of each innovation pilot to include:
• Increased student achievement outcomes –
including greater credit accumulation, on-time
graduation, and increased performance on
state test scores
Success Metrics
16
state test scores
• Increased teacher collaboration through
differentiated teacher roles
17. THE FIRST PHASE OF THE I-ZONE INCLUDES 80+
SCHOOLS SERVING 13,000 STUDENTSSCHOOLS SERVING 13,000 STUDENTS
NYC Innovation Zone:
Pilot cutting-edge approaches to personalize instructionPilot cutting edge approaches to personalize instruction
Vi t l L i
Adaptive Time and
Virtual Learning
40 schools
piloting online
p
Learning
Technologies
30 schools using
customized data
Staffing
9 schools testing
creative
scheduling and
instruction
customized, data-
based instruction
scheduling and
staffing
PROJECTED IMPACT
• More learning time leads to greater academic gains
• Greater personalization leads to greater student engagementp g g g
• Optimizing teacher roles will lead to more effective instruction
18. A LEADING INNOVATION: SCHOOL OF ONE IS
TRANSFORMING THE CLASSROOM LEARNING
EXPERIENCE FOR MIDDLE SCHOOL MATH STUDENTS
Pilot: Test SO1’s scalability and capacity through a 3 school after-
school program that serves nearly 300 students. The pilot moved to an
in-school operating model at one middle school in May 2010.
19. ENABLE TEACHERS TO BETTER PERSONALIZE
INSTRUCTION USING INTERACTIVE TECHNOLOGY
TOOLSE
• Interactive online curriculum that
Adaptive Learning
Interactive, online curriculum that
has the potential to replace static
textbooks
Technologies • Real-time assessments enable
teachers to customize instruction to
student academic needs
Pilot: Compare the effectiveness of three adaptive technology solutionsPilot: Compare the effectiveness of three adaptive technology solutions
across 30 elementary schools.
20. EXTEND THE SCHOOL YEAR AND DAY THROUGH
CREATIVE SCHEDULING
• Increases instructional time for
t d t f 180 t 200 dstudents from 180 to 200 days
• Increases teacher collaboration
time from 45 minutes per week to 10time from 45 minutes per week to 10
hours a week
• Proven impact with strugglingProven impact with struggling
students
Pilot: Expand the Generation Schools model to one school and one
school network. Conduct time and staffing pilots programs at 7
additional schools
21. BLEND ONLINE LEARNING WITH FACE-TO-FACE
INSTRUCTION
• Address teacher quality gap inq y g p
schools – students receive expert
instruction outside school’s walls
through virtual learning
• Offers meaningful supports to high
performing and low performing
t d t (Ad d Pl t &students (Advanced Placement &
Credit Recovery)
Pilot: Pilot blended learning models across 12 schools and online
Advanced Placement and Credit Recovery pilots at 30 schools.