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Measuring success in personalizing schools

The New England Network for Personalization and Performance is a development project funded by the USDOE, currently in year 4 of 5. Thirteen high schools across four states express interest in personalizing education and integrating performance assessment. The project aims to identify elements contributing to personalized education, student engagement, and academic outcomes. Challenges include scaling up, leadership turnover, and ensuring success for high needs students. Key questions involve defining success, student involvement, and differential success patterns.

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Measuring success in personalizing schools

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  1. Measuring success in personalizing schools THE NEW ENGLAND NETWORK FOR PERSONALIZATION AND PERFORMANCE

  2. Development project funded by the USDOE in 2010, currently in year 4 of 5 • 13 high schools across 4 states (NH, VT, ME and MA) expressing interest and readiness to personalize education and integrate performance assessment/demonstrations of student learning • Big and small, rural and urban, traditional and innovative

  3. Project Theory

  4. Project Theory What’s the impact? What are you changing?

  5. Fidelity of Implementation • Part of this work, the process evaluation, is designed to identify and track the elements that contribute to personalizing education. • We hope this helps to define the concept and results in new knowledge about which elements are important leverage points.

  6. What’s working? • Student engagement: On average, NETWORK schools score about the average on national measures of student engagement • The percent of students demonstrating proficiency on state assessments of ELA (11/13) and Math (10/13) is increasing at most schools • The graduation rate at 11/13 schools has increased

  7. Focusing on improvement • Scaling up is a clear challenge at all schools. • Personalized approaches are intensive and are simpler to implement with small groups of highly motivated students • Leadership, and the turnover of leaders, is a challenge • Maintaining a focus and energy behind any large scale change is particularly difficult when the leadership changes frequently

  8. High needs students • Ensuring high needs students participate and succeed in transformed high schools is an area that is not yet well studied or understood • There are still pockets of educators who believe these approaches are ONLY possible with independent, successful students (the ‘high flyers’) • Students with special needs (language, disability, poverty, low achievement) stand to gain the most from improved, innovative, engaging practices

  9. Questions to ask • Define personalization, competency, …. • How many students are affected/involved? • How many high needs students? • How do you define success, and What evidence of success do you see? • Are there differential patterns of success for different student groups?

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