Tuesday, October 24th

Select a time slot to view workshops and sessions.

Note: Session dates and times are subject to change.

10:00 AM – 11:00 AM

Northern Hemisphere BC

Everyone’s talking about personalization and equity, but what does that actually mean for school (re)design? NewSchools will lead a discussion with district and charter school leaders, who are designing for equity through personalization and innovation. Join us to hear practices and lessons learned from practitioners who are achieving equitable outcomes or are designing their schools to get there. Speakers will also share tools and resources they have leveraged to advance their efforts.

Oceanic 5

Change in any large organization is hard. There are people to be trained, processes to be created or changed, and things to be bought, but hindering progress is inertia, anxiety, divergence, and sometimes even sabotage. Attend this lively and hands-on session to learn and practice the 4 keys to successfully leading and managing change (Creating a Vision, Building a Team, Evaluating Progress, and Resourcing Your Plan).

Asia 2 

This session will focus on academic cheating, focusing specifically on helping participants understand (a) who cheats, (b) why students cheat, and (c) how to design instructional materials to prevent cheating.

Europe 11

We are educators that were once isolated and doing our work alone. It was hard. But we found strength in community and open collaboration, and it took our collective impact to a whole new level. Learn about a national network of Communities of Innovative Practice™ (CIPs) focused on collaboratively tackling complex problems within education through bold, breakthrough approaches to promote equity, eliminate knowledge silos and drive adoption through professional networks.

Asia 1

All students deserve access to the courses they need for success in college and careers. However, too many students, and in particular those from traditionally underserved backgrounds, face significant inequities, lacking access to the coursework needed to graduate from high school prepared for success. A promising solution is course access. Course access provides public school students with expanded course offerings across learning environments from diverse, accountable providers. It is a statewide program through which students can gain equitable access to a variety of courses in a programmatic effort to increase access, quality and equity in public education.

Oceanic 6

Open Educational Resources (OER) enable educational innovation and reduce cost. However, questions about copyright, licensing and fair use arise when third party materials are needed to create high-quality OER. Rather than allowing that complexity to dampen learning and limit effectiveness, this seminar aims to help practitioners and support staff work through the questions and complications they face in their day-to-day roles through a conversation with their peers and with copyright experts.

Europe 10

In this interactive session, you will get the critical success factors for implementing blended learning in your district — whether a novice or learning to grow a successful online program. Edmonds eLearning Academy has grown from a small program to a large, comprehensive 7-12 grade school and one of the top 10 alternative learning schools in Washington state. This session will provide the critical success factors in developing and executing such an alternative education program in your district.

Asia 3

Districts are increasingly tasked with providing options for at-risk and under-served student populations to address achievement gaps. Baltimore County Public Schools (BCPS) is raising the bar by committing to support equal opportunities for all students. Through effective professional development, policies, training and high-quality digital curriculum, BCPS is creating instructional environments that support academic rigor and cultural relevance to ignite the potential of every student.

Oceanic 8

Personalized learning (PL) approaches are promising, but can they be equally successful in all contexts? We will discuss evidence from 2 studies (one ongoing) that examine personalized learning outcomes and implementation in district contexts. The presentation will discuss student outcomes and some of the unique implementation challenges related to PL implementation in districts. The presentation will explore policy barriers and engage the audience in a discussion of potential solutions.

Oceanic 1

Students should be empowered to co-design personalized learning experiences that provide authentic opportunities to learn through inquiry, collaboration and creativity.  Consider the interactions required and practices desired within the learning environment and come discuss strategies with us that can help you facilitate and empower learners to take the lead and have ownership in their learning just as we have successfully done with other schools and districts.

Crescent Terrace

As the country implements new learning models to scale personalized learning and competency-based models, there is a divide between academic teams and technology departments. In this session, we will discuss best practices to create a collaborative environment that creates a culture of “Yes.” This involves creating an ecosystem at schools that support instructional technology, professional development, infrastructure, data management and stakeholder support. We will lay out the blueprint for having a next generation technology department that provides all students with access to high-quality learning opportunities.

Oceanic 4

Everybody needs to be a self-advocate, but this skill is all the more important for students with disabilities who are called to advocate for themselves and their rights in college, career and civic life. The National Center for Learning Disabilities (NCLD) policy and advocacy team will discuss how an explicit focus on self-advocacy can facilitate personalized learning experiences that are transformative for students with disabilities versus those whose impact may be more limited and share learning from our national and state convenings.

Oceanic 3

So often in education, we spend time, money and energy planning, developing and implementing new initiatives, pouring our hearts and souls into a new effort — only to see it dissipate as funding goes away, as barriers are encountered or as priorities change. How can you avoid seeing this happen to your blended and personalized learning initiatives? How can you make your innovation “stick” and create an environment conducive of scale? Join our panel of experts to think about the long term.

Oceanic 2

This demonstration will introduce rapid cycle evaluation (RCE) and tools developed through the Office of Educational Technology at the U.S. Department of Education to meet the needs of districts seeking to evaluate the education technology products they use. The free toolkit includes a series of tools to support districts at all stages of the research process, from considering what questions are worth pursuing to planning and conducting rigorous evaluations and interpreting the results.

10:00 AM – 12:15 PM

Asia 4

Agency is essential for personalized learning. While agency is by definition a form of empowerment, it often does not feel like empowerment at first. Learners — adults and students alike — typically experience uncertainty and feelings of loss of control as they express their agency. These inner struggles must be acknowledged and embraced in order to deepen agency. Participants will explore this uncertainty in their own experience as a way to embrace it and move forward with learner agency.

Northern Salon E3

This session will launch with the question, “What is the workload of a college freshman?” Presenters will provide a brief overview of compelling findings of a recent study on freshman workload and investigate the anatomy of a high-quality performance task that ensures access for all learners. Participants will explore key components of exemplar performance tasks and building blocks that “trend.” In a guided task design sprint, attendees will construct a competency-/standard-based performance task with an implementation roadmap, receive peer feedback, synthesize and reflect, and consider implications and next steps.

Southern Hemisphere I

Experience first hand a truly student-centered model of education fostering problem-solving, collaboration and resilience. Challenge yourself to complete directed and self-directed learning launchers in the areas of coding, circuits, toy hacking/construction and robotics direct from a bustling MakerSpace that just experienced its second anniversary. Learn how to build interactive, highly engaging, innovative work plans for students. Engage yourself in highly effective personalized learning.

Northern Salon E2

Do you want to open up the virtual doors of your school and collaborate to create online and blended learning? Do you want to offer blended learning for students, but lack sufficient resources? This workshop begins by dissecting examples of consortia and identifying challenges and innovative instructional strategies. Next, we will discuss critical questions for different models of learning. Walk away with the start of a design for creating a consortium to meet your needs and making partnerships.

Northern Salon E1

Competency education is a high leverage initiative. It solidifies a commitment to equity, articulates college- and career-ready outcomes for all students, ensures personalized learning is rigorous, and leads to improved teaching and learning. It also provides an array of measurable learning outcomes and informs student-centered accountability systems. Participants will use tools and resources to frame their transformation work as one cohesive, coherent effort leading to greater sustainability.

Northern Salon A1

In order to successfully implement competency-based learning in schools and districts, school leaders must foster a collaborative culture of professional learning. Join school leaders from New Hampshire in an interactive session that will provide participants with tools to foster this culture and embrace competency-based learning at the school and district levels. Participants will have the opportunity to self-assess their readiness and develop an action plan for next steps in their journey.

Northern Salon A2

Transitioning to a personalized competency-based education system can look quite different from district to district and school to school. Organizational factors such as commitment to change, resources, culture, etc., play a major role in the type of transition plan that can be developed. This workshop will focus on the components of culture and resources, examine different types of options that are available, and analyze real-life examples of how transitions can occur.

Peacock

Educators will become blended learners. Participants will engage in blended learning via rotation and self-blend models. Presenters will define blended and personalized learning using virtual collaboration tools. Participants will experience learning via a rotation model to cover these topics: education issues, blended learning models, and the “why.” Participants can opt to continue via a self-blend model of Introducing Your School or District to Blended Learning session after the conference.

Northern Salon E4

This session builds on the work of a deeper learning institute featuring Halldale (ME), Souhegan (NH), and Parker Charter Essential (MA) schools. These innovative competency-based middle and high schools have made substantial change to personalize learning in their communities including competency-based performance assessments. The focus of this session is on what education practitioners in middle and high schools can do to support deeper, student-centered learning for their students.

Northern Salon A3

Mindsets, Essential Skills and Habits (MESH) are key to student success — but how do we measure them? As we support students to be future leaders and innovators, we know MESH matters, but tracking their progress is much more complex than academics. Join us as we unpack our journey to building a holistic data dashboard that provides teachers and leaders with academic and social-emotional data for our students. Let us help you launch your work towards doing the same.

Southern Hemisphere V

Join us to learn how one school leveraged performance assessment to transform instruction from a traditional model to a more student-centered learning environment. The leadership team will share with you how they developed a plan to support and facilitate this work. You will then have an opportunity to assess your own school’s readiness to embark on a similar journey, determine your entry point, gain troubleshooting help and walk away with an action plan including tangible next steps.

Northern Hemisphere D

Join this interactive, hands-on session, appropriate for both personalized learning beginners and those looking to add new strategies to their personalized learning classrooms. Participants will have ample access to experts who have worked directly with educators to design and implement personalized learning across classrooms, departments and entire schools. With multiple stations and activities from which to choose, you can personalize your own learning path.

Northern Salon A4

Are you struggling to scale innovation in your district beyond that personalized learning pilot or that cohort of performance assessment work? We are a large district (80,000 students and 6,500 teachers) and we are on our way to scaling our work to rethink instruction and assessment across the entire district. Come hear from district leadership and our partner education design lab, 2Revolutions, as we tell our story and help you begin to think more strategically about scaling your innovation.

Southern Hemisphere IV

This workshop is based on a 2-year, national Assessment for Learning Project to create environments — set sacred space — for better learning throughout Hawaii’s K-12 public education system. The Office of Hawaiian Education (OHE) will share its findings from the development of an assessment framework using a Hawaiian context for 6 system-wide outcomes. Explore ways to situate assessments in a localized context in order to make room for more than one cultural model of education in the classroom.

Southern Hemisphere II

In this interactive workshop, participants will explore how the principles of positive youth development theory — student voice and choice, trusting and supportive relationships, high expectations and engaging learning experiences — are essential in supporting competency-based learning. Participants will work in groups to identify ways to implement student-centered, competency-based education with integrity through an understanding of positive youth development practices. The session will be moderated by Sam Sherwood from Springpoint and Jenny Curtin from Barr Foundation.

Southern Hemisphere III

The journey to personalized learning isn’t easy, but your school or district can get there with the right support and resources. Engage with school leaders from different contexts who navigated the change management process to personalize learning at their school with the Summit Learning Program, and get guidance to support multiple schools transitioning to personalized learning within a district. During the hands-on workshop, develop and refine strategies that will fit your school or district.

11:15 AM – 12:15 PM

Northern Hemisphere BC

This session explores one school (CICS West Belden) and two districts (Henry County Schools, Georgia; Mesa County Valley District 51, Colorado) in the midst of personalized learning transformations. Their journeys are unique: from West Belden’s collaborative planning to Henry County’s innovative culture to Mesa’s focus on social emotional learning. What connects them are inspiring visions, attentiveness to change, and courage to share. The panel complements 3 case studies by FSG, supported by the Gates Foundation.

Europe 11

To date, just one study (Adelstein & Barbour, 2016) has attempted to validate the 52 iNACOL standards. This research continues their validation efforts, focusing on the University of California’s novel use of the iNACOL standards in determining which online classes can be used by California’s 1.7 million high school students to satisfy eligibility requirements for UC and CSU schools. Attendees will leave with ideas about how they can continue validation efforts at their own sites.

Oceanic 6

One of Building 21’s core values is transparency. When we started this journey 5 years ago, there was very little in the field that was open. Those that did share allowed us to build on their work and create the Learning What Matters competency model. After 5 years, there is still very little that is open. We hope to share not only our successes and failures designing a next generation learning model for two urban district high schools, but also share everything we created along the way.

Oceanic 4

This session will provide participants with an overview of our practitioner-focused research efforts in schools and ed tech tools at NewSchools Venture Fund, a national venture philanthropy working to reimagine public education. We will host an interactive session, with support from our research partners WestEd and Transforming Education, that will engage audience members in a dialogue about the implications of this type of approach in their contexts.

Oceanic 5

How do we redesign school to support students who are off track to graduate? Chelsea Opportunity Academy (Chelsea, MA) is a new school design focused on Five Pillars (competency-based, multilingual, holistic, flexible, community-embedded) to better serve students who have historically been unsuccessful in the traditional high school model. Session participants will rotate among stations, engage with the Five Pillars through artifacts, share feedback, and make connections to their own work.

Asia 3

This session will explore how districts are building teacher capacity, fostering a collaborative culture and creating a data-driven mindset to raise student achievement and educator success. Panelists will share ways district leaders can transform classroom practice and deepen pedagogical knowledge with educator-focused professional learning. The intended outcome is to equip participants with frameworks and strategies to scale personalized learning and cultivate teacher readiness.

Oceanic 8

This interactive session focuses on ensuring effective mentoring of online students in personalized, competency-based, online learning. Small groups will share their experiences and ideas about effective mentoring, challenges and lessons learned via a brain-writing process. The presenters and volunteer facilitators will help each group cluster ideas into findings in a visual affinity diagram. Participants have online access afterwards to these tangible products of their interactive work.

Oceanic 1

Henry County Schools, a large district in metro Atlanta, will share its journey from traditional to competency-based education through personalized learning. All 50 district schools are redesigning to provide high-quality, rigorous, student-centered learning experiences for all K-12 students.

Oceanic 3

We need learning organizations: educational institutions that are always getting better and faster for students. To accomplish this task, teachers must be at the center of research and development. In this interactive session, learn how Summit Public Schools engages teacher-researchers to drive our research agenda, and leave with ideas for how you can approach practitioner-led continuous improvement in your learning organization.

Oceanic 2

Research shows that most online learning schools today aren’t improving students’ outcomes. Are there online learning environments that can actually help them flourish? If so, how might these environments differ from what we’re currently doing? In this session, the authors of the “Let’s Rethink Online Learning” article (www.mcrel.org/lets-rethink-online-learning/) will share their findings and key practices to enable the growing online student population to succeed academically and in life.

Asia 1 

Leaders of nationally renowned models for innovation in personalized learning and serving students with learning differences will discuss new strategies, models and best practices around their extraordinary academic growth for all students—but particularly those with learning differences focusing on lessons learned and challenges. Panelists will also offer a national perspective on how the Every Student Succeeds Act (ESSA) will affect everything from compliance to the curriculum.

Crescent Terrace

How can we recognize and credit student learning that occurs outside of school without forcing students to jump through premade assessment hoops? How can we move beyond a perception of pace as personalization to build deeper student autonomy? David will discuss how Great Schools Partnership works with educators to redefine classroom assessment through the creation of task-neutral scoring criteria, enabling students to determine how to learn, when to learn, and how to demonstrate this learning — while ensuring equitable and deep learning for each student.

Europe 10

Successful blended learning begins with a student-centered classroom. Engaging lessons that are learner centered is the ultimate goal. Secondary teachers must make the shift from being content masters to learning masters — which is easier said than done. Technology empowers learners and teachers as we make this shift. This workshop will provide you with some instructional strategies and protocols that you can use immediately to transform your classroom into a cognitively engaging environment.

2:15 PM – 3:15 PM

Northern Hemisphere BC

Hear from a panel of district and school leaders from the Cleveland Metropolitan School District (CMSD). Panel members will reflect on the district’s portfolio strategy, which includes the design and launch of new high schools through the Opportunity by Design initiative. Moderated by Springpoint, panelists will discuss how the process of creating new small schools drives innovation in the district and leads to approaches like mastery-based learning and community-driven school model design.

Northern Hemisphere D

Horry County Schools (HCS), the third largest K-12 district in South Carolina, is successfully shifting their instructional model from traditional teaching to using blended learning to differentiate and personalize education. In this panel discussion, you will hear strategies used for teacher professional development, increasing teacher leaders and building capacity, gradually introducing components of the blended learning instructional model and time to ask questions to a panel of HCS leaders.

Southern Hemisphere III

Supporting educators in implementing blended and personalized learning is an incredibly local task. Context influences the resources and solutions leaders turn to, as well as the role human capital providers can play. The Learning Accelerator is trying to bridge this gap by convening and deeply understanding learning networks, “ThinkTanks,” in 8 regions across the U.S. This session will focus on key themes and lessons learned, as well as overall recommendations for local and national action.

Southern Hemisphere IV

Effective assessments support learning, not just evaluation. The presenter and participants will practice applying 6 quality criteria to select and develop high-quality classroom assessments. Criteria include measuring higher order skills, using authentic activities and drawing reliable insight. We will develop strategies for helping students make more effective use of assessments. We will discover better strategies to evaluate assessment results to guide future learning activities.

Asia 3

How can schools and districts transform from those of the industrial era to ones that are personalized and leverage the power of technology? Schools across the nation are transforming into ones that are future ready, revamping such aspects as curriculum and instruction, professional learning, learning spaces and community partnerships. This session will inspire leaders and provide a free framework and tools to transform their schools into ones that better prepare students for their tomorrows.

Europe 10

How do you shift from traditional to student-centered culture? Boston Public Schools (BPS) Innovation launched Beta iStudios, which are small teams of educators, administrators, and local/national experts, working from the iNACOL Blended Teacher Competency Framework, collaborating to iterate on school-based, student-centered learning. We bring some of those involved in this experiment (including students via Skype) into conversation with our audience’s interests, experiences and expertise.

Asia 4 

Understanding and applying the experiences, perspectives and needs of students is essential in creating innovative schools of the future. In this session, participants will learn about student-centered school design and interview students to better understand the connection between student needs and design decisions. The process modeled in this workshop, part of a larger program that NewSchools launched this summer, will be easily adaptable to educators’ unique contexts.

Oceanic 4

Come hear how NewSchools Ignite has amplified the voices of special education teachers to push the education technology market to create and refine tools to support students with disabilities. We’ll share our extensive market research insights, based on interviewing dozens of educators and surveying hundreds of students. In addition, we’ll walk through education technology products that are meeting the critical needs of students with disabilities.

Oceanic 1

Along the journey of transformation, you experience many successes and learn from many lessons along the way. Tom Rooney is the Superintendent and Nikolaus Namba is the Director of 21st Century Learning in Lindsay Unified School District. Lindsay has been on their journey, shifting from a traditional time-based system to becoming a learner-centered performance-based system for many years. They would like to share experiences of this journey, including:  

  1. What is a strategic design, why is it important, and how can you make it part of the district culture?
  2. During systemic transformation, how do you establish a positive, learner-centric culture?
  3. Understanding where every learner is on their educational path requires reflective and challenging conversations around data. How can I build data transparency and a results-driven culture?
  4. To undertake a system-wide transformation, leadership at all levels (Board, Superintendent, Principal, Learning Facilitator, classified staff, etc.) must be in alignment. How do I ensure this alignment?
  5. Technology has the ability to accelerate and assist in personalizing learning. How do I ensure our learners have equity and access to it?

These are some of the questions we will be covering at our session, but the most important inquiries will come directly from the participants. Come to this session and ask the questions you want answers to, as this will lead to lively discussions guaranteed to focus on your wants and needs.

Oceanic 3

To understand the impact of leadership and how the role is changing in learner-centered environments, iNACOL conducted a discovery process including an extensive literature review and interviews with leaders from across the educational spectrum.  Join this interactive session to examine: What is essential or different about leadership in schools and learning communities that have been successful in developing and sustaining learner-centered environments? Gain insights from early findings and share your insights, stories and questions.

Northern Salon E1

At Education Reimagined, we say that learner-centered education is a paradigm shift — a whole new way of seeing learners, learning and education. Once focused on the learning, rather than the delivery of education, and seeing learners as unique and wondrous, pioneers ask entirely new questions and approach old problems with creative solutions. Join a panel of pioneers who have reached the simplicity on the other side of complexity to explore simple ideas that have transformational impacts.

Oceanic 2

This session will examine: 1) how project-based learning (PBL) helps students experience deeper learning (as defined by mastering core academic content; thinking critically; working collaboratively; communicating effectively; and developing self-direction); 2) how the New Tech Network’s PBL approach advances a proficiency-based learning system and accelerates implementation of global best practices, and 3) how the use of technology can be used to assess and verify cross curricular standards.

Oceanic 8

Ever wonder how online courses do when put under a rigorous review by your peers? Together we are making a difference in the quality of online courses for students. We’ll examine trends from Quality Matters Official K-12 Course Reviews. Looking at data from home-grown district-developed and 3rd-party courses, we’ll see which areas of course design schools, districts and providers have worked to continuously improve, which areas have shown the most growth, and which areas always meet standards.

Northern Salon E3

How can schools maximize personalized learning? One key is changing how adults organize themselves to facilitate personalization. Using new staffing models, such as teacher-led teams and specialization, schools can unlock talent in ways that are impossible with “one-teacher-one-classroom.” Based on their national research on leading schools, the Christensen Institute and Public Impact will help each participant develop actionable ideas for staffing models to power personalized learning.

Oceanic 6

Internationally, schools have developed components for contemporary best practice. Student agency, personalized learning, collaborative classrooms, authentic learning and more have become commonplace across the globe. What has also emerged is how these components are tied together through using more personal strategies associated with well being, mindsets and gratitude. We will explore and discuss these components and models from across the world and share our experiences.

Northern Salon A4

Advancing equity is not about reforming education, but pursuing justice for our nation’s children. In this workshop, CCSSO, NCLD, and UnidosUS will ignite a lively discussion on the persistence of educational inequity, how personalized learning can address it, and how we as a community of social justice advocates can organize and advocate for more equitable public education systems.

Asia 2 

K-12 online learning is making headway because it responds to the personal needs of the student, as well as the provider. So, why not take it further? K-20 students don’t stop at college preparedness, they connect to actual college-level educational experiences today. K-20 students move seamlessly from primary to secondary to post-secondary within a rigorous college-going climate. Join us as we discuss the cutting-edge responses and robust partnerships needed to bring K-20 to your community.

Crescent Terrace

Following up from the morning keynote, join Dr. Saxberg to continue the conversation about how to practically begin applying learning sciences at scale, and talk more about the Chan Zuckerberg Initiative’s hopes to accelerate “learning engineering” throughout the sector.

Oceanic 5

How are schools implementing problem-based learning to transform traditional learning to student-centered, relevant, connected models personalized to our youth and inspirational to our teachers? This institutional change is having compelling results for districts, teachers, and most importantly students, providing them with agency to solve authentic challenges tied to their passions, the ability to learn everywhere, all-the-time, and launch informed, competency-based pathways to their futures.

Northern Salon A2

Growth of personalized learning models is uneven across the U.S. Most importantly, there has been no large-scale, widely recognized study explaining the design elements behind personalized learning or exploring the characteristics of instructional models that are important elements taking hold in schools implementing personalized learning. Working with partners such as the Center on Reinventing Public Education and LEAP Innovations, iNACOL embarked upon a national scan of personalized learning in K-12 schools to more deeply understand the ways that personalized learning is taking hold. This session will provide insights into the preliminary feedback that has been captured as part of this national scan.

Asia 1 

The shift to competency necessitates changes to local and state policy. Too often left out of conversations about policy, practitioners end up feeling that changes are being made to them, not with them. Understanding the policy landscape empowers creative, proactive, innovative student-centered practices; elevates educator voice; and helps distinguish between policy perception and reality. Participants will learn how policy can be a driver for change and how it can protect best practices.

Europe 11

We’ve come a long way in personalizing learning for students, but our methods with teacher learning often lag behind. Join an award-winning online teacher and instructional coach to explore how student-centered coaching cycles (adapted from Diane Sweeney) and professional development menus can provide teachers with personalized, just-in-time learning. You’ll leave with ideas you can apply immediately in your own school to create powerful learning experiences for teachers.

Northern Salon E4

Beyond the data, the charts, the strategies, the schedules, the test scores, there are… the stories. Education has always been a fertile garden for storytelling. Next generation learning brings that storytelling to a new level. If the nation’s public schools are to move towards student-centered, experiential, personalized, next generation learning, they will do so in part because their pioneers do a good job telling the stories that illustrate the why, what and how of their backbreaking work.

Northern Salon A3

No matter where you are in your personalized learning (PL) practice, this session will help you create a customized growth strategy. Participants will learn how Dallas Independent School District has expanded PL using replicable and sustainable methods, then work together to develop and refine their own models. Participants will leave this interactive session with a draft vision for taking their PL practice to scale, along with access to shared plans from other attendees.

Northern Salon E2

Competency education and new credentials are on the rise. Innovative schools and states have spread to district and regional transformation. In 5 years, college programs identifying as competency-based have grown twentyfold. Badges, micro-credentials and nano-degrees are more commonplace. In this session, explore what this all means for our most underserved and underrepresented learners.

Southern Hemisphere V

Reimagining assessment is reimagining what’s possible for learning. What if assessments empowered students to chart their own learning paths, gave teachers tools that respected and enhanced their professional judgement and embraced a richer, deeper definition of student success? Innovative educators from the Assessment for Learning Project will share their experiences doing just this, and will invite participants to identify opportunities in their own contexts to #rethinkassessment.

Northern Salon A1

Leaders from Alpha Public Schools, the Louisiana Department of Education, the Nashville Residency Program, and the Relay Graduate School of Education will explore the teacher workforce needed for today’s and tomorrow’s classrooms – including how to best support aspiring and current teachers as well as how to measure effectiveness.

Southern Hemisphere II

This introduction to competency-based education will begin by considering shortcomings of traditional education practices: grading policies, classroom practices and curriculum. We’ll explore 5 key shifts of competency education (thanks to iNACOL and CompetencyWorks) and how competency education infuses teaching and learning with power, context and traction. We’ll Skype with practitioners and students to learn how and why competency education represents a paradigm shift for educators and learners.

Southern Hemisphere I

At LEAP Innovations, we believe that personalizing learning for each individual student will be a game-changer in helping all kids reach their full potential. But to take personalized learning to scale, we need to prove it. Join us as we discuss what we’re learning so far, from our on-the-ground work with more than 90 schools across Chicago, as well as our national research. You’ll hear from the LEAP research team, national experts, and LEAP educators who have seen classroom impact firsthand.

4:00 PM – 5:00 PM

Northern Hemisphere BC

We see learner-centered education as a mindset shift — changing the way we think about, talk about, and act on learning and how we partner with and engage learners. Oftentimes, what unlocks this shift is deeply listening to learners with curiosity and trust. Join Kelly Young, Executive Director of Education Reimagined, and Jemar Lee, a passionate learner from Iowa BIG, to discover and practice the art of deeply listening. Leave inspired and ready to know your learners on a deeper level than ever before.

 

Europe 11

Create a change in practice by learning how to create personalized, competency-based modules. After presenting our journey at iNACOL 2016, we’re back with lessons learned, best practices and a celebration of a paradigm shift. Work hands-on to learn how to create a framework for implementing competency-based professional development, which provides teachers with different approaches to professional learning that are flexible, responsive and individualized, while honoring teacher voice and choice.

Southern Hemisphere IV

In school districts, there is an array of assessment data available such as summative, benchmark, and formative. The value of this data is limited due to an inability to compare across results for more informed analyses. CELT corporation is working with education agencies to use data governance to create and support an assessment data framework. The Ed-Fi data model is the foundation for this framework. In this session, participants share their lessons learned and explore new strategies.

Southern Hemisphere V

Designed for participants with limited awareness of the NCAA Eligibility Center, this session will provide an overview of the requirements and processes by which high school students become academically eligible for intercollegiate athletics. Using the case study method, participants will be given the opportunity to review and analyze real-world documents based on NCAA standards and criteria for review for high schools, programs and courses.

Northern Salon E1

In a fast-moving field like education technology, it’s worth taking a moment to take stock of new developments, persistent trends and the challenges to effective technology implementation in real classrooms. This discussion will reflect on where education technology stands now and where it is likely to go, while engaging in an interactive Q&A with the audience.

Europe 10

Relationships and community are important facets of any personalized learning program. For many students, school is where they build knowledge of themselves and what they have to offer to the world around them. In this session, participants will explore the question: how can we build meaningful relationships with and among students that facilitate self-exploration and allow us to understand and support their sense of identity within the personalized learning community?

Northern Salon A4

Appropriate course design is crucial to reduce cognitive load for students. Join us in a hands-on demonstration of cognitive load and how it impacts student achievement. We will also dive into best practices in reducing cognitive load for students and explore how the Clark County School District (CCSD) has worked diligently to reduce cognitive load in our online content to provide the best experience possible for our students.

Oceanic 6

The Department of Education of the Philippines confronted a situation of a severe lack of classrooms and teachers for its large population of public school students. The department instituted a community-based blended learning model to provide access to education to the most disadvantaged sectors despite the classroom and teacher shortage. This situation is used as a take-off point to expanding their thinking, and designing even more out-of-the box solutions to realities in their workplace.

Northern Salon E3

ASU Prep Digital uses the Online Practice Profile, a self-assessment tool that identifies teachers strengths along 6 domains, used as a hiring tool to identify the best teachers in the world. Additionally, these data-driven results are used to drive monthly professional learning community (PLC) topics. Participants will have the opportunity to take and view their own results in the Online or Blended Practice Profile.

Southern Hemisphere I

Schools and districts are turning to personalized learning to better prepare students for college, careers and life. But few have been able to move beyond pilot phase. This session will explore an evaluative approach to help measure readiness and prepare districts for scaling personalized learning, while discovering the district conditions necessary for such a monumental shift. Participants will also consider their local progress toward each condition and discuss actionable next steps.

Southern Hemisphere III

Everyone’s talking about diversity, equity and inclusion (DEI), but what’s actually going on within organizations? NewSchools and Bellwether Education Partners, along with 4 other funders, began a joint effort to collect demographic data and understand the impact of DEI policies and practices in education. Join us as we share insights from our study to spark learning, motivate action and promote accountability as our sector seeks to advance DEI within organizations and across the field.

Northern Hemisphere D

This session will discuss how we are failing forward in scaling successful blended learning (BL) programs to a district of over 150,000 students. Included are steps the district made to choose content, recruit, gain and provide support, and share an update of the first year of implementation. BL thrived in small pockets in Charlotte-Mecklenburg Schools, including blended schools: iMeck Academy and Turning Point Academy. These successes inspired district leadership to create a goal to expand BL.

Oceanic 1

Indigenous Education at Native American Community Academy (NACA) meets the needs of a diverse student body that represents 62 tribes, 18 ethnicities, and generations of families whose experiences with the U.S. government and education system were centered around assimilation. In contrast, NACA provides a holistic, community-led, rigorous and relevant education. We will discuss identity development and the impact of personal and collective transformation for students, families, and communities.

Oceanic 8

Dual credit/concurrent enrollment is a growing strategy aimed at increasing postsecondary attainment and success. Currently, online and blended instructional models are left out of the quality-control and accreditation efforts. Participants will: 1) understand dual credit quality assurance standards; 2) identify tensions between dual credit standards and online and blended learning; and 3) identify ways NACEP can adapt for greater integration of online and blended learning.

Southern Hemisphere II

“Move on when ready” is often often used when discussing competency-based learning. This mantra supports individual learning. Does it encourage rigorous and deep learning? Instead of an individualized curriculum focusing on pace, personalized competency-based learning can be collaborative, ensure transfer, and still be manageable for educators. Participants will actively discuss their beliefs about teaching and learning and identify indicators leading to student agency and engagement.

Northern Salon A3

The benefits of online and blended learning are many, but how can you ensure your school is able to tap into the world of opportunities it provides? Participants will hear how a school district took on that task — not just for its own students, but for the entire state. Hear how creating a portal can help you and your colleagues get efficient, cost-effective access to online courses that help you expand your catalog, provide innovative learning environments, and meet the needs of more students.

Asia 2 

The 74 hosts an interactive discussion with top public charter school leaders, looking back, and into the future, of personalized learning. A recent RAND study found that public charter schools excel at implementing and scaling personalized learning programs. Participants will dig in to these findings, and discuss lessons learned and future plans for increasing student achievement and engagement through personalization.

Crescent Terrace  

In 2017, CCSSO released 10 commitments for achieving educational equity for all kids. Our goal is to make sure all kids experience an equitable education system where personal and social identifiers such as gender, race, ethnicity, language, disability, family background, and/or income are not obstacles to accessing educational opportunities. In this session, I want to discuss how we can achieve this equity in personalized learning and make it available to all children.

Northern Salon E2

Whether you’re a teacher, principal or district leader, choosing education technology products to support personalized learning can be overwhelming. How do you see through marketing claims to identify products likely to have real impact? At LEAP Innovations we work with a team of national experts each year to identify the most promising edtech products to make available for schools in our Pilot Network. Join us as we share tools and resources for the smart selection of edtech on your own scale.

Oceanic 4

Be it personalized, one-to-one, blended or fully online learning, teachers and their students are experiencing a tremendous growth in digital learning. This presentation will feature an interactive experience where participants will explore effective practices, tools and strategies to ensure personalized learning works for all students. Focusing on struggling learners and their peers with disabilities, we will consider ways to plan, design and foster personalized content and instruction.

Asia 4

We will share the results of our organization’s most recent research study on the skills and competencies necessary for educators in personalized learning settings. For this study, we leveraged the iNACOL Blended Learning Teacher Competency Framework. We will focus on the key instructional and socio-emotional learning implications of our findings, including self-regulation, self-efficacy and goal setting.

Asia 3

Our session will highlight measures and assessment approaches designed to promote positive student agency, including measures that focus on social emotional learning (SEL) skills and environmental conditions underlying student agency and processes that place students as the owners of their assessment and learning. TransformEd and Next Generation Learning Challenges will highlight promising practices where assessment develops agency. We will also address how policy can be leveraged to advance SEL and support formative assessments of agency.

Asia 1

How are states using the Every Student Succeeds Act (ESSA) to advance personalized learning? This session will provide insight into promising policies across the 50 state plans submitted to the U.S. Department of Education. Participants will explore emerging trends and identify states that are advancing innovative ideas for student-centered learning. Participants will also help identify core principles to ensure innovation drives equity and excellence for all students.

Northern Salon E4

Work is changing rapidly due to the rise of smart machines and the decline of full-time employment. Key uncertainties include the extent to which people will work alongside or be displaced by new technologies and have support in navigating the changing landscape. This session will explore future possibilities for work and a new framework for readiness emphasizing social-emotional skills. Participants will ideate around vision, culture and strategy and create portraits of future graduates.

Oceanic 3

Hear leaders from Summit Public Schools, researchers from FSG, and school leaders talk about lessons from years 1 and 2 of the Summit Learning Program. Panelists will discuss pathways to adopt Summit Learning, building blocks for success and insights about supporting personalization in diverse contexts. Summit and FSG will also discuss how a rapid-cycle, adaptive research approach drove real-time improvement to Summit Learning.

Oceanic 2

Montgomery Virtual Program (MVP) utilizes today’s innovative content providers to create a model of online learning focusing on partnerships, flexibility and success unlike other one-size-fits-all online programs. Students experience success in a collaborative model grounded in continuous communication and support. Learn how to partner with families and students to create an ideal environment for online learning with flexible options designed to address the desired outcomes of all stakeholders.

Northern Salon A2

Why student agency? Our interactive session will engage attendees in an exploration of how to use personalized learning and small group instruction to increase student agency. They will leave seeing student agency as an essential character trait for building the life-long skills of perseverance and divergent thinking. We will explore how personalized learning, student-led conferences and exhibitions lead students to the skills they need to be successful in college, career and the community.

Oceanic 5

Are you looking for education technology tools for your English Language Learners (ELL)? Come hear NewSchools Ignite share ELL products that are designed to meet the needs expressed by educators across the country. In addition, we’ll share what we’ve learned from working with 13 companies over the past year. Participants will hear how ELL research has informed product changes and how educators can use these tools in a variety of ELL teaching methods.

Northern Salon A1

Have you or a group of your colleagues created a new and transformative instructional tool, resource, strategy or model that you know would benefit so many more than just the children in your school or classroom? You love your role as an educator and don’t really want to spend your energy taking your idea to the next level? This interactive workshop will take you through a process to bring an idea that started as a lesson plan in a classroom or a strategic initiative and bring it to the masses.