For us, blended learning is part of personalized learning. Everybody has a slightly different understanding of personalized learning. So, as a district or a school, you have to adopt a version that you feel represents your vision and values. A central piece of our vision for personalized learning is Universal Design for Learning (UDL). We believe in using data to identify anything that might be a barrier for each student’s learning. If a child can’t read, we don’t want that to get in the way of that child learning about science or social studies; we don’t want that to be a barrier to learning. That’s kind of how we started. Now we are trying to further the model. We are still working on the incorporation of digital technology to provide each student with the resources that will help them learn best. We would like to implement more flipped learning, where kids are able to watch and re-watch lectures on their own time, and more Genius Hour coursework, where kids are working on self-directed projects. We would also like to find a software program that enables students to read about science and social studies subject matter at their instructional reading level. This upcoming year (2018-9), we are going 1:1 with Chromebooks, which will drastically increase our capacity to implement blended learning.
We have been blessed with a great, student-oriented staff, who have responded very positively to our shift towards personalized and blended learning. There are a few teachers who have struggled, however, and my instructional coaches and I have been working to provide them with additional support. Currently, we are working on building an accountability structure for teacher implementation of personalized learning. Teachers strongly agree with the philosophy, but it can be difficult to implement when there are so many other demands on a teacher’s time. We will often do surveys with teachers, and this year, at the end of the year, I did an exit interview with each teacher to learn about where they are still finding difficulty in personalizing learning. Those areas can be turned into a work plan for the next year. As administrators, we have to make sure that we are personalizing professional learning for staff in order to give them the support they need in specific areas.
Additionally, it is important to remember that we, as school leaders, may become experts in a subject such as personalized learning, and we may think that every staff member understands the concept the way we do. Oftentimes, staff members are coming from completely different places, so to speak, and it is important to recognize that. Sometimes you will be moving along, and you will look behind you and realize that a number of people on your team have gone down a different path. It’s important to always go back and gather up those folks who are not where you are, and to be constantly aware of this process.
Three years ago, when we started this journey, my definition of ‘personalized learning’ was completely different than the definition I would provide now. It is okay not to know everything and to embrace ambiguity. It is okay to make mistakes and to correct them. That is the growth mindset in action. When I am observing a teacher whose lesson has substantial flaws, I never penalize that teacher, as long as they work to retool or edit the lesson. As a leader, you have to provide your staff with opportunities to experiment and fail. The more you fail and try again, the better you will be.
At Navin Elementary School, more than 400 students in grades K-4 join a warm, caring school community as they engage in personalized, twenty-first century learning experiences. A school-wide commitment to Universal Design for Learning (UDL) ensures that each student's learning experience is designed in accordance with her learner profile. Navin students receive substantial voice and choice in their learning, including design of "Genius Hour" passion projects and regular visits to school Makerspaces. In the 2018-9 school year, Navin will become a 1:1 Chromebook school.
Navin Elementary School
16265 County Home Rd
In 2014-2015 Ohio used the Ohio Graduation Test (OGT) to test students in grade 11 in reading, writing, math, science and social studies. State averages displayed on public school profiles include public schools only. State averages displayed on private school profiles include private schools only. The OGT is a high school graduation requirement for public schools and chartered private schools. The OGT is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of Ohio. The goal is for all students to score at or above proficient on the test.
In 2014-2015 Ohio used the Ohio Achievement Assessment (OAA) to test students in grades 3 through 8 in reading and math, and in grades 5 and 8 in science. The OAA is a standards-based test, which means it measures specific skills defined for each grade by the state of Ohio. The goal is for all students to score at or above proficient on the test.
The new Ohio State Tests in English language arts, mathematics, science and social studies were administered for the first time during the 2014-2015 academic year. The math and English language arts tests were produced by the Partnership for Assessment of Readiness for College and Careers (PARCC), of which Ohio was a member until July 1, 2015. Future tests in these subjects will be Ohio-specific tests developed by Ohio educators with the American Institutes for Research (AIR). The science and social studies tests will continue to be Ohio-specific tests developed by Ohio educators in cooperation with AIR.
n 2014-2015, Ohio implemented the Next Generation Assessment for Science and Social Studies in grades 3-8. It replaced the Ohio Achievement Assessment (OAA).