Our list of critical questions for February. These are what we'll drop on the table while they're discussing...

Personalized Learning
Feb 9, 8:45am - 10:05am

Does personalized learning mean that students can decline teacher assignments?
Does personalized learning mean that teachers must create alternatives if parents request different assignments for their children?

Which attribute/s is/are would lie at the center of your improvement plans nd how do they interface with the other attributes?

How would you represent this graphically?

Student Agency
Feb 9, 10:20am - 11:40am

What does it mean to be an agent? How can students (and teachers) be agents in schools? What school practices facilitate student agency? What practices undermine it?
How is agency related to motivation?
What would teachers say students need to be more motivated at school?
What would students say they need to be more motivated at school? Are these aligned?
Should increasing motivation be our end goal? Motivation for what? (long-term learning? short-term achievement? personal growth?)
What motivates your students to learn? What do YOU actively do to promote this?
What motivates your teachers to be the best teachers they can me? What do YOU actively do to promote this?

[Resource on agency: http://www.des.emory.edu/mfp/Bandura2001ARPr.pdf]

World Class Knowledge and Skills
Feb 9, 12:50pm - 2:10pm

What are the dispositions you have defined for students in your school or district? How are you assessing those dispositions?
What skills / knowledge base do you want your students to have / know?
How will you know if your students are ready for the next step?
How will you know if your teachers are preparing your students for the next steps?

Anytime, Anywhere Learning
Feb 9, 2:25pm - 3:45pm

What options do students have to demonstrate their learning in addition to multiple choice and extended response questions?
How do you assess college and career readiness dispositions?
What dispositions have been defined by your school or districts as critical to success after graduation? How do you assess these dispositions?
How do we deal with equity issues around access to technology?
How do you teach digital citizenship? Are students encouraged to create a positive digital footprint?
How can anytime, anywhere learning totally transform your schools?
What would happen if your teachers embraced the "flipped" classroom concept?

Performance-Based Assessment
Feb 10, 8:45am - 10:05am

If you achieved this attribute, how would you know it?

What evidence would you accept to verify that this attribute was achieved?

Would all stakeholders (teachers, students, parents, board members, community members, etc.) agree on the validity of that evidence? If not, what other sources of evidence would they believe?

How could you gather and paresent this evidence in meaningful ways?

According to Grant Wiggins,"Standardized testing has a role to play as an audit, but one of the things that many policymakers and parents forget, or don't know, is that these tests have a very narrow focus and purpose as audits. They're just trying to find out if you really learned the stuff you learned in school.Whether these tests predict future performance or success -- they do not. Even with the SAT, ETS and the College Board are quite clear about what it does and does not predict. It just predicts freshman grade point average in the first semester. That's all. And there's plenty of studies to show that grades in college don't correlate with later success.....Most state and national tests are predicting very, very narrow results about certain types of school performance. That's all."

In light of the research related to standardized assessment and what is "does and does not predict" what changes, if any, need to be made at the state, local, or school level to prepare students to be ready for college or career?

In an interview with Grant Wiggins he states, "So, one of the things that people get in trouble with is assessment. It's like a bad game of telephone. Remember the game you played as a kid? What starts out as a perfectly intelligible sentence ends up being some wild distorted thing by the end."

What is the "perfectly intelligible sentence" you would write and send to all education stakeholders?

Comprehensive Systems of Support
Feb 10, 10:20am - 11:40am

  • Who are the leaders with responsibility and accountability for the Learning Support Systems?
  • What mechanisms enable leaders at the various levels to work together?
  • What mechanisms ensure that there is a regular focus on resource use and component development at a school? for a group of schools in a feeder system? for a school district and its community? for an area education agency and its regional partners? for the Department of Education and its state agency partners?
  • What mechanisms at the local, regional, and state levels ensure effective triage, referral, monitoring, and management of interventions for students and families at the school level?

Please select and describe your Level of Implementation of changes to redesign new systems for learning:
Level 1: Planning for Meaningful Change
Level 2: Implementing Organizational Innovation
Level 3: Implementing Organizational and Curriculum Innovation
Level 4: Formatively Assessing and Modifying the 3 previous LEVELS

Note: Need a copy of the 4 Level Change Process wheel at each table.

Level I:

Block 7?


Block 8?