Next Generation Learners

Council of Administrators ofSpecial Education (CASE)

Florida Department of EducationBureau of Exceptional and Student Services

2011 Winter Institute—Clearwater, Florida

CCSSO theory of action

Fostering CCSS “habits of mind”

In developing knowledge and skills in English/language arts, learners:

Demonstrate independence.

Build strong content knowledge.

Respond to the varying demands of audience, task, purpose, and discipline.

Comprehend as well as critique.

Value evidence.

Use technology and digital media strategically and capably.

Come to understand other perspectives and cultures.

Fostering CCSS “habits of mind”

In developing knowledge and skills in mathematics, learners:

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

Next Generation Learners initiative

Goal: To create a system of supports that engages each child—from birth through early adulthood, in the totality of his or her circumstance—in learning so they are prepared for life, meaningful work, and citizenship.

Features: Concentrates on the elements of education that have direct bearing on students and their learning experiences and focuses on learners and learning, rather than on schools and schooling.

Alignment: Highly interdependent with the Education Workforce, Information Systems & Research, and Standards, Assessment, & Accountability strategic initiatives.

NxGL critical attributes

“What would make educational experiences create success for every young person?”

“What kinds of experiences does each learner require?”

The attributes describe the characteristics or conditions of a transformed learner experience that will lead to higher levels of achievement and successful transition to college, work, and adult life for all learners.

The attributes can be viewed as design principles for a new, learner-centric system of education and are essential to the outcomes we want for all learners.

Sources of the NxGL attributes

Recognition that the world has changed We have moved from a highly-localized industrial and agrarian economy to a

technology-enabled global knowledge and service economy. Economic shifts playing out in every community, and the end game for public

education has changed.

Greater knowledge of how learning happens The science of learning has progressed dramatically since the basic

structures and processes of the public education system were put in place. We know more from neuroscience about how learning occurs and what kinds

of experiences best foster learning.

Deepened understanding of social and cultural factors The United States represents a highly diverse slice of the global population. The education system must have more intentional relationships with families,

community agencies, and formal and informal learning providers.

The six critical attributes Personalizing learning calls for a data-driven framework to set goals, assess

progress, and ensure students receive needed academic and developmental supports.

Comprehensive systems of learning supports address social, emotional, physical, and cognitive development along a continuum of services.

World-class knowledge and skills encompass the content knowledge and thinking skills required for success in a globally-oriented world.

Performance-based learning puts students at the center of the learning process by enabling demonstration of mastery based on clear and commonly-shared expectations.

Anytime, everywhere opportunities provide constructive learning experiences in all aspects of a child’s life, 24/7/365, through both the geographic and the Internet-connected community.

Authentic student voice is rooted in agency and self-regulation, leading to deep engagement of learners in directing and owning their own learning process.

Florida’s Progress

Planning for Personalized Learning

Self-DeterminationCareer Planning Tool: Florida’s Academic Counseling

and Tracking for Students (FACTS.org) is an online advising tool

Middle School Course Requirement and electronic Personal Education Planner (ePEP)

Assessment: Age-Appropriate Transition Assessment (required for all students 16 and older, generally initiated at age 14 or younger)

Measurable Postsecondary Goals

Comprehensive Systems of Learning Supports

Strong Connections with Dropout Prevention

State Secondary Transition Interagency Committee

Strengthening Key Grades Transition Charter

Diploma Options Work Group

World Class Knowledge and Skills

Senate Bill 4

Self-directed learning

Career-oriented guidance

Final Attribute Progress

Performance-Based Learning Dual Enrollment 18-22 Programs TPSIDs

Anytime, Everywhere Opportunities Virtual School Development of products that students can complete online

Authentic Student Voice Self-Determination (Florida has prioritized activities in this area

since the mid-nineties

What do you think?

About the Partnership

CCSSO has formed an alliance with the Stupski Foundation to create the Partnership for Next Generation Learning.

CCSSO and the Stupski Foundation are being joined by pioneering education leaders and others who bring intellectual capital, financial resources, and a range of other assets to this unprecedented opportunity.

The Partnership for Next Generation Learning supports an Innovation Lab Network with a robust research agenda to create replicable, scalable implementations of next generation learning.

First cohort of Innovation Labs

Innovation Lab Network Affiliate states

Alaska

District of Columbia

Iowa

Massachusetts

Missouri

New Hampshire

North Carolina

Oklahoma

Tennessee

Utah

Pennsylvania

South Carolina

The Innovation Lab Network is…

Bringing together innovating practitioners at schools, districts, and states to build a common work agenda for collective action

Analyzing educational practices within Innovation Lab states that are achieving outstanding student outcomes

Designing and testing school, district, and state systems that can scale exemplary educational practices

Illuminating innovation for the field

Student Learning ExperienceStudent Learning Experience School, District, and State Systems & Structures

School, District, and State Systems & Structures

Financing

Human capital

Data on student and system performance

Leadership, governance, and policy

We need to rethink

Personalized learning

Comprehensive systems of learner supports

World-class knowledge and skills

Performance-based learning and assessment

Anytime, everywhere opportunities

Authentic student voice

What success looks like.

Graduating students who are prepared for success in the 21st century as evidenced by securing a job that includes a salary that can support living expenses and is in a career of choice.

Clear and compelling evidence shows that the level of the courses students take in high school is one of the best predictors of their success in college and the workplace.

STATES WITH COLLEGE- AND CAREER-READY GRADUATION REQUIREMENTS

Intentional Initiatives Related to College and Career Readiness (Standards)

American Diploma ProjectVPK Standards/Assessments/Readiness RateNext Generation Sunshine State Standards Common Core StandardsMore rigorous high school

graduation requirements

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Student AccelerationSenate Bill 4

Beginning in AY 2011-2012, each high school shall offer: An International Baccalaureate Program (IB), or An Advanced International Certificate of Education

(AICE) Program, or At least four courses in dual enrollment (DE) or

Advanced Placement (AP), including at least one course in English, Mathematics, Science, and Social Studies

Intentional Initiatives Related toCollege and Career Readiness (Assessment)

Alignment of FCAT to new rigorous standardsEnd-of-Course Assessments (Algebra I,

Geometry, Biology, and U.S. History under development)

Common Placement (PERT) Testing of 11th graders and subsequent high school courses to prepare students to enter postsecondary without need for remediation

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High School Accountability

The high school accountability system demands: More rigorous standards and assessments Alignment between high school and college readiness

and high-skill/high-wage employment Focus on access, rigor, and readiness

High School Accountability

New High School Grading Components Include: Use of NGAs graduation rate – 2011-12 Federal

Graduation Rate Student participation in accelerated course work; IB,

AICE, DE, AP, and Industry Certification programs Student performance in accelerated courses Postsecondary readiness Graduation rate of at-risk students Growth or decline in components

Graduation Rate

Four-Year NGA Graduation Rate, 2004-05 through 2008-09

76.3%

73.1%

70.3%68.9%69.7%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

2004-05 2005-06 2006-07 2007-08 2008-09

Rate* Attending Postsecondary in the Fall Following Graduation

64%

62%61%

58%

60%

58%

56%

55%

52%

50%50%51%

45%

55%

65%

75%

Postsecondary

* Percentage of high school graduates who were enrolled in October after completing high school.

Source: Florida Employment & Training Placement Information Program (FETPIP), Florida Department of Education.

What do you think?

“Power in organizations is the capacity generated

by relationships."

—Margaret J. Wheatley

Action planningAction Plan Item

What do I want to do? Why do I want to do it?

Resources Needed What people, materials, or information do I need? What obstacles might interfere?

Timeframe When will I complete the task? What steps are there along the way?

Assessment How will I know I am done? How will I know how well I have done it?

Contact information

Elizabeth Partoyan

Strategic Initiative Director, Next Generation Learners

elizabethp@ccsso.org / 202.336.7019