Prepared for the Emerging Harbormaster Network, May 2015, this presentation highlights the needs and strengths of the state's ecosystem for next gen learning and a vision and strategy to support personalized learning schools statewide.

1. Center for Collaborative
Education
Equity in Education for College, Career
and Life
May 12, 2015
Dan French, Executive Director
Ramona Trevino, Sr. Director District & School Design

2. EHN Implementation Status
Vision Statement, Graphic, Principles, Logic Model, Theory of Action
completed with input from partners in working group
Problem Statement, Achievement Data Analysis, Policy Analysis, Ecosystem
Map; Stakeholder Interviews completed with input from partners in working
group
Selection Criteria, District & School Conditions Rubrics, School Interview,
School Planning Document with indicators of six principles and student
outcomes towards college & career readiness completed with input from
working group
Implementation Plan and Technical Assistance Strategy drafted with input
from working group to include change framework, growth strategy, design
support for planning grantees; early implementation support; district support;
ongoing network support; and PL School Quality Reviews. Need to develop
RFP for school selection
Initial discussions with Nellie Mae Foundation, Jacobson Family Foundation,
Strategic Grant Partners, Boston Foundation, and Barr Foundation for
matching funds to allow for $25,000 planning and $100,000 implementation
grants.
Rationale
Aligned Vision and
Principles
Clear strategies to
create personalized
learning seats
Implementation Plan
Needs Assessment
Status
Financial Plan

3. Background

4. CCE was formed to promote innovative schools
2013 - 2014 Strategic Planning Process
Create, support and sustain learning
environments that are collaborative,
democratic and equitable
Build capacity within districts and
schools to adopt effective practices
that promote collaborative,
democratic and equitable learning
for students and educators
Catalyze systemic change at the
school and district levels through
district and state-level policy,
research, and advocacy
Theory of Change
The Mission of the Center for Collaborative Education (CCE) is to transform schools to ensure that all students
succeed. We believe that schools should prepare every student to achieve academically and make a positive
contribution to a democratic society. CCE partners with public schools and districts to create and sustain effective
and equitable schools
Mission

5. CCE’s Service Model
Instruction and
Assessment
School & District
Design
▪ Autonomous Schools
▪ Turnaround schools
▪ Professional learning
communities
▪ Los Angeles Urban
Teacher Residency
(LAUTR)
▪ Los Angeles New
Administrator
Leadership Program
(LANALP)
▪ Quality Performance
Assessment
▪ Teacher Leadership
Network, Ensuring
Equity for English
Language Learners
(TLN)
▪ Services for
Educators of English
Language Learners
Research,
Evaluation & Policy
 Research
 Policy Advocacy
 Program Evaluation
CCE Service Model

6. Needs Assessment

7. Student Achievement
52 7948 7645 7337 63
0
10
20
30
40
50
60
70
80
Math ELL
State
Revere
Somerville
Boston
302 307
277 277 281
249
0
50
100
150
200
250
300
350
All White Black Latino FRL ELL
 Initial districts of focus, especially Boston, are
considerably weaker than the State in both ELL
and Math
 Despite being a top performer overall, MA has
some of the highest income, race, language, and
disability gaps in the nation
2013 MA NAEP Scores (Math)
2014 MCAS Proficiency

8. Interviews and Surveys
Public education in Massachusetts
looks much the same as it did a
century ago
Key Findings
We need a radical new vision for
urban public education…
Personalized Learning!
The current education model in
Massachusetts is outdated
Graduates are not prepared for a
21st century workforce
Massachusetts
Department of Elementary
and Secondary Education
69% of business leaders surveyed
said they found it somewhat or
very difficult to find people with
the right skills for the positions
they need to fill
Massachusetts Business
Alliance for Education
Personalized Learning can make a
great difference in re-igniting the
Commonwealth’s growth in
student achievement and
addressing our gaps
Eileen Rudden, Co-
Founder & President,
LearnLaunch Institute

9. Ecosystem Summary
Quality Schools Effective Educators Supportive Policies Engaged Stakeholders
Strengths
▪ CCE engaged local partners
▪ Local philanthropic interest
▪ Local district interest
Challenges
▪ Lack of existing MA PL schools
▪ Focus on high stakes
accountability systems
▪ Lack of familiarity with
Personalized Learning
Strengths
▪ Advocacy from DESE and
MBAE
▪ $88 million for broadband
access for underserved
communities
▪ New leadership in Boston,
Revere, & Somerville Schools
are innovative advocates
Challenges
▪ Only $5 million was
appropriated for broadband
connectivity and improvement
▪ State policies on traditional
coursework and seat time
▪ More resources for incubation
of new and innovative schools
Strengths
▪ Teacher prep committed to 21st
century teaching
▪ District PD to address equity
gaps
▪ Educator Evaluation allows for
performance based assessments
Challenges
▪ Teacher certification
requirements
▪ Teacher preparation programs
▪ Collective bargaining
agreements limit PD time
▪ Recruiting & retaining
teachers/leaders of color
Strengths
▪ Pathways to autonomy exist -
Pilot, Innovation, & Horace
Mann charter
▪ Some innovative school models
in urban districts
Challenges
▪ Singular focus on MCAS (and
likely PARCC)
▪ Limited models of PL exist

10. Why Personalized Learning
Outcomes Over Time
Short-Term Medium Term Long Term
High personalized
learning
implementation
and high student
outcomes
Deepening
personalized
learning practice
and early signs of
promising
student outcomes
Successive
cohorts of
personalized
learning schools
launched and
supported
External
Factors
Research &
Achievement
Data
Skills &
Experience

11. Our Vision & Strategy

12. Our Theory of Action
…hold firm to a set of PL
Principles and Conditions
…select successive cohorts of
PL districts & schools through
a rigorous process,
….provide them with
intensive design assistance
and school grants, and
…leverage supportive PL
policies at the district and
state levels
1
2
4
3
…we will build a
statewide movement
for PL schools with
high outcomes that
prepare all students
for success in college,
career, and life.
School
Designers
Policy
Makers
School
Incubators
Interested
Districts
Technology
Experts
If we build
partnerships with…
and… then…

13. Partnerships
Policy Makers
School Designers
Technology Experts
School Incubators
Interested Districts

14. PL Vision & Principles

15. Selection Conditions
District Selection
Vision of PL and Commitment to
Multiple PL Schools
District Leadership
Commitment to Closing the
Achievement Gap
Aligned District and School
Autonomies
District Technology Infrastructure
School Selection
Aligned District and School
Autonomies
School Leadership & Vision
Professional Collaborative
Communities
Cultural Relevance & Attention to
Equity
Campus Technology & Infrastructure
Family & Community Partnerships

16. Technical Assistance and Policy Support
Early
Implementation
Support
Ongoing Support AccountabilityDesign Team Support
With each annual cohort,
selected design teams will
receive a $25,000 planning
grant:
▪ Design Workshops
▪ School Visits
▪ Building Public Support
▪ Policy Support
▪ Gaining Autonomy
Approved design teams will
receive a $100,000
implementation grant to be
used in support of the school’s
launch:
▪ Technical Assistance and
Coaching for School
Launch
▪ District Support
A MA Personalized Learning
Schools Network will be
formed for all PLN schools.
Quarterly leadership sessions
will be convened using text-
based discussions, dilemma
based consultancies, peer
sharing, and sharing of
effective practices.
Policy problem-solving with
DESE
CCE will also assist each
school and district to set up
two accountability measures:
Database Indicators to Assess
Progress and School Quality
Review.
▪ Engagement
▪ Achievement
▪ College and Career Ready
▪ Teacher Efficacy

17. Outcomes
Engagement Achievement
College & Career-
Ready
Teacher Efficacy
▪ Attendance is in the top
quartile
▪ Suspensions in the
lowest quartile
▪ Ninety percent or more
students feel safe,
engaged , and
supported
▪ The percent of students
who score proficient in
state assessments in
the top quartile
▪ Student Growth
Percentile on state
assessments in the top
quartile of
▪ 95% or above on
capstone performance
assessments
▪ Decrease in
achievement gaps
across all subgroups
▪ The percent of students who
complete a MassCore
curriculum sequence is in
the top quartile
▪ 50% or more of graduates
completed at least one dual
enrollment course with a
college prior to graduation,
▪ The percent of students who
enroll in at least one
Advanced Placement
course and pass with a “3”
or better
▪ The percent of graduates
enrolled in postsecondary
education the year after
graduation is in the top
quartile
▪ 90% of teachers report
that they are
empowered to make
decisions about teaching
and learning, and are
supported by the school
leaders.

18. Implementation Details

19. Timeline
Date Activity
June 2015 Comprehensive plan for launching MA PLN completed
July 2015 2-3 districts have been selected as the first cohort to launch PLN
September 2015 Planning RFP released in target districts for PL design teams
Sept.-Oct. 2015 Informational sessions held for interested design teams
Nov.-Dec. 2015 Technical assistance sessions held
January 2016 Proposals due
February 2016 Reviews conducted; selection of design teams; grants awarded
March – August 2016 PL Design Institute sessions held, with individual TA provided; Districts and design teams negotiate
autonomies & conditions
Sept. ‘16 – June ‘17 Implementation schools launch; 1st year TA provided
October 2016 Planning grantees submit full school plan
November 2016 Selection of implementation grants for planning design teams
Dec. ‘16 – June ‘17 Technical assistance provided to second wave of first cohort
September 2017 Second wave of first cohort launches their PL schools

20. Growth Plan
Activity FY 2016 FY 2017 FY 2018 FY 2019 FY 2020
One-year planning schools 2 3 3 3 3
Two-year planning schools 1 3 3 3 3
Total planning schools 3 7 9 9 9
Implementation schools in launch year 2 4 6 6
Total implementation schools 2 6 12 18

21. Funding Progress
Funder Status
Nellie Mae
Education
Foundation
Have invited submission of a proposal once we hear positively back from NGLC
after the mid-May convening
Jacobson
Family
Foundation
Have met with them twice, along with phone conversations; very interested, but
they would like to wait to meet the MA PLN project director before deciding to
jump in
Strategic Grant
Partners
Have met with them twice, they are interested but want the Jacobson Family
Foundation to take the lead
Boston
Foundation
Are interested, waiting to hear results of mid-May convening
Barr
Foundation
Are interested, waiting to officially bring on the new Education Director

22. Challenges

23. Challenges
Challenge Mitigation Strategy or Rationale
Managing a group of partners
with varied interests
Focusing on “traditional, urban”
school districts
Blended learning expertise
Attracting local funding
There are 7,100 students in charter schools in Boston, but there are 57,000 in city-run
schools--we need to change traditional systems if we want to have an impact.
Because of the amazing group of partners that are collaborating around this work, we’re
able to leverage significant expertise in this area from NCTL and LearnLaunch
We have met with a variety of local funders and have made substantial progress
We have done extensive engagement to clarify roles and meet with our partners monthly
to collaboratively plan around this work--it’s one of the greatest advantages we have✓
✓
✓

24. Managing Complex Change
Vision Consensus Skills Incentive Resources Action Plan
Vision Consensus Skills Incentive Resources Action Plan
Vision Consensus Skills Incentive Resources Action Plan
Vision Consensus Skills Incentive Resources Action Plan
Vision Consensus Skills Incentive Resources Action Plan
Vision Consensus Skills Incentive Resources Action Plan
Vision Consensus Skills Incentive Resources Action Plan
Change!
Confusion
Sabotage
Anxiety
Resistance
Frustration
Treadmill
Source: T. Knoster

25. Progress Managing Change
Vision Consensus Skills Incentive Resources Action Plan
Progress
▪ PLN vision and
principles
▪ Theory of
action
▪ Logic model
Progress
▪ Buy-in from
district leaders
▪ Buy-in from
working group
members
Progress
▪ Expertise in
program design
and action
planning
▪ Implementation
plan developed
Progress
▪ Positive
meetings with
local funders
▪ District
conditions
school planning
document
Progress
▪ Grants: $25K
planning and
$100K
implementation
Progress
▪ Skill based via
partnerships in
next gen
curriculum and
assessments
Next Steps
▪ Ensure districts
& design teams
commit to PLN
vision
Next Steps
▪ Disseminate
information on
PL schools to
community
Next Steps
▪ Build PL skill
base with CCE
staff, partners,
districts, and
schools
Next Steps
▪ Develop PR
materials on
benefits of
districts joining
PL
Next Steps
▪ Finalize local
funds
▪ Develop tools
and materials
Next Steps
▪ Support in-
district and
school action
planning

26. Next Steps

27. Next Steps
▪ Continue….
Site visits
Local fundraising
Policy advocacy
Community engagement
Relationships with district leadership
▪ Distribute District Conditions Survey
▪ Program Development
RFP for school selection
Personalized Learning Digital Resource Kit
Program evaluation

28. Reflections

29. Reflections on EHN
▪ Returning to our most important work
▪ Shaped a new vision with partners
▪ Reinforced our commitment to traditional
districts and schools
▪ Stronger relationship with Districts
▪ Personalized Learning priority
▪ Avenue toward equity

30. Appendix

31. Principles DetailSEL & Academic Mindsets Engaged Learning Personalized Learning Pathways
Next-gen Curriculum &
Assessments
Flexible Learning Environment Competency-based Progression
Students will become confident learners and citizens. They
will:
▪ Develop self-awareness, social awareness, responsible
decision-making, and self-management in order to
establish positive relationships and capably handle
challenging situations.
▪ Learn to work collaboratively with others and self-direct
their own learning.
▪ Acquire an academic growth mindset in order to effectively
communicate, collaborate, persevere, respond to different
learning environments, and express creativity.
A flexible learning environment allows students to learn at
various times and places within and beyond a traditional school
day and building, through a blend of instructional methods
designed to meet individual academic needs. This includes:
▪ Flexible scheduling: Each student’s schedule may be
different based on interests, learning style, and pace. The
schedule changes as students progress in attaining
competencies.
▪ Anytime, Any Place Learning: With a flexible and self-
directed schedule and options for instructional settings,
each student is able to learn anytime and anywhere,
opening up possibilities for reimagining learning time and
space.
▪ New Staff and Student Roles: Teachers become
facilitators of learning, while students have greater choice
and ownership over their learning and work.
Competencies are targets for student learning representing key
concepts and skills applied within or across content domains.
Competencies enable flexibility in the way that credit can be
earned or awarded, and provide students with personalized
learning opportunities.
▪ Learning goals are the same for all students, but students
progress through material at different speeds according to
their learning needs.
▪ Teachers and school administrators use a data-driven,
digital approach to measure student progression and
provide support as needed to meet competencies.
▪ Academic supports are provided to students who struggle
to attain competencies.
The curriculum is organized around competencies, which are
Common Core Standards-aligned. Educators collaborate to
align, design, and analyze rich, engaging, and relevant projects
and performance tasks that measure the depth at which
students learn content and apply complex skills to create or
refine an original product and/or solution. These assessments
are used to:
▪ Enhance learning
▪ Assess students’ attainment of competencies
▪ Guide teachers’ daily instruction and larger revisions of
curriculum
▪ Make high-stakes decisions related to progression and
graduation.
Students engage in a variety of instructional methods,
including blended, project-based, and small group learning to
attain success in their personalized learning plans. Among
them are:
▪ Use of new technology, digital resources, and learning tools
▪ Small group instruction, assisted and independent from
the teacher
▪ Project-based learning in which students engage in in-
depth research to investigate a complex question or
problem
▪ University courses
▪ Community-based learning, including apprenticeships,
internships, and community service
An academic profile is created for each student. The profile:
▪ Describes the student’s learning style, strengths,
challenges, passions, and interests.
▪ Helps teachers evaluate the assets and needs of individual
students
A personal learning plan is derived from the profile, focused
on pursuing the student’s passions and interests, while also
addressing the student’s learning challenges. The plan
includes learning opportunities that match the student’s
learning style.

32. In the end, we settled on six major goals for implementation
1
2
4
3
5
6
To establish an accountability
process that tracks progress of
PL schools.
To build relationships with
partners, define principles, and
build understanding and
expertise.
To recruit districts and select
schools.
To provide design teams and
early launch PL schools with
resources, tools, and support
to ensure innovative designs
and strategic implementation
plans.
To provide districts with the tools
and support that ensure PL
schools are granted autonomy,
and district policies enable rather
than hinder PL schools.
To communicate successes
and build a statewide
movement of PL schools.

33. CCE has put together a diverse group of powerful, local partnerships that
will help move this plan forward by their focus on…..
State policy and regulation and
potential state revenue streams to
support MA PLN
Building quality schools by linking their
edtech community of innovators with
newly launched MA PLN schools.
Starting up a Boston MA PLN school to provide
a model of quality PL schools.
Blended Learning and Extended Time
to build quality PL schools
To shape a new vision of schools of the future through
local policy, school autonomies, educator
talent development and community engagement
by building models of quality PL schools