Deeper Learning Continuum

Entry Level Developing Level

Instruction

Transformative Level

Teacher provides instruction based on needs for individuals or groups. Walk-through data; Surveys of the instruction section of units of instruction, all subjects/K-12

Teacher identifies the same learning goal for individuals and groups of students. Walk-through data; Surveys of the instruction section of units of instruction, all subjects/K-12

Teacher selects and provides instructional support, media, and technology application to support groups of students. Walk-through data; Surveys of the instruction section of units of instruction, all subjects/K-12

Learning is monitored based on seat time with uniformly paced instruction for all students. Walk-through data; Surveys of the instruction section of units of instruction, all subjects/K-12

Assessment data information is used to modify group instruction. PLC reports; Instructional support services and RTI planning

Learning takes place in traditional school day setting. Survey of K-12 learning environments and instructional time

Proficiency targets are exclusive teacher to teachers. Interview/survey of sample teachers at each grade/course level

Open access to AP and IB at high school level. Review of prerequisites for Advanced Level Courses

Learning takes place outside of classroom: online opportunities, community based learning experiences; before and after school programming. Evidence of earned credits outside of face to face classroom experiences specified in Program of Studies

Traditional day replaced by block scheduling. Block scheduling enhances multi disciplinary project based learning (PBL). Review of all school schedules: evidence of time blocks in excess of 1 hour

RTI, formulated on addressing student deficits, based on frequent formative assessment is integrated into school day in multiple subjects. Evidence that RTI programmatically uses frequent flexible grouping based on formative assessment data

Academic competencies are recognized as learning targets. Curriculum review

Curriculum based on inquiry and essential questions. Curriculum review: test essential questions against quality indicators for good essential questions

Grade span curriculum with learning progressions guide learning framework. K-12 learning continuum with progressions shows increasing cognitive demand. Curriculum review

Proficiency targets are defined; students move on only when proficiency is demonstrated. SIS and LMS data; district grading philosophy statement

Blended learning strategies support learners where they are in the learning continuum, as a way to supplement their learning and focus on remediation, reinforcement or enrichment. Evidence from instructional leaders and technology integration specialists

Student connects their learning with their interests, talents, passions, and aspirations. Evidence of ELO’s, PBL, curriculum review of products of learning where choice and voice are offered

Students co-create learning with teachers based on student’s learning profile or PLP. Sample teacher practices and student evidence

Students self-direct their learning. Walk-through data

Deeper Learning Continuum

Entry Level Developing Level

Instruction

Transformative Level

Student success is measured by teacher giving passing grade in class. Failure is not addressed, creating a deficit model. Evidence from report cards: # of students who fail one or more terms, # and type of failure; recovery resources available K-12

Compliance and completion of tasks is valued. Survey of grading practices K-12 to determine number and types of entries based on completion of tasks vs mastery of standard/competency; degree to which homework completion is weighted into final grade, K-12

Emphasis on content coverage and skills acquisition with uniform pacing of curriculum. Survey curriculum documents for pacing constraints or required coverage of standards

Curriculum alignment within a level but not articulated between levels (i.e. elementary-secondary). Curriculum review across grade spans K-12 to evidence increasing complexity of curriculum expectations-such as differences between English 8,9,10 relative to learning outcomes and products

Intentional instruction in competencies is not integrated into unit design or lesson plans. K-12 curriculum review

Student reflection embedded in learning process and outcomes.

Integrated data systems are used by collaborative teams to plan instruction. Evidence of PLC use of data systems for decision making

Students co-design both the learning and the demonstrations of learning, incorporating evidence of proficiency targets. Evidence of student demonstrations and exhibitions

Students design and lead learning studios, group/individual extended learning opportunities. Inventory of current ELO’s, internships, field experiences

Essential skills and dispositions are integrated into the design and assessment of learning with frequent student reflection guiding development of skills. K-12 essential skills adopted by district; evidence of student self-assessment in Personal Learning Plan

Learning Management System (LMS) or Learning Relational Management System (LRM) or student journals; evidence of metacognition in instructional practices

Deeper Learning Continuum

Entry Level Developing Level Transformative Level

Assessment High Stakes testing. List of district standardized testing and # of hours of test prep and assessment time/regular instruction

Letter/number grading system. Survey of all school report cards

Preponderance of paper and pencil assessments. Inventory of assessment practices K-12

Teacher focus is on grading of assessment. Walkthrough data on feedback during instruction; virtual walkthrough of teacher grade books

Depth of Knowledge within assessment instruments is not part of assessment design. Sample and inventory current summative assessments for DoK

Assessments are given to whole groups on predetermined dates. Survey teacher practices

Structured performance assessment. Collect sample performance assessments Standards Based Grading System. Survey report cards for alignment of reporting standard to content standards

Depth of Knowledge used to guide design for formative assessment system and summative task design. Sample formative and summative assessments for DoKs

Rubrics guide scoring of proficiency. Sample scoring rubrics to examine achievement level descriptors for ‘Proficient’

Professional Learning Communities (PLC) review design appropriate task design using protocols to review teacher work.PLCs collect student data, review student work using protocols and adjust instructional materials accordingly. Leadership report on PLC structure for each school

Essential skills and dispositions are integrated into performance assessment design. Inventory sample performance assessments K-12

Competency based grading system with identified proficiency scales in place guided by a district grading philosophy statement. District Grading Philosophy Statement adopted K-12

Teacher and student use innovative design in learning to meet proficiency targets that are measured with rubrics. Evidence of move on when ready K-12

LMS/LMR facilitates ongoing student and teacher feedback, review, conferencing, and co-design of learning guided by student PLP. Adoption of K-12 LMS/LMR with PLP integration

Student designs assessment and showcases learning to peers, teachers, and community through robust presentations of learning/ capstones. Elementary, middle and high school exhibition of learning in place

Graduation is dependent on demonstrated evidence of mastery of college and career readiness. Capstone experience in place Grade 12

Deeper Learning Continuum

Entry Level Developing Level Transformative Level

Key Enablers: Leadership

Unschooled in culture change.

Little focus for buy-in.

Role clarity is limited.

Policy changes to support new teaching and learning policies are not identified.

Building level leadership survey of school culture

Limited familiarity with change procedure.

Reactive response to buy in.

Some role/job redefinition.

Process identified to address needed policy changes to support vision.

Building level leadership survey of school culture

Employ performance and change models.

Proactive sophistication influences planning, with goal of engendering ownership of team.

Fully-defined job roles.

Leadership prioritizes learning and growth for teachers and supports the development of professional learning system that models the shift we want for kids

Full alignment of state and local policy in support of personalized, deeper learning models.

Building level leadership survey of school culture

Adapted from CSSR best practices, CSSR transformation, & Bray, et al. personalization models.