Middle school students work at their own pace in iPrep Math classrooms in Miami-Dade County. (Photo courtesy of the Miami-Dade County Public Schools)
More than 100 exemplary school superintendents will convene at the White House today, November 19th, for the ConnectED to the Future Summit. As part of the President’s ConnectED Initiative, these leaders have committed to advancing technology-enabled instruction in their districts. The Office of Innovation and Improvement (OII) supports several of these districts’ efforts to use technology to personalize and enhance student learning. OII is pleased to release a report that highlights some of these districts’ initial experiences, which is intended to serve as a resource for school leaders pursuing a path to personalizing student learning.
Personalized Learning in Progress: Case Studies of Four Race to the Top-District Grantees’ Early Implementation shares the experiences of four diverse school districts as they adopt personalized learning approaches that will prepare their students to succeed in the 21st century global economy. The four districts — Iredell-Statesville Schools (N.C.), Miami-Dade County Public Schools (Fla.), New Haven Unified School District (Calif.), and Metropolitan School District of Warren Township (Ind.) — are highlighted in part because of their diversity, including the range in geographies, size of student populations, differing academic content areas, and their varied approaches to personalized learning.
Bruce Reed, president of The Eli and Edythe Broad Foundation (second from left), and Nina Rees, president of the National Alliance for Public Charter Schools (far right), congratulate representatives from KIPP Schools for winning the 2014 Broad Prize for Public Charter Schools: from left, Stephen Mancini, director of public affairs, Carissa Godwin, chief development officer for KIPP Delta Public School in Helena, AR, and Eric Schmidt, school leader of KIPP Courage College Prep in Houston. (Photo courtesy of Al Powers for The Broad Foundation)
The KIPP Foundation, a network serving 50,000 students in 141 schools in 20 states and the District of Columbia — and current grantee of the Office of Innovation and Improvement’s Charter Schools Program (CSP) and Investing in Innovation (i3) program — is the winner of the 2014 Broad Prize for Public Charter Schools. The $250,000 award, which will support college readiness efforts for KIPP students, was announced on July 1st at the National Alliance for Public Charter Schools’ annual conference in Las Vegas.
Bruce Reed, president of The Eli and Edythe Broad Foundation, announces that KIPP Schools is the winner of the 2014 Broad Prize for Public Charter Schools before an audience of 3,000 people at the National Charter Schools Conference in Las Vegas. (Photo courtesy of Al Powers for The Broad Foundation)
In a press release announcing the winner, the Eli and Edythe Broad Foundation congratulated the KIPP Foundation for its “ability to scale and to bring an increasingly high-quality education to thousands of low-income students and students of color who otherwise might not have the opportunity.” More than 86 percent of KIPP students are eligible for free and reduced-priced lunch and 95 percent are students of color. Citing KIPP’s “no excuses” policy “when it comes to ensuring every student the opportunity to a great education,” Bruce Reed, president of The Broad Foundation, said, “KIPP Schools is providing a quality education to low-income students and students of color on a scale that naysayers of public charters thought was impossible.”
Stephen Mancini, the KIPP Foundation’s director of public affairs, said the results of KIPP’s efforts “are showing that demography doesn’t determine destiny,” and gave credit for the award to “the teachers, school leaders, and families who work hard to climb the mountain to get kids to and through college every day.”
N.B. Mills Elementary School’s intervention time, a COMPASS component, gives students the ability to grow and learn from each other while another group works with a teacher. (Left to right) 5th-grade students Ashley, Sitaly, Jose, Jasiah, and Bobbie work together during their science intervention time to discover the meaning of “force.” (Photo courtesy of Jada Jonas and the Iredell-Statesville Schools)
Serving more than 21,000 students, Iredell-Statesville Schools (I-SS) in North Carolina ranks among the 20 largest school districts in the Tar Heel State. The district serves 36 schools in Iredell County — a diverse blend of urban, suburban, and rural neighborhoods — 40 miles north of Charlotte. Four years ago, the district faced a dilemma: While it ranked in the top 10 percent of North Carolina districts in academic performance, it needed to increase teacher effectiveness and boost the academic achievement of its high-needs students, English learners, and students with disabilities. And while district leaders had a plan to achieve this ambitious goal, the annual I-SS budget resided in the basement of the state’s 212 districts, in the bottom five percent.
The plan to achieve their North Star goal of equity in student achievement was aptly called COMPASS — Collaborative Organizational Model to Promote Aligned Support Structures — with the route to success predicated on targeted professional development that focuses on use of data, curricular improvements, and instructional approaches to identify where students are struggling and address their individual academic needs. I-SS teachers would be equipped with the tools to ensure that all of their students are on track to achieve their learning goals. Integral to this approach is the alignment of the school’s support structures for teachers and deepening existing professional learning communities where educators collaborate, analyze student performance data, and share best practices.
In 2010, I-SS entered their COMPASS plan in OII’s Investing in Innovation (i3) competition and received a $4.99 million Development grant, setting them on a multi-year journey that would begin with bolstered professional development, followed by piloting the new approach in several schools, and eventually result in district-wide implementation.