3) Policy and Infrastructure. Comprehensive policies and infrastructure for learning that provide every student, educator, and level of the education system (e.g., classroom, school, and LEA) with the support and resources they need, when and where they are needed, including:
The extent to which the LEAs have practices, policies, and rules that enable personalized learning through
- Learning resources and instructional practices that are fully accessible, including for students with disabilities and English learners;
- The opportunity for students to progress and earn credit based on demonstrated mastery, not the amount of time spent on a topic; and
- The opportunity for students to demonstrate mastery of standards at multiple times and in multiple comparable ways.
The extent to which the LEA and school infrastructure supports personalized learning through
- Ensuring that all participating students, parents educators and other stakeholders (as appropriate and relevant to students' teaching and learning) have equitable and sustainable access, regardless of income, to content, tools, and other learning resources both in-school and out-of-school;
- Ensuring students, parents, educators, and other stakeholders (as appropriate and relevant to students' teaching and learning) have appropriate levels of technical support which may be provided through a range of strategies (e.g., peer support, online, or local support);
- Using information systems that maintain student data and provide the capability for parents and students to export their information in an open data format (as defined in this document) that allows them to use the data in other electronic learning systems (such as electronic tutors, tools that make recommendations for additional learning supports, or software that securely stores personal records); and
- Ensuring that LEAs and schools use interoperable data systems (e.g., human resources, student information, and budget data systems) (as defined in this document).