Projects

Personalized Learning

Background

The SECC will partner with the Center on Innovations in Learning (CIL) to provide training, resources and TA on personalized learning. The goals of this project are to aid the SEA in supporting districts and schools in the areas of personalized learning, learning technologies, competency-based education, and personal competencies.

Project State(s)

Project Updates

Most Recent Update: |

SECC continues to be a resource for the South Carolina Department of Education (SCDE) by sharing information relevant to personalized learning (PL), and with sharing webinars related to competency-based learning, personalized learning, and college and career readiness. On the horizon, as being collectively planned by SECC and SCDE, will be additional qualitative data collection capturing personalized learning in action as taking place in classrooms, laboratories, and other places throughout school buildings, and potentially to plan and execute a multi-state PL convening. Regarding the data collection, South Carolina’s PL lead associate stated in a recent evaluation that, “The video interview/testimonial project which was begun last week has great promise. The process went very smoothly and the SECC staff were very helpful. The social emotional resources (shared by SECC) are helpful and are being used to inform some of our work.” Ultimately, use of the information contained within the shared resources, exchanged in discussion, and gleaned via the aforementioned activities could result in improved practice for providing PL opportunities for all SC students by way of the establishment of the Profile of the South Carolina Graduate. This profile is rooted in student ownership of their learner profiles, learning pathways, and flexible learning environments.

 

 

Previous Updates:

SECC continues to be a resource for the South Carolina Department of Education (SCDE) by sharing information relevant to personalized learning (PL), and with sharing webinars related to competency-based learning, personalized learning, and college and career readiness. On the horizon, as being collectively planned by SECC and SCDE, will be additional qualitative data collection capturing personalized learning in action as taking place in classrooms, laboratories, and other places throughout school buildings, and potentially to plan and execute a multi-state PL convening. Regarding the data collection, South Carolina’s PL lead associate stated in a recent evaluation that, “The video interview/testimonial project which was begun last week has great promise. The process went very smoothly and the SECC staff were very helpful. The social emotional resources (shared by SECC) are helpful and are being used to inform some of our work.” Ultimately, use of the information contained within the shared resources, exchanged in discussion, and gleaned via the aforementioned activities could result in improved practice for providing PL opportunities for all SC students by way of the establishment of the Profile of the South Carolina Graduate. This profile is rooted in student ownership of their learner profiles, learning pathways, and flexible learning environments.

 

SECC continues to be a resource to SCDE by sharing information relevant to personalized learning (PL), particularly this month with sharing about a forthcoming PL institute to be conducted by Future Ready Schools (FRS) at the Alliance for Excellent Education. There will be several institutes offered across the country; however, SCDE chose the Philadelphia location that will take place October 11–12. SECC negotiated with FRS so that a total of 10 people could attend the institute, including staff from the state education agency (SEA), local education agency (LEAs), SECC, VirtualSC, and the REL Southeast. On the horizon will be additional qualitative data collection capturing personalized learning in action as taking place in classrooms, laboratories, and other places throughout school buildings, and potentially to plan and execute a multi-state PL convening. Regarding the data collection, South Carolina’s PL lead associate stated in a recent evaluation that, “The video interview/testimonial project which was begun last week has great promise. The process went very smoothly and the SECC staff were very helpful. The social emotional resources (shared by SECC) are helpful and are being used to inform some of our work.” Ultimately, use of the information contained within those resources could result in improved practice for providing PL opportunities for all South Carolina students via establishment of the Profile of the South Carolina Graduate. This profile is rooted in student ownership of their learner profiles, learning pathways, and flexible learning environments.

SECC continues to be a resource to the SCDE by sharing information relevant to personalized learning (PL), particularly about project-based learning, and a charter school’s, Colorado’s, and rural schools’ PL approaches. SECC also attended the Center for Innovations in Learning Conversations with Innovators convening at Temple University in Philadelphia, at which information was shared regarding SC’s PL approaches at the three elementary schools (Deerfield, Pepperhill, and Red Bank) and Wando High School that were recently visited to collect qualitative data from interviews and B-roll footage around their PL processes. On the horizon will be additional qualitative data collection capturing PL in action as taking place in classrooms, laboratories, and other places throughout school buildings, as well as collaboration between SCDE, some of its local education agencies (LEAs), VirtualSC, the REL Southeast, and SECC to attend a Future Ready Schools Institute in October. SECC also will work with SCDE to design and deliver training for VirtualSC staff and potentially to plan and execute a multistate PL convening. Regarding the data collection, SC’s PL lead associate stated in a recent evaluation that “The video interview/testimonial project which was begun last week has great promise. The process went very smoothly and the SECC staff were very helpful. The social emotional resources (shared by SECC) are helpful and are being used to inform some of our work.” Ultimately, use of the information contained within the shared resources, exchanged in discussion, and gleaned via the aforementioned activities could result in improved practice for providing PL opportunities for all SC students by way of the establishment of the Profile of the South Carolina Graduate. This profile is rooted in student ownership of their learner profiles, learning pathways, and flexible learning environments.

SECC continues to be a resource to SCDE by sharing information relevant to personalized learning (PL), particularly this month about competency-based learning, inter- and intra-personal competencies assessment, Delaware’s PL approach, and PL videos shared a previous training offered to SECC by the Center for Innovations in Learning. SECC and the SCDE also captured via video interviews with students, teachers, academic coaches, and principals regarding the implementation of PL in three elementary schools and a high school. 

SECC continues to be a resource to SCDE by sharing information relevant to personalized learning (PL), such as a forthcoming conference hosted by the Center for Innovations in Learning at Temple University during which PL will be a core topic. SECC and SCDE also are planning to capture via video interviews with students, teachers, and principals regarding the implementation of PL in their schools. Ultimately, use of the information contained within the shared resources, exchanged in discussion, and gleaned via activities such as the aforementioned videography could result in improved practice for providing PL opportunities for all students in South Carolina.

SECC continues to be a resource to SCDE by sharing information relevant to personalized learning (PL). This month, SECC shared information about student ownership of learning for themselves and assisting peers as well as regarding Colorado’s PL approach. SECC has connected with two partners, the College and Career Readiness and Success Center and the Center for Standards and Assessment Implementation, who each submitted a literature scan to SECC that will serve as the foundation of an Information Request (IR). This IR was submitted by SCDE to inquire about soft skills assessment tools that are used by other SEAs, LEAs, schools, etc. SECC has shared the literature scans from the content centers with SCDE. 

SECC continues to be a resource to SCDE by sharing information relevant to personalized learning (PL). SECC conducted a South Carolina policy scan and remitted to the agency a summary of findings regarding personalized learning requirements and flexibility. SECC also had a planning call with SCDE to discuss forthcoming meeting facilitation with a group of state school leaders regarding said policy implications. SECC has connected with partners, the College and Career Readiness and Success Center and the Center for Standards and Assessment Implementation, who will each submit a literature scan to SECC that will serve as the foundation of an Information Request that SCDE has submitted inquiring about soft skills assessment tools being used by other SEAs, LEAs, schools, etc. Ultimately, use of the information contained within the shared resources and exchanged in discussion could result in improved practice for providing PL opportunities for all South Carolina students. 

SECC continues to be a resource to the SCDE by sharing information relevant to personalized learning (PL). SECC conducted a SC policy scan and remitted to the SEA a summary of findings regarding personalized learning requirements and flexibility. SECC also had a planning call with the SEA to discuss forthcoming meeting facilitation with a group of state school leaders regarding said policy implications. SECC has connected with partners, the College and Career Readiness and Success Center and the Center for Standards and Assessment Implementation, who will each submit a literature scan to SECC that will serve as the foundation of an Information Request that the SEA has submitted inquiring about soft skills assessment tools being used by other SEAs, LEAs, schools, etc. Ultimately, use of the information contained within the shared resources and exchanged in discussion could result in improved practice for providing PL opportunities for all South Carolina students. 

SECC shared relevant resources such as the document, Key “Soft Skills” that Foster Youth Workforce Success: Toward a Consensus across Fields Executive Summary, this month. SECC staff has reviewed state policy for PL regulations and flexibility and will soon submit a policy scan document to SCDE. SECC also has completed and submitted to SCDE critiques of South Carolina’s PL framework and rubric. SECC has connected with partners, the CCRS Center and CSAI, who will each submit a literature scan to SECC that will serve as the foundation of an Information Request report that the department has submitted inquiring about soft skills assessment tools being used by other SEAs, LEAs, schools, etc.

In November, SECC continued to be a resource to the SCDE in an effort to share relevant resources related to personalized learning (PL) such as the webinar, How the International Baccalaureate’s Diploma Program Supports Underserved High School Students. SECC met with SCDE staff about the Year 5 plan of PL  work around which the two entities will collaborate. In addition, SECC is currently reviewing state policy for PL regulations and flexibility and has completed the critiquing of South Carolina’s PL framework and rubric that will soon go to editing for final publication and submission to SCDE.

This month, SECC continued to be a resource to SCDE in an effort to share relevant literature, specifically pertaining to personalized learning (PL) policies and flexibility, advancing PL through the iterative application of innovation science, and PL with digital devices, as well as to have pertinent discussions to inform the way in which the state works to implement PL for all students. SECC met with SCDE staff about the Year 5 plan of PL work around which the two entities will collaborate. SECC also connected SCDE staff and staff in the state of Michigan to collaborate around PL and learn about PL as implemented in Michigan. In addition, SECC is currently reviewing South Carolina state policy for PL regulations and flexibility and critiquing a PL framework and rubric. Ultimately, use of the information contained within the shared resources and exchanged in discussion could result in improved practice for providing PL opportunities for all South Carolina students.