Personalized Learning SelfAssessment Process
An Overview
 To know whether kid·FRIENDLy is being successful, we must
gauge the extent to which schools are using key grant
components to create meaningful personalized learning
environments across multiple classrooms.
This self-assessment process is critical to
knowing how much progress we’ve made,
and where we go in the next two years of
the grant.
Self-Assessment as a Mechanism for Learning
• Given that this grant has only been implemented for two years, no
school is expected to demonstrate the sustaining level (the highest
rating) of personalized learning, and certainly not on all components
of the Personalized Learning Continuum.
• Likewise, schools have focused their efforts around specific
innovations and may be utilizing certain kid·FRIENDLy grant supports
more than others. Therefore, schools are also not expected to obtain
high ratings on all dimensions of the Driver Implementation
Continuum.
 Just as classroom teachers formatively assess their
students so they can make adjustments in their
instruction and give students descriptive feedback
for continuous improvement, this self-assessment
process helps schools deepen their self-awareness of their
strengths and growth areas and supports the on-going work of
making learning more personalized for all students.
Note
• Results of your school’s self-assessment will not be shared
with any other school.
• Schools will not be penalized or rewarded in any way for
their self-assessment results.
• This process solely serves the purpose of reflecting on your
progress and planning for the future.
An Overview of the Process
• Assemble a self-assessment team (p. 2)
• Get familiar with two key rubrics:
• The Driver Implementation Continuum (p. 3-4 and Appendix A)
• The Personalized Learning Continuum (p. 4-6 and Appendix B)
• Make an initial round of self-ratings (p. 6-7)
• Consider evidence that would support or challenge your self-ratings
(p. 7-9)
• Make a final round of ratings (p. 9)
• Reflect on the results (p. 9)
Self Assessment Team (p. 2)
School principal
1-3 other members of the school’s leadership
team
1 or more teachers
5 Key Drivers (p. 3 and Appendix A)
 Driver 1: Students as Leaders
 Driver 2: College and Career Readiness
 Driver 3: Communities of Practice
 Driver 4: Community-Based Child-care*
 Driver 5: Communities of Learners
*Not included in the Driver Implementation Continuum
The Driver Implementation Continuum (p. 3-4
and Appendix A)
For each driver, you will self-assess in the following 3 categories:
1. Participation in Grant Supported Activities
2. Knowledge of the kid-FRIENDLy and Personalized Learning
Framework and key terms associated with the Driver
3. Knowledge of Performance Measures
Driver Implementation Continuum: Five
Performance Levels (p. 3-4 and Appendix A)
1.
2.
3.
4.
5.
Continuing the Status Quo
Starting
Implementing
Scaling Up
Sustaining
Personalized Learning Continuum (App. B)
The Personalized Learning Continuum is based on research literature
and well-established theories about student motivation and optimal
learning environments (see Bibliography).
The Continuum presents a comprehensive framework for describing a
school that has created sustainable structures and practices that foster
student empowerment in the learning process, fluidly adjusting the
pace and location of learning to meet the student at his or her
individual readiness level.
Personalized Learning Continuum:
4 Standards
The Continuum is divided into four standards which represent key
perspectives on personalized learning. Schools that are truly
personalized will differ dramatically from traditional schools relative to
the learning process, the overall school climate (which requires a
change in leadership perspective and behavior), and in the attitudes
and activities of teachers and students.
Reminder: The process
 Assemble team
 Get familiar with the continuum documents
 Make initial round of ratings and compare
 Consider evidence to support, challenge, or clarify your ratings
 Make a final round of ratings
Evidence Sources
Evidence will be especially important if your initial ratings are high for
particular areas on one or both continuums, if individual ratings are
inconsistent from member to member, or to substantiate areas rated
high on the team’s final consensus ratings (Step 6).
Sources might include a review of artifacts (p. 7), interviews with
select groups of teachers or students (p. 8 and Appendixes C and D),
and observations of select classrooms (p. 8 and Appendix E).
Final Ratings and Reflect on Results (p. 9 and
Appendix F)
 Make sure all team members can review various sources of evidence
and then make a final round of ratings (electronic).
 Use Appendix F to reflect on results – Plus, Delta, Next Steps.
 Email to [email protected]:
 Driver Implementation Continuum final ratings
 Personalized Learning Continuum final ratings
 Reflection and Planning Tool (Appendix F)
A Final Note
Thank you for the time you devote to this self-assessment
process. Your efforts will pay off in terms of better understanding
your school’s progress toward personalized learning and how grant
leaders can better support your work.
Questions? Please email [email protected]