BUILDING + IMPLEMENTING A DYNAMIC, PERSONALIZED LEARNING CURRICULUM:HOW TO IMPLEMENT, MEASURE + IMPROVEUSING OER TECHNOLOGY

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Speakers

Terry NealonCEO, Fishtree

Dr. Philip HickmanSuperintendent, CMSD

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Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid. 

~Albert Einstein

ALIGNInstructors can createcourses, embed assessments +automatically align toany standard,competency or learning objective.

LEARNING DNABased on individual

student’s profile; Fishtree continuously adapts to

reflect changing learning needs.

Personalization

Content

Individualized, personalized instruction dynamically aligned to each learner’s needs to improve performance and achievement.

Automated processes save time and money, continually scale to meet school needs.

Maximizes existing curriculum investments while aligning all content and assessments to any objective or competency– all in real time.

CURATIONAlignment of relevant and

meaningful resources (including real-time) to

any standards, competencies or

objectives; personalized recommendations

based on learner needs.

Alignment

What is Fishtree?

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Columbus Municipal School District 2015

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Professional Development

Instructional Model

Infrastructure

Technology

Must start here which dictatesthe rest.

Access should be available everywhere.

Feedback

-Involve staff in decision-making

-If “going digital,” really go!

-Includes vendors, providers, and district stakeholders

-Celebrate success and address failures

-Districtwide PD for staff, teachers, students + families

-Challenge vendors to go beyond implementation

5 Steps to Go Digital

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Columbus Municipal School District 2016#iNACOL16

Professional Development should be…

ONGOING Can not be effective in the short term; must belong-term oriented

FOCUSED Short impactful sessions; establish a few key areas of focus and continually spiral

Adults require training to model and reflectappropriate behavior

INCLUDE DIGITAL

CITIZENSHIP

JOB-EMBEDDED PD should provide information to allow teachers to then receive training on the job

Keep all stakeholders engaged in shared goalsand collaborationSTAFF-LED

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BUILD INFRASTRUCTUREAccess

anytime, anywhere.

1. ACCESS – Routing Wi-Fi to parks, parking lots and buses.

2. PLATFORM TO SHARE –Teachers can feed assignments and content to any device.

3. DIGITAL MAP – Parents and students know where to access.

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Removed all textbooks and partnered with OER

providers

District curriculum leaders intentionally embed OER

into curriculum to demonstrate value and

encourage adoption

Teachers incorporating OER into their own plans and

sharing with others

Selected as one of 6 ambassador districts helping

others to “Go Open”

#GoOpen Initiative

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Stakeholders Include

•Staff•Teachers•Students•Families/

Parents•Vendors

Types of Feedback

Variety of Outlets

•Online Survey•Suggestion

Boxes•Committees•Open Forums

•Observations•Corrective

actions•Select a group

of educators to give feedback to vendors

FEEDBACK LOOP#iNACOL16

FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.

FEEDBACK LOOP

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Mean NWEA Measures of Academic Progress Scores

Grade 1130

135

140

145

150

155

160

165

170

143

153

167

Fall 2014 Fall 2015 Spring 2016

Grade 2150

155

160

165

170

175

180

185

161

167

180

Fall 2014 Fall 2015 Spring 2016

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Expected & Actual Gains on STAR Assessment

Grade K Grade 1100

120

140

160

180

144

123

177

153

Expected Actual

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Percentage of Scores by Literacy Classification

Grade K Grade 1

Grade 2

Statistically significant gainsacross all grade levels.

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Dr. Philip HickmanTwitter: @PHickmanCMSD

LinkedIn: Dr. Philip Hickman*Read Dr. Hickman’s latest book:

“Stop Dribbling Footballs”

Thank You! Get in Touch.

Terry NealonTwitter: @nealonter 

LinkedIn: Terry NealonEmail:

terry.nealon@fishtree.com

Learn how Fishtree can help your school or district personalize learning, visit

fishtree.com.#iNACOL16