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Directions for Evidence Slides

Team creates ONE slide for each school (e.g., 3 schools = 3 slides)
Copy the template slide that follows and share your evidence

Include the name of the school and the district on the slide

Please provide photos of actions, artifacts, events, etc. that show the work your school is doing in Authentic Learning.

You may create a collage, add live links, etc.

Describe the photos and artifacts in the NOTES section under the slide to allow the cohort members to understand. Remember, practice is not always perfect; include the good, the bad, and the ugly learnings.
Submit by adding your design team slide to this slide deck by NOVEMBER 1ST, 2023

Ohio Personalized Learning Network

Ohio Department of Education

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SPRINGBORO HIGH SCHOOL , SPRINGBORO COMMUNITY CITY SCHOOL DISTRICT

COAL SETTING (SCIENCE)

LEARNER PROFILE

PROGRESS MONITORING (INDEPENDENT READING)

GOAL SETTING (MATH)

Ohio Personalized Learning Network

Ohio Department of Education

These tools were created as a result of team members participating in the goal setting break out (math and science). Math goals were generated based on student performance on pre-assessment. Learner profile session (French).

GOAL SETTING (MATH): Prior to the start of a unit on solving inequalities, Algebra 1 students took a pre-assessment in class. The following day, we received key concepts/skills from the pre-assessment and what learning targets they were aligned with. Students then completed a Google Form asking them to assess how they did on the pre-assessment, if they met the objectives, as well as what goals they were going to set for themselves in order to meet the objectives for the unit as well as their own personal goals for learning. At the end of the unit students took their Post-Assessment. The following day, students reviewed their scores as well as their Pre-Assessment goals, and filled out a second Google Form to reflect on their progress, what goals they met, and how to remediate for the future.

PROGRESS MONITORING (ELA): Students will track their progress in their independent reading book throughout semester 2 in order to meet their reading goals.

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Ohio LAUNCH LEARNER DRIVEN Learning Cycle (Triad Local School District)

Triad Elementary & Middle School, Triad Local School District

Grade 3, Math

Grade 8, ELA

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Ohio Department of Education

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Columbia intermediate School - Kings Local School District

New Goal Setting Page

5th Grade Math

5th Grade ELA

6th Grade Science/SS

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Ohio Department of Education

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Personalized Learning Project: Comets, Asteroids and Meteors

Student Choice Project

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Ohio Department of Education

HARRISON ELEMENTARY: In 5th grade mathematics, the students complete digital practice on the IXL program. Each week, the students take an online diagnostic assessment to gauge their current skills. After students take the assessment, IXL generates a suggested skill plan for students to use. In addition, students practice daily skills aligned with the Tier I classroom instruction. The document on the left shows the diagnostic skill plan. Teachers highlight the skills they want the students to practice that week. To monitor their own progress and learning, the students record the code for each skill on IXL they have mastered and the date. When the students complete a page of completed skills (see the document on the far right), they receive incentives (seen in the image above). The students have been excited about meeting their goals, tracking them, and earning incentives.

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Ohio LAUNCH LEARNER DRIVEN Learning Cycle

Kings Mills Elementary

Kings Local Schools

Students monitoring their own progress.

Third Grade

Kindergarten

First Grade

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Ohio Department of Education

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Algebra I/Math 8

Science 7

ELA 7

Student EXPRESS Inventory
Root Words Choice Board

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Ohio Department of Education

Algebra I/Math 8

Goal Setting Doc: My goal was to use progress monitoring with my enrichment class to help students organize and prioritize tasks and monitor their progress.
Choice Board: We used this choice board as a review activity for Algebra kids. They could choose their level of review to match their confidence on the topic. For example, level 1 was an EdPuzzle for less confident students. Level 3 was a more open-ended activity for more confident students.
Quizzes: 2.) We have helped our Pre-Algebra students to be more self-aware of their level of mastery by allowing them to choose their practice and assessment level. The levels were paired with the Performance Level Descriptors for each level (Limited, Basic, Proficient, etc.)

Science 7

Sample progress monitoring and student choice options

ELA7

Student Express Inventory provided before giving students the root words choice board.

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Kings Junior High - Kings Local School District

8th Grade Science

8th Grade Math

7th Grade ELA

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Ohio Department of Education

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Kings High School - Kings Local School District

US History Goal Setting & Progress Monitoring

Biology Student Voice & Choice + Progress Monitoring

Honors Pre-Calculus Progress Monitoring

Honors English 10 Goal Setting & Progress Monitoring

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Ohio Department of Education

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Ohio LAUNCH LEARNER DRIVEN Learning Cycle DELPHOS CITY SCHOOLS

Through the process of completing Learner Profiles, we learned:

Students exhibited a wide range of strengths and weaknesses.
Students were able to recognize their challenges and verbalize their strengths.
Students are willing to try new things and seem to want more ownership of their learning.

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Ohio Department of Education

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Ohio LAUNCH LEARNER DRIVEN Learning Cycle (Bishop Hartley High School)

Goals, goals, goals!

Latin!

Engineering!

Math!

Science!

Span

i

sh!

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Ohio Department of Education

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Ohio LAUNCH LEARNER DRIVEN Learning Cycle (Mayfield Elementary, Middletown City Schools)

VIDEO

Hyperlinked!

1

2

4

3

4

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Ohio Department of Education

1 -We collaborated with our Passport to Tomorrow teacher to acquire different Multiple Intelligence Surveys. We administered a survey to each student and discussed the outcomes of the survey with each student.
2- A goal setting sheet is given to students to track their module assessment scores and to track their progress, including the goals set for themselves.
3- Skills that were in the current module from out reading curriculum were selected for our PL project. Students chose which skill they wanted to demonstrate their knowledge of, and taught the rest of the class this skill. Groups worked together to plan a project that demonstrated their knowledge of the skill while focusing on their preferred style of learning. Students had the choice of how they wanted to show this knowledge.
3- Pictures of students planning their projects, presenting their projects, and the final products are shown in our slide.
4- After the presentations, all students had to prove their knowledge of each skill by completing the think bubble sheet. A sheet was completed for each skill that was taught. The skill check paper involved students reading a passage and demonstrating their knowledge of the skill by completing a graphic organizer and underlining the evidence of the skill in the story.

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Ohio LAUNCH LEARNER DRIVEN Learning Cycle (VERSAILLES HIGH SCHOOL)

Student Interest Collage for “YouTube Channel”

Ohio Personalized Learning Network

Ohio Department of Education

Build A Concert - Students are working for an entertainment company that just bought the farm land around the school. They have the opportunity to hire who they would like to perform for a weekend concert series. The students have to analyze the cost, the space, the hierarchy of artist, and all the means that goes into a concert series. We will see who is the most profitable and who the students would think brings the biggest crowd.
Student YouTube Channel - In media class students will be building a mock YouTube channel where they will be responsible for choosing their content and then editing everything together in order to build the channel. They have complete control over the content (must be school appropriate) and they have control over when and where they film and gather the content. Students will research other YouTube channels to determine what makes a video visually engaging and they will model their channel after other successful channels. The overall goal is to get students creating, gathering content, editing audio/video, using graphics/elements to tell a story, and to utilize current technology and other tools. Once each student finished with their interest collage I met with each of them for 5-10 minutes to discuss good options for a channel and how they could start to gather content.

The two videos show 10th and 11th grade science classrooms using the grid method. Students are shown taking part in a variety of activities based upon student choice and working at their own pace. The students seen working together at the lab table are reviewing content preparing to reassess, while others are taking part in new learning through videos and tutorials, practicing and self assessing using walk-arounds, labs, and online activities that give immediate feedback to students. The teacher works with small groups and individual students during this time reteaching, conferencing, and giving students individual feedback and assistance.

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Ohio LAUNCH LEARNER DRIVEN Learning Cycle (Five Points Elementary, Springboro District)

Five Points Elementary

Students Create a

Learner Profile.

Students Set

Goals and Reflect

Students

Progress

Monitoring

Multiple Intelligence

Click Here to See more Examples

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Ohio Department of Education

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Dennis Elementary

In fourth grade, students are writing Personal Growth Goals in the form of poetry!

Personal Growth Goals

Weekly teaching plans

Ohio LAUNCH LEARNER DRIVEN Learning Cycle (Dennis Elementary, Springboro District)

In fifth grade, students

completed interest surveys that helped the teachers make instructional decisions.

Learner Profiles and Surveys

In third grade, students are tracking Map Accelerator minutes and how many skills they level up weekly.

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Ohio Personalized Learning Network

Ohio Department of Education

Skye - I tried the Personalized Learning Profile: I created my own personalized learning profile to reflect upon my own own learning style. I wanted to create an example to share with my students to share my vulnerability and to model things that could be included. Positives - Students worked on this project here and there for a few days. I got some great google slides and posters from my students with their learning styles, likes, dislikes, etc.. Some were very eye opening and beyond my expectations! Students LOVED this project and were excited to create and to share with me. I also got to share some of these at Parent / Teacher conferences and even had a parent take a picture of their daughter’s because it was so “spot on” and honest. That made me feel a sense of success! Next time / Need to Work on - Students needed a lot of guidance and wanted to mimic my example. I am thinking that because this is new to my students, they needed an example, but hoping as we continue this learning experience together there will be more independence and not as much modeling from me in order to get more authentic creativity and independent thinking.

Micayla- Choice of activities every Friday in place of centers (Mustard, Ketchup, Mayo) Allowing student choice for what setting they work best in (Cave, Campfire, Watering Hole). Utilized Classroomscreen.com

Robin-I started with a list of things that I could 'turn over' to the students, and actually went on to ChatGPT to suggest some learning activities. The photos of the slides show some of the output from the process. There was a HUGE learning curve on my part in using ChatGPT and I had some issues translating what the students envisioned into English, but my main focus was combining what I listed as "student decisions" with my content/speaking/listening goals. I feel like it was fairly successful for a first try.

Sam-Creating activities and lessons based on their interests such as escape rooms / video game styled activities and movies the kids are into such as Monster Inc.

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Loveland Intermediate School

Loveland City Schools

Sketch notes for science matter notes. Students take notes as pictures or words to support their learning style.
Learning style hexagons-students wrote their learning strengths and preferences on the sides of hexagons, classes then matched similar strengths/preferences with classmates
Book club choices-students choose books to read independently while taking notes, weekly students meet with their group to discuss and complete a variety of comprehension tasks
Reading and writing goals-students developed reading and writing goals at the end of quarter 1 to guide their practice in stations
Learning style checklist-students were given learning styles checklists to identify their strengths and challenges with various learning strategies
Math choice board- Students create goals and monitor their progress as they complete activities.
Social studies choice board - mini reports.
Reading response choice board-Daily reading response choices for their iRead books.

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Ohio LAUNCH LEARNER DRIVEN Learning Cycle

WESTERVILLE NORTH HIGH SCHOOL

Student Progress Monitoring w/ feedback

Student

Choice

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Ohio Department of Education

-Westerville is working on expanding Standards Based Learning in Secondary with a focus on feedback, student voice and choice, and increasing engagement and understanding of the learning process/expectations. Teachers are exploring this a variety of ways (focus on pace, path, student choice,feedback and reporting etc.) while the district works together to develop proficiency scales and consistent structures across subject areas. The goal is to be “as ground up as possible, as top-down as necessary”

Individual teachers are also implementing choice, reassessment, and student paces learning into their classrooms along with a focus on SEL/behavioral characteristics that support learning in each environment. Each element is aimed at giving students more agency and ownership of their learning while giving them tools necessary to guide them to deepen their understanding of content and their own learning journeys^.

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Ohio LAUNCH LEARNER DRIVEN Learning Cycle Indian Hill Primary School, Indian Hill Exempted Village School District

Team Goals:

Share individual commitments to Personalized Learning and get feedback from colleagues.
Use meeting time to purposefully connect PL to existing building goals.

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Ohio Department of Education

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Ohio LAUNCH LEARNER DRIVEN Learning Cycle (RMS, Whitehall City Schools)

Algebra - Progression/Lottery Review

-Students self-selected the stations/problems to review for the test. Stations/Problems were worth a different point value and the point values to determined how many chances they got in the lottery. At the end of class, we spun a random wheel spinner to determine the winner.

RMS Goal Sheet

Each student has multiple data conferences through the year and sets realistic goals for themselves.

SEL

Learning Style Inventory

Flexible Learning Environments

-Health Lab

-Makerspace

-Library Workspace

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Ohio Department of Education

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SYcamore Junior High

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Ohio Department of Education

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Ohio LAUNCH LEARNER DRIVEN Learning Cycle (East Clinton High School, East Clinton Local School District)

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Ohio Department of Education

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Ohio LAUNCH LEARNER DRIVEN Learning Cycle (Natural Science Center, Butler Tech)

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Ohio Department of Education

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Ohio LAUNCH LEARNER DRIVEN Learning Cycle (South Lebanon, Kings Local School District)

South Lebanon Elementary School

Kings Local School District

Book Groups 4th Grade ELA

First Grade Learner Profile

Third Grade Genius Hour

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Ohio Department of Education

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Ohio Department of Education

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Ohio Personalized Learning Network

Ohio Department of Education

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Ohio LAUNCH LEARNER DRIVEN Learning Cycle (Madison Middle School, Madison Local School)

Sixth Grade Social Studies

Seventh Grade Science

SOP Brainstorming

SOP Work Time

SOP Class Time

SOP Breaks

SOP Sub

SOP Entering The Room

SOP Beginning Of Class

SOP Choice Project

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Ohio Department of Education

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Ohio LAUNCH LEARNER DRIVEN Learning Cycle (Fort Recovery Middle School, Fort Recovery)

Fort Recovery Middle School

Daily PE Goal Sheet https://docs.google.com/document/d/1m_NnvoiXm8h-o5I5p1wo9GqF4gfHaPw0LR7vrf9aRok/edit

Social Studies Personalized Learning Do Nows Exit Tickets

8G Tracker Independence Roadmap Blended Learning Activity

Mastery Based Grading

Science:

Levels of Organization Unit, Progress Monitoring

Ohio Personalized Learning Network

Ohio Department of Education

Daily PE goal sheet - gives students the standards we are working on and some options to achieve those standards, and the checkout at the bottom of the page creates some accountability in their daily choices and behavior.

Social Studies: Personalized Learning is a video Missy McClurg did on my class. Trackers showing students progress in class as they work independently. They know if they are Ahead of Pace, On Pace, Behind Pace or Revising work. This goes with the Self Pacing portion of the class. Also, students can know who they can work with or ask questions to. The Roadmaps provides guidelines of what lessons students should be working on and the order in which to do so. Do Nows students complete daily minus the last day of each week. Then they complete an Exit Ticket. This ties into our SEL portion of class. Mastery Based Grading is the Mastery Check students take at the end of each lesson. They must earn a mastery of 80% to move on or revision work becomes necessary. Activity is addition content to deepen their understanding of the material. Blended Learning is the lecture of video. This allows me the Teacher to work more independently with students.