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Through the #GoOpen initiative, the U.S. Department of Education supports states, districts and educators using openly licensed educational materials to

transform teaching and learning.

tech.ed.gov/open/districts

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15 #GoOpen Regional Summits

California x2
Delaware
Indiana x2
Iowa x2
Massachusetts
Michigan
Mississippi
Missouri x2
Oklahoma
Tennessee
Virginia

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#GoOpen Snapshot

20 states

118 districts

2,958 total schools

281 charter schools

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#GoOpen District Snapshot

District Breakdown by Urban-Centric Locale

Suburban

Urban

Town

Rural

59%

20%

10%

10%

79% of #GoOpen districts are either urban or suburban

Data Source: Common Core of Data Universe Survey, 2015-2016

Icon References

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#GoOpen District Snapshot

There are

2,048,000 students

in #GoOpen districts.

Breakdown by race

American Indian

0.6%

Hawaiian

0.3%

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#GoOpen Districts: By The Numbers

83 districts

have at least one librarian or media specialist

88%

offer AP courses

74%

have a Gifted & Talented program

80 districts

have a dual enrollment option

46 districts

offer distance learning

22%

offer IB courses

Advanced programs

Media

Alternatives

87 districts

170,862 students

Gifted and Talented

Data Source: Civil Rights Data Collection [2015-2016]

n = 117

Data unavailable for Chief Leschi Schools, Colorado Digital BOCES, Department of Defense Education Activity

AP Courses

Data Source: Civil Rights Data Collection [2015-2016]

n = 117

Data unavailable for Chief Leschi Schools, Colorado Digital BOCES, Panama Buena Vista Unified School District

IB Courses

Data Source: Civil Rights Data Collection [2015-2016]

n = 113

Data unavailable for Chief Leschi Schools, Colorado Digital BOCES, Panama Buena Vista Unified School District

Librarians and Media Specialists

Data Source: Civil Rights Data Collection [2015-2016]

n = 106

Data unavailable for Bay Head School District, Chief Leschi Schools, Colorado Digital BOCES, Department of Defense Education Activity, Illini Bluffs CUSD #185, Jamesburg Public Schools, Leadership Public Schools, Spotswood Public Schools, Virginia Beach City Public Schools, Weston County School District #7

Distance Learning

Data Source: Civil Rights Data Collection [2015-2016]

n = 111

Data unavailable for Chief Leschi Schools, Colorado Digital BOCES, Department of Defense Education Activity, Leadership Public Schools, Plum Borough School District

Dual Enrollment

Data Source: Civil Rights Data Collection [2015-2016]

n = 111

Data unavailable for Chief Leschi Schools, Colorado Digital BOCES, Department of Defense Education Activity, Panama Buena Vista Unified School District, Plum Borough School District

**All percentages have been rounded to the nearest 1%

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is changing

The goal

The approach

The infrastructure

[Approved]

When #GoOpen started in October 2015 ---

Background on #GoOpen:

Increased broadband connectivity
Devices becoming less expensive -- more accessible -- more schools 1:1
One of the things that became clear, is that the connectivity is not enough, in order to transform learning we needed to focus on:

Rethinking professional learning for educators and
Increasing access to high-quality, affordable digital resources

At the same time --

Goal of education is changing - No longer to just graduate with a diploma; goal is to graduate students that are college, career, citizen ready
Approach is changing - Moving away from traditional models, sage on the stage toward more flexible, student-centered models
Infrastructure is changing - more connectivity in schools than ever before, devices are changing

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Our materials �are not keeping pace

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What is #GoOpen?

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Increases Equity
Keeps Content Relevant and Timely
Empowers Teachers
Supports Collaboration
Enables Reallocation of Funds

Benefits of Going Open

[Approved]

Why are these districts/States choosing to expand their use of openly licensed materials?

“Entrypoints”

Equitable access to high-quality, up-to-date, relevant resources - Don’t have devices yet, still printing - can work toward that
Content Relevant & Timely
Empowering teachers - Engages teachers as creators and leverages professional expertise. Empowered them to select content that was appropriate and relevant content for their students. Districts investing in professional learning - Most engaging and professional learning that they’ve ever had. Pulling things from local organizations.
Enables collaboration - COW districts interested in Competency-Based Education
Reallocation of Funds - Investing in professional learning, technology

What are openly licensed educational resources? What about them enables these “benefits”?

Turn to neighbor

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Open Educational Resources Defined:

“Teaching, learning, and research resources that reside in the public domain or have been released under a license that permits their free use, reuse, modification, and sharing with others.”

- National Education Technology Plan

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What is an OER?

A single item

activity, lesson plan, formative assessment

Multiple items

unit of study

A program

textbook, course

Accessible by anyone

print or digital

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OPEN

≠

FREE

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OPEN =

Free + Reuse Rights�

Retain
Reuse
Revise
Remix
Redistribute

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How can OER transform

teaching and learning?

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Collaborative Leadership

Establish a shared vision for teaching and learning
Foster a culture of trust and innovation
District policies support vision for teaching, leading, and learning

At all levels – classroom, school, district, state, regional
Top-level leaders need to clearly articulated collaborative vision for learning and teaching.

Shared vision for teaching and learning - District leadership convenes a team of diverse stakeholders (such as school board members, district staff, teachers, parents, community members, and students) to collaborate in adopting and communicating clear goals for teaching, leading, and learning in the district. Technology facilitates—does not define—these goals.
Culture of Trust and Innovation - District leadership encourages leaders at all levels to foster a culture of risk taking, experimenting, and sharing innovative ideas. The district develops a system for gathering and responding to input on centralized decisions that benefit from scale (e.g., purchasing devices) while also trusting schools to make localized decisions to meet the needs of their communities and the goals of the shared vision. Especially for teachers
District policies - District leadership ensures that district policies support the shared vision for teaching, leading, and learning

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“As the teachers work together to determine what essential standards they should focus on, they work to unwrap standards into meaningful learning targets with success criteria, which in turn are used to match with appropriate, diverse, and rich resources.”

-Jeanette Westfall

Liberty Public Schools

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Personalized Professional Learning

Job-embedded and personalized learning
Shared leadership and ownership
Focus on evidence
Systemic support

Most surprising by-product

Putting trust in teachers - empowering teachers

Curating/creating materials are the new personalized professional learning

Deep understanding of standards and how they want to teach them

Reinvesting money that would have been spent on textbooks into PD

Job-embedded and Personalized Learning - District leadership ensures that professional learning is ongoing throughout the year and during the school day. Teachers and school leaders choose from varied learning designs, as appropriate to individual and shared goals, needs, and preferences. Teachers set goals, document progress, and engage in reflective practice. Just-in-time learning resources are available to address emergent needs.
Focus on Evidence - Teachers and other stakeholders are supported by district leadership to collaboratively examine evidence of student learning, including student work, recordings of classroom activity, formative and summative assessment results, learning analytics, and teacher and student observations and reflections. This analysis informs goal setting and changes in practice. Professional learning activity design and content are research-based, and results of professional learning are systematically evaluated.
Systemic Support - District and school leadership and policies provide sustained support. Contracts, calendars, daily schedules, and incentive and evaluation systems support professional learning and collaboration. Teachers have significant and regular protected time for collaboration, as well as the role flexibility and autonomy needed to improve and innovate. Teacher credentialing systems are competency based, such as through the use of digital badges and portfolios.
Shared Leadership and Ownership - District leadership encourages and supports teachers in contributing to professional learning through leading teams (such as professional learning communities), modeling practices, and coaching their peers. These teacher leaders make a commitment to implementing changes in their practices based on what they learn and to being accountable for documenting those changes and their impact on student learning. School leaders participate as learners in professional learning activities.

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“We grossly underestimated the positive impact on professional learning, as we have discovered that our creator-curators experience some of the best job-embedded professional learning that we can provide.”

-Superintendent Dan Lawson

Tullahoma City Schools

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Personalized Student Learning

Rigorous and relevant learning outcomes
Powerful learning designs
Rich learning resources
New teacher roles

Rigorous and relevant learning outcomes - District leadership ensures a clearly defined set of district- and school-wide learning outcomes to guide instruction. Outcomes are defined in terms of competencies and align with the district’s vision for teaching and learning and state standards. The learning outcomes reflect the multidisciplinary nature of knowledge; prepare students for our participatory culture through attention to digital literacy and citizenship; and attend to general skills and dispositions, such as reflection, critical thinking, persistence, and grit.
Powerful learning designs - District leadership puts policies into place that ensure that students learn through a diverse set of activities. Designs combine self-directed learning and collaborative work. Students engage in active and multidisciplinary learning through projects and inquiries, often focused on genuine problems in their communities. Technology is integral to most designs, used daily within and beyond the classroom for collaboration, inquiry, and composition, as well as connecting with others around the world.
Rich learning resources - District leadership ensures that students and teachers have on- demand access to high-quality content and tools aligned with outcomes and activities but sufficiently diverse to allow choice. Content spans multiple media, integrates social learning, and includes open educational resources. Learning technology enables students to access content, conduct inquiry, collaborate, and create. The design of physical spaces for learning is appropriate to the design of learning activities.
New teacher roles - District leadership fosters a district culture in which teams of teachers are encouraged and supported to take leadership in developing learning outcomes, designs, pathways, and assessments, grounding their designs in collaborative analysis of evidence. They engage students, school and district leaders, and other stakeholders in the process and receive appropriate support, incentives, and recognition for this work. In the classroom, teachers serve as educational designers, coaches, and facilitators, guiding students through their personalized learning experiences.

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Shifting Students from Consumers to Creators

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“By connecting our resource collection with definitive student learning goals aligned to the standards, we were able to shift our teachers focus from ‘content’ first to more of a ‘skills’ focus in terms of long term transfer and assessment.”

-Anthony Gabriele

Garnet Valley School District

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EDUCATION

=

SHARING

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#GoOpen District Launch Packet