Goal: Curriculum, instruction, and assessment practices will create an exceptional digital learning environment that equitably supports and appropriately challenges all students as we develop our students’ knowledge, critical thinking, and problem solving skills, and nurture their curiosity, creativity, and resilience, empowering every child to reach his or her fullest intellectual, social, and creative potential. Evidence of success can be defined by the following elements, with examples listed in the accordion below.

21st Century Skills/Deeper Learning

Curriculum, instruction, and assessment are based on clear expectations that all students will leave the education system well staged for college acceptance or for alternative paths to workplace readiness. These expectations mandate solid grounding in standards-based content; elements of deeper learning, such as critical thinking, creativity and innovation, and self-direction; and opportunities for authentic learning in the context of today’s digital society.

Personalized Learning

Educators leverage technology and diverse learning resources to personalize the learning experience for each student. Personalization involves tailoring content, pacing, and feedback to the needs of each student and empowering students to regulate and take ownership of some aspects of their learning.

Collaborative, Relevant, and Applied Learning

In digital learning environments, students do work similar to that of professionals in the larger society. They collaborate with educators, fellow students, and others outside of the school environment on projects that often (1) involve the creation of knowledge products, (2) foster deep learning, and (3) have value beyond the classroom walls.

Leveraging Technology

Educators in digital learning environments integrate learning-enabling technology seamlessly into the teaching and learning process. These educators have the skills to adopt multiple, highly effective learning technologies and adapt to diverse, evolving learning structures to assure that the use of technology adds value to the learning process.

Assessment - Using Analytics to inform instruction

Technology is used as a vehicle for diagnostic, formative, and summative assessment. The school system has mechanisms (i.e., processes and digital environments) for using data to improve, enrich, and guide the learning process. Educators actively use data to guide choices related to curriculum, content, and instructional strategies.

 

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    Collaborative, Relevant, and Applied Learning
    Content: 

    Providing students with the opportunity and specific skills to collaborate within and outside of the school, in the context of rich, authentic learning.

    • The Advanced Authentic Research program is a unique opportunity for students in grades 10-12 to engage in original research in an area of their choosing. Students are paired with mentors who are experts in the field of the student's choosing.
    • Using Blogger: During a DNA Extraction Lab in Biology class at Paly, students sent in their blog post by email. They were asked to include a photo and an observation or reflection from each member of their lab group.
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    Leveraging Technology
    Content: 

    Leveraging diverse resources accessible through technology to personalize learning for all students.

    • Student media arts publications (10 at Paly) offer students an opportunity to collaborate together as well as work in real word ways (example: newspaper students must contact community members and sell ad space to fund production costs). Additionally, these publications are published in print and/or online - students are creating authentic products for real word audiences.
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    Assessment - Analytics to Inform Instruction
    Content: 

    PAUSD is transitioning to a system of digital and online assessment (diagnostic, formative, adaptive, and summative) to support continuous feedback loops improvement informed by data. This aligns with focus goal 1.C.: Improve ratings on strategic plan survey related to personalized learning.

    • Digital and online assessment: Use of Schoology to accept work online and grade with rubrics. The following screenshot is of a student’s slide presentation submitted on Schoology and graded with an attached rubric:
      Screen Shot 2016-03-31 at 7.05.51 PM.png
    • Quizzes and tests taken on Schoology: Teachers have many options of how to use the test and quiz feature of Schoology. Depending on the settings that a teacher chooses they can be used as either a summative assessment or a formative assessment. If used as a formative assessment the student will get immediate feedback on their answers and be given time to relearn the material and then retry the assessment. The correct answers are highlighted in green and the incorrect answers are highlighted in red.
      Screen Shot 2016-03-31 at 7.18.59 PM.png
       
    • Formative assessments with Socrative: Use of Socrative for practice tests and review. Advantages of using Socrative over what we used to do for review (playing a game of Jeopardy or Stump the Panel (or some other review activity
      • All students participate not just a select few
      • Socrative instantly grades the assessment and gives immediate feedback to the students.
      • The teacher is able to see a visual table of results to help identify needs for further instruction. The graphic below is an example of the feedback that teachers receive. The green squares represent correct answers and the red squares in incorrect answers:
        Socrative Results.png