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I think that the idea is great but implementing an initiative on this scale would require a fundamental shift in how we teach and especially in how we grade.  Moving towards a standards based or mastery based system would be the best for our students and for the needs of personalized learning but those kinds of systems are completely in counterpoint to how we grade and how we assess.

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This is waaaaaaaaay too idealistic.  I could see this being great for a small setting...for a few students...but for a large population, I do not see it.  Also, education of students has to match preparation for students AND holistic measurement of students. 

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This is waaaaaaaaay too idealistic.  I could see this being great for a small setting...for a few students...but for a large population, I do not see it.  Also, education of students has to match preparation for students AND holistic measurement of students. 

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Planning for differentiation requires you to first be aware of students strengths and weaknesses and for you to have a willingness to be flexible in how something is assessed.

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Exits slips, assessment data (formative & summative), direct student questioning, digital content

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I review completed work and adjust instruction.

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I review completed work and adjust instruction.

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Do we need to unify this process between courses or is it better to leave it open?  How often should things be posted there? What counts as a significant response in the students writing when put into the perspective of the rubric - if we are not interpreting it in the same way will that lead to issues over time?

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Any number of assignments/assessments are considered when planning.

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Any number of assignments/assessments are considered when planning.

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I think this has great value, and I think our population will buy in more once they recognize its value on their possibilities.

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I think this has great value, and I think our population will buy in more once they recognize its value on their possibilities.

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Students test/quiz data and informal assessment results

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Students test/quiz data and informal assessment results

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This would require a huge shift in the school system with lots of support being necessary. I don't think it would be realistic to make it work the way they want.

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small groups, intentional grouping, choice in projects

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Quizzes are a good way to see who needs additional help. I listen to their contributions in discussion as well. Writing samples will also give me a picture of where more teaching/learning is needed.

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padlet, screen cast, PiktoChart, ...

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If it is simply used as a reflection of what the student has accomplished while at SA, it is a great tool. However, if the intention is to make it a tool for acceptance in college, I think it would have to showcase more prestigious work the student has accomplished like publications, national awards, etc.

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Completed work is an indicator of who/what needs more/less attention. Smaller groups assigned by need works well when peer editing

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Potential. Many things we already do. Think this will need adapting to our school.

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I think we need to be careful about telling students to submit this as a whole. I do think it is a great way to collect evidence, and I think it is a cool way for students to look back on their progress through the years.

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This is a paradigm shift that I am not sure if SC is ready for across districts. I can definitely see the benefits of personalized learning, but with a shortage of teachers, many districts lacking the infrastructure or means for the level of technology that we use on a daily basis, and the enormity of getting so many on the same page, this move will be astronomically time consuming. The way we assess and the framework are counter to each other. I am just not sure how we can move it forward.

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By trying a Personalized/Blended Model. Students would be grouped according to pretests for each unit. Some would have direct instruction via online instructions (such as YouTube, Edpuzzle, etc.). A collaboration group would be doing an experiment or project. Logger Pro allows me to "see" what data the group is collecting. A practice - review - remediation group would be with me

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Digital content such as Youtube. Formative and summative assessments. Problem solving using Whiteboards

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I plan for differentiation by first assessing areas of student weakness/needs for growth. I do this through various assessment tools (such as writing, multiple choice, projects, etc.). I have found that the greatest need for differentiation in my classroom is within writing. My goal is to divide students into small groups based upon their mastery of specific skills. This allows me to give small group targeted instruction in particular skill areas for those students that need additional support and allows my other groups to excel or practice in particular skill areas (such as embedding quotations).

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One of the tools I like to use the most for differentiation is NoRedInk. I can personalize student practice based upon areas of need. I am getting ready to use this in writing instruction for my students at the end of my current unit. NoRedInk has added some great writing tools in topics such as citation (avoiding plagiarism) and embedding quotations.
Additionally, I use various online learning platforms (CommonLit, Google Classroom, NoRedInk) to allow students to personalize and work at an individualized pace. This further allows me to work on students in areas of weakness because I am able to target the instruction based upon their individual needs.

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I am excited to see that student autonomy and buy-in are topics that are heavily emphasized in the framework. Additionally, the idea of the learner profile seems to lend itself readily to the concept of digital portfolios and allows us to emphasize the whole student (not just academics, but also extracurriculars and community service). I think that it's a logical step forward in education, but I am interested to see how it will be implemented.

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The greatest area that I am struggling with with freshmen is the idea of getting them to think forward and use this as a tool in the future. I believe that digital portfolios are a great place for students to individualize their learning and showcase their reflection on their individual growth. However, I also wonder about the benefits of requiring reflections to be graded. I understand the need to make students accountable, but I also wonder if this stifles the general creativity and autonomy of the product. Overall, I view the digital student portfolio as an exciting new tool to showcase student learning/growth and make education relevant to the student.

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Students often progress at different paces and have different interests. I try to spend more time with students who may require more direct involvement. Students who are pushing ahead or already understand the material well, I try to use as additional teaching assistants. They often become my group leaders, or more effectively, I will have the weaker student instruct the stronger student while the stronger student listens for correct procedures and content.
I try to have some time in my class where I can work in smaller groups with students who require more one on one contact or might have underlying issues with prior knowledge.

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informal Q&A, poll everywhere, peardeck, practice in class, whiteboards, work in class where I can check answers as I walk around to see who is getting the content.

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Students who are going to buy into a portfolio are the ones who are going to use it effectively. Forcing all students to create a portfolio just for the sake of creating it is not differentiating the experience. Our portfolio experiences might be used by getting exemplary students to buy into it in smaller number and then use them to encourage more students.

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In a perfect system, this sort of idealism would be nice, but forcing a student to have ownership is in itself unrealistic. Apathy is not something you can combat with force. The only tool against apathy is enthusiasm.