RTT-D Guidance: Implementing Performance Metrics for Continuous Improvement That Support the Foundational Conditions for Personalized LearningReport as inadecuate




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American Institutes for Research

The Race to the Top-District (RTT-D) competition asks districts to personalize education for all students in their schools, focusing on classrooms and the relationship between educators and students. To reach this bold goal, the competition calls for providing teachers with "the information, tools, and supports that enable them to meet the needs of each student and substantially accelerate and deepen each student's learning." Local education agencies must "have the policies, systems, infrastructure, capacity, and culture to enable teachers, teacher teams, and school leaders to continuously focus on improving individual student achievement and closing achievement gaps." In addition, the RTT-D competition requires that applicants identify 12 to 14 "ambitious yet achievable" performance measures, as well as a process for how the measures will provide rigorous, timely, and formative information and how the applicant will review and improve the measures over time if they are insufficient to support and gauge implementation progress. The anchoring system for this work is a continuous improvement process and a set of performance measures that drills down to the learner and classroom, focuses on the relationship between educators and students, and helps teachers, teacher teams, and school leaders to continuously focus on improving individual student achievement and closing achievement gaps. Section E of the RTT-D Notice Inviting Applications (NIA) requires that districts have a continuous improvement process that includes ongoing communication and engagement and a set of performance measures. The proposed continuous improvement process and measures support three conditions necessary for successful implementation of personalized learning: (1) effective learning environments, (2) effective student support, and (3) organizational efficacy. In this report, the authors describe a continuous improvement strategy and a rigorous application of performance measures at the district, school, classroom, and student levels. AIR's College Eligibility Index: A Sample On-Track Measure is appended. (Contains 3 footnotes.) [This paper is a companion piece to the "Race to the Top-District Action Brief: Establishing a Foundational Conditions for Personalized Learning" by Turnaround for Children.]

Descriptors: Academic Achievement, Competition, School Districts, Total Quality Management, Educational Improvement, Teacher Student Relationship, Individualized Instruction, Student Evaluation, Achievement Gap, Educational Environment, Academic Support Services, Efficiency, Organizational Effectiveness, Teacher Evaluation, Teacher Effectiveness, Program Implementation

American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry[at]air.org; Web site: http://www.air.org





Author: Johnson, Jessica; Kendziora, Kimberly; Osher, David

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1412&id=ED537580







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