1. Personalized Learning Platforms Imagine a World Where… A. Jackson Stenner Carl Swartz Sean Hanlon Colin Emerson

2. 2 MetaMetrics  Educational measurement and research organization.  Develops scientific measures of student achievement that link assessment with targeted instruction to improve learning.  Based in Durham, NC, USA  Research initially funded in the 1980s by the National Institutes of Health  Research currently funded by the Bill and Melinda Gates Foundation [ Grant # OPP1020128 ]

3. 3 What is personalized learning?  The National Education Technology Plan describes personalized learning as “an instructional approach that encompasses both differentiation and individualization, but is also flexible in content or theme to match the specific interests and prior experiences of learners.” Demski, J. (2012). This time its personal. The journal. Retrieved from http://thejournal.com/Articles/2012/01/04/Personalized-learning.aspx?Page=1 http://thejournal.com/Articles/2012/01/04/Personalized-learning.aspx?Page=1

4. 4 What is our definition of a “personalized learning platform” (PLP)?  Technology-based, student-centered learning tool that provides students with differentiated, targeted learning activities in reading, writing, vocabulary, and the content areas.  Blended instruction and assessment.  Built on the principles of deliberate practice.

5. 5  Targeted practice in which one is engaged in developmentally appropriate activities  Real-time corrective feedback that is based on one’s performance  Intensive practice on a daily basis that yields results that enable student, teacher, and parents to monitor growth  Distributed practice that provides appropriate activities over a long period of time (i.e., P-20), which allows for monitoring growth towards expert performance (i.e., readiness for college and career)  Self-directed practice for those times when a coach, mentor or teacher is not available  A developmental scale for monitoring growth in the context of college and career readiness at each grade Principles of Deliberate Practice Wagner, R K., & Stanovich, K. E. (1996). Expertise in reading. In K. A. Ericsson (Ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games (pp. 189-325). Mahwah, NJ: Lawrence Erlbaum Associates.

6. 6 Imagine a world where…  The future is now.  The foundation exists.  These ideas are THE reality.

7. 7 Imagine a world where students do not gather in the auditorium to take an examination. http://randomnessthing.com/2009/04/21/the-crude-ineffectivity-of-national-final-study- examination/

8. 8 Imagine a world where assessment items are generated and scored in real-time.

9. 9 We need new psychometrics. 12345 A 10111 B 01110 C 10001 D 01110 E 11100 Fully Crossed (Current Design) Persons Items 12345 A 1 B 1 C 0 D 1 E 0 Persons No Connectivity (New World)

10. 10 May 2007 – April 2011 347 Encounters 138,695 Words 3,342 Items 983 Minutes Student 1528 7 th Grade Male Hispanic Paid Lunch $13,368,000 for 3,342 human-developed items. Text Demands for College and Career 1200 1000 1400 1600 May 2016 (12 th Grade)

11. 11 Imagine students encountering machine- generated items like these as they read content- area text.

12. 12 Imagine a world where text is not bound and covered.

13. 13 Content comes to life before your eyes.

14. 14 Imagine a world where metrics built on scientific measures of achievement provide the spine for instruction and assessment.  Lexile ® Frameworks for Reading and Writing  Quantile Framework ® for Mathematics  Metrics linked to some 50 assessments such as MyReadingLab, DIBELS, TABE, SRI, and 21 state tests in the United States

15. 15 Matching students to mathematics concepts based on ability level. Let’s look at Student Readiness and Task Difficulty Student 450Q Task Difficulty 850Q

16. 16 Imagine a world where all activities and assessments are targeted to the individual and not to grade or group mean.  Instruction and embedded assessment are targeted to each individual through continuous measurement.  Student performance is quantified using metrics that place students on objective, developmental scales.  The targeting and measurement are done in real-time by technology.

17. 17 Example: Paragraph editing instruction and assessment targeted to the individual.

18. 18 Imagine a world where individually- centered growth allows each person to have a unique learning trajectory.  Growth is P-20 or Birth to Work.  Growth towards proficiency in any domain is no longer constrained by conventional K-12 trends and expectations.  Let’s revisit the student growth trajectory from before…

19. 19 May 2016 (12 th Grade) 1200 1000 1400 1600 Text Demands for College and Career May 2007 – April 2011 347 Encounters 138,695 Words 3,342 Items 983 Minutes Student 1528 7 th Grade Male Hispanic Paid Lunch

20. 20 Imagine a world where 50 content areas have concepts from which assessments are built in real-time as student progress is mapped.

21. 21 Imagine a world where brick-and- mortar school buildings no longer exist.  Instruction and assessment are unconstrained 24 hours a day, 7 days a week, 365 days a year.  Extending the school day will not require students and teachers to be at the school building.  Proficiency is not determined by seat-time, but rather by competency.

22. 22 Imagine a world where you begin with the end in mind. Stenner, A.J., Koons, H., & Swartz, C.W. (2009). Closing the text complexity gap: Reconceptualizing the text complexity continuum.

23. 23 MetaMetrics, Inc. (2011). NC EOC feasibility studies: Research and development report (Contract No. EP4722174). Technical Report submitted to the North Carolina Department of Public Instruction, Division of Accountability Services (Final Report, October 28, 2011). Durham, NC: Author.

24. 24 Imagine a world where parent-teacher conferences are run by the students. http://www.child-awarness.com/quick-tips-of-child-behaviour/teacher-tips-for-good- parent-teacher-conference

25. 25 Students are able to see every activity and piece of work completed through the years.

26. 26 Psychometrics underpin student learning portfolios and student growth can be seen in comparison to learning goals.

27. 27 Imagine a world with cloud-based, device-independent access to everything just talked about.  24/7/365 access to learning opportunities  Device-appropriate assessment and instruction  Real-time tracking of responses  All activities, work produced, and performance measures uploaded seamlessly to your space in the cloud

28. 28 Links  Reading Demands of Postsecondary pursuits: – http://www.lexile.com/m/uploads/downloadablepdfs/Bridging_the_Readiness_Gap.pdf http://www.lexile.com/m/uploads/downloadablepdfs/Bridging_the_Readiness_Gap.pdf  International Newspaper Study: – http://www.lexile.com/about-lexile/white-papers/ http://www.lexile.com/about-lexile/white-papers/  Learning Oasis™ Research Bulletin: – http://www.lexile.com/m/resources/materials/Research_Bulletin_Oasis_09_09_2011.pdf http://www.lexile.com/m/resources/materials/Research_Bulletin_Oasis_09_09_2011.pdf

29. 29 A. Jackson Stenner Chairman & CEO, MetaMetrics University of North Carolina, Chapel Hill jstenner@Lexile.com Contact Info: www.alearningoasis.com www.metametricsinc.com www.lexile.com www.quantiles.com