Personalized Learning Evidence Guide

Students are given multiple ways or modalities to learn the material or access content.

COMPONENTS: EVIDENCE:
V
A ❏ Writer’s Workshop
❏ Reader’s Workshop / CAFE
R Adopt multiple ❏ Literature circles
I ❏ Math Workshop
instructional ❏ Guided reading
E methods ❏ Flipped classroom
D ❏ Debate
❏ Field trips

S ❏ Differentiated materials
❏ Tactile manipulatives
T ❏ Learning menus / choice boards
R Utilize assorted ❏ Digital content to learn new information
❏ Tech tools or apps to practice / assess / create
A learning resources ❏ Hands-on experiments
T ❏ Digital portfolios / blogs
❏ Learning games
E ❏ Industry / community experts
G
❏ Teacher led small-group
I ❏ Teacher led whole-group
Teach in a variety of
E ❏ Independent work
groupings ❏ Collaborative work
S ❏ 1:1 (teacher & student)

Not Varied Strategies: One instructional method for all students for an extended period of
time (ex: direct instruction).
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Direct instruction is available to students when it is needed and can be provided by an

J in-person teacher or through offline or online content.
U
S COMPONENTS: EVIDENCE:
T ❏ Warm-ups used to collect data & inform instruction
- ❏ Exit tickets
Collect actionable ❏ Pre-assessments
I ❏ Formative assessments
N student performance ❏ Digital assessment
- data ❏ Student performance reflections
❏ Teacher observation of students
T ❏ Anecdotal notes
I
❏ Frequent regrouping (1+ times/week)
M Use student ❏ Grouping based on behavior
E performance data to ❏ Grouping based on interest
D group students ❏ Grouping based on academic achievement (on-level,
I flexibly, frequently, advanced, etc.)
R and strategically ❏ Grouping to achieve a specific learning goal
E (standards-based)
C ❏ 1:1 instruction / conferencing
T ❏ Small-group instruction
Use student ❏ Whole-group instruction when data indicate that all
I performance data to students require the same instruction
N provide targeted ❏ Adaptive digital content
S instruction ❏ Targeted remediation at the standard / skill level
T ❏ Targeted enrichment at the standard / skill level
❏ Differentiated content based on student performance
R
data
U
C
Not Just-in-Time Direct Instruction: Instruction without data to prove it addresses a
T specific learner need.
I
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O
N

Students have opportunities to express their learning styles and preferences within
lessons.

COMPONENTS: EVIDENCE:
C
❏ Choice Board
H ❏ Must Do/Can Do Lists
O ❏ Learning Menu
Offer meaningful ❏ Tic-Tac-Toe
I ❏ Choices available to students are differentiated based
and rigorous choices
C on interests, skills, and/or needs
for how learning ❏ Students make choices that challenge them
E happens ❏ Students make informed learning decisions using:
❏ Past performance
& ❏ Learning style
❏ Personality type

V ❏ Student feedback structures

❏ Morning / class meeting
O
Provide ❏ Individual reflection sheets
I ❏ Data walls with student ​reflections ​and / or ​survey
opportunities for
C student feedback results
❏ Reflection posters (metacognitive / thinking about you
E and reflection (voice) think and learn)
❏ Procedures for checking-in with students ​about their
choices
Not Choice & Voice: Students are offered choices that don’t positively impact their
learning. For example, which color marker to use or the order in which they complete
learning activities.
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Students have multiple ways to demonstrate mastery of standards.

C
H COMPONENTS: EVIDENCE:
O ❏ Project:
I ❏ Video
C ❏ Song
E ❏ Presentation
❏ Student-created tutorial (similar to Khan
Offer a variety of Academy)
F
demonstration ❏ Student-created eBook
O ❏ Blog post
R options
❏ Digital portfolio
❏ Conversation with the teacher
D ❏ Essay
E ❏ Traditional test
M ❏ Student-suggested idea
O Provide students ❏ Sharing of student content (online or displayed in the
N with opportunities to school)
S share their learning ❏ Students present to classmates
T ❏ Pen-pals
with an audience ❏ Student-led ed camps
R beyond the teacher
A
T ❏ Peer editing and review of work
❏ Student collaboration supports higher-order thinking
I and problem solving
N Provide ❏ Each group member contributes to the success of the
G opportunities for project
meaningful ❏ Intentional use of collaboration to teach / develop
L interpersonal skills
collaboration ❏ Group-work rubric
E
❏ Peer evaluation within group
A ❏ Self-evaluation about contributions
R
N
Not Choice for Demonstrating Learning: All students synchronously participate in the
I same assessment.
N
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G
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Students move through curriculum at a pace that fits their individual abilities rather than
time-bound learning boundaries
F COMPONENTS: EVIDENCE:
L
❏ Establish minimum pace for completing activities /
E assignment
X ❏ Share learning objectives with students
I Facilitate multiple
❏ Share unit or lesson map with students
B ❏ Provide materials that enable independent, self-paced
learning streams work
L simultaneously ❏ Adaptive digital content
E ❏ Playlists / learning menus
❏ Develop structures for students to request help ​when
P working independently on their learning objectives
A
❏ Student activity is self-directed (i.e. students
C Students self-schedule and take responsibility for the completion
I independently of multiple activities)
N progress through ❏ Students choose to re-watch, re-read, re-listen to or
G learning objectives even skip content as needed
❏ Students have opportunities to self-manage their time
at their own paces
as they progress through individual learning objectives

❏ Structures for students to monitor their own progress

Build structures to
monitor individual &
collective progress
❏ Individual tracking worksheets
❏ Unit / learning objective checklist / rubric
❏ Wall charts showing mastery levels ​of each student
❏ Digital class tracker (spreadsheet)
❏ 1:1 progress check-ins
❏ Individual student performance data determines:
❏ Learning activities ​□​ Pace

Not Flexible Pacing: Allowing extra time on a test for students who did not finish during
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the normal class period.

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Students, parents and community are involved in planning and setting goals.

C COMPONENTS: EVIDENCE:
O ❏ Individual goal & reflection sheets or online tools to set &
track goals
- Promote
❏ Goals and / or reflections are publicly displayed
P collaborative goal ❏ 1:1 student-teacher conferences on progress toward goals
L setting & reflection ❏ Student data conferences
❏ Data notebooks
A
N ❏ Methods for collecting student input:
❏ Student interest surveys
N ❏ Learning-style inventories
I ❏ K-W-L charts
N Use student input to ❏ Students participate in:
❏ Assembling background knowledge
G develop / inform ❏ Developing essential questions
instruction ❏ Setting learning objectives
L ❏ Finding learning resources / materials
❏ Monitoring progress against goals
E ❏ Selecting areas of interest
A ❏ Choosing types of learning activities
R ❏ Culturally specific & relevant content
N ❏ Structures to collect feedback from students, parents, and/or
I community
❏ Evidence that parents and community are involved in setting
N Engage in ongoing
of learning goals
G two-way strategic ❏ Accessible class website with clear learning objectives
communication ❏ Parent/community newsletters or blog focusing on instruction
❏ Parent-student-teacher conferences
❏ Community-teacher collaboration
❏ Feedback from stakeholders impacts classroom activities

Not Co-Planning Learning: Teachers collaborating with their PLC to plan a lesson.
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Students progress through curriculum by showing mastery on assessments guided by

proficiency and competency.
M
A COMPONENTS: EVIDENCE:
S ❏ Clearly-defined learning objectives shared with
T students
E ❏ Proficiency scales for each standard / learning objective
❏ Assessments measure each standard / learning
R Establish clear
objective
Y objectives, ❏ Items aligned to each level of proficiency scale
- proficiency scales, ❏ Scored with proficiency scales / levels (not
B and assessments percentage)
❏ Rubrics for measuring student mastery…
A ❏ Align to standards / learning objectives
S ❏ Correspond to levels of proficiency scale
E
❏ Wall charts showing mastery levels ​of each student
D ❏ Academic standards assessed and reported on
separately from non-academic skills (behavior, effort,
A habits, work completion, etc.)
S ❏ Re-assessments for students who have not yet
S Build structures to demonstrated mastery
monitor & translate ❏ Student mastery levels translate to numeric / letter
E
progress grades
S
❏ Structures for students to monitor their own progress
S ❏ Individual tracking worksheets
M ❏ Unit / learning objective checklist / rubric
E ❏ Digital / online tools used to monitor progress
N
T Not Mastery-based Assessment: Students progressing to subsequent standards before
showing mastery on previous standards.