Georgia
Georgia has Nine Essential Conditions / Standards for Personalized learning: Prioritized Executive Function, Growth Mindset, Individual Path, Flexible Content, Learner Voice, Authentic and Adaptive Assessment, Dynamic Communication, Expanded Collaboration, and Mastery Dispositions.
Prioritized Executive Function
* The learner must take responsibility for their learning through obtaining content acquisition.
* Instructor must create a curriculum that promotes learner acquisition of content.
* Learner coach must teach needed skills and create a learning environment to practice executive function.
Growth Mindset
* Learner chooses path and content to focus on through co-planning
* Instructor creates curriculum and provides learners with multiple paths
* Learning coach uses assessment data to co-plan current and future learning paths
Individual Path
* Learner monitors their own pace for short and long term goals
* Instructor analyzes struggles and helps plan short and long term plans; helps learner stay on pace
* Learning coach uses adaptive learning to help reach goals and support growth
Flexible Content
* Learner researches content to address content competency
* Instructor organizes educational content to support the learners; uses best practices of pedagogy to support content growth
* Learning coach monitors and observes the effectiveness of content and practices and finds alternative methods, if needed
Learner Voice
* Learner voices talents and interest to best suit their learning
* Instructor allows flexibility of learner
* Learning coach considers learners talents and interest when co-planning
Authentic and Adaptive Assessment
* Learner documents learning experiences to build an assessed portfolio as evidence of competency
* Instructor uses multiple learning styles and ways to demonstrate designing assessments aligned to competencies.
* Learning coach looks into learner's assessments for ways to improve instruction co-planning
Dynamic Communication
* Learner communicate with educators, peers, and parents as they advocate for themselves and their peers
* Instructor communicates the curriculum and expectations
* Learning coach models effective ways to communicate
Expanded Collaboration
* Learner participates in all co-planning and group time
* Instructor receives feedback and data from learners to use for future co-planning
* Learning coach works with learners to co-plan their paths and keep learners on track/pace.
Mastery Disposition
* Leaner rejects pass/fail mindset to focus on educational growth
* Instructor participates in professional development/learning.
* Learning coach believes all students can learn and grow; also participates in professional development opportunities
Prioritized Executive Function
* The learner must take responsibility for their learning through obtaining content acquisition.
* Instructor must create a curriculum that promotes learner acquisition of content.
* Learner coach must teach needed skills and create a learning environment to practice executive function.
Growth Mindset
* Learner chooses path and content to focus on through co-planning
* Instructor creates curriculum and provides learners with multiple paths
* Learning coach uses assessment data to co-plan current and future learning paths
Individual Path
* Learner monitors their own pace for short and long term goals
* Instructor analyzes struggles and helps plan short and long term plans; helps learner stay on pace
* Learning coach uses adaptive learning to help reach goals and support growth
Flexible Content
* Learner researches content to address content competency
* Instructor organizes educational content to support the learners; uses best practices of pedagogy to support content growth
* Learning coach monitors and observes the effectiveness of content and practices and finds alternative methods, if needed
Learner Voice
* Learner voices talents and interest to best suit their learning
* Instructor allows flexibility of learner
* Learning coach considers learners talents and interest when co-planning
Authentic and Adaptive Assessment
* Learner documents learning experiences to build an assessed portfolio as evidence of competency
* Instructor uses multiple learning styles and ways to demonstrate designing assessments aligned to competencies.
* Learning coach looks into learner's assessments for ways to improve instruction co-planning
Dynamic Communication
* Learner communicate with educators, peers, and parents as they advocate for themselves and their peers
* Instructor communicates the curriculum and expectations
* Learning coach models effective ways to communicate
Expanded Collaboration
* Learner participates in all co-planning and group time
* Instructor receives feedback and data from learners to use for future co-planning
* Learning coach works with learners to co-plan their paths and keep learners on track/pace.
Mastery Disposition
* Leaner rejects pass/fail mindset to focus on educational growth
* Instructor participates in professional development/learning.
* Learning coach believes all students can learn and grow; also participates in professional development opportunities