Implementation of Personalized Learning Models



Virtual School Implementation


Phase One – Program Overview:

  • Goals/Purpose/Vision/Objectives
  • Board approval
  • Target Audience (Who is being served?)
  • Organizational Chart
  • Budget/Funding
  • Timeline/Roadmap
  • Pupil Accounting Manual requirements; meeting with auditor
  • Vendors (curriculum; teachers)

Phase Two – Staffing:

  • Roles and responsibilities of staff
  • Job descriptions, application, pay, teacher contracts
  • Training and PD for staff

Phase Three – Students:

  • Policies, procedures, and forms for students (readiness, enrollment, orientation, student contracts, testing, graduation)
  • Guidelines/Expectations for students success in online learning
  • Virtual School Handbook
  • Recruiting students

Phase Four – Evaluation:

  • Program, administration, teachers, students/parents


Curriculum Development: Project-Based Learning

Curriculum comes in all shapes and sizes. From content-based to skills-oriented, there are myriad options for schools and districts to adopt at all grade levels. But what happens when a district is interested in implementing methodologies of teaching and learning, not just curriculum? While this still falls under the umbrella of developing curriculum, it is not as bountiful in its ready-to-use options. That is why we are meeting the demand for modern curriculum with various in-demand methodologies.


Curriculum Development in the Area of Project-Based Learning


• District submits goals and hopes for curriculum development
• Consultant reviews request to identify appropriate areas of curriculum to meet goals
• Consultant works with district to develop curriculum and design training for staff
• Consultant plans and delivers professional development for staff on curricular areas


Assessment and Grading Practice Development

In order to move toward a competency-based system for teaching and learning, schools need to ensure that policies and practices around grading and assessment align with tenets of the competency-based educational model. We specialize in analyzing policies and practices for equity, efficacy, research basis, responsiveness, and accountability, including those pertaining to assessment and grading from the individual classroom to district-level.


Guidance on Assessment and Grading for Competency Based Education Policy and Practice


• Consultant conducts an analysis of existing policies and practices for grading and assessment
• Consultant provides guidance and works with district to develop policies and practices for grading and assessment
• Consultant plans and delivers professional development for staff on assessment and grading practices