Driving instructional change with google tools

Google & The Learning Accelerator 2020
Driving Instructional
Change with Google Tools
A Guide for Schools & Districts

Google & The Learning Accelerator 2020 2
BEFORE WE DIVE IN
Overview
Welcome to the Driving Instructional Change Guide!
We built this guide to support school leaders looking to improve learning
outcomes for their students. Whether you’re just starting out with Google
tools or have used them for a while, the school models and instructional
tactics will provide practical examples of how you can use technology to
support your vision for deepening student learning.
How to Use The Guide
The guide is not meant to be explored as a linear presentation. To get the
most out of this resource, we recommend that you start with the Steps for
Using This Guide to get familiar with how the guide is structured. Then, you
can choose the speciﬁc path through different models and ideas that meet
your unique needs.

PREVIEW OF THE GUIDE
Steps for Using This Guide
1 Define Your Vision
Before jumping into instructional strategies, gather a team of stakeholders (e.g., parents,
teachers, students, community members, etc.) to reflect on your specific situation.
Specifically, consider your organization’s driving values, culture/context/climate, and
desired outcomes.
2 Decide on Vision-Aligned
Learning Principles
This guide is built around four main learning principles. Reflection questions in this guide
will help you to identify learning principles that best align with your vision.
3 Assess Readiness: Choose
Your School Profile
Are you just beginning your journey with Google tools? Or are you looking to push to the
next level? Determine what resources best fit your situation based on your readiness.
4 Explore Examples
Explore the examples provided in this guide of school models and instructional tactics
aligned to your vision, chosen learning principles, and readiness.
5 Share Resources
Share individual ideas and tactics slides with coaches, teachers, and other educators to
support implementation in your classrooms.

PREVIEW OF THE GUIDE
What’s Not Included In This Resource
This tool is designed to speciﬁcally support instructional visioning and decision-making. But as any leader knows, making
choices about your teaching and learning strategies is only part of the equation for driving instructional change.
For navigating how to engage key stakeholders, manage change, and make improvements over time, consider using the
following resources:
➔ Google for Education Transformation Center Explore the framework and accompanying resources to lead your
schools toward a vision of change. Examples from schools align with Google’s framework, which includes vision, learning approach,
culture, technology, professional development, funding and sustainability, and community engagement.
➔ The Learning Accelerator: Conditions for Success & Scale Discover strategies, advice, and tools to help realize the
promise of innovative teaching models by establishing system-level conditions such as:
◆ Essential Supports that allow educators to implement the design for students,
◆ Enabling Systems and Structures that lower barriers for implementation and accelerate uptake, and
◆ Ongoing Processes to align and improve.
➔ The Learning Accelerator: Look Both Ways A framework to help education leaders navigate through competing
approaches to system-wide change, Look Both Ways offers insight into the logic supporting the different choices leaders might
make as well as actionable examples of the strategies real-world districts use to enact them.

5Google & The Learning Accelerator 2020
Get Started!

STEP 1
Define Your Instructional Vision
Before jumping into ideas and tactics, reflect on your specific situation. We recommend gathering a team of
stakeholders to answer these questions together, ideally including a student and parent in addition to faculty and
staff.
Driving Values
1. What is your vision for instruction?
2. What do you believe great teaching and
learning look like?
3. What values do you want to guide your
decision and implementation process?
Why?
4. What values define your community?
How will you take these into account?
Context, Culture, & Climate
1. How would you describe the current
climate of your district/organization?
What factors have contributed?
2. How bought-in are community
members, leaders, teachers, students to
instructional change? To technology?
How were and are people involved in
the process of identifying and
implementing technology?
3. How have past initiatives gained
traction or spun out? What lessons in
change management can be learned
from them?
Desired Outcomes
1. What are the key outcomes you want
for your students? Are there specific
pain points or areas of concern in the
student outcome data?
2. What are the key outcomes you want to
achieve by improving your
implementation of technology? Be
specific and define common terms you
may use (e.g., Student Agency).
Worksheet
Above & Beyond
For more, click here to explore the
Google Transformation Center’s
“Vision” resources.

STEP 2
Decide on Vision-Aligned Learning Principles
To narrow in on specific ideas, focus only on those learning principles that align best with your vision.
Google worked with Teachers College at Columbia University to articulate four key learning
principles to guide its work and the types of learning its tools can help enable.
Focusing on the one or two principles most aligned with your goals and vision can support
alignment and create a common language and understanding. With your team, explore each
principle (described more deeply on the next slide) and reflect on the questions below to
determine one or two of these learning principles to focus on moving forward.
On the next slide, as you read the definitions, consider these reflection questions:
● Which principle(s) most aligns with, or provides a starting point for, our vision for teaching
and learning?
● Which principle(s) are we already working towards, that we might build on?
● How might technology support our efforts to deepen learning or solve existing
challenges?
● What does success in this area look like for us? How will we know we’ve achieved it?
Personalized &
Measurable
Project-Based &
Self-Managed
Collaborative &
Diverse
Authentic &
Experiential
Worksheet

STEP 2 CONT.
Learning Principles
What do the principles mean?
Adapts for each unique learner to
meet them where they are.
Each learner is unique. Every learning
experience should therefore be
tailored to best serve that
uniqueness. This includes ensuring:
● Complexity is in learner’s zone
of proximal development;
● Format and supports match
learner’s mindset;
● Content aligns with learner’s
interests and background to be
relevant and contextualized.
Champions learners taking active
ownership of their learning.
Encourage ownership of learning in
order to develop the habits and
behaviors of lifelong learners,
where learning is done with, not to,
the learner. This happens in two
main ways:
● Learners reﬂect on their
learning to develop
metacognition;
● Learners are given more
choice and responsibility over
what and how learning takes
place.
Forms meaningful connections to
spark new and different thinking.
Learning happens most effectively
through interactions between
learners and experts, learners and
their peers, and in learners teaching
other learners. This supports
learning by:
● Grappling with diverse
perspectives;
● Informal differentiation;
● Deeper conceptual
understanding from explaining
the concept to another learner.
Personalized &
Measurable
Project-Based &
Self-Managed
Collaborative &
Diverse
Authentic &
Experiential
Applies knowledge plus experience
to explore and create a world
beyond Googleable questions.
Deeper learning happens most
effectively when a learner constructs
knowledge and concepts, rather than
passively receives them. This is done
best when the learner explores and
discovers new concepts:
● In real world and authentic
scenarios;
● Situated in the learner’s
existing representation of
the world.
To dive more deeply into each
principle, including the research
that supports it, click on its title!

STEP 2 CONT.
Based on what you learned about each learning principle, take a moment to reﬂect by
answering the reﬂection questions with your team:
● Which principle(s) most aligns with, or provides a starting point for, our vision
for teaching and learning?
● Which principle(s) are we already working towards, that we might build on?
● How might technology support our efforts to deepen learning or solve existing
challenges?
● What does success in this area look like for us? How will we know we’ve
achieved it?
Use the worksheet to respond to the questions, if needed.
Learning Principles: Reflect
Personalized &
Measurable
Project-Based &
Self-Managed
Collaborative &
Diverse
Authentic &
Experiential

STEP 3
❏ Have you been using Google tools for multiple years across
classrooms?
❏ Are most teachers substituting Google tools for
paper-based class work daily?
❏ Are teachers asking for more, asking “what’s next,” and
looking to move beyond the basics?
If you’re “Looking to Go Deeper,” then...
...explore the “trailblazing” school models for inspiration, and…
...look for Medium and Advanced ideas and tactics.
Assess Readiness: Choose Your School Profile
Which of the two proﬁles below best describes your schools? Are you just beginning your journey with Google tools? Or are you looking to push
to the next level? Use the checkboxes below to determine what resources best ﬁt your situation.
❏ Did you start using Google tools across classrooms
recently?
❏ Are teachers experimenting with how to substitute Google
tools for existing, paper-based class work and activities?
❏ Are teachers interested in using technology but unsure of
where to start?
If you’re “Getting Started,” then...
...explore the “implementing” school models, and...
...look for Easy and Medium ideas and tactics to start.
Option A: Getting Started Option B: Looking to Go Deeper

Now What?
By now, you have:
☑ Identiﬁed learning principle(s) that align with your vision
☑ Chosen a school proﬁle to either “get started” or “go deeper”
Next, steps 4 and 5 will help you understand how to navigate the resources in the guide. We highly recommend
reading through these steps before jumping in. If you’d prefer to skip ahead, however, click the links below:
➔ Learn more about the learning principles and see model schools
➔ Explore classroom ideas and tactics
Otherwise, move on to Step 4 by continuing to the next slide.

STEP 4
Explore Examples
Explore school models and instructional tactics aligned to your vision, learning principles, and readiness assessment.
Review case studies of schools and districts to
understand how the school’s context, site-level conditions
for implementation, and key tactics come together to
create change.
School Models
This guide is composed of two types of examples from schools: School Models and Ideas & Tactics. Learn about what to
expect from each by reading below and on the following two slides.
Ideas & Tactics
Explore speciﬁc strategies schools and districts are
implementing to bring a learning principle to life, including
editable tools and resources you can use to try the
approach in your own setting.

STEP 4 CONT.
Explore Examples: School Models
Navigate school models aligned to your vision, learning principles, and readiness assessment.
School Models
Level 1: Implementing
Schools that innovate in smaller yet still impactful ways
that may be more manageable for others to adopt. If you
identified as “Getting Started,” focus on these schools.
Example: Cisco Junior High School looks like a traditional
school in most subjects. In math class, however, students
use a combination of computer and in-person learning,
which includes learning content from online playlists.
Each learning principle includes two case studies of schools or districts. These examples demonstrate how the concept is being applied. One
case study is of a school that is implementing the concept, while the other is of a school that is trailblazing. The school models will shed light
on how the school’s context, site-level conditions for implementation, and key tactics come together to drive instructional change.
Level 2: Trailblazing
Schools that are pushing the boundaries of what’s
possible, innovating in ways that may require significant
change at the classroom and system level. If you identified
as “Looking to Go Deeper,” focus on these schools.
Example: Lindsay High School shifted away from traditional
seat time-credit earning to a competency-based model.
Students have individualized learning plans that they work
on independently for half of their day.

STEP 4 CONT.
Explore Examples: Ideas & Tactics
Navigate instructional tactics aligned to your vision, learning principles, and readiness assessment.
Each learning principle in this guide includes example strategies from schools across the country, including from the featured school models
as well as others. These specific ideas include key implementation strategies identified to deepen learning along with links to allow for further
exploration of the concept and its accompanying resources. We encourage leaders to share these with teachers.
The ideas and tactics are labelled according to the difficulty of implementation.
Low-lift ideas and tactics that can
be implemented quickly in a
classroom without significant
additional resources or support.
Great for schools that are Getting
Started.
EASY MEDIUM ADVANCED
Ideas and tactics that likely require
some change to structures (e.g.,
schedules, classroom design) and
significant teacher and student
tech literacy and experience.
Ideas and tactics that require system
changes in addition to significant
commitment and effort to implement.
Great for schools that are Looking to
Go Deeper.
ADVANCEDMEDIUMEASY
Ideas & Tactics

STEP 5
Share Resources
Share individual ideas and tactics slides with coaches, teachers, and other educators in your school.
1. When viewing a slide, the URL
(docs.google.com/…) will be specific to that exact
slide. Therefore, go to the particular slide first
before copying the URL.
2. Copy the URL by clicking on it, selecting all of it,
and choosing “File” > “Copy” from the dropdown
menu.
3. Email the link. Be sure to include enough
information (title of the strategy, how they will be
supported in implementing it, why the strategy
was identified for them, etc.) to ensure that the
person will be prepared to implement.
First, Identify
Based on the work you completed in Steps 1-3, you will be
prepared to explore school models and individual ideas
and tactics slides that could be implemented in the
classroom.
Explore these resources with an eye for individuals who
may be interested and able to implement them. Consider
the following questions when evaluating:
❏ Does the implementation level match the person’s
level of experience with technology?
❏ Are the resources included in the slide enough for
this person to implement the idea?
❏ What support might this person need in
implementing the idea?
Then, Copy & Share

Learning Principles
Deep Dive Personalized &
Measurable
Project-Based &
Self-Managed
Collaborative &
Diverse
Authentic &
Experiential
Click on a learning principle on the right
to explore the concept in depth.
In this section, you will be able to walk through each of the
four learning principles, with deﬁnitions, supporting
research, and case studies on schools that are in the
implementing phase and in the trailblazing phase of their
transformational journeys.

Personalized &
Measurable
17

WHAT DO WE MEAN
Definition
Personalized & Measurable:
Adapts for each unique learner to meet
them where they are
PERSONALIZED & MEASURABLE
DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS

WHAT DO WE MEAN In Practice
Differentiated learning
means changing the learning
experience for each learner, and
may include small group
instruction or online, self-paced
and adaptive learning.
Competency-based
learning means each learner
only moves on when they can
show they have mastered, or are
proficient at, the learning
objective they are currently
tackling.
Contextualized learning
means tailoring learning to the
learner’s real-world challenges,
interests, culture, and/or
aspirations so that the learner
connects with and sees the
relevance of what they’re doing.
To learn more, see the
explanations and resources in
the glossary.
In Theory
Each learner is unique. Every learning experience should therefore be tailored to best serve
that uniqueness. This includes:
- Ensuring the complexity is in the learner’s zone of proximal development.
- Ensuring the format and supports are right for that learner’s specific mindset.
- Ensuring the content is aligned with that learner’s specific interests and background
so that it is relevant and contextualized.
Although one-size-fits-most models of education have worked well in the past, education
systems now have the opportunity and responsibility to better serve students by tailoring the
learning experience to each learner. At its core, this principle accepts that there is not an
average learner, and education systems can and must adapt to each learner rather than
assume the learner will adapt to the system.
A vital part of this is understanding what the learner knows and understands (i.e., formative
assessment). Otherwise it is impossible to tailor the learning experience to them.
Explanation
DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS

20Google & The Learning Accelerator 2020 20
WHY THIS MATTERS FOR LEARNING
DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS
Tailoring learning means adapting the instructional process to the needs of individual students. A learner-centered approach
can have different meanings for different people, but in the literature, this term includes a deep understanding and commitment
to the “knowledge, skills, attitudes, and beliefs that students bring to the educational setting” (Bransford, Brown, & Cocking,
2000, p. 133).
Speciﬁcally, practices associated with the learner-centered model (such as differentiated learning) tend to value student voices,
adapt to individual and cultural differences, and identify obstacles to learning (e.g., common student misconceptions)
(Duckworth, 1987; Ladson-Billings, 2014; Ladson-Billings, 1995; McCombs & Whisler, 1997; Rudduck & Fielding, 2006).
Research

DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS
Cisco Junior High School
Public district school in rural Texas outside of Dallas serving grades 6-8.
Mission
Cisco Junior High School is part of a small, high-performing rural district. The
district saw blended learning, using Google tools in conjunction with other software
and in-person instruction, as an opportunity for additional growth. A successful pilot
in math led to the district scaling a station rotation blended learning model
throughout the district.
Key School Features
● Students use playlists to keep track of what they are working on. Students
get choice in the order in which they complete the activities.
● Using an adaptive assessment (MAP) helps teachers identify skill gaps in
students to inform learning experiences for each student.
● Extension time provides students small group support and tailored learning
on online programs. This time also provides activities like projects for
students who have demonstrated mastery.
IMPLEMENTING SCHOOL MODEL
Source: Blended & Personalized Learning at Work

DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS
- Teachers have autonomy in how they implement blended learning provided the
implementation aligns to the district’s vision and four student experience design pillars.
- District created student experience design pillars that align to the district’s vision and
provide guidance for teachers as to the general types of instructional approaches that could
be most beneficial.
- Teachers received a lot of support in the shift to blended learning. The district recognized
teachers needed to invest in the “why” behind this practice shift. See the various ways
teachers received support.
Site-Level Conditions
Critical strategies that support this model.

DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS
Balancing Student Choice and
Needs with Playlists
Students select their work from
skill-level appropriate playlists.
Personalized &
Measurable
Project-Based &
Self-Managed
Ideas & Tactics
Monitoring Learning Progress and
Goal-Setting
Students reﬂect on their learning data
and use it to set goals for academic
growth, empowering their ownership of
learning.
EASY
1:1 Data Conferences
Students and teachers meet frequently
to review data and set goals.EASY
Using Pretests and Posttests to
Identify Learning Growth & Needs
Create formative and summative data
to inform student work towards
learning goals.
EASY
EASY
Providing Pacing Guidance with
“Must Do” and “May Do” tasks
Playlists contain components students
must do to show mastery as well as
additional options that extend learning.
EASY
Collaborative &
Diverse
Multiple Options for Working with
Partners
Students choose whether they want to
work with others on assignments and
have choices in their learning partners.
EASY

DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS
Lindsay High School
Rural public school district in California’s Central Valley.
Mission
Lindsay Uniﬁed School District adopted a district-wide strategic plan in 2007
with the mission of “Empowering and motivating for today and tomorrow.” The
implementation of the plan has made the district a model for competency
based learning. The district’s guiding principles and beliefs include “All
learners can learn” and “Learners acquire knowledge in different ways and
timeframes.”
Key School Features
● Students spend half of their day in self-directed learning time where
they work on individualized playlists.
● Students spend the other half of the day in teacher-led instruction
which is largely small group and individual instruction.
● The school uses an online system Empower to analyze student data,
determine personalized learning pathways, and provide resource
choices to students in their academic content area.
TRAILBLAZING SCHOOL MODEL

DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS
- Learning can happen anywhere and anytime with all of the curriculum available online on
Empower and other online programs. Students also can access the curriculum after school hours
with an innovative wiﬁ initiative.
- The district’s strategic design lays out the expectation that students are learning 50%-60% of their
outcomes with technology, with teachers working on skills and content that require facilitation in a
small group.
- Learning is customized to the individual so grade levels have been eliminated.

DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS
Customized Playlists to Keep
Learners on Track
Playlists provide appropriate learning
pathways and resources for each
student.
Personalized &
Measurable
Project-Based &
Self-Managed
Ideas & Tactics
Student Choice
Students develop learner agency by
choosing resources and ways to
demonstrate mastery.
Supports for Pacing
Students receive multiple opportunities
to stay on-pace.
MEDIUM
Personalized Learning Time
Build dedicated time each week for
students to ﬁll instructional gaps.
EASY
EASY
MEDIUM
Empowering Students to Advance
at their Own Pace
Build student capacity to get tailored
support from peers and teachers.
MEDIUM

DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS &
TACTICS
Next Steps
What would you like to do next? Click on a button below.
ONWARD
GO BACK
Return to Step 2: Decide on
Learning Principles
EXPLORE ALL
IDEAS & TACTICS
Dig into all Personalized &
Measurable instructional
strategies
CHANGE PRINCIPLE
Learn about a different
learning principle

Project-Based &
Self-Managed
2828

Project-Based & Self-Managed:
Champions learners taking active
ownership of their learning
Definition
WHAT DO WE MEAN
PROJECT-BASED & SELF-MANAGED
DEFINITION
IMPLEMENTING
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TRAILBLAZING
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EXPLANATION
RESEARCH
IDEAS & TACTICS

In Theory
Encourage ownership of learning in order to develop the habits and behaviors of lifelong
learners. This does not mean that a learner has complete control over every aspect of learning
from the first day of school. But it does mean that learning is done with the learner and not to
them. This happens in two main ways:
1. Learners should reflect on their learning to develop metacognition; an awareness and
understanding of their own thought processes.
2. Over time, and as the learner develops, they should be given more choice and
responsibility over what and how learning takes place.
When the learner isn’t given ownership, they struggle to understand their own learning needs and
are often just trying to figure out what others want from them. They become passive receivers of
learning, dependant on others for direction.
Conversely, as learners gain ownership and a strong locus of control regarding their own
learning, they develop a passion for learning, the ability to create their learning experiences and
assess the outcomes, an interest in continually improving their learning experiences, and
adaptability, resourcefulness, resilience, and self-confidence within learning.
In Practice
Project-based learning
means students gain knowledge
and skills by working for an
extended period of time to
investigate and respond to an
authentic, engaging, and complex
question, problem, or challenge.
Online learning means a 1:1
system where the learner
accesses learning experiences
online, allowing for a level of
choice that may be hard to deliver
in a 1:many classroom
environment.
Competency-based
learning means each learner
only moves on when they can
show they have mastered, or are
proficient at, the learning
objective they are currently
tackling.
explanations and resources in the
glossary.
Explanation
WHAT DO WE MEAN
DEFINITION
IMPLEMENTING
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TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS

Providing students with opportunities to reﬂect on their own thinking can help them to monitor how and what they learn at a
deeper conceptual level (Bransford et al., 2000). In addition to metacognitive implications, the term “ownership” is also
associated with “student voice and choice,” and suggests a sense of student agency over classroom decision-making. Students’
attitudes, in particular, are positively affected when learners are allowed to participate in their education in meaningful ways
(Mager & Nowak, 2012; Cook-Sather, 2006; Rudduck & Fielding, 2006). However, educators should be mindful of the potential
challenges that come along with efforts to afford students voice and choice, including the authenticity of choices provided to
students (they should appear to be genuine choices) and classroom power dynamics (Cook-Sather, 2006; Rudduck & Fielding,
2006).
Research
DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS

Locust Grove Middle School
District school serving approximately 1000 students in grades 6-8 in the Atlanta metro region.
Mission
Locust Grove Middle School was one of six schools in the original cohort of
Henry County Public Schools that received support to transition to a
personalized learning model and adopted the mission statement: “Educating
the individual child.” The vision includes “creat[ing] a learning environment that
responds to the needs of each student and provid[ing] multiple pathways for
students to advance in their learning” to achieve this mission.
Key School Features
● Lab rotation model using Assessment Labs.
● Project-based curriculum that allows students to explore their interests
with real-world applications.
● Learner Pathways provide students with more choice and
modiﬁcations for those who need more or less time with the content.
DEFINITION
IMPLEMENTING
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TRAILBLAZING
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EXPLANATION
RESEARCH
IDEAS & TACTICS

- The lab model reduced content class sizes from ~34 students to ~23 students creating more
opportunities for teachers to know students at a deeper level through 1:1 conferencing and small
group instruction.
- Frequent data analysis helps modify student learner pathways. Teachers meet frequently throughout
the week across subject level and grade level to review student data and discuss instructional
modiﬁcations.
DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS

ADVANCED
EASY
Customized Learner Pathways
Creating common pathways for
academic progress that is
customizable based on student need.
Personalized &
Measurable
Project-Based &
Self-Managed
Collaborative &
Diverse
Ideas & Tactics
Career Based Projects
Students select interest areas and
complete long-term projects related to
careers in these interest areas.* Also
included in Authentic & Experiential!
Makerspaces
Students learn through projects in a
space outﬁtted with materials, tools,
and resources they can use to work on
their projects.
MEDIUM MEDIUM
Collaborating with Google
Classroom
Use Google Classroom to facilitate
collaboration between students and
with their teachers.
DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS

Bronx Arena High School
Alternative high school serving approximately 200 students who are over-age and/or under-credited.
Mission
“Bronx Arena High School supports and empowers over-age, under-credited
students to achieve academic success” so they can pursue post-secondary
opportunities. The school aims to imbue graduates with self-motivation and
conﬁdence so students can “expand and express their own talents.”
Key School Features
● High-quality student-teacher relationships.
● Technology is leveraged to create a self-paced, student-centered, and
personalized learning experience.
● Educators develop essential skills including goal setting, reﬂecting, and
identifying strengths and weaknesses with a gradual release model.
DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS

- Students spend most of their instructional day in an Arena which is composed of ~27 students and a
teacher. Students stay in the same arena for their entire time at Bronx Arena allowing for close bonds.
- Students create credit maps to determine what they need to graduate and helps them sequence their
courses.
- Adults take on different roles. Generalist teachers provide academic support and advocate counselors
provide social-emotional learning support in the Arena. Students also have access to content specialists.
Curriculum design teams design courses for students.
- Bronx Arena created an in house curriculum that leverages G Suite for Education as a productivity tool.
DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS

Student Pacing Based on Content
Mastery
When students show mastery, they
immediately move on to new content
or courses
Co-Creating Graduation Plans
with Credit Mapping
Students and teachers map out
learning and graduation goals and
create a plan to achieve them
Personalized &
Measurable
Project-Based &
Self-Managed
Ideas & Tactics
Graduated Student Autonomy
Consistent learning structures shift
instruction from teacher-led to
student-led as students gain ownership
of their learning
Senior Portfolios
Students design, work through, and
present culminating projects to
demonstrate high levels of learning
self-management.
MEDIUM
MEDIUM
MEDIUMEASY
DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS & TACTICS

Next Steps
ONWARD
GO BACK
Learning Principles
EXPLORE ALL
IDEAS & TACTICS
Dig into all Project-Based &
Self-Managed instructional
strategies
CHANGE PRINCIPLE
learning principle
DEFINITION
IMPLEMENTING
SCHOOL MODEL
TRAILBLAZING
SCHOOL MODEL
EXPLANATION
RESEARCH
IDEAS &
TACTICS

Collaborative &
Diverse
39

Collaborative & Diverse:
Forms meaningful connections to spark
new and different thinking
Definition
WHAT DO WE MEAN
COLLABORATIVE & DIVERSE
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS

In Theory
Learning happens most effectively through interactions between learners and experts,
learners and their peers, and between learners and other learners that they can teach. It’s
only by engaging with others that we can see beyond our own experience, and that we can
understand what we’ve learned in a wider context. This is very closely related to
collaboration and supports learning through a number of mechanisms including:
1. Grappling with diverse perspectives which will push each individual further and
more broadly;
2. Informal differentiation as the group supports each other with their speciﬁc learning
needs;
3. The motivation that arises from working with others;
4. Deeper conceptual understanding from having to explain the concept to another
learner.
The social mechanisms above are essential for the development of important social and
emotional skills, and the majority of learning situations can likely beneﬁt from them.
In Practice
Frequency, type of group
work and collaboration such
as open-ended problem-solving.
Group composition means
diverse learning groups
encouraging diverse perspectives.
Learning cohorts means
tight-knit, reliable, common-
purpose groups that create social
bonds amongst a group of learners
that can enhance collaboration.
Mentoring programs mean
creating long-term relationships
with adults who know and value
students as unique individuals.
Peer assessment means
students assessing one another,
exposure to multiple perspectives
and strengthening class culture.
To learn more, see the explanations
and resources in the glossary.
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH
Explanation
WHAT DO WE MEAN
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS

TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS
The process of learning is both increasingly social and public (Siemens, 2014; Resnick, 2010). Siemens (2014) argues that
advances in technology are impacting both how we learn, and the relevant knowledge we can learn at any given moment. From this
perspective, proponents argue that “formal education” is no longer our only means of learning; rather, learning is becoming
informal and concurrent with social and professional networks and tasks (i.e., connectivism). Ultimately, “learning and knowledge
rests in the diversity of opinions” (Siemens, 2005, p. 5). Therefore, nurturing these connections and relationships is key to
maintaining this pipeline of knowledge, and encourages the kinds of authentic interactions that result in complex thinking (Hawley,
2016).
Research
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH

TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS
LPS Richmond
Public charter school in northern California with large EL population.
Mission
LPS Richmond is part of Leadership Public Schools, a network of
urban charter high schools with a mission to create educational equity
and to “empower students for college, career, and community
leadership and share our practices on a national scale.” One core
component of the LPS graduate proﬁle is to think critically by
“engag[ing] in collaborative & self-directed studies with a global
context.”
Key School Features
● The network developed the Navigate Math program to
address the issue that the vast majority of its students
entered high school below grade level in mathematics.
● The Career and Community Leadership Program provides
students work-based learning, job shadowing, and internships.
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH

- Teaching students non-cognitive skills that help them become self-directed learners enables
teachers to no longer be the sole source of knowledge for the students. A rich bank of resources, as
well as a class expectation of helping each other, provides multiple levels of support so teachers can
focus their time on the highest yield activities.
- Leadership Public Schools’ commitment to innovation has led to partnerships that have to led to the
co-creation of tools like Navigate Math and GiveThx.
Critical Strategies that support this model.
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH

EASY
Flexible Daily Small Group
Instruction
Customized groupings to address
learning needs and create team
experts for speciﬁc learning objectives.
Personalized &
Measurable
Collaborative &
Diverse
Collaborative &
Diverse (cont.)
Ideas & Tactics
MEDIUM
Self-Grading and Peer Grading
Implement rubrics-based grading to
foster academic reﬂection and
dialogue.
EASY
Team Work Tables
Tables grouped throughout class
enable small groups and improve team
orientation.
EASY
EASY
Common Launch
Opening class with shared problem
solving creates a culture focused on
growth.
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH
Encouraging Acts of Gratitude
Giving students time and space to give
gratitude helps students make friends,
feel safe, and ultimately perform better
in school.

Valor Collegiate Academies
Network of public charter schools in Nashville serving students in grades 5-8.
Mission
Valor Collegiate Academies “exist[s] to empower our diverse
community to live inspired, purposeful lives.” The organization
emphasizes a strong classroom climate through its social emotional
learning program. The SEL program includes mentoring and cohorts
composed of peers. The climate fosters collaboration and respect for
other perspectives.
Key School Features
● Compass- the network’s comprehensive human development
model which is composed of key disciplines and core habits.
● Students are grouped in prides, which are intentionally
diverse, single gender mentor groups.
● Valor actively creates a diverse community to understand,
learn from, and communicate across lines of difference.
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH

- Human development is at the core of the model. Adults also engage in this development and
implement practices with students.
- Technology extends learning and creates more high-quality interactions among individuals.
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH

Collaborative &
Diverse
Ideas & Tactics
Prides: Mentoring Groups
Deliberately selected single-gendered
small groups help form
social-emotional learning
communities.
Circle
Communal practice aﬃrming personal,
interpersonal, and community
development.
Self-Paced Progress through
Playlists
Build supports for students to navigate
learning at their own pace.
MEDIUM
MEDIUM MEDIUM
ADVANCED
Intentionally Diverse Community
Social, emotional, and academic
growth is ampliﬁed by its intentionally
diverse community.
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH
Personalized &
Measurable

Next Steps
ONWARD
GO BACK
Learning Principles
EXPLORE ALL
IDEAS & TACTICS
Dig into all Collaborative &
Diverse instructional strategies
CHANGE PRINCIPLE
learning principle
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH

Authentic &
Experiential
50

Authentic & Experiential:
Applies knowledge plus experience to
explore and create a world beyond
Googleable questions
Definition
WHAT DO WE MEAN
AUTHENTIC & EXPERIENTIAL
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS

In Theory
There is a place for all levels of Bloom’s taxonomy in learning, but the higher levels can be
more diﬃcult to achieve. A learner must be able to remember facts, but they must also be able
to understand, analyze, and evaluate the concepts derived from those facts, and be able to
apply them to new situations. For the learner to have mastery of a concept, they must be able
to apply it across disciplines; in the real world problems do not follow subject boundaries.
This deeper learning happens most effectively when a learner constructs knowledge and
concepts, rather than passively receives them. The learner explores and discovers new
concepts as they grapple with new things, and organizes them into their existing
understanding. This is done best in real world and authentic scenarios, as it is more
motivating, and is situated in the learner’s existing representation of the world.
In the age of Google search, where facts can be accessed immediately, the ability to answer
‘non-Googleable’ questions becomes the differentiating factor between those who can use
these facts using higher-order processes, and those who cannot.
In Practice
Inquiry-based learning
means learners explore concepts
by posing, investigating, and
answering questions.
Transdisciplinary education
means breaking down traditional
subjects. Learners understand
and apply concepts that cut
across disciplines, and, at its best,
they do this in authentic contexts
that provide real world
applications.
Project-based learning
means students gain knowledge
and skills by working for an
extended period of time to
investigate and respond to an
authentic, engaging ,and complex
question, problem, or challenge.
explanations and resources in the
glossary.
Explanation
WHAT DO WE MEAN
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS

A focus on comprehension/mastery of key content understandings—beyond the basic acquisition of facts—leads to enhanced
retention and transferability across time and disciplines for students (Bransford, Brown, & Cocking, 2000, p. 137; Wiggins &
McTighe, 2005, p. 39). This commitment to understanding requires attention to the design process, including careful planning with
regard to how the knowledge is organized and presented to students (Wiggins & McTighe, 2005; Bransford, Brown, & Cocking,
2000). Interdisciplinary and transdisciplinary approaches hold growing appeal. These approaches require educators to identify
cross-cutting concepts, and see various content areas not as individual silos of information. To distinguish transdisciplinary as an
emerging concept with a greater focus on authentic, conceptual understandings across the disciplines that moves beyond just
interdisciplinary relationships in content (Vasquez, 2015; Bernstein, 2014).
Constructing knowledge means providing students with opportunities to “uncover” key concepts across the disciplines (Wiggins
& McTighe, 2005). Engaging students as “Knowledge Builders” not only deepens understanding of content, but embeds both social
and cognitive skills such as communication, collaboration, critical thinking, and creativity (Scardamalia & Bereiter, 2006). These
skills, which are diﬃcult to teach in the absence of content, are essential for advancing knowledge and are critical to establishing
competencies for all students (Scardamalia & Bereiter, 2006; Resnick, 2010). Crucially, knowledge-building environments position
ideas as objects of inquiry—most successfully when applied to an authentic context in which those ideas can be explored and
applied (Shulman & Hutchings, 2004; Scardamalia & Bereiter, 2006). In fact, the shift from prescriptive instructional materials (as a
means of presenting content) to supporting students’ own organization of knowledge (e.g., via knowledge construction tools) is
credited with an increase in real-world problem solving in schools (Lowyck, 2014). Further, learning is enhanced (and retained)
when the knowledge and interests students bring to a learning environment are utilized to create new knowledge (Duckworth, 1987;
Bransford, Brown, & Cocking, 2000).
Research
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS

Hollister School District
Public district in the greater Bay Area of California serving 5,600 students.
Mission
The Hollister School District consists of ten schools that serve
students in grades TK-8. The district’s mission is: ”To prepare each
of our students for future success” and its vision is: “Our school
district is an extraordinary learning community.” To achieve this
mission and vision the district uses the following guiding principle:
“We believe every student, every day, by name, by need will succeed.”
Key District Features
● The district fosters a culture of innovation and approaches
initiatives with the culture’s four elements: agency,
collaboration, curiosity and risk-taking.
● Staff receive personalized, blended professional development
which they can replicate in their instruction.
Source: Hollister School District
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS

● The district has a Path to Progress committee composed of 1-3 staff members from each school and
the district IT team. All members have completed or are working towards Google Trainer Certification.
The committee serves as the primary source of communication between sites on the use of
technology; are the first to prototype lessons; and provide support for teachers at their sites and
through district professional development days.
● Hollister established device specifications by choosing Chromebooks as the standard device for both
students and staff. This streamlined tech support and program purchasing. It also increased the
ability to manage all devices through the Google Admin Console and the Mobile Device Manager.
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS

MEDIUM
Authentic &
Experiential
Collaborative &
Diverse
Ideas & Tactics
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS
Google Hangout with Authors
Students connect virtually with authors
of books they read in school.EASY
Virtual Field Trips
Use Google Expeditions paired with
question protocols to help students
rigorously explore real-world concepts.
EASY
Interactive Notebooks
Use Google Expeditions paired with
question protocols to help students
rigorously explore real-world concepts.

Two Rivers Public Charter School
Public charter school in Washington, DC serving ~1,000 students in preschool through grade 8.
Mission
Two Rivers aims “[t]o nurture a diverse group of students to become
lifelong, active participants in their own education, develop a sense of
self and community, and become responsible and compassionate
members of society.” Two Rivers has created learning expeditions as a
signature part of their school where students explore real community
and global problems through long-term projects.
Key School Features
● EL Education curriculum that emphasizes authentic
problem-based, project learning through expeditions.
● Responsive Classroom social and emotional learning.
● Intensive professional development (PD) model, with seven
hours per week and 25 days per year of PD.
● Use of Google Suite apps to facilitate project-based
learning and collaboration.
Source: Two Rivers PCS
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS

- Significant investment in ongoing teacher professional learning.
- Technology philosophy that emphasizes instruction first (Google tools are deeply integrated).
- Commitment to sharing (e.g., Learn With Two Rivers) that encourages codification of tools and
practices in G Suite (Google tools) formats.
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS

Student Led Conferences
Students are empowered to share their
accomplishments and areas of growth.
Authentic &
Experiential
Project-Based &
Self-Managed
Ideas & Tactics
Learning Expeditions
Students work on in-depth projects
centered around compelling, real world
problems.
MEDIUM
ADVANCED
Problem-Based Tasks in Math
Students develop conceptual
understanding by collectively working
on a problem.
MEDIUM
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH
TRAILBLAZING
SCHOOL MODEL
IDEAS & TACTICS

Next Steps
ONWARD
GO BACK
Learning Principles
EXPLORE ALL
IDEAS & TACTICS
Dig into all Authentic &
Experiential instructional
strategies
CHANGE PRINCIPLE
learning principle
DEFINITION
IMPLEMENTING
SCHOOL MODEL
EXPLANATION
RESEARCH
TRAILBLAZING
SCHOOL MODEL
IDEAS &
TACTICS

Appendix
➢ Glossary
➢ Ideas & Tactics

Glossary
DEFINITIONS & RESOURCES
Term Description Resources
Differentiated
Learning
To change the learning experience for each learner; may
include small group instruction or online, self-paced ,and
adaptive learning.
➢ Differentiation Practices (The Learning Accelerator)
➢ Universal Design for Learning Guidelines (CAST)
➢ Using Data to Differentiate (The Learning Accelerator)
Competency-
Based Learning
Each learner only moves on when they can show they have
mastered, or are proﬁcient at, the learning objective they are
currently tackling.
➢ Mastery-Based Progression Practices (The Learning Accelerator)
➢ Mean What You Say: Deﬁning and Integrating Personalized, Blended
and Competency Education (iNACOL/Aurora Institute)
➢ What is Competency Education? (Competency Works)
Contextualized
Learning
To tailor learning to the learner’s real-world challenges,
interests, culture, and/or aspirations so that the learner
connects with and sees the relevance of what they’re doing.
➢ Personalization Practices (The Learning Accelerator)
➢ Real World Learning (Digital Promise)
➢ Deeper Learning Playlist (2revolutions)
➢ Instructional Approaches: Real World Learning (Digital Promise)
Project-Based
Learning
Students gain knowledge and skills by working for an
extended period of time to investigate and respond to an
authentic, engaging, and complex question, problem, or
challenge.
➢ What is Project-Based Learning? (PBLworks/Buck Institute)
➢ Project-Based Learning Research (Digital Promise)

Online Learning
A 1:1 system where the learner accesses learning experiences
online, allowing for a level of choice that may be hard to
deliver in a 1:many classroom environment.
➢ What is Blended Learning? (The Learning Accelerator)
➢ 1:1 Devices at Locust Grove (The Learning Accelerator)
➢ Trailblazer's 1 to X Device Approach (The Learning Accelerator)
Group Work
Students working collaboratively on a task, with adjustments
made based on the frequency (i.e., how often), type (e.g.,
open-ended problem-solving), and composition (i.e.,
purposefully designed).
➢ Student Grouping (The Learning Accelerator)
➢ Structured Groups: Making Group-Work Work (Teaching Channel)
➢ Choosing Collaborative Groups (Teaching Channel)
Learning Cohorts
Tight-knit, reliable, common-purpose groups create social
bonds amongst a group of learners that can enhance
collaboration.
➢ Multiple Methods of Student Groupings (The Learning Accelerator)
➢ Single-Gender Grouping via “Prides” (The Learning Accelerator)
➢ Group (Advisory Class) (The Learning Accelerator)
Peer Assessment
Students assessing one another. Exposes multiple
perspectives and strengthens class culture, while also
supporting students’ metacognition.
➢ Self-Grading and Peer-Grading (The Learning Accelerator)
➢ Peer to Peer Scoring (BetterLesson)
Glossary

Glossary
Inquiry-Based
Learning
Learners explore concepts by posing, investigating, and
answering questions.
➢ Inquiry-Based Teaching (The Teaching Channel)
➢ 4 Phases of Inquiry-Based Learning (TeachThought)
➢ Experience Inquiry: 5 Powerful Strategies, 50 Practical Experiences
(Kimberly Mitchell)
Transdisciplinary
Education
Breaking down traditional subjects. Learners understand and
apply concepts that cut across disciplines, and, at its best,
they do this in authentic contexts that provide real world
applications.
➢ Collaborative Teaching for Interdisciplinary Learning (The Learning
Accelerator)
➢ Interdisciplinary and Transdisciplinary Project and Quest Exemplars
Library (Transcend Education)

Ideas & Tactics
Personalized &
Measurable
Project-Based &
Self-Managed
Collaborative &
Diverse
Authentic &
Experiential
Click on learning principles to
explore all of the ideas and tactics
from model schools and elsewhere.

● Cisco: 1:1 Data Conferences Students and
teachers meet frequently to review data and set
goals.
● Cisco: Balancing Student Choice and
Needs with Playlists Students select their
work from skill-level appropriate playlists.
● Cisco: Using Pretests and Posttests to
Identify Learning Growth & Needs Create
formative and summative data to inform
student work towards learning goals.
● Roots: Using Google Calendar for Student
Schedules Assign students to reading
intervention using their personalized Google
Calendars.
Personalized & Measurable
● Bronx: Activity-based Collaborative
Learning Labs Specific time set aside each
morning for students to focus on an additional
subject of interest.
● Bronx: Co-Creating Graduation Plans with
Credit Mapping Students and teachers map
out learning and graduation goals and create a
plan to achieve them.
● Bronx: Student Pacing Based on Content
Mastery When students show mastery, they
immediately move on to new content or
courses.
● Lovett: Learner Profiles Collect data to
understand students beyond academic
progress.
EASY MEDIUM
● Lindsay: Customized Playlists to Keep
Learners on Track Playlists provide
appropriate learning pathways and resources
for each student.
● Lindsay: Empowering Students to
Advance at their Own Pace Build student
capacity to get tailored support from peers and
teachers.
● Locust: Customized Learner Pathways
Creating common pathways for academic
progress that is customizable based on student
need.
● LPS Richmond: Flexible Daily Small Group
Instruction
Customized groupings to address learning
needs and create team experts for specific
learning objectives.
ALL IDEAS & TACTICS
EASY MEDIUM
MEDIUM (cont.)
MEDIUM

● Lindsay: Personalized Learning Time Build
dedicated time each week for students to ﬁll
instructional gaps.
● Valor: Self-Paced Progress through
Playlists Build supports for students to
navigate learning at their own pace.
Personalized & Measurable
MEDIUM (cont.)
ALL IDEAS & TACTICS
MEDIUM
ADVANCED
ADVANCED

● Cisco: Monitoring Learning Progress and
Goal-Setting Students reﬂect on their learning
data and use it to set goals for academic
growth, empowering their ownership of
learning.
● Cisco: Pacing Guidance with “Must Do”
and “May Do” Tasks Playlists contain
components students must do to show mastery
as well as additional options that extend
learning.
● Lindsay: Student Choice Students develop
learner agency by choosing resources and ways
to demonstrate mastery.
Project-Based & Self-Managed
ALL IDEAS & TACTICS
EASY MEDIUM
ADVANCED
EASY MEDIUM
ADVANCED
● Lindsay: Supports for Pacing Students
receive multiple opportunities to stay on-pace.
● LPS: Daily & Weekly Goal-Setting Students
review their data to determine goals for the day
and week.
● Bronx: Senior Portfolios Students design,
work through, and present culminating projects
to demonstrate high levels of learning
self-management.
● Locust: Career-Based Projects Students
select interest areas and complete long-term
projects related to possible careers in these
interest areas.
● Two Rivers: Problem-Based Tasks in
Math Students develop conceptual
understanding by collectively working on a
problem.
● Locust: Makerspaces Students learn through
projects in a space outﬁtted with materials,
tools, and resources they can use to work on
their projects.
MEDIUM (cont.)
MEDIUM
● Two Rivers: Student-Led Conferences
Students are empowered to share their
accomplishments and areas of growth.

Collaborative & Diverse
ALL IDEAS & TACTICS
● The Forest School: 360 Peer Feedback:
Use Google Forms for students to give each
other constructive feedback.
● Valor: Circle Create time and opportunities
for “Circle,” a practice that supports
comprehensive student development.
● Valor: Intentionally Diverse Community
Social, emotional, and academic growth are
ampliﬁed by its intentionally diverse
community.
● Cisco: Multiple Options for Working with
Partners Students choose whether they want
to work with others on assignments and have
choices in their learning partners.
● Fremont: Google DOCtoring Collaboratively
annotate and respond to questions in shared
texts.
● Fremont: Google Form Warm-Up Activate
student interest and background experiences
through an online survey.
● Hollister: Google Hangout with Authors
Students connect virtually with authors of
books they read in school.
● Locust: Collaborating with Google
Classroom Use Google Classroom to facilitate
collaboration between students and with their
teachers.
EASY
ADVANCED
EASY
ADVANCED
● Valor: Prides - Mentoring Groups
Deliberately selected single-gendered small
groups help form social-emotional learning
communities.
MEDIUM
MEDIUM
EASY (cont.)
EASY
● Lovett: Accountability Partners Students
work with a partner to help them meet their
learning goals.
● LPS Richmond: Common Launch
Opening class with shared problem solving
creates a culture focused on growth.
● LPS Richmond: Encouraging Acts of
Gratitude Giving students time and space to
give gratitude helps students make friends, feel
safe, and ultimately perform better in school.
● LPS Richmond: Self-Grading and Peer
Grading Implement rubrics-based grading to
foster academic reﬂection and dialogue.
● LPS Richmond: Team Work Tables
Tables grouped throughout class enable small
groups and improve team orientation.

● GEMS Academy: Spark Curiosity Using
Google Earth Use Google Earth for students to
explore the world and ask questions and make
observations.
● Hollister: Virtual Field Trips Use Google
Expeditions paired with question protocols to
help students rigorously explore real-world
concepts.
Authentic & Experiential
ALL IDEAS & TACTICS
EASY ADVANCED
EASY ADVANCED
● Concord Community Schools:
Multi-Subject Real World Projects Students
engage in real world projects that give them
ownership, engage them, and teach content
through a relevant and exciting experience.
● Heritage Middle School: Connect with
Community Partners: Establish partnerships
with community organizations who can provide
real world experiences for students
● Two Rivers: Learning Expeditions Students
work on in-depth projects centered around
compelling, real world problems.
MEDIUM
MEDIUM
● Hollister: Interactive Notebooks Use
Google Expeditions paired with question
protocols to help students rigorously explore
real-world concepts
● Locust: Career-Based Projects Students
select “Houses” of interest and complete
long-term projects related to possible careers.

Personalized &
Measurable
71
Ideas & Tactics

1:1 Data Conferences
Students and teachers frequently conference to
ensure students understand their data and use it to
improve their learning.
CISCO JUNIOR HIGH SCHOOL
The Strategy
Teachers meet regularly with students individually to discuss
academic data and set goals. During these conferences, teachers
help guide students to understand their strengths and growth areas
by reviewing data points from NWEA MAP tests and unit tests. From
there, teachers and students determine speciﬁc short- and long-term
goals to strive for and strategies for achieving these goals.
Learn more at The Learning Accelerator's practices site.
Subjects: All
Tools: Google Docs, Google Sheets
About: Public district school in rural Texas
outside of Dallas serving grades 6-8.
Keys to Deepening Learning
● Students should learn how to set strong goals. Cisco works with
students to set SMART goals. See how here.
● Teachers should determine what the conference should focus on.
See areas that Cisco teachers focus on.
● Model for students how to look at the data and set a goal from it.
Students at Cisco see their MAP student proﬁle. See a data
conference in action.
EASY
Back to Ideas & Tactics

Balancing Student Choice
and Needs with Playlists
Students select their work from skill-level
appropriate playlists.
The Strategy
Students develop student agency and receive instruction and
practice through student playlists. The playlists include independent
practice, small group instruction with the teacher, group work,
instructional games, hands-on activities, and online instruction. The
playlists include both required activities and optional, extension
activities. Students decide which order to complete the activities
and monitor their own progress.
Learn more at the The Learning Accelerator's practices site.
Subjects: All
Tools: Google Drive
● Teachers create aligned pretests, posttests, and learning
playlists weekly for each speciﬁc learning goal. They determine
the various types of activities students can work on and which
ones are required and what are optional extensions. See an
example here.
● Set expectations for the various activities students can work on.
What is their noise level? Can they work with a partner? What do
they do if they are stuck?
● Model for students how to monitor their own progress and to
prioritize what to work on in each class period. Hear from
teachers and students on how they engage with playlists..
EASY

Students take weekly pretests and posttests to gauge student
mastery of speciﬁc learning goals. This data determines the learning
activities students engage in throughout the week. Students can
choose to jump right into the playlist if they think they will not do
well on the pretest. Students can test out of required activities on a
playlist through demonstration of mastery on the pretest. In this
case, students work on extension activities or projects that deepen
their understanding of the learning goal. Posttest data provide
reﬂection opportunities for students and teachers and informs
future playlists.
Pretests & Posttests to Identify
Learning Growth and Needs
Generate formative data with pretests and
summative data with posttests.
The Strategy
Subjects: All
Tools: Google Forms, Google Sheets
● Teachers should create extension activities and projects that
deepen understanding for students who demonstrate mastery.
This allows all students to work at the same pace as a class while
making sure everyone is learning.
● Having students regularly working on different activities can
require a mindset shift. Hear from teachers on why they value the
pretests in helping students work on the right level for them.
EASY

Using Google Calendar for
Student Schedules
Help students manage and own their calendars so
they know where they should be and when.
ROOTS ELEMENTARY
The Strategy
Roots employed Google Calendar to meet calendaring needs. Much
like adults use a calendar to organize and share their appointments,
students’ calendars told them where they needed to be and when.
Given that the school served a younger population, Roots developed
several custom apps that allowed teachers to more easily schedule
student groups, as well as for young students to view a simplified
calendar view. Older students can use the Google Calendar platform
without such modifications.
Subjects: All
Tools: Google Calendar
About: Roots Elementary was a K-2 charter
school in Denver that used technology along
with innovative staffing, curricular, and physical
structures to provide a student-centered
learning experience.
● When students are operating in a Google environment and have
personalized Google accounts, educators can create structures
for students to respond to interventions and other personalized
schedules that meet the needs of individual students
● Teach students explicitly how to create events and invite people in
Google Calendar and the purpose of each field (e.g., notifications,
repeating events, etc.). Consider additional lessons on more
advanced features like having multiple calendars and integrating
Google Tasks. Schools can also create schoolwide norms like
sending invitations for tutoring and extracurricular opportunities.
EASY

Bronx Arena rolled out Learning Labs, which are subject-focused,
asynchronous (no speciﬁc end or start date) courses that allow
students the ability to engage and apply curriculum in new ways.
The Learning Labs allow students to go deeper with content and
work collaboratively with their peers on activities, discussions,
simulations, and applications of content in authentic ways. These
labs also help students achieve mastery along the way through
challenges and projects they are required to complete by the end of
the course.
Learn more at The Learning Accelerator’s practices site.
Activity-based
Collaborative Learning Labs
Specific time set aside each morning for students to
focus on an additional subject of interest.
BRONX ARENA HIGH SCHOOL
The Strategy
Subjects: All
About: Bronx Arena is an alternative high school
that serves over-age and under-credited
students in grades 9-12 in the Bronx borough of
New York City.
● This structure can be implemented by modifying a time like
homeroom to make it more purposeful, focused, and give
students opportunities to explore content in new ways with the
usual timing guardrails.
● Students work at their own pace.
● Students collaborate with peers on projects and presentations.
● Educators keep track of student progress using data trackers.
MEDIUM

Students meet with teachers in one-on-one meetings to develop a
concrete plan to reach their graduation requirements. The goal is for
the conversation to be student led in order to give them ownership
of the plan. The important part of this strategy is not the Credit Map
itself, which can always be adjusted, but rather the process that
students go through to connect daily actions to short-, medium-, and
long-term goals.
Co-Creating Graduation
Plans with Credit Mapping
Students and teachers map out learning and
graduation goals and create a plan to achieve them.
The Strategy
Subjects: All
Tools: Google Drive, Google Docs
New York City.
● Give students the data they need to determine what they still must
do to graduate.
● Create a time to have this conversation. Hear from staff and
students on the process at Bronx Arena.
● See an example of a credit map from Bronx Arena.
Source: Blended and Personalized Learning at Work
MEDIUM

Bronx Arena’s competency-based model allows students to
accelerate or slow down based on their optimal learning speed in
order to master credits in order to own their high school diploma.
Students track what competencies and credits they need to
complete through an online tracker. Students take entry
assessments which teachers use to determine appropriate starting
points for each subject area.
MEDIUM
Student Pacing Based on
Content Mastery
When students show mastery, they immediately
move on to new content or courses.
The Strategy
Subjects: All
Tools: Google Drive, Google Sheets
New York City.
● Determine what competencies students should work on. Bronx
Arena started out using the Common Core standards and then
created their own competencies.
● Provide clear guidelines for what mastery of competencies looks
like. Bronx Arena provides competency rubrics and grade yourself
reﬂection sheets for students.
● Create a tracking system for students to monitor their mastery of
competencies. This could look like a physical paper, a Google
Sheet, or an online data tracker. Bronx Arena built its own custom
data tracker. See a screenshot of the dashboard.

In order to better know each of their students, Lovett created Learner
Profiles. Learner Profiles include academic data and additional
information to help educators gain a more holistic understanding of
their students. Learner Profiles can cover what motivates and
inspires each student, where and how each student learns best,
barriers the student faces, and responsibilities the student has
outside of school. Educators can use profiles to deepen
relationships with their students and create tailored learning
experiences. Students can use the profile to reflect on their evolution
as a learner.
Learner Profiles
Collect data to understand students beyond
academic progress.
LOVETT ELEMENTARY
The Strategy
Subjects: All
Tools: Google Sheets
About: Lovett Elementary in Chicago provides
blended and personalized learning to its
students in grades 2-5.
● Students share information about themselves, including
motivators and challenges to their learning, both inside and
outside their academic setting.
● Educators collect information, organize data, and create profiles
synthesizing what they know about each student.
● Check out more examples of learner profiles from other schools.
MEDIUM

Customized Playlists to
Keep Learners on Track
Playlists provide appropriate learning pathways and
resources for each student.
LINDSAY HIGH SCHOOL
The Strategy
Playlists are tailored for each student’s knowledge gaps based on
various data sources. For example, for the course English Language
Development, gaps are triangulated from the Scholastic Reading
Inventory, the California English Language Development Test, and
progress in coursework. The playlists explicitly show which learning
objectives students need to be proﬁcient in by the end of the year
and students access learning activities for these objectives. The
teacher creates this playlist and can adjust it as the student
progresses.
Subjects: All
Tools: Google Classroom
About: Lindsay Uniﬁed serves 4,200 students in
grades K-12 in the rural part of Central
California.
● Determine which data sources will inform the needs of students
which will determine the objectives in the playlists.
● Consider an online platform that provides structure for playlists
and resources. Google Classroom can be used for this purpose.
Lindsay High School uses Empower.
MEDIUM

Empowering Students to
Advance at their Own Pace
Build student capacity to get tailored support from
peers and teachers.
LINDSAY HIGH SCHOOL
The Strategy
Students at Lindsay Uniﬁed progress at their own pace as they
master learning. Student progress is transparently posted so
students can see which of their peers they are able to ask for
support in mastering content. Open data allows for greater
autonomy as students are able to choose who they receive help
from rather than having it assigned by the teacher. Teachers serve
as learning facilitators who coach and mentor students. They also
provide intensive support if a student does not reach the level they
need.
Learn more in the Google Transformation Center proﬁle.
Subjects: All
Tools: Google Sheets, Google Forms
California.
● Build a culture which allows for student progress transparency to
be an asset. See Lindsay’s Code of Cooperation.
● For more ways to develop student ownership, explore The
Learning Accelerator’s Problem of Practice: How do I develop
student ownership and accountability in a station rotation model?
● Also see: Bronx Arena: Graduated Student Autonomy.
Source: Google Transformation Center
MEDIUM

Customized Learner
Pathways
Create common pathways for academic progress
that are customizable based on student need.
LOCUST GROVE MIDDLE SCHOOL
The Strategy
Learner Pathways are the backbone of the personalized learning
model at Locust Grove. Teachers design these self-paced,
choice-based Learner Pathways with a variety of learning tasks for
each unit. The Learner Pathways also show the activities’ learning
objectives and rigor levels (sample learner pathway). Learner
Pathways are created as templates that can be leveraged
throughout the school and modiﬁed by teachers and students based
on need.
Subjects: All
Tools: Google Drive
About: Locust Grove Middle School serves
students in grades 6-8 and is part of Henry
County School District in Georgia.
● Create customized learner pathways for students.
● Example of learner pathway.
● Check out how other schools implement learner pathways.
MEDIUM

● Use formative assessments to create dynamic groups. Changing
groups often makes sure students avoid identities like a “low
student” or a “smart student.” Learn more from Unlocking Time.
● Create guidelines for how a student expert can share their
knowledge with their peers. Model how to provide support without
simply giving away the answer in order to ensure learning.
● Keep track of customized groupings and what students are
“experts” on in a Google Sheet.
Flexible Daily Small Group
Instruction
Build customized groupings to address learning
needs and create team experts for specific learning
objectives.
LPS RICHMOND
The Strategy
The teacher is able to see what every student is working on each day
and can pull students working on similar learning objectives into
groups as appropriate. Small group members are usually pulled from
several different teams. After receiving small group instruction,
students can go back to their teams as “experts” and share their
knowledge. These groups are created each day based on where the
teacher identiﬁes the greatest need by analyzing data from the
teacher dashboard.
Subjects: All
Tools: Google Sheets
About: LPS Richmond is a high school that
serves students in grades 9-12 in Northern
California.
MEDIUM

Students at Valor Collegiate Academies utilize a myriad of methods
of support as they learn. Initial supports are provided by playlists
that students work through independently. The playlists contain
scaffolded content, starting with the introduction of a topic and
moving through more complex material with checkpoints and short
self-graded assessments embedded to identify whether a student
has mastered the material and can move on.
Self-Paced Progress
through Playlists
Build supports for students to navigate learning at
their own pace.
VALOR COLLEGIATE ACADEMIES
The Strategy
Subjects: All
Tools: Google Docs
About: Valor Collegiate Academy is a public
charter school network that serves students in
grades 5-12 in Nashville, TN.
● Create playlists accessible to all students. Valor creates playlists
using Google Docs. See sample playlists.
● Create a tracker to help students set goals, assess where they are,
and where they need to go.
MEDIUM

● Instead of treating PLT like a traditional study hall, teachers should
be active guides and tutors, providing both purposeful advice and
direction as well as structured instruction.
● Use data to identify small groups to target during PLT time.
● Support students in developing the successful habits necessary
to utilize PLT. Provide coaching and feedback as they develop
these skills.
ADVANCED
Personalized Learning Time
Build dedicated time each week for students to fill
instructional gaps.
LINDSAY HIGH SCHOOL
The Strategy
Lindsay High School Learners have weekly Personalized Learning
Time (PLT). Students who are behind where they should be in the
curriculum can see which teachers are offering PLT every Tuesday
and Thursday for 90 minutes and sign up online for sessions.
Students who are on pace can sign up for elective courses instead
of attending PLT. The last two days of the school year are all PLT
sessions so students who need the time can catch up. PLT classes
are kept intentionally small, usually limited to about 20 students
depending on the content area. During PLT students can choose to
work on their own, with a partner, or in a small group.
Subjects: All
California.

Project-Based &
Self-Managed
8686
Ideas & Tactics

Graduated Student Autonomy
Consistent learning structures shift instruction from
teacher-led to student-led as students gain
ownership of their learning.
The Strategy
Student self-management is a primary goal at Bronx Arena, since it
helps boost student preparedness for college and careers after
graduation. Students at Bronx Arena have a great deal of autonomy
provided to them, though it is gradually phased in as students show
readiness for more responsibilities. The coursework is entirely
self-paced, and the approach to instruction is quite different from
traditional schools. Bronx Arena works to create an environment that
provides structures and supports to students who need them, as
well as a high degree of autonomy for those who don’t.
Subjects: All
Tools: Google Docs
About: Public alternative high school in Bronx,
NY serving students in grades 9-12.
● Create consistent structures to support students learning at their
own pace while also meeting appropriate deadlines. For example,
Bronx Arena provides general guidance that students should
complete ﬁve learning tasks per day.
● Students and teachers meet weekly to discuss what students
should work on weekly. All students have a say, but teachers will
play a more active role for newer students. Facilitation Plan
example.
● For another example from The Learning Accelerator, see
Graduated Student Content Choice in Personalized Learning
Plans.
EASY

Monitoring Learning Progress
and Goal-Setting
Students reflect on their learning data and use it to
set goals for academic growth, empowering their
ownership of learning.
The Strategy
Goal-setting is a core component of Cisco Junior High School’s
blended and personalized approach, providing students with more
transparency and ownership of their learning. Goal-setting is a
common routine throughout Cisco. Teachers create intentional
opportunities for students to reﬂect on their learning data, although
the frequency may vary by classroom. Teachers support students in
their goal-setting through check-ins with students through small
group interactions (and occasionally individually) to review progress.
Subjects: All
Tools: Google Docs
About: Cisco Junior High School is a small
district school in Cisco, TX, about two hours
outside of Dallas, serving students in grades 6-8.
● Students set, monitor, share, and work toward their own SMART
goals. Learn more about helping students set goals.
● Teachers check-in with students to help with accountability.
● Data on progress help to inform goal monitoring and future
goal-setting.
● Teachers create a schedule in order to ensure they meet with
every student. See a sample schedule.
● Check out more resources on personalized learning goal setting
with this playlist.
EASY

Pacing Guidance with “Must
Do” and “May Do” Tasks
Playlists contain components students must do to
show mastery as well as additional options that
extend learning.
The Strategy
Students learn to gradually take agency over their learning. To
provide structure for students to help them better manage their time,
teachers separate playlist content on Google Docs into “must do”
and “may do” categories. Students choose the order in which they do
the “must do” tasks and must complete them by a deadline. Once
students complete the “must do” tasks, they choose which of the
“may do” tasks to work on. This ensures that all students have
activities to engage them and sets the bar for what work all students
must complete.
Subjects: All
Tools: Google Docs
● Determine what tasks should be on a playlist and designate which
tasks are “must do” and which ones are “may do.” See an example
playlist.
● Model for students through a “think aloud” how to determine
which order to do the required activities.
EASY

Student Choice
Students develop learner agency by choosing
resources and ways to demonstrate mastery.
LINDSAY HIGH SCHOOL
The Strategy
Giving students choice empowers them to take ownership of their
learning. At Lindsay High School, students choose from multiple
learning resources for each content module/unit. For example, when
studying Romeo and Juliet, students can pick from the traditional
text, a Spanish version, a text in modern English, a text with
translations, or a graphic novel. Students also have choice in what is
the right activity for them to work on and how to demonstrate
advanced mastery of a learning objective.
Subjects: All
Tools: Google Docs
California.
● Find opportunities to build in student choice and model for
students through a “think aloud” how to decide between the
different options.
EASY

While students are able to move at their own pace, there is an
expectation that they will complete a certain amount of content
within a given year. Teachers have set pacing benchmarks for
students to know whether they are on-pace, ahead, or behind. For
students that are behind, there are many options to help them catch
up. Students are often able to catch up on coursework during
Personalized Learning Time. In addition to offering remediation
opportunities in class, teachers also rotate staying after school for
students that need extra time to catch up. Lastly, teachers often
build extra time into the end of the year to provide students with one
ﬁnal opportunity to get back on-pace for the year.
Supports for Pacing
Students receive multiple opportunities to stay
on-pace.
LINDSAY HIGH SCHOOL
The Strategy
Subjects: All
Tools: Google Docs
California.
● Develop a pacing guide with suggested deadlines for each activity
to help students monitor their pace. Recognize that some
students will work faster and slower than what is suggested. See
a sample pacing guide.
● Think about the different reasons students are behind and build
opportunities for students to catch up. Hear about different
supports Lindsay provides.
● Have multiple opportunities for students to get back on track. This
conveys to students that falling behind is not an impossible
scenario to recover from. Hear a student voice on these supports.
EASY

Daily & Weekly Goal-Setting
Students review their data to determine goals for
the day and week.
LPS RICHMOND
The Strategy
Students start their week by determining how many and which
learning goals they would like to pursue. This information is shared
with teammates who provide feedback on the goals each student
has chosen. Students start each class by selecting a particular goal
and sharing that goal with their team members and teacher. The
teacher is able to review daily and weekly goals for each student and
will intervene if goals are not set appropriately.
Subjects: All
Tools: Google Drive, Google Sheets
About: LPS Richmond California is part of the
Leadership Public Schools (LPS) network of
public charter high schools.
● Start the school year with an opening unit focused on routines and
habits, such as note-taking and organization that will support
goal-setting.
● Start small: introduce weekly goal setting with a cognitively
low-lift topic, such as homework completion. Then, build up over
time to more complicated, academic goals as students gain
comfort and demonstrate proficiency.
● Tie goal-setting into weekly reflections, which not only lead to
better future goal setting but also supports students’
metacognitive abilities. See student goals and reflections on
Sheets.
Source: LPS Richmond
EASY

Senior Portfolios
Students design, work through, and present culminating
projects to demonstrate high levels of learning
self-management.
The Strategy
Bronx Arena requires students to complete a student portfolio
before they graduate. Students work on capstones and challenges
which are projects that are harder and more involved than daily
learning activities. Senior portfolios are the “capstone of capstones”
as the most challenging project and the one that requires the most
student ownership. Students design and build a project of their own
for their senior portfolio by choosing a topic of interest to them,
designing the course, and ﬁnding a mentor to support them in their
project. The work culminates in a presentation.
Subjects: All
Tools: Google Docs
About: Public alternative high school in Bronx,
NY serving students in grades 9-12.
● Think about ways to build in longer-term projects and challenges
to give students more ownership and develop skills like time
management and long-term planning. Learn more about
challenges and capstones and see examples.
● Hear staff and a Bronx Arena student talk about the senior
portfolio experience.
● Check out an example of a student portfolio project.
● Your schedule may not allow for a class dedicated to a portfolio
but think about ways to dedicate time (e.g., one day a week) for
students to explore their interests and create a way for them to
showcase these projects.
MEDIUM

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