1.
BUILDING + IMPLEMENTING A DYNAMIC,
PERSONALIZED LEARNING CURRICULUM:
HOW TO IMPLEMENT, MEASURE + IMPROVE
USING OER TECHNOLOGY
#iNACOL16

2.
Speakers
Terry Nealon
CEO, Fishtree
Dr. Philip Hickman
Superintendent, CMSD
#iNACOL16

3.
Everybody is a genius. But if you judge a
fish by its ability to climb a tree, it will live its
whole life believing that it is stupid.
~Albert Einstein

4.
ALIGN
Instructors can create
courses, embed
assessments +
automatically align to
any standard,
competency or learning
objective.
LEARNING DNA
Based on individual student’s
profile; Fishtree continuously
adapts to reflect changing
learning needs.
Personalization
Content
Individualized, personalized
instruction dynamically
aligned to each learner’s
needs to improve
performance and
achievement.
Automated processes
save time and
money, continually
scale to meet school
needs.
Maximizes existing
curriculum investments
while aligning all content
and assessments to any
objective or competency
– all in real time.
CURATION
Alignment of relevant
and meaningful resources
(including real-time) to any
standards, competencies
or objectives; personalized
recommendations based
on learner needs.
Alignment
What is Fishtree?
#iNACOL16

5.
Columbus Municipal School District 2015
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6.
Professional
Development
Instructional
Model
Infrastructure
Technology
Must start here
which dictates
the rest.
Access should
be available
everywhere.
Feedback
-Involve staff in
decision-making
-If “going
digital,” really
go!
-Includes vendors,
providers, and
district stakeholders
-Celebrate success
and address
failures
-Districtwide PD
for staff, teachers,
students +
families
-Challenge
vendors to go
beyond
5 Steps to Go Digital
#iNACOL16

7.
#iNACOL16

8.
Columbus Municipal School District 2016
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9.
Professional Development should be…
ONGOING
Can not be effective in the short term; must be
long-term oriented
FOCUSED
Short impactful sessions; establish a few key areas of
focus and continually spiral
Adults require training to model and reflect
appropriate behavior
INCLUDE
DIGITAL
CITIZENSHIP
JOB-
EMBEDDED
PD should provide information to allow teachers to then
receive training on the job
Keep all stakeholders engaged in shared goals
and collaborationSTAFF-LED
#iNACOL16

10.
BUILD INFRASTRUCTURE
Access
anytime,
anywhere.
1. ACCESS – Routing Wi-Fi to parks, parking lots
and buses.
2. PLATFORM TO SHARE –Teachers can feed
assignments and content to any device.
3. DIGITAL MAP – Parents and students know
where to access.
#iNACOL16

11.
Removed all textbooks and
partnered with OER providers
District curriculum leaders
intentionally embed OER into
curriculum to demonstrate value
and encourage adoption
Teachers incorporating OER
into their own plans and
sharing with others
Selected as one of 6
ambassador districts helping
others to “Go Open”
#GoOpen Initiative
#iNACOL16

12.
Stakeholders
Include
• Staff
• Teachers
• Students
• Families/Parents
• Vendors
Types of
Feedback
Variety of
Outlets
• Online Survey
• Suggestion
Boxes
• Committees
• Open Forums
• Observations
• Corrective actions
• Select a group of
educators to give
feedback to vendors
FEEDBACK LOOP
#iNACOL16

13.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK LOOP
#iNACOL16

14.
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15.
Mean NWEA Measures of Academic Progress Scores
143
153
167
130
135
140
145
150
155
160
165
170
Grade 1
Fall 2014 Fall 2015 Spring 2016
161
167
180
150
155
160
165
170
175
180
185
Grade 2
Fall 2014 Fall 2015 Spring 2016
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16.
Expected & Actual Gains on STAR Assessment
144
123
177
153
100
120
140
160
180
Grade K Grade 1
Expected Actual
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17.
Percentage of Scores by Literacy
Classification
Grade K Grade 1
Grade 2
Statistically significant gains
across all grade levels.
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18.
Dr. Philip Hickman
Twitter: @PHickmanCMSD
LinkedIn: Dr. Philip Hickman
*Read Dr. Hickman’s latest book:
“Stop Dribbling Footballs”
Thank You! Get in Touch.
Terry Nealon
Twitter: @nealonter
LinkedIn: Terry Nealon
Email: terry.nealon@fishtree.com
Learn how Fishtree can help your school or district
personalize learning, visit fishtree.com.
#iNACOL16