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personalized learning blog

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k-12 education resources

the latest on all student-centered models, leadership development, strategic planning, teacher retention, and all things innovation in k-12 education. we answer questions before you think to ask them.

lauren acree

lauren acree is a member of the design and implementation team. she partners with educators at all levels to meet the needs of all learners and ensure their success. prior to working with 瑞士vs喀麦隆亚盘赔率 , lauren worked at the friday institute for educational innovation at north carolina state university. during her time at the friday institute she partnered with schools and districts implementing digital and personalized learning initiatives. she managed the learning differences programs which built capacity for teachers and students to understand learner variability and design learning experiences that meet the needs of all learners. lauren also started and led the micro-credentialing program for educators where she developed 50 micro-credentials that received more than 5,000 submissions from educators across the united states. prior to her work at the friday institute, lauren taught special education in elementary and middle schools in tulsa, oklahoma. lauren received her b.a. from the university of richmond and her master in public policy from duke university.

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data  |  district leadership  |  school leadership  |  teachers

using data in schools to learn fast

as a new mom, i cared deeply about two things: my baby’s well-being and my sleep. i could go without showering or hot meals, but i was not well equipped to deal with the lack of sleep. and i was fairly lucky - my son slept about as normally as you can expect a newborn to sleep. however, any disruption in that pattern, and i immediately scrambled: “he didn’t sleep last night. i must try these five new things to get him back on track.” sometimes they worked, and sometimes the shift in routine actually made things worse. my hyper-focus on the short run cues meant that i was super reactive to one piece of information but failed to take a look at the big picture. conversely, there were times i didn’t have the energy or brainpower to try new things – i ignored the information my son was giving me because i simply didn’t know how to use the data or what to do.

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district leadership  |  innovative leadership

what's left, what's lost, and what's possible

leading while grieving in the wake of covid-19 in the fall of 2019, i lost my husband. after the dust settled from the initial crisis, i was inundated by having to make sense of what had happened, trying to figure out where i would live, and navigating what the future would look like for myself and my son. overwhelmed by the sheer amount of stuff to process, my therapist gave me a frame to help me reflect on the experience and move forward: what’s left? what’s lost? what’s possible?

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classrooms  |  teachers  |  virtual learning

7 strategies to develop student executive functioning skills for remote learning

the first time i tried to cook a meal in my own place was a disaster. within 10 minutes, my kitchen was a disaster. within an hour, my house smelled charred, and i had abandoned all efforts to cook myself dinner. i called my mom frustrated: what went wrong? until that moment, i failed to realize the level of strategic thinking my mother uses every time she cooks. her successful dishes require intentional preparation, planning, and organizing to achieve the outcome of a satisfying dish. the art of mise en place to smoothly roll out a meal was utterly lost on me. it wasn't until i had this experience, firsthand, that i realized that neglecting to read the whole recipe and then adequately preparing before i cooked results in disaster. once that pan gets hot there isn't time to dice more onions or cut up the chicken breast. you need to know the next step and be ready ahead of time to add the ingredients quickly. it sounds silly, but no one had explicitly said this out loud to me, and i didn't make the connection on my own.

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personalized learning

slowing down before going fast in forest hills school district

in forest hills school district (fhsd) there have been pockets of innovation and personalized learning (pl) for some time. however, when the district came to 瑞士vs喀麦隆亚盘赔率 , they sought to scale pl in each and every classroom, district-wide. to accomplish this goal, the district strategically slowed down in year one. they spent the first year focusing on establishing a shared definition of pl and letting teachers generate a clear vision for pl in each school across the district. they’ve done this because they’ve seen how confusion and uncertainty can influence a program in their district. to ensure the success of their pl implementation, they’ve used a grass roots approach - creating conditions and structures for teachers to provide input and drive this work forward.

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