Welcome message from OIE's Director Denise Airola and City Year's Stephen Spaloss 

Project-based learning is a student-centered framework that boosts creative thinking and authentic learning. But how do you actually manage a PBL classroom? What are the challenges that come with this newfound student ownership? How do you keep group members accountable during collaborative projects? How do you help students manage their own projects and grow into self-directed learners? In this session, we'll explore how to design structures that encourage students to self-manage and self-regulate in a PBL classroom. We'll also explore how the structures within design thinking can facilitate this type of classroom management.

This session helps you learn what makes students want to come to class and instructional engagement soar! Learn invaluable ways to make your instruction come to life by putting more passion and play in your day. This session will revolve around the Google Concept of 20% time while sharing tons of real life examples. Leave challenged, inspired, and ready to roll!

Industry partnerships, Career and Technical Education, Culture, Innovation

The purpose of this session is to share the story of our district and the path we have taken in the beginning stages of  implementing Competency Based Education. The district began by reflecting on what we were doing well and what needed to be changed.  Staff members also participated in a book study with “Delivering on the Promise”. We discovered the why behind a paradigm shift in education and through collaboration as a district we decided that our district was ready for a change and goals were set.  

Real change requires more than committing to learning new things, adopting new behaviors, and adding new tasks. Significant, lasting change that leads to better results requires letting go of what adds to our loads, holds us back, and fails to add value. This interactive session will explore what we need to embrace in a learner centered, personalized environment and what we need to abandon to create time, free up energy, and refocus our priorities.

The "essential question" is, How do we maximize the educational opportunity of every child in the community" ? Understanding "what" we need to consider, "why" our journey is so important and "how" we need to proceed are essential elements that need to be fully embraced in order to engage every learner, implement new practices and ensure community-based support. This session will provide insights about culture change and engage the audience in deep personal reflections and professional conversation.

A critical tenet of a competency-based system is the separation of academics and behaviors. Academic content knowledge, skills and dispositions are all critically important for success in today's world. But how have we helped students further develop the personal competencies that will best prepare them for success in their career, college and life? Jonathan Vander Els has led this effort in New Hampshire and will provide opportunities for participants to learn more about the work being done in this area, specifically how a focus on metacognition (a learner's ability to think about their thinking), has been a lever for learning for ALL students. Participants will also be able to reflect on their own practices and develop practical, actionable "next steps" for deepening these opportunities for their own students.

In the Norris School District, we believe in “Changing Lives Through the Power of Learning”. Learn about the six core elements of the Norris macrocosm and how they support each learner's personal pursuit for learning. This begins with the development a robust learner profile used to co-design personal plans and pathways across a multidimensional competency framework. Participants will discover how each person in the learning network supports learners in achieving their goals.

Are you an innovative teacher looking to make transformational change in your classroom by bringing personalized learning practices to life with your learners? This session will provide you and/or your team time to design and create your own learning solutions that can be used with your students. Learn more about the what and why behind learner profiles and take time to explore examples and create a template to use in your classroom next week!

Policymakers continue to be supportive of expanding opportunities for innovation and providing the flexibility necessary. The proliferation of innovative, personalized, and mastery-based models demonstrates that there are no prohibitive policy barriers but there are still numerous policies that serve as disincentives to change or obstacles schools need to navigate to ensure efficient implementation and scaling of practices and programs. Learn from other state’s lessons and brainstorm solutions for some of the most vexing policy issues innovative educators encounter.

Charter approval process, starting a high school, investment, team building

The Twenty are a set of change levers that teachers and leaders need to consider for modern learning success. Each lever plays a role in how school success in guiding the shifts necessary for joyful, engaging learning for all students. Join this conversation and leave with ideas and resources to proceed into the wild, wild country of change.

Interest in and momentum for personalized learning is building but making the shift is no small feat. Consistent and effective communication and engagement with all stakeholders is crucial for a successful transition.  State and school leaders must be prepared with thoughtful messages and strategies to gain buy-in and overcome myths and negative messages. Results of national message testing will be presented and include real-life examples. Participants will have the opportunity to craft their own unique vision and practice answering tough questions.

Join Dr. Buddy Berry in this focused mentor session. This mentor session will be tailored to building and/or district leadership.  

Representatives from JumpStart, City Year, and TNTP AmeriCorps discuss the role national service programs, particularly AmeriCorps, have served our country’s most critical needs, including in innovative school improvement efforts from preK through programs that support our educators. Participants will explore how AmeriCorps members play a vital role in helping communities design and implement locally determined, results-driven, evidence-based, cost-effective solutions to local problems, including improving education. This session will explore roles that national service programs, particularly AmeriCorps, play in providing additional human capital to support student and school success as teachers, tutors, extracurricular providers, and in other roles; contribute to the educator pipeline; and dramatically reduce the educational disparities that leave too many students without the educational foundation they need for success in life.

Lunch will be provided and Derek Wenmoth will be the guest speaker. 

How do students show their learning to you to show you what they know? What tools do you use to differentiate learning in your classroom. 

Transformational Leadership

Oftentimes, when we think of the word "Assessment" we think of testing. Assessment in a competency-based system is FOR learning, not just OF learning. In this session, participants will learn how changes in assessment practices were the catalyst for significantly higher levels of learning for students at Memorial School, and a vehicle and entry point for deepening many of the necessary components of a CBL system. Jonathan Vander Els was the principal of Memorial School, a nationally recognized school in New Hampshire that made this transition to competency education, and he will share practical, doable, ways that schools can begin, or deepen their competency journey through assessment practices by implementing the collaborative structures necessary to support this critical work.

Through positive school climate activities and near-peer activities, Student Success Coaches build strong relationships with students. They encourage students to come to school more often and make attending school an enjoyable experience that students can look forward to each day. Participants of this workshop will experience the delivery of student engagement practices, such as attendance initiatives, where students receive formal attendance coaching at least weekly via a Check-in, Check-out goal-setting protocol, and formal behavior coaching through a City Year-developed leadership development curriculum. The workshop will also include a panel discussion with AmeriCorps team members including an Impact Manager, Student Success Coach, a student and a teacher.

Geo-Inquiry is a new integrated, project-based process that connects real-world challenges and National Geographic Explorers to the classroom. The Geo-Inquiry Process incorporates the attitudes and skills of an Explorer: curious, responsible, and empowered to make a difference in the world. In this highly interactive session educators will learn new strategies to help students develop critical thinking skills, ask geographic questions, collect information,  visualize and analyze data, create a compelling story, and ultimately become advocates for change in their local communities.

The Geo-Inquiry Process is designed to inspire educators to teach students about the world in innovative, experiential and authentic ways. National Geographic offers Geo-Inquiry guides, student workbooks, professional learning opportunities, and online courses for educators free of charge.  Throughout the session the work of real-world Explorers in the field who apply the Geo-Inquiry Process will be highlighted. These case studies highlight how the process has helped solve real problems and effect change at the global level.

This session takes a deep dive into the glue that holds personalized learning together. Come hear real examples on how to transform your learning outcomes with dynamic, specific suggestions. Highlights include an overview of Graduate/ Learner Profiles, Exemplars, and Innovative Learning Outcomes. Participants will be taken on a guided journey of how to weave Next Practice with Best Practice to create the classroom of future!

Student centered education, the change process, transformational leadership

Reducing barriers and increasing the chances of success for teaching and learning lie at the heart of modern leadership. Both of these items can be realized with a focus on designing learning spaces that are in sync with effective pedagogy and proper infusion of technology. This session outlines practical ways that leaders can shift their schools from the outside of the building to entryways and offices to hallways and classrooms that will provide an opportunity for joy and engagement to flourish.

While traveling to New Zealand on A Global Learning Journey, Fayetteville teacher Blaine Sanders was inspired by the concept of teaching as a team sport.  Upon returning to Arkansas, his team attempted to break away from the traditional 1-to-28 classroom setting, to more flexible, team-based teaching.  This session intends to share the journey and Blaine and his team, and hopes to inspire you to jump into The Learning Pit and see how teaching and learning can change for the better when we literally work together.

The Norris School District believes learning occurs at all levels for systematic change, so all staff engage weekly in design of our innovative framework starting with the WHY, HOW and WHAT to make our vision come alive. Participants will delve into one of six core elements of our macrocosm and learn how we continually engage staff in the design to gain perspective from different lenses and then transfer, apply, share and commit to developing responsive enduring practices that are the fiber of our work.

How do we do the “smart” thing when we don’t know what to do? ... and how do we teach students to do the same?

This interactive session builds participants' understanding of the 16 Habits of Mind and also builds participants' capacity to practice 16 Habits of Mind.  Habits of mind are dispositions that are skillfully and mindfully employed by characteristically intelligent, successful people when they are confronted with problems, the solution to which are not immediately apparent. Habits of Mind training supports administrators and teachers personally and professionally as they think about how to make decisions.  It also supports adults in supporting student self-directedness. In addition, Habits of Mind are the 21st Century thinking skills students need to support their being successful with the rigor of the college and career readiness.  Come to this session to become a better learner and leader of innovative educational practices.

Project-based learning is a student-centered framework that boosts creative thinking and authentic learning. But how do you actually manage a PBL classroom? What are the challenges that come with this newfound student ownership? How do you keep group members accountable during collaborative projects? How do you help students manage their own projects and grow into self-directed learners? In this session, we'll explore how to design structures that encourage students to self-manage and self-regulate in a PBL classroom. We'll also explore how the structures within design thinking can facilitate this type of classroom management. 

Mentor session with Susan Patrick

Join Dr. Buddy Berry in this mentor session and discuss Personalized Learning or Graduate Profiles

Many educators struggle in the transition from an instruction-driven to a learning driven approach because so much feels new. It is not always easy to find strategies to make the work feel manageable. While these feelings are natural, there are processes we can employ to create space, increase efficiency and preserve energy. This interactive session will feature quick, easy to implement approaches you can adapt with your learners. Participants will also share their challenges and successes.   

After visiting seven schools in Auckland, NZ we were simply compelled at what we saw each day! This session will highlight 5 take-aways: personalized learning with student agency, collaboration redefined, cultural awareness, learning spaces, and graduate student learner outcomes. 

What does assessment look like in a student-centered, project-based classroom? How do we use feedback in a way that increases student agency for all learners? In this session, we explore authentic strategies to improve student self-assessment and peer-assessment in a way that boosts metacognition. Participants will also receive a free assessment toolkit that they can use to develop new assessment strategies with their students. 

This session helps you learn what makes students want to come to class and instructional engagement soar! Learn invaluable ways to make your instruction come to life by putting more passion and play in your day. This session will revolve around the Google Concept of 20% time while sharing tons of real life examples. Leave challenged, inspired, and ready to roll!

Engage with your peers during 45 minutes of activities that can be used all school year long with any age level to build trust, explore common interests, and increase communication skills. Building trusting relationships in the classroom helps open students to learning and enhances receptiveness to their teacher’s words. By planing time throughout the year for trust building activities you will increase students’ confidence to contribute and openness to other perspectives and situations. We will engage in activities developed by the EAST Initiative. The EAST Initiative is an educational non-profit that supports EAST programs across the nation. Students use professional-grade technology to solve problems in their communities. EAST programs strive to develop student-directed learning experiences for each student. Each activity presented in this session is useful in increasing student independence and choice which is essential of a student-directed learning environment.  

Come explore the ALLPS School of Innovation is improving students attendance, behavior, and grades with this idea of letting students choose how they want to attend and finish school. If you can dream it, then it is happening at ALLPS. Participants will receive a snip-it of all the programs and practices that allow students to graduate every day, sometimes two years early! 

Friday morning opening Keynote with Susan Patrick

A team of educators from NW Arkansas traveled to New Zealand in October of 2017.  This experience changed how they see teaching and learning.  In this panel discussion you will learn from and connect with members of this team to learn about what they saw and learned. 

After receiving a seat waiver from the Department of Education, in the spring of 2017, Lakeside Primary School has worked to create a classroom that meets the needs of students who are ready to contribute to the changing world.  Our class offers a flexible daily schedule with an emphasis on Friday community involvement.  

The presenters will walk the participants through an actual example of a school redesign from a rural Arkansas middle school.  In the first part of the session, presenters will examine multiple pieces of an innovation plans and describe the steps necessary to implement changes.  During the second part of the session, teams will be giving the opportunity to research elements and begin designing their own innovation plan.

Leadership, Research, Development

Every organization in the world, from Baseline Elementary School in Little Rock, AR, to Google in Mountain View, CA, is investing in innovation. The best research in behavior science, coupled with Noble Impact’s experience working with schools around the state, proves that culture is the first step toward innovation. Attendees will receive an overview of research-based strategies along with tactical tools to begin using immediately in growing a culture of trust and collaboration in their school.

Rewrite the stars as we create a constellation design that will develop powerful learners and bring personalized learning to life! This session will create intentional connections between practices that shift the role of the learner to take control of their learning experience. Dive into examples of personalized learning in practice. Participants will explore ways to change the learner’s experience and begin an action plan to use with educators and learners in their learning environment.

• To meet all learners’ needs

• Offer opportunities to remediate and enrich student instructional needs

• Decrease in student discipline issues

• Increase in student responsibility leading to increased student engagement

• More intentional, shortened class periods

• Authentic data-driven instruction

Join the founder of a new, public charter high school for a lively reflection on how we are building a school centered on student voice. Whether you're interested in starting a new initiative (or school) or just want to learn about our student-centered philosophy in action, you'll leave with new ideas, contacts and strategies!

When we started down the road of opening a high school, we asked a lot of questions and tried to find the ‘experts’. We listened and took notes. We talked to teachers and politicians. We talked to businesses and big wigs. We talked to chancellors and priests; moms and baristas. And of course, as it turned out, the best advice we received was from the experts; our future students and their families.

Our team has been successful in launching a school and building enrollment largely due to our laser focus on students and community. With many established traditions in our town, we knew our school would only take off if the community owned it. So, our team is working to erase the line between school and community, which is turning out to be a win-win for our town. Teenagers are building professional networks via internships while also serving their community. Employers and parents are beginning to see students as partners. And, even amidst the political challenges of charter/traditional school relationships, we are working to create access to real world learning and student centered schools for students beyond our walls.

During our workshop, we will get out of our seats, talk to new people and find out what went into getting Future School off the ground and focused on student voice. We’ll explore lessons we learned like: you still need tardy passes (we think), school lunch might actually require a full time director, transportation is a BIG deal, restorative justice makes the most sense, kids have the best ideas, parents are the secret sauce, invite the education commissioner to everything, bring food and laughs, adopt a school pet, swallow prejudice, building a school is never finished, kids still need notebooks, no public school can operate without a fax machine and… anything is possible!

The purpose of this session is to share the story of our district and the path we have taken in the beginning stages of  implementing Competency Based Education. The district began by reflecting on what we were doing well and what needed to be changed.  Staff members also participated in a book study with “Delivering on the Promise”. We discovered the why behind a paradigm shift in education and through collaboration as a district we decided that our district was ready for a change and goals were set.  

In April of 2013, the district voted with 81.2% to move forward with Competency Based Education, looking to give the students at Kenowa Hills a more rewarding educational experience.  We began implementing structures to support teachers and staff through collaboration and professional development. The district worked closely with Re-Inventing Schools and then Knowledge Works to begin implementing a multi-level system and a five year plan.

During the 2013-2014 school year, teachers and staff worked to create a safe and orderly environment. District, building, and classroom standard operating procedures (SOPs), missions statements, and codes of conducts were established with clarity and consistency.  Next, came the work of establishing a guaranteed and viable curriculum. During the 2015-2016 school year, we looked at an effective instructional framework including the model Gradual Release of Responsibility (GRR). We continued the process with instructional coaching and began utilizing classroom learning labs.  Teachers and staff were trained in Instructional Design and Delivery and received help from instructional coaches. Standards-based reporting was fully implemented for the 2016-2017 school year. Teachers, students and parents had access to Empower, a Learning Management System based on the Common Core State Standards.  This past year the district continued processes from previous levels and worked to ensure we continued on the path for student success. We continued working with instructional coaches and collaborating with teachers and staff. Moving forward, Kenowa will continue to plan, check and adjust our system of Competency Based Education.

Our story is not over.  As a district we are continuing to check and adjust as we plan based on the needs of our staff, students and families.  We are excited to share where we have been and where we are going.

Anytime a new process is initiated, there has to be a fundamental reason why the change was made. Are you looking to increase graduation rates? Increase performance on the state test? or Maybe decrease the number of discipline infractions received by students. Regardless of the purpose of implementation, how are you determining if your efforts are really making a difference? Having an evaluation of your program will enable you to see what elements, if any, are being impacted. And are the impacts those that were expected? Having a formal evaluation will help your decisions to stay on track with what you are doing, or that you may need to readdress your efforts in the event that you are not having the desired effect you want. Evaluations are important and useful when used as intended. 

Many educators struggle in the transition from an instruction-driven to a learning driven approach because so much feels new. It is not always easy to find strategies to make the work feel manageable. While these feelings are natural, there are processes we can employ to create space, increase efficiency and preserve energy. This interactive session will feature quick, easy to implement approaches you can adapt with your learners. Participants will also share their challenges and successes.   

Mentor Session with Derek Wenmoth

Learner Agency, Design Thinking

For the past 3 years, Siloam Springs High School has been on a journey to create a personalized learning environment in the core content areas. Hear school leader, teacher, and student perspectives on using timely, targeted responses to student learning to drive instruction. Come away with practical ideas of how to use technology, effective/high yield teaching strategies, and student mentoring to personalize the learning environment at your school.

During this session, participants learn about methods for moving a school to more innovative practices. A teacher and a school principal will share how they began the transformation. Successes and mistakes made will be shared! Learn about vision/mission development, building trust, student agency, learner qualities, design thinking resources, and ideas for sharing school-wide progress. 

Innovative leadership transformed Individualized learning in Pea Ridge Schools, combining a progressive learning facility with business and educator partnerships resulting in unique, relevant curriculum and skill building.  The development and support of local businesses and community leaders enhance powerful learning in Culinary Arts and Modern Agriculture, highly desirable careers and links with the University of Arkansas Agricultural Science Program. ForwARd Arkansas provides ongoing expertise to develop leadership and increase collaboration with partners. 

 

Educational leaders who are working to enhance and inform student learning must ensure that all partnerships are developed and informed along the way.  What are the best methods to inform the larger community?  How do school board members and community members better understand the implementation of a different learning model for students?  What specific tools can be used to help explain the development of research to improve instructional methods.

Habits of mind are dispositions that are skillfully and mindfully employed by characteristically intelligent, successful people when they are confronted with problems, the solution to which are not immediately apparent. Habits of Mind training supports administrators and teachers personally and professionally as they think about how to make decisions.  It also supports adults in supporting student self-directedness. In addition, Habits of Mind are the 21st Century thinking skills students need to support their being successful with the rigor of the college and career readiness.  

·         Extending the impact of the your best teachers

·         Allowing students to learn at their own pace

·         Discovering new strengths among students and staff

·         Richer data and honest conversations centered around it

·         Increased collaboration

·         Mentoring for students

·         Student-centered, teacher impacted

If the above list seems like a dream to you, it is time to realize it can be a reality. Opportunity Culture Schools is a collective leadership model that has transformed the way districts are approaching learning and impacting students. Arkansas has joined forces with Public Impact to bring Opportunity Culture to life in our state. This session will allow participants to hear about the journey of one Arkansas school, North Little Rock Middle School, and how Opportunity Culture has taken them from a traditional school model to a student-centered, holistic model that is truly reaching each child. Meeting a student where they are in the journey is critical to their success. With Opportunity Culture, schools are able to design learning experiences for each individual student that are supported by greater teacher interaction and collaboration.  This can be done at any school, so come learn from our experiences and see how you can begin to take your school to new heights!

In general, schools have done a very good job becoming aware of their students, staff, and stakeholders. While this is a wonderful start, we are seeing now that, when dealing with issues of equity and access, the idea of responsiveness is paramount. While being aware of students is of course important, we know that the very best schools are finding ways to be responsive to the individual needs of their students. To accomplish this lofty goal, schools must look into deep culture and how they can use that knowledge to harness the best in all students and thus design programming that truly teaches all. Our goal in this interactive session is to provide you with that foundational knowledge in regards to cultural responsiveness. Moreover, you will be provided with a toolkit of ideas, resources, and activities that you can actually take back with you as you embark of the journey and delve into becoming more responsive to the students you encounter each day.

How do we ensure success for English Learners?  See how Springdale schools has sustained a system of support for their 9,000+ ELs while improving educational outcomes for every student.  Participants will consider how the law and research guide EL service programming.  Resources will be shared for district, school and classroom leaders, including how ELs are identified, the role of ELD instruction and instructional supports for ELs.

When you know your "why" but don't know your "how". Your answer can be found in your own building!  Join us as we take you on our growth journey. We will share our struggles and celebrations as we have transformed the culture of our building.  Teachers and students will share out about their personalized educational experiences, struggles, and adaptations. Ask questions to our panel of teachers and students that will help further the understanding of the successes, and some failures that helped us develop a unique understanding of personalized learning and standards based grading.

The Arkansas Leadership Leadership Academy's Organizational Development Program provides support for system-wide improvement through building leadership capacity at all levels. The work begins with an initial needs assessment involving the organizations leadership and other relevant stakeholders to determine current reality in the organization. The data gathered through this assessment is used to narrow and prioritize areas of focus and establish short and long term goals for student and adult learning. Customized strategic plans are designed using the Arkansas Leadership Academy's Leadership Performance Strands and Skills. Support for partnering organizations is provided back on site in a differentiated manner by a performance coach. The performance coach uses the strategic plan to guide the organization through the process of systems-wide improvement. This session will provide participants with an understanding of how to use a theory of action to guide the school improvement process and how to capture and triangulate multiple methods of data to measure both current reality and progress toward their mission of becoming a school of innovation. 

A team of educators from NW Arkansas traveled to New Zealand in October of 2017.  This experience changed how they see teaching and learning.  In this session you will hear about the innovative steps these educators are taking to create learner-centered, future-focused learning environments in their schools.