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title: Scaling Systemic Personalization Through Continuous Improvement: A Model for High School Reform
created: 2022-06-26T22:08:23+00:00
modified: 2022-10-21T18:54:07+00:00
site: http://core.miserver.it.umich.edu/omeka-s/api/sites/9
abstract description: OBJECTIVES The purpose of this poster is to present the National Center on Scaling Effective Schools’ (NCSU) work with the Broward County Public Schools (BCPS), the sixth largest school district in the U.S. NCSU a research-practice partnership that since 2010 has brought together the BCPS, external partners, and university researchers to identify, develop and scale a systemic reform. Here, we describe how we have scaled systemic personalization in all thirty BCPS high schools. PERSPECTIVES During the 2010-11 school year, researchers at NCSU conducted three weeks of intensive qualitative research in two higher and two lower performing high schools in BCPS to identify what made the higher performing schools more effective than the lower performing ones. We found that what differentiated the schools was not instructional quality, but rather systemic personalization. We call this Personalization for Academic and Social-Emotional Learning (PASL) (Rutledge, Cohen-Vogel, Osborne-Lampkin & Roberts, 2015). In 2012, the partners convened as a Networked Improvement Community (NIC) (Bryk, Gomez, & Grunow, 2011). This group of district and school administrators, teachers, developers, and researchers was given the “design challenge” of translating study and research findings into a prototype to be implemented in other district schools. Since 2014 members of the PASL NIC have scaled PASL (Cannata, Cohen-Vogel, & Sorum, 2015). DATA SOURCES During our year one study of effective high schools, we conducted 135 interviews with district and school administrators, teachers, guidance counselors and students as well as observations of classrooms using the CLASS-S instrument as a measure of classroom quality. In subsequent years, we interviewed and conducted focus groups with approximately 250 district and school administrators, teachers and students. All interviews are transcribed and we use analytic memo writing to organize concepts. As participants in the NIC, we also have organized and…
author: Rutledge, Stacey A.
author: Gilliam, Elizabeth
author: Closson-Pitts, Brittany
date: 2019-04-07
at conference: AERA Annual Meeting
place presented: http://www.geonames.org/6167865
resource type: Research/Scholarly Media
status: Presentation/Poster
genre: Empirical
approach concept: Personalization for Academic and Social Emotional Learning (PASL)
approach concept: Networked Improvement Community (NIC)
approach concept: Plan Do Study Act (PDSA) Cycle
featured case: Broward County Public Schools (BCPS)
national context: United States
url: https://convention2.allacademic.com/one/aera/aera19/index.php
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apa: Rutledge, S. A., Gilliam, E., & Closson-Pitts, B. (2019). Scaling Systemic Personalization Through Continuous Improvement: A Model for High School Reform. AERA Annual Meeting, Toronto, ON.

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display title: The Scholarship of Improvement: Building Community Around an Emerging Tradition of Practice-Focused Research

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display title: Systems Thinking in Education Special Interest Group (SIG)

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display title: National Center on Scaling Up Effective Schools (NCSU)

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display title: Personalization for Academic and Social Emotional Learning (PASL) Toolkit

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title: The Scholarship of Improvement: Building Community Around an Emerging Tradition of Practice-Focused Research
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