Local Accountability: The Opportunity, Power, and Ethos of Personalization

As discussed in previous blog posts, the emergence of Next-Generation Accountability Models (NGAMs) represents a highly welcomed advancement in public education, acting as a transformative catalyst for positive change for students. Upon implementation, whether at the local or state level, these innovative accountability models not only reshape the assessment and accountability frameworks but also fundamentally redefine the core principles of public education. This transformative impact mirrors the paradigm shifts initiated by legacy accountability models during the 1990s and, more prominently, with the enactment of No Child Left Behind in 2002. The introduction of NGAMs signifies another pivotal juncture in the ongoing evolution of educational methodologies, emphasizing the dynamic nature of educational reform over time.?

Traditional accountability models have been historically constrained by a narrow framework, relying heavily on standardized assessments. In essence, these models attempt to condense the overall quality of learning in public schools and districts into a single, standardized metric. These annual assessments, conducted only once a year, are based on arbitrary and generic achievement benchmarks, lacking the flexibility required to recognize the diverse skills and abilities of each student. Instead of accommodating individual differences, they adhere to a one-size-fits-all approach to assessment. Over time, these assessments and their associated accountability measures have become increasingly rigid, exerting a profound influence on the dynamics of teaching and learning within classrooms. These "legacy" accountability models, since the passage of NCLB, have succumbed to the prevalence of "teaching to the test" philosophies in public education. Traditional accountability models exhibit a tendency towards narrow areas of focus, accepting proficiency as the sole standard, thereby overlooking the genuine "core" readiness of students and their preparedness for life after high school. A significant unintended consequence of a complex, expansive, and rigid accountability model is the prioritization of arbitrary and generic goals. These dated models devalues the importance of meeting students where they are and fostering their growth over time through a personalized curriculum. The assessment of their readiness is hampered by the model's lack of emphasis on performance-based assessments, which could enable students to leverage their interests, skills, and talents.

This evolution in educational dynamics has witnessed a shift away from prioritizing student readiness towards an emphasis on student proficiency. With the proliferation of assessments under legacy accountability models, particularly following the enactment of No Child Left Behind (NCLB), a pervasive trend emerged – "teaching to the test." Rather than fostering a holistic approach that values and assesses the actual skills each student acquires and develops throughout the school year, public education became increasingly fixated on whether students could select the correct answer (A, B, C, or D) on annual assessments. Consequently, the educational landscape saw a decline in the demonstration of skills as recall took precedence. The unintended consequence of this shift was a deviation from cultivating well-rounded, skilled individuals to a narrow focus on test-oriented outcomes.

In the contemporary educational landscape, the emergence of Next-Generation Accountability Models (NGAMs) signifies a profound transformation in assessment and accountability frameworks, driven by a progressive vision for public education with the overarching goal of ensuring student readiness for the next grade, graduation, and life. The three-decade-long constraints imposed by traditional accountability models are gradually giving way to a more responsive, community-oriented, and student-centered approach to accountability. This transformative shift is poised to redefine the entire educational process, seamlessly integrating assessment and accountability mechanisms.

As discussed in previous discussions, NGAMs require increased levels of accountability and transparency. They embody an ultra-simplistic framework, deeply rooted in local contexts, and are unapologetically attuned to the diverse needs of students. Notably, these emerging models prioritize student input, granting them a significant voice in shaping the expectations embedded within the accountability framework. This student-driven paradigm marks a departure from the conventional top-down model, heralding a more inclusive and participatory educational system. The evolving landscape not only anticipates improved outcomes but also underscores the crucial role students play in co-creating the educational journey within the framework of NGAMs.

The Next-Generation Accountability Model represents a paradigm shift in the evaluation and measurement of the effectiveness of schools and school districts. This innovative approach adopts a comprehensive and localized perspective, departing from the confines of traditional, standardized assessments. Instead, it embraces a broader spectrum of components and indicators that holistically depict the overall preparedness of students and the quality of education provided.

Distinguishing itself from the traditional models, these emerging accountability frameworks transcend the narrow scope of traditional assessments. They spotlight several factors that contribute to a well-rounded education, thereby providing a more refine understanding of a school or district's performance. The transformative power inherent in these Next-Generation Accountability Models, particularly in the context of local accountability, lies in their ability to assess a diverse array of components. This departure from the limited scope of traditional models signifies a monumental leap forward in the pursuit of a more accurate and holistic evaluation of educational institutions.

Implementing a local accountability model presents numerous avenues for enhancing school accountability, seamlessly aligning with the fundamental principles of Next-Generation Accountability Models. While each principle merits consideration, the paramount focus lies on the principles of personalization and readiness. In this pivotal moment facing public education, the emphasis must unequivocally center on evaluating the quality of personalization occurring within classrooms, schools, and across entire school districts.

Moreover, there is an increasing imperative across various sectors, including education, to prioritize the development of crucial employability and life skills among students. Traditional accountability models, along with their conventional assessments, markedly fall short in their capacity to accurately evaluate these "new" and emerging skills. The rigidity and outdated focus of traditional accountability models have rendered them inadequate in addressing the evolving needs of the present and future.?

In navigating this once-in-a-generation moment in education, it becomes imperative to leverage local accountability models that not only align with Next-Generation Accountability Models but also prioritize personalization as a cornerstone. This forward-looking approach is pivotal for comprehensively evaluating the dynamic landscape of education, where fostering personalized learning experiences and cultivating essential life skills are no longer optional but imperative for the holistic development of students.

The Personalization of Learning, as emphasized by Next-Generation Accountability Models, entails assessing how schools and districts customize instruction and support to cater to the unique needs and learning styles of individual students. Taking Kentucky as a case in point, evaluating the quality of personalized learning for a student population of 600,000 becomes a formidable task for a state-level accountability model. However, local accountability models alleviate this challenge by reducing the scope to a more manageable scale. In the case of Fleming County Schools, the evaluation of personalization of learning is a weekly practice, conducted through the lens of teaching using the PiVOT tool—a resource developed with the assistance of the UK Center for Next Generation Leadership Academy several years ago.

On a weekly basis, both school and district administrators engage in numerous instructional walkthroughs, examining teaching and learning dynamics. The resulting PiVOT data is collected and stored in a spreadsheet, shared with stakeholders through the Weekly Leadership Connection, a weekly district newsletter that is shared on Mondays, when students are in session. Subsequently, this data is integrated into the Measures of Quality on a monthly basis, contributing to the calculation of the Personalization of Learning formula. This formula, in turn, becomes part of the larger accountability framework, ultimately influencing the overall Quality of Learning score on a monthly basis. This comprehensive approach ensures an effective, focused, and ongoing evaluation of personalized learning within the broader context of educational accountability.

With local accountability, the Personalization of Learning component doesn’t solely stop at the teacher level. In Fleming County Schools, using our Portrait of a Graduate, we evaluate the personalization of learning at the student level as well, from Pre-K to Twelfth grade. To accomplish this, the district utilizes TOTE, an online open tool (created and managed by Gerry Swan ), that allows students to artifact artifacts aligned to the competencies identified in the Portrait of a Graduate. TOTE also as a feature that allows for school-wide or district-wide competency reporting that is used as another data point for the Personalization of Learning component of the Measures of Quality. TOTE allows teachers, school and district administrators to drill down to the student and the competency that is being measured.?

In the area of local accountability, the scope of the Personalization of Learning component extends far beyond the confines of the traditional teacher-student dynamic. In Fleming County Schools, our unwavering focus to personalized education transcends the teacher level, permeating every grade of our educational system, from Pre-K to Twelfth grade. This unwavering commitment aligns seamlessly with our overarching educational philosophy, encapsulated in the Portrait of a Graduate.

To effectively evaluate the personalization of learning at the student level, the district has adopted the innovative TOTE platform. This online, open-source tool empowers students to curate artifacts that directly align with the competencies outlined in the Portrait of a Graduate. By actively engaging with their learning journey, students play a pivotal role in fostering a nuanced and comprehensive understanding of their progress and growth, further amplifying the significance of personalization.

A noteworthy feature of TOTE is its ability to facilitate school-wide or district-wide competency reporting. This functionality serves as an invaluable data point, enriching the evaluation of the Personalization of Learning component within the Measures of Quality. By aggregating and analyzing school or district-wide trends, we gain deeper insights into the efficacy of our personalized learning initiatives, enabling us to make data-driven decisions that optimize our approach.

TOTE's versatility is further highlighted by its ability to enable teachers, school administrators, and district administrators to drill down to the individual student level. This granular approach allows for a focused examination of specific competencies being measured, fostering targeted interventions and personalized support where needed. This ensures that every student receives the individualized attention they require to thrive. Furthermore, it ensures that each student is mastering the life competencies needed to be successful academically and in life.?

In essence, TOTE not only elevates the Personalization of Learning component but also serves as a dynamic tool for comprehensive assessment and continuous improvement. By extending the evaluation of personalization to the student level and utilizing sophisticated platforms like TOTE, the district validates its unwavering commitment to fostering personalized, meaningful, and effective learning experiences for every student within the district.

The principle of Personalization of Learning, an integral element of Next-Generation Accountability Models, plays a distinctive role not encompassed by traditional accountability models. Its unique function lies in the comprehensive assessment of both academic readiness and the development of essential 21st-century skills—attributes that profoundly influence a student's lifelong journey. The acquisition of these crucial competencies necessitates a distinctly personalized approach, a dimension often overlooked by traditional standardized assessments.

Traditional assessments are inherently limited in their ability to measure or accommodate the nuances of personalized learning. The personalized approach involves tailoring education to the individual needs, interests, and learning styles of each student, qualities that extend beyond the scope of standardized assessments designed for mass evaluation. As a consequence, traditional assessments inherently fall short when tasked with evaluating the multifaceted dimensions encapsulated within the Personalization of Learning.

In essence, the incapacity of traditional assessments to effectively evaluate the Personalization of Learning translates into a broader challenge for traditional accountability models. As these models rely heavily on standardized metrics, the absence of a mechanism to gauge personalized learning poses a significant limitation. Consequently, the holistic and personalized dimensions of a student's readiness, including the acquisition of essential 21st-century skills, may be inadequately represented in traditional accountability metrics.

Consider the ten work skills projected to be crucial for competitiveness by 2025, as identified by the World Economic Forum (discussed extensively by Bill Daggett, Ed.D. ): analytical thinking and innovation, active learning and learning strategies, complex problem-solving, critical thinking and analysis, creativity, originality and initiative, leadership and social influence, technology use, monitoring and control, technology design and programming, resilience, stress tolerance, and flexibility, along with reasoning, problem-solving, and ideation.

The challenge emerges when contemplating how traditional assessments can effectively evaluate skills such as creativity, ideation, resilience, social influence, active learning, initiative, and more. These skills are deeply personal and necessitate tangible demonstrations and performances, making them inherently unsuitable for reduction to a series of multiple-choice questions on a standardized exam at the conclusion of the school year. The evolving landscape of essential skills requires a shift toward assessment methodologies that can authentically capture and evaluate the multifaceted dimensions of students' capabilities.

The paradigm shift brought about by Next-Generation Accountability Models, including the principle of Personalization of Learning, underscores the need to evolve beyond conventional assessment methodologies. By recognizing and valuing the personalized dimensions of education, we are better positioned to holistically measure student readiness, encompassing both academic proficiency and the cultivation of essential skills necessary for success in the complex and changing landscape of the 21st century.

Next-Generation Accountability Models signify a pivotal shift with a primary focus on the student. These models go beyond the traditional approach of evaluating student readiness solely based on specific grade-level or course expectations. Instead, they embrace a holistic perspective by considering students' interests, passions, skills, and talents, all integrated through real-world experiences. In stark contrast to the rigid methodologies of traditional accountability models, Next-Generation Accountability Models, including local accountability models, emphasize adaptability. They recognize the dynamic nature of education and the diverse pathways through which students can demonstrate readiness.

In the landscape of traditional accountability models, the predominant emphasis often leans toward cost-effective tools aimed at measuring student proficiency. However, the evolving educational ethos propels Next-Generation Accountability Models to prioritize a more nuanced and adaptable approach. This approach acknowledges that readiness extends beyond standardized metrics, requiring a personalized understanding of each student's unique strengths and potentials.

By embracing adaptability, Next-Generation Accountability Models (NGAMs) pave the way for a more comprehensive and student-centric evaluation. This forward-looking perspective not only aligns with the diverse needs of today's learners but also ensures that the assessment methodologies evolve to accommodate the multifaceted dimensions of student readiness in a rapidly changing world.