Principal - September/October 2019 - 26

Five key components relate to the interaction of student, teacher, time, assessment,
and technology:
1. The student is responsible for creating a
path geared toward their learning goals,
personal needs, and interests with a
teacher, mentor, or learning guide.
2. The teacher co-creates a personalized
learning plan for each student.
3. Time is flexible to allow students all that
they need to master a concept.
4. The teacher uses just-in-time data to
monitor student progress continuously,
modifying the learning plan with the student as required.
5. Technology is used in meaningful ways to
support student learning.
Successes in Rural America

The Digital Learning Collaborative's (DLC)
"Snapshot 2019: A Review of K-12 Online,
Blended, and Digital Learning" cites the following examples of rural school districts that
have been able to rethink and redesign education in innovative ways:
Distributing digital devices. Located in one
of the poorest states in the nation, the Piedmont
(Alabama) City School District piloted a digital learning program, mPower Piedmont, in
an effort to improve student outcomes. The
program launched in 2009 at Piedmont High,
providing 150 laptops to students. It expanded

The Tech
To be effective, says Richard Culatta, CEO of the
International Society for Technology in Education (ISTE),
educational technology should:

„
„
„
„
„

26

Enable real-time feedback
Allow educators to adjust the pace
Give learners agency
Create creators
Enable mass customization

Principal n September/October 2019

to include grades 4 and up the following year.
The district soon installed a laptop checkout
program for grades K-3, and there is now a
device for each of the approximately 1,240 students in the district. Early elementary students
use mobile devices appropriate to their grade
level, while students in grades 4-12 have designated laptops.
While initially focused on student access,
mPower expanded beyond the school to become a
community initiative that addresses disparities in
digital connectivity throughout the area. "This initiative-both the connectivity and the devices-is
a game-changer, not just for our students but [also]
their families," says Rachel Smith, curriculum
coordinator and administrator for federal programs. "We hear stories of parents who completed
a GED or college classes on the school-issued
devices after the kids were in bed."
Virtual advance work. Upperman High
School in rural Putnam County, Tennessee,
transformed an online credit recovery program into the VITAL (Virtual Instruction to
Accentuate Learning) program with the goal
of developing "future-ready" students. Teachers
known for building strong relationships with
students and comfortable with learning technologies helped structure the program.
From a pilot that included just four high
school students, the program expanded to offer
high school credit courses to middle school
students who were ready for next-level math and
science courses. Enrollment grew fast thanks
to word-of-mouth from successful students and
families, and VITAL now offers the opportunity
to create an individualized learning path to
about 800 K-12 students every year.
Flexible scheduling. Taos Academy (TA), a
state-chartered hybrid learning school serving 225 students in grades 5-12 in rural New
Mexico, combines online and face-to-face
instruction to offer a flexible schedule that varies depending on student and family needs. The
student population is 68 percent economically
disadvantaged and majority historically underserved; nearly 1 in 5 students participate in the
school's special education program.
TA requires students to be on campus a
minimum of two days a week; middle schoolers attend on Mondays and Wednesdays, high
schoolers on Tuesdays and Thursdays. While
on campus, students attend Academic Advisory
and 21st Century Learning classes, including
SmartLab, Global Studies, Leadership, Career
Pathways, and Service Learning, all of which are
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Principal - September/October 2019

Table of Contents for the Digital Edition of Principal - September/October 2019

From the Editor
Snapshots
5 Things
Getting to Why
A Brighter Future for Personalized Learning
Models of Voice and Choice
When Rural Gets Personal
Research Roundup: The Personal Touch
New Sensation
The Language of Learning
Giving Back, Together
In the Spotlight
Practitioner’s Corner
Early Career
Raising the Bar
The Reflective Principal
Speaking Out
Parents & Schools
NAESP Partners & Advertiser Index
Principal - September/October 2019 - Cover1
Principal - September/October 2019 - Cover2
Principal - September/October 2019 - 1
Principal - September/October 2019 - 2
Principal - September/October 2019 - 3
Principal - September/October 2019 - From the Editor
Principal - September/October 2019 - 5
Principal - September/October 2019 - Snapshots
Principal - September/October 2019 - 7
Principal - September/October 2019 - 5 Things
Principal - September/October 2019 - 9
Principal - September/October 2019 - Getting to Why
Principal - September/October 2019 - 11
Principal - September/October 2019 - 12
Principal - September/October 2019 - 13
Principal - September/October 2019 - 14
Principal - September/October 2019 - 15
Principal - September/October 2019 - A Brighter Future for Personalized Learning
Principal - September/October 2019 - 17
Principal - September/October 2019 - 18
Principal - September/October 2019 - 19
Principal - September/October 2019 - Models of Voice and Choice
Principal - September/October 2019 - 21
Principal - September/October 2019 - 22
Principal - September/October 2019 - 23
Principal - September/October 2019 - When Rural Gets Personal
Principal - September/October 2019 - 25
Principal - September/October 2019 - 26
Principal - September/October 2019 - 27
Principal - September/October 2019 - Research Roundup: The Personal Touch
Principal - September/October 2019 - 29
Principal - September/October 2019 - New Sensation
Principal - September/October 2019 - 31
Principal - September/October 2019 - The Language of Learning
Principal - September/October 2019 - 33
Principal - September/October 2019 - 34
Principal - September/October 2019 - 35
Principal - September/October 2019 - Giving Back, Together
Principal - September/October 2019 - 37
Principal - September/October 2019 - 38
Principal - September/October 2019 - 39
Principal - September/October 2019 - In the Spotlight
Principal - September/October 2019 - 41
Principal - September/October 2019 - Practitioner’s Corner
Principal - September/October 2019 - 43
Principal - September/October 2019 - Early Career
Principal - September/October 2019 - 45
Principal - September/October 2019 - Raising the Bar
Principal - September/October 2019 - 47
Principal - September/October 2019 - The Reflective Principal
Principal - September/October 2019 - 49
Principal - September/October 2019 - 50
Principal - September/October 2019 - 51
Principal - September/October 2019 - Speaking Out
Principal - September/October 2019 - 53
Principal - September/October 2019 - Parents & Schools
Principal - September/October 2019 - NAESP Partners & Advertiser Index
Principal - September/October 2019 - 56
Principal - September/October 2019 - Cover3
Principal - September/October 2019 - Cover4
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