Click on the title of each case study to download a PDF version.
Transforming Learning from the Ground Up Through New Hampshire’s PACE Assessments: This case study describes New Hampshire’s efforts at implementing a large-scale assessment system and the challenges and opportunities it poses for students with disabilities. The story is particularly important as more states and districts consider shifts away from standardized tests and towards performance-based forms of assessment.
Implementing UDL at D.J. Bakie Elementary School: This case study describes the work of a school in scaling universal design for learning as a framework guiding broader actions around personalized learning. The steps the school took are particularly important in highlighting that integrating equity and inclusion is not easy, but doable if a school is committed to the broader goal.
Extended Learning Opportunities at Hinsdale High School: Part of the appeal of personalized learning is that it breaks the paradigm of learning taking place in a single location, a single time period, through a single mode, and by single person. This case study describes how one rural high school broke down this paradigm through support for extended learning opportunities, while maintaining a commitment to excellence and rigor of experiences for all students.
Westminster’s Interventionist Approach: This case study describes Westminster Public Schools’ approach to delivering interventions in a competency-based system. The interventionist approach emphasizes integration and simultaneously addresses the needs of struggling and accelerating learners.
The UCCS B.A. in Inclusive Elementary Education: This case study describes how the University of Colorado, Colorado Springs has shifted its model of teacher preparation from including a specialized track for special education to ensuring all candidates have the skills to serve all students. Given special educator shortages nationally, the lessons of the College are particularly useful for other programs working to prepare candidates for more personalized, inclusive classrooms.
Leveraging Design-Thinking to Advance Change: This case study describes how actions in both policy and practice can be built upon a mindset of inclusion and innovation. The role of two actors, a teacher at a school implementing personalized learning and a non-profit supporting that work, are explored with specific focus on how they leverage design-thinking to improve outcomes for students with disabilities.
Lake Wylie Elementary School’s K-1 Combination Class: This practical example describes the process an elementary school in the Charlotte Mecklenburg Public Schools implemented to ensure their personalized learning effort put inclusion front and center for its students. The effort is particularly important, because depending on the approach, personalized learning could otherwise lead to greater separation of students with and without disabilities.
The Role of Project-Based Learning at Warren New Tech High School: This case study discusses the systemic process a school can take to ensure project-based learning can benefit all students. The case study details a rural high school’s 8-step approach as well as its challenges and benefits.
Personalized Interventions at Landis Elementary School: This case study describes Landis Elementary School’s approach to strategically using technology to facilitate more personalized interventions for students with disabilities and other students. Stories like this are particularly important as schools and districts grapple with how to support struggling learners in personalized learning systems.