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"Meeting the needs of each student through personalized, competency-based learning (PCBL) is more important than ever. Blended learning can help us achieve this vision. These free tools and resources are intended to support school and district leaders in implementing PCBL environments through blended learning. They may be the catalyst for an initial conversation or serve as a continuous improvement resource for those well down the path of the work. Explore definitions, reflect with your team, engage in a readiness assessment, and utilize curated resources to develop a blueprint for implementation and continuous improvement."

Serving Kentucky, Tennessee, Virginia, and West Virginia, the Appalachia Regional Comprehensive Center (ARCC) is one of 15 Regional Centers funded by the U.S. Department of Education to help state education agencies build their capacity to implement initiatives that improve educational outcomes for all students, close achievement gaps, and improve the quality of instruction.

Check out our Scope & Sequence tool to find age-appropriate lessons that address digital literacy and citizenship topics for your classroom. Browse by grade band or click a category to highlight the lessons that address that topic. From professional development materials, to student interactives, to lessons and assessments, and family outreach materials, our comprehensive curriculum is turnkey to implement.

"Allan Drexler and David Sibbet developed a team performance model framework for understanding team development that has similar concepts to those covered by Tuckman. In the Drexler/Sibbet model, there is a concept of a bouncing ball where team building begins with a lot of freedom of imagination, openness and aspirations and then slowly becomes more and more realistic and grounded as the team better understands the members, goals and constraints, and then bounces back up through implementation, creativity, innovation and high performance."

The SEL 3 Signature Practices were developed in response to these commonly heard questions: "But what does SEL LOOK like?" and "How can we start doing SEL right now?" Educators and OST providers understood and believed in the power of SEL, but sought clarity about how to demonstrate and observe SEL in action during the school day and beyond. The SEL 3 Signature Practices are one tool for fostering a supportive environment and promote SEL. They intentionally and explicitly help build a habit of practices through which students and adults enhance their SEL skills. While not an SEL curriculum, these practices are one concrete example of a way to help people understand and practice the goals of an overall systemic SEL implementation plan.

Gene Hall, of CBAM fame, provides a pretty clear description of Levels of Use and Innovation Configurations. It's usually more confusing, but this article presents a nice summary.

This articles highlights the vital role of the teacher in PBL. While sharing some aspects of traditional instructional practices, Project Based Teaching requires new roles and responsibilities.

You might be thinking, "I have a good plan, but how will I know if I'm doing this right?" If this feels like you, this video may offer some practical advice to ease those concerns.

Overview and Definitions of competency-based, blended, personalized learning models