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It explains how an analytics partnership with Microsoft Education, Digital Promise, and Houghton Mifflin Harcourt uses learning analytics to identify what works in classrooms and how to improve the initiative for greater impact, with evidence spanning instructional practices and assessment results. 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Now having completed its second full year of implementation, we have clear evidence that the initiative is succeeding in helping teachers and students develop the skills, competencies and mindsets essential for “as yet imagined” futures. A unique aspect of Fresno’s PLI is its analytics partnership between Fresno Unified, Microsoft Education, Houghton Mifflin Harcourt and Digital Promise. This partnership uses learning analytics to see where and how the initiative is working, and how we can improve the initiative for greater impact.  \nThis paper describes the early success of the PLI on students’learning outcomes, evidence on what elements of the implementation are working, and the process and principles of our analytics partnership. The aim of the paper is to share with other education systems what we have learned on this journey.  \nEnabling Analytics for Improvement, September 2018 | 3  \nWhat is Fresno’s Personalized Learning Initiative?  \n“I think students have a lot more opportunities to have genuine learning experiences with PLI... they have authentic experiences and teamwork, cooperation, time to work things out…And different opportunities.”  \n-Fresno PLI Teacher, 2018  \nPLI is based on a pedagogical model designed to foster a collaborative learning culture where teachers and students take ownership over their own learning.  \nPedagogical shifts toward the PLI model start with teachers participating in targeted professional development activities in which teachers are introduced to digital tools for designing new learning experiences  \nthat emphasize student voice, choice and collaboration. Teachers engage in professional learning through collaborative, practice-based learning sessions and ongoing communities of practice. They also have access to a broad range of support structures for designing lessons that leverage the digital learning tools available in Fresno’s schools.  \nFrom its inception, PLI leaders wanted to ensure a focus on continuous improvement, not just among students and teachers, but among school and district leaders. This focus led to Fresno developing a partnership with Microsoft Education, Digital Promise, and Houghton Mifflin Harcourt to 1) leverage the data that personalized learning enables, 2) provide insights into how the PLI was being implemented in classrooms, and 3) see what  \nimpact the initiative was having on students. Year 1 PLI Report presented early analytics results, examining instructional practices, effective use of digital tools, and student learning outcomes. Data showed Year 1 PLI teachers used more collaborative learning in their classrooms, more use of technology forgiving students rapid feedback and formative assessments, and greater overall use of digital applications to design learning activities. Additionally, an addendum to the Year 1 report provided evidence of PLI’s association with enhanced learning outcomes on the Smarter Balanced Assessment Consortium (SBAC) tests for English language arts and mathematics. Also described in the addendum are exploratory analyses of Houghton Mifflin Harcourt (HMH)","cbCainmZJ4GcB2v2","https://ap.wps.com/l/cbCainmZJ4GcB2v2","pdf",4166233,23,"English","# Introduction\n# What is Fresno’s Personalized Learning Initiative?\n# Year 2 Impacts of PLI Implementation","[{\"question\":\"What does the report say about Year 2 impacts?\",\"answer\":\"Year 2 findings are presented as successes across multiple layers of Fresno’s education system while also identifying clear opportunities to further deepen and broaden PLI’s impact on student learning, especially for historically disadvantaged students.\"}]","Enabling Analytics for Improvement - Lessons from Year 2 of Fresno’s Personalized Learning Initiative - September 2018 | PDF",1791065608,58]