Personalized Learning for Every Student

Rachel Wise, District 3, Nebraska State Board of Education 

Over the past few weeks I have had several opportunities to think about how the State Board of Education should lead to ensure personalized or individualized learning for every student. This month, Sandra Dop, from the Iowa Department of Public Instruction, provided an outstanding overview on the work underway in Iowa around competency-based education. Competency-based education is generally defined as students demonstrating they have learned the expected knowledge and skills in specific subjects or grade levels. For more information on competency-based education in Iowa go to www.educateiowa.gov/pk-12/standards-curriculum/competency-based-pathways. One of the strengths of competency-based education is the ability to truly personalize or individualize learning for each and every student.

The personalization of learning leads me to my next topic this month, the individualization of education that we provide for students with disabilities. In October 2013, I shared with you that I was once a special education teacher and administrator, and I have a passion for all students, including students with disabilities. In that article, I highlighted some amazing young people who should be recognized for their capabilities rather than their disabilities. Though federal and state laws have created an opportunity for all students with disabilities to receive a free, appropriate and individualized education and the Nebraska Department of Education (NDE) sets the rules and provides a variety of supports and services to children with disabilities from birth through age 21, it might be time to re-think the rules and processes that we use to serve individuals with disabilities.

In April, I had an opportunity to attend a convening of teams of representatives from Special Olympics, state boards, departments of education and school districts from across the country to share ideas and strategies for improving social inclusion and outcomes for individuals with disabilities. Schools and communities need to be welcoming places of hope, opportunity and access and work collaboratively with non-profit organizations, parents and students to ensure the inclusion of all students

In May, Clarice Jackson, the CEO of the Voice Advocacy Center made a compelling case for personalizing education through her presentation to the Nebraska State Board of Education. As an advocate and service provider for individuals with dyslexia, she shared with us that dyslexia is the most common learning disability and that one out of every five individuals has some degree of dyslexia. Her advocacy is for improved processes of early identification and an improved system of supports for children with dyslexia. Go to www.voiceadvocacycenter.com to learn more. As a former special education teacher, her comments resonated with me. I concur with her statements on the importance of early identification and the need to prioritize the teaching of reading with strategies that are individualized to meet the unique needs and learning pace of each child.

In my opinion, the Nebraska State Board of Education has an opportunity and a responsibility to review the current regulatory environment and to ensure best practices and strategies to individualize learning and social inclusion for each student is in place at every school in Nebraska.

This article represents my personal view, not that of the State Board of Education or my role as president. Feel free to contact me at rachel.wise@nebraska.gov. Search the Nebraska Department of Education website at www.education.ne.gov to learn more about education in our state.