Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56EXECUTIVE SUMMARY | 8 environmental science. Her teacher provided a list of books on Lily’s current reading level but also advanced texts to push her to improve. Ms. Farley knows that building on Lily’s interests provides motivation to learn and that her existing knowledge about robotics will provide a scaffold to understanding more advanced materials. They work together on reading strategies to help Lily dive into the materials, to focus her reading, and to construct meaning from the text. Ms. Farley and Lily meet biweekly to help Lily learn strategies to develop her reading comprehension and so Ms. Farley can assess her progress. In addition the learning platform knows Lily’s passion for robotics, math, and science and has been sharing online articles at her reading level when she logs in every morning. Guided by Lily’s “thumbs up” or “thumbs down” and her sharing things she likes, the platform shares articles that Lily likes to read that include interests such as dancing. Lily finds the robotics competition time-consuming but invigorating. To support this “anytime, anywhere learning,” the school helped students to carve out time when the team can work together. In Lily’s case, she is earning credit for physical education through her weekend dance classes. Lily and her phys ed teacher worked with the dance studio to demonstrate her mastery of the performance indicators for physical education in middle school. Lily designed a fitness program to meet her personal fitness goals and developed a portfolio in which she describes how dance develops fitness components like balance, coordination, and agility. The portfolio will include a video not only of the dance recital, but also of the training needed to prepare for the performance. ◆ but also advanced texts to push her to improve. Ms. Farley knows that building on Lily’s interests provides motivation to learn and that her existing knowledge about robotics will provide a scaffold to understanding more advanced materials. They work together on reading strategies to help Lily dive into the materials, to focus her reading, and to construct meaning from the text. Ms. Farley and Lily meet biweekly to help Lily learn strategies to develop her reading comprehension and so Ms. Farley can assess her progress. In addition the learning platform knows Lily’s passion for robotics, math, and science and has been sharing online articles at her reading level when she logs in every morning. Guided by Lily’s “thumbs up” or “thumbs down” and her sharing things she likes, the platform shares articles that Lily likes to read that include Lily finds the robotics competition time-consuming but invigorating. To support this “anytime, anywhere learning,” the school helped students to carve out time when the team can work together. In Lily’s case, she is earning credit for physical education through her weekend dance classes. Lily and her phys ed teacher worked with the dance studio to demonstrate her mastery of the performance indicators for physical education in middle school. Lily designed a fitness program to meet portfolio in which she describes how dance develops fitness components like balance, coordination, and agility. The portfolio will include a video not only of the dance recital, but also of the training needed to prepare for the Ms. Farley knows that building on Lily’s interests provides motivation to learn and that her existing knowledge about robotics will provide a scaffold to understanding more advanced materials. They work together on reading strategies to help Lily dive into the materials, to focus her reading, and to construct meaning from the text. Ms. Farley and Lily meet biweekly to help Lily learn strategies to develop her reading comprehension and so Ms. Farley can assess her progress. In addition the learning platform knows Lily’s passion for robotics, math, and science and has been sharing online articles at her reading level when she logs in every morning. Guided by Lily’s “thumbs up” or “thumbs down” and her sharing things she likes, the platform shares articles that Lily likes to read that include but invigorating. To support this “anytime, anywhere portfolio in which she describes how dance develops fitness components like balance, coordination, and agility. The portfolio will include a video not only of the dance recital, but also of the training needed to prepare for the “Although the robotics team takes place outside of school, Lily is earning credit for computer science, engineering, problem-solving (a graduation competency,) as well as environmental science. ”