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Riverside Local committee highlights early gains from personalized learning and readies AI policy for first reading
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Summary
District committee members described gains in classrooms using personalized learning, debated data needs to measure outcomes, and reviewed a new AI policy (based on the state model and NEOLA) set for first reading in February.
Speaker 4 told the committee the district is seeing measurable gains where personalized learning is embedded, citing math and MAP-score improvements in classrooms that have adopted the approach. Speaker 2 raised concerns that too much student choice could weaken foundational skills and asked for outcome data beyond in‑district metrics. Speaker 1 said personalized learning does not replace explicit instruction: "personalized learning doesn't mean there's no direct instruction," and described efforts to marry direct teaching with student voice and choice.
Committee members discussed how to measure whether personalized learning leads to durable post‑graduation success. Speaker 1 noted existing graduate‑followup efforts (annual surveys) but acknowledged response rates are limited: "we do a survey every year to our graduates ... we get it's about 30%." Speaker 4 described district data on postsecondary outcomes—roughly one‑third of graduates go directly to four‑year colleges, one‑third pursue some college then careers, and one‑third enter careers or the military—and said the district also uses the National Clearinghouse to track outcomes.
The committee also addressed the impact of generative AI and the district's approach to it. Speaker 4 called AI "a real impactful game changer for everyone in every industry" and said the district has developed an AI policy adapted from the state model and NEOLA; the policy will appear for a first read in February. On classroom use, Speaker 4 said students have been engaged in discussions about when and how AI should be used and that the policy will allow AI with attribution: "You can use it, but you have to give credit to it."
Members agreed they need clearer, district‑level metrics tied to goals in the strategic plan to determine whether personalized learning and related initiatives are improving long‑term outcomes. The committee set a focused strategic‑plan session for early March to align curriculum priorities and measurement strategies.
