Create time and space to support students in developing ownership: Ms. Meloscia redesigned her literacy time to better meet the individual needs of her students. She moved her mini-lessons to a shorter 60-minute block in the morning, which enabled her to design 90 minutes of personalized learning time in the afternoon.
Developing Student Agency
Patrick Henry Elementary School
- 4%African American
- 88%Low Income
- 13%Diverse Learners
- 46%English Learners
How Student Agency Works in Ms. Meloscia's Class
Develop a structure to scaffold increasing advocacy and ownership: Ms. Meloscia started the transition to personalized learning time by introducing students to Levels of Autonomy, and the expectations and responsibilities of each level. Students begin at Level 1 and move to higher levels as they demonstrate readiness for more independence and ownership. Progress is fluid, and students can move between levels based on readiness and need. See the sidebar for details about each Level of Autonomy.
Provide students with tools to manage their time and learning: Ms. Meloscia provides each student with a template to create their schedule, set goals, track progress, and reflect on learning. The template is differentiated to student needs. Students in Level 1 receive a template with a predetermined schedule and a list of “must dos” and “may dos.” Students in Level 4 create their own schedule and choose the activities on which they work. Students in all levels set a goal and reflect on learning.
Establish structures for students to self-assess and advocate for their needs: Ms. Meloscia conferences regularly with each of her students. The frequency and content of conferences varies based on student need and their level of autonomy. During all conferences, Ms. Meloscia coaches students on their reflections and self-assessments to help them recognize, articulate and meet their needs.