Next Generation Learning Partners

Next Generation Partners

Asia Society – Educational organization dedicated to promoting mutual understanding and strengthening partnerships among peoples, leaders and institutions of Asia and the United States in a global context.  Across the fields of arts, business, culture, education, and policy, the Society provides insight, generates ideas, and promotes collaboration to address present challenges and create a shared future.

G&D Associates – Educational change management specialists providing coaching, mentoring and guidance for schools, school districts and organizations undergoing complex change.

Generation Schools – Generation Schools provides essential support to schools, districts and unions as they shift from long-established and deeply internalized practices to new operational models by rethinking the way schools organize existing resources, particularly human capital and time.

Education Elements – Education Elements helps schools design the right blended learning solutions for them, and works side by side with leaders and teachers to embed online content and data into daily instruction.

iNACOL – The International Association for K-12 Online Learning, is a non-profit organization that facilitates collaboration, advocacy, and research to enhance quality K-12 online teaching and learning.

The National Center for Time and Learning – NCTL is dedicated to expanding time and learning to improve student achievement and enable a well-rounded education.

2 Revolutions – 2Rev is an education design lab that designs and launches Future of Learning models and catalyzes the conditions within which they can thrive.


Children’s Museum of Denver, in partnership with Butterfly Pavilion and Denver Botanic Gardens: Maximizing in- and out-of-school time through the development of enhanced science curricula for grades K-3, aligned to Colorado’s new science standards.  Focused on formative assessment professional development, classroom strategies, trainings, and resources for teachers, as well as in-school facilitated programming and family engagement.

Colorado Springs District 11:  Expanding and documenting the district’s personalized learning vision/support model, where lead teachers are trained as experts on the ELO vision elements.  Focused on the development of online and in-person professional development modules, and technology aligned with each schools’ personalized learning plans.  Beginning with four to five schools with the intent to replicate district-wide.

The Colorado TIME Collaborative is a partnership between the Ford Foundation, National Center on Time & Learning (NCTL), Colorado Legacy Foundation, and Colorado Department of Education to develop high-quality and sustainable expanded learning time (ELT) schools in five states, including Colorado.  The TIME Collaborative is a critical component of Colorado’s next generation learning initiative, focused on supporting schools in redesigning the school day and year while creating effective next generation learning environments.

Schools and districts receive technical assistance and coaching from local and national experts and capacity building funds as they pursue More and Better Learning Time strategies for students and educators.

Participating districts and schools include:

Boulder Valley School District
  • Angevine Middle School, Lafayette, CO
  • Escuela Bilingue Pioneer, Lafayette, CO
  • University Hill Elementary, Boulder, CO

Denver Public Schools
  • Centennial ECE-5, Denver, CO- Northwest
  • College View Elementary, Denver, CO- Southwest
  • Denison Montessori, Denver, CO- Southwest
  • Godsman Elementary, Denver, CO- Southwest

Jeffco Public Schools
  • Pennington Elementary, Wheat Ridge, CO

Generation Schools Network: Implementing their vision for Foundation Courses by refining curriculum and instructional tools, and deepening focus on blended learning in math and humanities.  Focused on developing technology supports and white papers specific to blended learning, Foundation Courses, and professional development.

Landmark Academy:  Implementing a rotational blended learning model within nine K-2 classrooms, with a focus on early literacy. Core elements of the blended learning model include the use of adaptive digital content and teacher professional development focused on data-driven instruction. As part of this grant, they are receiving technical assistance in the design and implementation from Education Elements, a leading developer of blended learning solutions.

San Luis Valley BOCES: Implementing a blended learning pilot across a 14-district consortium.  Focused on literacy and formative assessment, starting with 16 elementary classrooms with a vision to expand consortium-wide.

Partner Resources

Classroom Time Analysis Tool – The quality of instruction varies from classroom to classroom, and a lot of it is due to how those teachers use time. Use this tool to analyze the length of time of different activities throughout a lesson, including teacher-led time, student work time, transitions, and assessment.

Personalized Learning Model – Colorado Springs District 11 – Personalized Learning Model designed in accordance with the next generation learning / ELO vision.

Self-Review of Technology to Support Personalized Learning – This self-review builds on an original work by BECTA and is designed to give schools an idea of where they are in terms of using technology to deliver personalized learning. It is broken down into five areas; Learning, Teaching, Administration and Management, Professional Development and Wider Community. The areas above contain a number of sections, each broken down into four levels. Level descriptors help leadership teams decide where they are in each area.

School Time Analysis Tool (STAT) is a web-based application hosted by the National Center on Time & Learning to assist schools better understand how they are currently using time across a typical week and school year. The STAT asks schools to identify their use of time in three broad categories: Academic, Non-core Academic, and Other. The data collection and analysis are the foundation of an important conversation at schools that are seeking to maximize the time they have and to make decisions about increasing, or expanding learning time for students and planning time for teachers. Educators who use the tool engage in a discovery and dialogue process that can lead to modifications in the school’s time budget and instructional program.

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