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Raymond J. McNulty President The Learning Criteria.

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Presentation on theme: "Raymond J. McNulty President The Learning Criteria."— Presentation transcript:

1 Raymond J. McNulty President The Learning Criteria

2 SUCCESS BY DESIGN NOT BY CHANCE

3 Learning Criteria to Support 21st Century Learners Foundation Learning Stretch Learning Learner Engagement Personal Skill Development Components of School Excellence Embrace a Common Vision and Goals Inform Decisions Through Data Systems Empower Leadership Teams to Take Action and Innovate Clarify Student Learning Expectations Adopt Effective Instructional Practices Address Organizational Structures Monitor Progress/Improve Support Systems Refine Process on an Ongoing Basis Rigor/Relevance Framework Supported by Relationships FIDELITY OF IMPLEMENTATION

4 Simplicity is the ultimate sophistication - Leonardo da Vinci

5 Aim of Education

6 The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.

7 Weve created false proxies for learning… Finishing a course or textbook has come to mean achievement Listening to lecture has come to mean understanding Getting a high score on a standardized test has come to mean proficiency

8 Learning should have its roots in.. Meaning, not just memory Engagement, not simply transmission Inquiry, not only compliance Exploration, not just acquisition Personalization, not simply uniformity Collaboration, not only competition Trust, not fear

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10 Basic Knowledge/Skills English Language (spoken) Reading Comprehension (in English) Writing in English (grammar, spelling, etc.) Mathematics Science Government/Economics Humanities/Arts Foreign Languages History/Geography Are They Really Ready To Work? Applied Skills Critical Thinking/Problem Solving Oral Communication Written Communication Teamwork/Collaboration Diversity Information Technology Application Leadership Creativity/Innovation Lifelong Learning/Self Direction Professionalism/Work Ethic Ethics/Social Responsibility

11 Todays learners are no longer the people our educational system was designed to teach.

12 In her lifetime, she will hold at least ten different jobs. She will collaborate with people in India, Indonesia and Ireland. She will advance within her company and be compensated based upon her ability to understand vast amounts of information… …and summarize it in one page. She is not daunted by this.

13 So 20 th century!

14 What does the net generation expect from us based on their lifetime experiences with technology?

15 Kylie

16 This Generation… Teenagers surveyed… Use MySpace and Face Book use texting instead of (parents) nearly 60% would rather use than a telephone are likely to have 6 applications running at once on their PC

17 This Generation… –The fastest growing segment of computer-users today in the U.S. is 5 to 7 year olds

18 They expect more than just a score!

19 A test score is not a synonym for what a student has learned or a school has accomplished.

20 TO DO THE JOB WELL QUANTITATIVE DATA QUALITATIVE DATA GREAT QUESTIONS…

21 Learning Criteria to Support 21st Century Learners Foundation Learning Stretch Learning Learner Engagement Personal Skill Development Components of School Excellence Embrace a Common Vision and Goals Inform Decisions Through Data Systems Empower Leadership Teams to Take Action and Innovate Clarify Student Learning Expectations Adopt Effective Instructional Practices Address Organizational Structures Monitor Progress/Improve Support Systems Refine Process on an Ongoing Basis Rigor/Relevance Framework Supported by Relationships FIDELITY OF IMPLEMENTATION

22 Success Beyond the Test Foundation Learning Stretch Learning Learner Engagement Personal Skill Development

23 The Learning Criteria to Support 21st Century Learners ©

24 Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills; and demonstrations of positive behaviors and attitudes)

25 Foundation Stretch Learner Engagement Personal Skill Development

26 Foundation Stretch Learner Engagement Personal Skill Development Dimensions of the Learning Criteria

27 Learning Criteria to Support 21 st Century Learners Every school has its own DNA. School success is measurable beyond the tests. Data must drive school improvement initiatives. International Center for Leadership in Education, Inc.

28 Dimensions Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

29 What data does your school collect in this area? Foundation Learning

30 K8 Foundation Learning Sample Data Indicators Percentage of students meeting proficiency level of state testing requirements (required) Achievement levels on standardized tests/assessments other than state exams [e.g., Lexile, Developmental Reading Assessments, STAR, Scholastic Reading Inventory, etc.] Percentage of performance-based assessments aligned with state and district standards used in reading, math, writing, and science (portfolio development, student-led conferencing, etc.) Percentage of students requiring remediation (summer school or tutorial) in reading, mathematics Follow-up surveys of academic achievements of students as they move to middle school/high school

31 9-12 Foundation Learning Sample Data Indicators Percentage of students meeting proficiency level on state tests (required) Average scores on ACT/SAT/PSAT Achievement levels on standardized tests other than state assessments Percentage of students requiring English/math remediation in college Percentage of students graduating high school in four years

32 Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Dimensions

33 What data does your school collect in this area? Stretch Learning

34 K- 8 Stretch Learning Sample Data Indicators More than one years growth in literacy per grade Interdisciplinary work and projects (problem based learning) Students reading at least 60% non-fiction each day and using research-based comprehension Students participate in daily enrichment courses (music, art, physical education, foreign language, etc.) Completion of three or more years of world language before grade 6 Number of students enrolled in choice-based academic explorations e.g. electives, clubs, independent studies, expert groupings, etc. Number of students involved in self-regulated learning opportunities such as peer coaching, student-led conferencing, student & teacher data notebooks, peer data conferencing, etc.

35 Penn Foster Virtual High School Credit Recovery Increase Graduation Rates Decrease Dropout Rates Career Training Programs For more information please call Don Kidd at or

36 9-12 Stretch Learning Sample Data Indicators Interdisciplinary work and projects (e.g., senior exhibition) Participation/test scores in International Baccalaureate courses Average number of college credits earned by graduation (dual enrollment) Enrollment in AP courses/scores on AP exams/percentage achieving >2 (online) Percent of students completing career majors or career/technical education programs Four or more credits in a career area (online) Four or more credits in arts (online) Earning of specialized certificates (e.g., Microsoft, Cisco Academy) (online)

37 Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

38 What data does your school collect in this area? Learner Engagement

39 K8 Learner Engagement Sample Data Indicators Student satisfaction surveys Student risk behaviors (Asset Survey) Attendance rate Discipline referrals Tardiness Student participation in classroom and school leadership (Junior Leadership Team, etc.)

40 9-12 Learner Engagement Sample Data Indicators Student satisfaction surveys Student risk behaviors (asset survey) Attendance rate Participation rate in extracurricular activities % of students taking ACT/SAT Tardiness rate % of students going to two and four year colleges

41 Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills; and demonstrations of positive behaviors and attitudes)

42 What data does your school collect in this area? Personal Skill Development

43 K-8 Personal Skill Development Sample Data Indicators Participation or hours in service learning Students holding leadership position in clubs, classrooms, or sports Time management Ability to plan and organize work Respect for diversity Reduction in number of student incidences of conflict Follow-up survey of middle school students on development of personal skills

44 9-12 Personal Skill Development Sample Data Indicators Participation or hours in service learning Students holding leadership positions in clubs or sports Assessment of personal skills: time management, ability to plan and organize work, Leadership/followership, etc. Respect for diversity Work as a member of a team Trustworthiness, perseverance, other character traits Follow-up survey of graduates on development of personal skills

45 Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills; and demonstrations of positive behaviors and attitudes)

46 Learning Criteria Student Evaluations Student-centered … not School-centered

47 Learner Engagement (15 pts. Max for Each) On Schedule to Graduate with Cohort Group Attendance Rate Tardiness Rate Submits Homework Assignments on Time Community Service No Discipline Referrals Participation in Extracurricular Activities Participation in Interscholastic Sports

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57 21 st Century Skills Learning & Innovation Skills –Creativity & Innovation –Critical Thinking & Problem-solving –Communication & Collaboration Information, Media & Technology Skills –Information Literacy –Media Literacy –ICT Literacy Life & Career Skills –Flexibility & Adaptability –Initiative & Self-direction –Social & Cross-cultural Skills –Productivity & Accountability –Leadership & Responsibility

58 Learning Criteria Identify Indicators for: Core Subjects Global Awareness Financial, Economic Civic Literacy Health Literacy Foundation Learning Stretch Learning Learner Engagement Personal Skill Development

59 Learning Criteria Identify Indicators for: Creativity and Innovation Critical Thinking and Problem Solving Foundation Learning Stretch Learning Learner Engagement Personal Skill Development

60 Learning Criteria Identify Indicators for: Initiative and Self Direction Communication and Collaboration Foundation Learning Stretch Learning Learner Engagement Personal Skill Development

61 Learning Criteria Identify indicators for: Leadership and Responsibility Productivity and Accountability Foundation Learning Stretch Learning Learner Engagement Personal Skill Development

62 GAP ANALYSIS

63 Where are You? Do you have a data measure in each dimension, outside of Foundation Learning, for each student? Calculating the Learning Criteria Dimension Gap allows you to answer this question

64 Crosswalk the Dimensions to Answer Critical Questions Do you have a measure for each student in each dimension? If not, is each student being measured in at least one or two dimensions other than Foundation Learning? Who are the students only being measured in Foundation Learning? Are these the students who are at-risk in your school?

65 Facilitated Planning Essential Questions: 1.What does your school stand behind for each student in each dimension of the Learning Criteria? 2.What strategies and practices support these beliefs? 3.Do you have evidence (data) to measure if the program/strategy is successful? 4.If not, is the program/strategy worth saving? 5.If so, what parameters need to be developed in order to produce quantitative data? 6.What decisions need to be made to close any data gaps?

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67 Raymond J. McNulty President The Learning Criteria


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