Raymond J. McNulty President The Learning Criteria

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Transcript of Raymond J. McNulty President The Learning Criteria

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Raymond J. McNulty President The Learning Criteria Slide 2 SUCCESS BY DESIGN NOT BY CHANCE Slide 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 654321654321 1 2 3 4 5 Rigor/Relevance Framework Supported by Relationships FIDELITY OF IMPLEMENTATION Slide 4 Simplicity is the ultimate sophistication - Leonardo da Vinci Slide 5 Aim of Education Slide 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. Slide 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 Slide 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 Slide 9 Slide 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 Slide 11 Todays learners are no longer the people our educational system was designed to teach. Slide 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. Slide 13 So 20 th century! Slide 14 What does the net generation expect from us based on their lifetime experiences with technology? Slide 15 Kylie Slide 16 This Generation Teenagers surveyed Use MySpace and Face Book use texting instead of e-mail (parents) nearly 60% would rather use e-mail than a telephone are likely to have 6 applications running at once on their PC Slide 17 This Generation The fastest growing segment of computer-users today in the U.S. is 5 to 7 year olds Slide 18 They expect more than just a score! Slide 19 A test score is not a synonym for what a student has learned or a school has accomplished. Slide 20 TO DO THE JOB WELL QUANTITATIVE DATA QUALITATIVE DATA GREAT QUESTIONS Slide 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 654321654321 1 2 3 4 5 Rigor/Relevance Framework Supported by Relationships FIDELITY OF IMPLEMENTATION Slide 22 Success Beyond the Test Foundation Learning Stretch Learning Learner Engagement Personal Skill Development Slide 23 The Learning Criteria to Support 21st Century Learners Slide 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) Slide 25 Foundation Stretch Learner Engagement Personal Skill Development Slide 26 Foundation Stretch Learner Engagement Personal Skill Development Dimensions of the Learning Criteria Slide 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. Slide 28 Dimensions Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Slide 29 What data does your school collect in this area? Foundation Learning Slide 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 Slide 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 Slide 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 Slide 33 What data does your school collect in this area? Stretch Learning Slide 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. Slide 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 352-212-1395 or email don.kidd@pennfoster.edu. Slide 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) Slide 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) Slide 38 What data does your school collect in this area? Learner Engagement Slide 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.) Slide 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 Slide 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) Slide 42 What data does your school collect in this area? Personal Skill Development Slide 43 K-8 Personal Skill Development Sample Data Indicators Participation or hours in servic