Raymond McNulty, Senior Vice President, International Center for Leadership in Education March 27,...

Raymond McNulty, Senior Vice President, International Center for Leadership in Education

March 27, 2008Mesa, AZ

• Identify the essential characteristics of successful schools

• Best Practices/Research to assist schools

• Organize into useful tools

WhyWhy WhatWhat HowHow

Change ProcessChange Process

• Not an expert

• I’m a learner and I change my opinion and what I do based on what I learn.

Themes

1. General Thoughts2. Change / Four Megatrends3. 21st Century Skills4. Three Questions5. 3 R’s / Participation Gap6. Learning Criteria7. Closing Advice

2020

General Thoughts

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.

• 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

We’ve 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

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

Leadership is about action, not position.

Educators need to become the agents of change.

“This is the story about the big public conversation the nation is not having about public education… whether an entire generation of kids will fail to make the grade in the Global Economy because they can’t think their way through abstract problems, work in teams, distinguish good information from bad, or speak a language other than English.”

Time Magazine Dec. 18, 2006

A few years ago, we got a wake up call when the 1999 PISA

results were published.

US 15 Year-Olds Rank Near Middle Of The Pack Among 32 Participating Countries: 1999

U.S. RANKREADING 15TH

MATH 19TH

SCIENCE 14TH

The new ones?

PISA 2003: US 15 Year-Olds Rank Near The End Of The Pack Among

29 OECD Countries

U.S. RANK READING 20TH

MATH 24TH

SCIENCE 19TH

Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.NCES 2005-003

Problems are not limited to our high-poverty and high-minority

schools . . .

U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6)

in Math

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Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

http://www.oecd.org/

U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-

Performing Students*

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* Students at the 95th PercentileSource: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/




U.S. Ranks 23rd out of 29OECD Countries in the Math Achievement of

High-SES Students

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Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/




BANKING

• Sears

• IBM

• Digital…. “In Search of Excellence”

• Xerox

What got us to where we are today in education,

will not get us to where we need to be!

Change / Four Megatrends

THE IMPLEMENTATION DIP….

THE POSSIBILITY CURVE..

Fullan--1990

Challenges

• Globalization

• Demographics

• Values / Beliefs

• Technology

GlobalizationGlobalization

• 9/11

• 11/9

• Information Tech (Work to Worker)

GlobalizationGlobalization

• Tax Returns

• MRIs

• Reuters

• McDonalds

• A- Level

Computer Sales

Dell

Sony

Compaq

HP

IBM Think Pad

Apple

NEC

Gateway

Toshiba

Quanta

Wispron

Asustek

Compal

Inventec

Computer

Manufacturers

Mainland China

Companies

90 %

ChinaChina

• Clothes / Shoes

• Furniture

• Consumer Electronics

• Computers

• Bio Technology

Cities with 1 Million PeopleCities with 1 Million People

• United States

• Eastern / Western Europe

• China (2006)

• China (2020)

9

36

100 +

160 +

2007 – World Economic Leaders

1. United States

2. Japan

3. England

4. Germany

Source: Goldman Sacks

2040 – World Economic Leaders

1. China2. India3. United States4. Mexico5. Russia6. Brazil7. Germany8. England

Source: Goldman Sacks

16th Spain 17th Netherlands 18th France 19th Britain 20th USA 21st ???—no one country will ever

again be the dominant focus of the entire century.

Challenges

• Globalization

• Demographics


• Technology

Start WorkingEnd WorkingLongevity

1900 2000 2100

47

62

77

21

62

1418

107

Over 85Over 85

• 1994 3.5 Million

• 2020 7 Million

• 2050 27 Million

2000 Population2000 Population

U.S. 28.3 % 21.0 %

India 43.7 % 12.2 %

19 55

• 1910 3.0 / 100

Demographics / Economic

• 1946 4.6 / 100

• 2000 1.4 – 1.8 / 100

Registered VotersRegistered VotersSchool Age ChildrenSchool Age Children

• 1960 50 %

• 2005 18 %

Redefining the Idea of Age

Age 40 = 30

Age 50 = 40

Age 65 = beginning of second half of life

WOOFS = Well Off Older Folks

Challenges

• Globalization

• Demographics


• Technology

Larger ContextLarger Context

• 1901 – 24G.I.

• 1925 – 42Silent

• 1943 – 60Boomers

• 1961 – 81Gen X

• 1982 - Millennial

Percent MinorityPercent Minority

• G.I. 14.3 %

• Silent 19.9 %

• Boomers 25.5 %

• Gen X 36.2 %

• Millennial 40.3 %

Millennial ParentsMillennial Parents

• Accountability

• Protective

• Connected 24 / 7

• Cool to be Smart

• Team Skills

• Cool to Know Technology

Challenges

• Globalization

• Demographics


• Technology

Information TechnologyInformation Technology

• ProcessingProcessing

• CommunicationsCommunications

Nano TechnologyNano Technology

• Atom UpAtom Up

Image source: www.dell.com

Image source: http://robota.dem.uc.pt/pda_control/pda2.JPG

SPOTSPOT

• MicrosoftMicrosoft– CitizenCitizen– FossilFossil– SuuncoSuunco

SPOTSPOT

• Integrated ProjectionIntegrated Projection

• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector

World Wide WebWorld Wide Web

GoogleGoogle

• 2003 350,000 searches a day

• 20061,000,000,000 searches a day

Source: Thomas l. Friedman

Semantic WebSemantic Web

Semantic WebSemantic Web Analyze DocumentsAnalyze Documents

Key words and headersKey words and headers Meaning/conceptsMeaning/concepts

Complete TaskComplete Task

Information Systems Hardware Tools Capacity

Grid ComputingGrid Computing

Semantic WebSemantic Web

1980s: “internetworking protocols” link computers

(Internet)

1990s:“hypertext transfer protocol” link documents

(WWW)

2000s:“grid protocols” link databases

(Grid computing)

Language TranslationLanguage Translation

Translation GogglesTranslation Goggles

KeyboardKeyboard

Qwerty Keyboard

Dvorak Keyboard

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20002000

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20062006

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20102010

Bio / Nano / InfoBio / Nano / Info

‘68 ‘78 ‘88 ‘98 ‘08

CapacityCapacity

ApplicationsApplications

Size

Bio-InfoBio-Info

Cell Cell

DNADNA

HardwareHardware

SoftwareSoftware

Genetically Engineered FoodsGenetically Engineered Foods

• Tomato

The Last Remnants of The Last Remnants of Industrial AgeIndustrial Age

• Government

• Schools

Three Question Exercise

1. What will the world be like 20 years from now?

2. What skills will your child need to be successful in that world?

3. What would learning look like if it was designed around your answers?

Education exists in the larger context of society.

When society changes – so too must education if it is to

remain viable!

• E-mail• Web pages• Google• iPODs• Laptops• Digital cameras• Doppler radar• Cell Phones• Debit cards

• Blogs

• Wikis

• Tagging

• Text messaging

• MySpace

• Podcasts

• PDAs

• Genetic code

Children Aged 8-14 Help Parents Online…

• Email/pictures – 38%

• Respond to correspondence – 36%

• Get directions – 35%

• Help file income tax online – 14%

21st Century LearnersDigital Native LearnersDigital Native Learners

MultitaskingMultitasking Multimedia learningMultimedia learning Online social networkingOnline social networking Online info searchingOnline info searching Games, simulations &Games, simulations & creative expressions creative expressions

21st Century Skills

• Agricultural Age… Farmers

• Industrial Age… Factory Worker

• Informational Age… Knowledge Worker

• Conceptual Age… Creator / Empathizer

Three reasons for this…

• Abundance

• Asia

• Automation

#1 Abundance

• Malls, Target, PetsMart, Best Buy,

• Homes, Cars

• Self Storage

• Trash …. USA spends more on trash bags than 90 countries spend on everything

Abundance has produced an ironic result…

Lessened the significance of things because you can get it anywhere.

(no longer enough to create a product that’s reasonably priced and functional)

Products must be more R – Directed

beautiful, unique, meaningful, “aesthetic imperative”

Abundance Elevates R – Directed Thinking

Electric lighting was rare a century ago…

Today it is commonplace and abundant.

Yet….

Candles ― who needs them anymore?

$2.4 billion business a year

#2 ASIA

• Knowledge workers new competition.. India, Philippines, China

• Programmers 70k – 80k are paid what a Taco Bell worker makes

• Chip designers 7k in USA …..1K in India• Aerospace Engineers USA 6K… $650 in

Russia• Accountant USA 5K… $300 in Philippines

#3 Automation

• Last century machines proved they could replace human backs

• This century new technologies are proving they can replace human “left brains”

• Any job that depends on routines is at risk.

• Automation is changing even doctors work.

• Outsource.com

Left hemisphere is sequential, logical and analytical. The Left powered the

Information Age. Still necessary, but no longer sufficient.

Right hemisphere is non linear, intuitive and holistic. The Right qualities of

inventiveness, empathy, joyfulness and meaning will power the Conceptual Age.

A new age valuing….

• High Concept: the capacity to detect patterns / opportunities to create, to be artistic / emotional beauty and to combine seemingly unrelated ideas into something new.

• High Touch: involves the ability to empathize with others, understand the subtleties of human interaction to find joy and elicit it in others

High Concept / High Touch• GM’s top leader… I see us being in the

art business.• MBA’s becoming the blue collar workers

for the conceptual age.• Graphic designers have increased ten

fold in the last decade.• Since 1970, 30% more people are

earning a living as writers.• More Americans today work in art,

entertainment and design than as lawyers, accountants and auditors.

The future belongs to a very different kind of mind..

• Creators and empathizers

• Pattern recognizers

• Meaning makers

• And more……….

21st Century SkillsLearning & 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

www.21stcenturyskills.org

http://www.21stcenturyskills.org/index.php

End Morning Session

Three Question Exercise

1. What will the world be like 20 years from now?

2. What skills will your child need to be successful in that world?

3. What would learning look like if it was designed around your answers?

The 3 R’s

• Rigor

• Relevance

• Relationships

Rigor/Relevance Rigor/Relevance FrameworkFramework

R&R Framework ...A Useful Tool to evaluate

CurriculumInstructionAssessmentActivities

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Knowledge Taxonomy

6 Evaluate spending habits of spouse

1 Identify money

2 Explain values

5 Set goals based on budget

4 Match expenses to budget

3 Buy something within budget

Managing Resources

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4.4. Application to real-world Application to real-world predictable situationspredictable situations

5.5. Application to real-world Application to real-world unpredictable situationsunpredictable situations

Managing ResourcesManaging Resources

11 Know money valuesKnow money values22 Solve word problemsSolve word problems33 Relate wealth to quality of lifeRelate wealth to quality of life44 Prepare budgetPrepare budget55 Handle lottery winningsHandle lottery winnings

Application Model

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

KNOWLEDGE


AA BB

DDCC

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

KNOWLEDGE


•• Extended Extended ResponseResponse

•• Product Product PerformancePerformance

Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework

•• PortfolioPortfolio•• Product Product

PerformancePerformance•• InterviewInterview•• Self ReflectionSelf Reflection

•• Process Process •• PerformancePerformance•• Product Product

PerformancePerformance

•• Multiple ChoiceMultiple Choice•• Constructed Constructed

ResponseResponse

American Education

Ri g o r

S t u d e n t s

2007 and Beyond

1850 - 1950

KNOWLEDGE


AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Activities

Projects

Problems

StrategiesStrategies Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional TechnologyInstructional Technology LectureLecture Note-taking/GraphicNote-taking/Graphic

Organizers Organizers

MemorizationMemorization

Presentations/ExhibitionsPresentations/Exhibitions

Research Research

Problem-based learningProblem-based learning

Project DesignProject Design

Simulation/Role-playing Simulation/Role-playing

Socratic SeminarSocratic Seminar

Teacher Questions Teacher Questions

Work-based LearningWork-based Learning

Selecting Strategies on Rigor/RelevanceSelecting Strategies on Rigor/Relevance

Guided PracticeGuided PracticeLectureLectureMemorizationMemorization

Best Strategies for Quadrant A - Acquisition

Cooperative LearningCooperative LearningDemonstrationDemonstrationInstructional TechnologyInstructional TechnologyProblem-based LearningProblem-based LearningProject DesignProject DesignSimulation/Role PlayingSimulation/Role PlayingWork-based LearningWork-based Learning


Best Strategies for Quadrant B - Application

BrainstormingBrainstormingInquiryInquiryInstructional TechnologyInstructional TechnologyResearchResearchSocratic SeminarSocratic SeminarTeacher QuestionsTeacher Questions


Best Strategies for Quadrant C - Assimilation

BrainstormingBrainstorming Cooperative LearningCooperative Learning InquiryInquiry Instructional TechnologyInstructional Technology Presentations/ ExhibitionsPresentations/ Exhibitions Problem-based LearningProblem-based Learning

Project DesignProject Design

ResearchResearch

Simulation/Role-playingSimulation/Role-playing

Socratic SeminarSocratic Seminar

Teacher QuestionsTeacher Questions

Work-based LearningWork-based Learning

Selecting Strategies on Rigor/RelevanceSelecting Strategies on Rigor/RelevanceBest Strategies for Quadrant D - Adaptation

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

• Rigor

• Relevance

• Relationships

• Relevance

• Relationships

• Rigor

• Relationships

• Relevance

• Rigor

R X R X R = LCWRS

Relationships X Relevance X Rigor =

Life, College, Work Ready Students

“It is virtually impossible to make things relevant for, or expect personal excellence

from a student you don’t know.”

Carol Ann Tomlinson

You can’t teach kids you don’t know….

KEY ISSUE

In many cases, hard data is the total focus at the exclusion of soft data.

This is often a short-term fix but a long-term mistake!!!!!

RIGOR

RELEVANCE

AA BB

DDCC

Increasing Rigor/RelevanceIncreasing Rigor/Relevance

High

HighLow

Low

BB

DDCC

AA

RIGOR

RELEVANCE

Rigor/Relevance Rigor/Relevance FrameworkFramework

High

HighLow

Low

RelationshipsRelationships

Relationships of Little Importance

Relationships EssentialRelationships

Important

RelationshipsImportant

Achievement GapParticipation Gap

Participation Gap• Self-Worth: Self-Worth occurs when

students know they are valued members of the community; have a person they can trust; believe they can achieve.

• Active Engagement: Active Engagement happens when students are deeply involved in the learning process.

• Purpose: Purpose exits when students take responsibility for who and what they want to become.

The Aspirations Profile:The Aspirations Profile:Understanding our students betterUnderstanding our students better

Aspirations:the ability

to dream and set goals for the future,

while being inspired in the present

to reach those dreams.

STUDENT ASPIRATIONS / PARTICIPATION GAP

SELF WORTH

ACTIVE ENGAGEMENT

PURPOSE

BelongingHeroesSense of Accomplishment

Fun & ExcitementCuriosity & CreativitySpirit of Adventure

Leadership & ResponsibilityConfidence to Take Action

Relationships

Relevance

Rigor

SELF WORTHBelongingHeroesSense of Accomplishment

6-8 9-12 STATEMENT54% 49% I am proud of my school.49% 49% I enjoy being at school.58% 41% Teachers care about my problems and feelings.54% 46% Teachers care about me as an individual.50% 45% Teachers care if I am absent from school.19% 21% I have never been recognized for something positive at school.52% 48% If I have a problem, I have a teacher with whom I can talk.68% 51% Teachers respect students. 49% 37% Students respect teachers.36% 29% Students respect each other .

NATIONAL DATA

Copyright 2008 Quaglia Institute

6-8 9-12 STATEMENT42% 48% School is boring.68% 55% At school I am encouraged to be creative.47% 37% My classes help me understand what is happening

in my everyday life.67% 54% Teachers enjoy working with students 47% 37% Teachers have fun at school.41% 28% Teachers make school an exciting place to learn.79% 71% My teachers present lessons in different ways .

ACTIVE ENGAGEMENT

Fun & Excitement

Curiosity & Creativity

Spirit of Adventure

NATIONAL DATA


6-8 9-12 STATEMENT62% 64% I am a good decision maker.54% 59% I see myself as a leader.30% 35% Other students see me as a leader.91% 91% I believe I can be successful.80% 77% Teachers expect me to be successful.58% 64% I believe I can make a difference in this world.79% 66% I put forth my best effort at school.44% 36% I know the goals my school is working on.41% 30% Students council represents all students at school.

PURPOSE Leadership & Responsibility

Confidence to Take Action

NATIONAL DATA


I am proud of my school. T = 85S = 50

I am excited to be working with students. T = 96Teachers enjoy working with students. S = 56Students have fun at school. T = 78School is boring. S = 47Students make school an exciting place to work. T = 87Teachers make school an exciting place to learn. S = 31I have fun at school. T = 85Teachers have fun at school. S = 39Students care if I am absent from school. T = 78Teachers care if I am absent from school. S = 46I enjoy working here. T = 88I enjoy being at school. S = 50

NATIONAL DATADelusional Discrepancies


I am excited to tell my colleagueswhen I do something well. T = 59I am excited to tell my friends when I get good grades. S = 57 I see myself as a leader. T = 75

S = 58My colleagues see me as a leader. T = 50Other students see me as a leader. S = 34I feel comfortable asking questions in staff meetings. T = 66I feel comfortable asking questions in class. S = 66

NATIONAL DATASad Similarities


Remember this…..

Using only achievement data as the total focus of your plan to improve learning is a mistake. The inclusion of culture/climate data, sometimes referred to as “soft data,” helps build sustainable long term results.

The Learning Criteria

Made to Stickby Chip and Dan Heath

Made to Stickby Chip and Dan Heath

Six Principles

•Simplicity•Unexpectedness•Concreteness•Credibility•Emotions•Stories

Focus On Simplicity• Finding the essential core of our ideas?

• COMMANDER’S INTENT.. No Plan survives contact with the enemy! …Like writing a plan to have your friend play chess for you…….

• Southwest Airlines Commander’s Intent• “We Are the Low-Fare Airline”

The Curse of Knowledge

• It can feel unnatural to speak concretely about a subject matter we know so much about……

• “Tappers and Listeners”

Arizonia Commander’s Intent

• Develop and implement school plans to support and enhance 21st Century Teaching & Learning

How do you want learning evaluated?

The video of the movie Star Wars earned $193,500,000 in rental fees during its first year. Expressed in scientific notation, the number of

dollars earned is:

(1) 1935 x 108 (3) 1.935 x 106

(2) 193.5 x 106 (4) 1.935 x 108

(4) 1.935 x 108

The Learning Criteria helps you put into action what you

believe about learning.

Evaluation Systems

Many of our systems are incomplete because we over measure some things and not measure enough of others.

Success Beyond the Test

• Core Academics

• Stretch Learning

• Student Engagement

• Personal Skill Development

Rigor

Relevance

Relationships

Core Stretch LearnerEngagement

Personal Skill Development

Core

StretchLearner EngagementPersonal Skill Development

Dimensions of the Learning Criteria

Learning Criteria to Support Rigor, Relevance & Relationships

• Every school has its own DNA.

• School success is measurable beyond the tests.

• Data must drive school improvement initiatives.

• School growth and continuous improvement is an ongoing, collaborative process.

International Center for Leadership in Education, Inc.

Dimensions

• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

Begin with the End in

Mind

CORE

• Minimal Learning• Rigor• Relevance• Engagement

Does Help

K8 Core Academic 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, DRA’s (Developmental Reading Assessment), 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

9-12 Core Academic 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 exams

• Percentage of students requiring English/math remediation in college

• Percent of students graduating high school in four years

Core LearningStudent

OutcomesSchool

PerformanceSustained Disaggregated

Benchmarked

(Target)


• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

Dimensions


Mind

STRETCH

• Strong Rigor• Strong Relevance• Engagement

Helps

Penn FosterVirtual 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 [email protected].

K8 Stretch Learning Sample Data Indicators• Students make more than one year’s growth in literacy

• 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 such as electives, clubs, independent studies, expert groupings, etc.

• Number of students involved in self-regulated learning opportunities such as peer coaching, student-led conferencing, student and teacher data notebooks, peer data conferencing, etc.

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)

• Achievement of specialized certificates (e.g., Microsoft, Cisco Academy) (online)

Stretch LearningStudent

OutcomesSchool


Benchmarked

(Target)

Criteria



• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)


MindPERSONAL SKILL

DEVELOPMENT

• Total Learning• Embedded

throughout curriculum

K8 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

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

Personal Skill DevelopmentStudent

OutcomesSchool


Benchmarked

(Target)

Criteria



• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

• 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)


Mind

LEARNER ENGAGEMENT• Relationships

important • Life long learner• Enhances other

three categories

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.)

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

Learner EngagementStudent

OutcomesSchool


Benchmarked

(Target)

Themes

1. General Thoughts2. Change / Four Megatrends3. 21st Century Skills4. Three Questions5. 3 R’s / Participation Gap6. Learning Criteria7. Closing Advice

We can complain about the troubling inadequacies of the

present ----

or we can face them.

We can talk and dream about the glorious schools of the future ---

OR WE CAN CREATE THEM!

International Center for Leadership in Education, Inc.

1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail –

[email protected] - http://www.leadered.com/McNultyPP.shtml

Raymond McNulty, Senior Vice President, International Center for Leadership in Education March 27,...

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