raymond j. mcnulty president the learning criteria

Raymond J. McNultyPresident

The Learning CriteriaThe Learning Criteria

SUCCESS BY DESIGN NOT BY CHANCE

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

6

5

4

3

2

1

1 2 3 4 5

Rigor/Relevance Framework

Supported by Relationships

FIDELITY OF IMPLEMENTATION

“Simplicity is the ultimate

sophistication”

- Leonardo da Vinci

Aim of Education

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.

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

• 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

Today’s learners are no longer the people our educational

system was designed to teach.

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.

So 20th century!

What does the “net generation” expect from us based on their

lifetime experiences with technology?

Kylie

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

This Generation…

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

They expect more than just a score!

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

accomplished.

TO DO THE JOB WELL

• QUANTITATIVE DATA

• QUALITATIVE DATA

• GREAT QUESTIONS…

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

6

5

4

3

2

1

1 2 3 4 5

Rigor/Relevance Framework

Supported by Relationships

FIDELITY OF IMPLEMENTATION

Success Beyond the Test

• Foundation Learning

• Stretch Learning

• Learner Engagement

• Personal Skill Development

The Learning Criteria to Support 21st Century Learners ©

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)

Foundation Stretch LearnerEngagement

Personal Skill Development

Foundation

StretchLearner EngagementPersonal Skill Development

Dimensions of the Learning Criteria

Learning Criteria to Support 21st 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.

Dimensions

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

What data does your school collect in this area?

• Foundation Learning

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

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

• 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

What data does your school collect in this area?

• Stretch Learning

K- 8 Stretch Learning Sample Data Indicators• More than one year’s 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.

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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)

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)

What data does your school collect in this area?

• Learner Engagement

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

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)

What data does your school collect in this area?

• Personal Skill Development

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

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

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)

Learning CriteriaStudent Evaluations

Student-centered … not School-centered

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

Student Evaluation Using the Learning Criteria

0 0 15 00

25

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75

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FoundationLearning

StretchLearning

LearnerEngagement

Personal SkillDevelopment

Ind

ex

Student Evaluation Using the Learning Criteria

0 025

00

25

50

75

100

StretchLearning

LearnerEngagement

Perso nal SkillDevelopment

Ind

ex

Foundation Learning

Student Evaluation Using the Learning Criteria

0 0

40

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25

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FoundationLearning

StretchLearning

LearnerEngagement

Personal SkillDevelopment

Ind

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Student Evaluation Using the Learning Criteria

0 0

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FoundationLearning

StretchLearning

LearnerEngagement

Personal SkillDevelopment

Ind

ex

Student Evaluation Using the Learning Criteria

0 0

55

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75

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FoundationLearning

StretchLearning

LearnerEngagement

Personal SkillDevelopment

Ind

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Student Evaluation Using the Learning Criteria

0 0

70

00

25

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FoundationLearning

StretchLearning

LearnerEngagement

Personal SkillDevelopment

Ind

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Student Evaluation Using the Learning Criteria

0 0

80

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FoundationLearning

StretchLearning

LearnerEngagement

Personal SkillDevelopment

Ind

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Student Evaluation Using the Learning Criteria STUDENT 1

8880

10091

0

25

50

75

100

FoundationLearning

StretchLearning

LearnerEngagement

Personal SkillDevelopment

Ind

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Student Evaluation Using the Learning Criteria STUDENT 2

95 9075

45

0

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100

FoundationLearning

StretchLearning

LearnerEngagement

Personal SkillDevelopment

Ind

ex

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

Learning Criteria

Identify Indicators for:Core Subjects

Global Awareness

Financial, Economic

Civic Literacy

Health Literacy

Foundation LearningStretch LearningLearner EngagementPersonal Skill Development

Learning Criteria

Identify Indicators for:

Creativity and Innovation

Critical Thinking and Problem Solving

Foundation LearningStretch LearningLearner EngagementPersonal Skill Development

Learning Criteria

Identify Indicators for:

Initiative and Self Direction

Communication and Collaboration

Foundation LearningStretch LearningLearner EngagementPersonal Skill Development

Learning Criteria

Identify indicators for:

Leadership and Responsibility

Productivity and Accountability

Foundation LearningStretch LearningLearner EngagementPersonal Skill Development

GAP ANALYSIS

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

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?

Facilitated PlanningEssential 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?

Raymond J. McNultyPresident

The Learning CriteriaThe Learning Criteria