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Investing in Sustained Improvement presented by Ray McNulty, Senior Vice President
International Center for Leadership in Education, Inc.
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www.LeaderEd.com/LearningCriteria.html
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Webinar Guidelines
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Agenda
• Intro to the Learning Criteria to Support 21st Century Learners™
• How to use the Learning Criteria to measure success beyond state testing requirements and AYP
• Question and Answer
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Ray McNultyInternational Center for Leadership in Education
The LEARNING CRITERIAThe LEARNING CRITERIA
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American Recovery and Reinvestment Act
• Approximately $100 Billion
• On top of FY09 and FY10 appropriations
• One time infusion MUST be used wisely
• Sustainable reforms without falling off the “funding cliff”
• Categorical and Formula Funding
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STIMULUS FUNDING OBJECTIVES
• Shore up existing program
OR
• Reposition Schools for the future
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STIMULUS
Short term funding should be used to stimulate long term improvement -- NOT to maintain what exists
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REALITY ABOUT DIET
• QUICK FIXES…. FAD DIETS
• PILLS …… SURGERY
• SHORT TERM GAIN… NOT SUSTAINABLE
• NOT COST EFFECTIVE OR EFFICIENT
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TO LOSE WEIGHT
• CALORIES IN…. CALORIES OUT
• LIFE STYLE CHANGE
• BALANCED DIET
• EXERCISE
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LET’S ESTABLISH SOME REALITY ABOUT EDUCATION
AND LEARNING!
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OUR WORK IS COMPLEX
A test score is not a synonym for what a student has learned or a school has
accomplished.
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IMPORTANT STUFF
NOT SUFFICIENT
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TO DO THE JOB WELL
• QUANTITATIVE DATA
• QUALITATIVE DATA
• GREAT QUESTIONS…
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Components of School Components of School ExcellenceExcellence
1. Create a Culture to Support RR & RFor ALL Students
2. Build and Use Data to Guide Whole-School /District Reform
3. Create and Support Leadership Teams
4. Define Student Learning Expectations
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Components of School Components of School ExcellenceExcellence
6. Address Organizational Structures
7. Monitor Student Progress
5. Concentrate on Effective Instructional Practices
8. Review and Refine Process
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Evaluation Systems
Many of our systems are incomplete because we…
- over- measure some thingsand
- don’t measure others enough.
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CULTURE TRUMPS STRATEGY
WHITE PINES MIDDLE
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The Learning Criteria helps you put into action what you
believe about learning.
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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.
• School growth and continuous improvement must be an ongoing, collaborative process.
International Center for Leadership in Education, Inc.
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Success Beyond the Test
• Foundation Learning
• Stretch Learning
• Learner Engagement
• Personal Skill Development
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Foundation Stretch LearnerEngagement
Personal Skill Development
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Foundation
StretchLearner EngagementPersonal Skill Development
Dimensions of the Learning Criteria
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Dimensions
• Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
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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
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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
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Foundation Learning
IndicatorSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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• 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
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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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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].
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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)
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Stretch Learning
IndicatorSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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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)
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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.)
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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
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Learner Engagement
IndicatorSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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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)
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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
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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
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Personal Skill Development
IndicatorSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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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)
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Learning CriteriaStudent Focus
Student-centered …
Not School-centered
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Foundation Learning
• State Achievement Test Results
• SAT/ACT Results
• Grade Point Average
• Full Schedule in Four Core Subjects
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Stretch Learning
• Advanced Placement (AP) Results• IB Participation• CTE Program Participation• 3 or More Years in a 2nd Language Course• Specialized Certification• National Student Organization Membership• College-Sponsored HS Course Credits• 3 or More Science Lab Courses• Special Education Declassification• Specialized Art and Music• Advanced Diploma Sequence Options• Growth in Lexile Reading Measure
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Learner Engagement
• On Schedule to Graduate with Cohort Group
• Attendance Rate
• Tardiness Rate
• Submits Homework Assignments on Time
• Community Service
• No Discipline Referrals
• Participation in Clubs/Extracurricular Activities
• Participation in Athletics
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Personal Skill Development
• Internships/Shadowing Opportunities
• Service Learning Opportunities
• Career Planning Activities
• “Soft Skills” Curriculum
• JROTC
• Portfolio
• Research Project
• Quadrant D Activities
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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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Student Evaluation Using the Learning Criteria
0 0 15 00
25
50
75
100
FoundationLearning
StretchLearning
LearnerEngagement
Personal SkillDevelopment
Ind
ex
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Student Evaluation Using the Learning Criteria
0 025
00
25
50
75
100
StretchLearning
LearnerEngagement
Perso nal SkillDevelopment
Ind
ex
Foundation Learning
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Student Evaluation Using the Learning Criteria
0 0
40
00
25
50
75
100
FoundationLearning
StretchLearning
LearnerEngagement
Personal SkillDevelopment
Ind
ex
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Student Evaluation Using the Learning Criteria
0 0
50
00
25
50
75
100
FoundationLearning
StretchLearning
LearnerEngagement
Personal SkillDevelopment
Ind
ex
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Student Evaluation Using the Learning Criteria
0 0
55
00
25
50
75
100
FoundationLearning
StretchLearning
LearnerEngagement
Personal SkillDevelopment
Ind
ex
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Student Evaluation Using the Learning Criteria
0 0
70
00
25
50
75
100
FoundationLearning
StretchLearning
LearnerEngagement
Personal SkillDevelopment
Ind
ex
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Student Evaluation Using the Learning Criteria
0 0
80
00
25
50
75
100
FoundationLearning
StretchLearning
LearnerEngagement
Personal SkillDevelopment
Ind
ex
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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
ex
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Student Evaluation Using the Learning Criteria STUDENT 2
95 9075
45
0
25
50
75
100
FoundationLearning
StretchLearning
LearnerEngagement
Personal SkillDevelopment
Ind
ex
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Questions and Answers
• This is the end of the presentation portion.
• Submit questions at this time and stay on to hear the answers.
• If you are logging off, thank you for attending and we will email you with follow-up information.
For more information about the Learning Criteria visit www.LeaderEd.com/LearningCriteria.html
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Thank you for attending!We hope you found the information valuable.
Please do not hesitate to contact us with any questions or comments. We encourage and value your feedback.
518-399-2776 | [email protected]
For more information about the Learning Criteria and how we can support you visit
www.LeaderEd.com/LearningCriteria.html
www.LeaderEd.com
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Ray is available to speak at your district, state or national conferences.
For scheduling information, please contact Karen Wilkins at (518) 723-2057 or [email protected].
www.LeaderEd.com
Ray McNulty, Senior Vice President and Keynote Speaker
www.leadered.com/aboutmcnulty.html
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17th Annual Model Schools Conference17th Annual Model Schools ConferenceJune 28- July 1, 2009June 28- July 1, 2009
Atlanta Atlanta
Visit www.LeaderEd.com for more informationVisit www.LeaderEd.com for more information