investing in sustained improvement presented by ray mcnulty, senior vice president international...
TRANSCRIPT
Investing in Sustained Improvement presented by Ray McNulty, Senior Vice President
International Center for Leadership in Education, Inc.
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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
Ray McNultyInternational Center for Leadership in Education
The LEARNING CRITERIAThe LEARNING CRITERIA
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
STIMULUS FUNDING OBJECTIVES
• Shore up existing program
OR
• Reposition Schools for the future
STIMULUS
Short term funding should be used to stimulate long term improvement -- NOT to maintain what exists
REALITY ABOUT DIET
• QUICK FIXES…. FAD DIETS
• PILLS …… SURGERY
• SHORT TERM GAIN… NOT SUSTAINABLE
• NOT COST EFFECTIVE OR EFFICIENT
TO LOSE WEIGHT
• CALORIES IN…. CALORIES OUT
• LIFE STYLE CHANGE
• BALANCED DIET
• EXERCISE
LET’S ESTABLISH SOME REALITY ABOUT EDUCATION
AND LEARNING!
OUR WORK IS COMPLEX
A test score is not a synonym for what a student has learned or a school has
accomplished.
IMPORTANT STUFF
NOT SUFFICIENT
TO DO THE JOB WELL
• QUANTITATIVE DATA
• QUALITATIVE DATA
• GREAT QUESTIONS…
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
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
Evaluation Systems
Many of our systems are incomplete because we…
- over- measure some thingsand
- don’t measure others enough.
CULTURE TRUMPS STRATEGY
WHITE PINES MIDDLE
The Learning Criteria helps you put into action what you
believe about learning.
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.
Success Beyond the Test
• Foundation Learning
• Stretch Learning
• Learner Engagement
• Personal Skill Development
Foundation Stretch LearnerEngagement
Personal Skill Development
Foundation
StretchLearner EngagementPersonal Skill Development
Dimensions of the Learning Criteria
Dimensions
• Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
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
IndicatorSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
• 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
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.
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].
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)
Stretch Learning
IndicatorSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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)
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 Engagement
IndicatorSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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)
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
Personal Skill Development
IndicatorSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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 Focus
Student-centered …
Not School-centered
Foundation Learning
• State Achievement Test Results
• SAT/ACT Results
• Grade Point Average
• Full Schedule in Four Core Subjects
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
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
Personal Skill Development
• Internships/Shadowing Opportunities
• Service Learning Opportunities
• Career Planning Activities
• “Soft Skills” Curriculum
• JROTC
• Portfolio
• Research Project
• Quadrant D Activities
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
50
75
100
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
00
25
50
75
100
FoundationLearning
StretchLearning
LearnerEngagement
Personal SkillDevelopment
Ind
ex
Student Evaluation Using the Learning Criteria
0 0
50
00
25
50
75
100
FoundationLearning
StretchLearning
LearnerEngagement
Personal SkillDevelopment
Ind
ex
Student Evaluation Using the Learning Criteria
0 0
55
00
25
50
75
100
FoundationLearning
StretchLearning
LearnerEngagement
Personal SkillDevelopment
Ind
ex
Student Evaluation Using the Learning Criteria
0 0
70
00
25
50
75
100
FoundationLearning
StretchLearning
LearnerEngagement
Personal SkillDevelopment
Ind
ex
Student Evaluation Using the Learning Criteria
0 0
80
00
25
50
75
100
FoundationLearning
StretchLearning
LearnerEngagement
Personal SkillDevelopment
Ind
ex
Student Evaluation Using the Learning Criteria STUDENT 1
8880
10091
0
25
50
75
100
FoundationLearning
StretchLearning
LearnerEngagement
Personal SkillDevelopment
Ind
ex
Student Evaluation Using the Learning Criteria STUDENT 2
95 9075
45
0
25
50
75
100
FoundationLearning
StretchLearning
LearnerEngagement
Personal SkillDevelopment
Ind
ex
Questions and Answers
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For more information about the Learning Criteria visit www.LeaderEd.com/LearningCriteria.html
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
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
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