Investing in Sustained Improvement presented by Ray McNulty, Senior Vice President

International Center for Leadership in Education, Inc.

To hear this webinar you will need to choose your audio mode.

Go to the control panel in the upper right corner of your screen and click the button of how you will be listening. Your choices:

Use telephone Use mic & speakers

If using mic & speakers make sure your volume is turned up so you can hear

If using the telephone Dial: 916-233-3089 Access Code: 218-305-215 Audio PIN: unique PIN shown in audio control panel on screen

Technical difficulties? Contact Lindsay Kaufman at 518-723-2064.

www.LeaderEd.com/LearningCriteria.html

All participants are on mute.

Webinar Guidelines

• All participants are on mute during the entire webinar.

• Presentation portion will be 45 minutes

• Questions and Answers portion will be 15 minutes

• To ask a question type it in the question control panel in the upper right corner of your screen. Content questions will be answered in the order they were received at the end

of the webinar presentation.

• We will send you a follow up email with the PowerPoint presentation and helpful resources

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 don.kidd@pennfoster.edu.

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

• 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

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 | Info@LeaderEd.com

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 Karen@LeaderEd.com.

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