STATE OF MICHIGAN

DEPARTMENT OF EDUCATIONLANSING

MICHAEL P. FLANAGANSUPERINTENDENT OFPUBLIC INSTRUCTION

JENNIFER M. GRANHOLMGOVERNOR

September 23, 2005

TO: State Board of Education

FROM: Michael P. Flanagan

SUBJECT: Discussion Regarding Research on What a High School Graduate Needsto Know and be Able to Do

As the State Board of Education creates the "State of Michigan High School GraduateProfile," a collection of graduate profiles from across the state and the nation isprovided to offer insight and suggestions for consideration to the question:

What should students know, be able to do, and understand bygraduation for postsecondary and workplace readiness?

In addition, I have attached learning standards from national organizations including:. 21st Century Learner Skills from the Partnership for 21st Learners

httD ://www .21stcenturyskills.org/assess21/assess definitions. ~h~

Understanding University Successhtt~:/ /www.s4s.org/understanding. ~h~

. SCANS Skills (The Secretary's Commission on Achieving Necessary Skills, USDepartment of Labor)httD :llwww .academicinnovations.com/regort.html#work

I have also attached graduate profiles from:. Northville Public Schools, Northville, MI. Berkley School District, Berkley MI. Leander Independent School District, Leander, TX. Houston Independent School District, Houston, TX

A sampling of state and national high school graduate profiles and missionstatements:

Achieve--American Diploma Project:. Oral communication/public speaking. Science. Mathematics

STATE BOARD OF EDUCATION

KATHLEEN N. STRAUS - PRESIDENT. JOHN C. AUSTIN - VICE PRESIDENTCAROLYN L. CURTIN - SECRETARY. MARIANNE Y ARED MCGUIRE - TREASURER

NANCY DANHOF - NASBE DELEGATE. ELIZABETH W. BAUERREGINALD M. TURNER. EILEEN LAPPIN WEISER

608 WEST ALLEGAN STREET. P.O. BOX 30008 . LANSING. MICHIGAN 48909_.mlooigan.gov/mde . (517) 373-3324

ResearchQuality writingReading and understanding complicated materialsWork Habits/Study Habits

Mott Middle College--Flint, MISelf-Directed Learner

. Take responsibility for own learning

. Practices and extends learning process

. Applies knowledge

. Self EvaluatesEffective Communicator

. Expresses ideas clearly, both orally and in writing

. Demonstrates capable learning skills

. Communicates through a variety of mediums and purposes

. Communicates with diverse audiencesCreative/Complex Thinker

. Accesses, evaluates, integrates information

. Uses a variety of reasoning strategies

. Generates new ways of thinkingCooperative Group Member

. Possesses effective interpersonal skills

. Evaluates/manages individual behavior in a positive manner

. Participates constructively in cooperative learning groups

. Evaluates/manages group behavior in a positive manner

Byron Center--Byron Center, MIWe desire our graduates to be:

1. Enthusiastic, positive, self-directed, life-long learners2. Cooperative, productive workers3. Involved citizens who demonstrate respect, responsibility, honesty,

cooperation, and self-discipline.4. Healthy individuals, including body, mind, and spirit.5. Effective, literate communicators-through reading, writing, thinking, listening,

and speaking.6. Community members who exhibit an appreciation for academics, athletics, the

fine arts, and various cultures.

Charlevoix Public Schools--Charlevoix, MIThe mission of the Charlevoix Public Schools, in partnership with the community, isto prepare students to become responsible, contributing members of a diverse,multicultural society.

Kalamazoo Public Schools-Kalamazoo, MI. Be self-directed learners. Be responsible community members

?

. Be quality workers/producers

. Know, value and respect human diversity

. Be competent, reflective thinkers

. Be independent, healthy individuals

. Respect creative and aesthetic expression

Farmington Hills Profile of a High School Graduate--Farmington Hills,Michigan

Lifelong LearnersSustains learning across one's life span; creates a vision of the future and setsattainable goals for realizing that vision; assumes responsibility for what one cancontrol; continually seeks to renew and expand competence.

Quality ProducersStrives to achieve high standards; draws upon prior knowledge; uses appropriatetools to create praiseworthy products and processes; persistently tries to improve thecaliber of one's work; takes pride in progress made; motivated by a work ethic anddisciplined to honor it.

Responsible CitizensDedicated to democratic values; pursues the common good; safeguards universalhuman rights; feels a common bond with other Americans and identifies with theideals of the American heritage; loyal to the nation's institutions but critical whensociety strays from its principles; cherishes one's legal rights and upholds civicduties; services the community and exerts influence in public affairs; cares about thedignity and well-being of all people.

Thoughtful Problem SolversRecognizes problems when they arise and is motivated to solve them; weighsalternative solutions before acting; poses questions and explores imaginative ways toanswer them; thinks both critically and creatively; evaluates the effectiveness ofsolutions attempted.

collaborative team member

effective communicator

healthy individual.knowledgeable thinker.

lifelong learner.

quality producer.responsible citizen.thoughtful problem solver

3

Monroe Public Schools-Monroe, MI

GOAL 1: DEMONSTRATING RESPONSIBILITY

Objective #1: All students will demonstrate the ability to work cooperativelywith others in the pursuit of learning and in resolving conflict.

.

Objective #2: All students will demonstrate the ability to set goals for theirown learning.

.

Objective #3: All students will demonstrate the ability to assess theirprogress.

.

. Objective #4: All students will demonstrate their learning through a variety ofmethods.

GOAL 2: IMPROVING ACADEMIC PERFORMANCE

Objective #1: All students will demonstrate improvement in their knowledgebase of the identified academic core curriculum.

.0 Mathematics: All students will demonstrate proficiency in the six content

strands of the Michigan Core Curriculum and the grade levelbenchmarks in Monroe Public Schools Mathematics Curriculum guides.

0 Language Arts: All subjects will demonstrate proficiency in literacy bycommunicating effectively and constructing meaning through reading,writing, listening, speaking, and viewing according to the contentstandards of the Michigan Core Curriculum and the grade levelbenchmarks in Monroe Public Schools English/Language Arts Curriculumguides.

0 Science: All students will construct and reflect scientific knowledgethrough the scientific process in earth, life and physical science asdefined by the content standards of the Michigan Core Curriculum andthe grade level benchmarks in Monroe Public Schools Science Curriculumguides.

0 Social Studies: All students will demonstrate the disciplinary knowledge,thinking skills, commitment to democratic values and citizenparticipation to become a responsible citizen by addressing the sevencontent strands of the Michigan Core Curriculum and the grade levelbenchmarks in Monroe Public Schools Social Studies Curriculum guides.

Objective #2: All students will improve in their acquired knowledge incommunication arts as readers, writers, listeners, and speakers in all academicareas.

Objective #3: All students will improve in their ability to be problem solvers inall academic areas.

.

4

Goal 3: ACQUIRING TECHNOLOGICAL KNOWLEDGE

Objective #1: All students will use technology as an integral part of acquiringtheir knowledge in all academic areas.

Objective #2: All students will utilize technology and vocational educationopportunities to become more aware of real life job application of classroomlearning.

Goal 4: INCREASING COMMUNITY INVOLVEMENT

Objective #1: All students will demonstrate increased knowledge of adult rolesin the work place.

Objective #2: All students will demonstrate an understanding that learningtakes place within and outside the school environment by effectivelyinteracting with community members and utilizing community resources.

Minnesota State Standards

. Purposeful Thinker

Self-Directed Learner

Productive Group Participant.Responsible Citizen.

San Dimas High School--San Dimas, CA

Expected Student Learning Results

What students should know, be able to do, and understand by graduation:

San Dimas High School graduates will be effective oral, written, artistic,mathematical, and technological communicators.

San Dimas High School graduates will be critical thinkers who willcontinually challenge themselves throughout the learning process.

.

San Dimas High School graduates will be effective collaborative workers..

San Dimas High School graduates will display civic responsibility and anappreciation for our American democracy.

.

San Dimas High School graduates will be effective independent workers.

5

21st Century Skills "~

PARTNERSHIP ,.OR21 ST CENTURY SKILLS

GLOBAL AWARENESSStudents need a deeper understanding of the thinking, motivations, andactions of people from different cultures and countries in order tosuccessfully navigate and respond to communities and workplaces extendingbeyond their neighborhoods. Key elements of Global Awareness include astudent's ability to:

.

.

Use 21st century skills to understand and address global issuesLearn from and work collaboratively with individuals representing diversecultures, religions and lifestyles in a spirit of mutual respect and opendialogue in personal, work and community contextsMaster non-English language skills as a tool for understanding othernations and cultures

CIVIC LITERACYStudents need to understand, analyze, and participate in government and incommunity, both globally and locally, in order to shape the circumstancesthat impact their daily lives. Key elements of Civic Literacy include astudent's ability to

. Be an informed citizen to participate effectively in governmentExercise the rights and obligations of citizenship at local, state, nationaland global levelsUnderstand the local and global implications of civic decisionsApply 21st century skills to make intelligent choices as a citizen.

FINANCIAL, ECONOMIC, AND BUSINESS LITERACYThere is a growing demand on people to understand business processes,entrepreneurial spirit, and the economic forces that drive today's economy.Key elements of Financial, Economic, and Business Literacy include astudent's ability to:

. Make appropriate personal economic choices

Understand the role of the economy and the role of business in the

economyApply appropriate 21st century skills to function as a productive

contributor within an organizational setting

6

Integrate oneself within and adapting continually to our nation's evolvingeconomic and business environment

LEARNING SKILLS: INFORMATION AND COMMUNICATION SKILLSStudents need to think critically, analyze information, comprehend newideas, communicate, collaborate, solve problems, and make sound decisions.Some critical elements of these thinking and learning skills are:

.

Creativity and intellectual curiosity. Developing, implementing andcommunicating new ideas to others, staying open and responsive to newand diverse perspectives.Information and media literacy skills. Analyzing, accessing, managing,integrating, evaluating and creating information in a variety of forms andmedia. Understanding the role of media in society.Communication skills. Und~rstanding, managing and creating effectiveoral, written and multimedia communication in a variety of forms andcontexts.Self-direction. Monitoring one's own understanding and learning needs,locating appropriate resources, transferring learning from one domain toanother.

LEARNING SKILLS: THINKING AND PROBLEM-SOLVING SKILLSStudents need to think critically, analyze information, comprehend newideas, communicate, collaborate, solve problems, and make sound decisionsSome critical elements of these thinking and learning skills are:

Critical thinking and systems thinking. Exercising sound reasoning inunderstanding and making complex choices, understanding theinterconnections among systems.Problem identification, formulation and solution. Ability to frame, analyzeand solve problems.

LEARNING SKILLS: INTERPERSONAL AND SELF-DIRECTIONAL SKILLSStudents need to think critically, analyze information, comprehend newideas, communicate, collaborate, solve problems, and make sound decisions.Some critical elements of these thinking and learning skills are:

. Interpersonal and collaborative skills. Demonstrating teamwork andleadership; adapting to varied roles and responsibilities; working

7

.

.

.

productively with others; exercising empathy; respecting diverse

perspectives.Self-direction. Monitoring one's own understanding and learning needs,

locating appropriate resources, transferring learning from one domain toanother.Creativity and intellectual curiosity. Developing, implementing andcommunicating new ideas to others, staying open and responsive to newand diverse perspectives.Social responsibility. Acting responsibly with the interests of the largercommunity in mind; demonstrating ethical behavior in personal,workplace and community contexts.Accountability and adaptability. Exercising personal responsibjlity andflexibility in personal, workplace and community contexts; setting andmeeting high standards and goals for one's self and others; toleratingambiguity .

INFORMAnON AND COMMUNICAnON TECHNOLOGY (ICT) LITERACYTechnology has become an essential tool for the realization of learning andthinking skills in today's knowledge economy. Key elements of ICT Literacyinclude use of ICT in service of:

. Information and media literacy skills. Analyzing, accessing, managing,

integrating, evaluating and creating information in a variety of forms and

media. Understanding the role of media in society.

Communication skills. Understanding, managing and creating effective

oral, written and multimedia communication in a variety of forms and

contexts.

Interpersonal and self-direction skills. eecoming more productive in

accomplishing tasks and developing interest in improving own skills

8

8 IntroductionA project of the MU' & The Pew ChilJicabie 11usts

preparation. The standards, in combinationwith the accompanying CD-ROM and theS4S website, provide a road map of thecontent knowledge and habits of mind thatare valued by leading research universities inthe United States.

The faculty and staff members whoparticipated in the process of developingthese standards represent a wide range ofacademic viewpoints. One of the mostdominant themes raised by participants is theimportance of the habits of mind studentsdevelop in high school and bring with themto university studies. These habits areconsidered by many faculty members to bemore important than specific contentknowledge. The habits of mind includecritical thinking, analytic thinking andproblem solving; an inquisitive nature andinterest in taking advantage of what a researchuniversity has to otTer; the willingness toaccept critical feedback and to adjust based onsuch feedback; openness to possible failuresfrom time to time; and the ability and desireto cope with frustrating and ambiguouslearning tasks. Other critical skills includethe ability to express one's self in writingand orally in a clear and convincingfashion; to discern the relative imponanceand credibility of various sources ofinformation; to draw inferences and reachconclusions independently; and to usetechnology as a tool to assist the learningprocess rather than as a crutch.

This document is designed to answer onequestion: What must students know and beable to do in order to succeed in entry-leveluniversity courses? It is a diffiallt questionbecause admissions requirements only hintat what is actually expected once studentsreach college. Traditional measures of highschool achievement do not necessarilyaddress this question very well eitherbecause they reflect each individual highschool's notions of what constitutes collegereadiness. Even the best, brightest and mostdiligent high school students who easilymeet admission requirements may findthemselves struggling in entry-level courses.They may be eligible for admission and stillnot be prepared to succeed.

Knowledge and Skills for UniversitySuccess, developed by Standards for Success(S4S), is the result of a two-year study inwhich more than 400 faculty and staffmembers from twenty research universities,all members of the Association of AmericanUniversities (MU), participated in extensivemeeti"S' and reviews designed to identifywhat students must do to succeed in entry-ievel cowses at their institUtions. Nationalacademic content standards documents wereanalyzed and used for comparison. Multiplepeer reviews were employed to hone thestandards and ensure their validity, whileconsultants with expertise in standardsdevelopment contributed suggestions forimprovement. The resulting statementsrepresent the most comprehensive andthoroughly grounded set of standards forcollege success yet developed

The specific content lmowledge identifiedin this document should be considered inrelation to these overarching attributes andskills. Understanding and mastery of thecontent lmowledge s~ed here is achieved

The standards presented here are designedto create a new way to view college

9

Introduction 9A report from St4ndards for Success

the skills that rut across thedisciplines within the areaalong with accompanyinglistinS' of the key knowledgeattributes for a number ofdisciplines within the area.

through the exercise of broader cognitiveskills. (t is not enough simply to knowsomething; the learner must possess theability to do something with thatknowledge, whether it is to solve a problem,reach a conclusion or present a point ofview. This plexus of content knowledge andcognitive skills is what an education at anAmerican research university (and manyother institutions of higher education)seeks to develop.

.Success- as defined by these standardsmeans the ability to do well enough incollege entry-level core academic courses tomeet general education requirements and tocontinue on to major in a particular area.These two levels of success are denoted hereby identifying separate standards: thoseintended for all students versus thoseintended for students wishing to major inthe particular area of study.

The arts seCtion adopts aunique approach, due to thefact that arts classes do not fitas easily into the model ofentry-level classes. Anscourses may be experiencedfor the first time by studentsat any point in theiracademic careers, making itmore difficult to identifycourses associated with first- David T. Conley. Ph.D..year students. Additionally, Director, Standards for SucCeIIthe arts are uniquely complexin a number of other ways. First. the artscan be divided initially into theperforming arts, where one performs orcreates an artistic product; and artsappreciation, where one learns to enjoy orunderstand the arts. Second, areas withinthe arts require distinctly differenttechnical skills. Music, art, dance andtheatre have more distinct skill sets andknowledge than do biology and chemistry,or geography and history. Therefore, thearts standards are organized by area basedon abilities derived from national artsstandards documents and the expressedvalues of arts faculty.

Success in a university is different fromsuccess in high school in another importantway. Universities facilitate greaterspecialization than high schools. Therefore.some students may find that they are ableto succeed in college even though theirmastery in some areas of Knowledge andSkills for University Success is less welldeveloped than in others. Students do notneed to master all standards contained inthis document at the same level. However,the more of the standards that a student hasmastered, the more options the student willhave and the more successful the student islikely to be during the all-important initialyear of college.

The knowledge and skills standardsenumerated in this doaIment are generalstatements of expectations. The level ofchallenge required to meet any particularstandard may be somewhat unclear withoutfurther definition. The necessary skill levelcould be interpreted anywhere from anentering student to a college graduate. Tohelp clarify the level of expeaation, acompanion qoaIment includes examples ofthe work students produce when they meetthe standard. The university work sampledocument is available by order (see page 6

This document comprises six sections,each representing an academic content area.English, mathematics and second languagescapture a relatively clear and distinct set ofattributes assodated with each respectivediscipline. Natural sciences and socialsciences reflect the complexity of these areas,each of which encompasses a series ofdistinct academic disciplines. The standardsin these tWo content areas are grouped into

10

10 1ntroductionA project of the AAU & The Pew Charitable Dusts

and grades to knowledge and skills. Whileperfect agreement may never be achieved.the process of seeking agreement will helpclarify for students and teachers alike. atboth the high school and postsecondarylevels, what is expected and needed forsuccess in college. To the degree that thesematerials further such a process, they willhave achieved their goal.

As more and more states adopt academiccontent standards and accompanyingassessment systems, the requirements forpostsecondary success become increasinglyimponant to understand. State high sdloolstandards and tests should have somerdationship to university success, given thatdose to two-thirds of American high sdloolgraduates go on direaly to some form ofpostsecondary education. Most importandy,the skills students devdop to do well on stateassessments should bear some relationshipto the knowledge and skills for univeISitysuccess. The standards contained in thisdocument are designed to help create abetter conneaion between high sdlool and

university expectations.

Whether you are a student. parent.teacher or farolty member. I invite you toexplore these materials in order to gaingreater insight into what is required foruniversity success. The accompanying CO-RaM contains specific recommendationsand activities different audiences canpursue to put these standards into practice.I encourage you to make use of thesematerials in order to help improve thepreparation and success of students as theymove from high school to college.

for details). The accompanying CD-ROMalso contains a complete set of work samplesspanning the standards. These illustrationshelp ground the standards' expectation level.

American research universities arecomplex, diverse environments. Not everyfaculty member will necessarily agree withevery one of the Knowledge and Skills forUniversity Success standards. In fact, spiriteddebate typifies American higher edu'cation.Therefore, the standards enumerated hereshould be considered a starting point for acontinuing dialog about what is expected ofentering students. This dialog will help shiftthe focus of discussion from course tides

U c-:..1~,C~DavidT. Conley, Ph.D.DirectorStandards for Success

11

Participants 11A report from Standards for Success

Admissions OfficersAdvisory Group

(Affiliation at time of

panicipation)

Michael Behnke. Ph.D..

Vice-President.University of Chicago

Jack Blackburn.Dean of Admissions.University of Virginia

Bill Kolb.Director of Admissions.University of Florida

Bob Laird, Ph.D.. Chair.former director of

undergraduate admissions.UniVersity of California.

Berkeley

Gigi Lamens.Vice-President of EnrollmentManagement. Hofstra

University

Jerry Lucido. Ph.D..Vice Provost for EnrollmentManagement andDirector of Admissions.University of North Carolina

Martha Pitts.Director of Admissions.University of Oregon

Wayne Sigler. Ph.D..Director of Admissions.University of Minnesota

Ted Spencer. Ph.D..Director of Admissions.University of Michigan

Ruth Vedvlk. Ph.D..Director of Admissions.University of Illinois

Bruce Walker. Ph.D..Director of Admissions.ASIOdate Vice-Presidentfor Swdent Affairs.University of Texas

Sponsoring

Endorsing

Mary Sue Coleman. Ph.D..President.The University of Iowa

Frederic Dietridt. Ph.D..Vice-President.The College Board

Melvin George. Ph.D..President Emeritus.University ofMissouri

Gerardo Gonzalez. Ph.D..Dean, School of Education.Indiana University

Michael Kirst. Ph.D..Professor.School of Education.Stanford University

Ronald Latanision. Ph.D..Chair.Professor. Material Sciencesand Engineering.Massadtusetts Instituteof Technology

David Loganecker. Ph.D..Executive Director.Western InterstateCommillion for HigherEducation

Wayne Maron. Ph.D..Director. State EducationAssessment Center. Council ofChief State School Officers

Esther Rodriguez. J.D..Director of DevelopmentEducation Commillionof the States

Dale Vigil. Ph.D..Area Su~rintendent.Los Angeles UnifiedSchoolDistria

11m Waters. Ed.D..C.E.O.. Mid-continentRacardt for Education and

Learning

RobenWeisbuch. Ph.D..PresidentTheWoodrowWilson National FellowshipFoundation

Duncan Wyse. Ph.D.,President.Oregon Business Council

Standards for SuccessDavid T. Conley. Ph.D..Director

Terri Heath. Ph.D..Research Associate andProject Coordinator

Fran~iae Bodone. Ph.D..R£Iearch Associate andData Analysis Coordinator

Project AdvisoryBoard

(Affiliation at time ofpanidpation)Betsy Brand, Co-Director,American Youth Policy Forum

Donald Cantenaen,Vice-President.American CoU. Testing

Chris Croll, fonner president.Coundl for Basic Education

1Z

Founding Partners

UniversitiesHarvard UniversityIndiana UniversityMassachusetts InmttJte of

TedtnologyNew York UniversityPennsylvania State UniversityRire UniversityRutgers. The State University

of New JerseyUniversity of California,

BerkeleyUniveBity of IllinoisThe University of IowaUniversity of MidtiganUniversity of MinnesotaUniversity of MissouriUniversity of NebraskaUniversity of OregonUniversity of Southern

CaliforniaUniversity of Wisconsin

UniversitiesCarnegie Mellon UniversityCase Western Reserve

UniversityDuke UniversityStanford UniwrsityUniversity of NOM CarolinaUniversity of California.

Los AngelesUniversity of MarylandUniversity of VirginiaWashinglOn University in

St. Louis

Aasociation of AmericanUnivel1ities

The Pew Charitable Trusts

22 EnglishA projea of the AAU & The Pew Charitable 1hlStS

A.7.. recognize and comprehendnarrative tenninology andtechniques. such as authorversus narrator, stated versusimplied author and historicalversus present-day reader.

B. Successful students use reading skillsand strategies to understandinformational texts. They:

I. Reading & Comprehension

A. Successful students employ readingskills and strategies to understandliterature. They:

8.1

8.2.

B.3.

understand instruaions forsoftware. job descriptions.college applications, historicaldocuments, g~mentpublications, newspapers andtextbooks.

use monitoring and self-correction, as well as readingaloud as means to ensurecomprehension.understand vocabulary andcontent, including subject-areaterminology; connotative anddenotative meanin~; andidiomatic meanin~.

exercise a variety of stIategies tounderstand the origins andm~ of new word,.including recognition of cognatesand contexttJal clues.

A.2.

8.4.

A.3.

A.4.

engage in an analytic process toenhance comprehension andcreate personal meaning whenreading text. This includes theability to annotate, question,agree or disagree, summarize,critique and formulate apersonal response.make supported inferences anddraw conclusions based ontextual features, seeking suchevidence in text, format,language use. expositorystructures and aIgUments used.

use reading skills and strategiesto understand a variety of typesof literamre. such as epic pieces(for instance. the Iliad) and lyricpoems. as well as nanativenovels and philosophical pieces.

understand plot and characterdevelopment in literature,including character motive,causes for actions and thecredibility of events.

identify basic beliefs,perspectives and philosophicalassumptions underlying anauthor's work. This includesidentifying points of view,attitudes and the valuesconveyed by specific use oflanguage.exercise a variety of strategies tounderstand the origins andmeaDinS' of new words,including analysis of word rootsand the detemtination of wordderivations.

C. Successful students are able tounderstand the definingcharacteristics of texts and torecognize a variety of literary formsand genres. They:

C.I. comprehend the salientcharacteristics of major typesand genres of texts. such asnovels, short stories. horrorstories, science fiction.biographies, autobiographies.poems and plays.

C.2 understand the fomlalconstraints of different types oftexts and can distinguishbetween, for example. aShakespearean sonnet and apoem written in free verse.

C.3. are able to discuss withunderstanding the effects of an

13

. = Items with an asterisk are those expected of

students who plan to major in these fields of study(Engiish, comparative literature, writing).

English 23A ~ from Standards for Success

C.4.

c.s.

E. Successful students are able to discusswith understanding the relationshipsbetween literature and its historicaland social contexts. They:

E.l. know major historical events thatmay be encountered in literaUJre.

E.2. demonstrate familiarity with theconcept that historical, socialand economic contexts influencefonn, style and point of view;and that social influences affectan author's desaiptions ofd1aIaaer, plot and setting.

E.3. demonstrate familiarity withthe concept of the relativity ofall historical perspectives,including their own.

E.4. are able to discuss withunderstanding the relationshipsbetween literature and politics,including the politicalassumptions underlying anauthor's work and the impact ofliterature on politicalmovements and events.

author's style and use of literarydevices to influence the readerand evoke emotions. Thisincludes devices such asimagery, characterization,choice of narrator, use ofsound, formal and informallanguage, allusions, symbols,irony, voice, flashbacks,foreshadowing, time andsequence and mood.

are able to identify archetypes,such as universal destruction,journeys and tests andbanishment which appearacross a variety of types ofliterature, including Americanliterature, world literature,myths, propaganda andreligious texts.

are able to discuss withunderstanding themes such asinitiation, love and duty,heroism and death and rebirththat appear across a variety ofliterary works and genres.

use aesthetic qualities of style,such as diction or mood, as abasis to evaluate literature thatcontains ambiguities, subtletiesor contradictions.

o. Successful students are familiar with arange of world literature. They:

0.1. demonstrate familiarity withmajor literary periods ofEnglish and American literawreand their characteristic fonDS,subjects and authors.

0.2. demonstrate familiarity withauthors from literarytraditions beyond the English-speaking world.

0.3. demonstrate familiarity withmajor works of literatureproduced by American andBritish authors.

14

24 EnglishA project of the AAU & The Pew Charitable 1hlSlS

A.3. demonstrate consistent, correctand appropriate pronounagreement and the use ofdifferent types of clauses andphrases. including adverbclauses. adjective clauses andadverb phrases.

F. Successful students are able to readand interpret visual images, includingcharts and graphs. They:

F. 1. identify the primary elementsof the types of chans. graphsand visual media that occurmost commonly in texts.

F.2. interpret accurately the contentof chans. graphs and visualmedia that occur in texts.

B. Successful students know conventionsof punctuation and capitalization. They:

B.1. use commas withnonrestrictive clauses andcontrasting expressions.

B.2. use ellipses. colons. hyphens,semi-colons, apostrophes andquotation marks correctly.

B.3. capitalize sentences and propernouns correaly.

B.4. consistently avoid run-onsentences and sentencefragments.

II. WritingA. Successful students apply basic

grammar conventions in an effort towrite dearly. They:

A.l. identify and use correctly andconsistendy parts of speech,including nouns. pronouns,verbs, adverbs, conjunctions,prepositions, adjectives andinterjections.

A.2. use subject-verb agreementand verb tense consistentlyand correctly.

15

English 25A ~ /n1m St4Jldards fi1r S~

D.7.. use a style manual such as theModem Language Association(MLA) or the AmericanPsychological Association (APA)to apply writing conventionsand to create documentationformats in a manner consistentwith the manual.

C. Successful students know conventionsof spelling. They:

C.l. use a dictionary and otherresources to spell new,unfamiliar or difficult words.

C.2. differentiate between commonlyconfused terms. such as -its- and-it's- or -affect- and -effect..

C.3. know how to use the spell-dtecker and grammar dteckfunction in word processingsoftwaR while understanding thelimitations of relying upon thesetools.

E. Successful students use writing tocommunicate ideas. concepts. emotionsand descriptions to the reader. They:

E. 1. know the difference betWeen atopic and a thesis.

E.2. articulatt a position through athesis statement and advanceit using evidence. examplesand counterargumtnts that arerelevant to the audience orissue at hand.

E.3. use a variety of methods todevelop arguments. includingcompare-contrast reasoning;logical arguments (inductive-deductiw); and altrmationbetWeen general and specific(e.g.. connections betWeenpublic knowledge and personalobservation and ~ence).

E.4. write to persuadt the reader byanticipating and addressingCOUDteIargumeI\ts. by usingrhetorical devices and bydeveloping an accurate andexpressiw style ofcommunication that moyesbeyond mechanics to add flairand elegance to writing.

E.S. use a variety of strategies toadapt writing for differentaudiences and purposes. suchas including appropriatecontent and using appropriatelanguage. style. tone andstructure.

£.6. distinguish between fonnal andinformal styles. for example.betWeen academic essays andpersonal memos.

D. Successful students use writingconwntions to write clearly andcoherently. They:

0.1. know and use sewral pre-writing strategies. includingdeveloping a focus; determiningthe purpose; planning asequence of ideas; usingStrUaured overviews; andcreating outlines.

0.2. use paragraph StrUcture inwriting as manifestrd by theability to construct coherentparagraphs and arrangeparagraphs in logical order.

D.3. use a variety of sentencestructures appropriately inwriting, including compound.complex. compound-complex.parallel, repetitive andanalogous sentence StrUaures.

D.4. present ideas to achieve overallcoherence and logical flow inwriting and use appropriatetedmiques such as tranSitionsand repetition to maximizecohesion.

0.5. use words correctly; use wordsthat mean what the writei'intends to say; and use a variedvocabulary.

0.6.. demonsuate development ofa controlled yet unique styleand voice in writing whereappropriate.

16

26 EnglishA project of the MU &I The Pew ChAritable Thlsts

III. Research Skills

A. Successful students understand anduse research methodologies. They:

A.i. formulate research questions,refine topics. develop a plan forresearch and organize what isknown about the topic.

A.l. use researd1 to support anddevelop their own opinions. asopposed to simply restatingexisting information or opinions.

A.3. identify claims in their writingthat require outside support orverification.

A.4.. identify through research themajor concerns and debates ina given community or field ofinquiry and address these intheir writing.

E. 7 . ~ appropriate strategies andfonnats to write personal andbusiness conespondence.including appropriateorganizational pattenu. fonnallanguage and tone.

E.8.* ~ appropriate strategies towrite expository essays thatemploy supponing evidence; useinfonnation from primary andsecondary sources; incorporatecharts. graphs. tables andillustrations where appropriate;anticipate and address readers'biases and expectations; andexplain temnical tenns andnotations.

E.9.* use strategies to write fictional,autobiographical. andbiographical narratives thatinclude a well-developed pointof view and literary elements;present events in logicalsequence; convey a unifyingtheme or tone; use concrete andsensory language; and paceaction.

B. Successful students know how to finda variety of sources and use them

properly. They:

B.l. collect information to develop atopic and suppon a thesis.

B.2. understand the differencebetWeen primary and secondarysources.

B.3. use a variety of print orelectronic primary andsecondary sources includingbooks. magazines. newspapers,journals, periodicals and theInternet.

B.4. understand the concept ofplagiarism and how (or why) toavoid it and understand rulesfor paraphrasing, summarizingand quoting, as well asconventions for incorporatinginformation from Internet-based sources in particular.

B.5. evaluate sources of informationlocated on the Internet inpanicular to ascenain theircredibility, origin. potentialbias, and overall quality.

B.6. select relevant sources whenwriting researdt papers andappropriately include

F. Successful students both use andprioritize a variety of strategies torevise and edit written work toachieve maximum improvement inthe time available. They:

F.1. employ basic editing skillsproficiently to identifyobvious mechanical errors,clarify and improve thestructure of the piece andsharpen language andmeaning.

F.2. review ideas and structure insubstantive ways to improvedepth of information and logicof organization.

F.3. reassess appropriateness ofwriting in light of genre,purpose and audience.

F.4. use feedback from others torevise written work.

17

English 27A ~ from Standards for Success

A.2.*information from such sources;logically introduce andincorporate quotations;synthesize information in alogical sequence; identifydifferent perspectives; identifycomplexities and discrepanciesin information; and offersupport for conclusions.evaluate sources critically,discerning the quality of thematerials and qualifying thestrength of the evidence andarguments, as well asdetermining credibility,identifying bias and perspectiveof the author and using priorknowledge of the source.

demonstrate an ability to makeconnections between thecomponent parts of a text andthe larger theoretical structures,including presupposition,audience. purpose. writer'scredibility or ethos, types ofevidence or material being usedand style.

B.7.-8. Successful students demonstrate the

ability to think independently. They:

8.1. are comfortable formulatingand expressing their own ideas.

8.2. support their arguments withlogic and evidence relevant totheir audience and thatexplicates their position as fullyas possible.

8.3. understand fully the scope oftheir arguments and the claimsunderlying them.

8.4. reflect on and assess thestrengths and weaknesses oftheir ideas and the expressionof those ideas.

IV. Critical Thinking Skills

A. Successful students demonstrateconnective intelligence. They:

A.I. are able to discuss withunderstanding how personalexperiences and values affectreading comprehension andinterpretation.

18

Mathematics 31A ~ from Standards for SUCCftI

Often. coll~-level mathematia counesrequire that students work in groups. While itis imponant to be able to work df~ywith peen. students must also ~ theskills necessary to approadt mathematicalproblems on their own; independent ofclasses. group projects and workenvironments. Doing so will help sttldentsget the most from group activities. Bothsituations are valuable-as are the skills towork within them.

I. Computation

A. Successful students know basicmathematical operations. They:

A.I. apply arithmetic operations withfractions and integers (e.g., addand subtraa by finding acommon denominator, multiplyand divide. reduce and performlong division without acalculator).

A2. use exponents and scimtificnotation.

A3. use radicals correctly.

A4. understand relative magnitude.

AS. calculate using absolute value.

A.6. use the correct order ofarithmetic operations,panicularly demonstratingfacility with the Distributive Law.

Students often experience anxiety whenconfronted with a mathematical problem.even when encountering mathematicaltmninology. Persistence is invaluable in thequest for correct answers to a problem. and itis vital to tolerate ambiguity on the road tosolution. Interestingly enough. some faa1ltyexpressed a concern about stUdents being tooconfident in their ~ ImCNfledge andskills. Students are sometimes naively

confident. preventing themselves fromengaging in the mathematical process.finding other solutions and estimating orquestioning the viability of their results.

Mathematical problems rarely haveinstant or quick solutions and oftenrequire long periods of time before asolution can be found. Sustainedinquiry-engaging in the process for morethan a shon time-is an imponant pan ofthe process when solving a problem orwriting an exam. Successful studentsunderstand that math is an academicactivity that requires time. sustainedengagement. patience and persistence.

When students praaice multiplying and adding

by hand for a long time, they get a feel for whatnumbers are. Now, by overusing the calculator.

simple operations are gone. Mental calculations

help develop a feel for math. Going to thecalculator too soon is a problem.

Faculty Viewpoint

19

. - Items with an -en. att thme expected ofSwdmll who plan to major in Ibex fields of study(mathematics. computer science. statistia).

32 MathematicsA project of the AAU & The Pew ChtJritabllThlSts

110

A. 7.. know tenninology for complexnumbers. integers. rationalnumbers, irrational numbersand complex numbers.

c.3. use alternative symbolicexpressions, partirularlyalternatives to X (e.g., letters ofthe Greek alphabet that do notalready have specific scientificor mathematical meanings).B. Successful students know and carefully

record symbolic manipulations. They:

B.l. understand the uses ofmathematical symbols as well asthe limitations on theirappropriate uses (e.g.. equalsigns. parentheses. superscriptsand subscripts).

C. Successful students know anddemonstrate fluency withmathematical notation andcomputation. They:

C.l. correctly perfonn addition,subtraction, multiplication anddivision that includes variables.

C.2. perfonn appropriate basicoperations on sets (e.g., union,intersection, elements of,subsets and complement).

II. AlgebraA. Successful students know aod apply

basic algebraic concepts. They:

A.l. use the distributive propeny to

multiply polynomials.A.2. know how to compose and

decompose functions and how tofind inverses of basic functions.

A.3. simplify and perform basicOpeIations 00 rationalexpressions. including findingcommon denominators (e.g..add. subtract. multiply and

divide).A.4. understand exponents, roots

and their properties (e.g..(x2)(x3)=X5 and (-Ix)3 = x3/2»).

20

Mathematics 33A report from Standards for Success

A.5.

A.6..

c.2.

C.3.

know basic theorems ofexponents and roots.

understand logarithms (to bases2, 10 and e) and their properties.

divide low degree polynomial~(e.g., long division).know basic theorems oflogarithms.factor polynomials (e.g.,difference of squares, perfectsquare trinomials, difference oftwo cubes and trinomials suchas x2 + 3x + 2). c...

B. Successful students use variousappropriate techniques to solvebasic equations and inequalities.They:

c.s.

B.l

solve the equation 0 :(x+3)(x+I); or evaluate thefunction f(x): (x+3)(x+I) at x: -I.

understand that the concept ofa function has a specificdefinition beyond being a typeof algebraic expression.

represent functions, patternsand relationships in differentways (e.g., statements, formulasand graphs).

understand the algebraiclanguage and notation forfunctions (e.g., domain andrange).understand a variety of functions(e.g., polynomial, rational,exponential, logarithmic andtrigonometric) and properties ofeach.

8.2.

8.3.

8.4.

D. Successful students understand therelationship between equations andgraphs. They:

D.1. understand basic forms of theequation of a straight line andhow to graph the line withoutthe aid of a calculator.

D.2. understand the basic shape ofa quadratic function and therelationships between the rootsof the quadratic and zeroes ofthe function.

D.3. know the basic shape of thegraph of exponential and logfunctions, includingexponential decay.

solve linear equations andabsolute value equations.solve linear inequalities andabsolute value inequalities.solve systems of linearequations and inequalitiesusing algebraic and graphicalmethods (e.g., substitution,elimination, addition andgraphing).solve quadratic equations usingvarious appropriate methodswhile recognizing realsolutions. This includes:

B.4a. factoring.B.4b. completing the square.B.4c. the quadratic formula.

C. Successful sUldents distinguish betweenand among expressions. fonnulas.equations and functions. They:

C.l. know when it is possible tosimplify. solve. substiUlte orevaluate equations andexpressions and when it is notpossible. For example. expand.but do not solve. the expression(x+3)(x+l); substiUlte a - 3. b =4 into the fonnula a2 + b2 = c2;

E. Successful students understandalgebra well enough to apply itprocedurally and conceptually to arange of common problems. They:

E.1. recognize which type ofexpression best fits the context ofa basic application (e.g., linearequation to solve distance/timeproblems; quadratic equation toexplain the motion of a fallingobject; or compound interest asan exponential function).

21

34 MathematicsA project of the MU & The Pew Charitable Trusts

A.4.. know and use identities for sumand difference of angles (e.g.,sin (x % f), cos (x % y») and usedouble and half angle fonnulas.

F. Successful students demonstrate theability to work with formulas andsymbols algebraically. They:F. 1. * know formal notation (e.g.,

sigma notation and factorialnotation).

F.2.* know arithmetic and geometricprogressions and series.

IV. Geometry

A. Successful students understand anduse both basic plane and solidgeometry. They:

A.l. know properties of similarity,congruence and parallel linescut by a transversal.

A.2. know how to figure area andperimeter of basic figures.

A.3. understand the ideas behindsimple geometric proofs and areable to develop and write simplegeometric proofs (e.g.. thePythagorean theorem; that thereare ISO degrees in a triangle;and that the area of a triangle ishalf the base times the height).

A.4. solve problems involvingproofs through the use ofgeometric constructions.

A.5. use similar triangles to findunknown angle measurementsand lengths of sides.

III. Trigonometry

A. Successful students know andunderstand basic trigonometricprinciples. They:

A.I. know the definitions of sine.cosine and tangent using righttriangle geometry andsimilarity relations.

A.2. understand the relationshipbetween a trigonometric functionin standard form and itscorresponding graph (e.g..domain, range. amplitUde,periO<L phase shift and ~calshift).

A.3. understand periodicity andrecognize graphs of periodicfunctions. especially thetrigonometric functions.

22

Mathematics 35A report from Standards for Success

A.6. visualize solids and surfaces inthree-dimensional space (e.g.,recognize the shape of a boxbased on a two-dimensionalrepresentation of its surfaces; andrecognize the shape of a conebased on a two-dimensionalrepresentation of its surface).

know basic formulas forvolume and surface area forthree-dimensional objects.

A.7.

8. Successful students know analytic(i.e., coordinate) geometry. They:

8.1. know geometric properties oflines (e.g., slope and midpointof a line segment).

8.2. know the fonnula for thedistance between two points.

8.3. solve mathematical and real-world problems (e.g., ladders,shadows and poles) that involvethe properties of special righttriangles with the Pythagoreantheorem and its converse.

8.4.. recognize geometrictranslations andtransformations algebraically.

V. Mathematical Reasoning

A. Successful students know importantdefinitions, why definitions arenecessary and are able to usemathematical reasoning to solveproblems. They:

A.l. use inductive reasoning in basic

arguments.A.2. use deductive reasoning in basic

arguments.A.3. use geometric and visual

reasoning.A4. use multiple representations

(e.g., analytic. numerical andgeometric) to solve problems.

AS. learn to solve multi-stepproblems.

A6. use a variety of strategies torevise solution processes.

A. 7 . understand the uses of bothproof and counterexample inproblem solutions and are ableto conduct simple proofs.

Successful students understand basicrelationships between geometry andalgebra. They:

C.I. know that geometric objects andfigures can also be desaibedalgebraically (e.g., ax + by = c isthe standard form of a line).

C.2. know the algebra and geometryof circles.

C.3.. know dte algebra and geometryof parabolas and ellipses as aprerequisite to dte StUdy ofcalaIlus.

C.4.. use trigonometry for examplesof dte algebraic/geometricrelationship, including Law of

Sines/Cosines.

23

36 MathematicsA project of the MU & The Pew CMritable 1hlsts

A.S. are familiar with the process ofabstracting mathematicalmodels from word problems,geometric problems andapplications and are able tointerpret solutions in thecontext of these sourceproblems.

E.2.* use calculators for systematictrial-aDd-error problem solving.

plot useful graphs.£.3.-

F. Successful stUdents are able togeneralize and to go from specific toabstract and back again. They:

F.B. Successful students are able to work

with mathematical notation to solveproblems and to communicatesolutions. They:

B.1. translate simple statements intoequations (e.g., -Bill is twice asold as John- is expressed by theequation b-2j).understand the role of writtensymbols in representingmathematical ideas and theprecise use of special symbolsof mathematics.

F.2.

determine the mathematicalconcept from the context of anexternal problem, solve theproblem and interpret themathematical solution in thecontext of the problem.know how to use specificinstances of general faas. as wellas how to look for general resultsthat extend particular results.

C. Successful students know a select listof mathematical facts and know howto build upon those facts (e.g.,Pythagorean theorem; formulas forperimeter. area, volume; andquadratic formula).

G. Successful students demonstrateactive pamcipation in the process oflearning mathematics. They:

G.t. are willing to experiment withproblems that have multiplesolution methods.

G.2. demonstrate an understandingof the mathematical ideasbehind the steps of a solution,as well as the solution.

G.3. show an understanding of howto modify patterns to obtaindifferent results.

G.4. show an understanding of howto modify solution strategies toobtain different results.

G.5. recognize when a proposedsolution does not work. analyzewhy and use the analysis toseek a valid solution.

D. Successful students know how toestimate. They:

D ..1. are able to con~ betweendecimal approximations andfractions.

D.2. know when to use anestimation or approximation inplace of an exact answer.

D.3. recognize the accuracy of anestimation.

D.4. know how to make and useestimations.

E. Successful students understand theappropriate use as well as thelimitation of calculators. They:

E.1. recognize when the resultsproduced are unreasonable orrepresent misinformation.

H. Successful students recognize thebroad range of applications ofmathematical reasoning. They:

H.l. know that mathematicalapplications are used in otherfields (e.g. carbon dating,exponential growth,amortization tables,predator/prey models, periodicmotion and the interactions of

waves).

24

Mathematics 37A report from Standards for Sua;ess

A.3.. understand curve-fittingtechniques (e.g.. median-fit lineand regression line) for variousapplications (e.g., makingpredictions) .

H.2 know that mathematics hasplayed (and continues toplay) an important role in theevolution of disciplines asdiverse as science.engineering. music andphilosophy.

VI. Statistics..A. Successful students apply concepts of

statistics and data analysis in thesocial sciences and natural sciences.

They:

represent data in a variety ofways (e.g., scatter plot. linegraph and two-way table) andselect the most appropriate.understand and use statisticalsummaries data (e.g., standarddeviation. range and mode).

A.

A.2.

.. The majority of math panicipants

indicated that knowled~ of statisticsis not necessarily a prerequisite forsuccess in most enuy-leYel unMrsitymathematics courses. However.participants in other disciplinesidentified knowled~ of statistics asimponant to success in some enuy-leYel courses in the social sciences(e.g.. economics) and sciences (e.g.,biology and ecology). Statistics isbeing included within mathematicsfor organizational conVellience, butshould not be interpreted asequjva1ent to the other fiw areas ofmathematical knowl~ and skill foruniftrsity success in terms of itsimportance in enuy-l~ coliegr:mathematics courses. Statisticsstandards also appear in the naturalsciences and social sciences.

25

Academic Innovations Page 1 of 6

Secretary's Commission on Achieving Necessary Skills(SCANS): Final Report Available

What Work Requires of Schools is the title of the initial SCANS report. This 61 page reportdefines the five competerlcies and three-part foundation that constitute the SCANS skills.Single copies are available for $31.50, plus $4 for handling from: National TechnicalInformation Service (NTIS), Technology Administration, U.S. Department of Commerce,Springfield, VA 22161, 1-800-553-6847. NTIS Order Number: PB92-146711INZ. This productmay also be ordered by fax at (703) 321-8547, or bye-mail at orders@.ntis.fedworld.gov

The SCANS Skills and Competencies: an Overview

The Secretary's Commission on Achieving Necessary Skills (SCANS) was appointed by theSecretary of Labor to determine the skills our young people need to succeed in the world ofwork. The Commission's fundamental purpose is to encourage a high-performance economycharacterized by high-skill, high-wage employment.

The primary objective is to help teachers understand how curriculum and instruction mustchange to enable students to develop those high performance skills needed to succeed in thehigh performance workplace.

SCANS has focused on one important aspect of schooling: what they called "learning a living"system. In 1991, they issued their initial report, What Work Requires of Schools. As outlinedin that report, a high-performance workplace requires workers who have a solid foundation inthe basic literacy and computational skills, in the thinking skills necessary to put knowledgeto work, and in the personal qualities that make workers dedicated and trustworthy.

High-performance workglaces also reQuire other com~tencies: the ability to manage resources, towork amicably and productively with others, to acquire and use information, to mastercomplex systems, and to work with a variety of technologies.

This document outlines both these "fundamental skills" and "workplace competencies'

A Three-Part Foundation

Basic Skills:

Reads, writes, performs arithmetic and mathematical operations, listens and speaks

. A. Reading--locates, understands, and interprets written information in prose and indocuments such as manuals, graphs, and schedules

. B. Wrtting--communicates thoughts, ideas, information, and messages in writing; andcreates documents such as letters, directions, manuals, reports, graphs, and flowcharts

. C. Arithmetic/Mathematics--performs basic computations and approaches practicalproblems by choosing appropriately from a variety of mathematical techniques

. D. Listening--receives, attends to, interprets, and responds to verbal messages andother cues

. E. Sgeaking--organizes ideas and communicates orally

Thinking Skills:

26 9/21/2005http://www.academicinnovations.com/report.html

Academic Innovations Page 2 of 6

Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, andreasons

. A. Creative Thinking--generates new ideas

. B. Decision Making--specifies goals and constraints, generates alternatives, considersrisks, and evaluates and chooses best alternative

. c. Problem Solving--recognlzes problems and devises and implements plan of action

. D. Seeina Things in the Mind's E~e--organizes, and processes symbols, pictures, graphs,

objects, and other information. E. Knowing How to Leam--uses efficient learning techniques to acquire and apply new

knowledge and skills. F. Reasoning--discovers a rule or principle underlying the relationship between two or

objects and applies it when solving a problem

Personal Qualities:

Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty

. A. Resgonsibility--exerts a high level of effort and perseveres towards goal attainment

. B. Self-Esteem--believes in own self-worth and maintains a positive view of self

. c. Sociability-demonstrates understanding, friendliness, adaptability, empathy, and

. D. Self-Management--assesses self accurately, sets personal goals, monitors progress,and exhibits self-control

. E. Integ[jty/Honesty--chooses ethical courses of action

Five Workplace Competencies

Resources:

Identifies, organizes, plans, and allocates resources

. A. Time--Selects goal-relevant activities, ranks them, allocates time, and prepares andfollows schedules

. B. Money--Uses or prepares budgets, makes forecasts, keeps records, and makesadjustments to meet objectives

. C. Material and Facilities--Acquires, stores, allocates, and uses materials or space

efficiently. D. Human Resources--Assesses skills and distributes work accordingly, evaluates

performance and provides feedback

Interpersonal:

Works with others

. A. Participates as Member of a Team--contributes to group effort

. B. Teaches Others New Skills

. C. Serves Clients/Customers--works to satisfy customers' expectations

. D. Exercises Leadership--communicates ideas to justify position, persuades andconvinces others, responsibly challenges existing procedures and policies

2..,.http://www.academicinnovations.com/report.html 9/21/2005

Academic Innovations Page 3 of6

. E. Negotiates--works toward agreements involving exchange of resources, resolvesdivergent interests

. F. Works with Diversity--works well with men and women from diverse backgrounds

Information:

Acquires and uses information

. A. Acquires and Evaluates Information

. B. Organizes and Maintains Information

. C. Interprets and Communicates Information

. D. Uses Computers to Process Information

Systems:

Understands complex inter-relationships

. A. Understands Systems--knows how social, organizational, and technological systemswork and operates effectively with them

. B. Monitors and Corrects Pelformance--distinguishes trends, predicts impacts onsystems operations, diagnoses deviations in systems' performance and correctsmalfunctions

. C. Improves or Designs Systems--suggests modifications to existing systems anddevelops new or alternative systems to improve performance

Technology:

Works with a variety of technologies

. A. Selects Technology--chooses procedures, tools or equipment including computersand related technologies

. B. Applies Technology to Task--Understands overall intent and proper procedures forsetup and operation of equipment

. C. Maintains and Troubleshoots Equipment--Prevents, identifies, or solves problemswith equipment, including computers and other technologies

Glossary of Terms

Basic Skills

Reading:

Locates, understands, and Interprets written information in prose and documents--indudingmanuals, graphs, and schedules--to perform tasks; learns from text by determining the mainidea or essential message; identifies relevant details, facts, and specifications; infers orlocates the meaning of unknown or technical vocabulary; and judges the accuracy,appropriateness, style, and plausibility of reports, proposals, or theories of other writers.

Writing:

Communicates thoughts, ideas, information, and messages in writing; records information

28 9/21/2005http://www.academicinnovations.com/report.html

Academic Innovations Page 4 of6

completely and accurately; composes and creates documents such as letters, directions,manuals, reports, proposals, graphs, flow charts; uses language, style, organization, andformat appropriate to the subject matter, purpose, and audience. Includes supportingdocumentation and attends to level of detail; checks, edits, and revises for correctinformation, appropriate emphasis, form, grammar, spelling, and punctuation.

Arithmetic/Mathern atics:

Arithmetic --Performs basic computations; uses basic numerical concepts such as wholenumbers and percentages in practical situations; makes reasonable estimates of arithmeticresults without a calculator; and uses tables, graphs, diagrams, and charts to obtain orconvey quantitative information.

Mathematics--Approaches practical problems by choosing appropriately from a variety ofmathematical techniques; uses quantitative data to construct logical explanations for realworld situations; expresses mathematical ideas and concepts orally and in writing; andunderstands the role of chance in the occurrence and prediction of events.

Listening:

Receives, attends to, interprets, and responds to verbal messages and other cues such asbody language in ways that are appropriate to the purpose; for example, to comprehend; tolearn; to critically evaluate; to appreciate; or to support the speaker.

Speaking:

Organizes ideas and communicates oral messages appropriate to listeners and situations;participates in conversation, discussion, and group presentations; selects an appropriatemedium for conveying a message; uses verbal languages and other cues such as bodylanguage appropriate in style, tone, and level of complexity to the audience and theoccasion; speaks clearly and communicates message; understands and responds to listenerfeed back; and asks questions when needed.

Thinking Skills

Creative Thinking:

Uses imagination freely, combines ideas or information in new ways, makes connectionsbetween seemingly unrelated ideas, and reshapes goals in ways that reveal new possibilities.

Decision Making:

Specifies goals and constraints, generates alternatives, considers risks, and evaluates andchooses best alternatives.

Problem Solving

Recognizes that a problem exists (i.e., there is a discrepancy between what is and whatshould or could be), identifies possible reasons for the discrepancy, and devises andimplements a plan of action to resolve it. Evaluates and monitors progress, and revises planas indicated by findings.

Seeing Things in the Mind's Eye:

Organizes and processes symbols, pictures, graphs, objects or other information; forexample, see a building from blue print, a system's operation from schematics, the flow ofwork activities from narrative descriptions, or the taste of food from reading a recipe.

29 9/21/2005http://www.academicinnovations.com/report.html

Academic Innovations Page 5 of 6

Knowing How to Learn

Recognizes and can use learning techniques to apply and adapt new knowledge and skills inboth familiar and changing situations. Involves being aware of learning tools such aspersonal learning styles (visual, aural, etc.), formal learning strategies (note taking orclustering items that share some characteristics), and informal learning strategies(awareness of unidentified false assumptions that may lead to faulty conclusions).

Reasoning

Discovers a rule or principle underlying the relationship between two or more objects and.applies it in solving a problem. For example, uses logic to draw conclusions from availableinformation, extracts rules or principles from a set of objects or written text; applies rulesand principles to a new situation, or determines which conclusions are correct when given aset of facts and a set of conclusions.

Personal Qualities

Responsibility

Exerts a high level of effort and perseverance towards goal attainment. Works hard tobecome excellent at doing tasks by setting high standards, paying attention to details,working well, and displaying a high level concentration even when assigned an unpleasanttask. Displays high standards of attendance, punctuality, enthusiasm, vitality, and optimismin approaching and completing tasks.

Self-Esteem:

Believes in own self-worth and maintains a positive view of self; demonstrates knowledge ofown skills and abilities; is aware of impact on others; and knows own emotional capacity andneeds and how to address them.

Sociability

Demonstrates understanding, friendliness, adaptability, empathy, and politeness in new andon-going group settings. Asserts self in familiar and unfamiliar social situations; relates wellto others; responds appropriately as the situation requires; and takes an interest in whatothers say and do.

Self-Management:

Assesses own knowledge, skills, and abilities accurately; sets well-defined and realisticpersonal goals; monitors progress toward goal attainment and motivates self through goalachievement; exhibits self-control and responds to feedback unemotionally andnondefensively; is a "self-starter."

Integrity/Honesty .

Can be trusted. Recognizes when faced with making a decision or exhibiting behavior thatmay break with commonly-held personal or societal values; understands the impact ofviolating these beliefs and codes on an organizations, self, and others; and chooses anethical course of action.

Taken from: What Work Requires of Schools: A SCANS Report for America 2000. TheSecretary's Commission on Achieving Necessary Skills, a publication of the US Department ofLabor, June 1991.

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Academic Innovations Page 6 of 6

@ Academ

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NPS I High School Graduate Profile/ Ad~t Roles Page 1 of 1

Home. SdIOda > High> Northville > Graduate Profile/Adult Roles

High ScTable oj

Graduate Profile/Adult RolesA Northville Public Schools gradate. as envisioned in the graduateprofile/adult roles adopted by the Northville Board of Education in 1994.has demonstrated a mastery of core knowledge and skills to become:

» WelcorrIt Demogr» GradualRolesIt PT A OftChairpersIt School IGoalsIt School!(MEAP d.» MEAP F

. An Analytical Thinker who is a resourceful individual and uses core

knowledge to process and manage information to solve problems.

. An Effective Communicator who comprehends and expresses ideasdearly through various means of communication.

. A Quality Contributor who continually seeks to achieve qualityresults through individual accountability. leadership and/or teamworkusing multiple methods, technologies and resources.

~_~~~'!~7~ ReqfWed . A Continuous Learner who improves self through life-long learning

with a sense of confidence to adapt to change, set and achieve goals.

~NHProfile

. A World Class Citizen who is responsible to self, others and theenvironment as a contributing member of a democratic society in adiverse world.

» NorthvilWebsite

§'~18J 8WJHome I Distrk:t I Schools Iinstrudion I Board of Education I Parents I Employment I C.18nd8S

copyright @ 2004-2005 Northville Public Schools Northville, Michigan USA

32 9/21/2005http://www.northville.k12.mi.us/schools/high/adultroles.asp

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EFFECTIVE COMMUNICATOR

StudentS will master the basic skills of reading. writing. comprehending.listening. and speaking that are critical to daily life. They will communicatewith others in an articulate, effective, and efficient manner.

PROFICIENT PROBLEM-SOLVERStUdents will make good decisions, handle problems and challenges, and thinklogically. They will interpret and process information, assess the current anddesired situations, anticipate the potential outcomes, and solve problems.

INDEPENDENT WORKER AND THINKER

Students will set priorities and goals; identify, assess, and apply availableinformarion; and create options, develop plans of action, and monitor andevaluate their progress.

COOPERATIVE TEAM MEMBER

Students will use effective leadership and group skills to devdop supportiveand cooperative relationships with other students, teachers, and membersof the community. They will understand and respect the contributions ofdiverse cultures.

EFFICIENT TECHNOLOGY-USERStUdents will use technology to research, devdop, and complete classroomassignments and projects. They will demonstrate basic knowledge ofcomputers and softWare.

KNOWLEDGEABLE ABOUT WORLDWIDE ISSUES

Students will have a basic knowledge of world issues, foreign affairs, history,politics, and geography. They will be aware of current events and be able todiscuss issues affecting America and the world. .

RESPONSIBLE CITIZENStudents will contribute their energy, time, and talents to improving thewelfure of themselves and others. They will have a sense of socialresponsibility and participate in the democratic process.

CULTURALLY AWAREStudents will demonstrate knowledge of cultures and regions beyondthe borders of the United States.

40

The Houston Indt;penMnt School District is committed to giving Houstons children the world-class education

they need to compeu and succeed in the 21 st-cmtury workforce and in higher education. HISD has worked with

representativtS from higher education. the local business community, and educational organizations to identify

the knowledge and skills that a student should posstSS to graduate from high school fully prepared to pursueadditional education or to begin their careers. Those attribuus are described in the "HISD Graduate Profile. ..