|
When a student leaves Quality Schools International (QSI), it is
purposed that each student demonstrate success in specified general
outcomes or behaviors. When a student graduates from a QSI school,
these outcomes are built into the graduation requirements and are
reflected on both the graduation diploma and the student transcript.
These outcomes are also reflected on a continual basis in the
student evaluation reports at all age levels.
These Exit Outcomes fall into three categories: Success
Orientations, Competencies, and Knowledge. Although there are
related and overlapping issues and interdependencies among these
three categories, they may be identified by the verbs 'to be'
(Success Orientations), 'to do' (Competencies), and 'to know'
(Knowledge). They are organized as follows:
I. SUCCESS ORIENTATIONS -
A. Trustworthiness
B. Responsibility
C. Concern for Others
D. Kindness/Politeness
E. Group Interaction
F. Aesthetic Appreciation
G. Independent Endeavor
II. COMPETENCIES -
A. Verbal and Written Communications Skills
B. Numeracy and Mathematical Skills
C. Psychomotor Skills
D. Commercial Skills
E. Artistic and Musical Skills
F. Thinking and Problem Solving Skills
G. Decision Making and Judgment Skills
III. KNOWLEDGE -
A. English/Literature
B. Mathematics
C. Cultural Studies
D. Science
E. Languages other than English
F. Creative and Applied Arts
G. Personal Health & World Environmental Issues
The following pages expand and clarify each sub-heading.
SUCCESS ORIENTATIONS
Quality Schools International considers these success orientations
to be primary indicators of future success in advanced education,
employment, and life in general. Recognition for success in these
seven orientations will be given five times during the school year.
Teachers, students, and parents will be constantly aware that these
are important components of a student's development.
Responsibility for success in these orientations rests first and
foremost in the home; however, they will be actively encouraged and
taught in virtually all areas of the school curriculum, with a view
to making these success orientations a vital part of the students'
life patterns. The school's role is to reinforce the parents'
efforts. Thus, the home and school, working together, can enhance
progress in these universally accepted characteristics of success.
In an attempt to separate academic evaluations from behavioral
evaluations, the success orientations will be evaluated
independently. Thus, the academic outcomes will be evaluated solely
on the basis of student performance on the specified outcomes of the
academic areas.
Evaluations of the success orientations will be limited to
situations in which the student is under the jurisdiction of the
school and will be made by a group of the professional staff for
each student. If there is no evidence that a student is unsuccessful
in a particular success orientation for an evaluation period, he
will be awarded with one success orientation credit which will
appear on the status report as an �S�, which denotes �success�. A
student who demonstrates noteworthy or exemplary positive behavior
in a success orientation will also receive one success orientation
credit, which will appear on the status report with the letter 'E',
which denotes 'exemplary'. A student who is not yet successful in a
success orientation will not receive the due credit for that period.
This will appear on the status report as an �X�, which denotes �not
yet�. The awards given for each student will be reached by a
consensus of the appropriate group of professional staff members.
Each of the following seven success orientations is listed with
specific related behaviors. These behaviors are to be used as guides
to define the meanings of the orientations and to assist the
professional staff in issuing awards in the broad categories. The
status reports will only include the seven broad categories
A. Trustworthiness
1. The Student Will demonstrate honesty by
a) habitually telling the truth and avoiding deception.
b) telling the truth when negative consequences may follow.
c) bringing lost items or money to the teacher or the office.
d) being a person who does not cheat on tests.
e) being a person who is not involved in theft.
2. TSW demonstrate trustworthiness by
a) following a commitment with the appropriate action.
b) promptly accomplishing an errand when requested by a teacher.
c) displaying acceptable behavior when not under teacher
supervision.
d) being a person who is not involved in vandalism.
B. Responsibility
1. TSW demonstrate responsibility by
a) coming to school and to each class on time except when ill or
otherwise excused.
b) bringing appropriate books and materials to class.
c) consistently completing assigned schoolwork in a timely manner.
d) showing organization and cooperation in completing assigned
schoolwork in the prescribed manner (such as name, date, and layout
included as directed).
e) contributing ideas, reports, research, materials, and/or out-of
class involvement that are not assigned.
f) taking proper care of materials and equipment.
g) taking appropriate action to avoid accidents, to avoid misdeeds,
or to aid in a situation of need.
h) being careful in making commitments.
C. Concern for Others
1. TSW demonstrate tolerance for those of other nationalities,
races, religions, cultures, ages, and mental and physical abilities
by
a) being a person who does not make disparaging remarks concerning
those different from himself/herself.
b) joining in group activities with those different from themselves.
c) having friendly associations with those different from
themselves.
2. TSW demonstrate acceptance of others, particularly newcomers, by
a) including them in informal social groups.
b) being a person who does not actively exclude individuals from
group activities.
c) approaching newcomers with a view to making them feel welcome.
3. TSW demonstrate concern for others by
a) avoiding actions or words that hurt another person.
b) actions and/or words of support and/or sympathy for those who are
unhappy or sad.
c) helping others to be successful in their schoolwork, activities,
and play.
d) displaying unselfish behavior.
D. Kindness/Politeness
1. TSW demonstrate kindness by
a) being a person who does not make remarks that put down another.
b) being a person who does not physically abuse others.
c) displaying acts of kindness (sympathy, encouragement,
helpfulness, patience, etc) toward others, particularly fellow
students.
d) giving time and resources to help another in need.
2. TSW demonstrate politeness by
a) being a person who does not exhibit rudeness.
b) using socially acceptable language.
c) displaying acts of courtesy toward others.
E. Group Interaction
1. TSW demonstrate group involvement by actively participating in
activities.
2. TSW demonstrate support of leadership by
a) displaying words and actions that encourage responsible behavior
by others.
b) displaying words and actions which promote learning in a
classroom by others.
c) being a person who does not discourage responsible behavior or
learning by others.
d) assisting the leadership of others by cooperating and being good
followers.
3. TSW demonstrate support of group activities by
a) contributing ideas that are related to the goals of the group.
b) being a person who does not make negative comments that are not
constructive.
c) controlling emotions when discussing different points of view.
d) displaying kindness when expressing an opinion.
e) displaying a cooperative attitude.
F. Aesthetic Appreciation
1. TSW demonstrate an appreciation of nature by
a) not damaging trees and flowers.
b) making positive comments that show appreciation for the beauty of
wildlife, mountains, trees, flowers, stars, etc.
c) creating artwork that illustrates nature.
2. TSW demonstrate an appreciation of orderly surroundings by
a) voluntarily picking up unsightly litter.
b) putting litter in proper receptacles rather than throwing it on
the ground.
c) keeping areas of work and play reasonably neat.
3. TSW demonstrate an appreciation of the beauty of ideas; musical,
artistic, and theatrical creations; mathematical and scientific
concepts; and literary works by
a) making positive comments or written reports.
b) being a person who does not display negative remarks or actions
that show disrespect for such beauty.
G. Independent Endeavor
1. TSW show initiative in engaging in tasks other than those
assigned with a view to 'in-depth' study or activity.
2. TSW consistently set goals that include more than the minimum
effort needed to complete a task.
3. TSW have the opportunity to pursue a particular interest in an
area not in the curriculum or to pursue a curricular area in depth,
having a unit outcome created, evaluated, and credentialed.
4. TSW show initiative in using the library and other resources in
assignments, projects, and homework.
5. TSW show reasonable self-sufficiency in completing assignments,
projects, and homework.
It is not intended that a student must demonstrate all of the
specific behaviors of a particular success orientation in a positive
way in order to receive a credit in it. Rather, they are used as
guides in defining acceptable behavior and in providing consistency
in issuing awards. Some are used to identify exemplary success while
others are helpful in identifying when a success credit is to be
withheld. A success credit is not withheld for some minor
discrepancy. A student must habitually display negative behaviors or
have a major behavioral problem in order to have a success credit
withheld, and this must be agreed upon by consensus in the
appropriate group of professional staff members.
COMPETENCIES
In recent decades there has been a tremendous information explosion
along with scientific and technological advances. Thus it becomes
increasingly important for young people to develop competencies that
give the tools to cope with this age. To become productive
participants in modern society, our students need to gain skills
related to these advances.
Particularly important are the higher order thinking skills. Skills
related to the arts and physical fitness are also important with a
view to beauty and quality of life.
These competencies are taught and evaluated in the school's
curriculum.
Each of the following seven competencies is listed with broad
descriptions of demonstrations of success. These define in general
terms the outcomes considered important which will be taught and
encouraged in a QSI school.
A. Verbal and Written Communication Skills
1. TSW demonstrate effective speech by using correct grammar and
sentence structure.
2. TSW demonstrate effective speech by employing reasonable depth in
the use of vocabulary.
3. TSW demonstrate effective writing skills in essays, reports, and
other written work by using correct grammar, sentence structure,
punctuation, and spelling.
4. TSW demonstrate effective writing skills in essays, reports, and
other written work by careful organization of thoughts and paragraph
structure.
5. TSW demonstrate the use of a language other than English by
speaking, reading, and writing at a level appropriate for at least
two years of secondary level instruction or the equivalent.
6. TSW enhance two-way communications by demonstrating effective
listening skills.
7. TSW demonstrate the ability to prepare neat and efficient written
communications using a keyboard.
8. TSW demonstrate the ability to obtain information from the
library and other sources by conducting research and report writing
which reflects sound library and information-gathering skills.
B. Numeracy and Mathematical Skills
1. TSW demonstrate facility in the use of numbers in counting,
measuring, estimating, and telling time.
2. TSW demonstrate computational skills by correctly adding,
subtracting, multiplying, and dividing real numbers.
3. TSW demonstrate computational skills by using an electronic
calculator for addition, subtraction, multiplication, division,
finding square roots, and finding percentages.
4. TSW correctly use the metric system in measuring length, mass,
and volume.
5. TSW use the concepts of fractions, proportions, ratios, decimals,
and percents, in practical situations.
6. TSW correctly gather information from graphs and tables.
C. Psychomotor Skills
1. TSW participate in physical development activities and
demonstrate an appropriate level of coordination, strength, and
general physical fitness.
2. TSW participate in one or more lifetime sports and/or physical
activities and demonstrate an appropriate level of proficiency.
3. TSW participate in one or more team sports and demonstrate an
appropriate level of proficiency.
4. TSW demonstrate a working proficiency in entering data on a
keyboard.
5. TSW demonstrate success in using equipment (scientific, etc.) and
tools in accomplishing the task or experiment for which the
equipment is designed and in avoiding damage or injury.
D. Commercial Skills
1. TSW correctly use decimal money systems in practical situations
(buying, selling, etc.).
2. TSW demonstrate the ability to use a keyboard (with proper typing
techniques) in preparing neat and organized written communications
and in managing information through the use of computer software.
3. TSW apply knowledge of percents to calculate interest on loans,
discounts on purchases, and various taxes.
4. TSW demonstrate proficiency in personal finance skills including
banking and budgeting.
E. Fine Arts Skills
1. TSW develop music reading and instrument playing skills at an
appropriate level aligned with the student's interest, cultural
background, and innate talent.
2. TSW develop skills in art and in crafts at an appropriate level
aligned with the student's interest, cultural background, and innate
talent.
3. TSW develop skills in drama at an appropriate level aligned with
the student's interest, cultural background, and talent.
F. Thinking and Problem Solving Skills
1. TSW develop logical thought patterns in solving problems.
2. TSW correctly translate word problems to mathematical terms and
equations and then solve the problems.
3. TSW separate information into components and evaluate the use of
each component in leading to conclusions or solutions.
4. TSW evaluate various input information and combine the data to
lead to conclusions or solutions.
5. TSW build upon facts and knowledge using logical thought patterns
in creating new ideas.
G. Decision-making and Judgment Skills
1. TSW develop a logical approach in making decisions.
2. TSW critically evaluate source materials and ask questions such
as 'how?' and 'why?'.
3. TSW develop habits of carefully weighing evidence on all sides of
a dispute, problem, or controversy before making a judgment.
4. In making a judgment, TSW carefully examine the evidence with a
view to eliminating effects of unfounded prejudices.
5. In making a decision or a judgment, TSW carefully examine
information with a view to eliminating effects of unfounded
information produced by the famous, the media exalted, or by those
swept along in the current of popular appeal.
6. TSW make reasonably accurate estimations for numerical problems
and measurements.
KNOWLEDGE
In order for a student to develop competencies, there must exist a
firm foundation of facts and knowledge. Certain facts must be
memorized and used as tools in gaining other knowledge and in
developing competencies. Other knowledge is gained by building upon
and combining fundamental facts and bits of knowledge. This happens
by hearing, seeing, and experiencing in learning situations,
followed by practice and repeated exposure. This happens by
dialogue, questioning, experimentation, risk-taking, and group
activities. This happens by reflection, daydreaming, imagining,
visualizing, and inspiration. No one knows all the ways this
happens.
In the modern world, there has been a vast explosion of knowledge
that continues today! It is impossible to include all knowledge in a
school curriculum. Quality Schools International carefully selects
knowledge considered essential for a person educated in modern
society and concentrates on mastery of these essentials. The
theme "LESS IS MORE" is employed which means that it is better to
engage in the study of less information and gain mastery with a view
to proficient use as applied to higher learning, than it is
to "cover" large amounts of information superficially and without
mastery.
Each of the following seven areas of knowledge is listed with broad
categories of success. These define in general terms the outcomes
considered important by Quality Schools International with a view to
mastery by all of our students.
A. English/Literature
1. TSW develop a vocabulary in the English language that enables one
to pursue higher education.
2. TSW know the rules of grammar, punctuation, and sentence
structure.
3. TSW know how to spell correctly the vast majority of words used
and how to find correct spellings for others.
4. TSW be familiar with selected literature (English and American)
in the English language including fiction, non-fiction, short
stories, poetry, and drama.
5. TSW know how to use the library and other sources of information
in research and report writing.
B. Mathematics
1. TSW know number facts (addition and subtraction facts,
multiplication tables etc.)
2. TSW demonstrate an understanding of geometrical concepts by
solving problems involving geometrical shapes (two and three
dimensions), by solving problems involving measurements, and by
correctly identifying, defining, and using geometrical terms.
3. TSW demonstrate an understanding of algebra by mastery of
algebraic concepts and of solving problems, leading to and including
solving problems involving quadratic equations.
C. Cultural Studies
1. TSW develop a basic knowledge of the political, cultural,
economic, and geographic divisions of the world.
2. TSW be familiar with the development of the great civilizations
in history, including Egyptian, Greek, Roman, Arab, and Chinese.
3. TSW know different forms of government and relate these to
countries in the world.
4. TSW demonstrate an understanding of the economic forces and
economic development of the globe and relate them to different areas
of the world.
5. TSW be familiar with the development of the United States of
America including the main events of its history.
6. TSW be familiar with the history and geography of the country of
the school�s location and the geographical area surrounding the
country.
D. Science
1. TSW know the basics of physical science including the concepts of
and descriptions of motion, force, energy, electromagnetic
radiation, atomic structure, chemical reactions, nuclear energy, and
elementary astronomy.
2. TSW know the basics of earth science including beginning
meteorology, geology, oceanography, and the structure of the earth's
surface.
3. TSW know the basics of biological science including botany,
zoology, anatomy, physiology, ecology, and models of origins of
living things.
4. TSW gain a knowledge of experimental hands-on laboratory
procedures which clarify and confirm scientific concepts and which
give an ability to make independent laboratory tests and
experiments.
E. Languages other than English
1. TSW develop a vocabulary in at least one language other than
English at a level equivalent to or greater than that appropriate
for two years of instruction at the secondary school level.
2. TSW know the rules of grammar, punctuation, and sentence
structure of the same language under the same conditions as in #1
above.
3. TSW know the script, be able to write, and know how to spell
correctly the vast majority of words used in the same language under
the same conditions as in #1 above.
4. TSW be familiar with the culture (including selected literature)
in the same language under the same conditions as in #1 above.
F. Creative and Applied Arts
1. TSW be familiar with the history of the development of classical
music including a selection of world composers and their works and
that of at least one other type of music from any culture.
2. TSW be familiar with the development of an international
selection of great art and architectural works.
G. Personal Health and World Environmental Issues
1. TSW know how to plan a program of exercise and sports activities
with a view to lifetime physical fitness.
2. TSW know what constitutes a nutritional and balanced diet and
will recognize the dangers of eating disorders.
3. TSW know the facts concerning the harmful effects of tobacco,
alcohol, and other drugs.
4. TSW be aware of the effects of overpopulation, pollution,
depletion of the world's resources, and destruction of wildlife and
natural areas.
5. TSW know the habits of good general personal hygiene with a view
to the prevention of disease.
|
