Transcript Slide 1

GOAL: Each student demonstrates the knowledge and skills necessary to transition
successfully to their next steps: advanced learning, work, and citizenship.
2006-2007 OREGON
DIPLOMA
 Demonstrate
extended
application of
knowledge &
skills
Earn 22+
credits:
English
Math
Social Sciences
Arts or Second
Language
PE
Health
Electives
Participate in
career-related
learning experiences

 Develop an
education plan
& profile

Comprehensive
guidance & counseling
Demonstrate
career-related
knowledge & skills

It’s about
Extended
application
RIGOR
Academics
Career-related
learning experiences
CRLS
Personalized
Learning
RELEVANCE
Education plan
& profile
RELATIONSHIPS
for each
student’s success
Comprehensive guidance & counseling
Personalized Learning
Processes high schools develop to
help each student create and
pursue a clear purpose for
learning throughout their high
school experience.
The Education Alliance at Brown University
DIPLOMA REQUIREMENTS
 Develop
an education plan
 Academic,
personal, & career interests &
goals
 Post-high school plan
 Personal
learning plan
Who am I?
Where am
I going?
How do I get
there?
DIPLOMA REQUIREMENTS
 Build
an education profile
 Documents
student’s progress and
achievement - a “learning profile”
 Student
monitors his/her progress
School districts provide
Guidance and Counseling to help students to:

Develop decision-making skills

Obtain information about self

Understand educational opportunities and options

Establish tentative career and educational goals

Accept responsibility for own actions

Develop skills in interpersonal relations

Utilize school and community resources
Figure 1 aims to include a wide range of different personalized learning options,
beginning at the middle level and extending past graduation.
From:
Breaking Ranks II: Strategies for Leading High School Reform, Appendix 2:
(National Association of Secondary School Principals.
The Personalized Learning Plan
The Education Alliance (Brown University))
Figure 2 represents the same concept applied to all four high school years.
From:
Breaking Ranks II: Strategies for Leading High School Reform, Appendix 2:
(National Association of Secondary School Principals.
The Personalized Learning Plan
The Education Alliance (Brown University))
Figure 3 is an example of Mount Abraham usuing this PLP sequence; an asterisk is attached
to each element that Mount Abraham had to add to make personalized learning coherent
and continuous over four years.
From:
Breaking Ranks II: Strategies for Leading High School Reform, Appendix 2:
(National Association of Secondary School Principals.
The Personalized Learning Plan
The Education Alliance (Brown University))
Relationships
“You can’t motivate a
student you don’t know.”
Ted Sizer, Coalition of Essential Schools
DIPLOMA REQUIREMENTS

Participate in career-related
learning experiences
Students connect classroom learning
with real life experiences in the
workplace, community, or school.
Career-Related Learning Experiences
Required Components:



Connected to student’s education plan
Structured for learning
Evaluation (self-evaluation and by adult)
Career-Related Learning Experiences
Such as.... internships, service
learning, mentorships, field-based
investigations, school-based
enterprises, student leadership,
project-based learning, technologybased…
Rigor/Relevance Framework
6
Knowledge
5
4
3
2
Application
1
1
2
3
4
5
Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
C
D
A
B
APPLI CATI O N
Bloom’s Taxonomy
Reaching for Rigor and Relevance
Evaluation
6
Synthesis
5
Analysis
4
Application
3
Comprehension 2
Awareness
C
D
A
B
1
1
2
3
4
5
Daggett’s Application Model
Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
Assimilation
Adaptation
C
D
Acquisition
Application
A
B
APPLI CAT I O N
Rigor/Relevance Framework
Teacher/Student Roles
K
N
O
W
L
E
D
G
E
C
D
Student
Think
Student
Think & Work
B
A
Teacher
Work
Student
Work
APPLI CAT I O N
Bloom’s Taxonomy
Reaching for Rigor and Relevance
Evaluation
6
Synthesis
5
Analysis
4
Application
3
Comprehension 2
Awareness
C
D
A
B
1
1
2
3
4
5
Daggett’s Application Model
Community Asset
Mapping
Community Asset Mapping
 Asset:
a quality, condition, or entity
that serves as an advantage, support,
resource, or source of strength
 Mapping:
 Learning
to make a survey of
about what your community
has to offer
Community Asset Mapping
A
shift from needs-based (deficit)
to asset-based (capacity building)
Community Asset Mapping
 Define
 What
your community
are the boundaries?
 What are the major demographic
characteristics of your community.
 What - event, feature, product – is your
community known for?
Community Asset Mapping
 Identify
People as Assets
 Knowledge
and skills, talents, interests,
experience
 Resources they own
 Relationships and connections
Community Asset Mapping
 Identify
 Public,
Places as Assets
private, and nonprofit entities
Institutions
Organizations
Businesses
Community Asset Mapping
 Institutions
 Schools,
school district
 Colleges and universities
 Government agencies (local, state, federal)
 Libraries
 Parks and recreational facilities
 Churches, church groups
Community Asset Mapping

Organizations
 Service
clubs
 Business organizations
 Charitable groups
 Political organizations
 Community celebrations committees
 Neighborhood groups
 Sports leagues
 Youth clubs
Community Asset Mapping

Businesses
 Local
media
 Health and fitness clubs
 Healthcare facilities
 Small and large businesses
 Corporations
 Entrepreneurs
 Public entities (e.g. BLM, U.S. Forest Service)
Community Asset Mapping

Whole Assets Approach
 Natural
– e.g. environment and water
 Built – physical things, infrastructure
 Social –aspects of living in a community
 Economic – jobs and economic livelihoods
 Service – e.g. health and educational services