Transcript Understanding the Changing World

Welcome to Tools ‘n Training
Session 1
April 4. 2006
Presented by: Southern Oregon ESD
Office of Professional Technical Education
• Welcome
Agenda
– TNT Overview- Greg Fishwick
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– Mini-grant payment process: Greg Fishwick
– Logistics and Schedule: Susan
Participant Introductions-Modeling Activity: Susan
Roudebush
New Diploma Overview-Susan R
Materials Distribution & Modeling Activity: Martha
Murphy
The ELL Perspective: Andreas Horaites
The Special Education Perspective: Mark Moskowitz
Visioning Activity: Susan Roudebush
Breaking Ranks Introduction & Activity: Susan
Roudebush
Closing
TNT and New Diploma Overview
• Mini-grant payment process
• TNT Overview
• Logistics and Schedule
– April 11 – Medford
– April 12 – Klamath Falls
– May 9 – Medford
– May 10 – Klamath Falls
– June 6 – Medford
– June 7 – Klamath Falls
Introductions: Think of a CRLE
You’ve Had:
1. Skills and abilities
you used
2. What values you
used
3. What did you learn
4. Occupations related
to this experience
New Diploma
Overview
Oregon State Board of
Education GOAL:
Each student demonstrates the knowledge
and skills necessary to transition
successfully to his/her next steps:
advanced learning, work, and citizenship.
2004 OUS Fact Book
HOW?
1. Focus on each and every student’s success
2. Create high schools that prepare each
student for successful transitions
3. Develop local and regional systems to
support these changes
“Change is not required because the
education system has failed…but
because it is based on a century-old
industrial model that did not emphasize
rigorous and relevant curriculum for all,
but rather selecting and sorting
students.”
-Willard Daggett, EdD, International Center for Leadership in Education
“Successful Schools: From Research to Action Plans”
June 2005 Model Schools Conference Presentation
Why Rigor for All?
• Global competition
• Lack of diversified industrial bases in
many Oregon communities
• Elimination of many unskilled jobs
• Advances in technology
• Economic need for a strong middleclass
Apathy insidiously grips some of Oregon’s best students-Chalkboard project
“What is important is that students
enter the global economy able to
apply what they learned in school
to a variety of ever-changing
situations that they couldn’t
foresee before graduating.
This is the mark of a quality
education and a true indication of
academic excellence.”
-W. Daggett, 9/2005 Achieving Excellence through Rigor and Relevance
What Will It Take to Achieve
these Needed Changes?
• Personalization of the School
Environment
• Collaborative Leadership
• Professional Learning Communities
• Strategic Use of Data
• Changing Curriculum, Instruction and
Assessment
What Is Personalized Learning?
Processes schools develop to help
each student create and pursue a
clear purpose for learning.
The Education Alliance at Brown University
Think of a student whose life
you know you impacted
• Share this experience with the person sitting
next to you
• That’s personalized learning!
Relationships
“You can’t motivate a
student you don’t know.”
Ted Sizer, Coalition of Essential Schools
1. The Personal Ed Plan and Profile (PEP)
1. Describe personal, academic and career interests
2. Describe personal, educational, and career goals
3. Identify next steps for HS and beyond
4. Identify and plan courses and CRLEs
5. Documentation of student progress toward
academic and career goals
6. Record of awards, accomplishments, experiences,
and skills
Student monitors
his/her progress;
Promotes self-directedness
7.KEY:
Annual
reflection
of progress
towards goals
Who am I?
Where am
I going?
How do I get
there?
How do
I test my
ideas?
2. Participate in career-related learning
experiences (CRLE)
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Connected to student’s personal education plan
Planned for learning
Evaluated by self and adult
Require student reflection
Students connect classroom learning with real life experiences
in the workplace, community, or school.
“As students begin to root
rigorous learning in the
world of work, schools will
look quite different. Fanned by
students' need to know, the
sparks of learning will fly more
freely both in and out of school.”
-Kathleen Cushman, Lead Researcher, CES, What’s Essential about Learning in the
World of Work. Horace, Vol 14, #1, 9/97.
Career-Related Learning
Standards (CRLS):
include benchmarks for grades 3,5,8, 10 &12, linked
to knowledge and skills in:
• Personal management
• Communication
• Problem solving
• Teamwork
• Employment foundations
• Career development
These “New Basic Skills” require higher-order thinking skills
Oregon Employer Research Shows:
• Employers value these skills above specific
occupational skills
• Employers find far too many entry-level job
applicants deficient in these skills, and want the
public schools to place more emphasis on
developing these skills
• Failure to equip young people with these skills
has far-reaching consequences
• These skills are best learned when included
among instructional goals and explicitly taught
Demonstrate Extended Application
The application and extension of
knowledge and skills in new and complex
situations related to the student's
personal/career interests and life goals
Requires evidence collected by the student
demonstrating ability to apply knowledge in
new environs.
Assessed as a whole, against a standard (set
of sufficiency or proficiency criteria).
Extended Application Framework
6
Knowledge
5
4
3
2
Application
1
1
2
3
4
5
Extended Application Framed
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
Quadrant D requires that students
understand the standard or
benchmark being taught thoroughly,
but they must also conceptualize
and use relevant applications for the
content being covered.
School districts provide Comprehensive Guidance and
Counseling Programs to assure that students:
• 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
It’s all
about
Extended
application
RIGOR
Academics
Career-related
learning experiences
CRLS
Personalized
Learning
RELEVANCE
Education plan
& profile
RELATIONSHIPS
Comprehensive guidance & counseling
for each
student’s succes
Materials to Support Change
• New ODE flyers
available to you
• Research papers
• Samples from us and
from other schools
• CD with PPT and more
each time we meet!
• Activity
ELL and Special Education Perspectives
“High performing schools start by
determining the needs of the hardest to
serve students then apply the same
principles to other students. The results is
dramatic improvement for all.” 1
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Andreas Horaites – ELL
Mark Moskowitz – Special Education
Kris Davis, Assistive Technology Specialist
Barbara Franklin, Specialist, Program for Deaf and Hard of
Hearing
• Kirby Erickson, Autism Specialist
1. -Willard Daggett, EdD,
International Center for Leadership
in Education
“Successful Schools: From Research
Visioning Activity
TNT Survey/Activity Begun
Feedback and
Your Priorities for Future Sessions
Questions?
• See you next week!
• We are available to help you
in any way!
• Please call:
– Kathy Ayres: 541-850-1660
x2101
– Martha Murphy: 541-7768593
– Susan Roudebush: 541-5521779