Welcome to Tools ‘n Welcome to Tools ‘n TrainingTrainingSession 1Session 1

April 4. 2006April 4. 2006

Presented by: Southern Oregon ESDPresented by: Southern Oregon ESD

Office of Professional Technical EducationOffice of Professional Technical Education

AgendaAgenda• WelcomeWelcome

– TNT Overview- Greg FishwickTNT Overview- Greg Fishwick– Mini-grant payment process: Greg Mini-grant payment process: Greg

FishwickFishwick– Logistics and Schedule: SusanLogistics and Schedule: Susan

• Participant Introductions-Modeling Activity: Participant Introductions-Modeling Activity: Susan RoudebushSusan Roudebush

• New Diploma Overview-Susan RNew Diploma Overview-Susan R• Materials Distribution & Modeling Activity: Materials Distribution & Modeling Activity:

Martha MurphyMartha Murphy• The ELL Perspective: Andreas HoraitesThe ELL Perspective: Andreas Horaites• The Special Education Perspective: Mark The Special Education Perspective: Mark

MoskowitzMoskowitz• Visioning Activity: Susan RoudebushVisioning Activity: Susan Roudebush• Breaking Ranks Introduction & Activity: Breaking Ranks Introduction & Activity:

Susan RoudebushSusan Roudebush• ClosingClosing

TNT and New Diploma TNT and New Diploma OverviewOverview

• Mini-grant payment processMini-grant payment process• TNT OverviewTNT Overview• Logistics and ScheduleLogistics and Schedule

– April 11 – MedfordApril 11 – Medford– April 12 – Klamath FallsApril 12 – Klamath Falls– May 9 – MedfordMay 9 – Medford– May 10 – Klamath FallsMay 10 – Klamath Falls– June 6 – MedfordJune 6 – Medford– June 7 – Klamath FallsJune 7 – Klamath Falls

Introductions: Think of a Introductions: Think of a CRLE You’ve Had: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 New Diploma OverviewOverview

Oregon State Board of Oregon State Board of Education GOAL:Education GOAL:

EachEach student demonstrates the student demonstrates the knowledge and skills necessary knowledge and skills necessary to transition successfullyto transition successfully to to his/her next steps: advanced his/her next steps: advanced learning, work, and citizenship.learning, work, and citizenship.

2004 OUS Fact Book

HOW?HOW?

1.1. Focus on Focus on each and everyeach and every student’s successstudent’s success

2.2. Create high schools that Create high schools that prepare each student for prepare each student for successful transitionssuccessful transitions

3.3. Develop Develop local and regional local and regional systemssystems to support these to support these changeschanges

“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? Why Rigor for All?

• Global competitionGlobal competition• Lack of diversified industrial bases Lack of diversified industrial bases

in many Oregon communities in many Oregon communities • Elimination of many unskilled jobsElimination of many unskilled jobs• Advances in technologyAdvances in technology• Economic need for a strong middle-Economic need for a strong middle-

classclass

Apathy insidiously grips some of Oregon’s best students-Chalkboard projectApathy 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 What Will It Take to Achieve these Needed Achieve these Needed

Changes?Changes?•Personalization of the School Personalization of the School

EnvironmentEnvironment•Collaborative LeadershipCollaborative Leadership•Professional Learning CommunitiesProfessional Learning Communities•Strategic Use of DataStrategic Use of Data•Changing Curriculum, Instruction Changing Curriculum, Instruction

and Assessmentand Assessment

Processes schools develop to

help each student create and

pursue a clear purpose for

learning.

What Is Personalized What Is Personalized Learning?Learning?

The Education Alliance at Brown University

Think of a student Think of a student whose life you whose life you knowknow

you impactedyou impacted

• Share this experience with the Share this experience with the person sitting next to youperson sitting next to you

• That’s personalized learning!That’s personalized learning!

RelationshipsRelationships

““You can’t motivate a You can’t motivate a student you don’t student you don’t know.”know.”

Ted Sizer, Coalition of Essential SchoolsTed Sizer, Coalition of Essential Schools

1. The Personal Ed Plan and Profile 1. The Personal Ed Plan and Profile (PEP)(PEP)

1. 1. Describe personal, academic and career Describe personal, academic and career interestsinterests

2. Describe personal, educational, and career 2. Describe personal, educational, and career goalsgoals

3. Identify 3. Identify next stepsnext steps for HS and beyond for HS and beyond4. Identify and 4. Identify and plan courses and CRLEsplan courses and CRLEs5. 5. Documentation of student progressDocumentation of student progress

toward academic and career goalstoward academic and career goals6. 6. Record of awardsRecord of awards, accomplishments, , accomplishments,

experiences, and skillsexperiences, and skills7. 7. Annual reflectionAnnual reflection of progress towards of progress towards

goalsgoalsWho am I? Where am

I going?How do I

get there?How do I test my ideas?

KEY: KEY: Student monitorsStudent monitors his/her progress; Promotes self-directedness his/her progress; Promotes self-directedness

2. Participate in career-related 2. Participate in career-related learning experiences (CRLE)learning experiences (CRLE)

– Connected to student’s personal education Connected to student’s personal education planplan

– Planned for learningPlanned for learning– Evaluated by self and adultEvaluated by self and adult– Require student reflection Require student reflection

Students connect classroom learning Students connect classroom learning with real life experiences in the with real life experiences in the workplace, community, or school. 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.

•Personal managementPersonal management• CommunicationCommunication• Problem solvingProblem solving• TeamworkTeamwork• Employment foundationsEmployment foundations• Career developmentCareer development

TheseThese “ “New Basic Skills” New Basic Skills” require higher-order require higher-order thinking skillsthinking skills

Career-Related Career-Related Learning Learning Standards Standards (CRLS):(CRLS):include benchmarks for grades 3,5,8, include benchmarks for grades 3,5,8, 10 &12, linked to knowledge and skills 10 &12, linked to knowledge and skills in:in:

Oregon Employer Research Oregon Employer Research Shows:Shows:

• Employers value these skills above Employers value these skills above specific occupational skillsspecific occupational skills

• Employers find far too many entry-level Employers find far too many entry-level job applicants deficient in these skills, job applicants deficient in these skills, and want the public schools to place and want the public schools to place more emphasis on developing these more emphasis on developing these skillsskills

• Failure to equip young people with these Failure to equip young people with these skills has far-reaching consequencesskills has far-reaching consequences

• These skills are best learned when These skills are best learned when included among instructional goals and included among instructional goals and explicitly taughtexplicitly taught

Kathleen Cotton, http://www.nwrel.org/scpd/sirs/8/c015.html

Demonstrate Extended Demonstrate Extended ApplicationApplication

The application and extension of The application and extension of knowledge and skills in new and knowledge and skills in new and complex situations related to the complex situations related to the student's personal/career interests and student's personal/career interests and life goals life goals

Requires evidence collected by the Requires evidence collected by the student demonstrating ability to apply student demonstrating ability to apply knowledge in new environs. knowledge in new environs.

Assessed as a whole, against a Assessed as a whole, against a standard (set of sufficiency or standard (set of sufficiency or proficiency criteria). proficiency criteria).

1 2 3 4 5

Application

Knowledge

1

2

3

4

5

6

Extended Application Framework

Extended Application Extended Application FramedFramed

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

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 School districts provide Comprehensive Guidance and Comprehensive Guidance and Counseling ProgramsCounseling Programs to assure that to assure that students:students:

• Develop decision-making skillsDevelop decision-making skills

• Obtain information about selfObtain information about self

• Understand educational opportunities and optionsUnderstand educational opportunities and options

• Establish tentative career and educational goalsEstablish tentative career and educational goals

• Accept responsibility for own actionsAccept responsibility for own actions

• Develop skills in interpersonal relationsDevelop skills in interpersonal relations

• Utilize school and community resourcesUtilize school and community resources

RIGOR RELEVANCE

RELATIONSHIPS

It’s all

about

for each student’s success

Personalized Learning

Comprehensive guidance & counseling

Extended application

Education plan & profile

CRLS

Career-related learning experiences

Academics

Materials to Support Materials to Support ChangeChange

• New ODE flyers New ODE flyers available to youavailable to you

• Research papersResearch papers• Samples from us Samples from us

and from other and from other schoolsschools

• CD with PPT and CD with PPT and more each time we more each time we meet!meet!

• ActivityActivity

ELL and Special Education ELL and Special Education PerspectivesPerspectives

““High performing schools start by High performing schools start by determining the needs of the determining the needs of the hardest to serve students then hardest to serve students then apply the same principles to apply the same principles to other students. The results is other students. The results is dramatic improvement for all.”dramatic improvement for all.” 11

• Andreas Horaites – ELLAndreas Horaites – ELL• Mark Moskowitz – Special EducationMark Moskowitz – Special Education• Kris Davis, Assistive Technology SpecialistKris Davis, Assistive Technology Specialist• Barbara Franklin, Specialist, Program for Barbara Franklin, Specialist, Program for

Deaf and Hard of Hearing Deaf and Hard of Hearing • Kirby Erickson, Autism SpecialistKirby Erickson, Autism Specialist

1. -Willard Daggett, EdD, International Center for Leadership in Education“Successful Schools: From Research to Action Plans”

Visioning ActivityVisioning Activity

TNT Survey/Activity TNT Survey/Activity BegunBegun

Feedback and Feedback and Your Priorities for Future Your Priorities for Future

SessionsSessions

Questions?Questions?

• See you next week!See you next week!• We are available to We are available to

help you in any way!help you in any way!• Please call:Please call:

– Kathy Ayres: 541-850-Kathy Ayres: 541-850-1660 x21011660 x2101

– Martha Murphy: 541-Martha Murphy: 541-776-8593776-8593

– Susan Roudebush: Susan Roudebush: 541-552-1779541-552-1779