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TNT Session 3. May 2006 Presented by: Southern Oregon ESD Office of Professional Technical Education. Agenda. Review Breaking Ranks CRLES CRLS Collaborative Leadership Activity Assessing our Sessions. Breaking Ranks II. CRLEs Must Be:. C onnected to student’s personal education plan

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Tnt session 3

TNT Session 3

May 2006

Presented by: Southern Oregon ESD

Office of Professional Technical Education


  • Review Breaking Ranks


  • CRLS

  • Collaborative Leadership Activity

  • Assessing our Sessions

Crles must be
CRLEs Must Be:

  • Connectedto student’s personal education plan

  • Reflected upon by the student

  • Learningmust be planned

  • Evaluatedby self and adult

How to implement and integrate crle s into you school
How to Implement and Integrate CRLE’s into You School

  • As class assignments

  • As a requirement of all elective classes

  • Coordinated through a career center

  • Student self-initiated

  • As a summer job, internship, or service learning experience

  • As a job within the school

  • As a project

  • As apart of a club or other extracurricular activity, like a class officer

  • Informational interviews

  • Simulations, like mock trail, model UN

  • As Internet-based investigation into a company or industry

  • A career class can be a CRLE

  • Students serving as teachers’ aides

Tools you can use
Tools You Can Use

  • Classroom Career-related Videos

  • Internship (sample forms)

  • Job Shadow forms

  • Informational Interview forms

Who does what
Who Does What?

  • Student plans, conducts, self-evaluates and reflects

  • Teachers encourage, facilitate and can evaluate

  • Reflection stored

Sample crles and crle planner templates
Sample CRLEs and CRLE Planner Templates

  • Medford’s CIS-based

  • Colton

  • N Clackamas

  • ODE’s

  • Others on disk

C areer r elated l earning standards
Career-Related Learning STANDARDS

  • Personal management

  • Problem solving

  • Communication

  • Teamwork

  • Employment foundations

  • Career development

Crls the new basics
CRLS: The new “Basics”

  • These are the critical thinking skills employers want most1

    • Valued above specific occupational skills

    • Employers hope schools can build these

    • Reflect profound changes in the workplace

    • Far-reaching consequences

  • See OLMIS article in packet and School Improvement Research Series

  • from the NWREL in packet

How to teach crls
How to Teach CRLS

  • Integrated among instructional goals and explicitly taught

  • Democratic instructional practice superior to indoctrinational approaches

  • Classrooms replicate real-world consequences

  • Teachers hold high expectations

  • Teachers facilitate and coach learning versus rather than lecture and order

  • Students assume greater responsibility for own learning

  • Learning is individualized by student learning needs and styles versus regulated by texts and lesson plans

  • Teachers have autonomy for curriculum, classroom design, and instructional approach.

How to help students master the crls
How to Help Students Master the CRLS

  • Academic content areas

  • Advisory Focus

  • Extra-curricular activities

  • Home support

  • Through work experiences, internships, mentorships

  • Potential focus of CRLEs and EAs

How to document crls mastery sample tools
How to Document CRLS Mastery:Sample Tools

  • ODE’s

  • Gilchrist’s

  • Reynolds School District’s

  • Our Senior Portfolio Project’s

  • Hillsboro’s

  • Consider mastery when passing specific courses with “B” or above

Crls scoring sufficiency versus proficiency practice activity on pages 99 111
CRLS Scoring Sufficiency versus Proficiency: Practice Activity on Pages 99-111


  • Review the student packet containing: a Resume, Transcript, and one of several of this student’s EA projects

  • Using the CRLS Evidence Check-off Tool, note evidence of CRLS behavioral indicators

  • Discuss results with full group

Consider using the crls for staff evaluations
Consider Using the CRLS for Staff Evaluations

  • See attached adult CRLS sample, now in use by ODE

  • How would you fare?

Coding your courses for crls
Coding Your Courses for CRLS

  • See CRLS Course Coding Worksheet in Packet

  • Master on CD


  • Complete Breaking Ranks Chapter 3 and code your classes for CRLS—bring draft to next class.

Assessing our sessions
Assessing our Sessions

  • Please complete the Evaluation for Session #3


  • NEXT SESSION: June 9, Medford; May 25 Klamath;

  • Please call with questions:

    • Kathy Ayers: 541-850-1660 x2101

    • Martha Murphy: 541-776-8593

    • Susan Roudebush: 541-552-1779

  • See you soon!