Welcome to Tools ‘n Training Session 1

1. Welcome to Tools ‘n TrainingSession 1 April 4. 2006 Presented by: Southern Oregon ESD Office of Professional Technical Education

2. Agenda • Welcome • TNT Overview- Greg Fishwick • 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

3. 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

4. Introductions: Think of a CRLE You’ve Had: • Skills and abilities you used • What values you used • What did you learn • Occupations related to this experience

5. New Diploma Overview

7. 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

8. HOW? • Focus on each and every student’s success • Create high schools that prepare each student for successful transitions • Develop local and regional systems to support these changes

9. “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

10. 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 middle-class Apathy insidiously grips some of Oregon’s best students-Chalkboard project

11. “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

12. 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

13. What Is Personalized Learning? Processes schools develop to help eachstudent create and pursue a clear purposefor learning. The Education Alliance at Brown University

14. Think of a student whose life you know you impacted • Share this experience with the person sitting next to you • That’s personalized learning!

15. Relationships “You can’t motivate a student you don’t know.” Ted Sizer, Coalition of Essential Schools

16. How do I get there? Where am I going? Who am I? 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 7. Annual reflection of progress towards goals • KEY: Student monitors his/her progress; Promotes self-directedness How do I test my ideas?

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

18. “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.

19. 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

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

21. 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).

22. 6 5 4 3 2 1 Extended Application Framework Knowledge Application 1 2 3 4 5

23. Extended Application Framed

24. Rigor/Relevance Framework Teacher/Student Roles KNOWLEDGE D C Student Think Student Think & Work B A Teacher Work Student Work A P P L I C A T I O N

25. 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.

26. School districts provide Comprehensive Guidance and Counseling Programsto 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

27. It’s all about RIGOR RELEVANCE Extended application Career-related learning experiences CRLS Academics RELATIONSHIPS Personalized Learning Education plan & profile for each student’s success Comprehensive guidance & counseling

28. 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

29. 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 • 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 to Action Plans”

30. Visioning Activity

31. TNT Survey/Activity Begun

32. Feedback and Your Priorities for Future Sessions

33. Questions? • See you next week! • We are available to help you in any way! • Please call: • Kathy Ayres: 541-850-1660 x2101 • Martha Murphy: 541-776-8593 • Susan Roudebush: 541-552-1779