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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!