1. Oregon’s School Improvement Colleen Mileham Oregon Department of Education Comprehensive Guidance & Counseling Training, August 20, 2004

2. C reating K-12 schools that enable each student to demonstrate knowledge and skills they will need for successful transitions and post high school success in college, careers and community. Oregon’s School Improvement PURPOSE

3. 4-YEAR COLLEGE/UNIV. COMMUNITY COLLEGE WORKFORCE MILITARY CAREER SCHOOL TRANSITIO NS CITIZENSHIP NEXT STEPS: Middle  High School  Postsecondary Next Steps n. Transition – passage from one place, stage, or subject to another.  moving purposefully toward graduation and beyond.

4. Questions to ponder… What knowledge and skills do students need to be successful in their post high school next steps? What knowledge and skills do students need to be successful in their post high school next steps?

5. Understanding the Changing World Changes in the workplace Changes in the workplace Changes in our understanding of the learning process Changes in our understanding of the learning process Changes in the requirements of citizenship Changes in the requirements of citizenship Changes in students’ life circumstances Changes in students’ life circumstances

6. Understanding The Changing World 1. CHANGES IN THE WORK PLACE : What does the new “knowledge economy” mean? –All Students: jobs for the unskilled are declining wages of high school grads have declined 70% in 20 years wages of high school grads have declined 70% in 20 years skills for work, citizenship, and college readiness are now essentially the same skills for work, citizenship, and college readiness are now essentially the same Tony Wagner, Harvard University

7. Understanding The Changing World CHANGES IN THE WORK PLACE cont. : What does the new “knowledge economy” mean? –New Skills: Learning how to learn Learning how to learn Problemsolving Problemsolving Teamwork Teamwork Tony Wagner, Harvard University

8. The “Basics” Perception Gap Tony Wagner, Harvard University

9. Understanding the Changing World (cont.) 2. CHANGES IN OUR UNDERSTANDING OF THE LEARNING PROCESS –Active Learning: “To understand is to invent”—Montessori, Dewey, Piaget –Diverse Learning Styles—Howard Gardner –Exponential growth of information: Learning how to find, use, and apply knowledge Tony Wagner, Harvard University

10. Understanding the Changing World (cont.) 3. CHANGES IN THE REQUIREMENTS OF CITIZENSHIP: -Critical Thinking: Increasing complexity of issues - Civic Engagement: Need for active and informed citizens 50% decline in voting & involvement in community efforts 50% decline in voting & involvement in community efforts Tony Wagner, Harvard University

11. –Civility: Importance people skills for work and citizenship An increasingly multicultural society requires understanding different perspectives and cultures An increasingly multicultural society requires understanding different perspectives and cultures Students say there is a lack of respect in schools—only 41% say most of their teachers respect them Students say there is a lack of respect in schools—only 41% say most of their teachers respect them Understanding the Changing World (cont.) Tony Wager, Harvard University

12. Understanding the Changing World (cont.) 4. CHANGES IN STUDENTS’ LIFE CIRCUMSTANCES: –Diminished motivation to learn Less fear and respect for authority Less fear and respect for authority Fewer believe hard work = success = happiness Fewer believe hard work = success = happiness “Shopping Mall” culture = passive consumption & instant gratification “Shopping Mall” culture = passive consumption & instant gratification Tony Wagner, Harvard University

13. Understanding the Changing World (cont.) 4. CHANGES IN STUDENTS’ LIFE CIRCUMSTANCES cont.: –Adults less present in students’ lives Students spend as much time alone as with friends Students spend as much time alone as with friends Less than 5% of their time is spent with adults Less than 5% of their time is spent with adults Tony Wagner, Harvard University

14. Resource: Tony Wagner, Making the Grade: Reinventing America’s Schools (New York: RoutledgeFalmer, 2001). www.newvillageschools.org Public Agenda Foundation, “Where We Are Now: 12 Things you Need to Know About Public Opinion & Public Schools” (www.publicagenda.org) www.publicagenda.org Understanding the Changing World

15. Conceptual Framework for High School Improvement RIGOR PERSONALIZED LEARNING RELEVANCE RELATIONSHIPS TEACHING & LEARNING SCHOOL CULTURE & ENVIRONMENT STUDENT TRANSITIONS LEADERSHIP COMMUNITY ENGAGEMENT

16. Processes schools develop to help each student create and pursue a clear purpose for his or her learning throughout their K-12 experience. Personalized Learning The Education Alliance at Brown University

17. Personalized Learning PL prepares each student to set his or her academic direction and gather the knowledge and skills that can make his or her hopes a reality. The Education Alliance at Brown University

18. RIGOR PERSONALIZED LEARNING RELEVANCE RELATIONSHIPS Diploma/CAM/CIM

19. Diploma/CAM/CIM & RIGOR A rigorous curriculum is the bedrock of learning A rigorous curriculum is the bedrock of learning Personalized learning adapts the school environment to ensure that all students meet high standards and acquire the knowledge they need to pursue their own aspirations Personalized learning adapts the school environment to ensure that all students meet high standards and acquire the knowledge they need to pursue their own aspirations Breaking Ranks II: NASSP

20. Are CIM/CAM standards aligned with curriculum & diploma requirements? Are CIM/CAM standards aligned with curriculum & diploma requirements? How can students receive credit for demonstrating proficiency? How can students receive credit for demonstrating proficiency? Do students see a purpose for meeting CIM standards? Do they see a connection to their post high school success? Do students see a purpose for meeting CIM standards? Do they see a connection to their post high school success? Diploma/CAM/CIM & RIGOR

21. To what extent are work samples student-interest driven, based on students/ education (learning) plans? To what extent are work samples student-interest driven, based on students/ education (learning) plans? Diploma/CAM/CIM & RIGOR

22. Diploma/CAM/CIM & RELEVANCE The curriculum has to be both challenging and connected to real world applications The curriculum has to be both challenging and connected to real world applications Engagement in learning has become the hallmark of personalized learning – when students are actively applying what they know Engagement in learning has become the hallmark of personalized learning – when students are actively applying what they know The Education Alliance at Brown University

23. Develop an Education Plan Develop an Education Plan –A personal plan for learning –Based on personal, career, & academic interests & goals –Roadmap for successful transitions to next steps; post high school plan Diploma/CAM/CIM & RELEVANCE

24. Build an Education Profile Build an Education Profile –Documents progress and achievement toward learning goals –Recognizes and communicates accomplishments Diploma/CAM/CIM & RELEVANCE

25. “Building an education profile” Post-high school goals What does my profile communicate about me to others? What are my accomplishments? What progress have I made? Do I need to make adjustment? Next Steps What do I need to prepare for my next step? Where am I going?

26. Extended Application Standard Extended Application Standard Diploma/CAM/CIM & RELEVANCE

27. Extended Application apply and extend academic & career- related knowledge & skills new & complex personal, academic and/or career interests post high school goals

28. Characteristics of Extended Application Requires self-direction and personal management Requires self-direction and personal management Relevant context Relevant context Demonstrates in-depth understanding and skills Demonstrates in-depth understanding and skills

29. “I now have the confidence that I have the skills to design a project by myself and fulfill that project to the end.” Student Reflection

30. Career-Related Learning Standards (CRLS) Career-Related Learning Standards (CRLS) “New Basic Skills” “New Basic Skills” Diploma/CAM/CIM & RELEVANCE

31. Personal management Personal management Problem solving Problem solving Communication Communication Teamwork Teamwork Employment foundations Employment foundations Career development Career development Career-Related Learning Standards

32. “ I don’t think I would have realized the totality of what I accomplished without having to pull all the pieces together into my CAM portfolio.” Student Reflection

33.  Career-Related Learning Experiences Connects academic learning with real life experiences in school, community, and/or workplace Diploma/CAM/CIM & RELEVANCE

34. Such as.... internships, service learning, mentorships, field-based investigations, school-based enterprises, student leadership activities, project-based learning… Career-Related Learning Experiences

35. Diploma/CAM/CIM & RELATIONSHIPS You can’t motivate a student you don’t know

36. Characteristics of student-teacher interactions Recognition Recognition Acceptance Acceptance Trust Trust Purpose Purpose Confirmation Confirmation PERSONALIZED LEARNING Diploma/CAM/CIM & RELATIONSHIPS

37. Comprehensive Guidance and Counseling Comprehensive Guidance and Counseling Learning to learn (Academic) Learning to learn (Academic) Learning to live (Personal/Social) Learning to live (Personal/Social) Learning to work (Career) Learning to work (Career) Learning to contribute ( Community Involvement) Learning to contribute ( Community Involvement) Diploma/CAM/CIM & RELATIONSHIPS

39. Comprehensive Guidance & Counseling Advisories Advisories –Five dimensions of effective advisory programs 1. Purpose - A clearly defined purpose supported by the community.

40. 2. Organization - Organized to fulfill the purpose and ensure personalization. -people and size -time and space -professional development and support -student ownership

41. 3. Content based on the purposes to be achieved, on the nature of the school, and on individual advisors. 4. Assessment to determine whether the purposes are being met. 5. Leadership by an individual or team charged with designing, implementing overseeing, supporting, and assessing the program. Breaking Ranks II, NASSP

42. Diploma/CAM/CIM & LITERACY Literacy skills : Literacy skills : Ability to read, write, speak, listen, think, communicate, use reading & writing to learn, understand complex information Extended application CRLS CRL experiences Academic content Ed plan & profile

43. –Teaching and Learning –School Culture and Environment –Student Transitions –Leadership –Community Engagement Personalized learning requires systemic change…

44. RIGOR RELEVANCE RELATIONSHIPS Academic Standards Education Plan and Profile Guidance and Counseling Extended Application Career-Related Learning Experiences CRLS It’s about for student success Personalized Learning Literacy