Oregon’s School Improvement Colleen Mileham Oregon Department of Education Comprehensive Guidance...

Oregon’s School Oregon’s School ImprovementImprovement

Colleen MilehamColleen Mileham

Oregon Department of EducationOregon Department of Education

Comprehensive Guidance & Comprehensive Guidance & Counseling Training, August 20, Counseling Training, August 20, 20042004

CCreating K-12 schools that reating K-12 schools that enable enable each studenteach student to to demonstrate knowledge and demonstrate knowledge and skills they will need for skills they will need for successful successful transitionstransitions and post and post high school success in college, high school success in college, careers and community.careers and community.

Oregon’s School Oregon’s School ImprovementImprovement PURPOSE PURPOSE

4-YEAR COLLEGE/UNIV.

COMMUNITY COLLEGE

WORKFORCE

MILITARY

CAREER SCHOOL

TRANSITIONS

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.

Questions to ponder…Questions to ponder…

What knowledge and skills What knowledge and skills do students need to be do students need to be successful in their post successful in their post high school next steps?high school next steps?

Understanding the Understanding the Changing WorldChanging World

Changes in the workplaceChanges in the workplace Changes in our understanding of the Changes in our understanding of the

learning processlearning process Changes in the requirements of Changes in the requirements of

citizenshipcitizenship Changes in students’ life circumstancesChanges in students’ life circumstances

Understanding The Understanding The Changing WorldChanging World

1.1. CHANGES IN THE WORK PLACECHANGES IN THE WORK PLACE: :

What does the new “knowledge economy” What does the new “knowledge economy” mean? mean?

– All StudentsAll Students: jobs for the : jobs for the unskilledunskilled are are decliningdeclining

wages of high school grads have wages of high school grads have declined 70% in 20 yearsdeclined 70% in 20 years

skills for work, citizenship, and college skills for work, citizenship, and college readiness are now essentially the samereadiness are now essentially the sameTony Wagner, Harvard University

Understanding The Understanding The Changing WorldChanging World

CHANGES IN THE WORK PLACE cont.CHANGES IN THE WORK PLACE cont.: :

What does the new “knowledge economy” What does the new “knowledge economy” mean? mean?

– New SkillsNew Skills:: Learning how to learnLearning how to learn ProblemsolvingProblemsolving TeamworkTeamwork

Tony Wagner, Harvard University

The “Basics” Perception The “Basics” Perception GapGap

77%66%

39%33%

74%

0%

20%

40%

60%

80%

100%

Students Teachers Parents Employers Professors

% saying a high school diploma means students have learned the basics (PAFReality Check 2000)


Understanding the Understanding the Changing WorldChanging World (cont.) (cont.)

2. 2. CHANGES IN OUR UNDERSTANDING CHANGES IN OUR UNDERSTANDING OF THE LEARNING PROCESSOF THE LEARNING PROCESS

– Active Learning: “To understand is to Active Learning: “To understand is to invent”—Montessori, Dewey, Piagetinvent”—Montessori, Dewey, Piaget

– Diverse Learning Styles—Howard GardnerDiverse Learning Styles—Howard Gardner– Exponential growth of information:Exponential growth of information:

Learning how to find, use, and apply Learning how to find, use, and apply knowledgeknowledge



3. 3. CHANGES IN THE REQUIREMENTS CHANGES IN THE REQUIREMENTS OF CITIZENSHIP:OF CITIZENSHIP:

--Critical ThinkingCritical Thinking: Increasing : Increasing complexity of issuescomplexity of issues

--Civic EngagementCivic Engagement: Need for : Need for active active and informed citizensand informed citizens

50% decline in voting & involvement in 50% decline in voting & involvement in community effortscommunity efforts


– CivilityCivility: Importance people skills for : Importance people skills for work and citizenshipwork and citizenshipAn increasingly multicultural society An increasingly multicultural society requires understanding different requires understanding different perspectives and culturesperspectives and cultures

Students say there is a lack of respect in Students say there is a lack of respect in schools—only 41% say most of their schools—only 41% say most of their teachers respect themteachers respect them

Understanding the Understanding the Changing WorldChanging World (cont.)(cont.)

Tony Wager, Harvard University


4. 4. CHANGES IN STUDENTS’ LIFE CHANGES IN STUDENTS’ LIFE CIRCUMSTANCESCIRCUMSTANCES::

– Diminished motivation to learnDiminished motivation to learn Less fear and respect for authorityLess fear and respect for authority Fewer believe hard work = success = Fewer believe hard work = success =

happinesshappiness ““Shopping Mall” culture = passive Shopping Mall” culture = passive

consumption & instant gratificationconsumption & instant gratification



4. 4. CHANGES IN STUDENTS’ LIFE CHANGES IN STUDENTS’ LIFE CIRCUMSTANCES cont.CIRCUMSTANCES cont.::

– Adults less present in students’ livesAdults less present in students’ lives Students spend as much time alone as Students spend as much time alone as

with friendswith friends Less than 5% of their time is spent with Less than 5% of their time is spent with

adultsadults


Resource:Resource:

Tony Wagner, Tony Wagner, Making the Grade: Making the Grade: Reinventing America’s SchoolsReinventing America’s Schools (New (New York: RoutledgeFalmer, 2001). York: RoutledgeFalmer, 2001).

www.newvillageschools.orgwww.newvillageschools.org

Public Agenda Foundation, “Where We Are Now: Public Agenda Foundation, “Where We Are Now: 12 Things you Need to Know About Public 12 Things you Need to Know About Public Opinion & Public Schools” (Opinion & Public Schools” (www.publicagenda.orgwww.publicagenda.org))

Understanding the Understanding the Changing WorldChanging World

http://www.newvillageschools.org/

http://www.publicagenda.org/

Conceptual Framework Conceptual Framework for High School for High School ImprovementImprovement

RIGOR

PERSONALIZED LEARNING

RELEVANCE

RELATIONSHIPS

TEACHING & LEARNING

SCHOOL CULTURE & ENVIRONMENT

STUDENT TRANSITIONS

LEADERSHIP

COMMUNITY ENGAGEMENT

Processes schools develop to help each student create and pursue a clear purpose for his or her learning throughout their K-12 experience.

Personalized LearningPersonalized Learning

The Education Alliance at Brown University

Personalized LearningPersonalized Learning

PL prepares each student to PL prepares each student to set his or her set his or her academic academic directiondirection and gather the and gather the knowledge and skills that knowledge and skills that can can

make his or her hopes a make his or her hopes a reality.reality.


RIGOR


RELEVANCE

RELATIONSHIPS

Diploma/CAM/CIMDiploma/CAM/CIM


& RIGOR& RIGOR A A rigorousrigorous curriculum is the bedrock of curriculum is the bedrock of

learninglearning

Personalized learning adapts the school Personalized learning adapts the school environment to ensure that environment to ensure that allall students students meet high standardsmeet high standards and acquire the and acquire the knowledge they need to knowledge they need to pursue their pursue their own aspirationsown aspirations

Breaking Ranks II: NASSP

Are CIM/CAM standards aligned with Are CIM/CAM standards aligned with curriculum & diploma requirements? curriculum & diploma requirements?

How can students receive How can students receive creditcredit for for demonstrating demonstrating proficiencyproficiency??

Do students see a purpose for meeting Do students see a purpose for meeting CIM standards? Do they see a CIM standards? Do they see a connection to their post high school connection to their post high school success?success?


& RIGOR& RIGOR

To what extent are work samples To what extent are work samples student-interest driven, based on student-interest driven, based on students/ education (learning) plans?students/ education (learning) plans?


& RIGOR& RIGOR

Diploma/CAM/CIMDiploma/CAM/CIM & & RELEVANCERELEVANCE The curriculum has to be both The curriculum has to be both

challenging and connected to challenging and connected to real world applicationsreal world applications

EngagementEngagement in learning has in learning has become the hallmark of become the hallmark of personalized learning – when personalized learning – when students are actively applying students are actively applying what they knowwhat they know


Develop an Education PlanDevelop an Education Plan– A personal plan for learningA personal plan for learning– Based on personal, career, Based on personal, career,

& academic interests & & academic interests & goalsgoals

– Roadmap for successful Roadmap for successful transitions to next steps; transitions to next steps; post high school planpost high school plan

Diploma/CAM/CIMDiploma/CAM/CIM & & RELEVANCERELEVANCE

Build an Education ProfileBuild an Education Profile–Documents progress and Documents progress and achievement toward achievement toward learning goals learning goals

–Recognizes and Recognizes and communicates communicates accomplishments accomplishments


“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?

Extended Application Extended Application StandardStandard


Extended Extended Application Application

apply and apply and extendextend

academic & academic & career- related career- related knowledge & knowledge & skillsskills

new & complexnew & complex

personal, personal, academic academic and/or career and/or career interestsinterests

post high school post high school goalsgoals

Characteristics of Characteristics of Extended ApplicationExtended Application

Requires self-direction and Requires self-direction and personal managementpersonal management

Relevant contextRelevant context

Demonstrates in-depth Demonstrates in-depth understanding and skillsunderstanding and skills

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

Student ReflectionStudent Reflection

Career-Related Learning Career-Related Learning Standards (CRLS)Standards (CRLS)

““New Basic Skills”New Basic Skills”


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

Career-Related Career-Related Learning StandardsLearning Standards

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

Student ReflectionStudent Reflection

Career-Related Learning Experiences

Connects academic learning with real life experiences in school, community, and/or workplace

Diploma/CAM/CIM Diploma/CAM/CIM & & RELEVANCERELEVANCE

Such as.... internships, service learning, mentorships, field-based investigations, school-based enterprises, student leadership activities, project-based learning…


Diploma/CAM/CIMDiploma/CAM/CIM & & RELATIONSHIPSRELATIONSHIPS

You can’t motivate a You can’t motivate a student you don’t student you don’t knowknow

Characteristics of student-teacher Characteristics of student-teacher interactionsinteractions RecognitionRecognition AcceptanceAcceptance TrustTrust PurposePurpose ConfirmationConfirmation



Comprehensive Guidance and Comprehensive Guidance and CounselingCounseling

Learning to learn Learning to learn (Academic)(Academic)

Learning to live Learning to live (Personal/Social)(Personal/Social)

Learning to work Learning to work (Career)(Career)

Learning to contribute (Learning to contribute (Community Community

Involvement)Involvement)


Comprehensive Guidance Comprehensive Guidance & Counseling& Counseling

AdvisoriesAdvisories– Five dimensions of effective Five dimensions of effective

advisory programsadvisory programs1. 1. PurposePurpose - A clearly defined - A clearly defined

purpose supported by the purpose supported by the community.community.

2. 2. OrganizationOrganization - Organized to fulfill - Organized to fulfill the purpose and ensure the purpose and ensure personalization.personalization.

-people and size-people and size

-time and space-time and space

-professional development and -professional development and supportsupport

-student ownership-student ownership

3. 3. ContentContent based on the purposes to be based on the purposes to be achieved, on the nature of the school, achieved, on the nature of the school, and on individual advisors.and on individual advisors.

4. 4. AssessmentAssessment to determine whether to determine whether the purposes are being met.the purposes are being met.

5. 5. LeadershipLeadership by an individual or team by an individual or team charged with designing, charged with designing, implementing overseeing, supporting, implementing overseeing, supporting, and assessing the program.and assessing the program.

Breaking Ranks II, NASSP

Diploma/CAM/CIMDiploma/CAM/CIM& & LITERACYLITERACY

Literacy Literacy skillsskills::Ability to read, Ability to read, write, speak, write, speak, listen, think, listen, think, communicate, communicate, use reading & use reading & writing to learn, writing to learn, understand understand complex complex informationinformation

Extended Extended applicationapplication

CRLSCRLSCRL experiencesCRL experiencesAcademic contentAcademic contentEd plan & profileEd plan & profile

–Teaching and LearningTeaching and Learning–School Culture and School Culture and EnvironmentEnvironment

–Student TransitionsStudent Transitions–LeadershipLeadership–Community EngagementCommunity Engagement

Personalized learning Personalized learning requires systemic requires systemic change…change…

RIGOR RELEVANCE

RELATIONSHIPS

Academic Standards

Education Plan and Profile

Guidance and Counseling

Extended Application


CRLS

It’s about

for student success

Personalized Learning

Literacy

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