Sarah Luchs Ohio Department of Education 614-387-0960 [email_address]
Quiz Q <ul><li>  </li></ul><ul><li>True or False </li></ul><ul><li>Our education system is not designed to prepare all stu...
Ohio Graduation Rate by Subgroup 2004-2005 State Ave = 86.2%
College Remediation
State Goal <ul><li>College and Career Readiness … </li></ul><ul><li>This means a student who can  succeed </li></ul><ul><l...
Education and Earning Potential Source:  U.S. Census data, 2004
 
Ohio Core  SB 311, Part J <ul><li>… develop a statewide plan for students to earn units of high school credit based on the...
Why? <ul><li>Flexibility to meet… </li></ul><ul><li>Increased expectations  for graduation  4 units math w/Algebra II and ...
Moving Targets <ul><li>Future supply of high school graduates </li></ul>Source: Organisation of Economic Cooperation and D...
How the Demand for Skills Has Changed Levy and Murnane for the  Organisation of Economic Cooperation and Development,
 
Going Beyond the “Three R’s” Source: “Are They Really Ready for Work?” The Conference Board, Corporate Voices for Working ...
21st Century Skills Source: Partnership for 21st Century Skills. 2006. Learning and  Innovation Skills Core Subjects and 2...
In 2015 Source: Tough Choices or Tough Times, National Center on Education and the Economy, 2007 Creative Work The United ...
Credit Flexibility <ul><li>Students can… </li></ul><ul><li>Show what they know and that they are ready to move on to highe...
How? <ul><li>Students earn credit by… </li></ul><ul><li>Completing coursework; and/or </li></ul><ul><li>Demonstrating or s...
 
<ul><li>Allow students choices to earn credit  via seat time  or  demonstration of subject   area competency (or a blend) ...
Local Requirements <ul><li>Local Boards must adopt a credit flex policy such that students can access options by the start...
State Role <ul><li>Developed by Credit Flex Design Team </li></ul><ul><ul><li>State/national research  </li></ul></ul><ul>...
State Plan <ul><li>Establish statewide appeals process </li></ul><ul><li>Amend Operating Standards/ Ed Options </li></ul><...
State Support <ul><li>OSBA Model Policy </li></ul><ul><li>Guidance Documents </li></ul><ul><li>Case Studies </li></ul><ul>...
What’s Different?  <ul><li>Focuses on  demonstrating outcomes </li></ul><ul><li>Is  student centered </li></ul><ul><li>Is ...
 
Quiz  Q <ul><li>True or False </li></ul><ul><li>Research suggests that  120-150 hours  of instruction is the optimum time ...
Quiz  Q <ul><li>True or False   </li></ul><ul><li>Equity in education, as evidenced by  Brown v. Board of Education  and  ...
Quiz Q <ul><li>On a scale of 1-3 where…  </li></ul><ul><li>1 = “not at all”  </li></ul><ul><li>3 = “totally” </li></ul><ul...
You Already    Do It! <ul><li>Existing Provisions </li></ul><ul><li>ED Options </li></ul><ul><li>Dual Credit Strategies (3...
Design Team Findings <ul><li>Significant flexibility to serve students’ individual needs and ensure their success already ...
Quiz Q <ul><li>The fastest growing sector of Ohio’s </li></ul><ul><li>education system is:  </li></ul><ul><ul><li>Home Sch...
Strategic Levers <ul><li>Demonstration  of Knowledge & Skills </li></ul><ul><li>Ed Options  or the flexibility to learn in...
 
Measurement Matters <ul><li>Demonstrating knowledge ensures our system is designed for learning and focuses on intended re...
Performance and Mastery Assessment <ul><ul><li>Examples </li></ul></ul><ul><ul><li>North Union Local </li></ul></ul><ul><u...
Performance or Mastery Assessment <ul><ul><li>Flexible use includes… </li></ul></ul><ul><ul><li>Multiple measures </li></u...
Demonstrating  Competency <ul><li>Measured against the State Standards and considering course equivalency.  </li></ul><ul>...
Next Level Assessments <ul><li>How many measures are needed to reflect the scope, depth, and breadth of the course? (not i...
Certifying  Learning <ul><li>Teachers make determinations about what learning has been evidenced and then schools leaders ...
Oh the places you’ll go! <ul><li>Consider the pros and cons of assessments at the course level versus those designed for p...
 
What Dropouts Say Would Improve Chances of Staying in School Source:  The Silent Epidemic, Perspectives of High School Dro...
Student  Credit Flex Plan <ul><ul><li>Student and educators  pre-identify  and agree upon the learning outcomes and how th...
Source:   The Silent Epidemic, Perspectives of High School Dropouts.  (March 2006).
Ohio’s Comparative Innovation Capacity *Science, Math and Engineering degrees as a share of all degrees awarded Source: Na...
Power of  Community Partners  <ul><ul><li>Examples </li></ul></ul><ul><ul><li>Granville  </li></ul></ul><ul><ul><li>MC2 </...
 
Quiz Q <ul><li>True or False </li></ul><ul><li>Most students express a desire or aspiration to “go to college” but few act...
Quiz Q  <ul><li>The number of postsecondary credits needed to significantly increase the likelihood (create a “tipping poi...
Redesigning the Pipeline “Earlier and Farther” <ul><ul><li>Examples </li></ul></ul><ul><ul><li>North Union Local </li></ul...
 
Quiz Q <ul><li>True or False </li></ul><ul><li>Experts predict that by 2019, 50% or more of all high school course work wi...
Understanding Gen Y <ul><ul><li>Examples </li></ul></ul><ul><ul><li>New Boston  </li></ul></ul><ul><ul><li>Delaware Area C...
 
Local Requirements <ul><li>All  students are eligible </li></ul><ul><li>Communicate policy regularly </li></ul><ul><li>All...
<ul><li>Permit credits to  count toward graduation </li></ul><ul><li>Can’t limit  number of courses or credits earned </li...
<ul><li>May accept  credit from other districts  and educational providers  </li></ul><ul><ul><li>Including on-line provid...
<ul><li>Establish a  review process </li></ul><ul><li>Data the State Board  will consider: </li></ul><ul><ul><li>Methods a...
 
Where to Start? <ul><ul><li>Review your own  data  on current provisions </li></ul></ul><ul><ul><li>Engage students/parent...
 
Guidance <ul><ul><li>Topics include… </li></ul></ul><ul><ul><li>HQT </li></ul></ul><ul><ul><li>School Finance </li></ul></...
 
Case Studies <ul><ul><li>Sites include… </li></ul></ul><ul><ul><li>North Union Local </li></ul></ul><ul><ul><li>Granville ...
 
Communities of Practice
Sample Activity Page
 
Quiz Q <ul><li>Which of the following factors  motivates </li></ul><ul><li>students learning?  </li></ul><ul><ul><li>auton...
Benefits <ul><li>Focuses on performance, not time </li></ul><ul><li>Acknowledges different learning styles, paces, interes...
Opportunities <ul><li>MONEY </li></ul><ul><ul><li>Collaborate to expand resources </li></ul></ul><ul><ul><li>Granville, MC...
Questions?
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Credit Flexibility Presentation by Sarah Luchs

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This slide set was presented by Sarah Luchs of the Ohio Department of Education in a session for the Southern Ohio Educational Service Center in March, 2010.

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Credit Flexibility Presentation by Sarah Luchs

  1. 1. Sarah Luchs Ohio Department of Education 614-387-0960 [email_address]
  2. 2. Quiz Q <ul><li>  </li></ul><ul><li>True or False </li></ul><ul><li>Our education system is not designed to prepare all students for success after high school in postsecondary education, careers and citizenship. </li></ul>
  3. 3. Ohio Graduation Rate by Subgroup 2004-2005 State Ave = 86.2%
  4. 4. College Remediation
  5. 5. State Goal <ul><li>College and Career Readiness … </li></ul><ul><li>This means a student who can succeed </li></ul><ul><li>without remediation—in credit bearing general </li></ul><ul><li>education courses and/ or a two-year certificate </li></ul><ul><li>program and who is prepared for the cognitive </li></ul><ul><li>challenges of general education, subsequent </li></ul><ul><li>course requirements and living wage employment. </li></ul><ul><li>David Conley (2009) </li></ul><ul><li>College Knowledge </li></ul>
  6. 6. Education and Earning Potential Source: U.S. Census data, 2004
  7. 8. Ohio Core SB 311, Part J <ul><li>… develop a statewide plan for students to earn units of high school credit based on the demonstration of subject area competency , instead of or in combination with completing hours of classroom instruction… </li></ul>
  8. 9. Why? <ul><li>Flexibility to meet… </li></ul><ul><li>Increased expectations for graduation 4 units math w/Algebra II and 3 units science w/lab (globalization, technology, demographics) </li></ul><ul><li>Demand for 21 Century skills especially critical, creative and innovative thinking (economic development) </li></ul>
  9. 10. Moving Targets <ul><li>Future supply of high school graduates </li></ul>Source: Organisation of Economic Cooperation and Development
  10. 11. How the Demand for Skills Has Changed Levy and Murnane for the Organisation of Economic Cooperation and Development,
  11. 13. Going Beyond the “Three R’s” Source: “Are They Really Ready for Work?” The Conference Board, Corporate Voices for Working Families, Society for Human Resources Management, Partnership for 21st Century Skills. 2006. Critical Thinking 78% Information Technology 77% Health & Wellness 76% Collaboration 74% Innovation 74% Personal Financial Responsibility 72%
  12. 14. 21st Century Skills Source: Partnership for 21st Century Skills. 2006. Learning and Innovation Skills Core Subjects and 21st Century Themes Life and Career Skills Information Media, and Technology Skills Standards and Assessments Curriculum and Instruction Professional Development Learning Environments
  13. 15. In 2015 Source: Tough Choices or Tough Times, National Center on Education and the Economy, 2007 Creative Work The United States In Less Developed Countries Routine Work Routine Work Done by People Done by Machines
  14. 16. Credit Flexibility <ul><li>Students can… </li></ul><ul><li>Show what they know and that they are ready to move on to higher order content; and/or </li></ul><ul><li>Customize their learning to earn course credit in ways not limited solely to seat time or a school building. </li></ul>
  15. 17. How? <ul><li>Students earn credit by… </li></ul><ul><li>Completing coursework; and/or </li></ul><ul><li>Demonstrating or showing mastery of course content or testing out ; and/or </li></ul><ul><li>Pursuing an educational option such as senior project, distance learning, postsecondary coursework, internship, service learning, or research based project. </li></ul><ul><li>Any combination of the above </li></ul>
  16. 19. <ul><li>Allow students choices to earn credit via seat time or demonstration of subject area competency (or a blend) </li></ul><ul><li>Pertains only to high school credit </li></ul><ul><li>Must be transcripted in same way as traditional credit </li></ul><ul><li>No limit to kind of course work or number of credits earned </li></ul><ul><li>Local and state Appeals </li></ul>Requirements
  17. 20. Local Requirements <ul><li>Local Boards must adopt a credit flex policy such that students can access options by the start of the 2010-2011 school year </li></ul><ul><ul><li>OSBA Website ~ Sample Policy </li></ul></ul><ul><ul><li>SEE also Checklist </li></ul></ul>
  18. 21. State Role <ul><li>Developed by Credit Flex Design Team </li></ul><ul><ul><li>State/national research </li></ul></ul><ul><ul><li>Stakeholder meetings </li></ul></ul><ul><li>Adopted by: </li></ul><ul><ul><li>State Board of Education (March 2009) </li></ul></ul><ul><ul><li>Local Boards (by 2010-11 school year) </li></ul></ul><ul><li>State Board review (after 2012) </li></ul>
  19. 22. State Plan <ul><li>Establish statewide appeals process </li></ul><ul><li>Amend Operating Standards/ Ed Options </li></ul><ul><li>Share research findings with schools </li></ul><ul><li>Encourage businesses and Educational Service Centers to identify regional learning opportunities </li></ul><ul><li>Remove barriers in system design and incent innovative practice </li></ul><ul><li>Communicate </li></ul>
  20. 23. State Support <ul><li>OSBA Model Policy </li></ul><ul><li>Guidance Documents </li></ul><ul><li>Case Studies </li></ul><ul><li>Webinar Series </li></ul><ul><li>Sharedwork.org Networking Platform </li></ul><ul><li>www.education.ohio.gov </li></ul><ul><ul><li>Keywords: credit flexibility </li></ul></ul>
  21. 24. What’s Different? <ul><li>Focuses on demonstrating outcomes </li></ul><ul><li>Is student centered </li></ul><ul><li>Is intended to be customized to local level strengths (not recipe driven… 1,000 right ways to this) </li></ul><ul><li>Is intended to be integrated as part of strategic and improvement planning </li></ul><ul><li>Is not about standardization </li></ul>
  22. 26. Quiz Q <ul><li>True or False </li></ul><ul><li>Research suggests that 120-150 hours of instruction is the optimum time needed for students to learn or master academic material in school. </li></ul>
  23. 27. Quiz Q <ul><li>True or False </li></ul><ul><li>Equity in education, as evidenced by Brown v. Board of Education and NCLB (2007) , means all students getting the same thing, in the same way and to the same high standards. </li></ul>
  24. 28. Quiz Q <ul><li>On a scale of 1-3 where… </li></ul><ul><li>1 = “not at all” </li></ul><ul><li>3 = “totally” </li></ul><ul><li>How new is the idea of credit flexibility? </li></ul>
  25. 29. You Already Do It! <ul><li>Existing Provisions </li></ul><ul><li>ED Options </li></ul><ul><li>Dual Credit Strategies (3 kinds) </li></ul><ul><li>Acceleration Policy </li></ul><ul><li>Credit Recovery/Dropout Prevention & Intervention </li></ul><ul><li>Innovation Waiver </li></ul><ul><li>See List of current provisions </li></ul>
  26. 30. Design Team Findings <ul><li>Significant flexibility to serve students’ individual needs and ensure their success already exists </li></ul><ul><li>Flexibility is under-utilized! Less than 5% of all HS credit earned </li></ul>
  27. 31. Quiz Q <ul><li>The fastest growing sector of Ohio’s </li></ul><ul><li>education system is: </li></ul><ul><ul><li>Home Schooling </li></ul></ul><ul><ul><li>Community Schools </li></ul></ul><ul><ul><li>On-line education </li></ul></ul><ul><ul><li>Dual Enrollment </li></ul></ul>
  28. 32. Strategic Levers <ul><li>Demonstration of Knowledge & Skills </li></ul><ul><li>Ed Options or the flexibility to learn in ways that meet individual needs or interests </li></ul><ul><li>Dual Credit Strategies (Acceleration) </li></ul><ul><li>On-Line Delivery </li></ul>
  29. 34. Measurement Matters <ul><li>Demonstrating knowledge ensures our system is designed for learning and focuses on intended results. </li></ul><ul><li>Testing “into” the next level </li></ul><ul><li>Portfolio of work products and experience evidencing knowledge and skills already learned </li></ul>
  30. 35. Performance and Mastery Assessment <ul><ul><li>Examples </li></ul></ul><ul><ul><li>North Union Local </li></ul></ul><ul><ul><li>MC2 </li></ul></ul><ul><ul><li>Metro </li></ul></ul>
  31. 36. Performance or Mastery Assessment <ul><ul><li>Flexible use includes… </li></ul></ul><ul><ul><li>Multiple measures </li></ul></ul><ul><ul><li>Rubrics </li></ul></ul><ul><ul><li>Multidisciplinary teams </li></ul></ul><ul><ul><li>Professional panels </li></ul></ul><ul><ul><li>Performance based assessments </li></ul></ul><ul><ul><li>End of course </li></ul></ul><ul><ul><li>Placement and/or certification exams </li></ul></ul>
  32. 37. Demonstrating Competency <ul><li>Measured against the State Standards and considering course equivalency. </li></ul><ul><li>To what extent does the test measure: </li></ul><ul><ul><li>Content covered in the course </li></ul></ul><ul><ul><li>Depth and breadth of knowledge and skills expected from the course </li></ul></ul>
  33. 38. Next Level Assessments <ul><li>How many measures are needed to reflect the scope, depth, and breadth of the course? (not intended to exceed seat time) </li></ul><ul><ul><li>When should they be taken? </li></ul></ul><ul><ul><li>What types should they be? </li></ul></ul><ul><li>How will the grade for the test out be determined? (if graded, set levels of performance expectation in advance) </li></ul>
  34. 39. Certifying Learning <ul><li>Teachers make determinations about what learning has been evidenced and then schools leaders can award credit </li></ul><ul><li>It maybe appropriate to use additional professionals to help make these determinations </li></ul>
  35. 40. Oh the places you’ll go! <ul><li>Consider the pros and cons of assessments at the course level versus those designed for placement and graduation. </li></ul><ul><li>Students have differing destinations (in state/out of state, public/private, work)…maybe advantageous to take: </li></ul><ul><ul><li>AP courses for college credit </li></ul></ul><ul><ul><li>Dual enrollment TAG coursework at public PSI ($) </li></ul></ul><ul><ul><li>Certification tests </li></ul></ul>
  36. 42. What Dropouts Say Would Improve Chances of Staying in School Source: The Silent Epidemic, Perspectives of High School Dropouts. (March 2006), Survey Data from Peter D. Hart Research Associates
  37. 43. Student Credit Flex Plan <ul><ul><li>Student and educators pre-identify and agree upon the learning outcomes and how these will be measured against the state standards </li></ul></ul><ul><ul><li>Q: How will learning occur? When? Whose involved? What timelines? Any safety nets? </li></ul></ul>
  38. 44. Source: The Silent Epidemic, Perspectives of High School Dropouts. (March 2006).
  39. 45. Ohio’s Comparative Innovation Capacity *Science, Math and Engineering degrees as a share of all degrees awarded Source: National Science Foundation, 2001; US Department of Education, Integrated Postsecondary share of all degrees awarded
  40. 46. Power of Community Partners <ul><ul><li>Examples </li></ul></ul><ul><ul><li>Granville </li></ul></ul><ul><ul><li>MC2 </li></ul></ul>
  41. 48. Quiz Q <ul><li>True or False </li></ul><ul><li>Most students express a desire or aspiration to “go to college” but few actually know what steps or requirements are needed to get there. </li></ul><ul><li>  </li></ul>
  42. 49. Quiz Q <ul><li>The number of postsecondary credits needed to significantly increase the likelihood (create a “tipping point”) for students to persist and complete a postsecondary degree or credential is: </li></ul><ul><li>3, 6, 9, 12, 24, 60 </li></ul>
  43. 50. Redesigning the Pipeline “Earlier and Farther” <ul><ul><li>Examples </li></ul></ul><ul><ul><li>North Union Local </li></ul></ul><ul><ul><li>Delaware Area Career Technical </li></ul></ul><ul><ul><li>Wright State University </li></ul></ul>
  44. 52. Quiz Q <ul><li>True or False </li></ul><ul><li>Experts predict that by 2019, 50% or more of all high school course work will be delivered on-line. </li></ul><ul><li>  </li></ul>
  45. 53. Understanding Gen Y <ul><ul><li>Examples </li></ul></ul><ul><ul><li>New Boston </li></ul></ul><ul><ul><li>Delaware Area Career Technical </li></ul></ul>
  46. 55. Local Requirements <ul><li>All students are eligible </li></ul><ul><li>Communicate policy regularly </li></ul><ul><li>Allow demonstrated proficiency options </li></ul><ul><li>Determine credit equivalency for Carnegie unit & performance benchmarks </li></ul>
  47. 56. <ul><li>Permit credits to count toward graduation </li></ul><ul><li>Can’t limit number of courses or credits earned </li></ul><ul><li>Allow full and/or partial credit for: </li></ul><ul><ul><li>Academic and career-tech </li></ul></ul><ul><ul><li>More than one area content </li></ul></ul><ul><ul><li>Secondary and post-secondary </li></ul></ul>
  48. 57. <ul><li>May accept credit from other districts and educational providers </li></ul><ul><ul><li>Including on-line providers </li></ul></ul><ul><li>Establish provisions for when students: </li></ul><ul><ul><li>Do not complete requirements </li></ul></ul><ul><ul><li>Transfer between districts </li></ul></ul><ul><ul><li>Graduate early </li></ul></ul>
  49. 58. <ul><li>Establish a review process </li></ul><ul><li>Data the State Board will consider: </li></ul><ul><ul><li>Methods and frequency of communication with students and families </li></ul></ul><ul><ul><li>Number of participating students </li></ul></ul><ul><ul><li>Total credits earned </li></ul></ul><ul><ul><li>Evidence that student participation reflects diversity of student body </li></ul></ul>
  50. 60. Where to Start? <ul><ul><li>Review your own data on current provisions </li></ul></ul><ul><ul><li>Engage students/parents in dialog /planning </li></ul></ul><ul><ul><li>Use tools such as OCIS-IACP to tap individual student planning capacity </li></ul></ul><ul><ul><li>Consider the strengths of your district and community – asset map </li></ul></ul><ul><ul><li>Locate strategic partners business advisory, ESCs, foundations, Career-tech and Ed tech </li></ul></ul>
  51. 62. Guidance <ul><ul><li>Topics include… </li></ul></ul><ul><ul><li>HQT </li></ul></ul><ul><ul><li>School Finance </li></ul></ul><ul><ul><li>Appeals </li></ul></ul><ul><ul><li>Athletic Eligibility </li></ul></ul><ul><ul><li>Working with Gifted and Special ED </li></ul></ul><ul><ul><li>ED Options </li></ul></ul>
  52. 64. Case Studies <ul><ul><li>Sites include… </li></ul></ul><ul><ul><li>North Union Local </li></ul></ul><ul><ul><li>Granville Studio of Visual Arts </li></ul></ul><ul><ul><li>MC2- Cleveland Metropolitan (STEM) </li></ul></ul><ul><ul><li>New Boston </li></ul></ul><ul><ul><li>Delaware Area Career Center </li></ul></ul>
  53. 66. Communities of Practice
  54. 67. Sample Activity Page
  55. 69. Quiz Q <ul><li>Which of the following factors motivates </li></ul><ul><li>students learning? </li></ul><ul><ul><li>autonomy to determine learning </li></ul></ul><ul><ul><li>topics of personal interest </li></ul></ul><ul><ul><li>cool technologies (facebook, youtube) </li></ul></ul><ul><ul><li>curiosity, play and imagination </li></ul></ul><ul><ul><li>real world problems, issues and contexts </li></ul></ul><ul><ul><li>peers and social identity </li></ul></ul><ul><ul><li>level of challenge </li></ul></ul>
  56. 70. Benefits <ul><li>Focuses on performance, not time </li></ul><ul><li>Acknowledges different learning styles, paces, interests, needs </li></ul><ul><li>Promotes integration of subjects, skills and application </li></ul><ul><li>Recognizes importance of student engagement and ownership </li></ul>
  57. 71. Opportunities <ul><li>MONEY </li></ul><ul><ul><li>Collaborate to expand resources </li></ul></ul><ul><ul><li>Granville, MC2 </li></ul></ul><ul><li>JOB SECUTITY </li></ul><ul><ul><li>Enable teacher drive change </li></ul></ul><ul><ul><li>Delaware CTC, New Boston, North Union </li></ul></ul><ul><li>BRAND REPUTATION </li></ul><ul><ul><li>Integrate content and skills (advantaged curriculum) </li></ul></ul><ul><ul><li>Innovate…are you GEN Y relevant? </li></ul></ul><ul><ul><li>Granville, MC2, North Union, New Boston, Delaware </li></ul></ul>
  58. 72. Questions?

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