Transcript Credit Flexibility

Sarah Luchs
Ohio Department of Education
614-387-0960
[email protected]
Quiz Q
True or False
Our education system is not designed to
prepare all students for success after
high school in postsecondary education,
careers and citizenship.
Ohio Graduation Rate by Subgroup
2004-2005
State Ave
100%
= 86.2%
80%
60%
40%
20%
0%
Black
Hispanic
Students w /
Disabilities
Econ
Disadvantaged
LEP
College Remediation
4
State Goal
College and Career Readiness …
This means a student who can succeed
without remediation—in credit bearing general
education courses and/or a two-year certificate
program and who is prepared for the cognitive
challenges of general education, subsequent
course requirements and living wage employment.
David Conley (2009)
College Knowledge
Education and Earning Potential
Median Earnings for Adults 25+
$60,000
$50,000
$40,000
$30,000
$20,000
$10,000
$0
Less than
HS
Source: U.S. Census data, 2004
HS Grad
Some college
or AA
degree
Bachelor's
degree
Graduate
degree
Ohio Core
SB 311, Part J
…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…
Why?
Flexibility to meet…

Increased expectations for graduation
4 units math w/Algebra II and 3 units
science w/lab (globalization, technology,
demographics)

Demand for 21 Century skills especially
critical, creative and innovative thinking
(economic development)
Moving Targets
 Future
supply of high school graduates
13,000,000
2003
2010
9,750,000
6,500,000
3,250,000
00
China
Source: Organisation of Economic Cooperation and
Development
EU
India
US
2015
How the Demand for Skills Has
Changed
65%
Routine manual
52%
Nonroutine manual
39%
Routine cognitive
Nonroutine analytic
26%
Nonroutine
interactive
13%
00%
1960
1970
1980
1990
Levy and Murnane for the Organisation of Economic Cooperation and Development,
2002
Going Beyond the “Three R’s”
Critical Thinking
78%
Information Technology
77%
Health & Wellness
76%
Collaboration
74%
Innovation
74%
Personal Financial Responsibility
72%
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.
21st Century Skills
Learning and
Innovation Skills
Core Subjects and
21st Century Themes
Life and
Career
Skills
Standards and Assessments
Curriculum and Instruction
Professional Development
Learning Environments
Source: Partnership for 21st Century Skills.
2006.
Information
Media, and
Technology
Skills
In 2015
The United States
Creative
Work
Routine
Work
Done by People
Routine
Work
Done by Machines
In Less Developed Countries
Source: Tough Choices or Tough Times, National Center on Education and the Economy, 2007
Credit
Flexibility
Students can…
 Show what they know and that they
are ready to move on to higher order
content; and/or
 Customize their learning to earn
course credit in ways not limited
solely to seat time or a school
building.
How?
Students earn credit by…
 Completing coursework; and/or
 Demonstrating or showing mastery of
course content or testing out ; and/or
 Pursuing an educational option such as
senior project, distance learning,
postsecondary coursework, internship,
service learning, or research based
project.
 Any combination of the above
Requirements

Allow students choices to earn credit via seat
time or demonstration of subject area
competency (or a blend)

Pertains only to high school credit

Must be transcripted in same way as
traditional credit

No limit to kind of course work or number of
credits earned

Local and state Appeals
Local
Requirements
 Local
Boards must adopt a credit flex
policy such that students can access
options by the start of the 2010-2011
school year
 OSBA Website ~ Sample Policy
 SEE also Checklist
State Role

Developed by Credit Flex Design Team
 State/national research
 Stakeholder meetings

Adopted by:
 State Board of Education (March 2009)
 Local Boards (by 2010-11 school year)

State Board review (after 2012)
State Plan
 Establish
statewide appeals process
 Amend Operating Standards/ Ed Options
 Share research findings with schools
 Encourage businesses and Educational
Service Centers to identify regional
learning opportunities
 Remove barriers in system design and
incent innovative practice
 Communicate
State Support
OSBA Model Policy
 Guidance Documents
 Case Studies
 Webinar Series
 Sharedwork.org Networking Platform

www.education.ohio.gov
 Keywords: credit flexibility
What’s
Different?
 Focuses
on demonstrating outcomes
 Is student centered
 Is intended to be customized to local
level strengths (not recipe driven…
1,000 right ways to this)
 Is intended to be integrated as part of
strategic and improvement planning
 Is not about standardization
Quiz Q
True or False
Research suggests that 120-150 hours of
instruction is the optimum time needed
for students to learn or master academic
material in school.
Quiz Q
True or False
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.
Quiz Q
On a scale of 1-3 where…
1 = “not at all”
3 = “totally”
How new is the idea of credit flexibility?
You Already
Do It!
Existing Provisions
 ED Options
 Dual Credit Strategies (3 kinds)
 Acceleration Policy
 Credit Recovery/Dropout Prevention
& Intervention
 Innovation Waiver
See List of current provisions
Design Team
Findings
 Significant
flexibility to serve students’
individual needs and ensure their
success already exists
 Flexibility
is under-utilized!
Less than 5% of all HS credit earned
Quiz Q
The fastest growing sector of Ohio’s
education system is:
 Home Schooling
 Community Schools
 On-line education
 Dual Enrollment
Strategic
Levers
 Demonstration
of Knowledge & Skills
 Ed
Options or the flexibility to learn in
ways that meet individual needs or
interests

Dual Credit Strategies (Acceleration)
 On-Line
Delivery
Measurement
Matters
Demonstrating knowledge ensures our
system is designed for learning and
focuses on intended results.
 Testing
“into” the next level
 Portfolio of work products and
experience evidencing knowledge and
skills already learned
Performance and
Mastery Assessment
Examples
 North Union Local
 MC2
 Metro
Performance or
Mastery Assessment
Flexible use includes…
 Multiple measures
 Rubrics
 Multidisciplinary teams
 Professional panels
 Performance based assessments
 End of course
 Placement and/or certification exams
Demonstrating
Competency
 Measured
against the State
Standards and considering course
equivalency.
 To
what extent does the test measure:
 Content covered in the course
 Depth and breadth of knowledge and
skills expected from the course
Next Level
Assessments

How many measures are needed to
reflect the scope, depth, and breadth of
the course? (not intended to exceed
seat time)
 When should they be taken?
 What types should they be?

How will the grade for the test out be
determined? (if graded, set levels of
performance expectation in advance)
Certifying
Learning

Teachers make determinations about
what learning has been evidenced and
then schools leaders can award credit

It maybe appropriate to use additional
professionals to help make these
determinations
Oh the places
you’ll go!

Consider the pros and cons of assessments at
the course level versus those designed for
placement and graduation.

Students have differing destinations (in state/out
of state, public/private, work)…maybe
advantageous to take:
 AP courses for college credit
 Dual enrollment TAG coursework at public PSI ($)
 Certification tests
What Dropouts Say Would Improve
Chances of Staying in School
Opportunities for real-world learning
Better/more interesting teachers
Smaller classes
Better parent/school communication
Parents enforcing attendance
Increased school supervision
After school/extra help
50%
60%
70%
Source: The Silent Epidemic, Perspectives of High School Dropouts. (March 2006), Survey Data
from Peter D. Hart Research Associates
80%
90%
100%
Student
Credit Flex Plan
Student and educators pre-identify and
agree upon the learning outcomes and
how these will be measured against the
state standards
Q: How will learning occur? When?
Whose involved? What timelines? Any
safety nets?
Top Five Reasons Dropouts Identify as Major Factors For Leaving
School
Was failing in school
Had too much freedom
and not enough rules in
my life
Spent time with people
who were not interested
in school
Missed too many days
and could not catch up
Classes were not
interesting
Source:
The Silent Epidemic, Perspectives of High School Dropouts. (March 2006).
35%
38%
42%
43%
47%
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
Power of
Community Partners
Examples
 Granville
 MC2
Quiz Q
True or False
Most students express a desire or
aspiration to “go to college” but few
actually know what steps or
requirements are needed to get there.
Quiz Q
 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:
3, 6, 9, 12, 24, 60
Redesigning the Pipeline
“Earlier and Farther”
Examples
 North Union Local
 Delaware Area Career Technical
 Wright State University
Quiz Q
True or False
Experts predict that by 2019, 50% or
more of all high school course work will
be delivered on-line.
Understanding Gen Y
Examples
 New Boston
 Delaware Area Career Technical
Local
Requirements
 All
students are eligible
 Communicate
policy regularly
 Allow
demonstrated proficiency
options
 Determine
credit equivalency for
Carnegie unit & performance
benchmarks
 Permit
credits to count toward
graduation
 Can’t
limit number of courses or
credits earned
 Allow
full and/or partial credit for:
 Academic and career-tech
 More than one area content
 Secondary and post-secondary
 May
accept credit from other districts
and educational providers
 Including on-line providers
 Establish
provisions for when students:
 Do not complete requirements
 Transfer between districts
 Graduate early
 Establish
a review process
 Data the State Board will consider:
 Methods and frequency of communication
with students and families
 Number of participating students
 Total credits earned
 Evidence that student participation
reflects diversity of student body
Where to Start?


Review your own data on current provisions
Engage students/parents in dialog/planning

Use tools such as OCIS-IACP to tap individual
student planning capacity
Consider the strengths of your district and
community –asset map
 Locate strategic partners business advisory,
ESCs, foundations, Career-tech and Ed tech

Guidance
Topics include…
 HQT
 School Finance
 Appeals
 Athletic Eligibility
 Working with Gifted and Special ED
 ED Options
Case
Studies
Sites include…
 North Union Local
 Granville Studio of Visual Arts
 MC2- Cleveland Metropolitan (STEM)
 New Boston
 Delaware Area Career Center
Communities of
Practice
• Announcements from ODE
• Announcements from the
Practice Groups
• Announcements from
organizations, school
districts or regional centers
• Overview of Credit Flex
and the CoP
• Why a Cop
• Guidance for interacting in
a CoP
• Discussions created from
postings with an end date
• Summaries of past
discussions
Welcome
Announcements
Discussions
From the
Practice Groups
• Summary info with
instruction on how to find
the full information. Full
info is on the PG page
Sample Activity Page
Venues
• Upcoming Credit Flex
Dialogue at OH School
Counselors Conf
• Upcoming Dialogue on
Credit Flex at OEA/OFT
Regional meetings
Newsletters
Presentations
• Credit Flex Discussed in
CTE journal
• OH ASCD joins NH and
CA in examining
alternate credit options
• OH Dept of Education
overview (9-09)
• OEA presentation
(12/09)
Quiz Q
Which of the following factors motivates
students learning?







autonomy to determine learning
topics of personal interest
cool technologies (facebook, youtube)
curiosity, play and imagination
real world problems, issues and contexts
peers and social identity
level of challenge
Benefits
 Focuses
on performance, not time
 Acknowledges different learning
styles, paces, interests, needs
 Promotes integration of subjects,
skills and application
 Recognizes importance of student
engagement and ownership
Opportunities
MONEY
 Collaborate to expand resources
 Granville, MC2
JOB SECUTITY
 Enable teacher drive change
 Delaware CTC, New Boston, North Union
BRAND REPUTATION
 Integrate content and skills (advantaged curriculum)
 Innovate…are you GEN Y relevant?
 Granville, MC2, North Union, New Boston, Delaware
Questions?