Transcript Slide 1
THE OHIO CORE
and the
IMPLICATIONS FOR
EXCEPTIONAL
CHILDREN
Background
• Created by SB 311
• New Graduation Requirements
• Effective for Class of 2014
The Ohio Core vs. The
Common Core
Ohio Core
• Mandated by SB 311
• Increased courses
required for graduation in
Ohio
• Took effect for this year’s
freshmen
Common Core
• Federal initiative for a
common set of academic
standards
• Adopted by forty-four
states
• Will replace the Academic
Content Standards in
English/ Language Arts
and Math for all grades
New
Graduation
Requirements
Credits
Subject
Notes
Class of
Required
2014
English
Language Arts
4
4
Health
½
½
Mathematics
3
4
Algebra II or Equivalent
Physical
Education
½
½
Students May be
Exempted
3
Must include on Physical,
Life and Advanced
Course.
Inquiry-based
American History
American Government
Financial Literacy
Science
3
Social Studies
3
3
Electives
6
5
Fine Arts
0
1
Two Half Units
Ohio Core Options for
Students with Disabilities
• Graduate by completing the
requirements of the Ohio Core
• “Opting out” of the Ohio Core
• Graduate by meeting the IEP goals
and objectives
Implications
for students with
disabilities
• Must be considered as part of transition
planning as “Course of Study”
• Raises expectations for academic
achievement for students
• Focus on outcomes of career and
college ready
What learning experiences are needed
to move a student from…
“Here….
TO
•Vision
•Future plans
•Goals (for
education,
employment,
independent
living)
…Here”
•College
•Technical
school
•Employment
•Managing
daily life
TRANSITION PLANNING
QUESTIONS
What classes will the student need to
prepare for the intended job/career?
Does the student intend to go to
college? A career/tech program?
What classes will provide the student
with the skills needed to achieve the
post-secondary goals?
TRANSITION PLANNING
QUESTIONS, cont.
What accommodations and/or services
does the student need to support
achievement and to make progress?
Will the student require direct
experience and instruction in life skills?
Does the student require authentic
experiences in order to learn?
THE TRANSITION PLAN
• If the transition plan states that the
student will attend college –
– The transition plan should indicate
that the student will participate in the
Ohio Core
– Necessary services and
accommodations will be included in
the IEP
THE TRANSITION PLAN
• The transition plan may indicate that the
student will “opt out” of the Ohio Core
– USE THIS OPTION WITH CAUTION!!!!
– Students “opting out” of the Ohio Core may
not attend Ohio universities without
completing additional course work
THE “OPT OUT” PLAN
• The decision “opt out” may not made
until the student has completed at least
two years of high school
• The parent(s) and the student must sign
a statement that:
– Gives consent for “opting out”; and
– Acknowledges the consequences
THE “OPT OUT” PLAN
• Will the student pursue instead:
– A two year degree program
– Acquisition of a business or industry
credential
– Entrance into an apprenticeship plan
THE “OPT OUT” PLAN
• The student must at least complete the
graduation requirements in place during
the 2009 – 2010 school year
THE TRANSITION PLAN
• Students with severe cognitive
disabilities may graduate by meeting the
functional goals on the IEP
– Students participating in alternative
assessments
– Participating in a modified curriculum
based on functional life skills
Credit Flexibility
• Pertains only to high school credit
• No limit to the kind of course work or the
number of credits
• Placed on the transcript in the same
way as Carnegie units
The Problems with
Carnegie Units
• Standardizes time, not learning
• Assumes uniform progression
• This is a problem for both gifted
students and SWD
Credit Flexibility
• Students can now demonstrate mastery of
content to earn a Carnegie Unit
• Can earn credit by:
– Testing out
– Showing mastery through:
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•
•
Senior project/research based project
Distance learning
Postsecondary coursework/Internship
Service learning
CREDIT FLEXIBILITY
– Completing coursework
– Educational travel
– Independent study
– Music and the Arts
– After-school/tutorial program
– Sports
CREDIT FLEXIBILITY
• Each district designs their CF plan
• Ohio's plan for credit flexibility is
designed to:
– broaden the options available to
students
– increase the depth of study possible
for a particular subject
– allow tailoring of learning time and/or
conditions
Credit Flex Options –
Accommodations for SWD
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•
•
•
Partial credit
Dual credit
Extra time
Assessment options
Others limited only by imagination
Benefits of Credit Flex
• More learning choices
• Focuses on performance and ability, not
time and disability
• Acknowledges different learning styles,
paces and interests
• Promotes subject integration,
connections
• Recognizes importance of student
engagement and ownership
Benefits for Gifted
Students
•
•
•
•
•
•
Acceleration
Educational Options
Multidisciplinary Credit
Testing Out (AP Update)
The Arts
Class Standing
How Does Credit Flex
Work?
• Districts develop credit flex policies; or
• Districts may apply for waivers
Students apply to the district credit flex
committee in accordance with the
district policy to seek approval for a
credit flex proposal
Student Credit Flex Plan
• Credits earned in flexible ways are
equivalent to “seat time” credits
• Credits must be earned based on
demonstration of knowledge of the
academic content standards
• Knowledge attained must be equivalent
to students who earn the credit through
“seat time”
Student Credit Flex Plan
• Pre-identify and agree on learning
outcomes and how they will be
assessed based on the academic
content standards
• Pre-identify and agree on the credits to
be earned
Student Credit Flex Plan
• Pre-identify and agree on how the
credits will be earned
– Completion of course work – seat time?
– Demonstrating mastery – how?
– Identifying the educational options – how
will the learning be accomplished?
• Distance learning, educational travel,
independent study, internship, after school/
tutoring program, community service or
engagement, etc.
The Student Credit Flex Plan
• Local HQTs issue credit
• The IEP team plus added individuals may
meet to determine if credit will be issued
based on among others:
– A multi-disciplinary team’s recommendation
– A professional panel from the community’s
recommendation
– Performance based assessment(s)
– Rubrics
– End of course exams
– Test out
Ensuring success
• Continuous monitoring of the plan is essential
• IEP team, plus added members, should
monitor plans to:
– Add supports as needed to ensure student
is progressing toward successful
completion
– Revise the plan to re-determine what
credits will be earned
What’s Happening Now
• Guidance documents have been created in several
areas, including gifted and special education.
• There is also a web conference series, case studies
of early adopters and video stories of credit flexibility
in action.
• Visit education.ohio.gov and search the term “credit
flexibility.”
• Districts are sharing news, documents and templates
on sharedwork.org. The site is free, but requires
registration.
Sample Templates
• From Columbus City Schools, posted to
www.columbus.k12.oh.us.
• From North Union Local Schools, posted to
education.ohio.gov, search term “credit flexibility.”
• Check other schools websites for district specific
information