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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•
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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