Sarah LuchsOhio Department of Education

614-387-0960sarah.luchs@ode.state.oh.us

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

0%

20%

40%

60%

80%

100%

Black Hispanic Students w /Disabilities

EconDisadvantaged

LEP

State Ave

= 86.2%

4

College Remediation

State Goal

College and Career Readiness …

This means a student who can succeedwithout remediation—in credit bearing generaleducation courses and/or a two-year certificateprogram and who is prepared for the cognitivechallenges of general education, subsequentcourse requirements and living wage employment.

David Conley (2009) College Knowledge

Median Earnings for Adults 25+

$0

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

Less thanHS

HS Grad Some collegeor AAdegree

Bachelor'sdegree

Graduatedegree

Education and Earning Potential

Source: U.S. Census data, 2004

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

00

3,250,000

6,500,000

9,750,000

13,000,000

China EU India US

2003 2010 2015

Future supply of high school graduates

Source: Organisation of Economic Cooperation and Development

How the Demand for Skills Has Changed

00%

13%

26%

39%

52%

65%

1960 1970 1980 1990 2002

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutineinteractive

Levy and Murnane for the Organisation of Economic Cooperation and Development,

Critical Thinking 78%

Information Technology 77%

Health & Wellness 76%

Collaboration 74%

Innovation 74%

Personal Financial Responsibility 72%

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.

21st Century SkillsLearning and Learning and Innovation Innovation SkillsSkills

Learning and Learning and Innovation Innovation SkillsSkills

Core Subjects and21st Century Themes

Core Subjects and21st Century Themes

Life andCareer Skills

Life andCareer Skills

Information Media, andTechnology Skills

Information Media, andTechnology Skills

Standards and AssessmentsStandards and Assessments

Curriculum and InstructionCurriculum and Instruction

Professional DevelopmentProfessional Development

Learning EnvironmentsLearning Environments

Source: Partnership for 21st Century Skills. 2006.

Source: Tough Choices or Tough Times, National Center on Education and the Economy, 2007

In 2015

CreativCreativeeWorkWork

The United StatesThe United States

In Less Developed CountriesIn Less Developed Countries

Routine Routine WorkWork

Routine Routine WorkWork

Done by PeopleDone by People Done by MachinesDone by Machines

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

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

Requirements

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 PolicySEE also Checklist

State Role

Developed by Credit Flex Design TeamState/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 TeamFindings

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 SchoolsOn-line educationDual 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 courseDepth 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 creditDual enrollment TAG coursework at public PSI ($)Certification tests

50% 60% 70% 80% 90% 100%

After school/extra help

Increased school supervision

Parents enforcing attendance

Better parent/school communication

Smaller classes

Better/more interesting teachers

Opportunities for real-world learning

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

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

47%

43%

42%

38%

35%

Classes were notinteresting

Missed too many daysand could not catch up

Spent time with peoplewho were not interested

in school

Had too much freedomand not enough rules in

my life

Was failing in school

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: 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 requirementsTransfer between districtsGraduate early

Establish a review process Data the State Board will consider:

Methods and frequency of communication with students and families

Number of participating studentsTotal credits earnedEvidence 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

Sample Activity Page

Quiz QWhich of the following factors motivatesstudents learning?

autonomy to determine learningtopics of personal interestcool technologies (facebook, youtube)curiosity, play and imaginationreal world problems, issues and contextspeers and social identitylevel 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

MONEYCollaborate to expand resourcesGranville, MC2

JOB SECUTITY Enable teacher drive changeDelaware 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?