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THE BASICS OF FLEXIBLE CREDIT FOR OHIO’S STUDENTS

THE BASICS OF FLEXIBLE CREDIT FOR OHIO’S STUDENTS. Jim Harbuck October 4, 2010. WHAT WE ARE USED TO: The Carnegie Unit • Introduced at the beginning of the 20th century • Equates learning with “seat time” - 120 hours = 1 Carnegie unit - 150 hours = 1 Carnegie unit for a lab course

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THE BASICS OF FLEXIBLE CREDIT FOR OHIO’S STUDENTS

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  1. THE BASICS OF FLEXIBLE CREDIT FOR OHIO’S STUDENTS Jim Harbuck October 4, 2010

  2. WHAT WE ARE USED TO: The Carnegie Unit • Introduced at the beginning of the 20th century • Equates learning with “seat time” - 120 hours = 1 Carnegie unit - 150 hours = 1 Carnegie unit for a lab course • Requirements for graduation are measured in Carnegie units WHAT ARE THE WEAKNESSES IN THE CURRENT METHOD? • Assumes that all students will learn at the same pace • Handicaps both slower and more advanced learners • Makes differentiation difficult

  3. SENATE BILL 311 (126th General Assembly) • Established the Core Curriculum for high schools • Changed requirements for college admission • Changed physical education requirements • Mandated flexible credit in high schools • Required ODE to design program requirements and SBOE to adopt (March 2009) • Effective the 2010-11 school year (Partial waiver was possible)

  4. HOW DOES CREDIT FLEXIBILITY WORK? • Allows students to earn credit through normal “seat time” process or by demonstrating mastery of the course content • Is available to all students at the high school level • Is not limited to type of course work or number of credits • Courses are not identified or separated in any manner on the transcript

  5. • Applies to career tech centers as well as comprehensive high school settings • Examples include - Distance learning - After school programs - Independent study - Internships - Travel - Community service - “Testing out” of course work

  6. BENEFITS OF OFFERING FLEXIBLE CREDIT TO STUDENTS • Creates more learning choices • Focuses on performance rather than seat time • Accommodates different learning styles, paces, and interests • Recognizes importance of student ownership and engagement

  7. LOCAL PLANS MUST • Allow all students to participate • Communicate the plan annually • Determine equivalency to Carnegie units • Count credits earned toward graduation • Accept flexible credits earned from other districts • Establish a review process

  8. • Establish provisions for when - Students do not complete requirements - Students transfer between schools - Students graduate early • Collect data for the state - Methods and frequency of communication with students and families - Number of students participating - Number of credits earned - Evidence that student participation reflects the diversity of the student body

  9. WHO CONTROLS THE PROCESS? • Board of education sets governing policy and rules • Licensed teachers provide/verify grades and credit

  10. QUESTIONS ? www.education.ohio.gov Search words: flexible credit

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