Ohio’s Report & Plan for Credit Flexibility @ode.state.oh

1. A New Emphasis on Learning Shifting the focus from “seat time” to performance Ohio’s Report & Plan for Credit Flexibility @ode.state.oh.us Sarah Luchs or Cynthia Clingan 614-466-3904

2. Ohio Core SB 311Part 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…

3. Why?Policy Intent Flexibility to meet… Increased expectations for HS Graduation (4 math w/Alg II and 3 science w/lab) in response to globalization, technology, demographics Demand for 21 Century skills especially creative and innovative thinking (economic development)

4. Credit Flexibility Allows students to… Broaden scope of curricular options Increase the depth of study available Customize the time needed to complete a degree (shorter or longer)

5. Students can… Show what they know and that they are ready to move on to higher order content; and/or Learn subject matter or earn course credit in ways not limited solely to seat time or a school building.

6. How? Students earn credit by… Completing coursework; and/or Testing out or showing mastery of course content; 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

7. Alignment Related Policies Performance Based Assessments Stackable Certificates Public-Private Collaborative Commission Anytime Anywhere Learning Dual Credit Strategies Acceleration Policy Credit Recovery/Dropout Prevention & Intervention

8. Carnegie Credit 120 hours = 1 high school credit Introduced at the beginning of the 20th Century, Carnegie units represent the hours of instruction or number of hours a high school student is in class (seat time).

9. MeasurementMatters So What? The value of seat time as an accurate measure of student learning is limited. Demonstrating knowledge ensures our system is designed for learning and focuses on intended results. It allows time and the conditions for learning to be flexible and customized to meet student needs.

10. Student Achievement Benefits Access to more learning resources, especially real world experiences; Customization around individual student needs; and Use of multiple measures of learning, especially those in which students demonstrate what they know and can do.

11. Policy Guidelines Elements Local boards of education adopt local policy and annually communicate to parents/students Applies to any student capable of meeting the conditions and eligible to earn HS credit Credits earned through this alternative will be reflected on high school transcript like other course credit earned Flexible use of assessments including multidisciplinary teams, professional panel, performance based assessments, end of course, placement or certification exams

12. Elements Student and educators pre-identify and agree upon the learning outcomes and how these will be measured against the state standards (Petition) Use regional networks to broker learning opportunities tied to economic development Revisit the policy as a working document

13. Implementation Milestones • State Board of Education Adopted, March 2009 • ODE & OSBA, May 2009 Leadership Institute • OSBA, September, Webinar(s), draft language • OSBA Conference, November 2009, resources • Local boards policy adoption, December 2009 • Local boards full implementation, September 2010 • State Board review of policy implementation, 2011-12

14. Next Steps What you can do… Talk to key individuals in your district Review the research provided (see checklist!) Use OCIS-IACP to build individual planning capacity, Review your own data on current provisions (attached) and engage students/parents in dialog and planning Consider the strengths of your district and community (e.g., business advisory, ESCs, foundations, Career-tech and Ed tech) Begin to draft and vet policy language

15. A New Emphasis on Learning Shifting the focus from “seat time” to performance Thank You! Visit education.ohio.gov Keywords Credit Flexibility

16. The Fine Print(Or: “Important Stuff I learned at various ODE Meetings”) District Considerations Must award a grade – not pass/fail CF is only for HIGH SCHOOL CREDIT Be sure to address class rank and class weight issues Can allow for costs to be passed on to students/families Districts will be responsible for collecting performance data including the number of students participating, total credits earned, and extent to which participation reflects diversity of the student body. Appeals process must be in place in the event credit is denied

17. Fine Print (continued) MORE District Considerations Districts must communicate this provision annually to students and parents. A teacher of record is needed for every CF option. Ohio’s pilot on Performance Based Assessments does support the CF design and may be useful. Middle school students MAY be able to obtain HS credit in situations other than the current arrangement with a secondary licensed teacher. ODE suggests that districts convene meetings NOW with stakeholders (union, business, parents, IHE, community, students, etc.) to plan CF options. Districts can partner with an agency to provide CF course for a specific population: gifted, special ed, art, foreign language, CTE, etc.

18. Fine Print (continued STILL MORE District Considerations The following should be in place for the start of school in 2010-11 1. Have an alternate assessment in place for each CF course. 2. Have a process in place, including a mechanism to inform parents who say that they want to explore a CF option. Remember that granting credit is CERTIFYING THE LEARNING – just as colleges certify the learning in a dual credit course. CF must be tied to an approved COS.

19. Fine Print (continued) ODE’s Role Revamping Educational Options to go before the state Board of Education in February or March Providing a Guidance Document to help districts choose assessments (January/February) Establishing an appeals process for individuals who have complaints about district policy Utilizing a web-based mechanism to communicate and share research and CF options in districts.

20. Resources on the ODE Web Site CF Plan Report – 31 pages Executive summaries Checklist for local board policy development Ohio’s current provisions Presentation (PPT) CF Summary Summaries of meetings and surveys from the plan development process Guidance for CF in certain areas: world languages, arts, CTE, OHSSA, etc. Video examples of what learning can look like when CF is applied

21. Table Discussions 1. If your district has begun to formulate a CF plan, please describe activities/progress. 2. What support do you need right now? 3. What questions do you have?