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THE OHIO CORE and the IMPLICATIONS FOR EXCEPTIONAL CHILDREN

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. Common Core. Federal initiative for a common set of academic standards

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THE OHIO CORE and the IMPLICATIONS FOR EXCEPTIONAL CHILDREN

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  1. THE OHIO COREand the IMPLICATIONS FOR EXCEPTIONAL CHILDREN

  2. Background • Created by SB 311 • New Graduation Requirements • Effective for Class of 2014

  3. The Ohio Core vs. The Common Core Ohio Core 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 • Mandated by SB 311 • Increased courses required for graduation in Ohio • Took effect for this year’s freshmen

  4. New Graduation Requirements

  5. 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

  6. 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

  7. What learning experiences are neededto move a student from… • Vision • Future plans • Goals (for education, employment, independent living) …Here” “Here…. TO • College • Technical school • Employment • Managing daily life

  8. 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?

  9. 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?

  10. 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

  11. 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

  12. 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

  13. 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

  14. THE “OPT OUT” PLAN • The student must at least complete the graduation requirements in place during the 2009 – 2010 school year

  15. 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

  16. 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

  17. The Problems with Carnegie Units • Standardizes time, not learning • Assumes uniform progression • This is a problem for both gifted students and SWD

  18. Credit Flexibility • Students can now demonstrate mastery of content to earn a Carnegie Unit • Can earn credit by: • Testing out • Showing mastery through: • Senior project/research based project • Distance learning • Postsecondary coursework/Internship • Service learning

  19. CREDIT FLEXIBILITY • Completing coursework • Educational travel • Independent study • Music and the Arts • After-school/tutorial program • Sports

  20. 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

  21. Credit Flex Options – Accommodations for SWD Partial credit Dual credit Extra time Assessment options Others limited only by imagination

  22. 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

  23. Benefits for Gifted Students • Acceleration • Educational Options • Multidisciplinary Credit • Testing Out (AP Update) • The Arts • Class Standing

  24. 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

  25. 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”

  26. 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

  27. 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.

  28. 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

  29. 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

  30. 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.

  31. 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

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