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Advancing Ohio's Credit Flexibility Plan

Ohio's plan to empower teachers and learners. It's underway. What next?

Ed Jones

on 19 April 2010

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Transcript of Advancing Ohio's Credit Flexibility Plan

Ohio's Credit Flexibility Plan
Passed in 2009
Districts to implement for Fall 2010
Allows Teachers to approve most any plan of study
Ohio's New Law
SB 311 The Ohio Core
Mastery not "Seat Time"
Build traditional credit hours
Applies to all students
1. Ensure that every student is able to benefit from 21st century learning environments;
2. Expand students’ learning time and create opportunities to learn by engaging the community;
3. Improve the quality of teaching and instruction by revolutionizing teacher training, support and professional development;
4. Make the requirements for high school graduation more rigorous and relevant and measure Ohio students’ performance against the world;
5. Heighten school district accountability and transparency; and
6. Create a school funding system that gives schools the resources needed to meet the
demands of a 21st century education system.
Governor's Call to Action:
• Offers learning opportunities not
found in the one-size-fits-all factory
process model.
• Focuses on performance, not counting
seats and hours.
• Acknowledges and addresses students’
differing learning styles, paces and
• Offers students opportunities to
demonstrate creativity, explore
academic and career interests,
Ohio’s Plan for Credit Flexibility
Six Guiding Principles
PRINCIPLE 1: The plan must address the unique needs of each student and therefore all
students and the key elements of the plan should be designed to personalize learning in ways that make it more relevant to students’ academic needs and non-academic barriers to learning, particularly mental and physical health disparities.

PRINCIPLE 2: All credit must have equitable value, regardless of how it is earned, and
student records and other documentation should not differentiate credit based on how it is earned.

PRINCIPLE 3: The plan must be focused on supporting and accelerating student learning,
and should reflect the need for students’ readiness for careers and college without remediation.

PRINCIPLE 4: The plan’s implementation should be driven by incentives designed to change
behaviors and improve results.

PRINCIPLE 5: The plan must value the expertise and experience of education professionals by allowing them to put what they know into practice and it should value instruction provided by teachers and school leaders who are well-trained, adequately supported and provided with ongoing professional development.

PRINCIPLE 6: The plan should build on the education system’s capacity to support the
academic achievement and personal development of all students by (a) providing educators
and students with more options and greater flexibility, and (b) improving the ability of
educators and school leaders to meet growing performance expectations.
"Students can earn credit in core (mathematics, science, English) and non- core subject areas (physical education, electives), and academic and career technical coursework under this provision. As well, there will be no limit on the number of credits towards graduation that can be earned in this way."
How Flexible Is It?
"There is no limit to the kinds of course work, nor to the number of credits, that can be earned.
- Final Credit Flexibility Report
So How Can We Help?
"To ensure statewide equity, state entities should invest in and utilize technology platforms and/or consider specialized provider agreements. Increasingly, electronic and open source platforms provide a means for building and sharing collective knowledge. This strategy can
help move the state beyond the notion that education and quality is limited by geography or the talent or specialties available in any one school, district or community. For example, Florida’s Virtual School provides statewide capacity and already is used by some Ohio
districts. The state could sponsor its own online coursework or it could assist by rating on line providers or issuing guidance documents for potential consumers – whether individual and organizational. An open source platform is another way the state can build capacity to collect and rate locally generated assessments and rubrics to provide consistency or quality assurance. This may be especially useful with new requirements related to senior projects and service learning.
"An open source platform is another way the state can build capacity to collect and rate locally generated assessments and rubrics to provide consistency or quality assurance."
"Identify and implement a strategy (e.g., rubrics, models, standardized review process,and/or an open source platform) for developing capacity around high quality, locally developed assessments in a variety of content areas. For example, an “open source” platform where sites submit and reviewers access, rate and share would allow repository to be improved over time and would prevent the use from being restricted by Department
capacity (staffing and budget allocations)."
"The Ohio Department of Education, State Board of Education or a representative
authority will do the following:
The Design Team is on the right track....
"an 'open source' platform where sites submit and reviewers access, rate and share would allow repository to be improved over time...
Let's Build It!!!!
Assessment and Quality Assurance
Being Presented to Districts this Spring
"and would prevent the use from being restricted by Department capacity (staffing and budget allocations)."
Build What?
Focuses on performance, not counting
seats and hours.
Hmm. Why didn't I think of that?
1. Critical thinking, problem-solving skills, and applied knowledge for practical results
2. Mastery of rigorous academic content, especially in literacy, mathematics, and information
3. Innovative and creative thinking, including entrepreneurial skills
4. Communication skills, both oral and written
5. Team learning and work, relationship building, and interpersonal social skills
6. Alignment of education with the needs of economic development, including better
communications and cooperation between educators and business people
7. Personal responsibility, including good work habits, work ethic, knowing how to be flexible and
continue learning, and financial literacy
8. Global awareness, languages, and understanding other cultures (including history, economics and
9. Communications and better interfaces between K-12 public education and postsecondary/ higher
education to make high school graduates better prepared for the next stages of their education and
10. Teacher education, preparation, and professional development to support content mastery and
skill development, including applied learning (or problem-based learning) across disciplines in a
global context
What Kind of Learning?
Sustained Transformation?
Is it both
If the Districts get help...
Oh. The design team thought of that
Making Ohio's Credit Flexibility Plan Real
Aha! Collect and rate.
So teachers don't have to be alone in this.
But shouldn't this come from outside ODE?
Full transcript