the ohio core and the implications for exceptional children n.
Download
Skip this Video
Download Presentation
THE OHIO CORE and the IMPLICATIONS FOR EXCEPTIONAL CHILDREN

Loading in 2 Seconds...

play fullscreen
1 / 31

THE OHIO CORE and the IMPLICATIONS FOR EXCEPTIONAL CHILDREN - PowerPoint PPT Presentation


  • 68 Views
  • Uploaded on

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

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'THE OHIO CORE and the IMPLICATIONS FOR EXCEPTIONAL CHILDREN' - sonya-price


Download Now An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
background
Background
  • Created by SB 311
  • New Graduation Requirements
  • Effective for Class of 2014
the ohio core vs the common core
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
ohio core options for students with disabilities
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
implications for students with disabilities
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
what learning experiences are needed to move a student from
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
transition planning questions
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?
transition planning questions cont
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?
the transition plan
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
the transition plan1
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
the opt out plan
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
the opt out plan1
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
the opt out plan2
THE “OPT OUT” PLAN
  • The student must at least complete the graduation requirements in place during the 2009 – 2010 school year
the transition plan2
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
credit flexibility
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

the problems with carnegie units
The Problems with Carnegie Units
  • Standardizes time, not learning
  • Assumes uniform progression
  • This is a problem for both gifted students and SWD
credit flexibility1
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
credit flexibility2
CREDIT FLEXIBILITY
  • Completing coursework
  • Educational travel
  • Independent study
  • Music and the Arts
  • After-school/tutorial program
  • Sports
credit flexibility3
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
credit flex options accommodations for swd
Credit Flex Options – Accommodations for SWD

Partial credit

Dual credit

Extra time

Assessment options

Others limited only by imagination

benefits of credit flex
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

benefits for gifted students
Benefits for Gifted Students
  • Acceleration
  • Educational Options
  • Multidisciplinary Credit
  • Testing Out (AP Update)
  • The Arts
  • Class Standing
how does credit flex work
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

student credit flex plan
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”
student credit flex plan1
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

student credit flex plan2
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.
the student credit flex plan
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
ensuring success
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
what s happening now
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.
sample templates
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