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Credit Flexibility: Focus on Physical Education, Career-Technical
Education and World Languages
Credit Flexibility Resources• General Info• Guidance• Case Studies• Web Conferen
ces• Video Stories• Waivers
Click on any of the links above to access specific resources or visit the ODE credit flexibility website for a list and description of all resources
Guidance Documents• Appeals Process• Assessment • Athletic Eligibility• Career and Technical Education
(new)• HQT Requirements • EMIS Data Requirements • General Implementation FAQs
(updated)• Gifted Education (updated)
Case Studies
Credit Flexibility Resources
Visit the credit flexibility website to view and download guidance documents and case studies
• Physical Education (new)• School Finance
– Fee Flowchart• Students With Disabilities• World Languages
Video Stories
Archived Web Conferences
Click on the links below to view the archived web conferences:• Credit Flexibility Considerations for School Counselors• Teacher-led Credit Flexibility Initiatives Using Technology• Assessment Tips for Credit Flexibility• Developing Quality Student Credit Flexibility Plans• Mastery-based Assessment Models• School Finance and Credit Flexibility• Ohio Credit Flexibility: Working with Gifted and Special Education• Credit Flexibility and Highly Qualified Teacher Requirements
The PowerPoint, transcript, and Q&A summary for each web conference is also available for download on the ODE website.
Upcoming EventsSeptember 2010• September 21: Web Conference – Credit Flex Curriculum and
Instruction (P.E., Career Tech, Fine Arts, Foreign Language)• Follow up Q&A discussion within
Ohio Credit Flex Community of PracticeOctober 2010• October 12: Web Conference – Credit Flex Communications • Follow up Q&A discussion within
Ohio Credit Flex Community of PracticeNovember 2010• Web Conference – Family and Civic Involvement• Follow up Q&A discussion within
Ohio Credit Flex Community of Practice
Interactive Features• There are a number of new interactive features based on
feedback provided during the Spring 2010 web conference series.
– Attendees Pod allows participants to provide visual cues to the facilitator and presenters
– Chat Pod allows participants to talk to each other and submit questions to the facilitator and presenters
– Polling Pod allows for a real-time snapshot of implementation concerns and solutions of participants
– File Sharing Pod allows participants to download related resources immediately during the web conference
Web Conference Logistics• To cut down on background noises, your phones are muted.
• During the web conference, there are several opportunities for participants to interact with presenters and chat with other participants.
• During the question and answer segments, you have the option to verbally ask a question – or – you may submit a question or comment through the Chat Pod. To verbally ask a question, click on “My Status” at the top of the Attendees box and select “Raise Hand” to let the facilitator know you have a question.
Great Lakes East Comprehensive Center at Learning Point Associates
• The Comprehensive Centers Program consists of 16 regional comprehensive centers and five national content centers funded by the U.S. Department of Education.
• The regional comprehensive centers provide technical assistance designed to increase the capacity of states to help districts and schools meet the goals of the No Child Left Behind (NCLB) Act.
For more information, visit www.learningpt.org/greatlakeseast
Credit Flexibility: Focus on Physical Education, Career-Technical
Education and World LanguagesFeatured speakers from the
Ohio Department of Education:
Lisa Henry, Physical EducationDan Stacy, Career-Technical Education
Debbie Robinson, World Languages
September 21, 20102:00 – 3:00 p.m. Eastern
Credit Flexibility Web Conference Series
• Intended to support local implementation of Ohio’s Credit Flexibility Policy – Includes highlights from guidance documents – Connects participants with Ohio schools, districts,
organizations to share ideas – Identifies additional resources for support
Overview • Increase understanding of how credit flexibility
implementation can be implemented within physical education, career -technical education, and world language course requirements
• Foster thinking and conversations• Respond to your questions
Credit Flexibility and Physical Education
Lisa Lyle HenryPhysical Education Consultant
Desk: 614-728-7732Office: 614-466-1317
E-mail: [email protected]
Credit Flexibility and PE
• Available in all subjects• Student-initiated plan• A plan can include aspects of individual
and team athletic participation. • Those activities do not constitute a credit
flexibility plan.
Credit Flexibility and PE
• Therefore, just by participating on an athletic team can not be a plan.
• The credit flexibility plan must be developed with components that address the graded course of study and/or the elements within the physical education academic content standards.
Credit Flexibility vs. PE Waiver• Students who successfully complete all
components of the physical education waiver are not required to take physical education in order to graduate.
• It is a local decision whether or not to adopt the physical education waiver policy.
Credit Flexibility vs. PE Waiver• 3313.603 (L) Notwithstanding anything to the
contrary in this section, the board of education of each school district and the governing authority of each chartered nonpublic school may adopt a policy to excuse from the high school physical education requirement each student who, during high school, has participated in interscholastic athletics, marching band, or cheerleading for at least two full seasons or in the junior reserve officer training corps for at least two full school years.
Credit Flexibility vs. PE Waiver
• If the board or authority adopts such a policy, the board or authority shall not require the student to complete any physical education course as a condition to graduate. However, the student shall be required to complete one-half unit, consisting of at least sixty hours of instruction, in another course of study.
Credit Flexibility vs. PE Waiver• In the case of a student who has participated
in the junior reserve officer training corps for at least two full school years, credit received for that participation may be used to satisfy the requirement to complete one-half unit in another course of study.
Credit Flexibility vs. PE Waiver• Interscholastic athletics, marching band and
cheerleading cannot be substituted for physical education credit.
• When a district adopts the waiver policy, students are not earning credit for participation.
• Students are required to complete ½ unit of credit in another subject area in order to meet graduation requirements.
Questions
• During the question and answer segments, you have the option to verbally ask a question – or – you may submit a question or comment through the Chat Pod.
• To verbally ask a question, click on “My Status” at the top of the Attendees box and select “Raise Hand” to let the facilitator know you have a question.
Career-Technical Education and Credit Flexibility
Dan StacyCareer -Technical Education Consultant
Office: 614-644-6325E-mail: [email protected]
CTE and Credit FlexibilityCredit Flex plan must have a basis.• Credit flex plans that cover CTE content
must be based upon a state-approved program/course in the school district or community school in which the student is enrolled.
CTE and Credit FlexibilityCredit Granting• The JVSD role in the granting of credit
for credit flex plans is the same as its role in granting credit for Carnegie-unit-based programs/courses.
CTE and Credit FlexibilityCredentials• A person holding valid credentials to teach the
program/course being flexed should be the teacher of record and should design/select instruction and assessment for a credit flex plan in that content area. If this is not possible, a counselor or administrator appropriately credentialed for high school age students could oversee the plan in consultation with a subject matter expert.
Questions
• During the question and answer segments, you have the option to verbally ask a question – or – you may submit a question or comment through the Chat Pod.
• To verbally ask a question, click on “My Status” at the top of the Attendees box and select “Raise Hand” to let the facilitator know you have a question.
World Languages and Credit Flexibility
Deborah W. Robinson, Ph.D.World Languages Consultant
Phone: 614-995-0232E-mail: [email protected]
Typical Scenarios• Heritage Language Learners• Highly Motivated Language “Geeks”• Study Abroad • Online Learners• Early Language Learners
Secondary School Students and Projected Level of Attainment
Carnegie Units
1=120 hours
Level 1
Difficulty
(e.g., Spanish)
Level 4
Difficulty
(e.g., Chinese)
1 year 120
2 years 240
3 years 360
4 years 480
5 years 600
Novice-Mid?
Novice-High?
Intermediate-Low?
Intermediate- Low/Mid?
Intermediate- Mid/High?
Novice-Mid?Novice-Mid/High?
N-H/Intermediate- Low?
Intermediate-Low?
Intermediate- Low/Mid?
Assessment ResultsOhio’s Collaborative Articulation and AssessmentProject (CAAP) targets learners of French, Spanish,and German after three years of secondary languageinstruction on listening, speaking, reading, andwriting. 18 years = Intermediate-Low
Thoughts to Ponder• Who will be involved in the pre-identification
of learning outcomes and measures of success?
• How will the student demonstrate what s/he knows and can do, apply the learning or document performance?
• Which existing assessments and performance tasks will be used to measure success?
Thoughts to Ponder• What scoring criteria will be used to measure
performance/proficiency (for locally designed tasks and assessments only) ?
• What score/rating does the student need to obtain to earn __ credit(s)?
Questions
• During the question and answer segments, you have the option to verbally ask a question – or – you may submit a question or comment through the Chat Pod.
• To verbally ask a question, click on “My Status” at the top of the Attendees box and select “Raise Hand” to let the facilitator know you have a question.
Next StepsFollow Up Q&A Discussion:• Join the Ohio Credit Flexibility Community of
Practice, a statewide learning collaborative, for a follow-up Q&A discussion– More information, including how to join and participate,
is available in the Download Resources pod.– Information will also be e-mailed to participants along
with other materials from today’s web conference.
Next StepsWeb Conference Materials:• PowerPoint– Available for immediate download
• Guidance– Available for immediate download
• Video archive, transcript , Q & A Summary
Archived Web Conferences
Click on the links below to view the archived web conferences:• Credit Flexibility Considerations for School Counselors• Teacher-led Credit Flexibility Initiatives Using Technology• Assessment Tips for Credit Flexibility• Developing Quality Student Credit Flexibility Plans• Mastery-based Assessment Models• School Finance and Credit Flexibility• Ohio Credit Flexibility: Working with Gifted and Special Education• Credit Flexibility and Highly Qualified Teacher Requirements
The PowerPoint, transcript, and Q&A summary for each web conference is also available for download on the ODE website.
Upcoming EventsSeptember 2010• September 21: Web Conference – Credit Flex Curriculum and
Instruction (P.E., Career Tech, Fine Arts, Foreign Language)• Follow up Q&A discussion within Ohio Credit Flex Community of
PracticeOctober 2010• October 12: Web Conference – Credit Flex Communications • Follow up Q&A discussion within Ohio Credit Flex Community of
PracticeNovember 2010• Web Conference – Family and Civic Involvement• Follow up Q&A discussion within Ohio Credit Flex Community of
Practice
Thank you for participating in today’s web
conference.