Ohio's Credit Flexibility Plan

Join Teachers.Net

Chatboards

Recent Groups

OH Teachers

MEMBERS

4 Members

+ Join Group

Pinned Posts

ALLAll Teachers

Teachers.Net LIVE CHAT Support group - Tues eve!

Featured Jobs

Full-timeMontessori Teacher

Maple Ridge, British Columbia, Canada

TemporaryTeachers, rural schools

Peace River North School District

Full-timeHead Teacher: 2nd/3rd Grades – Mills College Children’s School

Mills College

Teaching Jobs on Teachers.Net

Featured Job special only $39!

https://teachers.net/jobs

Become a Teachers.Net sponsor!

Ohio Teachers Chatboard

Ohio's Credit Flexibility Plan

by Concerned

Mar 1, 2010

Last week we had a teacher inservice at our high school. The first half we discussed special education laws and what we are required to do.

The second half we discussed Ohio's new credit flexibility plan. Basically...if a student wants to take a basketweaving class outside of school for Art class credit...they can (if the school approves the curriculum - and the teacher oversees the work done in basketweaving), but if students don't like it when the school denies them Art credit for basketweaving...they can appeal the decision. And the kicker is that the school pays for this basketweaving class.

So...these basketweaving teachers don't have to accommodate for IEPs.

It just doesn't make sense. Make the school's job harder...yet make students less accountable.

I understand and like the idea behind credit flexibility...but in my opinion the execution is wrong.

Next inservice topic: Grade Inflation

THIS MAKES ME LOL!

Comment

(2)

report post

Eric It seems you have been given some information about credit flexibility that is incorrect, so I wanted to take a minute to address a few of the items in your post.

First, schools will set the criteria and methods by which students are assessed, even if learning takes place outside the traditional classroom. Therefore, there is nothing inhe...See MoreIt seems you have been given some information about credit flexibility that is incorrect, so I wanted to take a minute to address a few of the items in your post.

First, schools will set the criteria and methods by which students are assessed, even if learning takes place outside the traditional classroom. Therefore, there is nothing inherent in credit flexibility that would lead to a reduction in rigor or grade inflation. Students will be held accountable for learning by district teachers as they always have been.

Second, students' IEPs apply in any setting in which a district places a student, whether that be in a traditional class, independent study, online course, or other educational option.

Third, the information on costs is not accurate either. Districts only have to pay for experiences that have analogous traditional courses, and then only have to provide resources that would also be provided to students in a regular class. In other words, unless your district offers a basket weaving class, it won't have to pay for private basket weaving classes. Further, districts will continue to receive state funding for students who participate in credit flexibility experiences just as they do for students enrolled in traditional courses.

Finally, on a more philosophical note, I think people should look beyond the handful of students looking to slide by with minimal effort and think more about the student who would like to take Chinese but attends a school where it isn't offered, or a student who wants to earn credit through a structured "hands on" experience in a mentorship, internship, or service learning program that could also help him or her develop job skills and work experience and explore future career and education options. If a kid already knows the content of Algebra I, is it "rigorous" to make her sit through the class anyway? Other than practicing valuable waiting skills, I do not see the benefit to that student, the teacher of the class, or the student's peers. Wouldn't it be MORE rigorous to assess her mastery of Algebra I requirements and then enroll her in, say, a statistics or computer science course where she will have to grapple with new, more challenging material, and then let the Algebra I teacher focus his or her time and attention on the students who do need instruction?

The fact is, more than a third of our students don't graduate high school. Of those who do, only half go on to college. Of those who go on to college, nearly half have to take remedial coursework on campus (and a majority of those students will drop out, stop out, or flunk out before earning a baccalaureate.)

In other words, the systems we have in place to ensure rigor today, before credit flexibility, have succeeded in preparing, at best, 1 out of 5 students for post-secondary success. Given these results, I think there's room for some experimentation.

I'm not trying to be hostile. I just think you've been given some inaccurate information. I think if you read more about credit flexibility you would find that many of the concerns you raised are actually addressed. I suggest starting by reading the credit flexibility plan at the link below: [link removed]

Mar 3, 2010

report post

Concerned Thanks for your response. I will read the info in the link you sent. As a business/computer teacher...I see it as a way to get rid of teaching positions.

At our meeting, even my principal said that schools will use this as a way to avoid hiring teachers.

I will read the link you sent. Thanks for the reply.

On 3/03/10, Eri...See MoreThanks for your response. I will read the info in the link you sent. As a business/computer teacher...I see it as a way to get rid of teaching positions.

At our meeting, even my principal said that schools will use this as a way to avoid hiring teachers.

I will read the link you sent. Thanks for the reply.

On 3/03/10, Eric wrote: > It seems you have been given some information about credit > flexibility that is incorrect, so I wanted to take a minute to > address a few of the items in your post. > > First, schools will set the criteria and methods by which > students are assessed, even if learning takes place outside > the traditional classroom. Therefore, there is nothing > inherent in credit flexibility that would lead to a reduction > in rigor or grade inflation. Students will be held accountable > for learning by district teachers as they always have been. > > Second, students' IEPs apply in any setting in which a > district places a student, whether that be in a traditional > class, independent study, online course, or other educational > option. > > Third, the information on costs is not accurate either. > Districts only have to pay for experiences that have analogous > traditional courses, and then only have to provide resources > that would also be provided to students in a regular class. > In other words, unless your district offers a basket weaving > class, it won't have to pay for private basket weaving > classes. Further, districts will continue to receive state > funding for students who participate in credit flexibility > experiences just as they do for students enrolled in > traditional courses. > > Finally, on a more philosophical note, I think people should > look beyond the handful of students looking to slide by with > minimal effort and think more about the student who would like > to take Chinese but attends a school where it isn't offered, > or a student who wants to earn credit through a structured > "hands on" experience in a mentorship, internship, or service > learning program that could also help him or her develop job > skills and work experience and explore future career and > education options. If a kid already knows the content of > Algebra I, is it "rigorous" to make her sit through the class > anyway? Other than practicing valuable waiting skills, I do > not see the benefit to that student, the teacher of the class, > or the student's peers. Wouldn't it be MORE rigorous to > assess her mastery of Algebra I requirements and then enroll > her in, say, a statistics or computer science course where she > will have to grapple with new, more challenging material, and > then let the Algebra I teacher focus his or her time and > attention on the students who do need instruction? > > The fact is, more than a third of our students don't graduate > high school. Of those who do, only half go on to college. Of > those who go on to college, nearly half have to take remedial > coursework on campus (and a majority of those students will > drop out, stop out, or flunk out before earning a > baccalaureate.) > > In other words, the systems we have in place to ensure rigor > today, before credit flexibility, have succeeded in preparing, > at best, 1 out of 5 students for post-secondary success. > Given these results, I think there's room for some > experimentation. > > I'm not trying to be hostile. I just think you've been given > some inaccurate information. I think if you read more about > credit flexibility you would find that many of the concerns > you raised are actually addressed. I suggest starting by > reading the credit flexibility plan at the link below: > [link removed]

Mar 4, 2010

report post