This slide set was presented by Sarah Luchs of the Ohio Department of Education in a session for the Southern Ohio Educational Service Center in March, 2010.
11. How the Demand for Skills Has Changed Levy and Murnane for the Organisation of Economic Cooperation and Development,
12.
13. Going Beyond the “Three R’s” Source: “Are They Really Ready for Work?” The Conference Board, Corporate Voices for Working Families, Society for Human Resources Management, Partnership for 21st Century Skills. 2006. Critical Thinking 78% Information Technology 77% Health & Wellness 76% Collaboration 74% Innovation 74% Personal Financial Responsibility 72%
14. 21st Century Skills Source: Partnership for 21st Century Skills. 2006. Learning and Innovation Skills Core Subjects and 21st Century Themes Life and Career Skills Information Media, and Technology Skills Standards and Assessments Curriculum and Instruction Professional Development Learning Environments
15. In 2015 Source: Tough Choices or Tough Times, National Center on Education and the Economy, 2007 Creative Work The United States In Less Developed Countries Routine Work Routine Work Done by People Done by Machines
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42. What Dropouts Say Would Improve Chances of Staying in School Source: The Silent Epidemic, Perspectives of High School Dropouts. (March 2006), Survey Data from Peter D. Hart Research Associates
43.
44. Source: The Silent Epidemic, Perspectives of High School Dropouts. (March 2006).
45. Ohio’s Comparative Innovation Capacity *Science, Math and Engineering degrees as a share of all degrees awarded Source: National Science Foundation, 2001; US Department of Education, Integrated Postsecondary share of all degrees awarded
True . The actual design of the system was created to meet industrial expectations that selected and sorted kids. So, the system is designed to graduate and prepare for college only a small percentage of students (30-60%); The remaining students may or may not graduate. There was plenty of factory work, farming and military opportunity for student who did not graduate with a high school diploma. Note: During this time 1950’s, a diploma was not necessary for a high-paying factory job.
Four Dimensions of College Readiness: Key Cognitive Strategies Problem solving, research, interpretation, reasoning, precision and accuracy 2. Key Content Knowledge Key foundational content and “big ideas” from core subjects 3. Academic Behaviors (self-management ) Time management, study skills, goal setting, self-awareness, persistence 4. Contextual Skills and Awareness (“college knowledge”) Admissions requirements, affording college, colleges types and missions, college culture, relations with professors Key Principles of College Readiness Create and maintain a college-going culture in the school Create a core academic program that is aligned with and leads to college readiness by the end of 12th grade Teach key self-management skills, require students to use them, and provide students with feedback on how well they are developing these skills Make college real by preparing students for the complexity of applying to college and enrolling in an entry-level course Create assignments and grading policies in high school that more closely approximate college expectations as students progress Make the senior year meaningful and challenging Build partnerships with and connections to postsecondary programs and institutions
And as we know, a college graduate earns more money than a high school graduate. If you look at this chart, you can see a big jump between what a high school graduate makes – approximately $26,000 a year – and what a person with a bachelor’s degree earns – more than $42,000 a year. Understanding that a more educated population is a positive thing, we also have to understand the negative impact of this equation.
Policy Intent
David - This is a reflection of the age of abundance, asia, and automation. Out sourcing was a blue collar, manufacturing concern. As technology progresses, there are new jobs that are moving over-seas to the cheaper sources of labor: chip design, engineering, research, and financial analysis.
While the 'three Rs' are still fundamental to any new workforce entrant's ability to do the job, employers emphasize that applied skills are 'very important' to success at work. The graph above illustrates the skills that companies will require in their workers in the coming years. The question posed to a panel representing various corporations in the US was “What are the new skills and content areas that you think will be most important in your employees in the next 5 years?” About the Respondents Four hundred thirty-one employers,representing a combined workforce of over 2 million U.S. based employees, responded to the survey (a response rate of 4.8 percent). These respondents come from a wide range of industrial classifications with manufacturing being the largest (22.8 percent). More than a tenth of the responses come from business and professional services (13.9 percent). Financial and insurance services (13.6 percent),health care companies (12.2 percent),and entertainment and trade companies (10.1percent) are also well represented.
21st century skills - Technology is “shrinking” our world and requires us to take a different approach to how we educate our kids. For example, students today must master core subjects and a broad range of interdisciplinary knowledge areas that education and business leaders call “21 st century skills.” Examples include global awareness, financial and entrepreneurial literacy, information and media literacy, civic literacy and health literacy. Students also need to acquire skills such as innovation and creativity, critical thinking and problem solving, information and media literacy, initiative, adaptability and accountability.
David- It is a foregone conclusion that the US cannot compete effectively by simply trying to create more scientists, technology experts, doctors, lawyers, etc. In order to be competitive with the international community and maintain our economic advantages in a global economy, we must focus our efforts on “high value” areas. These jobs require the highest levels of creativity, innovation, analytical and critical thinking skills and also command the highest salaries.
2 big ideas…if shoe then dictates how learn this is connected.
Permits students to meet Core coursework requirements in four ways: Traditional coursework Distance learning After-school program Educational Options Educational travel Independent study Internship Community service Career-tech blend Program credit Academic credit Demonstration of competency Testing “into” the next level Portfolio of work products and experience evidencing knowledge and skills already learned
False A method to account for teacher retirement compensation. Carnegie units measure teacher inputs and “workload” which was used for retirement. The system itself is not about measuring student learning. Carnegie Units Introduced at start of 20 th century Originally applied to teacher retirement plans One Carnegie unit = 120 hours of classroom instruction 150 hours of laboratory instruction Limits Standardizes time Proxy measure of student learning Assumes uniform progressions 2) Home schooling soon to be outpaced by on-line education. However, this is the set of change forces and competitive pressure that the design team looked at in defining the credit flex policy
False. The same access and results/expectations are part of equity but being tied to the same delivery mechanism, learning conditions, and time tables often contributes to inequity because it standardizes “doses” of teaching and learning when students’ individual needs may necessitate “more” or less of a provision to achieve the performance result. Things that may need to vary: Differentiated Instruction and customizing learning… Time-more or less Delivery options- on-line, in person, applied Differentiated instruction based on learning styles (visual, audio, tactile) Learning conditions Means of assessment and demonstration
1 or 2 (see the chart of pre-existing flexible provisions)
What’s really new here? Assessment and demonstration Student- centered and student choice Deliberate intention to expand and link current flexibility into traditional system Customization not standardization Commitment to success- 100% CCR Commitment to have ODE work with school and districts to remove barriers and learn together Leveraging technology for a bottom up and not a top down only strategy Desire to show integration of using credit flex to serve students where they are not being served and to expand capacity of system What’s not new? Provisions, mechanism and permission already exists in a technical sense Long history of serving some kids Barriers in ed Options – remobed .8 funding now 100%
Home schooling soon to be outpaced by on-line education. However, this is the set of change forces and competitive pressure that the design team looked at in defining the credit flex policy. Idea is put back into the system the ability to stay competitive….
What’s really new here? Assessment and demonstration Student- centered and student choice Deliberate intention to expand and link current flexibility into traditional system Customization not standardization Commitment to success- 100% CCR Commitment to have ODE work with school and districts to remove barriers and learn together Leveraging technology for a bottom up and not a top down only strategy Desire to show integration of using credit flex to serve students where they are not being served and to expand capacity of system What’s not new? Provisions, mechanism and permission already exists in a technical sense Long history of serving some kids Barriers in ed Options – remobed .8 funding now 100%
Is a student gets all D’s in seat time coursework and graduates…are they prepared for success after high school? Requires new high school assessment system to replace the OGT and consists of (1) a nationally standardized assessment in science, mathematics, and English/language arts, (2) a series of end-of-course examinations in science, mathematics, English/language arts, and social studies, and (3) a senior capstone project.
Do the test questions proportionately match the content covered? If not, what else is needed? Consider what kinds/quality of test/demonstration assessment is being used… (any rubrics)
College students express same opinions
Put student at center…math by sailing Learning Contract How will the student demonstrate proficiency? What (assessment) instruments or (educational) programs will be used to demonstrate proficiency? What will be the minimum threshold needed to award credit (% of passing rate on tests, performances, demonstration of competency, etc.)? What are the consequences of not completing the CFP or doing failing work? Who will be the “teacher of record” to validate the proficiency achievement? When will the Credit Proficiency evidence be due? Who should sign the agreement (student, teacher, parent, etc.)? How will proof of competency measured against academic content standards be demonstrated? How and when will reports be made to ensure that adequate progress toward the successful completion of the credit flexibility plan will be achieved? What costs, if any, must be assumed by the student? How does the credit flexibility appeals process work?
Reference STEM strategy w/ umbrella’s like HSTW, etc….(Kathy’s idea)
True. What does your school or district do to build in these explicit steps and supports? Consider using OCIS/IACP. Go to www.ocis.org
12 (Especially important for low income students; In Ohio’s Early Colleges, students can earn up to 60 credits).
True Christensen, Disrupting Class , 2009
All of them . However, our system still uses primarily B.F. Skinner based notions of reward and punishment (grades, detention) to motivate students despite more modern and relevant research indicating there are better motivating strategies. Dan Pink new book.
Stay competitive and relevant with your Gen Y customers Technology= breathing air
![Sarah Luchs Ohio Department of Education 614-387-0960 [email_address]](https://image.slidesharecdn.com/sarahluchscreditflex-100307181804-phpapp01/85/Credit-Flexibility-Presentation-by-Sarah-Luchs-1-320.jpg)
![Quiz Q ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)