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Constituent Outreach Forum. Ohio Association for Gifted Children Monday, December 8, 2008. National Education Commission on Time and Learning, 1994. “ . . . people learn at different rates, and in different ways with different subjects. - PowerPoint PPT Presentation
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Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
Ohio Association for Gifted Children
Monday, December 8, 2008
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
“ . . . people learn at different rates, and in different ways with different subjects.
“ … we have put the cart before the horse: our schools and the people involved with them … are captives of clock and calendar.
“The boundaries of student growth are defined by schedules for bells, buses and vacations instead of standards for students and learning. “
NationalEducation
Commission on Time and
Learning, 1994
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
Confronting RealityWe want our high schools to
work for all students. But today, many students aren’t being served … or served well.
Gifted and other accelerated students
Dropouts and underachieving students
Graduates needing remediation
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
Why ourhigh schools
aren’tworking
for allstudents
Our education system . . .
Wasn’t designed for all students to achieve at high levels.
Was created for a time when only 20% or 30% finished high school and went on to college.
Is built on a walled-in, building-centered “industrial age” model.
But that industrial age is fast disappearing … and our student’s needs have changed.
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
What’s wrong with the
industrial model?
It’s a one-size-fits-all factory process model.
It’s structured around counting seats and dollars.
It ignores students’ differing learning styles, paces and interests.
It doesn’t offer students opportunities to practice creativity … explore academic and career interests … or practice critical thinking
All students must achieve at high levels … not just “attend” or have access
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
Considerthese
MYTHS Carnegie guarantees quality
There’s not other way to measure achievement
Alternatives are impossible … too much work
There’s little or no support for the alternatives to the Carnegie Unit
There no research saying alternatives produce positive outcomes
Better teachers and resources … that’s the better solution
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
Now, consider
theseFACTS
There is no guarantee withthe Carnegie Unit
There are piloted assessmentsand other college/career readiness measures
Many are doing it … the learning curve is acceptable … despite substantial system barriers
Metro School
Gifted programs
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
A Critical IssueOhio law ALLOWS alternatives
to the Carnegie Unit … but few have used them to direct instruction.
Six provisions in law for delivering instruction differently in Ohio
“Permitted” language is not enough… as confirmed by the Ed Options data
Other states’ experiences are the same … “permitting’ alternatives is not enough.
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
Let’slook
at the research
Lack of rigor, relevance and personalized pace leave many student disengaged … “doing seat time” or leaving school.
Lack of engagement
Lack of relevance
Lack of ability to apply learned information … students need practice
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
AdditionalresearchStress … new brain research
shows serious negative effects for rote learning.
Electives and arts forced out … even though arts improve academics.
Creativity stifled by fear and drilling … yet 21st century employers want creative people.
Lack of connection to work and postsecondary activity … to help schools and students properly prepare for “what comes next.”
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
Substantialsystem
barriersFinancial penalties to districtsfor acceleration and out-of-school experiences.
Accountability penalties to schools and districts for acceleration and out-of-school experiences.
Reporting procedures (EMIS) create some significant barriers to interdisciplinary and other individualized learning
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
The scale of effortis huge
It’s like trying to get to the moon with a horse-drawn cart.
Significant gains in closing achievement gaps have not occurred since the advent of A Nation at Risk ... 20 years ago.
There’s a lot of “reform” out there … but none is perfect.
Our solution is not “one-size-fits-all” … but rather learning that is customized to students, schools and communities.
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
Senate Bill 311
. . . develop a statewide plan for implementing methods for students to earn units of high school credit based on the demonstration of subject area competency, instead of or in combination with completing hours of classroom instruction
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
Plan to be adopted by the State Board of Education by March 31, 2009
Implementation efforts will commence on April 1, 2009 … with “start-up” scheduled for the 2009-10 academic year
Stakeholder input is being actively sought
Communications and outreach will be ongoing, including Web
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
Whatthe plan elements
mightinclude
“Hold harmless” provisions for early adopters, while system barriers are taken down (i.e., incentives and accountability)
Extensive capacity building at both the state and local levels
Ongoing education throughWeb sites and other support
Menu of assessments
Other?
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
Provisions for on-going support
Assessments will be piloted
Active, up-to-date Web site for …
Current and accurate information
Examples for use by schools and districts
Technical support for teachers and administrators
Valuable information for parents and families
Continuing engagement with education stakeholders
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
How will things be different?
Work-based and career-based learning
Service learning
Hands-on, project-based learning (e.g., supercollider)
Online learning
Learning beyond traditional institutional boundaries (e.g., dual-credit)
Alternatives to “walled-in,” “building-centered” learning
More student supports
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
Beyond Carnegie issues …
the bigger picture
EDGE
Acceleration policy
Public-Private Collaborative Commission
Personalized learning
University System of Ohio standards
A comprehensive system of student supports
“Stackable Certificates” and changes in the adult career-technical system
State Board of Education Task Force on Quality High Schools
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
Let’s talk!
Design TeamDesign TeamCarnegieCarnegie
REPORT TO THE STATEBOARD OF EDUCATION
Thank you!