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STUDENT SUCCESS 2008 - Oregon Council of Student Services


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									         STUDENT SUCCESS
     Towards an Integrated PK-20 Education System
    in Oregon: An Update from the Unified Education

                               Presented to the
                          Student Success Conference
                               February 4, 2010

Jerry Berger, Joe Holliday, Michelle Hooper and Connie Green
                                         On behalf of
      Unified Education Enterprise (A subcommittee of the Joint Boards Working Group)
    Members: Jerry Berger, Nikki Squire, Leslie Shepherd, Tony VanVliet, Preston Pulliams,
                            Dalton Miller-Jones and Margie Lowe
    Joint Boards Mission and Target

   Mission: The Education Enterprise works to ensure
    that Oregonians possess the knowledge and skills
    necessary to succeed in learning, work and
    citizenship in Oregon and the global economy.

   Theme: Opportunity for All Oregonians through
     Education and Training.

   Potential Enterprise target: By 2025, 40% of
    Oregonians with Professional Certifications/AA
    degrees and an additional 40% of Oregonians with
    BA/BS degrees or higher and 20% with a high
    school degree.
      Enterprise High Level Goals
1. Learners succeed in their current education

2. Learners are well prepared for transition steps
   to educational advancement, employment, and

3. Education Enterprise services further benefit
   Oregon’s economy and communities.

4. Quality education is available and affordable

5. Oregon workers have the training and education they need
   to raise their skills and to help
   Oregon businesses remain competitive in a global
                 UEE Efforts
   Address student alignment issues.

   Include stakeholders in addressing the
    alignment issues.

   Work led by all campus leaders: faculty,
    Provosts, Council of Instructional
    Administrators, Council of Student Services
    Administrators, registrars, dual credit
    coordinators etc. etc.
What has happened in the past 4 years
            in Oregon?
   Senate Bill 342 (SB 342) asked the postsecondary
    education sectors to cooperate regarding particular
    alignment initiatives.
   These initiatives include:
       AAOT Revision – Completed
       OTM - Completed
       Career Pathways - Growing
       Outcomes Based General Education-Completed
       ATLAS implemented at OUS-completed
       ATLAS or degree audits at all 17 community colleges—
        under discussion.
       Advanced Placement and International Baccalaureate
        scores and credits aligned-completed
       Dual Credit Statewide Standards - Adopted
                    SB 342

   Final report given to legislature
    November 2008.

   UEE continues the alignment efforts
    of the education enterprise.

   Imagine . . .

Oregon’s 24 public post secondary
institutions have agreement on
what a student should know at the
end of their sophomore year in the
areas of general education
curriculum – AAOT but broader
Oregon Transfer Module - OTM

Oregon’s 24 public post secondary
institutions have agreement on
what a first year of college transfer
should be-it is called the Oregon
Transfer Module and is accepted at
all 24 institutions
    Oregon Transfer Module - OTM

   Fully implemented

   Represents 45 credits of selected
    general education courses

   All courses apply to the AAOT
    Oregon Transfer Module - OTM

   The Oregon Transfer Module
    includes course work which is
    equivalent to 3 academic quarters.

   The coursework must be chosen
    from the courses approved for the
    categories below by the institution
    issuing the credit
  AAOT - Associate of Arts Oregon
         Transfer Degree

Adopted by Joint Boards Fall 2008
and modified in January 2010.
     AAOT - Associate of Arts Oregon
            Transfer Degree

► Writing: Students taking writing classes of three credits
  each must take WR 121, 122, and either WR 123 or 227.
  Students taking writing classes of 4 credits each must
  take WR 121 and either WR 122 or 227. A student must
  have eight credits of Writing.

► Information Literacy will be included in the Writing

► Oral Communication: One course in the fundamentals of
  speech or communication designated by the college as
  meeting the statewide criteria for speech communication.
► Mathematics: One course in college-level mathematics, for
  which Intermediate Algebra is a prerequisite.

► Health/Wellness/Fitness: One or more courses totaling at
  least three credits.
    AAOT - Associate of Arts Oregon
           Transfer Degree

► Cultural Literacy: Students must select one course
  from any of the discipline studies that is designated as
  meeting the statewide criteria for cultural literacy.

► Arts and Letters: Three courses chosen from two or
  more disciplines.

► Social Sciences: Four courses chosen from two or more

► Science/Math/Computer Science: Four courses from at
  least two disciplines including at least three laboratory
  courses in biological and/or physical science.
     AAOT - Associate of Arts Oregon
            Transfer Degree

   All Foundational Requirements and
    Discipline Studies courses must be a
    minimum of 3 credits, except for
    Health/Wellness/Fitness courses, which
    may be any number of credits. All Elective
    courses may be any number of credits.

   All courses must be passed with a grade
    of "C–" or better. Students must have a
    minimum cumulative GPA of 2.0 at the
    time the AAOT is awarded.
   AAOT - Associate of Arts Oregon
          Transfer Degree


Any college-level course that would
bring total credits to 90 quarter hours
including up to 12 credits of Career
and Technical Education courses,
designated by the college as
    AAOT - Associate of Arts Oregon
           Transfer Degree

1. Community colleges may not add requirements at
   the local level. The total credits should not exceed
   the number required to meet these course
   requirements within the college’s credit structure.

2. Writing courses must meet the specific course
   outcomes as identified by Oregon Writing and
   English Advisory Council. In addition, the group of
   courses that is sufficient for meeting this
   requirement must, together, provide all of the
   content recommended by the Oregon Writing and
   English Advisory Committee (OWEAC), including a
   research component. Further information can be
   found at OWEAC.
    AAOT - Associate of Arts Oregon
           Transfer Degree

3. Although they are important in terms of preparation,
   courses that are developmental in nature are
   designed to prepare students for college-level work
   and are not counted in the 90 quarter hours
   required for the AAOT.

4. The "Foundational Requirements" above represent
   minimal skill competencies. As such, they may be
   open to demonstration of competency. Each
   community college is encouraged to establish how
   students may demonstrate competency in lieu of
   completing the course(s).
    AAOT - Associate of Arts Oregon
           Transfer Degree

5. Computer Science courses used in the
   Science/Math/Computer Science area must meet
   Oregon Council of Computer Chairs criteria for a
   science course. See list of courses at (Oregon
   Council of Computer Chairs). Math courses listed in
   the Science/Math/Computer Science area must meet
   the outcomes and criteria for Mathematics. These
   can be found at (website URL TBD).

6. All Foundational Requirement courses and Discipline
   Studies courses must meet the statewide outcomes
   and criteria for the specific area. These can be found
   at (website URL TBD).
    AAOT - Associate of Arts Oregon
           Transfer Degree

7. The second year of a foreign language, but not the
   first year, may be included among courses that
   count toward the Arts and Letters requirement.
   American Sign Language (ASL) is considered a
   foreign language.

8. WR 115 may be included in the AAOT degree as an
   elective providing that the WR 115 course at the
   community college has been approved by the
   Department of Community Colleges and Workforce
   Development as meeting statewide learning
   outcomes for the course.

9. The principal advantage of the AAOT is that it fulfills
   the lower-division (freshman / sophomore) General
   Education requirements for baccalaureate degrees at
   all OUS institutions.
      AAOT - Associate of Arts Oregon
             Transfer Degree
9. It does not necessarily meet all of the degree
   requirements that an OUS institution might have beyond the
   requirements for majors. The AAOT guarantees that all
   General Education credits that a student earned will be
   accepted as the General Education requirements at the
   receiving institution.

10. In some cases, students may also be able to use AAOT
   General Education courses to meet certain lower-division
   requirements in their intended majors. Here, caution is
   required, however, since the AAOT degree was not intended
   for this purpose. Students who have a major in mind, and
   also want to maximize the amount of AAOT coursework that
   will count toward it, should work closely with an academic
   adviser and make use of the ATLAS system when designing
   their AAOT degrees. For students intending to become
   teachers, specific recommendations on structuring their
   AAOT degrees are given at: How to become an Oregon
   Teacher. General transfer information is available at:
    AAOT - Associate of Arts Oregon
           Transfer Degree

11. Because the amount of coursework required for an
  AAOT degree corresponds to two academic years,
  degree recipients are considered juniors for
  purposes of registration at an Oregon University
  System institution. Students should keep in mind,
  however, that the AAOT does not guarantee that
  two additional years will suffice to earn a
  baccalaureate degree. That is because the AAOT
  does not give students junior-standing in their
  majors. Neither does it guarantee entrance into a
  competitive major. Students may need to take
  additional introductory work to prepare for certain
  majors and should check with an advisor regarding
  availability at their local community colleges. In
  addition, it’s not uncommon for students to change
  their majors and find that they must go back and
  take introductory work in the new area.
    AAOT - Associate of Arts Oregon
           Transfer Degree

12. Students and academic advisers should recognize that
  although the AAOT provides an excellent structure for
  many students—particularly those who are unsure of
  their primary academic focus—it is not ideal for
  everyone. In particular, it does not articulate well with
  certain majors such as engineering, biological and
  physical sciences, and the fine and performing arts.
  Students contemplating these majors cannot easily
  accommodate their highly-specific prerequisite
  coursework into the AAOT framework. In general, an
  AAOT recipient who is pursuing any course of study
  that is credit-heavy at the major lower- division level
  may have to take additional lower-division coursework,
  specific to the major, after transfer. Students
  contemplating such majors should consult closely with
  an advisor.

Any questions on the curriculum
             Accelerated Options
The following should be in all 24
  campuses websites/catalogs:

   Advanced Placement:
       Adopted and updated.

   Expand Dual Credit Programs:
       Statewide dual credit standards adopted
        January 2009.
       Implementation plan for statewide standards
        by 2013-14.

   IB alignment:
       Adopted January 2010
              Accelerated Options
Existing Accelerated Learning Opportunities

1.   Advanced Placement (AP)
        College board develops copyrighted materials and
        In Oregon – 37 courses in 20 disciplines; 286 high
         schools and test-takers
        APIP Grant; Test Fee Program

2.   International Baccalaureate (IB)
        18 Oregon high schools offer an IB Diploma
                 Accelerated Options

Existing Accelerated Learning Opportunities

3. Dual Credit
      College Credit, Now, Advanced, College Credit, Early College Credit
      students earn both high school and college credits for the same course
      taught by approved high school instructors
      annually 53,000 college credits; ~ $3.4 million tuition cost savings for
       Oregon students and their families.

4. Tech Prep
      also known as Career and Technical and 2+2
      high school students develop valuable academic and technical career skills
       for a variety of career pathways while earning community college credit
      students earn both high school and community college credit
      course approvals by agreements between the high school and community
      Annually over 100,000 college credits in 07-08; ~ $6.3 million tuition cost
       savings for Oregon students and their families
            Accelerated Options

Existing Accelerated Learning Opportunities

5. Expanded Options (SB 300/23)
    Established by 2005 Oregon Legislature
     (amended in 2007) to promote additional
     accelerated learning opportunities

     Describes students who are eligible

     Explains student attendance requirements

     Outlines who pays for what

     Describes eligible post-secondary courses
                                  Accelerated Options

                                          Expanded Options
                        Preliminary Program Implementation Report 2008-09
                                    Results as of November 30, 2009

          Type of Program                                2009-10      2008-09       2007-08      2006-07
          Dual Credit                                                    104          108          106
          Tech Prep                                                       55           60           65
          Middle or Early College                                         18           16           17
          IB Programs                                        18           10           12           9
          AP Courses                                                      74           77           72
          Other (PSU Senior Inquiry, Pace, co-
          enrollment at Walla Walla CC, on-line
          courses     through    Brigham     Young
          University, RTEC Regional Technical
          Education tech courses, other individual                                     10           18
          school district arrangements for students
          at post-secondary schools, such as
          Eastern Oregon University)
SOURCE:     Oregon Department of Education, Expanded Options Program – Third Annual Implementation Report
                                         Date: December, 2009
                   Dual Credit Statewide Standards
      Proposed Timeline for Implementation of Standards for Oregon Dual Credit/”College Now” Programs
      [i]Activity                        2008             2009-10          2010-11          2011-12           2012-13         2013-14
      (Responsible Group)
1. Adopt Statewide Standards for
Dual Credit programs
(Joint Boards of Education)
2. Implement Oregon Standards for
all Dual Credit programs in                        Develop process       Colleges submit
                                                                                                                              All Dual Credit
                                                    for application,     applications for
(Joint Boards of Education)                                                                                                   programs meet
                                                      verification,     approval (through
                                                        approval         June 30, 2013)

3. Promote faculty interaction and
collaboration                                                             Implement
                                                                        approach by Fall
(ODE, CCWD, OUS: resources, timing                                           2010
and focus need to be determined)
4. Analyze subsequent academic
performance of Dual Credit                         Perform full study
students                                                                Perform focused     Perform full   Perform focused
                                                   (Refined based on                                                         Perform full study
                                                                             study            study             study
 (CCWD, OUS: enhancement and                          08-09 pilot.)
institutionalization of 08-09 pilot)
5. Monitor Dual Credit                                                     Proposed            Pilot       Continue use of    All Dual Credit
programs                                                                  monitoring        monitoring       monitoring          programs
                                                                        methods (launch      methods          methods            approved
(CCWD, OUS: Dual Credit Oversight                                        August 2010)       with early
Committee- verification of program
quality and continuous improvement)
6. Communicate quality of                          Begin publicizing        Continue
Dual Credit programs                                statewide Dual      communication to
                                                   Credit standards         teachers,
(ODE, CCWD, OUS: develop a                                                students and
communication strategy)                                                     advisors.
  International Baccalaureate (IB)

In International Baccalaureate (IB) there
will be the awarding of credits for IB
certificates: a Postsecondary credit will be
awarded for scores of 5, 6, or 7 on either
Standard Level or High Level IB Exams;

Handout with IB and AP scores/credits
     Advanced Placement (AP)

A handout with the AP Scores and
Credits will be shared

All 24 public institutions will award
the same credits.

Any questions on the accelerated
        learning options?
Statewide Initiative Goals:
* Increase number of Oregonians with certificates,
   credentials and degrees.
* Ease student transitions across the education and
   work continuum.

2004 – 2009 Accomplishments:
• By 2007 17 community college implementing Career
  Pathways as a systemic framework starting with 5 in 2004
• President’s Resolution signed 2006 & renewed in 2008
• Career Pathway Certificates adopted by SBE July 1, 2007
• More than 150 Career Pathways Certificates approved
  through 2009 at 16 colleges; 350+ Certificate completers
  in 08-09
• Pathways Coordinators at 17 community colleges
  leveraged with multiple funding streams
2004 – 2009 Accomplishments (continued)

•   30-second Career Pathways TV/radio spot broadcast
    statewide spring 2008
•   Five Oregon Pathways for Adult Basic Skills (OPABS) pre-
    college courses developed, piloted, & being rolled out
    statewide in 2010
•   200+ Career Pathway Roadmaps developed statewide
    available through 17 college websites,
    www.MyPathCareers.org & through OLMIS
•   Career Pathways Roadmap Webtool software developed &
    implemented collaboratively by 17 colleges
•   Plan of Study Template (POST) Webtool feature developed
    and piloted in 2009 currently being adopted by many
    high schools & ESDs statewide
•   More than 22,000 “hits” on Pathway roadmaps from July
    1- Dec. 31 2009
2009-2011 Strategic Goals & Outcomes:

•   Increased student completions of Career Pathway
    and other 12-44 credit Certificates
•   Implementing processes targeted to increase
•   Incorporating Career Pathways into Student Services
•   Implemented strategies to increase number of
    students transitioning from ABS to credit
•   Increased number of roadmaps, Career Pathway
    Certificates, Plan of Study templates, articulation
    agreements, & Career Pathways in college catalogs
•   Statewide Roadmaps for 5-7 “Green” occupations
  THE Oregon diploma
1. Standards-based credit
2. Demonstrated proficiency In
   Essential Skills
3. Personalized Learning
The Oregon diploma
Standards-based credit Requirements
 4- English/LA         3- Arts/CTE/Second Lang.
 3- Math               1- Health
 3- Science            1- PE
 3- Social Sciences    6- Electives      Total = 24

Essential Skills Proficiency
Reading (2012)  Writing (2013)
 Apply math (2014)

Personalized Learning
  Education Plan & Profile  Extended Application
  Career-Related Learning Standards
  Career-Related Learning Experiences
The Oregon Diploma:
Essential Skills
   Process skills that cross academic
       Reading, writing, apply math, speaking,
        think critically, use technology, demonstrate
        personal management skills, demonstrate
        civic engagement, demonstrate global

   Embedded in Oregon’s academic content
    standards, part of career-related learning
The Oregon Diploma:
Essential Skills

in reading required
for Class of 2012 to
receive an Oregon
The Oregon Diploma:
Essential Skills
   Demonstrated proficiency in writing
    required for Class of 2013 to receive an
    Oregon diploma

   Demonstrated proficiency in applying math
    required for Class of 2014 to receive an
    Oregon diploma

   Assessments of additional essential skills
    for graduation purposes will be
    implemented in the future
The Oregon Diploma

   Districts developing local systems for
    implementation (local policies,
    communications, professional
    development, curriculum alignment, etc.)
   ODE staff providing clarification and
    assisting districts as they implement
    these requirements
   Developing tools and resources for
    implementation guidance such as the
    Assessment of the Essential Skills toolkit
   The new Oregon diploma has “essential skills” that
    students need to graduate.

   These skills will align with what a student needs to
    begin post secondary education.

   OUS admissions policy will align with essential skills.

   These essential skill levels will align with the career
    readiness credential.

   These essential skills may assist a student in better
    course placement at the community college. (They
    may or may not replace the placement tests at
    community colleges).
              The Big Picture
   Students, teachers, counselors and parents
    know the path beyond high school.

   Accelerated options grow and students have
    their own plans for next steps beyond high

   High School Diploma implementation

   Access and tracking of students success
    improves student access and success

     What is still needed to
reach/accomplish the “big picture”?
         UEE 2009-11 Work Plan
1.   Implement the Oregon diploma

2.   Improve the student data record tracking,
     alignment and research to improve student
     success and remove barriers

3.   Establish consistent International Baccalaureate
     (IB) score/credit relationships at all 24 community
     colleges and OUS institutions

4.   Ensure the effectiveness of Dual Credit programs
     by adopting statewide standards

5.   Identify paths for high school teachers to become
     qualified to teach community college level classes
     for the Dual Credit programs
    UEE 2009-11 Work Plan
6. Complete and apply the statewide criteria for
   freely transferable General Education courses

7. Increase program articulation, applied
   baccalaureate research, semesters study and
   more approved pathways

8. Explore the possibility of creating statewide
   pathways in targeted areas

9. Improved career pathways

10. Improved success at meeting an individual’s
    career goal, including review of student
     UEE 2009-11 Work Plan
11. Improved rural access to post
          secondary education by piloting
   strategies to decrease the gap of access,
   progress, or goal attainment

12.Coordinate sustainability curriculum capacity
   and outcomes in the education enterprise
What is the work of UEE in 2009-2011?

The new work from the 2009 Legislature

   Applied Baccalaureate Research- HB 3093

   Rural Access Study-SB 442

   Semester Study –SB 442
          Applied Baccalaureate
   House Bill 3093 requires Joint Boards to research
    and develop a plan to implement an applied
    baccalaureate (bachelor’s degree designed to
    incorporate applied science courses and degrees
    with additional coursework emphasizing higher-
    order thinking skills and advanced technical
    knowledge and skill). See
    hb-3093.doc) for SBE docket summarizing this

   The results of the study are to be submitted by
    fall 2010.
      Applied Baccalaureate

November 13, 2009 over 200 college
and university folks gathered together
to learn about the models of the
applied baccalaureate and the success
in other states.
           Applied Baccalaureate

The steering committee met January 22.
The agenda was:
   Review the results of the 11/13/09 kick-off meeting

   Discuss which disciplines to develop

   Discussed which of the four AB types to develop

   Review and refine the organizational structure

   Review and discuss a framework of work

   Review and discuss a draft work plan
Rural Resident Participation & Success
in Postsecondary Education- SB 442

Senate Bill 442 requires Joint Boards
to address rural access issues for post
secondary students. A report is due to
the legislature in October 2010. Joint
Boards will need to approve the
report before the due date.
                             Educational Attainment: Rural/Urban

                               Highest Level of Educational Attainment in Oregon by Rural/Urban County
                                                        Ages 25 and Older, 2008

Source: US Census 2008 ACS

       December 7th, 2009                                   53
                                                                  Changes in Educational Attainment

                                                           1990          17%                      27%                      33%                 15%           8%

                                                           2000         14%                 25%                      34%                 18%               10%

                                                           2008        11%            23%                      35%                     20%                 11%

                                                                  0%          10%   20%           30%   40%   50%          60%   70%    80%          90%          100%

Sources: U.S. Census, ACS 2008, Census 1990, Census 2000

          December 7th, 2009                                                                            54
                                                College Attendance Choices
                                    Oregon High School Class of 2005: College Attendance Choices
                                                      by Rural/Urban County
               45%               43%

               40%                                                                           37%
               35%                                            33%      33%

               20%                                                                                      Urban

               15%                                                                                      Rural



                               Four-Year College             Two-Year College   Not Attending College

Excludes students whose college choice is unknown.
Source: Where Have Oregon’s Graduate’s Gone? Class of 2005

    October 14th, 2009                                               55
   Strengthen college-going culture in rural areas:
       increasing secondary teachers with content-area MAs; Increase
        state investment in ASPIRE & GEAR-UP for rural communities
       Strengthen Dual Credit option through investigate potential of
        outcome-based qualification standards or alternative certification
       Reconsider SB 300/23 Expanded Options criteria to reduce barriers
        to institutional participation
       Promote rural student ambassadors for middle and high school
        visitations; increase collaboration among Universities and CCs in
        outreach activities

   Improve program completion and credential attainment
       Develop new regional structures and enhance distance offerings
        modeled on EOU’s successes (Eastern Oregon Collaborative Colleges
        Consortium w/BMCC & TVCC) and OSU’s Open Campus approach
       Develop a system-wide Oregon Independent Degree option
       Advocate enhanced rural broadband infrastructure
       Engage rural communities in identifying needs and providing
          Semester Study

Senate Bill 442 requires Joint Boards
to study if a semester system would
benefit Oregon colleges and
universities. A report is due to the
legislature in October 2010. Joint
Boards will need to approve the
report before the due date
Semester Study Members
   Larry Galizio, OUS
   Cam Preus, CCWD
   Roy Koch, PSU
   Carol Harding, WOU
   Herb Chereck, UO
   Paul Doescher, OSU
   Paul Fisher, RCC
   Alicia Moore, COCC
   Scott Huff, PCC
   John Turner, BMCC
   Melissa Richards, student, LCC
   Casey Dreher, student, EOU
   Cristal Sandavol, student, WOU
           Your Role

What can you do to ensure student

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