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STUDENT SUCCESS 2010 Towards an Integrated PK-20 Education System in Oregon: An Update from the Unified Education Enterprise Presented to the Student Success Conference February 4, 2010 By 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 environment. 2. Learners are well prepared for transition steps to educational advancement, employment, and citizenship. 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 economy. 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 . . . GENERAL EDUCATION OUTCOMES 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 implications 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 degree 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 FOUNDATIONAL REQUIREMENTS ► 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 Requirement. ► 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 DISCIPLINE STUDIES ► 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 disciplines. ► 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 ELECTIVES 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 acceptable. 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: http://www.ous.edu/stucoun/prospstu/transfer.php 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. Question Any questions on the curriculum alignment? 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 exams 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 college 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 14 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 Adopt Dual Credit programs Standards (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 standards 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 applicants 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 Create communication strategy) advisors. communication strategy 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. Questions 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 completions • Incorporating Career Pathways into Student Services • Implemented strategies to increase number of students transitioning from ABS to credit postsecondary • 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 requirements 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 disciplines Reading, writing, apply math, speaking, think critically, use technology, demonstrate personal management skills, demonstrate civic engagement, demonstrate global literacy Embedded in Oregon’s academic content standards, part of career-related learning standards The Oregon Diploma: Essential Skills Demonstrated proficiency in reading required for Class of 2012 to receive an Oregon diploma 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 ESSENTIAL SKILLS 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 school. High School Diploma implementation continues Access and tracking of students success improves student access and success Question 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 participation/completion 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 includes: 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 http://www.ode.state.or.us/superintendent/yat/m eetings/2009-december-4-applied-baccalaurete- hb-3093.doc) for SBE docket summarizing this initiative. 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% Urban 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% 29% 30% 25% 25% 20% Urban 15% Rural 10% 5% 0% 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 criteria. 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 feedback 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 success?
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