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					You are driving in a car at a constant speed. On
your left side is a 'drop off' (The ground is 18-20
inches below the level you are traveling on), and on
your right side is a fire engine traveling at the same
speed as you. In front of you is a galloping horse
which is the same size as your car and you cannot
overtake it. Behind you is another galloping
horse. Both horses are also traveling at the same
speed as you . What must you do to safely get out of
this highly dangerous situation?
               Florida’s K-20 Model
    Advancing Seamless Transfer and Articulation


Pamela A. Kerouac, Ed.D.
Florida Department of Education,
Office of Articulation, Policy Analyst
850-245-9558
Pamela.Kerouac@fldoe.org
    Florida’s K-20 Education Model:
          Key Building Blocks

• K-20 State Leadership: Translating vision into reality.

• Statewide Course Numbering System: Maintaining and
  preserving a curriculum continuum of common numbering and program
  prerequisites.

• Articulation and Transfer: Building statewide alliances to
  ensure ease of transfer.

• Assessment and Accountability: Data monitoring, feedback,
  and strategic improvement of academic achievement, readiness,
  enrollment, performance, transfer, and time to degree.

• Impact on the ROI: Rewards generated from the investment.
         Florida’s K-20 Articulation Model
Shared Vision   Structure         Strategic Imperatives        Collaborative
                                                               Culture
Florida        K-12 Public        Systems Thinking             Maximum
Statutes:      School System      •Effective articulation      Collaboration and
K-20 Education                    •Efficient credit transfer   Coordination
Code

State Board     Division of       Accountability               Shared
Rules           Community         •Data-Driven                 Knowledge,
(6A-10.024)     Colleges and      •Articulated Agreements      Technology, &
                Workforce                                      Information Flow
                Education         •ROI

Articulation    Board of          Support                      Adaptable and
Coordinating    Governors- State •State Commitment             Responsive
Committee       University System •Aligned Training
(ACC)                             •Articulation Resources
 Florida’s K-20 Education Model
Supporting the Rigor and Relevance of Liberal Education

 What level of commitment must be in place to effectively
  sustain and strengthen a K-20 educational system?

 How can a shared system of statewide courses tied to
  educational goals establish:
    content consistency and a coherent sequence of courses,
    articulation and transfer among Florida’s public colleges and universities, and
    safeguard the integrity of General Education core curriculum?

 What resources support a robust, multi-level, K-20 Education
  Pipeline?

 How can an electronic career portfolio be used to document
  the rigor and relevance of student learning outcomes?
                Statewide Leadership
  Statutory Provisions & State Board Rules
                                             Strategic Purposeful System
 K-20 Education Code
 Focus: Articulation and Access              FLDOE: Office Of Strategic
 Establishes common statewide                 Initiatives
  curriculum, aligned standards, and
  guaranteed transferability;                 Establishes clear goals for
                                               continuous reform;
 Structures articulation transition
  support and services;
                                              Advocates data-driven
 Protects statewide articulation              strategic improvement; and
  agreements;
 Calls for rigor & relevance; and            Provides analysis of
                                               outcomes with ROI focus.
 Expects learning outcome
  accountability.
       A Strategic Blueprint
      *A statewide legislated blueprint that reflects careful
      forethought and commitment to a seamless education pipeline.
 Office of Strategic Imperatives,
  http://www.fldoe.org/OSI/default.asp
  * Policy supports internal and external infrastructure for a viable
  K-20 education system.

 Office of Articulation,
  http://www.firn.edu/doe/postsecondary/index.html
  *Serves as the statewide connection for K-20 information,
  communication, resources, and transfer assistance.
Statewide Course Numbering System
         http://scns.fldoe.org/scns/public/pb_index.jsp

 Key component of Florida’s K-20 Articulation System, created in the
  1960s, by Florida legislative mandate.

 Provides the framework for statewide agreement and consistent
  transferability of General Education courses.

 Database of postsecondary courses at public career-technical centers,
  community colleges, universities, and participating nonpublic
  institutions.

 Assigned numbers describe course content to improve research, assist
  program planning, and facilitate the transfer of students.

 Courses with same academic content and taught with comparable faculty
  credentials are considered equivalent and guaranteed to transfer to all
  participating institutions.
Statewide Course Numbering and General Education
      Courses identified that meet general education
       requirements within the core curricular subject
       areas.

      Core curricular subject area requirements for
       associate in arts programs include 36 semester
       hours of communication, mathematics, social
       sciences, humanities, and natural sciences.

      Courses designated as upper-division-level must
       be characterized by a need for advanced
       academic preparation and skills that a student
       would be unlikely to achieve without significant
       prior coursework.
       General Education: 2+2 Success
 1957- orderly development of a statewide system of community
  colleges; designated as the entry point for students beginning their
  postsecondary education.

 The General Education Agreement guarantees transfer of all
  general education credits from a public community college to a
  state university.

 Prohibits state universities from requiring any additional general
  education courses if a student has completed a general education
  program at a community college.
  (SBE rule 6A-10.024)

 From this foundation, additional statewide programs and
  resources emerged to enhance the 2+2 articulation system,
  including: common college and high school transcripts, the dual
  enrollment program, an electronic academic advisement system,
  statewide course numbering, and common program prerequisites.
Florida’s Common Prerequisites
Florida Law
 1996, institutions of higher education established a list of common
   prerequisite courses as required components for all degree programs
   within Florida’s State University System.

   Common prerequisites must be the same at all public institutions in order
    to facilitate efficient transfer among all 38 public Florida postsecondary
    institutions.

   Each program of study provides information regarding the required
    and/or suggested common prerequisites.

   All institutions must accept the common prerequisites and/or
    substitutions in transfer.

 The Common Prerequisite Manual
 Faculty Discipline committees from Florida public institutions annually
   develop and review common prerequisites for academic programs.

   Compiled in a format considered the “official” publication of the program
    prerequisites can be referenced by counselors and students for
    academic planning.
              Articulation in Florida
   Florida is considered a national leader in developing highly effective
   articulation at the state and local levels between and among institutions.

 Articulation is the means by which schools, colleges, and
  universities coordinate programs and services to
  facilitate the progress of students through the K-20
  educational system.

 Florida’s K-20 educational system reflects statewide
  commitment toward a consistent General Education
  curriculum, equitable treatment of transfer students, and
  the success of the two-plus-two system.

 Articulation is critical to the success of Florida’s
  postsecondary education system, which is based on the
  2+2 concept; the first two years of undergraduate work
  in a community college and the final two in a university.
Articulation and Transfer
Articulation Coordinating Committee
 Statewide K-20 representatives steer policy and oversee K-20 integrity.
Statewide Course Numbering System
 Assigns common prefix/number to all postsecondary courses offered at
  state universities, community colleges, and additional nonpublic institutions.

     Statewide Articulation Agreements: PSAV to AA/AS, AS to BS, AA to        BA/BS/BAS


     2+2 Transfer Assistance: Guaranteed Transfer of General Education/AA courses

     College Readiness Data Reports: Performance on Common Placement Tests and HS
        Feedback Reports


     Dual Enrollment Course Equivalencies: Guaranteed award of high school and
        postsecondary credit


     Credit-by-Exam Equivalencies: Articulated Postsecondary Course/Credit Equivalencies
Statewide Articulation Agreement
         (State Board Rule 6A-10.024)




  Any student who transfers among
  Florida’s accredited postsecondary
  institutions that participate in the
  Statewide Course Numbering System
  shall be awarded credit by the
  receiving institution for courses
  satisfactorily completed at previous
  institutions.
            Transfer Student Rights
             Statewide Articulation Agreement.
                   (SBE rule 6A-10.024)
    Students who graduate from a Florida
    Community College with an Associate of Arts
    degree are guaranteed the following rights:
   Admission to one of the 11 state universities.
   Acceptance of at least 60 semester hours.
   Transfer of equivalent courses.
   No additional general education requirements.
   Acceptance of credits earned as a result of
    passing exam scores for accelerated programs.
   Advance knowledge of criteria for limited access
    programs.
Secondary to Postsecondary Articulation
 A++ 2006 Secondary School Redesign: new
  requirements for postsecondary readiness

 K-12 Common Course Code Directory:
  curriculum standards and benchmarks

 High School Exit Exam: Florida Comprehensive
  Assessment Test (FCAT)

 Grade 10 College Placement Testing:
  remediation reduction indicators

 Acceleration Mechanism Options: Advanced
  Placement, Dual Enrollment, International Baccalaureate,
  and Advanced Certificate of Education programs.
        2006 A++ Secondary School Redesign Act
            Secondary to Postsecondary Articulation

   Guiding Principles for Student Learning Outcomes

 Prepare high school graduates for necessary skills to succeed in
  workplace and/or postsecondary education;

 Emphasize curriculum that supports rigorous core knowledge
  and advances highest student achievement;

 Expect evidence of student knowledge and demonstration of
  skills relevant to real world application;

 Target career exploration and civic engagement in local, state,
  and national activities;

 Align interest-based curriculum and instruction around broad
  themes that engage students in contextualized learning and civic
  activity.
We cannot just add higher standards
and more challenging courses without
changing the way courses are taught.
    Assessment and Accountability
Assessment of Learning         Accountability for
         Outcomes              Learning Outcomes
                             Enrollment and
Assessment and               participation data is
performance data is          tracked over time,
collected, maintained, and   provides evidence of
available for strategic      measured outcomes,
improvement planning.        and identifies trends
                             and needs.
        Assessment and Performance Data
 K-12 achievement and exit          Credit-by-Exam Equivalencies:
  exam (FCAT).                        passing AP, AICE, IB, and CLEP
                                      exam scores and earned postsecondary
 Curriculum Standards and            course/credit guaranteed for transfer.
  Benchmarks.                        College Level Academic Skills Test
                                      (CLAST): measuring college level
                                      communication and computation
 College Placement Testing: for      skills.
  Grade 10 remediation and           Gordon Rule: successful completion
  college level course placement.     of 6 hrs. English and 6 hrs. additional
                                      coursework demonstrating college-
 College readiness exams:            level writing skills through multiple
  PSAT, PLAN, SAT, and ACT.           assignments and 6 hrs. mathematics
                                      coursework at the level of college
 College Readiness Reports:          algebra or higher.
  Performance on College             Subsequent course performance and
  Placement Tests and High School     cumulative GPA for AA transfer to
  Feedback Reports.                   SUS.
                                     Postsecondary Career Portfolio
                     2005-06
Acceleration Participation and Performance Data
     Semester hours articulated to Florida Community Colleges.
      2,448 students with passing AP exam scores
       articulated 23,205 semester hours.

      66 students with passing IB exam scores
       articulated 23,205 semester hours.

      32,916 students articulated 305,203 dual
       enrollment postsecondary semester hours
       toward an Associate Degree or
       Postsecondary Adult Vocational Certificate
    Accountability for Learning Outcomes
       Florida publications report student enrollment and
       participation data that includes:

 HS college preparatory curriculum;
 College admission exams;
 Acceleration mechanisms: Dual enrollment, AP, IB,
  AICE;
 Bright Futures Scholarship awards;
 Certificate and program completion;
 General Education and transfer;
 College preparatory and remediation;
 2+2 transfers, articulation into majors and limited access
  programs, hours earned and time to degree;
 PSAV to AS, AS to BS, and AA to BA; and
 Workforce entry and employment.
                         Florida’s
               Postsecondary Career Portfolio
   How can General Education coursework help students develop competencies that are
   applicable to future career and real world experiences?

 Competencies and experiences are acquired through a variety of ways: academic
  coursework, public service, internships, part-time jobs, extracurricular activities,
  volunteer positions, etc.

 Any academic or co-curricular experience that helps increase self-awareness and
  career knowledge can be translated into the skills necessary to successfully enter the
  workforce and contribute to a healthy democracy.

 Know what the workforce expects: The SCANS Report, The Secretary’s
  Commission of Achieving Necessary Skills (1990)defines core workforce
  expectations:
    • A basic foundation in Reading, Writing, Math, & Communication
    • AND applied skills and competencies in the areas of critical thinking, creativity,
      teamwork, leadership, research, social responsibility, and technology.
                          A Portfolio Approach
                  Integrating Academic Learning Outcomes
                  with 21st Century Workforce Expectations

Florida’s Electronic Student Advising System, www. FACTS.org.
   http://facts023.facts.usf.edu/portfolio/index.jsp

 Career Portfolio Development: 30,000 users since 2003.

 Answers the Questions: “What do we want to assess?” and “How can students
  connect acquired competencies with relevant real world expectations?”

 Connects academic learning outcomes, experiences, and activities with skills
  identified by the Secretary’s Commission for Achieving Necessary Skills (SCANS,
  1990) skills.

 Informative and instructive process to identify and relate liberal arts educational
  outcomes to necessary workforce skills: communication, creativity, critical
  thinking, leadership, life management, research, social responsibility,
  teamwork, and technical and scientific methods.
Documenting Student Learning Outcomes


Within the Career Portfolio, a tutorial explains how to identify and report curricular and
   co-curricular learning outcomes.

   Sample directions:

   “All types of courses you have taken or are planning to take can contribute to your skill
   development. This includes:
     courses you take as part of your liberal studies requirements, or for your major or minor
     short courses to learn a specific skill (for example, a training course for Microsoft Word or Excel)
     courses you take just for fun (for example, a fine arts course in an area of interest)
   Within your courses, you may have specific class requirements that enhance your Career/Life
   Skills. For example:
    •   group or individual projects
    •   research - including such activities as analyzing or collecting data, interviewing and talking to
        people, finding information in various ways
    •   study abroad”

     Examples are provided to assist students with identification of skills and activities in
      the matrix and how to document skills learned.
                 The Return On Investment
From going it alone to collaborative statewide alliances
 A shared vision fosters genuine commitment rather than just compliance.
 Less piecemeal, more robust holistic approach promotes systems thinking and
   transformative learning.

Long-term vs. short term investment
 Replaces rhetoric and band-aid fixes with informed strategic action.
 Intensifies monitoring systems and demands data supported identification of need.
 Strategic processes integrate, parallel, and generate fundamental growth.

Impact permeates all of the subsystems of a K-20 educational organization
 Improved retention rates.
 Increased time to degree rates.
 Increased graduation rates.
 Increased partnership collaboration with workforce employers.
 Increased supply of qualified employees for critical labor areas.
 Increased contribution to state’s economic growth.
 Increased state appeal for commercial enterprise.
                                  Tools & Resources
•   Office of Articulation, http://www.firn.edu/doe/postsecondary/index.htm

•   Statewide Course Numbering System, http://scns.fldoe.org/scns/public/pb_index.jsp

•   Division of Community College and Workforce Education, Promising Practices,
    http://www.fldoe.org/cc/Retention/

•   Florida Board of Governors, State University System of Florida, http://www.flbog.org/default.asp

•   A++ Secondary Redesign, http://www.fldoe.org/APlusPlus/

•   Florida Counseling for Future Education Handbook, http://www.facts.org/pdf_sw/DOEHandbook_2006-
    2007.pdf

•   Dual Enrollment Course Equivalency List, http://www.facts.org/pdf_sw/Dual_enroll2006.pdf

•   Credit-by-Exam Equivalencies, http://www.facts.org/pdf_sw/ACC_CREDIT_BY_EXAM_8_16_06.pdf

•   Performance on Common Placement Tests, http://data.fldoe.org/perfCPT/

•   High School Feedback Reports, http://data.fldoe.org/readiness/
             Statewide Leadership
            Florida Statutory Provisions
 Section 1003.428 F.S. Secondary Redesign Act
 Section 1007. 21 F.S. Readiness for Postsecondary Education and the
  Workplace
 Section 1007.23 F.S. Statewide Articulation Agreement
 Section 1007.24 F.S. Statewide Course Numbering System
 Section 1007.25 General education courses; common prerequisites;
  and other degree requirements.
 Section 1007.235 F.S. District Interinstitutional Articulation
  Agreements
 Section 1007.27 F.S. Articulated Accelerated Mechanisms
 Section 1007.271 F.S. Dual Enrollment
 Section 1008.30 F.S. Common Placement Testing for Postsecondary
  Education
 Section 1008. 345 F.S. Implementation of State System of School
  Improvement and Education Accountability
 Section 1008.37 F.S. Postsecondary Feedback of Information to High