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Colorado’s Preschool to Postsecondary Alignment Act, SB08-212 (CAP4K) Overview and Update Colorado Dept. of Higher Education HEAR Annual Conference July 27, 2010 Breckenridge, CO. Commissioner Dwight Jones, Colorado Dept of Education Executive Director D. Rico Munn, Dept of Higher Education.
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Colorado’s Preschool to Postsecondary Alignment Act, SB08-212 (CAP4K)Overview and UpdateColorado Dept. of Higher EducationHEAR Annual ConferenceJuly 27, 2010Breckenridge, CO Commissioner Dwight Jones, Colorado Dept of Education Executive Director D. Rico Munn, Dept of Higher Education
Legislative Drivers • High school graduation rates are declining and achievement gaps are rising. • College remediation rates are too high. • Too many who enroll in college don’t stay to completion. • Our highly educated population grows through in-migration, while degree attainment by Coloradans lags. • Colorado has largest ethnic gap in college attainment in the U.S. • Employees enter workforce unprepared.
Higher Ed Values/Priorities • Reduced remediation • PWR summative assessment/college admissions • Mastery of 21st C. competencies • Equity and opportunity for all
SB08-212 – Key Points Postsecondary and Workforce Readiness School Readiness Descriptions of “School Readiness” and “Postsecondary and Workforce Readiness” Revised Academic Standards (Fewer, Clearer, Higher) Assessments and Endorsed Diplomas (High School Pilot) Higher Ed Admission Standards
High School Graduation Rates • For the first time in history, students are less likely to graduate high school than their parents. • Colorado is 46th in the U.S. in the rate of high school completion. • A large disparity exists in Colorado high school graduation rates between White (82%) and Asian (84%) students and their Black (66%), Native American (59%) and Hispanic (57%) peers. Source: Corporation for Enterprise Development, 2007 Source: Colorado Department of Education, 2007
College Remediation Rates In Colorado Public Institutions: 56% Two-year Public Institutions 20% Four-year Institutions 30% Overall Rate Source: Surds Remedial Course File, End of Term Completion, 2006-2007
College Retention & Graduation At Colorado Public Institutions: • Enrollment: • 63% High school graduates enrolling in college • Retention (one year after entry): • 55% Two-year Institutions • 72% Four-year Institutions • Graduation: • 21% Two-year Institutions (2003 Cohort) • 56% Four-year Institutions (2000 Cohort)
College Attainment • Colorado is 4th in the U.S. in the percentage of college educated citizens. • Colorado is 44th in the U.S. in 2-yr college attainment (i.e., an AA degree). • College education gap between White and Hispanic students (the next largest ethnic group) is larger in Colorado (36%) than any other state and is twice the national average. Source: The National Center for Higher Education Management Systems, 2007
Unprepared Workforce • Students lack traditional “soft skills” – leadership, collaboration, and hospitality – and need retraining. • Business owners expect employees to know how to learn. • Business owners expect employees to have writing, speaking, and leadershipskills.
PWR Adoption • Statewide regional town hall meetings (Phase I) – 15 meetings; 700+ participants • June 30, 2009 joint adoption by SBE / CCHE • Description link & highlights • Content knowledge • Learning/Behavior Skills (21st C. skills) • http://highered.colorado.gov/Academics/CAP4K/PWR_Description_Adopted_20090630.pdf
From SB08-212: Assessment – Steps • Adopt School Readiness Description – Dec. 2008 [22-7-1004(1)] • Provide Individualized Readiness Plans – Fall Semester of 2012 [22-7-1014(1)(a)] • Individualized Career and Academic Plans – Feb. 2010 [22-2-136] • Adopt New Academic Standards – Dec. 2009 [22-7-1005(1)]
From SB08-212: Assessment Steps, cont’d • Adopt Postsecondary & Workforce Readiness (PWR) description – June 2009 [22-7-1008(1)(a)] • Adopt PWR planning, preparation, & readiness assessments – Dec. 2010 [22-7-1008(2)(a)] • Adopt scoring criteria [22-7-1008(2)(b)] • Administration of redesigned assessment system – Dec. 2012 (on or before) [22-7-1016(1)] • Higher Education Admission Requirements – if necessary, Dec. 2014 [23-1-113(8)(a)]
Redesigned Assessment System • Statewide regional town hall meetings (Phase II) – 13 meetings; 370+ participants • Statewide regional town hall meetings (Phase III) – Sept-Oct 2010 • Joint SBE/CCHE meetings: Oct 7th and Dec 2nd • Dec. 2010 – specifications to be jointly adopted by SBE/CCHE • To include these elements: • School Readiness • New Academic Standards • PWR
Redesigned Assessment System, cont’d • Scoring criteria adopted as assessment system specifications evolve • Administration of redesigned assessment system – Dec. 2012 (or before) • 11th grade assessment (nationally recognized) • Guaranteed admission to moderately-selective IHEs • Higher Education Admission Requirements (HEAR) – 2014
Current 212 Activities • CDE: • Assessment Stakeholder Group http://www.cde.state.co.us/cdedocs/ASMTRev/AssessmentStakeholdersCommittee.pdf • PWR Subcommittee (With postsecondary representation from moderately-selective IHEs)http://www.cde.state.co.us/cdedocs/ASMTRev/AssessmentSubcommitteeMembers.pdf • National research • DHE: • Additional stakeholder meetings (Academic Council, GE25, Student Affairs Council, CCODE, Admissions) • Phase 2 assessment data analysis • National research
Future Considerations • Race to the Top (finalists in July; winners in Sept) • Colorado is participant in two national, assessment consortia: • SMARTER Balanced Assessment Consortium (SBAC) • Partnership for Assessment of Readiness for College and Career (PARCC)
Future Considerations, cont’d • P-20 Alignment • Elections • 11th grade summative assessment • Guaranteed admission to moderately-selective IHEs • HEAR recalibration • Maintain collaboration/partnership with CDE • SBE/CCHE adopt assessment specifications (December 2010)
Higher Ed Values/Priorities • Reduced remediation • PWR summative assessment/college admissions • Mastery of 21st C. competencies • Equity and opportunity for all • Teacher/principal performance-based standards • Pipeline/Access (CTE, concurrent enrollment)
Statewide Longitudinal Data Systems (SLDS) Grant Program U.S. Department of Education grant designed to aid state education agencies in developing and implementing longitudinal data systems – P-20 systems Intended to enhance the ability of States to efficiently and accurately manage, analyze, and use education data, including individual student records Help States, districts, schools, and teachers make data-driven decisions to improve student learning, as well as facilitate research to increase student achievement and close achievement gaps MORE DETAILS at: http://nces.ed.gov/programs/slds/
Statewide Longitudinal Data Systems (SLDS) Grant Program CAPTURE: Data Gathering and Collections Ensure that P-20 student-focused data is effectively and efficiently collected across multiple sources LINK: Cross Agency Interoperability Ensure that data are effectively shared and exchanged across multiple state agencies and LEAs PROVIDE: Performance Platform Ensure that stakeholder users are provided with understandable, timely and reliable information PERFORM: Knowledge Management Ensure that stakeholders effectively use information to guide development, policy, programs, and practice (To be developed with Race to the Top Funds) Enterprise Data Management Strategy Ensure that stakeholders are provided with data of the highest quality, reliability, and integrity in a timely manner to promote trust in the system and use of the system Leading and Managing Change Ensure appropriate focus on preparing for, managing and reinforcing change at the enterprise and individual level
Statewide Longitudinal Data Systems (SLDS) Grant Program Proposed Timeline
Statewide Longitudinal Data Systems (SLDS) Grant Program • Legal Issues • Technical Issues • Trust/Cultural Issues • Political Issues Issues/Challenges
Statewide Longitudinal Data Systems (SLDS) Grant Program • CDE • Rich Winning, • Dan Domagala, CIO • Local School Districts • CDHE • Cheryl Lovell, Chief Academic Officer • Jason Presley, Director Research • Office of Information Technology • Government Data Advisory Board • Micheline Casey, Chair • Other Education-Related Agencies: human services, labor, corrections • Stakeholders: parents/guardians, students, educators, legislators, policymakers and researchers Who Is Responsible
Statewide Longitudinal Data Systems (SLDS) Grant Program • CAPTURE: P-20 student-focused data are effectively and efficiently collected across multiple data sources including student information, programmatic classifications and educator quality. • LINK: Data is effectively shared and exchanged across multiple agencies (human services, K-12, higher education, labor, corrections) and levels (district, state, federal) to promote accountability, inform policy and ensure a holistic view of student success. • PROVIDE: Stakeholders (parents/guardians, students, educators, policymakers and researchers) have access via interactive portals to understandable, timely and reliable information, online content and collaboration tools to inform and improve student performance. Goals
Intent and Goals • Broaden access to college credit in high school • Improve coordination between HS and IHE • Ensure financial transparency and accountability • Formalize the “5th year” ASCENT program • Create a Concurrent Enrollment Advisory Board • Increase high school graduation rates • Increase college going rates
Student Eligibility • Concurrent (9th-12th graders) • Approval 60 days before end of prior term • Creation of an academic plan • Must meet prerequisite for course • ASCENT (5th year) • Scheduled to complete 12 credit hours prior to completion of 12th grade • Not in need of basic skills • Selected by HS/SD administration to participate • Accepted into a degree/certificate program
Deadlines • ASCENT Requirements • September enrollment estimate to CDE • Legislative session CDE recommends funding amount • Allocation included in budget as line item • Mid to late May allocations to SD • December report from State Board and CCHE • July 1, 2012 all programs must abide by rules
Issues and Challenges • Negotiations of the cooperative agreement • Funding • ASCENT Program (timing and amount) • Limited Resources at School Districts • Tuition rate cap for four year institutions • Cost of fees and books • Move from reimbursement to prepay system • Collection of appropriate data • Student qualifications for ASCENT program • Communication and Misinformation
Contacts for Questions and Information Colorado Department of Education Charles E. Dukes (P)303.866.6142 (C)303.815.9478 email@example.com Vanessa Roman (P) 303.866.6678 (C) 719.320.5101 firstname.lastname@example.org Colorado Department of Higher Education Matthew McKeever (P)303-866-2723 (F)303-866-4266 email@example.com
Transfer/Articulation in Colorado: A Progress Report and Update HEAR Annual ConferenceJuly 27, 2010Breckenridge, CO
Setting the Context: Colorado’s Post-secondary Education Sector • 27 different, public, post-secondary institutions (includes three systems; 2 community college districts); • 3 systems: CU (Boulder, Denver, C. Spgs); CSU (Fort Collins, Pueblo), CCCS (13 different, geographically and regionally diverse institutions); • 12 different boards of governance; • Distinct, statutorily defined mission and roles; • Some serve entire state; others serve select regions within the state.
Glossary of Terms • gtPathways – Colorado’s statewide guaranteed, transfer articulation program for general education. • Re-calibrate – periodic reviewing and, if needed, revising of the Statewide Transfer Articulation Agreements.
Glossary of Terms • Statewide Articulation – programs, services, agreements or policies designed to facilitate a more streamlined approach to transfer between and among public, post-secondary institutions in Colorado. In Colorado, statewide articulation refers to: the gtPathways program, the Statewide Articulation Agreements, 60+60 agreements, (statewide and/or between two institutions), or transfer/articulation agreements that exceed the 120 hour credit limit.
Transfer/Articulation in Colorado: Current “Guarantees” • gtPathways; • Statewide Articulation Agreements: Business, Early Childhood Education, Elementary Education, and Engineering; • Statewide Articulation Agreements currently in the pipeline: Biology, Criminal Justice, Economics, History, Math, Psychology, Spanish; • Completion of AA or AS degrees (extending minimal numbers of 60+60 agreements, [initially referred to as 2+2s])
gtPathways: Colorado’s guaranteed transfer Program for General Education • A student in Colorado may elect to take all 31 credits of the gtPathways curriculum; or, take gtPathways curriculum course by course. • Given the unique structure and governance of post-secondary education in Colorado, the gtPathways curriculum provides a student with several options for completing general education courses prior to transferring (if they choose to transfer).
Colorado’s Statewide Transfer Articulation Agreements • Students must follow the prescriptive agreements without deviation; • Students must meet the requisite grades of the agreements; • Agreements DO NOT guarantee admission to a program of study; • A student cannot change their major and expect to complete a degree in 120; • Students need not complete an AA/AS degree
History of Transfer and Articulation in the state of Colorado: 2001- present • HB 01-1263, AKA, The King Bill amended by 23-1-125 – A Common Core Numbering System and the Student’s Bill of Rights • HB 01-1298, AKA, The Berry Bill amended – repealed by 23-1-108.5 – CCHE to oversee statewide articulation matrix; established GE 25 Council [sub-section 3(a)].
History of Transfer and Articulation in the state of Colorado: 2001- present • HB 10-1208 – Higher Ed Statewide Transfer Articulation Agreements; • SB 10-088 – Two-Year College Degree Designation; • SB 10-108 – Concerning Higher Ed Core Courses: Allows non-public IHEs to choose to participate in gtPathways, (the state guaranteed transfer program for general education).
gtPathways (King/Berry Bills) Timeline • 2001 -- legislation passed initiating structure and timeline of gtPathways Program/Curriculum; • 2001-2003 -- initial infrastructure of gtPathways is “constructed”; • 2003, January -- initial review of nominated courses takes place;
gtPathways (King/Berry Bills) Timeline: cont’d. • 2004 -- institutions enter into discussions concerning Performance Contracts; • 2005 -- Performance Contracts signed and finalized; • 2005-2009 -- Colorado institutions nominate their GE courses for consideration/possible placement into gtPathways curriculum. • 2010-beyond, IHEs/DHE revise gtPathways as needed. • Note: PCs have been extended for 18 mos to June, 2011; gtPathways will continue beyond the 18 mos.
Transfer/Articulation in Colorado: Current Organization • Annual Statewide Faculty-to-Faculty Conference (2009 and 2010 marked the conference’s 23rd and 24th years/conferences); • gtPathways Reviews (held 1-2 times per semester, dependent on the number of course nominations received); • Statewide gtPathways Workshops (held 1-2 times per semester in select locations around the state). • GE 25 Council
gtPathways: Numbers to Date • Total number of courses currently in gtPathways = 1200 • CO1 = 14 • CO2 = 23 • CO3 = 14 • MATH = 105 • AHUM = 330 • Social & Behavioral Sciences = 404 • Natural & Physical Sciences = 310 NOTE: Numbers are inclusive of courses nominated, reviewed and approved through June 2010.
Statewide Transfer Articulation Agreements • Business (originally established in December, 2003; recently re-calibrated by Business faculty at the 2009 Annual Faculty-to-Faculty Conference); • Engineering (re-calibrated during fall semester, 2008; revised December, 2008, posted at the DHE website, February, 2009) All of Colorado’s public, post-secondary institutions are signatories on both agreements.
Statewide Transfer Articulation Agreements • Early Childhood Teacher Education Articulation Agreement (originally established in October, 2004; currently in the process of being recalibrated); • Statewide Elementary Teacher Education Articulation Agreement (originally established in July, 2006; currently in the process of beingrecalibrated). All of Colorado’s public, post-secondary institutions are signatories on both agreements.
Transfer/Articulation in Colorado: Currently in Progress • Re-calibration of 2/4 current statewide transfer articulation agreements; • Early discussions concerning a possible statewide nursing articulation agreement (DHE and stakeholder groups are awaiting the work of the CCNE [Colorado Council of Nursing Educators]; CCNE is currently reviewing Colorado’s Statewide Articulation Model);
Transfer/Articulation in Colorado: Currently in Progress • Currently engaged in establishing statewide 60+60 agreements in the following disciplines: Spanish, Biology, History, Math, Criminal Justice, Psychology, and Economics. • Recently completed a Statewide Matrix that provides students, parents, and other stakeholders with information regarding major offerings at all public, post-secondary institutions around the state. Matrix was completed and posted at the DHE website in December, 2009. • Recently completed and posted transfer guides for each public, postsecondary institution in the state.
Transfer/Articulation in Colorado: Other Noteworthy Progress • Colorado public, post-secondary institutions have created and participate in over 1000 inter-institutional agreements (MOUs); • The agreements cover over 400 different degree programs; • As an example, Pueblo Community College and CSU-Pueblo recently implemented degree completion programs for an additional 49 programs.