Policy Overview

1. Policy Overview In-state or Out-of-State private institutions that want to operate in OK must be accredited by one of the following: Regional accrediting agency; National accrediting agency; or By the Oklahoma State Regents for Higher Education (OSRHE). Accredited institutions must follow procedures to initially establish a campus in OK. Chancellor “approves or recognizes” institution if documentation and accreditation status are in order. Public, private/independent, and out-of-state institutions’ accreditation status is monitored. Copies of evaluation reports must be sent to Chancellor. 3.1 Institutional Accreditation

2. Policy Overview Policy states that credit will transfer from a national accrediting agency on a course-by-course basis. Policy also states that credit from a regional accrediting agency will transfer into like programs at face value. Institutions renewing/updating Program Participation Agreements for Title IV purposes require a letter of authorization from the state. This includes public, private/independent, proprietary and out-of-state institutions. OSRHE will issue a letter if appropriate documentation is provided with the request. It is anticipated that the Program Integrity Rules discussed below will result in a policy revision that includes updated/new definitions, processes for recognition, complaint procedures, data collection (for non-State System institutions), etc. 3.1 Institutional Accreditation (continued)

3. Program Integrity Rules • On October 29, 2010, the United States Department of Education (USDE) released new “program integrity” regulations. These regulations set requirements for states to monitor and enforce statues and policy in their states in various areas including: • Distance education (including correspondence study and online learning); • State Complaint Procedures; and • List of approved institutions in the state.

4. Program Integrity Rules • Distance Education • If an institution is offering postsecondary education through distance or correspondence education to students in a State in which it is not physically located or in which it is otherwise subject to State jurisdiction as determined by the State, the institution must meet any State requirements for it to be legally offering distance or correspondence education in that State. An institution must be able to document to the USDE Secretary the State’s approval upon request. • The USDE will not ‘initiate any action to establish repayment liabilities or limit student eligibility for distance education activities undertaken before July 1, 2014, so long as the institution is making good faith effort to identify and obtain necessary state authorizations before that date.’

5. Program Integrity Rules (Distance Education Cont.) • As required by Program Integrity Rules, a ‘good faith’ effort was initiated for Oklahoma State System institutions through a letter sent to SHEEO agencies by Dr. Houston D. Davis. • The information was used to create a state-by-state inventory sent to COI members with the following suggested steps for Oklahoma institutions: • Identify out-of-state students enrolled via distance education; • Locate the state requirements within the state-by-state inventory table provided to CIO members; and • Determine the appropriate course of action for states where students are enrolled by the Oklahoma institution.

6. Program Integrity Rules • State Complaint Procedures: • By July 1, 2011, institutions must provide the process for current and prospective students to file third-party complaints with the accrediting agency and the state agency charged with oversight of institutions operating in the state. • A letter dated June 29, 2011 was sent via email to COI and COSA members explaining the current OSRHE administrative process. • Basic OSRHE process: if student contacts OSRHE, a determination is made whether the student has exhausted institutional procedures/appeals process, if they have not – send student back to institution, if student has exhausted appeals process – request permission to contact institution on student’s behalf. OSRHE staff stays in touch with student until it is determined that complaint/issues is resolved or adequately addressed.

7. Program Integrity Rules • Approved Institutional Listing: • OSRHE already posts currently approved higher education institutions in the state in the Higher Education Directory.

8. This policy establishes minimum curricular requirements, criteria, and standards for admission to State System institutions, as well as standards for retention in institutions. Admission to all associate and baccalaureate programs must conform to these standards. The admission process has two criteria: Curricular Requirements Performance Requirements/Admission Standards Policy Overview 3.9 Institutional Admission and Retention

9. Policy Overview Students must meet the criteria for both the high school curricular requirements and the high school performance requirements as defined in the following slides. 3.9.3 Admission of First-Time Freshman: Curricular Requirements

10. Policy Overview 3.9.3 Admission of First-Time Freshman: Curricular Requirements Note: 1. Pre-calculus was added to the list as an acceptable course for meeting both the high school curricular and the high school performance requirements (must have completed geometry and Algebra II). 2. Advanced Placement courses (excluding studio art courses) will satisfy high school curricular requirements for college admission.

11. Policy Overview 3.9.4 Admission of First-Time Freshmen: Performance Requirements Note: OU and OSU are authorized to set higher admission scores when approved by the State Regents. Specific scores for institutions are located in the Academic Affairs Procedures Handbook.

12. Policy Overview 3.9.4 Admission of First-Time Freshmen: Performance Requirements Note: USAO was approved to increase admission standards to an ACT score of 24 or SAT score of 1090 AND 3.0 GPA or top 50% effective Fall 2011. Scores for institutions are located in the Academic Affairs Procedures Handbook.

13. Policy Overview Minimum High School Performance Criteria for Admission of First-Time-Entering Students at Community Colleges and Technical Branches: Students Seeking Admission to AA, AS, or Baccalaureate Degree Programs: Note: The five institutions offering AAS degrees, CU, LU, OPSU, RSU, and SWOSU (Sayre) will continue offering these degrees with an open admission policy for students within their geographic service area. Students wishing to transfer from AAS to AS, AA or baccalaureate degree programs must formally apply and meet both the curricular and performance admission standards.

14. Policy Overview Students admitted must meet curricular standards as defined in section 3.9.3 and must meet the high school performance criteria as defined in section 3.9.4. The only exceptions are students admitted in the following special admission categories: Special Non-Degree Seeking Student Alternative Admission Adult Admission Home Study or Non-Recognized Accredited or Unaccredited High Schools Opportunity Admission Category Correspondence Study Enrollment Summer Provisional Admission Program (Research and Regional Universities) Summer Provisional Admission Program: Curricular Deficiencies (Regional Universities) Concurrent Enrollment of High School Students 3.9.6 Special Admission

15. Policy Clarification Residual ACT • At the OACRAO meeting in spring 2011 and through subsequent conversations with admissions officers and registrars, it was determined that a majority of institutions allowing concurrent enrollment students to take the ACT Residual examination for special admission of concurrent enrollment or opportunity admission students. Further, some institutions were allowing student to take the test repeatedly to improve their scores. • According to the 3.9.6 Special Admission section of the Institutional Admission and Retention policy, the ACT admission standard for concurrent enrollment and other special admission categories are based on Oklahoma norms (i.e., the national ACT test score). Allowing the use of the ACT Residual is not consistent with OSRHE policy.

16. Policy Clarification The issue was discussed in May by the (COI) Admission, Transfer, and Retention Committee, the full COI and the Presidents Council. The recommendation was to allow limited use of the ACT residual examination for Special Admission categories when potential students are unable to take the national ACT test. Limited use means that institutions may review the circumstances of students and determine if there is sufficient rationale to allow the student to take the ACT residual test scores. However, students may only take the ACT Residual test for admission once during the year in which the respective ACT Residual examination is valid (November 1 through October 31) and the test date shall not coincide with a national ACT test date. Campuses are strongly encouraged to require national ACT scores when possible. Residual ACT

17. Policy Clarification Residual ACT • A policy clarification letter communicating this information was sent to institutions June 21, 2011 from Dr. Houston D. Davis. • Subsequently, additional requests for clarification were received including the need for scholarship students to retake the residual and whether this clarification applies to all special admission categories. • OSRHE interpretation is that there is no scenario that is acceptable for a student to take the ACT Residual more than once during the November 1 – October 31 year. • While the clarification letter is not explicit in addressing all other admission categories, the understanding is that first-time admission applicants are also required to take the ACT on a national test date. It is the interpretation of this office that the one-time use of the ACT Residual during the valid period applies to all admission categories.

18. Concurrent Enrollment Concurrent enrollment must include opportunities for high school students to achieve college credit through a collegiate experience: On a college campus in a course with college students; At an off-campus site that originates on campus in a course with college students; At an off-campus site with a regular program of study and with college students; or At other off-campus sites (including in the home and including the use of synchronous or asynchronous instruction) and taught by regular faculty from the institution. Concurrent enrollment students are not eligible for secondary institutional assessments. 3.9.6.I Concurrent Enrollment of High School Students

19. Concurrent Enrollment Faculty teaching courses for concurrently enrolled high school students must be primarily employed and eligible for full-time faculty status at the institution offering the course. High school students concurrently enrolled in college courses may continue concurrent enrollment in subsequent semesters if they achieve a college GPA of 2.0 or above on a 4.0 scale. Students falling below 2.0 GPA on a 4.0 scale are not eligible for subsequent semester concurrent enrollment. NOTE: Concurrent enrollment student transcripts are not to have academic suspension or notice denotations for those students who fall below the retention standard.

20. Concurrent Enrollment 2011-12 admission standards for high school seniors: NOTE: Students must also provide the following: 1) a signed statement from the high school counselor or principal stating that they are eligible to satisfy requirements for graduation from high school no later than spring of the senior year; 2) a letter of recommendation from the counselor; and 3) written permission of a parent or legal guardian. *OU also requires a 3.0 GPA or ranking in the top 50%

21. Concurrent Enrollment 2011-12 admission standards for high school juniors: NOTE: Students must also provide the following: 1) a signed statement from the high school counselor or principal stating that they are eligible to satisfy requirements for graduation from high school no later than spring of the senior year; 2) a letter of recommendation from the counselor; and 3) written permission of a parent or legal guardian.

22. Concurrent Enrollment §70-628.13.E. requires school districts to provide academic credit for any concurrently enrolled higher education courses that are correlated with the academic credit awarded by the institution of higher education. Those that are not correlated with high school graduation curriculum may be transcripted as electives. NOTE: School districts determine how the course is to be noted on the students’ high school transcript.

23. Concurrent Enrollment Tuition Waiver Oklahoma high school seniors. Up to six credit hours of tuition only per semester (including summer). Only for students who have completed the junior year and have not graduated. Home-schooled students eligible for one academic year only. NOTE: Effective Fall 2011 dependent children of Oklahoma active duty military personnel serving in the armed forces, while stationed in Oklahoma, are eligible for the tuition waiver unless the institution has requested earlier implementation. The waiver is intended for Oklahoma high school students; therefore, foreign exchange students attending high school in Oklahoma are not eligible for the tuition waiver.

24. Policy Overview 3.9.8 Retention Standards • Retention GPA requirements: A student will be placed on academic probation if the following requirements are not met: • Credit Hours Attempted: GPA Required • 0-30 semester credit hours ≥ 1.7 • Note: Students are put on academic notice • with a GPA of 1.7 to less than 2.0 • Greater than 30 semester credit hours ≥ 2.0 NOTE: Students dropping below 2.0 are placed on academic probation for one semester. If 2.0 is not achieved in regularly graded coursework (including repeats/academic reprieves), they are suspended.

25. Policy Overview Purpose: establish a uniform system of grading for State System Institutions. Defines symbols and grading terms. Outlines the transcript as the official document issued by an institution with student information that is a complete and accurate reflection of a student’s academic career. June 2010 – Cumulative GPA (CGPA) is optional. Academic Forgiveness Provisions: Repeated Academic Reprieve Academic Renewal Reporting Academic Standing (retention standards/requirements, cumulative GPA and retention/graduation GPA). Note all academic probation/suspensions. 3.11 Grading

26. The purpose of the policy is to provide a framework to evaluate learning that takes place outside of the formal higher education structure. The framework provides a systematic and comparable means through which students might be awarded credit for extrainstitutional learning. System institutions should develop institutional policies for evaluating extrainstitutional learning and for awarding credit consistent with this policy. Once recorded, credit is transferrable on the same basis as earned through regular study at the awarding institution. Policy Overview 3.15 Credit for Extrainstitutional Learning

27. Policy Overview 3.15 Credit for Extrainstitutional Learning (continued) • State System institutions awarding credit for extrainstitutional learning must validate credit on a course-by-course basis. The following publications and methods are acceptable for validating extrainstitutional learning for awarding credit: • ACE, PONSI, AP, Portfolio, IB, institutionally prepared exams, etc. • Individual review of individual portfolios using Council for Adult and Experiential Learning or other standardized guidelines. • Extrainstitutional credit must be validated by successful completion of 12 or more credit hours at the awarding institution before placed on the student’s official transcript. • Students eligible to receive credit for extrainstitutional learning must be enrolled or eligible to re-enroll at the awarding institution.

28. The purpose of this policy is to establish standards and procedures for offering electronic media and traditional off-campus courses and programs and for the operation of designated learning sites. Currently, approval is required if the institution meets the following: 100 percent of the courses in the major are offered through online delivery or other computer mediated format; or The program is advertised as available through online delivery or other computer mediated format. If an institution has never offered a program through online delivery, there is a comprehensive process required. Policy Overview 3.16 Electronically Delivered and Traditional Off-Campus Courses and Programs

29. Policy Overview Once an institution has a program approved for electronic delivery, subsequent programs may be submitted through an abbreviated process, which can be found in Academic Affairs policy if the program meets one of the two criteria noted previously. The process for requesting additional existing programs (new programs must be requested through the Academic Program Approval Policy) through online delivery or other computer-mediated format is for the President to send the following information to the Chancellor: Letter of intent; Name of the program; Delivery method/s; Information related to population served and student demand; and Cost and financing. Note: Changes in Title IV may change Higher Learning Commission policy – which may impact this policy. 3.16.10 Program Approval Procedures for Online Programs

30. Overall policy revision summary: COI Committee recommended policy name change From Residence Status of Enrolled Students to In-State/Out-of-State Status of Enrolled Students. Students will be classified as 1) in-state 2) out-of-state or 3) out-of-state fees waived. Put more emphasis on the ability to waive out-of-state fees. Policy Revision 3.17 In-State/Out-of-State Status of Enrolled Students

31. Policy Revision The revised policy implementation date is Fall 2011. The following institutions implemented the policy earlier: Cameron University – Fall 2010 Oklahoma Panhandle State University – Fall 2010 Rose State College – Fall 2010 Western Oklahoma State College – Fall 2010 Oklahoma State University Stillwater – Spring 2011 Tulsa – Spring 2011 3.17 In-State/Out-of-State Status of Enrolled Students (continued)

32. Principles– section strengthened to note that institutions are responsible for determining in-state/out-of-state classification based on State Regents’ policy. Dependent and Independent Persons – combined into one section. Clarified language and added a statement to allow institutions to consider extenuating circumstances (e.g., divorced parents with joint custody when one lives out-of-state and is claimed on one or the other’s tax return). Documented Foreign nationals (DFN) - clarifies enrollment for these students. States DFN on work VISAs with extraordinary abilities may be eligible for out-of-state tuition waiver. Will no longer be eligible for Full-Time Practitioner or Worker unless the student becomes a naturalized citizen or lawful permanent resident. Policy Revision 3.17 In-State/Out-of-State Status of Enrolled Students (continued) 32

33. Policy Overview Undocumented Students Guidance Document titled, “Undocumented Immigrant Students” located in the procedures manual will have a cover page explaining the nomenclature changes (from residence/non-residence to in-state/out-of-state) – no other changes expected at this time. Undocumented students are admissible to State System colleges and universities whether they are Category I, II, or Oklahoma’s Promise students if they comply with policy requirements. They must meet policy requirements to be eligible for tuition waivers or state scholarships. Oklahoma’s Promise has separate requirements. Category I – students enrolled in a degree program at a State System institution during the 2006-07 year or any prior school year who received a resident tuition benefit pursuant to the pre-HB 1804 statute and pre-HB 1804 State Regents’ policy are “grandfathered” and remain eligible for resident tuition and state financial aid under the pre-HB 1804 law and pre-HB 1804 policy. 3.17.6 Undocumented Students 33

34. Policy Overview Category II – students enrolling in a postsecondary education institution in 2007-08 and thereafter. These students are subject to the new restrictions under HB 1804 and the State Regents’ policy that became effective November 1, 2007. Oklahoma’s Promise – While students participating in Oklahoma’s Promise also fall into either Category I or Category II, SB 820 provides unique treatment of these students with respect to their eligibility to receive the Oklahoma’s Promise award. 3.17.6 Undocumented Students (continued)

35. Policy Overview 3.17.7 Military Personnel • Military Personnel – The new policy language allows members of the armed forces stationed in Oklahoma or temporarily present through military orders to be classified immediately as in-state status with access to state scholarships if they qualify – consistent with the Full-time Practitioner or Worker section of policy. If the active military personnel is subsequently stationed out-of-state, spouse and dependent children are eligible to retain in-state status if they remain continuously enrolled. 35

36. Policy Revision 3.17.8 Full-time Professional Practitioner or Worker • Full-Time Professional Practitioner or Worker – Clarifies that individuals in this category must be a United States Citizen or lawful permanent resident. • Students previously admitted under the Full-Time Professional Practitioner or Worker unrevised policy (Residence Status of Enrolled Students) shall be grandfathered as long as the student maintains his or her full-time employment status. • Students must also maintain continuous enrollment, as determined by the institution, to maintain their status under the unrevised Residence Status of Enrolled Students. Students who are required to re-apply for admission shall be admitted under the revised In-State/Out-of-State Status of Enrolled Students policy. • The grandfathered status shall also apply to spouse and dependent children. • New 3.17 procedures include Frequently Asked Questions applicable to the revised policy.

37. Policies Slated for Revision • 3.1 Institutional Accreditation – overall update of policy and align – as appropriate - with Title IV changes. • 3.2 Functions of Public Institutions – clarification of policy language, creation of functions for technical branches, and inclusion of joint degrees. Additionally, review and necessary changes to related policies. • 3.4 Academic Program Approval - overall review and updating of policy language, addition of definitions, and other necessary changes. • 3.9 Institutional Admission and Retention – further study of residual ACT and make changes as required by 3.19 and 3.20 changes.

38. Policies Slated for Revision • 3.16 Electronically Delivered and Traditional Off-Campus Courses and Programs – determine if Title IV changes require policy changes. • 3.19 Assessment - comprehensive review of policy related to admission placement assessment. • 3.20 Remediation - incorporate appropriate sections into 3.19 – eliminate the need for separate policy. • 3.22 Teacher Professional Development Residency Program – implement legislative changes. • 3.23 Minority Teacher Recruitment Center – implement legislative changes.

39. Procedures HandbookOverview Other Helpful Information: Definitions Reports and due dates Accreditation Procedures for Recognition Closed schools/record information Intensive English Program list Forms and Reference Information ACT/SAT Concordance Table Procedures Handbook is updated annually or as necessary through the COI. Your input is needed if helpful information is missing or something needs to be changed/corrected – please contact José or Gina.

40. So…please ask questions.

41. Assessment, Remediation and K-20 issues

42. Policy Overview Each institution use established ACT scores at or above the State Regents’ established minimum. Requires remediation of both curricular and academic skill deficiencies within the first 24 hours. President or designee may waive the 24 requirement for deserving students (reported annually). Adult students must be assessed by using either the ACT or an approved secondary testing instrument. Concurrent enrollment students may not be admitted using secondary testing. 3.19 Assessment 42 NOTE: Policy is currently under revision.

43. Policy Overview 3.20Remediation • The policy requires students to remediate curricular or basic academic skills deficiencies (English, mathematics, science, and reading) within the first 24 hours. • Adult students are not exempt from taking remedial or developmental coursework. • 19 ACT sub score or successful institutional/secondary testing may remove deficiencies. • Remedial/Developmental Courses. Designed to raise students’ knowledge and competency in the subject area to the collegiate level and remove deficiencies. 43 NOTE: Policy is currently under revision.

44. Policy Overview 3.20 Remediation (continued) • Remedial/Developmental courses are not credit-bearing collegiate-level courses and do not meet degree requirements nor are they calculated in the students’ GPA. • President or designee may allow deserving student to continue beyond the 24 hours. Must be documented and reported annually. • Concurrent Enrollment students are not eligible to take Remedial/Developmental courses. 44

45. Policy Revision Issues • Remediation policy will merge with Assessment policy • Assessment for improvement and accountability • Developmental education delivery expanded • General education broadened to include entire degree program (e.g., critical thinking and writing) • Planning and reporting revised 45

46. Oklahoma City Community College, Rose State College and Tulsa Community College and are committed to • examining data on student achievement; • basing decisions on data; • confronting and addressing achievement gaps; • monitoring our progress closely; and • sharing our findings broadly.

47. Overview of the Data Work Group:Origins of the Work Comparing Community College Performance Measures

48. Overview of the Data Work Group:Origins of the Work Final Success Measures • Award of less than associate’s degree w/o transfer • Award of associate’s degree or higher w/o transfer • Award of less than associate’s degree and transferred • Award of associate’s degree or higher and transferred • Transferred w/o an award • Still enrolled with 30 or more college hours • Total success rate

49. PARCC Assessment System Design • More Meaningful Standards: PARCC will be anchored in the Common Core State Standards which are consistent across states, clear to the public, and provide an on-ramp to college and careers. • Higher Quality Tests: PARCC assessments will include sophisticated items and performance tasks to measure critical thinking, strategic problem solving, research and writing. • Through-Course Testing: Students will take parts of the assessment at key times during the school year, closer to when they learn the material. • Maximize Technology: PARCC assessments in most grades will be computer based. • Cross-State Comparability: States in PARCC will adopt common assessments and common performance standards.

50. Advisory Committee on College Readiness (ACCR) • Will work with PARCC Governing Board to shape the consortium’s strategy for working with higher education systems, institutions, and K-12 to ensure development of college readiness assessments. • Will guide the overall vision for higher education’s role in the consortium and serve as a voice representing the postsecondary education in PARCC. • Will develop a strategy for advocating for a common college ready standard and its use as a valid indicator of college readiness for first-year, credit-bearing courses by all colleges and universities across PARCC states. • Membership will be nationally recognized and respected leaders in higher education (e.g., higher education system leaders, presidents of community colleges and universities, and representatives of national higher education organizations).