UNIFIED EDUCATION ENTERPRISE (UEE)
WORK PLAN
2009-10
UEE members, your UEE staff has reviewed all of the UEE efforts over the past several years. As the starting point for this review, the staff used the Final report on SB 342 that included your work plan for 2008 to 2009 and the suggested plan for 2009 -2011. Staff identified the status and next steps for all items in 2008 thru 2011 and that review is at the end of this document (pages 5 -7). The staff also went back to the principals you adopted and the Joint Boards approved to guide this work(page4). With that review and context in mind, your staff is suggesting the following work plan for 2009-10.
1. Implement the Oregondiploma
Align the levels of proficiency in 4 Essential Skills (Reading, Writing, Applying Mathematics, and Speaking), and the means for determining them, with post-secondary expectations.
STATUS: Three essential skills (reading, writing and math) have been approved by the SBE to be implemented from 2010 thru 2014.
NEXT STEP: Determine the post-secondary use of these essential skills to ease transitions and increase success.
WHO: Work with Presidents, Provosts and Council of Instructional Administrators.
WHEN: Fall 2009 begin conversation. Recommendation to UEE winter 2010.
STAFF LEADS: Cam, Connie, Bob and Joe
2. Improve the student data record tracking, alignment and research to improve student success and remove barriers.
STATUS: There is a work group on data sharing and alignment.
NEXT STEP: Follow thru on the plan developed in August 2009 and the grant work plan.
WHO: Work group with stakeholders.
WHEN: Fall 2009 thru Winter 2011. Regular updates to UEE.
STAFF LEADS: Joe, Krissa and Doug
3.Establish consistent International Baccalaureate (IB) score/credit relationships at all 24 community colleges and OUS institutions.
STATUS: Task Force will provide recommendations to Provosts and CIA in fall 2009.
NEXT STEP: Finalize recommendations to UEE by November 2009.
WHO: Task force, Provosts and CIA.
WHEN: Fall 2009. Ready for approval by Joint Boards January 2010.
STAFF LEADS: Bob and Connie
4. Ensure the effectiveness of Dual Credit programs by adopting statewide standards that emphasize: strong interactions between the instructors of Dual Credit courses and their college/university counterparts; regular, comprehensive analysis of Dual Credit students’ subsequent academic performance communication of effective practices.
STATUS: An oversight committee met and has suggested standards, measures and assurances.
NEXT STEP: Share the draft standards, measures and assurances in fall 2009.
WHO: Dual Credit Task Force with input from all stakeholders during the falloff 2009.
WHEN: Approved by Joint Boards in Spring 2010.
STAFF LEADS: Connie and Larry C.
5. Identify paths for high school teachers to become qualified to teach community college level classes for the Dual Credit programs.
STATUS: A work group from CIA with TSPC has identified options.
NEXT STEP: Fall 2009 explore the feasibility and timing of implementing the options.
WHO: CIA/TSPC and UEE staff.
WHEN:2009 -2010 with regular updates to UEE.
STAFF LEADS: Connie and Larry C.
6. Complete and apply the statewide criteria for freely transferable General Education courses. Ask cross-sector faculty groups to use the new criteria to determine the status of courses that are now only partially transferrable.
STATUS: The general education outcomes will be shared with provosts and CIA in fall 2009.
NEXT STEP: UEE approve in November and Joint Boards approve in January 2010.
Ask colleges and universities faculty groups to use new criteria to determine the status of new general education courses so that all will be transferable.
WHO: Provosts and CIA
WHEN: November 2009
STAFF LEADS: Karen
7. Increase program articulation, applied baccalaureate research, semesters study and more approved pathways.
STATUS: All colleges and universities are working on these agreements to better serve student transition and success.
NEXT STEP: Use 2009-10 to review next steps on an applied Baccalaureate.
WHO: Working groups from UEE with provost, CIA, CSSA and faculty,
WHEN: To be completed by Nov. 1, 2010.
STAFF LEADS: AB- Bruce and Connie; Semesters- Larry G. and ; Pathways - Mimi
8. Explore the possibility of creating statewide pathways in targeted areas. Supplementing the current pattern of individual campus Pathway Programs has the potential to create offerings that exceed an individual institution’s capacity.
STATUS: The statewide pathways to advancement team has identified three statewide pathways to be developed in 2009-11: health informatics; information technology (IT); and basic healthcare ‘
NEXT STEPS: Give time for the above to be implemented.
WHO: Oregon Pathway Alliance
WHEN: By June 2011
STAFF LEAD: Mimi
9. Improved career pathways.
STATUS: Career Pathways team is currently developing process and procedure for updating current community college roadmaps in the Career Pathways Web tool with OUS and higher education articulation agreements. Work with colleges to identify appropriate articulation agreements.
NEXT STEP: Collaborate with Oregon Pathways Alliance to develop language/information to embed in Career Pathways Roadmap /Web tool to connect usage with the Education Plan & Profile. Convene dialogue with CSSA on opportunities to explore opportunities to communicate and disseminate the Profile and roadmaps as leveraged strategies that enhance education and career planning for students.
WHO: Statewide career pathways team with stakeholders.
WHEN: Academic year 2009-10.
STAFF LEAD: Mimi
10. Improved success at meeting an individual’s career goal. This includes the review of the effectiveness of student participation and completion.
STATUS: Both Community Colleges and the Universities have been focusing on student success and persistence. Both have plans and next steps.
NEXT STEPS: To combine efforts where possible.
WHO: UEE staff with both working groups.
WHEN: Fall 2009 and Winter 2010.
STAFF LEAD: Joe and Connie
11. Improved rural access to post secondary education by piloting strategies to decrease the gap of access, progress, or goal attainment between Oregonians of differing racial/ethnic, geographic or socioeconomic backgrounds.
STATUS: The 2009 legislature requested OUS to work with community colleges in rural Oregon to recommend strategies to mitigate the “gap”.
NEXT STEP: OUS taking the lead to work on the legislative intent. Updates to UEE at each meeting.
WHO: OUS with community college partners
WHEN: Fall 2009 thru Winter 2011.
STAFF LEAD: Larry G. and
12. Coordinate sustainability curriculum capacity and outcomes in the education enterprise.
STATUS: Currently sustainability curriculums exist throughout the education enterprise. The connections and ease of movement is limited.
NEXT STEP: Identify what is in place and where there are connections and alignment. Identifynext steps.
WHO: OUS and Community Colleges.
WHEN: Fall 2009 thru Spring 2010.
STAFF LEAD: Larry G and Cynthia
AREAS THAT NEED RESOURCES AND/OR CHAMPIONS. ( Work plan not completed.)
A. Improved teacher/faculty connections throughout the education continuum.
STATUS: It is needed.
NEXT STEP: To be determined.
B. Improve communication and message on post secondary access, options and processes.
STATUS: It is needed.
NEXT STEP: To be determined. This can include the Portal research, ATLAS expansion,
C. Improved access to post secondary learning.
STATUS: Enrollment increases are occurring but the need for student financial assistance is out stripping OSAC resources. Access is currently more limited by student financial assistance than by systems barriers.
NEXT STEP: To be determined.
From the Unified Educational Enterprise (UEE) Joint Boards subcommittee
January 8, 2006
Alignment and especially PreK-16 implies an education system that integrates a student’s education from kindergarten through a four-year college degree and beyond. Although PreK-16 alignment tends to focus on transitions to college, our definition of alignment includes student transition to the work force and to all post high school options. In essence, students will need to have the skills necessary to be successful within K-12 and be prepared for the rigors and demands of both college and the work place.
One of the key goals of a PreK-16 system is to streamline and clarify the array of high school examinations, and college entrance and placement procedures into a logical, understandable process.
Another goal is to make it easier for high school students to enroll in college courses prior to graduation and to ensure that these courses count towards college credit. This will help eliminated unnecessary repetition of courses and assessments. Such a system will also account for the student’s ability to demonstrate proficiency through a variety of methods including traditional assessments, course completion, proficiency-based assessments and credits, and other viable means.
Agreeing on a common set of standards that describe what students should know and be able to do at all levels, aligning those standards, and providing students with accurate and reliable information as they prepare to transition to their next steps will help remove artificial barriers that hamper student success and access to further education and training.
This paper provides a common definition for PK-16 system alignment and integration. Assumptions and principles for an aligned system are provided including key elements and components of alignment. The primary purpose is to identify the components needed by the system to give it the coherence it needs to foster greater alignment and facilitate a smooth transition for all students.
KEY ASSUMPTIONS OF AN ALIGNED EDUCATION ENTERPRISE
Core set of knowledge and skills representing a continuum of proficiency for post secondary education and work force preparation
Clarity and transparency of learning systems and student options and opportunities
Multiple pathways that lead to student preparation to pursue further education, training, and entrance into the work place
Common assessments and placement requirements across al PreK-16 institutions
Proficiency is agreed upon and accepted by al PreK-16 partners as an appropriate measure of student achievement.
Multiple methods and pathways to demonstration of student proficiency are accepted by PreK-16 partners
A “Profile of Proficiency” that illustrates student learning and achievement is the basis of entrance and placement decisions
UEE Work Plan 2008-09
with status as of September 2009
Alignment of Curricular Content and
Academic Expectations
1. Implement the new HS diploma:
* Align the levels of proficiency in 4 Essential Skills (Reading, Writing, Applying Mathematics, and Speaking), and the means for determining them, with post-secondary expectations.
STATUS: Three essential skills (reading, writing and math) have been approved by the SBE to be implemented one a year from 2010 thru 2014.
NEXT STEP: Determine the post-secondary use to ease transitions and increase success.
* Create a cross walk of equivalent proficiency metrics for skills that can be assessed by multiple methods.
STATUS: 90% complete. All was cross-walked and approved by the SBE in May 2009.
NEXT STEP: Determine the post-secondary use to ease transitions and increase success.
* Analyze current measures of Essential Skills proficiency by comparing past 10th grade OAKS scores in Writing and Mathematics with subsequent college/university performance in closely- related course work (e.g. WR121 and 122/3 or Math courses at or above the 100-level).
STATUS: Cross walk is complete. Tracking of students’ scores and success needs to be designed.
NEXT STEP: Design student tracking and informing of success and barriers.
* Promote thoughtful consideration of the Essential Skills by both HS teachers and post-secondary faculty. Continue the fruitful communication that was initiated by the Essential Skills Task Forces.
STATUS: Ongoing communication.
NEXT STEP: Continue to support teacher, faculty, and education sectors conversations and learning’s.
2. Establish consistent International Baccalaureate (IB) score/credit relationships at all 24 community colleges and OUS institutions.
STATUS:Task Force will provide recommendations to Provosts and CIA in fall 2009.
NEXT STEP: Finalize recommendations by spring 2010.
3. Ensure the effectiveness of Dual Credit programs by adopting statewide standards that emphasize: strong interactions between the instructors of Dual Credit courses and their college/university counterparts; regular, comprehensive analysis of Dual Credit students’ subsequent academic performance communication of effective practices
STATUS: An oversight committee met and has suggested standards, measures and assurances.
NEXT STEP: Share the draft standards, measures and assurances in fall 2009.
4. Complete and apply the statewide criteria for freely transferable General Education courses. Ask cross-sector faculty groups to use the new criteria to determine the status of courses that are now only partially transferrable.
STATUS: The general education outcomes will be shared with provosts and CIA in fall 2009.
NEXT STEP: Ask faculty groups to use new criteria to determine the status of courses that are not transferable.
5. Explore the possibility of creating statewide pathways in targeted areas. Supplementing the current pattern of individual campus Pathway Programs has the potential to create offerings that exceed an individual institution’s capacity. An example is creating “sustainable energy” first year programs at many community colleges and allowing these programs to count toward an AS degree program at one or two community colleges.
STATUS: The statewide pathways to advancement team has identified three statewide pathways to be developed in 2009-11: health informatics; information technology (IT); and basic healthcare ‘
NEXT STEPS: Give time for the above to be implemented.
II. Understanding of educational opportunities through improved communication
1. Clarify information about post-secondary programs and illustrate possible routes through them. Programs that give high school students access to college-level courses should be well- publicized
- Information about academic programs and financial aid should be clear and readily accessible to students and parents
- Career training options should be clearly presented and easy to find
- Pathways that can take students from one program to another should be clearly shown
STATUS: All sectors of education have increased efforts. OUS is working with HS to better inform. OSAC has communication efforts. Local community colleges have efforts. The adult learner hot line was created. However, Coordination is still lacking.
NEXT STEPS: To be determined
2. Create an Oregon Web Portal to increase understanding of educational opportunities, raise awareness of the academic preparation needed for college, and educate students and their families about the attainability of post-secondary education. General information that will allow students of any age or situation to anticipate their next steps should be identified and made public. It is essential to convey the availability of financial aid and scholarships, and to present the actual cost of education for students in various circumstances. Specialized information about program requirements and academic preparation should be consistently available to counselors and faculty in high schools, community colleges and universities.
STATUS: A policy option package was not funded.
NEXT STEP: To be determined
STRATEGIC PLAN for 2009-11
as presented in the SB 342 report
1. Improved student data record tracking, alignment and research for success and barriers.
STATUS: There is a work group on data sharing and alignment.
NEXT STEP: Follow thru on the plan developed in August 2009 and the grant work plan.
2. Increase program articulation and more approved pathways.
STATUS: All colleges and universities are working on these agreements to better serve student transition and success.
NEXT STEP: Use 2009-10 to review next steps on an applied Baccalaureate.
3. Improved teacher/faculty connections throughout the education continuum.
STATUS: It is needed.
NEXT STEP: To be determined
4. Improved career pathways.
STATUS: Career Pathways team is currently developing process and procedure for updating current community college roadmaps in the Career Pathways Web tool with OUS and higher education articulation agreements. Work with colleges to identify appropriate articulation agreements.
NEXT STEP: Collaborate with Oregon Pathways Alliance to develop language/information to embed in Career Pathways Roadmap /Web tool to connect usage with the Education Plan & Profile. Convene dialogue with CSSA on opportunities to explore opportunities to communicate and disseminate the Profile and roadmaps as leveraged strategies that enhance education and career planning for students.
5. Expansion of ATLAS to community colleges.
STATUS: A policy option package was not funded.
NEXT STEP: To be determined.
6. Improved access to post secondary learning.
STATUS: Enrollment increases are occurring but the need for student financial assistance is out stripping OSAC resources. Access is currently more limited by student financial assistance than by systems barriers.
NEXT STEP: To be determined.
7. Improved success at meeting an individual’s career goal. This includes the review of the effectiveness of student participation and completion.
STATUS: Both Community Colleges and the Universities have been focusing on student success and persistence. Both have plans and next steps.
NEXT STEPS: To be determined.
8. Pilot strategies to decrease the gap of access, progress, or goal attainment between Oregonians of differing racial/ethnic, geographic or socioeconomic backgrounds.
STATUS: The 2009 legislature requested OUS to work with community colleges in rural Oregon to recommend strategies to mitigate the “gap”.
NEXT STEP: Work on the legislative intent.
9. Improved rural access to post secondary education.
STATUS: See above.
10. Improved communication and marketing for access and success for Oregon students, counselors, parents and businesses.
STATUS: All sectors of education have increased efforts. OUS is working with HS to better inform. OSAC has communication efforts. Local community colleges have efforts. The adult learner hot line was created. However, Coordination is still lacking.
NEXT STEPS: To be determined.