1 Colorados 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 Slide 2 OVERVIEW Slide 3 3
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 dont 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. Slide 4 4 Higher Ed Values/Priorities Reduced
remediation PWR summative assessment/college admissions Mastery of
21 st C. competencies Equity and opportunity for all Slide 5 5
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 Slide 6 6 High School Graduation
Rates For the first time in history, students are less likely to
graduate high school than their parents. Colorado is 46 th 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
Slide 7 In Colorado Public Institutions : 56% Two-year Public
Institutions 20%Four-year Institutions 30% Overall Rate 7 College
Remediation Rates Source: Surds Remedial Course File, End of Term
Completion, 2006-2007 Slide 8 8 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) Slide 9 9 College Attainment Colorado is 4 th in the
U.S. in the percentage of college educated citizens. Colorado is 44
th 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 Slide 10 10
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 leadership
skills. Slide 11 UPDATES & FUTURE CONSIDERATIONS Slide 12 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 (21 st C. skills)
http://highered.colorado.gov/Academics/CAP4
K/PWR_Description_Adopted_20090630.pdf
http://highered.colorado.gov/Academics/CAP4
K/PWR_Description_Adopted_20090630.pdf 12 Slide 13 F ROM SB08-212:
A SSESSMENT S TEPS 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)] 13 Slide 14 F ROM SB08-212: A SSESSMENT S TEPS, 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)] 14
Slide 15 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 7 th and Dec 2 nd Dec. 2010 specifications
to be jointly adopted by SBE/CCHE To include these elements: School
Readiness New Academic Standards PWR 15 Slide 16 Redesigned
Assessment System, contd Scoring criteria adopted as assessment
system specifications evolve Administration of redesigned
assessment system Dec. 2012 (or before) 11 th grade assessment
(nationally recognized) Guaranteed admission to moderately-
selective IHEs Higher Education Admission Requirements (HEAR) 2014
16 Slide 17 Current 212 Activities CDE : Assessment Stakeholder
Group
http://www.cde.state.co.us/cdedocs/ASMTRev/AssessmentStakeholdersCommit
tee.pdf
http://www.cde.state.co.us/cdedocs/ASMTRev/AssessmentStakeholdersCommit
tee.pdf PWR Subcommittee (With postsecondary representation from
moderately-selective IHEs)
http://www.cde.state.co.us/cdedocs/ASMTRev/AssessmentSubcommitteeMe
mbers.pdf
http://www.cde.state.co.us/cdedocs/ASMTRev/AssessmentSubcommitteeMe
mbers.pdf National research DHE : Additional stakeholder meetings
(Academic Council, GE25, Student Affairs Council, CCODE,
Admissions) Phase 2 assessment data analysis National research 17
Slide 18 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) 18 Slide 19 Future Considerations, contd P-20 Alignment
Elections 11 th grade summative assessment Guaranteed admission to
moderately-selective IHEs HEAR recalibration Maintain
collaboration/partnership with CDE SBE/CCHE adopt assessment
specifications (December 2010) 19 Slide 20 20 Higher Ed
Values/Priorities Reduced remediation PWR summative
assessment/college admissions Mastery of 21 st C. competencies
Equity and opportunity for all Teacher/principal performance-based
standards Pipeline/Access (CTE, concurrent enrollment) Slide 21
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 Statewide
Longitudinal Data Systems (SLDS) Grant Program MORE DETAILS at:
http://nces.ed.gov/programs/slds/ Slide 22 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
Slide 23 Statewide Longitudinal Data Systems (SLDS) Grant Program
Proposed Timeline Slide 24 Statewide Longitudinal Data Systems
(SLDS) Grant Program Issues/Challenges Legal Issues Technical
Issues Trust/Cultural Issues Political Issues Slide 25 Statewide
Longitudinal Data Systems (SLDS) Grant Program Who Is Responsible
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
Slide 26 Statewide Longitudinal Data Systems (SLDS) Grant Program
Goals 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. Slide 27 Concurrent Enrollment Slide
28 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 Slide 29
Student Eligibility Concurrent (9 th -12 th graders) Approval 60
days before end of prior term Creation of an academic plan Must
meet prerequisite for course ASCENT (5 th year) Scheduled to
complete 12 credit hours prior to completion of 12 th grade Not in
need of basic skills Selected by HS/SD administration to
participate Accepted into a degree/certificate program Slide 30
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 Slide 31 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 Slide 32 Contacts for Questions and Information
Colorado Department of Education Charles E. Dukes (P)303.866.6142
(C)303.815.9478 [email protected] Vanessa Roman (P)
303.866.6678 (C) 719.320.5101 [email protected] Colorado
Department of Higher Education Matthew McKeever (P)303-866-2723
(F)303-866-4266 [email protected] Slide 33
Transfer/Articulation in Colorado: A Progress Report and Update
HEAR Annual Conference July 27, 2010 Breckenridge, CO Slide 34
Setting the Context: Colorados 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. Slide 35 Glossary of Terms gtPathways Colorados
statewide guaranteed, transfer articulation program for general
education. Re-calibrate periodic reviewing and, if needed, revising
of the Statewide Transfer Articulation Agreements. Slide 36
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. Slide 37 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]) Slide 38 gtPathways: Colorados 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). Slide 39 Colorados 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 Slide 40
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 Students 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)]. Slide 41 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). Slide 42 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; Slide 43 gtPathways (King/Berry
Bills) Timeline: contd. 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. Slide 44
Transfer/Articulation in Colorado: Current Organization Annual
Statewide Faculty-to-Faculty Conference (2009 and 2010 marked the
conferences 23 rd 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 Slide 45 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.
Slide 46 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 Colorados public, post-secondary institutions are
signatories on both agreements. Slide 47 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 being
recalibrated). All of Colorados public, post-secondary institutions
are signatories on both agreements. Slide 48 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
Colorados Statewide Articulation Model); Slide 49
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. Slide 50 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. Slide 51 END OF SHOW Contact: Vicki A. Leal Academic
Policy Officer/Governors Advocate Dept. of Higher Education
Colorado Commission on Higher Education 1560 Broadway, Suite 1600
Denver, CO 80202 303-866-2723 [email protected] Slide 52
Teacher Preparation/Effectiveness Slide 53 In the Works: Adoption
of PWR description 2009 Content Knowledge Learning/Behavior Skills
(21 st Century Skills)
http://highered.colorado.gov/academics/CAP4K/PWR Description
Adopted 20090630.pdf
http://highered.colorado.gov/academics/CAP4K/PWR Description
Adopted 20090630.pdf Adopt PWR planning, preparation, &
readiness assessments specifications by December 2010 State public
forum (Round III) late Sept/early Oct Administration of redesigned
assessment system by December 2012 Higher Education Admission
Requirements revise, if necessary by December 2014 Joint CCHE/SBE
Meeting on October 7 th and December 2nd Slide 54 Future
Considerations about P-20 Maintain engaging relationships and
partnerships with CDE (and SBE/CCHE) Work to reduce remediation
What value and relevancy does PWR have to college admission? What
revisions need to take place with the preparation of educators
including teachers and principals? What is happening with
pipeline/accessibility? role of CE, e.g. Slide 55 Thoughts about
Improving College Readiness Through Coherent State Policy College
eligibility and college readiness (i.e., gaining access to college
PREPARED for college success is paramount) Lack of college
readiness is major culprit in low graduation/completion rates
College Readiness Gap is the disparity between the skills and
knowledge that students gain in high school v. the skills and
knowledge that colleges and universities expect NCPP &HE, June
2010 Slide 56 Cause of the Readiness Gap High school diploma
success is predicated on proficiency levels at the 9 th 10 th grade
levels as measured by many high stakes exit exams Having a
college-prep curriculum is not necessarily sufficient to ensure
college readiness (e.g., critical thinking skills associated with
reading, writing, and math are necessary for college-level
learning) Slide 57 Why a college-prep curriculum often leaves many
students unprepared P-12 and postsecondary expectations are
disconnected Seat time does not guarantee skills and knowledge
(i.e., 12 th grade English typically detailed stresses literature
while college English addresses expository reading and writing)
Traditional readiness assessments do not measure college readiness
K-12 schools and teachers are typically not accountable for
teaching to college readiness standards Colleges are typically not
accountable for degree completion (funding on enrollment models not
completion models) Slide 58 Options/Considerations State could set
college readiness standards that are higher than the minimum
requirements for a high school diploma Standards are often too
general and lack specificity with respect to content and
performance level expectations Need to talk about classroom
instruction if substantial is desired Need collaboration and
constant work of both K- 12 and postsecondary statewide systems
Slide 59 Postsecondary and Workforce Readiness (PWR) Description
Adopted June 30, 2009 by the State Board of Education and the
Colorado Commission on Higher Education Describes the knowledge,
skills, and behaviors essential for high school graduates to be
prepared to enter college and the workforce and to compete in the
global economy Slide 60 Postsecondary and Workforce Readiness (PWR)
Description (contd) To be designated as postsecondary and workforce
ready, secondary students shall demonstrate that the following
content knowledge and learning and behavior skills have been
achieved without the need for remedial instruction or training.
This demonstration includes the completion of increasingly
challenging, engaging, and coherent academic work and experiences,
and the achievement of proficiency shown by a body of evidence
including postsecondary and workforce readiness assessments and
other relevant materials that document a students postsecondary and
workforce readiness Slide 61 Content Knowledge Literacy
Mathematical Sciences Science Social Studies and Social Sciences
Arts and Humanities Slide 62 Learning and Behavioral Skills
Critical Thinking and Problem Solving Find and Use
Information/Information Technology Creativity and Innovation Global
and Cultural Awareness Civic Responsibility Work Ethic Personal
Responsibility Communication Collaboration