Commissioner Dwight Jones, Colorado Dept of Education

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Colorado’s Preschool to Colorado’s Preschool to Postsecondary Alignment Postsecondary Alignment Act, SB08-212 (CAP4K)Act, SB08-212 (CAP4K)Overview and Overview and UpdateUpdate

Colorado Dept. of Higher EducationColorado Dept. of Higher Education

HEAR Annual ConferenceHEAR Annual ConferenceJuly 27, 2010July 27, 2010

Breckenridge, COBreckenridge, COCommissioner Dwight Jones, Colorado Dept of Education

Executive Director D. Rico Munn, Dept of Higher Education

OVERVIEWOVERVIEW

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Legislative DriversLegislative 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.

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Higher Ed Higher Ed Values/PrioritiesValues/Priorities

Reduced remediation PWR summative

assessment/college admissions Mastery of 21st C. competencies Equity and opportunity for all

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SB08-212 – Key PointsSB08-212 – 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

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High School Graduation RatesHigh 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

In Colorado Public Institutions:

56% Two-year Public Institutions

20% Four-year Institutions

30% Overall Rate

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College Remediation College Remediation RatesRates

Source: Surds Remedial Course File, End of Term Completion, 2006-2007

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College Retention & GraduationCollege 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)

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College AttainmentCollege 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

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Unprepared Workforce 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.

UPDATES & UPDATES & FUTURE FUTURE CONSIDERATIONSCONSIDERATIONS

PWR AdoptionPWR 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/C

AP4K/PWR_Description_Adopted_20090630.pdf

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FROM SB08-212: FROM SB08-212: ASSESSMENT – STEPSASSESSMENT – 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)]

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FROM SB08-212: ASSESSMENT FROM SB08-212: ASSESSMENT STEPS, CONT’DSTEPS, 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)]

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Redesigned Assessment Redesigned Assessment SystemSystem 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

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Redesigned Assessment Redesigned Assessment System, cont’dSystem, 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

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Current 212 ActivitiesCurrent 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

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Future ConsiderationsFuture 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)

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Future Considerations, Future Considerations, cont’dcont’d

P-20 AlignmentElections11th grade summative assessment

Guaranteed admission to moderately-selective IHEs

HEAR recalibration Maintain collaboration/partnership with CDE

SBE/CCHE adopt assessment specifications (December 2010)

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Higher Ed Higher Ed Values/PrioritiesValues/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)

• 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/

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


Grant Program


Grant ProgramProposed Timeline


Grant ProgramIssues/Challenges

•Legal Issues

•Technical Issues

•Trust/Cultural Issues

•Political Issues


Grant ProgramWho 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


Grant ProgramGoals•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.

Concurrent EnrollmentConcurrent Enrollment

Intent and GoalsIntent and GoalsBroaden access to college credit in high

schoolImprove coordination between HS and

IHEEnsure financial transparency and

accountabilityFormalize the “5th year” ASCENT

programCreate a Concurrent Enrollment

Advisory BoardIncrease high school graduation ratesIncrease college going rates

Student EligibilityStudent EligibilityConcurrent (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

DeadlinesDeadlinesASCENT 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 ChallengesIssues and ChallengesNegotiations of the cooperative

agreementFunding

◦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 dataStudent qualifications for ASCENT programCommunication and Misinformation

Contacts for Questions and Information

Colorado Department of Education

Charles E. Dukes(P)303.866.6142(C)[email protected]

Vanessa Roman (P) 303.866.6678(C) [email protected]

Colorado Department of Higher Education

Matthew McKeever(P)303-866-2723 (F)[email protected]

Transfer/Articulation in Transfer/Articulation in Colorado: A Progress Colorado: A Progress Report and UpdateReport and Update

HEAR Annual ConferenceJuly 27, 2010Breckenridge, CO

Setting the ContextSetting the Context: : Colorado’s Post-secondary Education SectorColorado’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 TermsGlossary of TermsgtPathways – 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 TermsGlossary of TermsStatewide 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 Transfer/Articulation in ColoradoColorado: : Current Current “Guarantees”“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 gtPathways: Colorado’s guaranteed transfer Program for General Educationtransfer 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 Colorado’s Statewide Transfer Articulation Transfer Articulation AgreementsAgreementsStudents 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 History of Transfer and Articulation in the state of Coloradoin the state of Colorado: : 2001- 2001- presentpresent

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 History of Transfer and Articulation in the state of Coloradoin the state of Colorado: : 2001- 2001- presentpresentHB 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) gtPathways (King/Berry Bills) TimelineTimeline

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) gtPathways (King/Berry Bills) TimelineTimeline: : cont’d.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: Transfer/Articulation in Colorado: Current OrganizationCurrent 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

gtPathwaysgtPathways: : Numbers to Numbers to DateDateTotal number of courses currently

in gtPathways = 1200CO1 = 14CO2 = 23CO3 = 14MATH = 105AHUM = 330Social & Behavioral Sciences = 404Natural & Physical Sciences = 310

NOTE: Numbers are inclusive of courses nominated, reviewed and approved through June 2010.

Statewide Transfer Statewide Transfer Articulation AgreementsArticulation 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 Statewide Transfer Articulation AgreementsArticulation 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 Colorado’s public, post-secondary institutions are

signatories on both agreements.

Transfer/Articulation in Transfer/Articulation in ColoradoColorado: : Currently in Currently in ProgressProgressRe-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 ColoradoTransfer/Articulation in Colorado: : Currently in ProgressCurrently 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 ColoradoTransfer/Articulation in Colorado: : Other Noteworthy ProgressOther 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.

END OF SHOWEND OF SHOW

Contact:

Vicki A. LealAcademic Policy Officer/Governor’s

AdvocateDept. of Higher EducationColorado Commission on Higher

Education1560 Broadway, Suite 1600Denver, CO [email protected]

Teacher Teacher Preparation/EffectivenessPreparation/Effectiveness

In the Works:◦Adoption of PWR description 2009

Content Knowledge Learning/Behavior Skills (21st Century Skills) http://highered.colorado.gov/academics/CAP4K/PW

R 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 7th and December 2nd

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.

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

Cause of the Readiness Gap◦High school diploma success is

predicated on proficiency levels at the 9th – 10th 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)

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., 12th 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)

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

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

• Postsecondary and Workforce Readiness (PWR) Description (cont’d) 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 student’s postsecondary and workforce readiness

Content Knowledge◦Literacy◦Mathematical Sciences◦Science◦Social Studies and Social Sciences◦Arts and Humanities

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

Commissioner Dwight Jones, Colorado Dept of Education

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Transcript of Commissioner Dwight Jones, Colorado Dept of Education