ILAGO

Hood River, Oregon May 16, 2015

Eastern Promise Goals

• Increase student access to accelerated learning opportunities• Increase the

“college/postsecondary” culture in the region.• Help meet statewide goal of 40-40-

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Pillars Of Eastern Promise

Professional Learning CommunitiesCompacts and Campus Visits

The 10-Year-Plan

Credit By Proficiency

• Credit By Proficiency as defined by the Eastern Promise project is a “process” rather then a single test or assessment.

• Traditional proficiency measures allow an individual to take a single measure to determine proficiency. In the Eastern Promise model, students take a class over a term, semester or year.

• Through multiple measures acquire the defined outcomes, knowledge and skills that are equal to the expectations for a student in a campus based college level course.

• PROFESSIONAL LEARNING COMMUNITY

PROFESSIONAL LEARNING COMMUNITIES

• Led by University and College Disciplinary Faculty

• Graduate level content (Credit Awarded)– The focus is on learning and teaching content– Mirrors college/university level outcomes– Working together to develop and jointly assess

student work

Academic Momentum

–As part of Eastern Promise a significant goal is to increase the “college going culture” among youth. This is accomplished through a program called “Academic Momentum”.

Academic Momentum Pathway To Success

• Believe my child can learn• Believe my child can graduate from high school

and go on to college or vocational training• Attend Parent Teacher conferences and other

school activities• Read with my child and talk about school daily• Help my child succeed with their Academic

Momentum plan

Success 101

–When the students enter the 9th grade, they will participate in a formal class that follows a well developed and tested curriculum called “Career Choices”. This is a rigorous class that requires career investigation and a “formal” 10-year-plan. They earn college credit.

Eastern Promise Data

• During 2013-14: 13,847 student credit hours were earned, a 239% increase over the pilot year.

• Over the two year period – 2012-14 – students and their families saved $1,700,000 in future tuition costs ($10 per credit)

• Academic Momentum: 22 School Districts (11 new districts (2015); 41 Schools – 35 Elementary/ 6 Middle Schools; 150+- Educators & Classrooms implementing; 3,500+- Students in the Academic Momentum Program

Information Literacy Program at EOU

• 4 librarians who teach• 3 Credit-bearing courses• One-shot instruction

Course Integrated InstructionWriting 121UNI 101 (FYE)Developmental Writing and FYE

Most Freshmen are receiving IL instruction in some way.

ChallengesMost Freshmen are receiving IL instruction in some way.

HS students taking WR 121 by proficiency do not: • receive the same IL instruction• have the same access to resources

(And if they do, they don’t always know that they do, or how to use them.)

Challenges• Students failing WR 121 are primarily failing in

the IL area (evaluation, integration, analysis, and citation of sources)• Critical reading, summary, objectivity• Unsupported generalizations vs. evidence

(reading and writing) • Locating and evaluating scholarly sources• Rewards for bad habits

Challenges• School contexts may not foster reasoning based

on objective discussion of scholarly evidence• Student access to discourse communities

and understanding of rhetorical contexts• Research in other classes (transfer of skills)• Access to university-level databases• Teacher access to disciplinary dialogue

Survey

Survey

Actions

• LIB 127 pilot PLC– Worked with teacher at an area school to embed

LIB 127 outcomes in the Senior Project class– Offered a hybrid program– Assessed a portfolio at the end of year with P/F

grade

Actions

• LIB 127 pilot PLCNegatives:– Found failings in our instruction & rubric– Ultimately not scalable or sustainable

Positives:– Teacher continues to use IL curriculum– Gained access to and better understanding of K12

environment

Actions

• Language Arts PLC– Gained access to PLC by invitation (Nancy

Knowles)– Listened to teachers– Offered quick interventions

Actions

• Language Arts PLC– Gained access to PLC by invitation (Nancy

Knowles)– Listened to teachers– Offered quick interventions

• High school Visits to EOU• Train the Trainer approach• College of Education curriculum revision

Recommendations

• Insinuate yourselves• Find partners• Consider scalability and sustainability• Recognize that K12 teachers know how to use

information, and know how to teach that • Become familiar with the K12 IL Standards