You are driving in a car at a constant speed.  On your left side is a 'drop off' (The ground is 18-20 inches below the level you are traveling on), and on your right side is a fire engine traveling at the same speed as you.  In front of you is a galloping horse which is the same size as your car and you cannot overtake it.  Behind you is another galloping horse.  Both horses are also traveling at the same speed as you . What must you do to safely get out of this highly dangerous situation?

Florida’s K-20 ModelAdvancing Seamless Transfer and Articulation

Pamela A. Kerouac, Ed.D.

Florida Department of Education,

Office of Articulation, Policy Analyst

850-245-9558

Pamela.Kerouac@fldoe.org

Florida’s K-20 Education Model:Key Building Blocks

• K-20 State Leadership: Translating vision into reality.

• Statewide Course Numbering System: Maintaining and preserving a curriculum continuum of common numbering and program prerequisites.

• Articulation and Transfer: Building statewide alliances to ensure ease of transfer.

• Assessment and Accountability: Data monitoring, feedback, and strategic improvement of academic achievement, readiness, enrollment, performance, transfer, and time to degree.

• Impact on the ROI: Rewards generated from the investment.

Florida’s K-20 Articulation ModelShared Vision Structure Strategic Imperatives Collaborative

Culture

Florida Statutes:

K-20 Education Code

K-12 Public School System

Systems Thinking

•Effective articulation

•Efficient credit transfer

Maximum

Collaboration and Coordination

State Board Rules

(6A-10.024)

Division of Community Colleges and Workforce Education

Accountability

•Data-Driven

•Articulated Agreements

•ROI

Shared Knowledge,

Technology, &

Information Flow

Articulation Coordinating Committee

(ACC)

Board of Governors- State University System

Support

•State Commitment

•Aligned Training

•Articulation Resources

Adaptable and Responsive

Florida’s K-20 Education ModelSupporting the Rigor and Relevance of Liberal Education

What level of commitment must be in place to effectively sustain and strengthen a K-20 educational system?

How can a shared system of statewide courses tied to educational goals establish: content consistency and a coherent sequence of courses, articulation and transfer among Florida’s public colleges and universities, and safeguard the integrity of General Education core curriculum?

What resources support a robust, multi-level, K-20 Education Pipeline?

How can an electronic career portfolio be used to document the rigor and relevance of student learning outcomes?

Statewide Leadership

Statutory Provisions & State Board Rules K-20 Education Code Focus: Articulation and Access Establishes common statewide

curriculum, aligned standards, and guaranteed transferability;

Structures articulation transition support and services;

Protects statewide articulation agreements;

Calls for rigor & relevance; and Expects learning outcome

accountability.

Strategic Purposeful System

FLDOE: Office Of Strategic Initiatives

Establishes clear goals for continuous reform;

Advocates data-driven strategic improvement; and

Provides analysis of outcomes with ROI focus.

A Strategic Blueprint

*A statewide legislated blueprint that reflects careful forethought and commitment to a seamless education pipeline.

Office of Strategic Imperatives, http://www.fldoe.org/OSI/default.asp* Policy supports internal and external infrastructure for a viable K-20 education system.

Office of Articulation, http://www.firn.edu/doe/postsecondary/index.html*Serves as the statewide connection for K-20 information, communication, resources, and transfer assistance.

Statewide Course Numbering Systemhttp://scns.fldoe.org/scns/public/pb_index.jsp

Key component of Florida’s K-20 Articulation System, created in the 1960s, by Florida legislative mandate.

Provides the framework for statewide agreement and consistent transferability of General Education courses.

Database of postsecondary courses at public career-technical centers, community colleges, universities, and participating nonpublic institutions.

Assigned numbers describe course content to improve research, assist program planning, and facilitate the transfer of students.

Courses with same academic content and taught with comparable faculty credentials are considered equivalent and guaranteed to transfer to all participating institutions.

Statewide Course Numbering and General Education

Courses identified that meet general education requirements within the core curricular subject areas.

Core curricular subject area requirements for associate in arts programs include 36 semester hours of communication, mathematics, social sciences, humanities, and natural sciences.

Courses designated as upper-division-level must be characterized by a need for advanced academic preparation and skills that a student would be unlikely to achieve without significant prior coursework.

General Education: 2+2 Success 1957- orderly development of a statewide system of community

colleges; designated as the entry point for students beginning their postsecondary education.

The General Education Agreement guarantees transfer of all general education credits from a public community college to a state university.

Prohibits state universities from requiring any additional general education courses if a student has completed a general education program at a community college. (SBE rule 6A-10.024)

From this foundation, additional statewide programs and resources emerged to enhance the 2+2 articulation system, including: common college and high school transcripts, the dual enrollment program, an electronic academic advisement system, statewide course numbering, and common program prerequisites.

Florida’s Common PrerequisitesFlorida Law 1996, institutions of higher education established a list of common

prerequisite courses as required components for all degree programs within Florida’s State University System.

Common prerequisites must be the same at all public institutions in order to facilitate efficient transfer among all 38 public Florida postsecondary institutions.

Each program of study provides information regarding the required and/or suggested common prerequisites.

  All institutions must accept the common prerequisites and/or

substitutions in transfer.

 The Common Prerequisite Manual Faculty Discipline committees from Florida public institutions annually

develop and review common prerequisites for academic programs.

Compiled in a format considered the “official” publication of the program prerequisites can be referenced by counselors and students for academic planning.

Articulation in Florida

Florida is considered a national leader in developing highly effective articulation at the state and local levels between and among institutions.

Articulation is the means by which schools, colleges, and universities coordinate programs and services to facilitate the progress of students through the K-20 educational system.

Florida’s K-20 educational system reflects statewide commitment toward a consistent General Education curriculum, equitable treatment of transfer students, and the success of the two-plus-two system.

Articulation is critical to the success of Florida’s postsecondary education system, which is based on the 2+2 concept; the first two years of undergraduate work in a community college and the final two in a university.

Articulation and Transfer

Articulation Coordinating Committee Statewide K-20 representatives steer policy and oversee K-20 integrity.

Statewide Course Numbering System Assigns common prefix/number to all postsecondary courses offered at

state universities, community colleges, and additional nonpublic institutions.

Statewide Articulation Agreements: PSAV to AA/AS, AS to BS, AA to BA/BS/BAS

2+2 Transfer Assistance: Guaranteed Transfer of General Education/AA courses

College Readiness Data Reports: Performance on Common Placement Tests and HS Feedback Reports

Dual Enrollment Course Equivalencies: Guaranteed award of high school and postsecondary credit

Credit-by-Exam Equivalencies: Articulated Postsecondary Course/Credit Equivalencies

Statewide Articulation Agreement(State Board Rule 6A-10.024)

Any student who transfers among Florida’s accredited postsecondary institutions that participate in the Statewide Course Numbering System shall be awarded credit by the receiving institution for courses satisfactorily completed at previous institutions.

Transfer Student RightsStatewide Articulation Agreement.

(SBE rule 6A-10.024)

Students who graduate from a Florida Community College with an Associate of Arts degree are guaranteed the following rights:

Admission to one of the 11 state universities. Acceptance of at least 60 semester hours. Transfer of equivalent courses. No additional general education requirements. Acceptance of credits earned as a result of

passing exam scores for accelerated programs. Advance knowledge of criteria for limited access

programs.

Secondary to Postsecondary Articulation A++ 2006 Secondary School Redesign: new

requirements for postsecondary readiness

K-12 Common Course Code Directory: curriculum standards and benchmarks

High School Exit Exam: Florida Comprehensive Assessment Test (FCAT)

Grade 10 College Placement Testing: remediation reduction indicators

Acceleration Mechanism Options: Advanced Placement, Dual Enrollment, International Baccalaureate, and Advanced Certificate of Education programs.

2006 A++ Secondary School Redesign ActSecondary to Postsecondary Articulation

Guiding Principles for Student Learning Outcomes

Prepare high school graduates for necessary skills to succeed in workplace and/or postsecondary education;

Emphasize curriculum that supports rigorous core knowledge and advances highest student achievement;

Expect evidence of student knowledge and demonstration of skills relevant to real world application;

Target career exploration and civic engagement in local, state, and national activities;

Align interest-based curriculum and instruction around broad themes that engage students in contextualized learning and civic activity.

We cannot just add higher standards and more challenging courses without changing the way courses are taught.

Assessment and Accountability

Assessment of Learning Outcomes

Assessment and performance data is collected, maintained, and available for strategic improvement planning.

Accountability for Learning Outcomes

Enrollment and participation data is tracked over time, provides evidence of measured outcomes, and identifies trends and needs.

Assessment and Performance Data K-12 achievement and exit

exam (FCAT).

Curriculum Standards and Benchmarks.

College Placement Testing: for Grade 10 remediation and college level course placement.

College readiness exams: PSAT, PLAN, SAT, and ACT.

College Readiness Reports: Performance on College Placement Tests and High School Feedback Reports.

Credit-by-Exam Equivalencies: passing AP, AICE, IB, and CLEP exam scores and earned postsecondary course/credit guaranteed for transfer.

College Level Academic Skills Test (CLAST): measuring college level communication and computation skills.

Gordon Rule: successful completion of 6 hrs. English and 6 hrs. additional coursework demonstrating college-level writing skills through multiple assignments and 6 hrs. mathematics coursework at the level of college algebra or higher.

Subsequent course performance and cumulative GPA for AA transfer to SUS.

Postsecondary Career Portfolio

2005-06 Acceleration Participation and Performance Data

Semester hours articulated to Florida Community Colleges.

2,448 students with passing AP exam scores articulated 23,205 semester hours.

66 students with passing IB exam scores articulated 23,205 semester hours.

32,916 students articulated 305,203 dual enrollment postsecondary semester hours toward an Associate Degree or Postsecondary Adult Vocational Certificate

Accountability for Learning OutcomesFlorida publications report student enrollment and

participation data that includes:

HS college preparatory curriculum; College admission exams; Acceleration mechanisms: Dual enrollment, AP, IB,

AICE; Bright Futures Scholarship awards; Certificate and program completion; General Education and transfer; College preparatory and remediation; 2+2 transfers, articulation into majors and limited access

programs, hours earned and time to degree; PSAV to AS, AS to BS, and AA to BA; and Workforce entry and employment.

Florida’s Postsecondary Career Portfolio

How can General Education coursework help students develop competencies that are applicable to future career and real world experiences?

Competencies and experiences are acquired through a variety of ways: academic coursework, public service, internships, part-time jobs, extracurricular activities, volunteer positions, etc.

Any academic or co-curricular experience that helps increase self-awareness and career knowledge can be translated into the skills necessary to successfully enter the workforce and contribute to a healthy democracy.

Know what the workforce expects: The SCANS Report, The Secretary’s Commission of Achieving Necessary Skills (1990)defines core workforce expectations:• A basic foundation in Reading, Writing, Math, & Communication • AND applied skills and competencies in the areas of critical thinking, creativity,

teamwork, leadership, research, social responsibility, and technology.

A Portfolio Approach Integrating Academic Learning Outcomes with 21st Century Workforce Expectations

Florida’s Electronic Student Advising System, www. FACTS.org. http://facts023.facts.usf.edu/portfolio/index.jsp

Career Portfolio Development: 30,000 users since 2003.

Answers the Questions: “What do we want to assess?” and “How can students connect acquired competencies with relevant real world expectations?”

Connects academic learning outcomes, experiences, and activities with skills identified by the Secretary’s Commission for Achieving Necessary Skills (SCANS, 1990) skills.

Informative and instructive process to identify and relate liberal arts educational outcomes to necessary workforce skills: communication, creativity, critical thinking, leadership, life management, research, social responsibility, teamwork, and technical and scientific methods.

Documenting Student Learning Outcomes

Within the Career Portfolio, a tutorial explains how to identify and report curricular and co-curricular learning outcomes.

Sample directions:

“All types of courses you have taken or are planning to take can contribute to your skill development. This includes: courses you take as part of your liberal studies requirements, or for your major or minor short courses to learn a specific skill (for example, a training course for Microsoft Word or Excel) courses you take just for fun (for example, a fine arts course in an area of interest)

Within your courses, you may have specific class requirements that enhance your Career/Life Skills. For example:

• group or individual projects • research - including such activities as analyzing or collecting data, interviewing and talking to

people, finding information in various ways • study abroad”

Examples are provided to assist students with identification of skills and activities in the matrix and how to document skills learned.

The Return On InvestmentFrom going it alone to collaborative statewide alliances A shared vision fosters genuine commitment rather than just compliance. Less piecemeal, more robust holistic approach promotes systems thinking and

transformative learning.

Long-term vs. short term investment Replaces rhetoric and band-aid fixes with informed strategic action. Intensifies monitoring systems and demands data supported identification of need. Strategic processes integrate, parallel, and generate fundamental growth.

Impact permeates all of the subsystems of a K-20 educational organization Improved retention rates. Increased time to degree rates. Increased graduation rates. Increased partnership collaboration with workforce employers. Increased supply of qualified employees for critical labor areas. Increased contribution to state’s economic growth. Increased state appeal for commercial enterprise.

Tools & Resources• Office of Articulation, http://www.firn.edu/doe/postsecondary/index.htm

• Statewide Course Numbering System, http://scns.fldoe.org/scns/public/pb_index.jsp

• Division of Community College and Workforce Education, Promising Practices, http://www.fldoe.org/cc/Retention/

• Florida Board of Governors, State University System of Florida, http://www.flbog.org/default.asp

• A++ Secondary Redesign, http://www.fldoe.org/APlusPlus/

• Florida Counseling for Future Education Handbook, http://www.facts.org/pdf_sw/DOEHandbook_2006-2007.pdf

• Dual Enrollment Course Equivalency List, http://www.facts.org/pdf_sw/Dual_enroll2006.pdf

• Credit-by-Exam Equivalencies, http://www.facts.org/pdf_sw/ACC_CREDIT_BY_EXAM_8_16_06.pdf

• Performance on Common Placement Tests, http://data.fldoe.org/perfCPT/

• High School Feedback Reports, http://data.fldoe.org/readiness/

Statewide LeadershipFlorida Statutory Provisions

Section 1003.428 F.S. Secondary Redesign Act Section 1007. 21 F.S. Readiness for Postsecondary Education and the

Workplace Section 1007.23 F.S. Statewide Articulation Agreement Section 1007.24 F.S. Statewide Course Numbering System Section 1007.25  General education courses; common prerequisites;

and other degree requirements. Section 1007.235 F.S. District Interinstitutional Articulation

Agreements Section 1007.27 F.S. Articulated Accelerated Mechanisms Section 1007.271 F.S. Dual Enrollment Section 1008.30 F.S. Common Placement Testing for Postsecondary

Education Section 1008. 345 F.S. Implementation of State System of School

Improvement and Education Accountability Section 1008.37 F.S. Postsecondary Feedback of Information to High

Schools