Higher Education and the EEDA 2005-2008

1. Higher Education and the EEDA 2005-2008 Dr. Gail M. Morrison, CHE S.C. State Superintendents� Conference July 21, 2008 Myrtle Beach, SC

2. Commission on Higher Education / Higher Education Intersections with PK-12 Teacher Education / Retention /Recruitment Improving Teacher Quality Federal Grants Program Centers of Excellence EIA-funded Grants Program NCATE/CHE/SCDOE Partnership Various groups such as the Center for Educator Recruitment and Retention, Charter School Advisory Committee, etc. Student Programs Higher Education Awareness Programs (HEAP) Gaining Early Awareness for Undergraduate Programs (GEAR UP) EEDA

3. Education and Economic Development Act (EEDA) Two Primary Sections Related to Higher Education  1. EEDA School Personnel Preparation According to the Act, colleges of education shall include the following in their training of teachers, guidance counselors, and administrators: career guidance the use of the cluster of study curriculum framework and individual graduation plans learning styles the elements of the Career Guidance Model of the South Carolina Comprehensive Guidance and Counseling Program Model contextual teaching cooperative learning character education (59-59-200)

4. Education and Economic Development Act (EEDA) Two Primary Sections Related to Higher Education  2. EEDA and Higher Education  According to the Education and Economic Development Act, Higher Education is required to: address articulation agreements between school districts and public institutions of higher education in South Carolina to provide seamless pathways for adequately prepared students to move from high school directly into institutions of higher education. make recommendations regarding coursework that is acceptable statewide for dual enrollment to be accepted in transfer within a related course of study. coordinate work to study the content and rigor of high school courses in order to provide a seamless pathway to postsecondary education. (59-59-210)

5. EEDA School Personnel Preparation (59-59-200) The Commission on Higher Education and the Colleges of Education have assisted with the development of the performance-based standards that address the educator preparation training specified by EEDA. The Commission also sponsored EEDA technical assistance workshops for higher education institutions to help them learn about and incorporate components of the Act into their education programs. Institutions are currently developing assessments for the performance-based standards. Higher education institutions will be responsible for full implementation of the EEDA performance-based standards in January 2009. A growing number of institutional-led activities are underway and in development.

6. Articulation (59-59-210) Individual Institutional Articulation Agreements Statewide Articulation Agreements Existing 86 General Education courses Advanced Placement New Project Lead the Way International Baccalaureate

7. �Project Lead the Way� Articulation AgreementsThe Citadel, Clemson, USC-Columbia, and SC State Three courses included in these articulation agreements are accepted for college transfer at the four-year institutions provided that students meet certain conditions such as: achieving a certain score on the college credit exam (usually 70%, but this score varies by institution) and/or earning at least a B in the course and/or earning a certain overall GPA and/or attaining a SAT or PSAT score of at least 1100 Seven courses are accepted at the technical colleges provided that students meet the conditions identified above.

8. International Baccalaureate Articulation Agreement The International Baccalaureate Credit Award Policy was approved by CHE in October 2007. As a result of this policy, each public institution of higher education within the state adopted and implemented a policy in Fall 2008 for the acceptance of International Baccalaureate credit for first-time freshmen students who have scored �4� or above on any higher-level IB course examination. The amount of college course credit awarded for a higher-level IB course is equivalent to the credit hour value of the college course for which the IB credit is being accepted.

9. Dual Enrollment and Transfer (59-59-210) According to EEDA, �the Advisory Committee on Academic Programs shall make recommendations to the Commission on Higher Education regarding coursework that is acceptable statewide for dual enrollment to be accepted in transfer within a related course of study.� Transfer Blocks � Under Development Guidance Document for Dual Enrollment Students � Under Development New Technology Solution � Course Articulation and Transfer System

10. Development of Transfer Blocks Sent Institutional Surveys to public institutions concerning guidance for course selection to optimize transfer credit and time to degree. Four transfer blocks, each corresponding to a broad area of the postsecondary curriculum, are nearly complete: Arts, Humanities, and Social Sciences Sciences and Mathematics Engineering and Engineering Technology Business A fifth block for Early Childhood, Elementary, Middle-Level, and Special Education will be developed in the near future.

11. Guidance Document for Dual Enrollment Students Note: Deliberate fuzzy focus � under development!

12. Guidance Document for Dual Enrollment Students This guide is intended for any student taking dual enrollment coursework in a South Carolina high school who wants to enroll in a South Carolina four-year public institution of higher education and:  � knows the general area of curricular focus but  � does not know what major to take and  � has not yet been accepted into a four-year public  institution.� � Students who have already been accepted into an institution are encouraged to consult with that institution�s general education advisor or appropriate departmental advisor at the earliest opportunity. 

13. Course Articulation and Transfer Web-Based System  Major New EEDA Initiative The goal of this solution is to provide South Carolina with an on-demand, web-based platform offering information and services for transfer students, including dual enrollment high school students, and the institutions that serve them.

14. Course Articulation and Transfer Web-Based System The Course Articulation and Transfer System is expected to provide many features and benefits such as: Displaying detailed and up-to-date information on degree pathways Providing students with an easy way to access all of the transfer agreements developed by an institution or across the state (in a searchable database) Enabling students to compare their current courses against equivalent courses at another institution and learn how those courses meet degree requirements for a specific major

15. Content and Rigor of High School Courses (59-59-210) Major New EEDA Initiative According to EEDA, �the advisory committee, in collaboration with the Department of Education, shall coordinate work to study the content and rigor of high school courses in order to provide a seamless pathway to postsecondary education.� Statewide High School / College Course Alignment Project led by national expert Dr. David Conley of the Educational Policy Improvement Center (EPIC) of the University of Oregon. �An aligned K-16 system is one with clear, sequential expectations for students at each level. These expectations are designed to prepare students for success in postsecondary education, the workplace and society��

16. South Carolina Course Alignment Projecthttps://www.epiconline.org/south_carolina

17. South Carolina Course Alignment Project Aligning secondary and postsecondary courses will: Provide explicit information on the content and skills necessary for postsecondary success in order to improve student preparation for college coursework Create clear pathways between high school and college coursework and reduce curriculum redundancy between high school and college Improve high school graduation rates, reduce the need for remedial instruction in college, and improve college retention and graduation rates Increase scholarship retention rates. [For example, from Fall 2006 � 2007, only 47.4% of freshmen Life Scholarship recipients retained the scholarship as sophomores.] Define more clearly and show in exemplar documents what we expect high school and college work to look like and enable entry-level college courses to be pitched to the appropriate cognitive challenge level � neither too high nor too low.

18. South Carolina Course Alignment Project The project is divided into three phases from July 2007 through August 2010: Phase I - Analyze Issues Phase II - Create Materials Phase III � Disseminate Materials and Explore Applications

19. South Carolina Course Alignment Project Phase I Analyze Alignment Issues in South Carolina and Develop a Statewide Process to Support the Initiative Conduct an environmental scan examining K-16 alignment issues in South Carolina and present findings to stakeholders Undertake a public outreach process to support the project Create a project steering committee Develop an interactive website to manage project information Identify college readiness standards to use in South Carolina, consistent with high school state academic standards Conduct a discrepancy analysis of exit-level high school courses and entry-level college courses in English, mathematics, and science Identify exemplar course components in existing high school courses Identify areas where potential paired courses (high school exit-level courses paired with entry-level college courses) could be developed Recruit voluntary pilot sites for paired course development

20. South Carolina Course Alignment Project Phase II Create Course Alignment Materials for South Carolina Convene steering committee, curriculum experts, and design committees to guide pilot course development Conduct ongoing public outreach to provide information and support for improving college readiness and the transition between high school and college Pilot fourteen course pairs in secondary and public institutions of higher education Build technical capacity to support alignment activities statewide Review possible connections between assessment in K-16 and paired courses

21. South Carolina Course Alignment Project Phase III Disseminate Alignment Materials Broadly and Encourage Their Adoption Statewide Identify benchmark and exemplar documents from the paired courses pilot data Develop moderation panels to calibrate paired course materials Conduct strategic outreach to support districts and campuses interested in implementing paired courses Provide technical assistance and oversight for districts and campuses implementing paired courses Develop a framework for ongoing support and management of paired courses Analyze connections between paired courses, state assessment and postsecondary placement procedures

22. South Carolina Course Alignment Project SC College Readiness Standards Integration of SC Academic Standards 2007 in Science, Mathematics, and Language Arts with Knowledge and Skills for University Success 2003 (AAU and Pew Charitable Trust). Experienced content experts examined alignment between the two for content and rigor. The integrated SC College Readiness Standards include Cognitive Strategies and Foundational Skills.

23. South Carolina Course Alignment Project Recommended Key Cognitive Strategies A. Intellectual curiosity 1.Engage in scholarly inquiry and dialogue. 2. Accept constructive criticism and revise personal views when valid evidence warrants. B. Reasoning 1. Consider arguments and conclusions of self and others. 2. Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions. 3. Gather evidence to support arguments, findings, or lines of reasoning. 4. Support or modify claims based on the results of an inquiry. C. Problem solving 1. Analyze a situation to identify a problem to be solved. 2. Develop and apply multiple strategies to solving a problem. 3. Collect evidence and data systematically and directly relate to solving a problem.

24. South Carolina Course Alignment Project Recommended Key Cognitive Strategies D. Academic behaviors 1. Self-monitor learning needs and seek assistance when needed. 2. Employ study habits necessary to manage academic pursuits and requirements. 3. Strive for accuracy and precision. 4. Persevere to complete and master tasks. E. Work habits 1. Work independently. 2. Work collaboratively. F. Academic integrity 1. Attribute ideas and information to source materials and people. 2. Evaluate sources for quality of content, validity, credibility, and relevance. 3. Include the ideas of others and the complexities of the debate, issue, or problem. 4. Adhere to ethical codes of conduct.

25. South Carolina Course Alignment Project Recommended Foundational Skills A. Reading across the curriculum 1. Employ effective pre-reading strategies. 2. Apply a variety of strategies to understand the meanings of new words. 3. Identify the intended purpose and audience of the text. 4. Identify the key information and supporting details. 5. Analyze textual information critically. 6. Annotate, summarize, paraphrase, and outline texts when appropriate. 7. Adapt reading strategies according to structure of texts. 8. Connect reading to historical and current events and personal interest. B. Writing across the curriculum 1. Write clearly and coherently using standard writing conventions. 2. Write in a variety of forms for various audiences and purposes. 3. Compose and revise drafts.

26. South Carolina Course Alignment Project Recommended Foundational Skills C. Research across the curriculum 1. Identify which topics or questions are to be investigated. 2. Explore a research topic. 3. Refine research topic based on preliminary research and devise a timeline for completing work. 4. Evaluate the validity and reliability of sources. 5. Synthesize and organize information effectively. 6. Design and present an effective product. 7. Integrate source material. 8. Present final product.

27. South Carolina Course Alignment Project Recommended Foundational Skills D. Use of data 1. Identify patterns or departures from patterns among data. 2. Employ statistical and probabilistic skills necessary for planning an investigation, and collecting, analyzing, and interpreting data. 3. Present analyzed data and communicate findings in a variety of formats. E. Technology 1. Employ technology to gather information. 2. Employ technology to organize, manage, and analyze information. 3. Employ technology to communicate and display findings in a clear and coherent manner. 4. Employ technology appropriately.

28. South Carolina Course Alignment Project Completed Phase I activities include: An environmental scan (discrepancy analysis) examining K-16 alignment issues in South Carolina. This environmental scan can be accessed at the project�s website https://www.epiconline.org/south_carolina A video presentation by Dr. David Conley providing a project overview. This presentation is intended to be used by faculty and others with an interest in understanding the project and can also be accessed at https://www.epiconline.org/south_carolina. Creation of the Steering Committee charged with oversight and strategic direction for the project. Development of integrated S.C. college readiness standards for use in the course review portion of the project. Both secondary and postsecondary personnel reviewed and commented on the proposed standards.

29. South Carolina Course Alignment Project The remaining Phase I activity currently being completed deals with course nominations for participation in the alignment study. Nominated high-school courses should be exit-level courses that meet general education requirements and serve as a preparation for college-level courses in the subject area. Similarly, nominated postsecondary courses should be entry-level courses that meet general education requirements and often serve as prerequisites for other courses in the subject area.

30. South Carolina Course Alignment Project The following map shows the schools that were nominated or have volunteered to participate in the alignment study:

31. South Carolina Course Alignment Project These schools are: Academic Magnet High School Aiken High School Aynor High School Bamberg-Ehrhardt High School Batesburg-Leesville High School Battery Creek High School Beaufort High School Bethune-Bowman High School Bluffton High School Boiling Springs High School Brookland-Cayce High School Broome High School C E Murray High School Carvers Bay High School Central High School Chapin High School Cheraw High School Colleton County High School Creek Bridge High School Crescent High School Crestwood High School D W Daniel High School Denmark-Olar High School Dreher High School Dorman High School Easley High School Eastside High School Edisto High School Fort Mill High School Greenville Tech Charter High School

32. South Carolina Course Alignment Project Greenwood High School Hannah-Pamplico High School Hartsville High School Hemingway High School Hilton Head High School Indian Land High School J L Mann High School James Island Charter High School Lake City High School Lexington High School Mauldin High School Mayo High School Ninety Six High School North Augusta High School Pendleton High School Richland Northeast High School Riverside High School Saint James High School Socastee High School South Aiken High School South Florence High School South Pointe High School Spartanburg High School Strom Thurmond High School Sumter High School T.L. Hanna High School Union High School Waccamaw High School Walhalla High School Wando High School West Florence High School Westside High School Wilson High School Woodruff High School York Comprehensive High School

33. South Carolina Course Alignment Project Current Phase II activities include: Nominations for three design teams: English / Language Arts, Mathematics, and Science Paired course development � 14 pairs in English, Mathematics, and Science In Phase III, the paired courses can be used to develop benchmarking rubrics and exemplar documents as well as to link to placements and assessments.

34. South Carolina Course Alignment Project SyllabusMaker Faculty participating in the course review will have access to the SyllabusMaker tool. After the review is complete, all faculty at participating schools will have access to the tool. EPIC normally charges a fee to use SyllabusMaker, but for those faculty and schools participating in the project, the tool will be free.

35. SyllabusMakerhttps://www.epiconline.org/applications/syllabusmaker/