Substitute SB 55 provides for the creation of a Joint Council between the Board of Regents and the State Board of Education

Government by Committee - SB 55's Joint Council

by Diana Fessler

July 28, 1997 - D R A F T - (For some reason, the indents won't hold)

Substitute SB 55 provides for the Board of Regents and the State Board of Education to establish a Joint Council. Without detailed information on pending legislation, the Paying Public has no hope of influencing legislation such as SB 55. This document, a summary of A Total Approach, should give readers a good understanding of the work of the proposed council and explain why I am encouraging my state representative OFFER OR SUPPORT ANY AMENDMENTS TO REMOVE ALL REFERENCES TO THE JOINT COUNCIL FROM SB 55

BACKGROUND: In 1995, the Superintendent of Public Instruction and the Chancellor of the Board of Regents created the Secondary and Higher Education Remediation Advisory Commission. In June, 1997 the Commission issued a report entitled A Total Approach, in which the Commission recommends a Joint Council, made up of members of both groups, to carry out the plan. The report was not formally received, discussed, or approved by the State Board.

OTHER STATES INFLUENCED THE REPORT: The report states that "much can be learned from the experiences of other states that have led the way . . . all [four states] share some common characteristics, which are reflected in the Commission's plan. One of them is "the need to define achievement not only according to Carnegie units or seat time but also according to what students should know and be able to do." The Commission's plan builds on the successful experiences of other states, especially:

Washington: ". . . secondary and higher education . . . are collaborating in developing the standards for a Certificate of Mastery to be awarded to students at age 16 after they demonstrate achievement of core competencies [read that after they have passed the 10^th grade proficiency tests]. The Certificate will be one element required for graduation."

Oregon: "To earn a Certificate of Initial Mastery, followed by a Certificate of Advanced Mastery, . . . K-12 students must . . . complete common assessment tasks that include tests similar to Ohio's proficiency tests, along with assessment tasks, and teacher verifications of competencies. Colleges and universities will use the results of these assessments as part of a proficiency-based admission system.

[SB 55 version 4, says: THE JOINT COUNCIL SHALL STUDY PRACTICES THROUGHOUT THE UNITED STATES THAT BEST PROMOTE A SEAMLESS ELEMENTARY TO SECONDARY HIGHER EDUCATION CONTINUUM, SELECT THE MOST APPROPRIATE FOR OHIO, AND RECOMMEND A TIMETABLE FOR OHIO TO BECOME A NATIONAL LEADER IN . . .line1524]

COMMISSION RECOMMENDS THREE MAJOR STEPS:

DATA COLLECTION: Gathering data to support the activities recommended in this report and linking the state's educational data and information systems to enable accurate assessment and evaluation . . ."

JOINT PLAN: " . . . create a joint plan that charts a common path for all education. . .

JOINT COUNCIL: " . . .to ensure . . . leadership needed . . . the Commission recommends that the Ohio Board of Regents and the ODE appoint some of their members to a joint council . . .". (viii) [In July, the president of the SBE appointed Charles DeGross to serve on the joint council.] The joint council would oversee the implementation of this report [A Total Approach] beginning in 1997 with the following activities:

establish common academic expectations for freshman-level mathematics, reading, and writing.

Select and oversee a working group that will develop a statewide improvement and implementation plan for EMPT and EECAP.

Create a working group . . . to develop a set of common placement mechanisms and establish common ranges of cut off scores for all Ohio colleges and universities.

Select participants in the Ohio Learning Extension Program

Work with the ODE and Board of Regents to develop the proposed funding incentives

SB 55: Section 3333.35. THE STATE BOARD OF EDUCATION AND THE OHIO BOARD OF REGENTS SHALL ESTABLISH A JOINT COUNCIL WHICH MAY CONSIST OF MEMBERS OF EACH BOARD, OTHER PERSONS APPOINTED BY EACH BOARD, OR A COMBINATION OF BOTH. [line 1513] THE JOINT COUNCIL SHALL EXAMINE THE RELATIONSHIP BETWEEN PRIMARY AND SECONDARY EDUCATION AND HIGHER EDUCATION AND MAY APPOINT ADDITIONAL PANELS OR COMMITTEES TO ASSIST IN THIS TEAK - line 1516]. THE JOINT COUNCIL SHALL COOPERATE WITH EXISTING GROUPS, AND IF NECESSARY FACILITATE THE CREATION OF STATEWIDE COMMITTEES, TO ESTABLISH COMMON ACADEMIC EXPECTATIONS FOR COLLEGE FRESHMAN-LEVEL COURSES, DEVELOP A STATEWIDE IMPROVEMENT PLAN FOR EARLY AND CONTINUOUS ACADEMIC ASSESSMENT AND INTERVENTION FOR ELEMENTARY AND SECONDARY STUDENTS, AND COMMUNICATE A CONSISTENT SET OF CAREER PREPARATION AND COLLEGE READINESS EXPECTATIONS FOR STUDENTS. THE JOINT COUNCIL SHALL EMPHASIZE THE USE OF TECHNOLOGY AS A STRATEGY IN ACHIEVING THESE GOALS. - line 1549]

"THE FUNDAMENTAL PROBLEM" DEFINED: Too much money, ($13M), being spent on college-level remediation programs. Stated goal: reduce the need for college-level remedial course work by increasing the number of fully-prepared college freshmen. [The simple remedy would be for the state to just stop subsidizing remedial programs and requiring students who need such classes to foot the bill. The simple remedy is not being employed; instead hurdles are being put up that will impact college admissions, most notably, requiring applicants to pass the state proficiency tests, thereby forcing students who attend private schools or students who receive direct instruction to take the state tests.] However, according to the report:

". . . 67 percent . . . freshmen were enrolled in only one developmental course, and 10 percent were enrolled in three or more."

" . . . about 27 percent of the traditional age entering freshmen . . . were enrolled in at least one developmental course."

" . . Ohio is typical of the nation." (6)

"Data that provide conclusive information about the success rates of Ohio's underprepared students are still unavailable." (13)

". . . the success rates of students who need one developmental mathematics course and/or one writing course at four-year institutions are about the same as those of all American college and university students." (13)

"NCES data do not indicate that the majority of underprepared students who choose four-year institutions are decreasing their chances for success by doing so."(13)

"The Center found a 37 percent graduation rate among students who began their . . . studies in developmental courses compared to a 44 percent rate for all students." (13)

THE COMMISSION MADE FIVE RECOMMENDATIONS:

NUMBER 1. COLLEGE-LEVEL EXPECTATIONS: "No single definition of college readiness exists . . . schools define readiness according to Carnegie Units, but curricula and instructional methods vary . . . . " Therefore, ". . . adopt a common definition of college-level knowledge and skill. . . . statements about what all entering freshmen should know and be able to do . . ." [F]aculty from . . .colleges and universities and the K-12 community will develop a set of academic expectations for freshman-level mathematics, reading, and writing. And, " . . .the expectations would be the reference point for placing students in freshman-level courses . . . and a source of information for developing future high school graduation requirements." The group would create a Transition Guide for Ohio's K-12 schools . . . The educators who develop these academic expectations would link their work closely to the adoption of Ohio's proposed school standards and the development of graduation requirements and " . . . define equivalent levels of performance among different tests and establish ranges of common cutoff scores. . ." (16) The stated benefits are that "K-12 students and their parents will receive a more consistent message from Ohio institutions…" and the ". . . development of new standards and graduation requirements for Ohio schools will be based on an accurate assessment of college level expectations. " (17) [This is typically the work of the Ohio State Board of Education.]

NUMBER 2. CONTINUUM OF ASSESSMENT AND INTERVENTION: ". . . the initial focus would be on expanding assessment and intervention during the high school years. Potential elements already exist.: The Ohio Proficiency Tests, mandatory intervention for fourth grade students, middle and junior high schools programs, and early college assessment programs. However, " additional strategies are needed. . . " The "transition from 8th grade into 9th grade should be considered the point of engagement for college preparation. Students who do not pass every section of the Ninth Grade Proficiency Test by the end of eighth grade, when it is first administered, would be required to begin a series of learning activities that complements the existing curriculum and addresses the difficulties they are having. " [Note the label:] "Grades 10-12: In tenth grade, students would begin participating in periodic pre-college assessment activities as part of their English and mathematics coursework." [Again, note the unusual label] "Grade 12 - Freshman Year: Students in Grades 10 and 11 would engage in a number of pre-college assessments that are integrated with instruction. " The "results of the Twelfth-Grade Proficiency Test. . . would be used to identify students who need more intensive assistance and effort in preparing for college. Based on the results of these various assessments, students could take advantage of intensive learning activities that extend through the summer preceding college entrance. When deciding whether to admit an underprepared high school graduate, colleges and universities would be encouraged to examine information about a student's participation in available assessment and learning activities. " The Ninth- and Twelfth-Grade Proficiency Tests would be used to gain a partial picture of how well students are progressing toward college readiness. However, assessments that are more closely linked to instruction and that provide more accurate measures of more advanced knowledge and skills also are needed." In addition, " . . . the Commission proposes that the Ohio Board of' Regents (OBR) and the (ODE) take the following steps:

Phase in the Early Mathematics Placement Test (EMPT) and the Early English Composition Assessment Program (EECAP) in the. . . urban districts. Encourage . . . faculty to work with urban districts in modifying the two programs so they can be expanded and used earlier or in piloting new approaches to assessing college readiness that use . . . elements of EECAP and EMPT and enhance the professional development component of EMPT and the quantitative measurement methods used in EECAP. The Early English Composition Assessment Program (EECAP), funded by the Ohio Board of Regents, provides grants to college and university English departments that work with high school English teachers in the teaching and evaluation of student writing. EECAP provides . . . a basis for early writing assessments, improved teaching of writing, and stronger intervention strategies.

The Early Mathematics Placement Test (EMPT): EMPT, funded by the Board of Regents . . . EMPT can be a starting point for the assessments that will be used to identify needed intervention in mathematics.

Develop a plan for . . statewide use of pre-college assessment approaches that offer the benefits of EMPT and EECAP. Include a timeline for phasing in these approaches. Consideration also should be given to new assessment and intervention strategies in the area of foreign languages. Also, ". . . new learning experiences . . . could include home study modules that use books, audio and videotapes, computer-assisted instruction, or televised courses; in-school programs (to be pursued during free periods) that may consist of tutoring sessions, organized study groups, or learning laboratory activities; and after-school, weekend, and summer programs held at the school, a library or community center, or a nearby college or university campus. The groundwork for these learning experiences already exists." (20)

NUMBER 3. THE LEARNING EXTENSION: " . . . a program that would connect Ohio colleges and universities, Regional Professional Development Centers, and high schools, subsidized from the pool of available resources through competitively driven operating grants provided annually. "Partnerships that also include private high schools, public or private K-8 schools, private colleges and universities, and businesses also would be encouraged." Potential activities include:

Expand the Ohio Systemic Initiative (formerly Discovery) . . . to high schools and . . replicate the program across the state. This . . . program supports efforts to use new research validated models in mathematics and science instruction . . . with a strong emphasis on inquiry-based instruction in mathematics-supported by the use of technology and new approaches to assessment and evaluation.

The Tech Prep Program: . . . to challenge students " who do not fit the traditional academic profile of the "college prep student." . . . partnerships that connect secondary education, higher education, business, industry, and labor. They are models for collaborative efforts to develop competencies. The program goal is to enroll 15 percent of Ohio's juniors and seniors by the year 2000.

Create collaborative linkages between educational organizations and business and industry groups, such as Ohio BEST organization.

[SB 55 - THE JOINT COUNCIL SHALL DESIGN A LEARNING EXTENSION PROGRAM THAT COMBINES THE EXPERTISE OF HIGH SCHOOL TEACHERS, TEACHER EDUCATION AND ARTS AND SCIENCES FACULTY OF OHIO COLLEGES AND UNIVERSITIES, AND PROFESSIONAL DEVELOPMENT PRACTITIONERS TO PROVIDE SUPPORT FOR BEST PRACTICES AND TECHNICAL ASSISTANCE TO EDUCATORS THROUGHOUT THE STATE. THE JOINT COUNCIL'S DESIGN SHALL INCORPORATE A COLLEGE-TO-HIGH SCHOOL TUTORING AND MENTORING PROGRAM WITHIN THE BIG EIGHT SCHOOL DISTRICTS, EMPHASIS TECHNOLOGY AS A DELIVERY MODE, AND SUPPORT PROGRAMS THAT DEMONSTRATE POSITIVE IMPACT ON STUDENT ACHIEVEMENT, SUCH AS THE OHIO SYSTEMIC INITIATIVE [FORMERLY THE DISCOVERY PROJECT] TECH PREP, AND THE EARLY ENGLISH COMPOSITION ASSESSMENT PROGRAM. - 1560]

NUMBER 4. RESOURCES: The recommendation is to target a percentage of each year's developmental subsidy, along with matching funds from other sources, toward collaborative programs that focus on college readiness and improved teaching and learning. Institutions that reduce developmental enrollments will not be penalized by a reduction in their instructional subsidy. [And that's why we won't be saving $13 M; the money will flow regardless of need.] The commission recommends including remediation rates as one of the performance criteria in the new Standards for Ohio's Schools, which are scheduled to go into effect by June 1, 1998. Incidences in which the five-year goals are not reached may require new funding mechanisms or service agreements between the two sectors. The Commission recommends that the Board of Regents and the ODE examine the incentive concepts it has outlined and create guidelines for redirecting existing funding, together with support from new lines [budget line items, I presume], to achieve a true systems approach. Implementing these recommendations will likely occasion changes to existing agency guidelines and rules and may also require legislation.

HOW FUNDING INCENTIVES MIGHT BE USED: [Or, "What the 13M will be spent on.]

Distance Learning Math Collaborative: Lessons are broadcast;

Learning Extension Agents at each participating high schools distribute taped versions of lessons to educators;

Summer Institute for students who need help. Most courses are team taught by university and high school faculty members. [$$$$$] Students are exposed to opportunities that will increase their enthusiasm about college. [I had no idea that this was the goal of education].

Joint Reading Facility [based on the premise that] reading is critical [What a profound deduction] schools pool resources to create reading centers located at the community college campus as well as a computer-based reading course. . . " Education students from the university complete some of their course requirements by tutoring students in reading. [Students are struggling and instead of assigning our best teachers we are going to let education students provide tutoring?] And this is my favorite: " . . . students and faculty representing each member of the collaborative work together to create a multimedia version of the course, which collaborative members make available to their students and successfully market to [it to] several local manufacturing firms. (25)

A Writing Collaborative: Two high school teachers serving as Learning Extension Agents work with faculty at the college of education .to create a writing program. . . . . . [that] include a new component for grades 8 and 9, a number of workshops, and coaching services. . ." (25)

NUMBER 5: BUILDING A COMMON AGENDA: "As new are implemented, measurements of the resulting improvements will be needed. The Commission recommends that the ODE and the Board of Regents jointly develop information system capabilities for detailed reporting on the results of pre-collegiate and developmental programs. A shared database containing a record of each student's performance on the 12th Grade Proficiency Test should be one information source provided through this system." As educators adopt these reforms, Ohio will need a plan for meeting several challenges:

Helping each student master a core of competencies- . . . that link directly to . . . career goals that support the learner's talents and interests, and that correspond to needs that exist in Ohio and the larger society. (27)

Requiring that all learners demonstrate mastery by performing challenging tasks.

This document, a summary of A Total Approach, was intended to equip readers with information regarding proposed legislation and to explain why I am encouraging my state representative OFFER OR SUPPORT ANY AMENDMENTS TO REMOVE ALL REFERENCES TO THE JOINT COUNCIL FROM SB 55

Diana M. Fessler - 7530 Ross Road, New Carlisle, OH 45344 - [email protected] OR http://www.fessler