1. AQA SPRING MEETING Ohio Board of Regents May 9, 2011

2. AGENDA 10:00 Welcome! 10:15 - 10:55 National and Regional Initiatives 11:00 - 11:25Educator Preparation Program Review 11:30 - 12:25Break and Lunch 12:30 - 1:00FYI – Timely and Critical Updates 1:05 - 1:20Learning and Distance Learning 1:25 - 1:55College Readiness and Success 2:00Adjourn

3. SESSION 1: NATIONAL AND REGIONAL INITIATIVES - Metrics - ISSUE: NCATE/TEAC Missing - HLC Update - Option 2 -CAEP

4. Metrics Metrics meeting in May to present to greater community Personnel being hired to coordinate future activities Still on target for pilot 2012 on some areas of metrics First report fall 2013

5. ISSUE: NCATE/TEAC Missing Concerns brought to OBR Without a metric, it may seem NCATE/TEAC not required Will put a statement at the top of Metric page clarifying that all institutions in Ohio are accredited

6. HLC Update New standards expansion document out for comment Includes topics around dual enrollment Requirements for on-line and 3 rd party providers

7. Option 2 CAEP will do option 2 simulation fall 2011- spring 2012 Pilot process fall 2012 and spring 2013 New process up or pilots fall 2013-spring 2014 For non-SPA areas. Option 2 or State approval Option 3

8. CAEP New issues concerning 2013 date Board met last week in April and approved Option 2 Updates concerning State Partnership agreements. Some issues remain including multiple states

9. National and Regional Initiatives QUESTIONS? Please take a moment to fill out the card provided and we will be sure to address your question(s)!

10. SESSION 2: EDUCATOR PREPARATION PROGRAM REVIEW - General Information on Reviews to Date - Submitting New Programs and Endorsements - New Program Review Process - Regents’ Advisory Council on Graduate Study (RACGS)

11. Pre-CAEP Scenarios We believe CAEP will be viable January 1, 2013 11 Ohio institutions have accreditation visits prior to Jan 1, 2013 If your institution is one of these 11, be sure you have contacted either Tom Bordenkircher or Sheryl Hansen about processes for attending to State requirements.

12. Submitting New Programs Forms, standards and review information can be found at http://ohioeducator.ning.com/ Review applicable content standards and download: –Form A: Associate, Undergraduate, Graduate Programs –Form B: Endorsements –If you are 1 of the institutions scheduled for an accreditation visit prior to January 2013, please contact Tom Bordenkircher tbordenkircher@regents.state.oh.us tbordenkircher@regents.state.oh.us Submit completed program review materials electronically to educator_prep@regents.state.oh.us. educator_prep@regents.state.oh.us

13. NEW: Three FORM A Templates: New Education Licensure Program Proposal (Form A) Undergraduate Programs New Education Licensure Program Proposal (Form A) Graduate Programs New Education Licensure Program Proposal (Form A) Associate Programs

14. New Program Review Process

15. Program Reviews To Date Total Proposals Received – 111 Total Programs Reviewed – 107 - Licensure Programs – 43 - Endorsements – 64 Top 5 Program Types (65% of submitted proposals) - Career-Technical – 17 - Early Childhood – 15 - Educational Leadership – 14 - Reading/Literacy – 14 - Adolescence to Young Adult Content Areas– 10

16. Content Experts for Program Reviews We’re looking for additional reviewers in these areas: –AYA Language Arts –AYA Math –AYA Science –Multi-Age - All disciplines (except Physical Education) –Middle Childhood – Arts and Reading, Math, Science, Social Studies If you have regional or national review experience and are interested in becoming an AQA Program Reviewer contact Corey Posey cposey@regents.state.oh.us

17. What is the Regents Advisory Committee on Graduate Study (RACGS)? The Ohio Board of Regents has been charged by the General Assembly (Rule 3333-1-07 of the Ohio Administrative Code) to approve, approve with stipulations or disapprove all new graduate degrees and new graduate degree programs offered by higher education institutions in the State of Ohio. The Chancellor of the OBR has delegated the responsibility of assessment of new graduate degree programs to RACGS. The RACGS Guidelines establish procedures for review and approval of graduate degree programs. The members of RACGS: Review and Recommend New Graduate Degree Programs Review and Endorse Changes to Degree Names, Degree Titles and Degree Designations Review and Endorse Delivery Model Changes (e.g., Off-Site, Distance Learning) Review and Endorse Graduate Certificate Programs Provide recommendations on the Doctoral Subsidy Funding Formula

18. RACGS Membership University of Akron Bowling Green State University Case Western Reserve University Central State University University of Cincinnati Cleveland State University University of Dayton Kent State University Miami University Northeast Ohio Medical University The Ohio State University Ohio University University of Toledo Wright State University Youngstown State University

19. PROCEDURES FOR NEW GRADUATE DEGREE PROGRAM REQUESTS [For Public 4-yr Institutions, University of Dayton, Case Western Reserve University] 1.Contact your graduate dean to initiate a new graduate degree program request with the members of the Regents’ Advisory Committee on Graduate Study (RACGS). RACGS Membership If the proposed offering leads to teacher licensure, FORM A needs to be completed. Contact Corey Posey for further info. cposey@regents.state.oh.usRACGS MembershipFORM A cposey@regents.state.oh.us 2.Review pages 6-13 of the RACGS Guidelines to help your graduate dean prepare a Program Development Plan (PDP) that leads to a Full Proposal (FP), a final Response Document (RD) and a Formal Presentation to RACGS.RACGS Guidelines

20. PROCEDURES... CONT’D 3.The FP is an expansion of the PDP and will include a) clarification and revisions of the PDP, b) any additional information needed to address the review criteria for new programs, and c) appendices containing such items as needs surveys and consultants’ reports. 4.Once the Full Proposal is circulated on the RACGS listserv for a second six week circulation and comment period, and if the feedback is mostly favorable, your graduate dean may proceed with the Response Document.

21. PROCEDURES... CONT’D 5.The written Response Document is circulated by your graduate dean to the RACGS listserv just prior to the formal presentation of the degree program (at least 10 days in advance of the formal presentation to RACGS). The RD includes an OBR Fiscal Impact Statement and is a four year projection of enrollments, program income, program expenses, etc.OBR Fiscal Impact Statement 6.When your graduate dean has determined that the program is ready to be formally presented to RACGS, s/he will request the Chair of RACGS to place it on the agenda at a monthly RACGS meeting. RACGS Meeting ScheduleRACGS Meeting Schedule

22. PROCEDURES... CONT’D 7. If the program is recommended by RACGS for Chancellor approval, a Background Summary is posted to the OBR web for ten business days for public comment. OBR Program Approval Pending If there are no substantive concerns, the summary is submitted for Chancellor approval and signature.OBR Program Approval Pending 8. The graduate dean is then notified of its status. On average, it takes four to six months to receive final, formal approval for a new graduate degree program offering.

23. SUSPENDING A GRADUATE DEGREE PROGRAM Graduate Dean notifies RACGS and OBR staff about a program’s suspension If institution plans to reactivate program at some point, request reactivation within 7 years of suspension If substantive changes to program, graduate dean at requesting institution must submit a Full Planning Proposal to RACGS

24. DISCONTINUING A GRADUATE DEGREE PROGRAM If suspended program is not reactivated within 7 years, program is discontinued. If institution plans to reactivate after 7 years, must seek formal approval through RACGS & OBR as a “new” graduate degree program since program may be significantly changed When an institution has no plans to reactivate a suspended graduate degree program, graduate dean must inform RACGS & OBR that program has been discontinued. If institution does plan to reactivate a suspended program, must seek RACGS & OBR approval as a “new” graduate degree program

25. Educator Preparation Program Review QUESTIONS? Please take a moment to fill out the card provided and we will be sure to address your question(s)!

26. For more information... Contact Char Rogge Administrator for Graduate Programs Ohio Board of Regents crogge@regents.state.oh.uscrogge@regents.state.oh.us or visit the RACGS web page: http://regents.ohio.gov/rgp/racgs/ http://regents.ohio.gov/rgp/racgs/

27. LUNCH BREAK! AFTERNOON SESSIONS START AT 12:30

28. SESSION 3: TIMELY AND CRITICAL ITEMS UPDATE - Dormant/Closed Programs - Science Licensures - NCATE State Alliance - Three Endorsement Programs requiring SPA’s www.ohioeducator.ning.com www.ohioeducator.ning.com

29. Notification Form: Closed or Dormant Licensure Program(s) http://ohioeducator.ning.com/page/reviewing-programs

30. DORMANT versus CLOSED programs CLOSED - A licensure program is considered closed when an institution eliminates the program completely (erases course numbers, and etcetera) or the Ohio Board of Regents determines the program has not met the minimum requirements needed to be approved for licensure. DORMANT - A licensure program is considered dormant when an institution stops accepting new students into the program.

31. DORMANT versus CLOSED programs NOTE: Once an institution has designated a program as Dormant the program can be revitalized by undergoing a full AQA New Education Preparation Program Review using FORM A (standard licensure) or FORM B (endorsements). FORM AFORM B After five years of “dormancy” a dormant program is closed and once closed, no enrolled students will be eligible for licensure.

32. Notification Form: Closed or Dormant Licensure Program(s) GENERAL INFORMATION Name of Institution Name of Department or College Dean or Director’s Name Dean or Director’s Email Person Submitting Notification Title Phone Email

33. Notification Form: Closed or Dormant Licensure Program(s) LICENSURE PROGRAM INFORMATION The licensure program below is (Check one) Closed Effective Date: [ mm/dd/yyyy] Dormant Program Level (Check all that apply) AssociateUndergraduate Post- Baccalaureate Graduate License Type (i.e. Multi Age; Middle Childhood; etc.) Teaching Field and Code ( see (License Types and Teaching Fields) (License Types and Teaching Fields) Number of Students currently in the program Last Date to Issue Licenses

34. Notification Form: Closed or Dormant Licensure Program(s) Please notify the appropriate national accreditor of this change in programs (NCATE; TEAC, CAEP). The Ohio Board of Regents, office of Academic Quality Assurance will contact you to confirm the dormancy or closure. If you have any questions or concerns please contact the office of Academic Quality Assurance at educator_prep@regents.state.oh.us.educator_prep@regents.state.oh.us Please describe the institution’s process and plan for ensuring programmatic and professional success for the remaining students throughout the program closure process (include information on student notification). If the program is offered at multiple sights (i.e. main campus, regional campuses, online/hybrid, and other locations), describe the institution’s process and plan for ensuring programmatic and professional success for the remaining students at each location.

35. Adolescence to Young Adult (7-12) Science Licensure Programs Instructions for Adding Adolescence to Young Adult (AYA) Science Licensure Areas Adolescence to Young Adult (AYA) Science Licensure Program(s) Addition Request Form

37. AYA (7-12) Science Licensure Programs First: Adding Single Field Licensure Programs There are four types of single field licensure programs in Ohio: 1.Life Sciences (132030); 2.Earth Sciences (132040); 3.Physical Sciences: Chemistry (132150); and 4.Physical Sciences: Physics (132160). In order to add any of the single field Ohio licensure programs on the list above, an institution is required to submit the Ohio Education Licensure Program Proposal – Form A to receive approval from the Chancellor of the Ohio Board of Regents.Ohio Education Licensure Program Proposal – Form A

39. AYA (7-12) Science Licensure Programs Second: Adding Dual Field Licensure Programs If your institution is state approved for: Life Sciences (132030) AND Physical Sciences: Physics (132160) Life Sciences (132030) AND Physical Sciences: Chemistry (132150) Life Sciences (132030) AND Earth Sciences (132040) Physical Sciences: Physics (132160) AND Physical Sciences: Chemistry (132150) Earth Sciences (132040) AND Physical Sciences: Physics (132160) Earth Sciences (132040) AND Physical Sciences: Chemistry (132150) Your institution may add: (submit the Adolescence to Young Adult (AYA) Science Licensure Program(s) Addition Request Form to OBR) Life Sciences/ Physics (132035) Life Sciences/ Chemistry (132036) Life Sciences/ Earth Sciences (132034) Physical Science (Physics & Chemistry) (132020) Earth Sciences/ Physics (132045) Earth Sciences/ Chemistry (132046)

41. AYA (7-12) Science Licensure Programs Third: Adding Broad Field Licensure Programs If your institution is state approved for: Life Sciences (132030) AND Earth Sciences (132040) AND Physical Sciences: Chemistry (132150) AND Physical Sciences: Physics (132160) Your institution may add: (submit the Adolescence to Young Adult (AYA) Science Licensure Program(s) Addition Request Form to OBR) Integrated Science (132010) AND/OR Life Sciences /Earth Sciences (132034) AND/OR Life Sciences/ Physics (132035) AND/OR Life Sciences/ Chemistry (132036) AND/OR Physical Science (Physics & Chemistry) (132020) AND/OR Earth Sciences/ Physics (132045) AND/OR Earth Sciences/ Chemistry (132046)

42. Adolescence to Young Adult (AYA) Science Licensure Program(s) Addition Request Form http://ohioeducator.ning.com/page/reviewing-programs

43. Adolescence to Young Adult (AYA) Science Licensure Program(s) Addition Request Adolescence to Young Adult (AYA) Science Licensure Program(s) Addition Request Directions: This form is to be used for AYA Science licensure programs only! Please review the Instructions for Adding Adolescence to Young Adult Science Licensure Areas prior to filling out this form. Once you have read the Instructions for Adding Adolescence to Young Adult Science Licensure Areas, type your responses in the table below. Submit your completed request electronically to educator_prep@regents.state.oh.us. If you have any questions or concerns please contact the Ohio Board of Regents, office of Academic Quality Assurance via educator_prep@regents.state.oh.us. educator_prep@regents.state.oh.us Date of Request Name of Institution Name of Department or College Dean or Director’s Name Dean or Director’s Email Person Submitting Request Title Phone Email

44. Adolescence to Young Adult (AYA) Science Licensure Program(s) Addition Request Single Licensure Fields Currently Approved Directions: Use an “x” to indicate all single licensure fields and levels (Undergraduate = UG; Post-baccalaureate = PB; Graduate = G) which are currently offered by the institution and approved by the Chancellor of the Ohio Board of Regents for education licensure. UG Life Sciences 132030 UG Earth Sciences 132040 PB G G UG Physical Sciences: Physics 132160 UG Physical Sciences: Chemistry 132150 PB G G

45. Adolescence to Young Adult (AYA) Science Licensure Program(s) Addition Request Adolescence to Young Adult (AYA) Science Licensure Fields being Requested Directions: Use an “x” to indicate which licensure field(s) and at which level(s) the institution listed above is requesting to offer. UG Life Sciences /Earth Sciences 132034 UG Life Sciences/Physics 132035 PB G G UG Life Sciences/ Chemistry 132036 UG Physical Science (Physics & Chemistry) 132020 PB G G UG Earth Sciences/ Physics 132145 UG Earth Sciences/ Chemistry 132150 PB G G UG Integrated Science 132010 PB G

46. Adolescence to Young Adult (AYA) Science Licensure Program(s) Addition Request The following box is for internal OBR uses only. Please leave this area blank. Are the licensure fields listed above as currently approved, accurate according to OBR records? Yes/No If the institution is requesting approval in a dual field program, are both the singular field programs approved by the State of Ohio? Yes/No/N.A. If the institution is requesting approval in a broad field program, are all four singular field programs approved by the State of Ohio? Yes/No/N.A. Additional Comments: DECISION The Office of Academic Quality Assurance has verified that this institution has met the standards and requirements of the Chancellor of the Ohio Board of Regents and any applicable standards and requirements established by the State Board of Education for the following Adolescence to Young Adult licensure programs: OR This institution has NOT met the standards and requirements of the Chancellor of the Ohio Board of Regents and any applicable standards and requirements established by the State Board of Education and must submit a new education licensure program proposal, Form A, to receive approval to offer the following Adolescence to Young Adult licensure programs:Form A

47. NCATE State Alliance Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective TeachersTransforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers Statewide Scan of Clinically Based Preparation Programs NCATE State Alliance for Clinical Preparation meetings (May 18-20) –Tom Bordenkircher, OBR –Sandra Stroot, OSU –Marilyn Troyer, ODE

48. 10 Design Principles for Clinically Based Preparation 1.Student learning is the focus 2. Clinical preparation is integrated throughout every facet of teacher education in a dynamic way 3. A candidate’s progress and the elements of a preparation program are continuously judged on the basis of data 4. Programs prepare teachers who are expert in content and how to teach it and are also innovators, collaborators and problem solvers 5. Candidates learn in an interactive professional community

49. 10 Design Principles for Clinically Based Preparation 6. Clinical educators and coaches are rigorously selected and prepared and drawn from both higher education and the P-12 sector 7. Specific sites are designated and funded to support embedded clinical Preparation 8. Technology applications foster high-impact preparation 9. A powerful R&D agenda and systematic gathering and use of data supports continuous improvement in teacher preparation 10. Strategic partnerships are imperative for powerful clinical preparation

50. Goals and Objectives of NCATE Alliance for Clinical Teacher Preparation Objective One: Foster collaborative partnerships among schools, districts, and teacher preparation programs. a. Identify demonstrations sites that have/will develop a strong partnership between teacher preparation programs and school districts b. Identify schools with a particular focus on high-needs schools c. Test different delivery models for clinically based teacher preparation d. Establish incentives for joint responsibility for induction by hiring districts AND preparation programs e. Institutionalize school/teacher prep program clinical models through innovative funding models f. Assure that vigorous clinical teacher prep is a main feature of all pathways to teaching

51. Goals and Objectives of NCATE Alliance for Clinical Teacher Preparation Objective Two: Assess all aspects of performance on a continuing basis a. Collect/analyze formative and summative assessment data measures used by teacher candidates reflecting classroom learning and school improvement b. Link performance assessment to state licensing requirements c. Expecting demonstration sites to establish and implement an accountability system based on assessment measures of graduates’ and programs’ performance through value-added and other measures in state and district longitudinal data systems. d. Link performance assessment to program approval for the purpose of program improvement

52. Goals and Objectives of NCATE Alliance for Clinical Teacher Preparation Objective Three: Develop more effective state policies to prepare teachers who meet school needs a. Incentives/Policies to guide numbers and types of teachers prepared so that districts/schools needs are met b. Identify and eliminate policies that impede innovation and shifts toward clinically based teacher prep programs c. Create a “Scale-up” plan to expand from a limited number of clinical teacher prep partnerships to a state-wide system which improves student learning

53. Three Endorsement Programs requiring SPA’s ATTENTION all NCATE schools approved by Ohio to offer the following endorsement programs: 1.Computer/Technology (grades P-12) 2.Gifted Intervention Specialist (grades K-12) 3.Teaching English to Speakers of Other Language (TESOL) (grades P-12) Please submit these continuing programs to your SPA for review as well as maintain the data necessary for the institution’s unit review. This change will impact program reports submitted after spring 2013 (April 1, 2013) as well as any institution with an NCATE accreditation visit spring 2016 and beyond.

54. Timely and Critical Items Update QUESTIONS? Please take a moment to fill out the card provided and we will be sure to address your question(s)!

55. - Webinars … Coming to a screen near you! - Lumina Degree Qualifications Profile - Quality Matters and Regional Conference June 21 - Academic Quality Assurance website SESSION 4: LEARNING AND DISTANCE LEARNING

57. The PROFILE proposes specific learning outcomes that benchmark the associate, bachelor’s and master’s degrees: KNOWLEDGE: Specialized Broad/Integrative INTELLECTUAL SKILLS: Analytic inquiry Use of info resources Engaging diverse perspectives Quantitative fluency Communication fluency APPLIED LEARNING CIVIC LEARNING http:// www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdf

61. Learning and Distance Learning QUESTIONS? Please take a moment to fill out the card provided and we will be sure to address your question(s)!

62. SESSION 5: CREATING A POSITIVE POLICY ENVIRONMENT FOR COLLEGE AND CAREER READINESS IN OHIO - Important Legislation and Policies - Academic Content Standards - Important Legislation and Policies - College and Career Readiness Assessments - College Placement and Remediation - Dual Enrollment Policies - Student Portal Site - College Access Initiatives - College Completion

63. Important Legislation SB 311 (126 th GA) Ohio Core Curriculum Credit Flexibility Admission Requirements Remediation Dual Enrollment Teacher Ed Quality Reports TQP Counselor Ed HB 1 (128 th GA) Education Reform - Funding Educator Licensure Teacher Residency Ed Preparation and Metrics Content Standards – Every 5 yr. Model Curricula Multi-Measure Assessments

64. Academic Content Standards Ohio Dept of Ed adopted the Common Core State Standards in English language arts and mathematics (June 2006) –Common Core adopted by 44 states and Washington D.C. –“Fewer and Deeper” –Internationally Benchmarked –15% additional standards allowed for states to customize ODE developing state standards in Science and Social Studies –National science standards may be coming soon (next gen.) Ohio state standards and model curricula should be updated every five years

65. Common Core State Standards English Language Arts (ELA) Integrated literacy across the curriculum – content teachers are also responsible for literacy Speaking, listening, and media standards are integrated More emphasis on informational text and informational writing Increased text complexity Writing to persuade and inform Clear vertical progressions across grades Mathematics Address conceptual understanding and computational fluency Focus on early grades to build mastery of numbers; arithmetic, operations and fractions High school math focuses on using and applying complex and real problems Optional path for STEM programs

66. Teacher Preparation and the Common Core Teacher and school leader preparation programs are key partners –Developing assessments –Providing professional development opportunities –Updating teacher/school leader preparation programs Professional development to support the teaching of the Common Core – new expectations Attention to all learners – students with disabilities and English language learners

67. K-12 and Higher Ed Standards Alignment Crosswalk between Common Core Standards and the Board of Regents College Readiness Expectations Update the College Readiness Expectations in English and math Communicate Expectations with K-12 teachers, school leaders, and colleges of education Professional Development opportunity for higher education faculty –One day summit

68. College Placement and Remediation College Readiness Expectations in English and Mathematics Statewide placement policy –Public 2 yr and 4 yr campuses –Connected to statewide transfer policy Some limited flexibility with “placement ranges”

69. College Placement and Remediation English 18 ACT English subject score SAT equivalent Compass score – 69 Writing assessment strongly encouraged Mathematics 22 ACT Math subject score SAT equivalent Compass score – 65 on Algebra domain

70. Ohio College and Career Readiness Assessments HB 1 called for a Multi-measure assessment package –National, standardized exam –End-of-Course exam –Capstone course Replaces OGT Each assessment is given weight towards a composite score A passing composite score needed for high school diploma Timeline – decisions in July 2011 Changes in legislation are likely

71. National College and Career Readiness Assessments U.S. DoE awarded 2 grants ($350 million, total) and called for, Summative assessments in grades 3-8 Accurate measure of student achievement data and student growth Determination of individual college readiness Must assess English language learners and students with disabilities Data will be used for –School effectiveness –Principal and teacher effectiveness/evaluation –Principal and teacher professional development needs –Teaching, learning and program improvement Remediation-free in higher ed

72. Partnership for the Assessment of Readiness in College and Careers PARCC Assessment Consortium Three “through-course” assessments in grades 3-11 One year-end assessment Digital library 2012 – 2013 Pilot initial instruments 2014 – All PARCC states will implement 2015 – 2016 – Establish cut scores

73. SBAC Smarter Balanced Assessment Consortium Grades 3-8 and high school Optional interim assessments Performance Task EoY Assessment Digital Library Assessments operational in 2014 - 2015

74. Dual Enrollment Quality Guidelines

75. Student Eligibility and Readiness All students must be made aware of dual enrollment opportunities Students must be eligible and meet college readiness benchmarks –No remedial education courses Career-technical education course are eligible Admissions policies and decisions are local

76. Student Supports and Services Students must be entered into the IHE’s student information system Access to –Libraries and research resources –Academic advisors –Tutoring/Academic supports –Orientation seminar before enrolling in 12 credit hours

77. Curriculum and Instruction Dual Enrollment is a delivery model of a college-level course Students must know if course is a part of Ohio’s Transfer Module/TAG system (approved course) Courses are in the campus catalog Textbooks, syllabi, course assignments, assessments must be equivalent to other college courses Career Technical credit may be eligible if part of a career pathway

78. Awarding Credit Credit should be awarded after successful course completion Course credit may only be awarded by the institution responsible for the course delivery and at which the student is enrolled.

79. Faculty Credentials Faculty members hold a terminal degree or a degree at least one level above the degree level in which they are teaching. –At least a bachelor’s degree for associate degree courses –At least a masters for bachelor’s degree courses. Faculty members teaching general education courses hold a master’s degree or higher in the discipline. A recognized standard of licensure and significant experience for any other credential program.

80. Faculty (con’t) Limited exceptions –Board of Regents approved programs Professional development opportunities for faculty (workshops) IHE monitors quality of teaching and course (site visits) Timeline

81. Performance and Evaluation Post-program surveys Performance indicators Data and reporting

82. College Access Activities

83. College Access Challenge Grant 4.3 m Federal Grant Regional Awards and Partnerships Awards announced in May Focus areas –Guidance Counselor training modules –Dual enrollment capacity building –Dual enrollment evaluation –Academic bridge courses

84. Gear Up Ohio Federal Grant, released in May 7 th grade through 1st year of college Focus areas –Academic Preparation (Battelle for Kids) –Financial aid awareness (OASFAA, OTTA) –College Aspiration (OCAN) –Family/Community/Mentoring

85. Student Information Portal Planning Information Applying for College Paying for College Next Phase: Scholarship database Electronic Transcript www.students.uso.edu

86. College Completion Increase degrees and credentials, especially in high-need areas –Complete College America –Access to Success –NGA

87. Recent Legislation and Initiatives HB 153 –Charter universities Report due Aug 2012; Begins July 2012 –3 year degrees 10% of degrees by October 2012 –Faculty workload - Begins 2011-2013 –Remediation-free Standards (ELA, Math, Sci, Reading); Dec ‘12 –Distance Learning Clearinghouse (Now OhioLearns! K-12 Catalog http://www.ohiolearns.org/)

88. Melissa A Cardenas Director of Policy for Academic Quality Assurance and P-20 Initiatives Ohio Board of Regents mcardenas@regents.state.oh.us cardenas96

89. CREATING A POSITIVE POLICY ENVIRONMENT FOR COLLEGE AND CAREER READINESS IN OHIO QUESTIONS? Please take a moment to fill out the card provided and we will be sure to address your question(s)!

90. THANK YOU! - Tom Bordenkirchertbordenkircher@regents.state.oh.us - Melissa Cardenasmcardenas@regents.state.oh.us - Kelly Gaierkgaier@regents.state.oh.us - Sheryl Hansenshansen@regents.state.oh.us - Corey Poseycposey@regents.state.oh.us