1. ILAGO Hood River, Oregon May 16, 2015

2. 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- 20

3. Academic Momentum 5th through 8 th grade Collaboration – Higher Education and K-12 Equity – AR+ U 2 Heritage Speakers Equity – AR+ U 2 Heritage Speakers Accelerated Learning: Credit By Proficiency Success 101 – Get Focused Stay Focused Professional Learning Communities Compacts and Campus Visits The 10-Year-Plan Professional Learning Communities Compacts and Campus Visits The 10-Year-Plan

4. 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

5. 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

6. 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”.

7. 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

8. 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.

9. 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

10. Information Literacy Program at EOU 4 librarians who teach 3 Credit-bearing courses One-shot instruction Course Integrated Instruction Writing 121 UNI 101 (FYE) Developmental Writing and FYE Most Freshmen are receiving IL instruction in some way.

11. Challenges Most 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.)

12. 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

13. 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

14. Survey

16. 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

17. Actions LIB 127 pilot PLC Negatives: – 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

18. Actions Language Arts PLC – Gained access to PLC by invitation (Nancy Knowles) – Listened to teachers – Offered quick interventions

19. 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

20. 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