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Current UEE Work Plan | UEE Philosophy | SB 342

Current UEE Work Plan

UEE Philosophy

Alignment and especially PreK-16 implies an education system that integrates a student’s education from kindergarten through a four-year college degree and beyond. Although PreK-16 alignment tends to focus on transitions to college, our definition of alignment includes student transition to the work force and to all post high school options. In essence, students will need to have the skills necessary to be successful within K-12 and be prepared for the rigors and demands of both college and the work place.

One of the key goals of a PreK-16 system is to streamline and clarify the array of high school examinations, and college entrance and placement procedures into a logical, understandable process. Another goal is to make it easier for high school students to enroll in college courses prior to graduation and to ensure that these courses count towards college credit. This will help eliminated unnecessary repetition of courses and assessments. Such a system will also account for the student’s ability to demonstrate proficiency through a variety of methods including traditional assessments, course completion, proficiency-based assessments and credits, and other viable means. Agreeing on a common set of standards that describe what students should know and be able to do at all levels, aligning those standards, and providing students with accurate and reliable information as they prepare to transition to their next steps will help remove artificial barriers that hamper student success and access to further education and training.

Assumptions and principles for an aligned system are provided including key elements and components. The primary purpose is to identify the components needed by the system to give it the coherence it needs to foster greater alignment and facilitate a smooth transition for all students.

Key Assumptions of an Aligned Education Enterprise

  • Core set of knowledge and skills representing a continuum of proficiency for post secondary education and work force preparation
  • Clarity and transparency of learning systems and student options and opportunities
  • Multiple pathways that lead to student preparation to pursue further education, training, and entrance into the work place
  • Common assessments and placement requirements across all PreK-16 institutions
  • Proficiency is agreed upon and accepted by all PreK-16 partners as an appropriate measure of student achievement.
  • Multiple methods and pathways to demonstration of student proficiency are accepted by PreK-16 partners
  • A “Profile of Proficiency” that illustrates student learning and achievement is the basis of entrance and placement decisions.

Key Elements/Components of an Aligned Education Enterprise

  • Standards-based education system based on agreed- upon common core proficiencies with rigorous standards and learning outcomes for all students PreK-16
  • Clearly defined and articulated pathways that allow all students of all ages to smoothly enter and exit the education enterprise and make informed decisions regarding education and training options and opportunities
  • Clear, consistent, frequent, and cross-sector communication that informs students of their options and opportunities (communication includes parents, teachers, counselors, teachers, faculty, administrators, Boards, and other stakeholders)
  • Agreed-upon credentials that are accepted as awards and recognitions of a student’s demonstrated level of proficiency
  • State assessments of student learning and outcomes
  • Assessments that are aligned to state standards and inform teaching and learning
  • Integrated data systems that allow for transfer of student records including learning and achievement (profile of proficiency) across systems and institutions
  • A coherent PreK-16 system, with a unified vision, common language, clear agreements, up-to-date policies, and well-engineered structures

The above eight components are the work plan for the Unified Educational Enterprise for the next several years. Current work is under way on all eight of the components. Requests of all the system stakeholders and legislators for investments will guide the speed of implementation of these key elements.

Senate Bill 342

To enhance student transitions among Oregon's education sectors, the Joint Boards asked Oregon's community colleges and Oregon University System (OUS) institutions to address the components of Senate Bill (SB) 342, which was signed into law by Governor Kulongoski on July 22, 2005. The bill directs Oregon's community colleges and OUS institutions to work together in coordinating more effective articulation and transfer statewide to ensure that postsecondary education needs of students are met without unnecessary duplication of courses. The bill did not include funding.