October 7, 2013
Pradeep Kotamraju welcomed committee members and guests and outlined three areas for the work:
Pradeep asked that members formulate and submit at least two policy recommendations by October 20, 2013. Recommendations should be as specific as possible, direct changes in legislation or policy, and be designed in a way that they can be administered by a state agency. Richard Rosivach encouraged members to be creative and to reflect obstacles and ways to address them. Ideas should be submitted to the co-chairs, with copies submitted to Rose Hermodson and Dan Smith.
Alignment and Articulation of Systems: Steve Dibb and Paula Palmer presented recent ACT Data for Minnesota. Of all the states who had 50 percent or more of the graduates taking the ACT, Minnesota scored the highest average composite score. This is a positive trend that has remained consistent for several years. Significant variations are noted for different racial/ethnic groups, however. Conversely 61% of Minnesota’s tested graduates were deemed “not college and career ready” in all four subjects.
Alignment and Articulation of Systems: Daniel Hoverman, Superintendent of Mounds View Schools, presented on the early college model the district has implemented in collaboration with Anoka-Ramsey Community College. The intent is to put all students on a path to postsecondary success.
Karen Hynick presented MnSCU information pertaining to system alignment. Karen suggested that an understanding of how postsecondary institutions grant degrees is critical to understanding alignment and credit articulation. Approximately 20,000 of 25,000 PSEO participants access postsecondary coursework through concurrent enrollment. To do so, high school teachers must meet postsecondary credentials and be mentored by postsecondary faculty. Higher Learning Commission rules specify that at least 15 credits of a 60 credit program must be taken on the postsecondary campus except by prior local agreement. Career and technical education programs of study provide an additional way to obtain college credits in high school, often through an articulation agreement between a high school and a specific community or technical college.
Acceleration Opportunities: Sally Wherry, presented dual credit opportunities in Minnesota, specifically Postsecondary Enrollment Options (PSEO), Concurrent Enrollment, Advanced Placement (AP), International Baccalaureate (IB), and College-Level Examination Program (CLEP). Dan Smith, MDE staff presented Career and Technical Education Programs of Study.
Commissioner Casselius encouraged consideration of personalized learning for all students not just the advantaged students.
Rigorous Course Waivers: Eric Schneider, Minnetonka Assistant Superintendent, Erik Sill, Minnetonka Instructor, presented the VANTAGE program that combines IB Business, AP Economics and English into a common, 3-hour course utilizing real-world projects.
Bill Smith, Principal at Minneapolis Southwest High School, described his International Baccalaureate (IB) program. Unlike the Vantage program, the Southwest IB program operates as individual courses within a 7-period day.
Development of Recommendations: A Sample – Rose Hermodson presented a sample recommendation dealing with the rigorous course waiver. The intent is to encourage schools to utilize the rigorous course waiver permissions in statute to address academic standards while developing individualized learning pathways for students.