14B ‘ 1629 .155 i 155 ’ 2012 IGSL [NIB _ The Inland Empire Early Assessment Program (EAP) Collaborative uodau ssaJBOJd Letter of Commitment Dear Community Members: Over the past year and a half, the Inland Empire EAP Collaborative-- with support from FACE and PACE-- has diligently worked to expand and fully implement the Early Assessment Program (EAP) in the Inland Empire. By maximizing elements of the EAP we are confident that educational outcomes in our region can be affected for the better. The EAP is more than a test: it is a program and a process that offers teacher professional development; it provides high school students knowledge of where they are lacking in college readiness skills and opportunities to fill those gaps; it encourages educational institutions across the spectrum to talk to each other; and it has the potential to increase college going and success rates, as well as reduce remediation costs at 2 and 4 year institutions. These are all important issues for our Inland Empire region. Since we started down this path in September, 2010, we have made important strides. Our work has been done in conjunction with dedicated partners and the support of the regions leaders. More community colleges are accepting the EAP as an indicator of college readiness, K—12 institutions are meeting with regional colleges and universities to discuss student success, K-12 EAP participation rates have increased and are above the average for California and cities are coming together to create clear paths to post—secondary education for their youth. As we forge ahead in year two, we would like to renew our commitment to creating a community of high expectations in the Inland Empire for all students with the EAP serving as a common indicator of college readiness. We will continue to build partnerships, support the good work being done in the Inland Empire, and implement the important components of the EAP. Sincerely, WW. Herbert Fischer, Ph.D. Executive Director, Inland Empire EAP Collaborative Pamela Clute, Ph.D. Executive Director, FACE (Federation for A Competitive Economy) @AB/Qi David Plank, Ph.D. Executive Director, PACE (Policy Analysis for California Education) Inland Empire EAP Collaborative Page 2 “1:3 333:3 3333333 33 33333 3333333333 3333, 333333313 33333: 3333333333 3:3333 ”33333 3333 33 3333333333333 33 33333333 3:3 33.33. 4:33-33: 3.3333 333373333333? Al 3 \ 3 , 3 53333333 331333;: 3“ ", ,3‘3KE 333333331“: "3 ‘\\r Leadership Team Herbert R. Fischer, Ph.D. Executive Director, Inland Empire EAP Collaborative With 40 years of service to public education, Dr. Fischer retired as San Bernardino County Superintendent of Schools in 2008. Before filling the county’s lead educational seat, Dr. Fischer was superintendent of the Colton Joint Unified School District for seven years and served as a classroom teacher, elementary and high school principal, and district administrator in the San Bernardino City Unified School District for 22 years. Upon retirement, Dr. Fischerjoined PACE as a consultant and as part of the California Support Team for the introduction and implementation of the America Diploma Project within California. Pamela S. Clute, Ph.D. Executive Director FACE (Federation for A Competitive Economy), Assistant Vice Chancellor, Educational and Community Engagement, University of California Riverside Dr. Pamela S. Clute is also the Executive Director for the ALPHA Center and a mathematics instructor. She is the principal investigator for several large multi-million dollars grants and distinguished herself as a leader in advancing innovation solutions to student underachievement in mathematics. She also provides professional development for teachers and future teachers. In 2004, Dr. Clute received the Presidential Award of Excellence in Science, Mathematics and Engineering Mentoring from President George W. Bush and the National Science Foundation. David N. Plank, Ph.D. Executive Director, PACE (Policy Analysis for California Education) Before joining PACE in January 2007, David N. Plank was a Professor at Michigan State University, where he founded and directed the Education Policy Center. He was previously on the faculties at the University of Pittsburgh and at the University of Texas at Dallas, where he taught courses and conducted research in the areas of educational finance and policy. Plank is the author or editor of six books, including the AERA Handbook on Educational Policy Research. He has published widely in a number of different fields, including economics of education, history of education, and educational policy. Partners, Supporters and Collaborators Alvord Unified School District; California Polytechnic University, Pomona; California State University, San Bernardino; Chaffey Community College District; Chaffey Joint Union High School, City of Riverside; Crafton Hills College; Inland Empire Economic Partnership (IEEP); Mt. San Jacinto College; Riverside City College; Riverside County Office of Education; Riverside Unified School District; San Bernardino County Superintendent of Schools; San Bernardino Valley College; University of California, Riverside; Victor Valley College. _—_—__——_—_——_ Inland Empire EAP Collaborative Page 3 {3.43% mm}: fiwszfi $§3fi3§ ‘ film? 3363 “U3? Em; 33%}: 3m; 15'! 1,) i a é. History The Inland Empire EAP Collaborative is a working partnership between FACE and PACE. FACE (the Federation for A Competitive Economy), is a network of 200 plus regional professionals that serves as an advocacy coalition and catalyst for connecting the resources of education, business, government, media and community organizations in the Inland Empire (Riverside and San Bernardino Counties). Convened by the University of California Riverside (UCR), the Community Foundation serving Riverside and San Bernardino Counties, and the California State University at San Bernardino (CSUSB), FACE’s mission is to improve educational outcomes in Riverside and San Bernardino Counties for all students (see Appendix 1). In turn, PACE (Policy Analysis for California Education) is an independent research center that aims to enrich education policy debates with sound analysis and hard evidence (www.edpo|icyinca.org). Combining the resources and strengths of the two organizations, the goal is to create a comprehensive model for addressing essential educational issues and the tool chosen to accomplish this goal is the Early Assessment Program (EAP). Through the use of the EAP, the Collaborative is working to increase rates of college going and college completion for Inland Empire students; to reduce the need for remediation in mathematics and writing for students who graduate from the Inland Empire schools, and to bring closer alignment of standards and expectations among the multiple segments of the Inland area region’s education systems. Why the EAP? o The EAP has universal appeal for the multiple stakeholders in the Inland Empire. College readiness and college completion are number one priorities for educators, civic leaders, businesses, and the community. 0 The skills assessed by the EAP are ones needed for higher education and for entry-level jobs: reading comprehension, mathematics and algebraic thinking, and basic writing skills. 0 The EAP provides a common language of what college readiness means, and brings a clear and accurate message to students, parents and educators. o The EAP is a powerful magnet for bringing closer alignment of standards and expectations among the multiple segments of the region’s education system. 0 The EAP could be a tool for reducing the need and cost of post-secondary remediation. Why the Inland Empire? Riverside and San Bernardino counties, home to 13 percent of California’s population, lag behind much of California in academic achievement, economic opportunity, and the numbers of students who graduate from high school, pursue and complete post-secondary education. Recent data show that: o 60% of students in Riverside and 66% in San Bernardino receive free or reduced lunch. 0 15% of students dropped out of high school in Riverside County and 18% in San Bernardino County. 0 67% of Riverside and 71% of San Bernardino K-12 students are from traditionally underrepresented minority populations in higher education. 0 19% of the population in the Inland Empire holds a college degree-- the least college educated metropolitan area in the country. Sources: California Department of Education, Dataquest; U.S. Census Bureau. _——___——_ Inland Empire EAP Collaborative Page 4 mamas 3- 3“.“224“ uggygpx W'fiwfiffifi £317 “ 5; Xiiil' :23 W Waflw “ The kick-off event for the Collaborative was on September 30, 2010 when Inland Empire community leaders from --education, business, civic and non-profit organizations—came to together to endorse the Collaborative’s overarching efforts and develop specific objectives. The outcome was three specific points of focus: 0 Expand the number of 2—year institutions implementing EAP in cooperation with the California Community College Chancellor's Office. 0 Increase awareness and usage of the EAP among the County Offices of Education, administrators, counselors and educators. 0 Evaluate the effectiveness of EAP with respect to fiscal savings and student success utilizing resources available at UCR and CSUSB. Since the initial meeting, the Collaborative’s leadership team has worked with regional and statewide partners to move forward, making progress towards these goals. Activities The Collaborative’s Leadership Team has worked on multiple levels and with a variety of stakeholders to advance the mission. The first phase included educating the community about the EAP, building support and partnerships, and securing funding for continuation and expansion of the work. 1. Educating and building awareness in the community. Under the leadership of Dr.’s Fischer and Clute, the Collaborative organized a series of events to raise awareness of the EAP with key constituencies including high-school principals, counselors and teachers; community college administrators and faculty; and students. Likewise, many partners have used their events to highlight the EAP and the work of the Collaborative (For example: both County Superintendents emphasized the EAP at their ”State of Education” addresses). The Team has also used local visual, audio and written media to bring the significance of the EAP to the forefront. Highlighted Events & Programs (see Appendix 2) On September 9, 2011, California State University, San Bernardino hosted an EAP Brunch, for K-12 administrators, counselors and teachers. Dr.’s Fischer and Clute presented to over 300 participants on the Inland Empire EAP Collaborative about the need for a bi—county effort to improve student outcomes. As a result of this event multiple districts asked for presentations at district sites which resulted in detailed discussions with Corona Norco Unified School District, Riverside Unified School District and San Bernardino County Unified School District. The Inland Empire EAP Collaborative co—hosted a breakfast on September 10, 2011, with San Bernardino Community College District for community college leaders to learn more about the EAP. Special speakers included: Sonia Ortiz Mercado, California Community College Chancellor’s Office; Eloy Oakley, President Long Beach City College; Bruce Baron, Chancellor San Bernardino Community College District; and AI Karnig, President California Inland Empire EAP Collaborative Page 5 3 @159, «w A gfigyxfii 353?? ‘7»: :3 'éégitté‘flfiifi“ State University San Bernardino. There were over 115 participants. This event was the catalyst for the Gates Foundation funded Completion Counts to formulate a Riverside Promise modeled after the successful Long Beach Promise that would mandate EAP for all 11th grade students at Riverside Unified School District and the neighboring Alvord Unified School District. On September 12, 2001, FACE, in partnership with PACE, the Riverside County Office of Education and the San Bernardino County Superintendent of Schools Office presented a one day Algebra Forum for K— 12 administrators and teachers that discussed the state's recent adoption of Common Core state standards, and what their implications are especially for 8th grade mathematics. Over 1,500 participated on site and through video conferencing. The Inland Empire EAP Collaborative hosted a community college faculty workshop, with Chaffey College District on November 4, 2011. The event targeted regional community college faculty for in depth information and discussion of the EAP. There were over 80 participants in the audience. Special guest speakers included: Henry Shannon, President, Chaffey College; Lilian Metlitzky, Professor of Mathematics & EAP Coordinator, California Polytechnic University, Pomona; Faye Wong, EAP Coordinator, California State University, San Bernardino; Jannie Mackay, Matriculation and EAP Coordinator & Counseling Faculty, Long Beach City College. From July 9—13, 2011, FACE and the Inland Empire EAP Collaborative hosted a week—long Algebra II Academy for students in Perris Unified School District to improve the skills necessary to be successful on the EAP mathematics exam. Over 80 students attended. Press Coverage (see Appendix 3) The Riverside Press Enterprise newspaper covered the EAP and the Inland Empire EAP Collaborative’ 5 work in several articles and opinion pieces: August 24, 2011, “College readiness test to be discussed”; September 22, 2011 College readiness measure pushed"; October 31, 2011, "Use Early Assessment Program to promote college readiness”; November 5, 2011, "Battle on to increase graduation, college— going rates”. The San Bernardino Sun Newspaper also covered the EAP in articles such as, September 13, 2011, “Early Assessment: the Path to Success". Furthermore, on October 5, 2011 Pamela Clute taped an interview with Riverside County Superintendent Kenn Young about the EAP and improving student outcomes on the Riverside County television channel. FACE has also featured the EAP and the Collaborative’s work in its e- Newsletter (www.face.ucr.edu) including articles in 2011issues- March/April, May/June, September/October, November/December. 2. Building Partnerships. An integral component of the Collaborative’s work has been meeting with local leaders and gaining support and commitment for the EAP. This has included individual meetings with state and local leaders, such as James Ramos, California State School Board Member and community _ Inland Empire EAP Collaborative Page 6 ‘ M5? at 3:3 immwm pieéfl?fh3k;§{-_ wsw ‘ 4 ,gflfifgaiagwfi yams; w. ;; . ”$59 fags}: m‘xJ I M L SEE ”in: "3 gfifi‘mfifi A“? I ‘ «MM ”‘3 mafia»; Fun»! ha {353% ‘ 2% mmm aim §~gsma=mmz§wwnrg a: ' MW; ‘ RAE $23 mfiéw min Wm W ‘ m1; MR} m *‘i college trustee, and the presidents of local private/independent colleges. Dr. Clute delivered presentations to the City of Riverside’s Business and Education Roundtable, the California Charter School Association, and the Riverside County Algebra Forum. In addition, the Collaborative and its partners have delivered several presentations to policy groups such as the Riverside and San Bernardino County School Board Association, the San Bernardino Economic Development Agency and Inland Empire Quality of Life Summit. Moreover, FACE has entered into a strategic partnership with the Inland Empire Economic Partnership (IEEP), a regional business lead coalition seeking to improve the quality of life in the Inland Empire. Through the support of IEEP, FACE has developed the Inland Empire Education Council which has adopted the implementation of the EAP as a priority. The Education Council seeks to establish a framework and strategies for improving student achievement, thus preparing our local workforce and citizenry with the knowledge and skills necessary to be competitive in the let century global economy. One of the most important strides the Collaborative has made is the formation of an Inland Empire EAP Collaborative Planning Committee that has representatives from community colleges, Cal Poly Pomona, CSUSB, UCR and K—12 institutions from both counties at the K-12 school district and county level. This Committee has provided direction and organization for events and the future of the Collaborative. 3. Funding. The Inland Empire EAP Collaborative has attracted funding from the Walter S. Johnson Foundation, ARCHES (Alliance for Regional Collaboration to Heighten Educational Success) and the Irvine Foundation. These funds have been directed to support events, the work of the Executive Director and administrative staffing, and an evaluation of the Collaborative’s work. In addition, many of the partner organizations have supported efforts through in kind support-- staffing, hosting events and meetings, and materials/supplies. Evaluation The Collaborative has contracted with Paul Shirk and associates to conduct an evaluation of the work and some of the region’s best-practices. Assessment activities will include: 1. Record increased involvement by school districts, County Offices of Education, Community Colleges here Universities by documenting the following levels of support: 0 Continued communication with pilot partnerships. 0 Attendance in workshops, meetings and/or planning sessions. 0 Encouraging others to participate and implement EAP through written support of the pilot. 0 Hosting/sponsorship of EAP events. 0 Providing financial support or resources for project. 5 Inland Empire EAP Collaborative Page 7 m: , mwm @23me § W13; W‘fibfimi ,2 kw": L e'.‘ A“? F'UOQJ"; ,= ‘9 >5 “ ‘1 at“ has 51!. Wfimm‘mmmm 3%: 5p. ; , . V w" fr» , « ki‘fiwnhfi‘; 2. Track increased implementation of EAP through evidence of the following activities by targeted groups: 0 Establishment of committees or workgroups to study implementation. 0 Development of a plan and timeline for implementation. 0 Beginning implementation of a plan. 0 Expanding implementation of the plan. 0 Participation in evaluation and further study of effectiveness. 3. Additional data will be gathered to support accomplishment of stated goals: 0 Chart the yearly EAP results and show growth in participation percentage and percent of students whose scores demonstrate college readiness. 0 Gather and record samples of messages developed for students, parents and educators about EAP’s importance, what it means and what it takes to be ready for college. 0 Gather information on the number and scope of additional Algebra Academies and increased teacher professional development opportunities. 0 Conduct brief structured interviews with representatives of targeted institutions on the effectiveness of EAP. 0 Gather and record oral and/or written feedback information when appropriate from various levels of personnel, parents and/or students attending workshops, meetings, and feedback or planning sessions. The evaluation will result in 4 interim reports and a final report in September, 2012 (see Appendix 4 for Interim Report: February 15, 2012). Accomplishments & Next Steps The Collaborative’ 5 initial efforts have been particularly fruitful and over the next few months of the academic year the aim is to continue to build partnerships and further expand the usage of EAP in the inland Empire, through: 0 Community Colleges. Seven community colleges in the Inland Empire (Chaffey, Crafton Hills, San Bernardino Valley, Moreno Valley, Norco, and Riverside City College and Victor Valley), as verified by the California Community College Chancellor’s Office, are using the EAP as an indicator of readiness for non—remedial, credit-bearing college—level coursework. Two additional colleges (College of the Desert and Mt. San Jacinto) are now engaged in discussions about implementation. 0 Evaluation. An important step in the evaluation process is to examine the EAP as an indicator of post—secondary success. This has begun at several community colleges and a study will be released in spring from UC Davis that details the outcome of the EAP at the CSU's. It is our hope that through further evaluation of the EAP the full potential of the program will be realized. _ Inland Empire EAP Collaborative Page 8 .: “A: £33; 25?.353: t :55 u 3W3 3‘ {354399- (”V‘fi'fin .92 .- gamma 4 22.? v» ,.'. .«9: -“:V‘ 313‘; :3 53‘.» Fi‘a‘vap. km ‘Q vi bragaysw w 2 1 Ms: 1} x v 5 ”13f: 15”,“ o EAP Participation. Both County Offices of Education are making the strong suggestion to districts to require all 11th grade students to participate in the EAP test. EAP average participation in both counties is very high at 87%, but the goal is 100%-- mandates are being considered. 0 UCR's Role. Through the ALPHA Center, UCR continues its work to increase the number of high school students "eligible” to take the EAP mathematics segment. Also, UCR Student Affairs through EAOP is mentioning EAP as one effective tool for high school college-going academic advising when they speak to counselors, prospective students, parents and teachers. Dr. Plank has begun conversations with Steve Brint, UCR's Vice Provost for Undergraduate Education, and as a result, a meeting is being proposed between PACE, UCR faculty and representatives from the national organization Achieve to determine if there is a possibility of using EAP to benefit entering UCR freshmen. 0 Common Core Standards and K-16 Articulation. Through the direction of the Collaborative’ 5 Planning Committee two points of focus have come to the fore that necessitate strong participation from K-12 partners: 1— the effect of the new Common Core standards on the EAP, and detailed conversations between K‘12 institutions and their post-secondary counterparts in relation to curriculum alignment, professional development and clear paths to college; 2— concentrated support to lnland Empire High Schools in remote regions and schools with below average EAP participation. Meetings are already being scheduled to begin addressing these topics. 0 Continued Support of Partners. The Collaborative also hopes to continue to learn from and support two examples of EAP best practices in the region: the Gates-funded collaboration, Completion Counts (between Riverside City College, Riverside USD, Alvord USD, and the City of Riverside) and the Chaffey EAP partnership, a model of EAP participation and utilization, (between Cal—Poly Pomona/CSUSB, Chaffey College, and Chaffey Joint Union High School District/Chino Unified School District). Dr. Clute has been working with the Completion Counts committee to create a Riverside College Promise that utilizes the EAP as a tool for post—secondary success. 0 PACE Seminars. PACE has hosted several seminars related to the EAP, including an upcoming event on March 16th discussing the findings of a UC Davis study on the EAP. As a result of the Collaborative’s work increasing numbers of educators, leaders and others from the Inland Empire have begun to participate in PACE seminars. 0 Regional Private/Independent Colleges. Discussions have been opened with local private and independent colleges in the region. Dr. Fischer will continue to have meetings with the leaders of all local colleges with the goal of bringing them into the Collaborative' 5 work (California Baptist College, University of LaVerne, La Sierra University and University of Redlands). _ Inland Empire EAP Collaborative Page 9 ' ; mm; £214 'é'::~‘;3:*§if. $9313 @MMQ 521mm m misw 9‘ 3:13 §£ Maw .32“: x9 +1. 1, ; memmm M3 wwwfl m H r Appendix 1. FACE Strategic Plan Strategic Plan Executive S ammary Federation for A Competitive Economy (‘ounties San Bernardino & Riverside I JUSTIFICATION V66% of Riverside and 69% of San t Bernardino K-12 students are from traditionally underrepresented minority populations in higher education. J67% in Riverside and 71% in San Bernardino receiving free or reduced lunch. J24% or 5,723 students dropped out of high school in Riverside County and 17.2% or 8,258 students dropped out of high school in San Bernardino County. /29% of the high school students graduating in Riverside and 20% in San Bernardino have completed the coursework requirements in order to be eligible for the University of California or the California State University System. \/College degree attainment rates are low with only 20% of adults in Riverside and 18% of adults in San Bernardino 25 years or older holding a college degree. STRATEGIC GOALS AND ACTION PRIORITIES Act as a catalyst for establishing Inland Southern California as a center for post-secondary education and workforce development-- emphasizing the strong linkage between education initiatives and economic development. 0 Promote a strong pipeline of qualified workers—— especially in Science, Technology, Engineering and Mathematics fields. 0 Build capacity to gather and use data for tracking progress and making decisions. Promote the value and importance of a seamless learning system that offers accessible, quality education for all students. OFacilitate communication within the region as a means for sharing best practices, the development ofworking—partnerships, and policy briefings. 0Host regular topic driven meetings/roundtables, conferences and other pertinent events. Including hosting an annual premier summit that engages leaders on the issue of improving education and increasing resultant economic opportunities in the region. Serve as an advocate for excellence in education and foster collaboration to advance student achievement across the entire learning system. 0 Work with partners to identify and promote best practices for improving teacher preparation and professional development, decreasing the high- school drop out rate, increase college going/success rates and furthering career awareness. 0 Develop funding sources to advance education initiatives and collaborations within the region. 0 Establish legislative connections that will advocate for Inland Southern California’s needs with policy makers locally, in Sacramento and Washington, DC. 0 Build the stakeholder base specifically targeting regional business leaders that have an investment in improving regional educational outcomes. FKEE Federation for A Competitive Economy INNOVATION THROUGH EDUCATION FACE is a network of professionals serving as a communication/advocacy coalition and catalyst for building communities of high expectation. The goal of FACE is to facilitate improvement in conditions for student learning in Inland Southern California schools. thus preparing a workforce and a citizenry with the education and skills necessary in order to be competitive in the let century global economy. The mission of FACE is to serve as a bi-county stakeholder coalition in Inland Southern California for connecting the resources of higher education institutions. K—12 education. government. media. healthcare institutions, labor. business, faith-based and community- based organizations to establish an effective P-2O continuum for students in Riverside and San Bernardino Counties to succeed academically. thus preparing them for the world of work. higher education and engaged citizenship. Bringing together the disconnected segments of the formal and informal education pipeline. the purpose of FACE is to institute systemic reform utilizing innovative and proven practice. in order to open access and provide multiple comprehensive pathways for young people to be successful from birth to careers. Outcomes from these efforts will create an intellectual climate that promotes and improves education opportunities for all students. significantly benefiting the economy whose prosperity depends on a well-trained workforce at a time when society‘s jobs are demanding even greater education and skills. CONTACT INFORMATION: Pamela Clute. Ph.D. Jennifer Cichocki. Ph.D. Executive Director Coordinator pamela.clute@ucr.edu iennifer.cichocki@ucr.edu (951) 827-2425 (951) 827-2962 — CONVENERS: The Community Foundation Serving Riverside & San Bernardino ('ounties Daniel Poster. C110 California State University. San Bernardino Al Karnig. President University ol‘t‘alil‘ornia. Riverside Timothy White. (‘haneellor STEERING (,‘(nsiMI'rrIcIcz Don Averill San Bernardino Count) Sehools Bruce Baron San Bernardino ('onimunit) t‘ollege Distriet Diana Blaekledge Riverside t'ounty Office of lidueation Pamela t‘lute University ot't‘alitornia. Riverside Jamil Dada Provident Bank Jolm Field Office of Riverside t‘ount} Supervisor '1 avaglione Daniel l’oster The (‘ommunih l’oundation (lreg (ira) Riverside (‘ommunin ('ollege Pamela langtord (‘alitornia State I 'niu‘rsit}. San Bernardino Ra} Maghroori Ri\erside t'ommunit} (’ollege l.es|ie Rodden Alliance for l5dueation. San Bernardino Count) Superintendent ot‘St‘liools Cindy Roth Riverside (‘hamber ol't ‘onunem Gar) lhomas San Bernardino t‘ount\ Superinttntlent ofSehools Kenneth Young Riverside County Superinletulent ol Schools FA(C*E Federation for A Competitive Economy lNNOVATlON THROUGH EDUCATION Appendix 2. Events FKOE Early Assessment Program Agenda September 30, 2010 1:00 — 2:30 pm. Welcome and Opening Comments Timothy P. White Chancellor University of California Riverside Albert K. Karnig President California Sate University San Bernardino PACE Supporting EAP as a Common Accepted Indicator of College Readiness David Plank Executive Director PACE Stanford University Sonia Ortiz-Mercado Student Services Dean Chancellor's Office of the California Community Colleges Possible Strategies for Instituting and Connecting EAP Efforts in the Inland Area Region Herbert Fischer Former Superintendent of San Bernardino County Schools Consultant, California Diploma Project Small Group Discussions by Education Sector [Topicz Expanded use and Value of EAP] and Reporting Back Four Year Institutions—facilitated by Pamela Clue County Superintendent of Education Offices—facilitated by Herb Fischer Community Colleges—facilitated by David Plank Summary and Next Steps Herbert Fischer Closure Daniel Foster President and CEO Community Foundation serving San Bernardino and Riverside Counties Early Assessment A . Program SAN\EiERINAl‘ZDlNO CSUSB Brunch (5 A kick-off brunch for the 2011-2012 school year! The Early Assessment Program (EAP) is a collaborative effort between the California State University (CSU), the California Department of Education (CDE), and the State Board of Education (SBE). The goal of this unprecedented partnership is to ensure that high school students are on track to meet college entry-level standards in English and mathematics. The EAP enables students to learn about their readiness for college-level English and mathematics after theirjunior year of high school and provides them with the opportunities to improve their skills during their senior year. Every CSU campus has an EAP coordinator to hold meetings, share resources, and offer professional development. California State University, San Bernardino has extended this collaboration to include Riverside County Office of Education and San Bernardino County Superintendent of Schools. We cue/Come your Misha/ands Z‘o parZ/c/paz‘e 1‘17 27715 fd/‘ZhehS/flp. VIJJ .mcuLJ A.“ , .g _ Vuslnumul ism fir District Curriculum/Data Administrators Dates: Thursday, Sept. 8, 2011 71‘! High School Principals, Assistant Principals fir Counselors 72: Mathematics Department Chairs fir Language Arts Department Chairs Location: Cal State San Bernardino 5500 University Parkway San Bernardino, CA 92407 e Time: 8:30 am. — Noon Hiram 4pm,) Dumas: Facilities are handicapped accessible. 72f Faye Wong, CSUSB, EAP Coordinator Cost: Free 721' Ron Williams, Ed.D., SBCSS EAP Coordinator Deadline: Sept. 1,2011 71‘! Shirley Roath, RCOE, EAP Coordinator AA“... _AA. A A_A_A., CLJ ‘JJflJflJ! Geraldine Fittz, 05" r Fora registration link go to: Geraldine Fittzstcss.k12.ca.us htt' oms sbcss [(12 ca us 25- 50970 (909) 386-2628 || Registration includes breakfast and event materials. Parking information and location will be sent prior to the event. || If you do not receive written confirmation by Sept. 2, 2011, please contact our office. ‘ . e‘lm .,... .._ A m, w—figWM FKCFE Fooemlon 10! A Competitive Economy INNOVATION YHROUGH EDUCATION ‘You are inviteJ to a $1?er Gatfien'ng of t/ie I 1112sz Empire Early fissessment Q’rogram (EM? Collaliorative so. Baitiantmni; C (trivia: 12"." ’Wfien: (Friday Sept 95, 201 1 from 9: 00,1914. — Woon ’Wfiere: San Qemarzfino Community Co[[ege (District 114 S. (Deffiosa (Drive, San @ernarcfino, C/l, 92408 Comments: Q3ruce GBaron, CfianceMm San 03ernarcfino Community Co[[ege @istrict; G’ameui C[ute, Executive (Director, T/‘ZlC‘E; and Herfiert Tisc/ier, flecutive @irector, Inlanszmpire Eflq) Co[&15orative. Tresentatibns: Sonia Ortiz Mercado, ®ean ofSMatricuhtion, Student Equity, faré: fissessment, Stua’ent Leadership amf ~Division flfministration, Ca[ifornia Community Co[[ege Cfiancefbr’s Ofi‘ice (CCCCO), "‘Ifie CCCCO’s “(1’ Mt (Program'. Eby Ortiz Oakley, eresiaent, Long $eacfi City Co[[ege, "Q'fie Long Wadi Colkge Q’romise G’rogram'. We wouuffie fionoreJ 9‘ you wouuf 6e our guest for t/iis informative session as we ouiuf our Knowécfge qfancf support for tfie ffl? as part of our partnersfiips wit/i our K—JZ sc/iools ancft/ze institution of fiigfier [earning in tfie I nflznd’ Empire. ContinentaflBreafifast wi[[6e served @[ease RSV? to Jackie @uus, 909-382—4091 or jf6uu@s6ccz£ cc. ca. us. Sincere[y, flflflisa )4.éé(/ZZ/ 15M“ flaw Q’amefa S. Cfute $ruce QBaron ‘Bgecutive (Director C/iance[&)r TflC‘E San (Bernarcfino Community Co[[ege (District 3:35.le f SA VE THE DA TE Dr. Henry Shannon, Superintendent/President ofthe Chafiey Colleges; the Chafley Community College District; & the FederationforA Competitive Economy [FACE] inviteyou tojoin usfor this timely workshop What We Can Do To Improve Student Success in the Inland Empire The Early Assessment Program (EAP): A tool for discussing, focusing on and improving student outcomes November 4, 201 1 from 8:30a.m.-12:30p.m. Chafl‘ey College 5885 Haven Avenue, Rancho Cucamonga Refreshments and Lunch Provided Inland Empire Community College Mathematics and English faculty, Department Chairs/Coordinators/Deans, and Academic Senate representatives are encouraged to attend. Our goal is to provide participants with EAP information, to answer in depth questions and to ofier implementation strategies that can afi‘ect student learning and success. Keynote Presentations: Dr. Lilian Metlitzky, Professor of Mathematics and EAP Coordinator, Cal Poly Pomona Faye Wong, EAP Coordinator, California State University, San Bernardino Using the EAP as a Tool for Student Success The Chaffey College Team Experiences Implementing EAP The Long Beach City College Faculty Matriculation Coordinator The Long Beach College Promise Dr. Herbert Fischer, Executive Director, Inland Empire EAP Collaboration Introducing the Inland Empire EAP Collaborative ' Mathematics and English Breakout Panels: Representatives from high school partners, test developers, and community collegefaculty implementing the EAP. RSVP to FACE at 951/827-2962 or [ace@ucr.edu. Ifyou have specific questions about the EAP thatyou would like to have addressed at the workshop please send them along with your registration. FEE «gram- - A uflpehhwfw'u’r ‘NNOVAUON VNIOUG" EDU(A7I0h ;,,»‘-,, , ~ ' mm- mmfimm V 32% W. Wm WW may ‘ (v ; r ‘ 3. .1 . , > ,. A WWW "£35361” mm} '. . xx. *“2 i D; ‘ ‘ 7} , a A ‘ G . 1 ,‘3 ‘ [.r \ ‘,‘ i , “a: ’ Appendix 3. Press Coverage Press Enterprise SAN BERNARDINO: College readiness test to be discussed BY DAYNA STRAEHLEY | STAFF WRITER | Published: 24 August 2011 College leaders will discuss a test 11th-graders can take to see if they are ready for college English and math along with other approaches to raise the region's educational level. The Inland Empire EAP Collaborative, part of the Federation for a Competitive Economy, will meet from 9 am. to noon Sept. 9 at the San Bernardino Community College District office, 114 5. Del Rosa Drive, San Bernardino. Pam Clute, executive director of the federation and UCR vice provost of educational partnerships, and Herbert Fischer, executive director of the collaborative and former San Bernardino County superintendent of schools, will discuss the need. EAP stands for Early Assessment Program, a voluntary test 11th-graders can take along with their state standardized tests given every spring. The results are supposed to tell students, parents and high schools if they are ready for college-level math and English so they have time to address deficiencies. Results are supposed to be mailed to students' homes with their standardized test scores in August. However, students at many high schools signed up for their 12th—grade classes, and in some districts started 12th grade, before they received the results. The California Department of Education, State Board of Education and Cal State University developed the readiness test. Community colleges may now use the results for placement. San Bernardino Community College District Chancellor Bruce Baron will host the event. "Improving the college—going and college—completion rates in San Bernardino and Riverside counties will mean a better prepared workforce, more innovation in our local economic development, and an enhanced quality of life for all our citizens," Baron said in a news release. Clute said early assessment can get students ready for college and reduce the need for remedial work once they get there. Press Enterprise INLAND: Use Early Assessment Program to promote college readiness BY GARY S. THOMAS Published: 31 October 2011 01:00 AM Gone are the days in our region when high school grads could readily find decent-paying jobs to earn a respectable living. Without a rigorous high school education that ensures college and career readiness, graduates of today face a difficult task of being prepared for the careers of a global economy and prospering as productive members of our communities. One of the ways K—12 and higher education can work together to clear the way for more of our graduating seniors to attend college is to show students they already possess the skills necessary to be on the path toward a successful post-secondary education. That’s one of the efforts taking place with the Inland Area Early Assessment Program Collaborative, which is a collective effort among California State University San Bernardino, the University of California, Riverside (UCR), Cal Poly Pomona, local community colleges, the San Bernardino and Riverside county offices of education and local school districts. The Early Assessment Program, or EAP, allows 11th—graders to take an assessment as part of their California Standards Test in the spring. The assessment is designed to give high school students an early indication of college-readiness in English language arts and math, and to avoid incoming college students’ need for remediation. The EAP is not new. The assessment was first administered in 2004 as the California State University college entry placement test. It was developed jointly by Cal State faculty and K—12 educators, as were the course content and staff development for high school teachers who deliver the content to students. The common goal of the Inland Area EAP Collaborative is to ultimately have the assessment used as a "common indicator” of college—readiness for public universities and community colleges in the region. Specific goals of the collaborative include: expanding and strengthening the use of early assessment at high schools in the region; promoting awareness and increased implementation of the program with students, families, teachers and counselors; increasing community college participation in the EAP; and supporting UCR’s study of the program as a potential indicator of college—readiness at its campus and potentially other UC campuses throughout the state. Use of the EAP as a common indicator of college preparedness has many advantages. Participation in the EAP strengthens the senior year of high school by aligning course content with college—level expectations in English/language arts and mathematics, while providing professional development to teachers in the delivery of rigorous curriculum. Also with the assessment, teachers and counselors can look ahead at how well students are prepared for college, and if they’re not, determine what needs to take place in their senior year to get them prepared. In an era of limited resources, it’s imperative that high schools, community colleges and universities align coursework, teacher training, tests and college entrance expectations so students are prepared, at graduation, for the next stage of their education. Using the same readiness criteria across the board also sends a strong signal to students that regardless of which postsecondary option they choose, they must meet the same rigorous expectations. Increasing the college—going rates in our county is a top priority for public education. Without a more highly skilled and college-ready work force, our region will not be able to compete forjobs in the global economy. I hope that through collaborative efforts that reach across K-12 and higher education, we can make that a reality. Gary S. Thomas is the San Bernardino County superintendent of schools. Example of FACE Newsletter Articles March-April 2011 The Early Assessment Program: Riverside County Office of Education and the San Bernardino County Superintendent of Schools Office join forces to support the Early Assessment Program throughout the Inland region. By Dr. Herbert Fischer With support of the Federation for A Competitive Economy (FACE), County Superintendents Kenn Young (Riverside) and Gary Thomas (San Bernardino) have committed to promoting the expanded use of the Early Assessment Program (EAP) in their respective counties. The FACE leadership agrees that the implementation of EAP across all education segments within the Inland region is the highest priority of FACE. The FACE leadership includes representatives from both University of California Riverside (UCR) and California State University, San Bernardino (CSUSB), local community colleges, both Riverside and San Bernardino County Superintendents, the Community Foundation and business and community leaders from both counties. EAP is a voluntary assessment given in conjunction with the California Standards Test, which is administered to all 11th grade California public high school students. The results of the EAP assessment provide an early notification to students regarding their “college readiness" in Mathematics and English/language arts. Students with acceptable scores on EAP can enroll in college credit bearing courses in English and/or Mathematics courses as entering freshman without taking remedial courses. Another powerful use of the EAP is to identify students who should enroll in coursework during their senior year that will prepare them to pass CSU and community college English/Mathematics admissions tests so that they will not need to take additional non credit bearing remedial classes when they enter college. The special foundation courses offered at many area high schools are developed to support seniors who are identified by the EAP as not being adequately prepared for college level English and/or Mathematics. The EAP test, course content and staff development for teachers teaching the EAP directed courses were developed jointly by K-12 and CSU faculty. Last year the California community colleges were given permission by the State to use EAP as an indicator of college readiness, currently 42 community colleges are participating in a pilot program to use or consider using EAP as part of their assessment process. The overall goal of this FACE effort is to have EAP serve as a ”common indicator of readiness for non— remedial, credit—bearing, baccalaureate—level coursework” in the region. Specific goals include: 1) Expand and strengthen the use of EAP at high schools in the Inland region, 2) Promote awareness and increased implementation of the Cal Poly Pomona and Cal State San Bernardino’s EAP programs, 3) Increase the Inland region’s community colleges EAP participation and 4) Support UCR’s study of EAP as a potential indicator of college readiness at UCR. Both county offices of education are working with their respective school districts to support increased EAP participation by local high schools by assigning staff to provide awareness activities, professional development and support programs in coordination with local universities and community colleges. For the last five years the Riverside County Office of Education has been concentrating on two areas. The first area focuses primarily on increasing the number of students who take the EAP portion ofthe CST assessments. Currently more than 80 percent of Riverside County 11th grade students have taken the EAP assessment. The second area of emphasis is making sure teachers receive focused-training in the areas of expository reading and writing skills as well as higher level mathematics strategies. Currently, Riverside has trained over 150 Algebra II and 12th grade English teachers. ”We’ve found the EAP data to be very important in helping schools to determine if they are truly building a college- and career-ready student,” said Riverside County Superintendent of Schools Kenneth M. Young. ”EAP is a key component to our organization’s pledge — that all students in Riverside County will graduate from high school well—prepared for college and the workforce." On December 16th Cal State San Bernardino and the San Bernardino County Superintendents Office jointly sponsored a well attended workshop for high school administrators and counselors to hear an overview of EAP. Dr. Gary Thomas recently reaffirmed his commitment to supporting the use of EAP at his 2011 State of Education address given February 9th. When referring to EAP he stated, ”In this era of limited resources, envision a future where high schools, community colleges and universities align course work, teacher training, tests and college entrance expectations so students are prepared, at graduation, for the next stage of their education.” As just one example of this commitment, the San Bernardino County Superintendent’s office, in collaboration with CSUSB and the Chaffey Joint Union High School District is developing a pilot whereby Cal State San Bernardino will provide a guarantee of admission for all graduating Chaffey 12 seniors who successfully complete CSU entry requirements and achieve passing rates on the EAP. The shared focus of Riverside and San Bernardino County Education offices supporting EAP as a ”common indicator of college readiness” will communicate a clear message to Inland students, staff, parents and community that mastery of high school requirements of English and Mathematics courses is directly connected to success in credit bearing courses at the community college and university level. The collaboration of all the FACE participants focusing on EAP allows for a seamless system of support for our Inland students from kindergarten through college and university. With 40 years of service to public education, Dr. Herbert R. Fischer retired as San Bernardino County Superintendent of Schools August 30, 2008. Before filling the county’s lead educational seat, Dr. Fischer was superintendent of the Colton Joint Unified School District for seven years. Prior to Dr. Fischer’s leadership position in Colton, he served as a classroom teacher, elementary and high school principal, and district administrator in the San Bernardino City Unified School District for 22 years. Upon retirement as the San Bernardino County Superintendent of Schools, Dr. Fischer joined P.A.C. E. (Policy Analysis of California Education) as a consultant and as part of the California Support Team for the introduction and implementation of the America Diploma Project (ADP) within California. Currently, he is Executive Director of the Inland Area EAP Collaborative. Appendix 4. Evaluation EAP Collaborative Summary of Findings February, 2012 1. Common Agenda — Attendees and presenters at regularly scheduled EAP meetings report an increase in the recognition of common goals for the Inland Empire Collaborative. Districts are beginning to develop relevant EAP achievement benchmarks and one is developing a specific section on their website. One county office has a small group working on the framework of an implementation plan. Some MOUs are in place with additional institutions looking at replicating a version of those. Rank and file practitioners clearly state their roles in implementation of Collaborative components and recognize the stated support from higher levels of administration. The beginnings of some structures that can come together for common agenda standardization are being discussed. The FACE newsletter and articles in editorials and local newspapers are helping to reinforce and clarify collaborative goals. 2. Appropriate Organizational Model — Multiple short term external funding sources support the Inland Empire EAP Collaborative at this time. Long term funding commitments and signed agreements to share specific resources connected to collaborative-wide common goals are needed. The clear support of significant leaders throughout all levels of institutions should be beneficial in attracting additional multi—year implementation funds. 3. Coordinating Actions to Improve Student Outcomes — Evidence indicates independent benchmarks and documented data evidence within individual institutions. A written collaborative strategic plan that includes timelines, benchmarks, and progress monitoring documents is being discussed by evaluation representatives from multiple institutions. 4. Effective Communication — The majority of feedback received states an understanding that significant leaders in the Inland Empire are in support of EAP. Their visibility and presentations at functions are seen as positive and encourage participation by attendees. The rank and file can identify and name leaders from each institution. A recognized and centralized facilitation for the collaborative is seen as important in moving forward and maintaining sustained progress. 5. Ongoing Evaluation — Individual institutions are monitoring progress in a variety of ways. A clear set of collaborative wide benchmarks and expected outcomes are being discussed and developed. Evaluation professionals recognize the need for a structure to analyze and use that data to adjust strategy and activities. In summary, the EAP Collaborative is viewed in a very positive light by people in many institutions and at varying levels of responsibility. It is not viewed as a top down directive with a mandated plan to follow. In fact, there are often calls for high levels of administration and the State to require certain actions tying the EAP to high stakes measures. Additional clarification of the organization and structure of the EAP Collaborative was sometimes requested, although several significant leaders of this movement are repeatedly recognized. Practitioners involved in the everyday implementation of Collaborative activities state the importance of this endeavor and express the need for ongoing shared participation by the Collaborative’s members. u Lt l i- 7 ‘32“. ' 137 {333$} .r ’} Emir? Lg ’ M." -. a s5; 9‘55“, W’u’m ’. i '7'*~"-‘3n:;5;i “@335: . , l 941;?“ < .3 ‘ \ h: , 1 N "aha" After Presentations 100 g i 80 ”1/ i l 60 l l / l j 40 / l i 1/ ‘ l 20 r” l / - - - ; W ”My“ l Planning l Training ; Admin Bole i H Ed Impact Counselors , l l I % responses y 42 5 i 5 l 45 3 j l Immediately Put In Place 3 i ! 100 g ./ g 80 / ,/ 60 // f 40 / ,, ‘ 2° - , i 0 / l ‘ = l / ‘ _-..w mw‘ , Planning Training l Admin Role» 1; fiigher Ed, Counselors i : ‘ I % responses ! 58 l 18 l 10 3 5 ’ 9 3 b—w‘”, ‘ ILL; #7.,fl:::_':_‘ 1,.s.,;,...'.:c__:;_;_1; “L4. 7 ,1. L._;.’_;.m 4:.wln” m» l "7, ,, ¥ -._ “l _ A”; 1 "WJ 1' i l ; Support Needed : i /,/' g 100 f s 80 ’t/ // Z 60 li/ 20 / #r ‘ 0 é/"/’ - I l ~ [ ; ‘ l f __ ,. 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