Policy Overview

1. Policy Overview In-state or Out-of-State private institutions that want to operate in OK must be accredited by one of the following: Regional accrediting agency; National accrediting agency; or By the Oklahoma State Regents for Higher Education (OSRHE). Accredited institutions must follow procedures to initially establish a campus in OK. Chancellor “approves or recognizes” institution if documentation and accreditation status are in order. Public, private/independent, and out-of-state institutions’ accreditation status is monitored. Copies of evaluation reports must be sent to Chancellor. 3.1 Institutional Accreditation

2. Policy Overview Policy states that credit will transfer from a national accrediting agency on a course-by-course basis. Policy also states that credit from a regional accrediting agency will transfer into like programs at face value. Institutions renewing/updating Program Participation Agreements for Title IV purposes require a letter of authorization from the state. This includes public, private/independent, proprietary and out-of-state institutions. OSRHE will issue a letter if appropriate documentation is provided with the request. 3.1 Institutional Accreditation (continued)

3. Program Integrity Rules • On October 29, 2010, the United States Department of Education (USDE) released new “program integrity” regulations. These regulations set requirements for states to monitor and enforce statues and policy in their states in various areas including: • Distance education (including correspondence study and online learning); • state-by-state inventory • State Complaint Procedures; and • List of approved institutions in the state.

4. Program Integrity Rules • On June 5, 2012, the U.S. Court of Appeals agreed with a lower court ruling to ‘vacate’ the distance education portion (§600.9c) of the USDE’s ‘state authorization’ regulation. • It is important to note that this ruling affects only the federal regulation and its impact on federal financial aid. This outcome has no impact on the regulations of each state. Those regulations remain in effect and the states still expect you to follow their laws. That is, Oklahoma systems of higher education are expected to follow state requirements for authorization to delivery distance education to students within their boundaries. At least for the time being, there is no risk of federal enforcement of state requirements.

5. Program Integrity Rules • State Complaint Procedures: • Institutions must provide a process for current and prospective students to file third-party complaints with the accrediting agency and the state agency charged with oversight of institutions operating in the state. • Basic OSRHE process: • if student contacts OSRHE, a determination is made on whether the student has exhausted institutional procedures/appeals process, if they have not – send student back to institution, if student has exhausted appeals process – request permission to contact institution on student’s behalf. OSRHE staff stays in touch with student until it is determined that complaint/issues is resolved or adequately addressed. NOTE: The State Regents Institutional Accreditation policy has been revised to include language pertaining to the student complaint process.

6. This policy establishes minimum curricular requirements, criteria, and standards for admission to State System institutions, as well as retention standards. Students admitted into all associate and baccalaureate programs must meet these standards. The admission process has two criteria: Curricular Requirements Performance Requirements/Admission Standards Policy Overview 3.9 Institutional Admission and Retention

7. Policy Overview 3.9.3 Admission of First-Time Freshman: Curricular Requirements

8. Policy Overview 3.9.4 Admission of First-Time Freshmen: Performance Requirements Note: OU and OSU are authorized to set higher admission scores when approved by the State Regents. Specific scores for institutions are located in the Academic Affairs Procedures Handbook.

9. Policy Overview 3.9.4 Admission of First-Time Freshmen: Performance Requirements Note: Scores for institutions are located in the Academic Affairs Procedures Handbook.

10. Policy Overview Minimum High School Performance Criteria for Admission of First-Time-Entering Students at Community Colleges and Technical Branches: Students Seeking Admission to AA, AS, or Baccalaureate Degree Programs: Note: The five institutions offering AAS degrees, CU, LU, OPSU, RSU, and SWOSU (Sayre) will continue offering these degrees with an open admission policy for students within their geographic service area. Students wishing to transfer from AAS to AS, AA or baccalaureate degree programs must formally apply and meet both the curricular and performance admission standards.

11. Policy Overview Students admitted must meet curricular standards as defined in section 3.9.3 and must meet the high school performance criteria as defined in section 3.9.4. The only exceptions are students admitted in the following special admission categories: Special Non-Degree Seeking Student Alternative Admission Adult Admission Home Study or Non-Recognized Accredited or Unaccredited High Schools Opportunity Admission Category Correspondence Study Enrollment Summer Provisional Admission Program (Research and Regional Universities) Summer Provisional Admission Program: Curricular Deficiencies (Regional Universities) Concurrent Enrollment of High School Students 3.9.6 Special Admission

12. Institutional Admission and Retention: End of Instruction Examinations and College Admission • Starting with the May 2012 high school graduating class, students will need to pass 4 of 7 end of instruction examinations to receive a high school diploma. • Students who do not pass the required 4 of 7 are admissible under the following conditions: • Community colleges using policy section 3.9.6.C.2 [Adult Admission]; • Regional and research universities using policy section 3.9.6.B [Alternative Admission]; OR • NOTE: institutions may admit up to 8 percent of the number of previous year’s freshman or 50 students, whichever is higher, who do not meet regular admission criteria • The president may request to the Chancellor an exception to policy if regional or research universities want to exceed their 8 percent or 50 students: • 3.9.4.A.1 Minimum High School Performance Criteria for Admission of First-Time-Entering Students at Research Universities; or • 3.9.4.B.1 Minimum High School Performance Criteria for Admission of First-Time-Entering Students at Regional Universities. NOTE: Students must be considered high school graduates to be eligible for OKPromise, institutional [e.g., OKC-GO], and state scholarships. Additionally, students must have a high school diploma or its equivalent to have access to federal financial aid [Pell Grants, federal student loans, work study, etc].

13. Concurrent Enrollment Concurrent enrollment must include opportunities for high school students to achieve college credit through a collegiate experience: On a college campus in a course with college students; At an off-campus site that originates on campus in a course with college students; At an off-campus site with a regular program of study and with college students; or At other off-campus sites (including in the home and including the use of synchronous or asynchronous instruction) and taught by regular faculty from the institution. Concurrent enrollment students are not eligible for secondary institutional assessments. 3.9.6.I Concurrent Enrollment of High School Students

14. Concurrent Enrollment Faculty teaching courses for concurrently enrolled high school students must be primarily employed and eligible for full-time faculty status at the institution offering the course. High school students concurrently enrolled in college courses may continue concurrent enrollment in subsequent semesters if they achieve a college GPA of 2.0 or above on a 4.0 scale. Students falling below 2.0 GPA on a 4.0 scale are not eligible for subsequent semester concurrent enrollment. NOTE: Concurrent enrollment student transcripts are not to have academic suspension or notice denotations for those students who fall below the retention standard.

15. Concurrent Enrollment 2012-2013 admission standards for high school seniors: NOTE: Students must also provide the following: 1) a signed statement from the high school counselor or principal stating that they are eligible to satisfy requirements for graduation from high school no later than spring of the senior year; 2) a letter of recommendation from the counselor; and 3) written permission of a parent or legal guardian. *OU also requires a 3.0 GPA or ranking in the top 50%

16. Concurrent Enrollment 2012-2013 admission standards for high school juniors: NOTE: Students must also provide the following: 1) a signed statement from the high school counselor or principal stating that they are eligible to satisfy requirements for graduation from high school no later than spring of the senior year; 2) a letter of recommendation from the counselor; and 3) written permission of a parent or legal guardian.

17. Concurrent Enrollment Tuition Waiver Oklahoma high school seniors. Up to six credit hours of tuition only per semester (including summer). Only for students who have completed the junior year and have not graduated. Home-schooled students eligible for one academic year only.

18. Policy Overview 3.9.8 Retention Standards • Retention GPA requirements: • A student will be placed on academic probation if the following standards are not met: • Credit Hours Attempted: GPA Required • 0-30 semester credit hours ≥ 1.7 • Note: Students are put on academic notice • with a GPA of 1.7 to less than 2.0 • Greater than 30 semester credit hours ≥ 2.0 NOTE: Students dropping below 2.0 are placed on academic probation for one semester. If 2.0 is not achieved in regularly graded coursework (including repeats/academic reprieves), they are suspended.

19. Policy Overview Purpose: establish a uniform system of grading for State System Institutions. Defines symbols and grading terms. Outlines the transcript as the official document issued by an institution with student information that is a complete and accurate reflection of a student’s academic career. Academic Forgiveness Provisions: Repeated Academic Reprieve Academic Renewal Reporting Academic Standing (retention standards/requirements, cumulative GPA and retention/graduation GPA). Note all academic probation/suspensions. 3.11 Grading

20. The purpose of the policy is to provide a framework to evaluate learning that takes place outside of the formal higher education structure. The framework provides a systematic and comparable means through which students might be awarded credit for extrainstitutional learning. System institutions should develop institutional policies for evaluating extrainstitutional learning and for awarding credit consistent with this policy. Once recorded, credit is transferrable on the same basis as earned through regular study at the awarding institution. Policy Overview 3.15 Credit for Extrainstitutional Learning

21. Policy Overview State System institutions awarding credit for extrainstitutional learning must validate credit on a course-by-course basis. The following publications and methods are acceptable for validating extrainstitutional learning for awarding credit: ACE, PONSI, AP, Portfolio, IB, institutionally prepared exams, etc. Individual review of individual portfolios using Council for Adult and Experiential Learning or other standardized guidelines. Extrainstitutional credit must be validated by successful completion of 12 or more credit hours at the awarding institution before placed on the student’s official transcript. Students eligible to receive credit for extrainstitutional learning must be enrolled or eligible to re-enroll at the awarding institution. 3.15 Credit for Extrainstitutional Learning (continued)

22. The purpose of this policy is to establish standards and procedures for offering electronic media and traditional off-campus courses and programs and for the operation of designated learning sites. Currently, approval is required if the institution meets the following: 100 percent of the courses in the major are offered through online delivery or other computer mediated format; or The program is advertised as available through online delivery or other computer mediated format. A comprehensive process is required if an institution has never been approved to offer a program through online delivery. Policy Overview 3.16 Electronically Delivered and Traditional Off-Campus Courses and Programs

23. Policy Overview Once an institution has a program approved for electronic delivery, subsequent programs may be submitted through an abbreviated process, which can be found in Academic Affairs policy if the program meets one of the two criteria noted in the previous slide. The process for requesting additional existing programs (new programs must be requested through the Academic Program Approval Policy) through online delivery or other computer-mediated format is for the President to send the following information to the Chancellor: Letter of intent; Name of the program; Delivery method/s; Information related to student demand and employment demand using Oklahoma Employment Security Commission and Bureau of Labor Statistics employment projections; and Cost and financing. 3.16.10 Program Approval Procedures for Online Programs

24. Policy Revision 3.1 Institutional Accreditation • At the May 25, 2012 meeting, the State Regents approved revisions to the Institutional Accreditation policy. As background, on October 29, 2010 the United States Department of Education (USDE) released new program integrity regulations to increase oversight of student federal financial aid within states. • The regulation created a need for OSRHE policy to include a statement regarding student complaint procedures to guide students and educational institutions. • The changes outlined below were incorporated into current policy to align with the federal regulation: • A definition for physical presence was added to provide guidance in determining what constitutes the need to become coordinated with the OSRHE to operate as a college or university in Oklahoma and award college credit or degrees; • A statement was added indicating that for programs otherwise exclusively online, physical presence would not include media advertisements or entering into an arrangement with any business, organization, or similar entity located in Oklahoma for the purposes of providing a clinical, externship, internship, student teaching, or similar opportunity; and • Language was added establishing a new section in the Institutional Accreditation policy that directs institutions to formalize a student complaint and appeal process for students enrolled in either in- or out-of-state institutions while living in Oklahoma. • NOTE: There are no changes to current practices, but rather places language in policy to provide better guidance to institutions and students.

25. Summary of Amended Change: It was discovered that the Academic Affairs In-State/Out-of-State Status of Enrolled Students policy did not contain a reference to the Budget and Fiscal Affairs policy regarding Oklahoma National Guard, which outlines the treatment of Oklahoma National Guard students who may be classified as out-of-state students according to policy. The minor revision clarifies and links Chapter 3 Academic Affairs In-State/Out-of-State Status of Enrolled Students policy with the Chapter 4 Budget and Fiscal Affairs Student Tuition and Fees policy pertaining to the Oklahoma National Guard tuition waiver. The recommended change provides increased guidance to State System institutions. “Full-Time Active Duty Military Personnel” for the purposes of this policy, are members of the armed forces who are on active duty for a period of more than 30 days (means active duty under a call or order that does not specify a period of 30 days or less). Personnel and their spouse and dependent children may be classified upon admission as in-state as long as they are continuously enrolled. “Armed Forces” means Army, Navy, Air Force, Marine Corps and Coast Guard. Such term does not include full-time National Guard duty. For details regarding the Oklahoma National Guard, refer to Chapter 4 Budget and Fiscal Affairs policy section 4.18.5.j pertaining to eligibility requirements for the tuition wavier. Policy Revision 3.17 In-State/Out-of-State Status of Enrolled Students

26. Policy Revision 3.2 Functions of Public Institutions • The policy revision is on the State Regents’ June agenda for approval. • Proposed policy changes include: • Regional Universities – a statement was added referring institutions to criteria in the Academic Program Approval policy for program requests outside an institution’s programmatic function. • Community Colleges – an editorial change was added to the statement regarding referring institutions to criteria in the Academic Program Approval policy for program requests outside an institutions programmatic function. • The rationale for the revised policy language is to ensure that during times of severe fiscal and budget constraints, programs requested outside an institution’s programmatic function meet particular criteria and requirements to justify offering programs outside the approved function. • These criteria are similar to the current new program approval process, but require more detailed documentation related to demand; evidence that collaboration with institutions with related programs to meet the demand are not feasible; community colleges and technical branches must address capacity and infrastructure if requesting a baccalaureate degree; and full and sustained funding resources must be demonstrated and documented.

27. Policy Revision 3.4 Academic Program Approval • The policy revision is on the State Regents’ June agenda for approval. • Summary of proposed changes: • 3.4.1 – Non-substantive editorial changes were made to the purpose section of policy. • 3.4.2 – Definitions for academic plan, consortial agreement, dual degree program, joint degree program, reverse transfer, and substantive change were added to provide increased guidance for institutions seeking to establish collaborative efforts. • 3.4.3 – The revisions to the instructional programs and courses section are non-substantive and language regarding certificates were added to provide guidance to State System institutions regarding levels of instructional programs when submitting new program requests. • 3.4.4 – The program request procedures represent non-substantive editorial revisions and language regarding an institution’s letter of intent (LOI). The new LOI language provides institutions with 45 days from the date of the systemwide LOI to request a copy of the new program request form. • 3.4.5 – Revisions to the new program request criteria represent substantive changes. Language was added to strengthen criteria and provide guidance for State System institutions when submitting new program requests that are outside their current programmatic function.

28. Policy Overview Undocumented Students Guidance Document titled, “Undocumented Immigrant Students” located in the procedures manual will have a cover page explaining the nomenclature changes (from residence/non-residence to in-state/out-of-state) – no other changes expected at this time. Undocumented students are admissible to State System colleges and universities whether they are Category I, II, or Oklahoma’s Promise students if they comply with policy requirements. They must meet policy requirements to be eligible for tuition waivers or state scholarships. Oklahoma’s Promise has separate requirements. Category I – students enrolled in a degree program at a State System institution during the 2006-07 year or any prior school year who received a resident tuition benefit pursuant to the pre-HB 1804 statute and pre-HB 1804 State Regents’ policy are “grandfathered” and remain eligible for resident tuition and state financial aid under the pre-HB 1804 law and pre-HB 1804 policy. 3.17.6 Undocumented Students

29. Policy Overview Category II – students enrolling in a postsecondary education institution in 2007-08 and thereafter. These students are subject to the new restrictions under HB 1804 and the State Regents’ policy that became effective November 1, 2007. Oklahoma’s Promise – While students participating in Oklahoma’s Promise also fall into either Category I or Category II, SB 820 provides unique treatment of these students with respect to their eligibility to receive the Oklahoma’s Promise award. 3.17.6 Undocumented Students (continued)

30. Policies Slated for Revision 3.25 Professional Programs – incorporate OUHSC’s Doctor of Science in Rehabilitation Science, Doctor of Nursing Practice, Doctor of Audiology, and Doctor of Public Health and LU’s Doctor of Physical Therapy 3.26 Ardmore Higher Education Program (AHEP) –Legislation was passed in Spring 2012 to change the name of the Ardmore Higher Education Center to the University Center of Southern Oklahoma. Several policies will need to change to reflect the name change, including: 3.2 - Functions of Public Institutions 3.8 - Approval of Changes in Academic Structure and Nomenclature 3.16 - Electronically Delivered and Traditional Off-Campus Courses and Programs 3.26 - Ardmore Higher Education Program

31. Status of Remedial Redesign Efforts 3.19 Assessment and 3.20 Remediation Revisions to these two policies are currently tabled Assessment committee has become a working group On April 12, 2012, consistent with the Complete College America and Compete to Complete national initiatives, the Oklahoma State Regents for Higher Education facilitated a systemwide Invitational Summit on Remedial Reform contributing to national- and state-level efforts to address the educational pipeline challenges. The summit consisted of concurrent sessions in which public colleges and universities engaged in reviews of existing remedial education programs in effort to identify remedial reform best practices that promote more timely completion and improvements to learning outcomes. Through the Council of Presidents and the Council on Instruction, higher education systems will determine general parameters of acceptable instructional delivery, assessment, and placement strategies that will guide reform activities and inform the new policy framework. Project framework will allow for inclusion of CCA consultants as well as National Center for Academic Transformation, Education Commission of the States, and their developmental education redesign strategies and support. Transforming developmental education will involve academic content and assessment experts, enrollment managers, faculty, and other individuals involved with assessment, developmental education, and remediation.

32. Procedures Handbook Overview Other Helpful Information: Definitions Reports and due dates Accreditation Procedures for Recognition Closed schools/record information Intensive English Program list Forms and Reference Information ACT/SAT Concordance Table Procedures Handbook is updated annually or as necessary through the COI. Your input is needed if helpful information is missing or something needs to be changed/corrected – please contact José or Gina.

33. So…please ask questions.

34. Assessment, Remediation and K-20 issues

35. Common Core State Standards (CCSS) & Partnership for Assessment of Readiness for College and Careers (PARCC)

36. PARCC States States have agreed to collaborate on the development of college-ready assessments given in high school that can be used to signal whether students have acquired the prerequisite knowledge and skills for entry-level, credit-bearing college courses. 18 Governing States • Arizona • Arkansas • District of Columbia • Florida • Georgia • Illinois • Indiana • Louisiana • Maryland • Massachusetts • Mississippi • New Jersey • New Mexico • New York • Ohio • Oklahoma • Rhode Island • Tennessee 6 Participating States • Alabama • Colorado • Kentucky • North Dakota • North Dakota • South Carolina

37. Expected Outcomes • Engage K-12 and higher education in a discussion of what in the Common Core State Standards is most important for students to know to be college-ready. • Identify how PARCC states currently define college and career readiness to inform discussions around the design of high school assessments and college ready performance expectations. • Receive early input from higher education faculty and high school educators on key high school design decisions • Map out the process for recommending the PARCC high school model, including opportunities for key faculty representatives and K-12 and higher education leaders from all PARCC states to provide input into design recommendations.

38. Create High-Quality Assessments Flexible/Optional • End-of-Year • Assessment • Innovative, computer-based items • Mid-Year Assessment • Performance-based • Emphasis on hard to measure standards • Potentially summative • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills • Early Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD • ELA/Literacy • Speaking • Listening Summative assessment for accountability Formative assessment 38

39. Timeline Sept. 2012 First year field testing and related research and data collection begins Sept. 2013 Second year field testing begins and related research and data collection continues Sept. 2014 Full administration of PARCC assessments begins Summer 2015 Set achievement levels, including college-ready performance levels Oct. 2010 Launch and design phase begins Sept. 2011 Development phase begins

40. Timeline Initial tasks • Identify one faculty member representing entry-level English and one representing entry-level mathematics to attend February 16-17 meeting of all PARCC states • Coordinate with State Department of Education • Identify all faculty to be involved in the implementation of PARCC • Attend PARCC webinars June 9-14 • Gather math faculty feedback on assessment model on June 17 • Establish an advisory group for Oklahoma • Integrate with CEP and Assessment Policy review

41. Steps taken in Oklahoma • Assessments will be piloted in 2012-2013/2013-2014 and implemented in 2014-2015. • Oklahoma mathematics faculty recommend that students be required (1) to pass a mathematics course during the senior year or pass a college course concurrently and (2) to take another placement test if not enrolled in college directly from high school or if required to take a course other than College Algebra or General Math. • There is an Oklahoma House interim study questioning whether CCSS and PARCC are federal overreach and unfunded mandates. Superintendent Barresi is consistently responding to all audiences that both are critical to improving PreK-12 education.

42. Steps taken in Oklahoma • Mathematics, English and teacher education faculty participate in implementation meetings and webinars; Oklahoma is represented by Dr. Tamara Carter, Director of the Mathematics Department at OCCC, and Dr. Matthew Hollrah, Director of First-Year Composition and Assistant Professor of English at UCO. • Faculty members serve on Technical Working Groups for PARCC; Oklahoma currently is represented by Sara Ann (Sally) Beach, Ph.D., Professor of Literacy Education and Director of Ruby Grant Reading Research Initiative at OU, for ELA/Literacy content. • HELT participates in assessment meetings and webinars with the state K-12 lead team. • Achieve, Inc. conducts visits to all governing states to discuss with higher education groups; Oklahoma was visited on October 31, 2011.

43. Steps taken in Oklahoma • COI monthly updates and opportunity for input (since January 2011) • Presentations to Faculty Advisory Council (March 2011, March 2012), COSA (June 2011), CEP (September 2011), and OACRAO (October 2011) • Oklahoma mathematics advisory group meeting (June 17) to provide input on (1) how the cut-score will be set and (2) the length of time that could elapse between the final PARCC assessment and the commencement of the college-level mathematics course • Participation of higher education institutional staff and faculty in SDE’s Reac3h Network Summits (August 2011, September 2011, April 2012) to promote the implementation of CCSS with the school districts

44. Steps taken in Oklahoma • Annual PARCC higher education grants to cover $1,200 travel and stipends expenses to attend implementation meetings • OCCC and Oklahoma City School District are participating in the College Board Affinity Network kick-off event designed to implement CCSS • Meetings for faculty and high school teachers are being planned to identify curricular gaps and design transitional/bridge courses • SDE is deploying 60 coaches to assist school districts. Most will be housed at technology centers; 2 at OPSU.