SAMPLE FORMAT
Interinstitutional Articulation Agreements
Between School Districts and Community Colleges
The Interinstitutional Agreement, as required by section 1007.235 of Florida Statutes, should begin
with an introductory section that clearly identifies the parties involved, the term (a beginning and
ending date) of the agreement, and the make-up of the local Articulation Committee that has
negotiated/drafted the agreement. The process by which the agreement is renewed or terminated
should also be included. Following the introductory information, the components required in each
agreement are:
1.
?
A ratification of all existing articulation agreements between the community college and the
school district.
indep
ges and universities.
This section attests to the ratification and modifications of all other agreements between the
community college and the school district. Such agreements might include plans involving career
education center / community college transfers; Tech Prep; testing; scholarships; and dual
enrollment agreements beyond the scope of this document (such as agreements unique to a specific
magnet program, academy or school), to name a few. As provided by law, this section should
include a list of these agreements and any additional agreements with state universities or eligible
endent colle
2.
Courses and programs available to students eligible to participate in dual enrollment,
including a plan for the community college to provide guidance services.
Enrollment Course Equivalency List
A brief description of the dual enrollment pr
s
t
u
d
e
n
t
s
’
e
x
emp
t
i
o
n
f
r
om
t
h
e
p
a
yme
n
t
o
f
t
u
i
t
i
o
n
a
n
d
f
e
e
s
)
i
s
a
n
a
p
pr
o
p
r
i
a
t
e
i
n
t
r
o
d
u
c
t
i
o
n
t
o
t
h
i
s
s
e
c
t
i
o
n
o
f
t
h
e
a
g
r
e
eme
n
t
.
I
n
a
d
d
r
e
s
s
i
n
g
t
h
e
c
o
u
r
s
e
s
a
nd
p
r
o
g
r
a
ms
ava
i
l
a
b
l
e
t
o
s
t
u
d
e
n
t
s
,
t
h
e
Dual
is a great starting point, because these courses have been
approved by the Articulation Coordinating Committee. This list clearly delineates the high school
credits to be awarded and the subject area in which these accelerated courses can be applied toward
graduation requirements, but should not be viewed as the limits of dual enrollment course offerings.
Each district’s agreement should take into consideration local needs including magnet programs,
academies, workforce demands, and access to other acceleration mechanisms. Courses to be offered
beyond the state list (along with their locally designated high school subject/credit equivalencies)
should be clearly delineated at this point in the agreement. Limitations on enrollment due to class
size restrictions can be included at this point as well.
The community college is responsible for providing guidance services to participating students on
the selection of courses in the dual enrollment program. The process by which these services will
be provided should be outlined in this section. Each student, preferably through the use of
FACTS.org, should develop a plan that includes a list of courses that will result in an Applied
Technology Diploma, an Associate in Science degree, or an Associate in Arts degree, OR, if the
student identifies a baccalaureate degree as the objective, the plan must include courses that will
meet general education and any prerequisite requirements for entrance into the selected
baccalaureate degree program. The intent is to provide maximum access while guiding students
toward a well thought out program of study. It is not advisable for students to take excessive
courses that will meet neither general education nor common prerequisite requirements in college.
Advising is the key to students making appropriate selections, and the advising practices that
support student course selection should be clearly articulated in this section.
Sample Format: Interinstitutional Articulation Agreements
1
courses that will meet neither general education nor common prerequisite requirements in college.
Sample Format: Interinstitutional Articulation Agreements
1
- 2 -
a. The process by which parents and students are notified of the option to participate.
Be sp
This is the point where institutional responsibilities are delineated. Who will notify parents and
students of the option to enroll in dual enrollment courses and how and when will this be done?
ecific.
b. The process by which students and parents exercise their option to participate.
all be covered in the agreement.
Procedures for participation, along with firmly established deadlines, are essential to the agreement.
The application/forms for admission to the program, the recommendations/signatures required for
participation, the person to whom parents and/or students submit their paperwork, the process by
which students register and withdraw from courses, maximum course loads, grade forgiveness,
weighting of dual enrollment course grades, and the process by which grades are distributed should
Confusion and frustration often occur when students or parents are
given conflicting information about procedures and deadlines from the high school and the college.
Without an official resource, parents seek resolution with their school board, the college president,
or the DOE, none of which has the ability to single-handedly make these decisions. Having these
components clearly articulated saves everyone considerable time and inconvenience.
c.
Eligibility criteria for student participation in dual enrollment courses and programs.
The
Any exception to the
grade level)
y delineated at this p
greement.
Students must have an unweighted GPA of 3.0 and demonstrate readiness for college coursework
through scores on the Common Placement Test to participate in college credit dual enrollment.
specific cut scores required for enrollment (particularly if they vary by discipline) should be listed.
Participation in vocational dual enrollment requires a 2.0 unweighted GPA.
GPA requirement and/or any additional program admission requirements (such as high school
must be clearl
oint in the a
d.
Institutional responsibilities for student screening prior to enrollment, and monitoring
enrolled students.
“c” above.
The delineation of responsibility for the initial screening and ongoing monitoring of participants
must be included in the agreement, either at this point or previously incorporated into “b” and/or
Requirements for continued participation in the program must be covered. Clearly
identifying which GPA is being considered (the college or high school), and how often the GPA’s
are reviewed can help avoid the inevitable dispute when a student is dismissed from the program.
In addition to outlining the academic criteria for continued enrollment in the program, this section
is a good place to identify behavioral expectations in dual enrollment courses, and which entity’s
code of conduct and consequences will be enforced. Maturity/discipline issues arise regularly, and
addressing them in the agreement leaves less room for dispute when these incidences occur.
Sample Format: Interinstitutional Articulation Agreements
2
e.
Criteria by which the quality of dual enrollment courses and programs are to be judged and
maintained.
of courses.
faculty and monitoring of rse content.
Dual enrollment courses are college courses with identical content and outcomes as the regular
college courses with the same prefixes and numbers. Dual enrollment instructors must meet the
teaching credentials established by the Southern Association of Colleges and Schools (SACS).
This agreement must outline the procedures for maintaining the teaching and content integrity
Such procedures should include a plan for recruiting, selecting and evaluating
cou
f.
Institutional responsibilities for the cost of dual enrollment courses and programs.
is a realistic
If the school
instructor.
and willing to teach dual enrollment.
Which
need for accommodations (K-12 or CC)?
The financial challenges associated with dual enrollment can be overcome with a strong
agreement that employs cost-sharing and cost-saving measures. Combining resources
way to cover the costs associated with the program.
Cost-sharing, although not required, is strongly encouraged, particularly for the cost of instruction.
Though there are several variations of this model, the key cost-saver is having each entity
contribute half of each instructor’s salary. The dollar figure, for example, might be based on a
college adjunct’s pay or the cost of a teacher overload. Whatever the rate decided upon, each
entity would be responsible for half that amount for each dual enrollment instructor.
district pays the instructor’s salary, the community college would pay to the school district half
the agreed upon cost of an instructor. Conversely, if the community college pays the instructor’s
salary, the school district would pay to the community college half the agreed upon cost of an
A good mix of community college instructors and high school teachers will provide for
a balance in the funds paid out and those received by each entity. The opportunity for this
financial balance provides incentive for both entities to actively recruit instructors who are able
While school districts are responsible for the purchase of their students’ textbooks, the two entities
can come to an agreement on a reasonable length of time for the use of “class sets” of dual
enrollment textbooks. If, for example, districts can be guaranteed use of a set of textbooks for 3
years from the time of purchase, the enormous cost associated with textbooks can be greatly
diminished. With the exception of those areas with rapidly changing technology (which can be
specified in the agreement), most academic texts can be used effectively for much longer than
they typically are used. Though this may involve compromise on the part of the instructors, it
does not compromise the quality or integrity of the course.
Students with disabilities must be accommodated as required by law in dual enrollment classes.
Several issues related to this topic should be negotiated and spelled out in this agreement.
entity covers the cost of accommodations? Whose criteria are adhered to when determining the
Providing these details in the agreement helps avoid
difficult situations that, while rare, arise from time to time. Other costs associated with the
program can employ cost-sharing as well, and negotiating these financial arrangements is an
important aspect of developing a sound agreement.
Sample Format: Interinstitutional Articulation Agreements
3
g.
Responsibility for providing student transportation.
This section should clearly outline who is responsible for the cost of transportation for courses
taught at locations other than the high school campus. If it is the student’s responsibility to
provide his/her own transportation, this should be stated in the agreement.
3.
Mechanisms and strategies for reducing the incidence of postsecondary remediation in math,
reading, and writing for first-time-enrolled recent high school graduates.
E
T
It is worthwhile
Though most districts have partnership activities between the community college and school
district that serve to lessen the need for remediation when students enter the community
college, few Interinstitutional agreements adequately address this topic.
xamples of mechanisms described in this section might be: federal, state, or local grant
programs focused on remediation, CPT testing agreements, co-sponsored after-school or
summer tutoring/remediation programs, collaborative teacher-faculty initiatives, etc.
his section should specify the process by which the local articulation committee will: analyze
the unique problems that have been identified in this district and develop corrective actions;
measure and communicate outcomes; collaborate on the development of strategies for better
preparation of students upon graduation from high school; analyze the costs associated with the
implementation of postsecondary remedial education and secondary-level corrective actions;
and identify the strategies for reducing such costs.
The results of the articulation committee’s analysis/assessment must be provided annually and
reported to the district school board and community college board of trustees.
to include a realistic plan for such in this section of the agreement.
4.
Mechanisms and strategies for promoting “tech prep” programs of study.
Many districts have a separate “tech prep” articulation agreement in place that thoroughly
addresses a plan to make students aware of the program, promotes enrollment, and articulates
students through a sequential program of study leading to a postsecondary career or technical
education degree or certificate. If such an agreement exists, it should be referenced in this
section and provided as an appendix to this agreement. Districts that do not have a separate
“tech prep” agreement must address the components discussed in the previous paragraph at this
point in the Interinstitutional agreement.
5.
A plan that outlines the mechanisms and strategies for improving the preparation of elementary,
middle, and high school teachers.
Eight to
http://www.fldoe.org/Strategic_Plan/.
This section of the agreement must outline a plan for the school district and community college to
address the ongoing preparation of teachers in the district. The plan should cover both pre-service
and in-service activities developed with the intent of improving teacher preparation at all levels
and addressing local critical teacher shortages. Pursuant to s. 1007.235 (3), F.S., professional
development programs should be developed to include curriculum content and the utilization of
new technologies that respond to local, state and national priorities. This would be a great place to
align your professional development activities with Florida’s strategic imperatives. The “
Be Great!”
strategic imperatives can be found on the web at
Sample Format: Interinstitutional Articulation Agreements
4
The final section of this agreement is the execution, which includes the appropriate signatures of
school district and community college representatives.
Reminders:
9
The district school superintendent is responsible for incorporating, either directly or by
reference, all dual enrollment courses contained within the district interinstitutional
articulation agreement within the district school board’s student progression plan.
9
?
Districts can submit a request to the Office of Articulation, to review Dual Enrollment
courses not currently offered on the
Dual Enrollment Course Equivalency List.
This annual
review is conducted by faculty committees and evaluated for high school and college credit
based on mastery of outcomes determined by the Department of Education in accordance
with s. 1007.271(6).
9
?
All agreements will be reviewed in accordance with the provisions of the law. Compliance
reports will be publicly reported and areas of confirmed non-compliance will be addressed.
For additional information or assistance in completing your interinstitutional articulation agreement,
contact Dr. Pamela Kerouac at Pamela.kerouac@fldoe.org or 850-245-9558.
Sample Format: Interinstitutional Articulation Agreements
5