FLORIDA DEPARTMENT OF EDUCATION
?
STATE BOARD OF EDUCATION
?
JIM HORNE
Commissioner of Education
F. PHILIP HANDY,
Chairman
T. WILLARD FAIR,
Vice Chairman
Members
LINDA J. EADS, ED.D.
CHARLES PATRICK GARCÍA
JULIA L. JOHNSON
WILLIAM L. PROCTOR, PH.D.
LINDA K. TAYLOR
MEMORANDUM
TO:
?
District School Superintendents
Community
College
Presidents
FROM:
?
Sharon Koon
DATE:
?
March 11, 2004
SUBJECT:
?
District Interinstitutional Articulation Agreements
Section 1007.235(2), Florida Statutes, requires that the “district interinstitutional articulation
agreement for each school year must be completed before high school registration for the fall
term of the following school year.” As required by law, the Department of Education will be
reviewing all updated agreements, and copies will be requested from each district in May.
The second page of this memo outlines the components that must be contained in your
agreement, along with some hints for successfully negotiating an agreement that provides for
maximum access, while finding win-win solutions to financial challenges. The Office of
Articulation is available to provide technical assistance as you develop your agreement. You may
contact Dr. Laura Hébert in the Office of Articulation at Laura.Hebert@fldoe.org or by phone at
850-245-9558.
Cc: Community College Council on Instructional Affairs Vice Presidents
Assistant Superintendents for Instruction
High School Principals
Articulation Officers
Sharon Koon
Director
Office of Articulation
325 W. GAINES STREET • SUITE 1401 • TALLAHASSEE, FL 32399-0400 • (850) 245-0427 • www.fldoe.org
1.
the school district.
2.
including a pl
3.
An analysis of problems and corrective actions.
education and secondary-level corrective actions.
4.
5.
f
elementary, middle, and high school teachers.
f
f an
semester.
l
i
If, for example,
ished. With
There is a statewide Dual Enrollment
Future Education Handbook. This list provides hi
The
course offerings.
Deadlines.
i
parents are given conflicti
school and the college.
@
g
It’s that time! A copy of your
updated Agreement will be
requested by the Department
of Education in May. The following components, at a minimum, must
be contained in your agreement:
A ratification of all existing articulation agreements between the community college and
Courses and programs available to students eligible to participate in dual enrollment,
an for the community college to provide guidance services.
The process by which parents and students are notified of the option to participate.
The process by which students and parents exercise their option to participate.
High school credits earned for completion of a dual enrollment course.
High school graduation requirements met through completion of dual enrollment
courses.
Eligibility criteria for student participation in dual enrollment courses and programs.
Institutional responsibilities for student screening prior to enrollment, and monitoring
of enrolled students.
Criteria by which the quality of dual enrollment courses and programs are to be
judged and maintained.
Institutional responsibilities for the cost of dual enrollment courses and programs.
Responsibility for providing student transportation.
Mechanisms and strategies for reducing the incidence of postsecondary remediation in
math, reading, and writing for first-time-enrolled recent high school graduates.
Mechanisms currently being initiated.
Anticipated outcomes.
Strategies for the better preparation of students upon graduation from high school.
An analysis of costs associated with the implementation of postsecondary remedial
The identification of strategies for reducing costs of the delivery of postsecondary
remediation for recent high school graduates.
Mechanisms and strategies for promoting "tech prep" programs of study.
A plan that outlines the mechanisms and strategies for improving the preparation o
Helpful Hints
The dual enrollment component of the agreement represents a significant
portion of the overall agreement and generally proves to be among the most
difficult sections to effectively negotiate. A strong dual enrollment agreement
protects both the students and the institutions, provides win-win solutions to
financial challenges, and allows for maximum access. Districts that report
the greatest satisfaction with their dual enrollment programs typically have
successfully negotiated:
Cost-sharing for the “cost o instruction”.
For a pure dual enrollment class, each
entity can contribute toward the cost of the instructor (for example, half the cost o
adjunct if it’s a community college instructor, or half the cost of a teaching overload if it’s
a high school teacher). Each entity can bill the other accordingly, at the end of each
A good mix of community col ege instructors and high school teachers will
provide for a balance in the funds paid out and those received.
Textbook Adoption Timetables.
While school d stricts 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.
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 dimin
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.
Courses to be Made Available to Students.
Course Equivalency List that is available on the DOE web site and in the Counseling for
gh school credit transfer guarantees, as
well as Bright Futures subject area equivalencies for hundreds of college courses.
list is a great starting point, but should not be viewed as the limits of dual enrollment
Courses to be offered beyond the state list (with their locally
designated high school credit equivalencies) should be clearly delineated.
Procedures for participation, along w th firmly established deadlines, are
essential to the agreement. Confusion and frustration often occur when students or
ng information about procedures and deadlines from the high
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.
If you need assistance with your articulation agreement contact
Dr. Laura Hébert at Laura.Hebert
fldoe.or
or 850-245-9558.
Have You Updated Your Interinstitutional
Articulation Agreement?
Section 1007.235(2), Florida Statutes, requires “The district interinstitutional articulation
agreement for each school year must be completed before high school registration for the fall
term of the following school year.”
