Microsoft Word - 2007-08 memo on IAA update.doc

FLORIDA DEPARTMENT OF EDUCATION

FLORIDA DEPARTMENT OF EDUCATION

STATE BOARD OF EDUCATION

Jeanine Blomberg

T. WILLARD FAIR,

Chairman

Commissioner of Education

Members

DONNA G. CALLAWAY

DR. AKSHAY DESAI

ROBERTO MARTÍNEZ

PHOEBE RAULERSON

KATHLEEN SHANAHAN

LINDA K. TAYLOR

May

, 2007

M E M O R A N D U M

TO:

District School Superintendents

Community

College

Presidents

FROM:

Jeanine Blomberg, Commissioner

SUBJECT:

Updated

Interinstitutional

Articulation Agreements

In support of Florida’s goals to promote the highest student achievement, seamless articulation, and

maximum access, school districts and community colleges are required to annually update their

Articulation Agreements. Agreements must be “completed before high school registration for the fall

term” and submitted to the Florida Department of Education, Office of Articulation, for review.

(Section 1007.235(2)(5), Florida Statutes)

The Interinstitutional Articulation Agreement (IAA) provides evidence of cooperative and collaborative

secondary to postsecondary partnerships and commitment to seamless K-20 education. This year, two

resources are available to help guide the process of developing an effective Interinstitutional Articulation

Agreement: the attached sample template and the

Community College Statement of Standards for Dual

Enrollment/Early College

The sample template provides formatted information related to the required components of an agreement.

This resource also serves as the Department review guide. Please remember to reference successful

strategies and activities that have reduced the need for remediation at the postsecondary institution, as this

represents one of the key elements identified as promising practice.

The Department of Education is urging joint school district and community college articulation commit-

tees to use the attached

Community College Statement of Standards for Dual Enrollment/Early College

the process of revising the IAA. In February 2007, the

Statement of Standards

was approved by the

Community College Council of Presidents and endorsed by the K-20 Articulation Coordinating Commit-

tee. This

Statement of Standards

was developed as a tool for communicating the Florida Community Col-

lege System’s commitment to ensure that Dual Enrollment/Early College courses are high-quality and

rigorous postsecondary courses. This is consistent with the same accreditation standards and academic

325 W. GAINES STREET, SUITE 1401 • TALLAHASSEE, FL 32399-0400 • (850) 245-0427 • www.fldoe.org

District School Superintendents

Community College Presidents

Page Two

May

, 2007

requirements for all postsecondary courses, irrespective of delivery location, as required by the standards

of the Commission on Colleges of the Southern Association of Colleges and Schools and by Florida law.

The

Statement of Standards

defines Dual Enrollment/Early College and summarizes the role of each

community college in providing oversight for this acceleration option. We hope that this document will

provide a better understanding for school districts, universities, and other constituent groups regarding the

postsecondary criteria which serve as the framework for Dual Enrollment/Early College. We strongly

encourage community colleges and school districts to fully incorporate this

Statement of Standards

into

the local IAA.

These partnerships demonstrate a commitment to program quality and increased student access to a broad

range of curricular options. The time and energy invested through the process of negotiation and

collaboration is greatly appreciated.

District agreements should be electronically submitted to Dr. Pamela Kerouac at

Pamela.Kerouac@fldoe.org by

Friday, August 17, 2007

. Agreements can be sent via fax or mail to:

Dr. Pamela Kerouac

Florida Department of Education, Office of Articulation

325 West Gaines Street, Suite 1401

Tallahassee, Florida 32399-0400

Fax: 850-245-9542

For additional assistance, please e-mail Dr. Kerouac or call (850) 245-9558.

HRS/pka

Attachments

Chancellor Cheri Yecke

Chancellor J. David Armstrong, Jr.

Chancellor Mark Rosenberg

State University System Admissions Directors

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, placement, testing, and dual enrollment

agreements beyond the scope of this document (such as agreements unique to a specific magnet

program, academy or school). Ason should include a list of these

agreements and any additional agreements with state universities or eligible independent colleges and

universities.

SAMPLE FORMAT

Interinstitutional Articulation Agreements

The Interinstitutional Articulation Agreement, as required by section 1007.235, Florida Statutes,

should begin with an introductory section that clearly identifies the parties involved, the term

(a beginning and ending date) of the agreement, the make-up of the Articulation Committee

involved in negotiating and drafting the agreement, and a description of the process by which the

agreement is renewed or terminated. Following the introductory information, consider these

required components:

Ratification of articulation agreements between the community college and school

district.

Courses and programs available to students eligible for dual enrollment, including a

plan for the community college to provide guidance services.

A brief description of the dual enrollment program, including statutory requirements (such as

exemption from the payment of tuition and fees) is an appropriate introduction to this section of the

agreement. The following reference to the 2006 legislative changes can be addressed in this section.

Beginning with students entering grade 9 in the 2006-07 school year, the revised language for section

1007.271, F.S., requires school districts to:

“weigh dual enrollment courses the same as advanced placement, International Baccalaureate, and

Advanced International Certificate of Education courses when grade point averages are calculated.

Alternative grade calculation, weighting systems that discriminate against dual enrollment courses are

prohibited.”

It is important for the community college to provide and coordinate services with district guidance

counselors regarding the selection of dual enrollment courses. When advising students about course

availability, the

Dual Enrollment Course Equivalency List,

approved by the Articulation Coordinating

Committee and State Board of Education, provides a great starting point. While this list identifies the

college courses guaranteed for credit required for high school subject areas, it does not list all dual

enrollment courses that count for subject area or practical arts elective credit. Current law allows for

any course in the Statewide Course Numbering System, to be offered as dual enrollment, with the

exception of remedial and physical education skills courses. The 2007-2008 implementation of the

A++ Secondary Redesign Act requires high schools to offer “Major Areas of Interest” (MAI). Each

year, districts can propose modifications and add courses that to Major Areas of Interest, which

presents an important opportunity for postsecondary institutions to share with district partners

suggested dual enrollment courses that can enhance the MAI. Using FACTS.org, students should

will result in a technology certificate, associates

degree, or baccalaureate degree. If the student intends to seek a baccalaureate degree, the plan must

include courses that meet general education and prerequisite requirements for entrance into the selected

baccalaureate degree program. It is not advisable for students to take excessive courses that will meet

neither general education nor common prerequisite requirements. The intent is to provide maximum

access while guiding students toward a well planned program of study.

This is the section to delineate the district and postsecondary institutional responsibilities for

promoting the dual enrollment program and notifying parents and students of the option to

participate? When and how will this be handled? Be specific. (Section 1007.271(5) F.S.)

Procedures for participation, along with firmly established deadlines, are essential to the

agreement. Explanations should address the application and associated forms for admission to the

program, required recommendations/signatures, designated contacts 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. Confusion and frustration often occur when the

high school and the college share conflicting information about procedures and deadlines. Provide

information about differing college and district term schedules and start dates. Without an official

resource, parents seek resolution with their school board, the college president, or the DOE; none

of which has the individual authority to make these decisions. Having these components clearly

documented saves considerable time and inconvenience.

Section 1007.271, F.S., establishes that students eligible for dual enrollment have an unweighted

GPA of 3.0 and demonstrate readiness for college coursework through scores on college

placement tests. List the specific cut scores required for enrollment (particularly if they vary by

discipline). Participation in career and technical dual enrollment requires a 2.0 unweighted GPA.

Additional requirements shall not arbitrarily prohibit students from participating in dual

enrollment courses. Clearly delineate any exception to the GPA requirement and/or any additional

community college admission requirements (such as high school grade level). In this section,

include promising practices, such as college reach-out or pilot programs that promote participation

and increase underrepresented student access and address critical workforce needs.

Delineate the responsibility for the initial screening and ongoing monitoring of participants in this

section or incorporate into “b” and/or “c” above. Point out the requirements for continued

participation in the program. Clearly identifying which GPA is being considered (the college or

high school), and how often the GPAs are reviewed. This will help avoid the potential dispute

when a student is dismissed from the program. A key advising point to share with parents and

students is that dual enrollment grades are calculated and recorded in the student’s college GPA

and transcript. This is a permanent record that four-year universities review, and can affect

admission decisions.

In addition to outlining the academic criteria for continued enrollment in the program, this section

is a good place to inform students about college campus expectations. Colleges often require that

dual enrollment students obtain parking permits and college library cards. College orientation

information provides a helpful introduction to the college campus experience. This section of the

agreement should identify behavioral expectations in dual enrollment courses taught on college

campuses and the code of conduct and consequences enforced. Maturity/discipline issues arise

and addressing them in the agreement leaves less room for dispute when these incidences occur.

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.

Eligibility criteria for student participation in dual enrollment courses and

programs.

Institutional responsibilities for student screening prior to enrollment and

monitoring enrolled students.

Dual enrollment courses are college courses with the identical content and learning outcomes

expected of all other college courses identified with the same statewide course prefixes and

numbers. Teachers of dual enrollment courses have college teaching credentials established by the

Southern Association of Colleges and Schools (SACS). This agreement must outline the

procedures for maintaining teacher quality and content integrity of courses, similar to the

guidelines in the Council of President’s Statement of Standards. Such procedures should include a

plan for recruiting, selecting and evaluating faculty and monitoring dual enrollment course

instruction taught on the high school and college campus.

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.

A strong agreement employs cost-sharing and cost-saving measures and considers the

effectiveness of combining resources to cover costs associated with the program. An important

point to remember is that school districts receive FTE funding for student participation in dual

enrollment courses, even when students attend courses taught on the college campus.

Cost-sharing, although not required, is strongly encouraged, particularly for the cost of instruction.

Though there are several variations of this model, a key cost-saver allows each entity to contribute

half of each instructor’s salary. The dollar figure, for example, can be calculated on a college

adjunct’s pay or the cost of a teacher overload.

Whatever the rate decided, each entity is

responsible for half that amount for each dual enrollment instructor. If the school district pays the

instructor’s salary, the community college would pay 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 instructor. The

opportunity for this financial balance provides incentive for both entities to actively recruit

instructors qualified to teach dual enrollment. Another cost-saving incentive could include tuition

free college coursework and professional development opportunities for district teachers to

advance their teaching qualifications and credentials needed to teach dual enrollment courses on

the high school campus.

While school districts are responsible for the purchase of 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, there can be a guaranteed use of a set of textbooks for 3 years from the

time of purchase, the costs associated with textbooks can be greatly diminished. Many districts

have cost-saving procedures that require students to return used dual enrollment textbooks to the

college bookstore at the end of the term, whereby the district receives textbook reimbursement for

the resale of used books. 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 should not compromise the quality or integrity of the course.

New instructional costs that colleges and districts should consider are the costs of licensing fees

for electronic media access. Today, many students are required to pay a fee for electronic media

access. Textbooks may continue to be re-used, but in contrast, the student may need to obtain an

updated CD-ROM or license fee for each course, that is generally not re-usable. Electronic access

is often password protected and does not become the property of the district or college. If the e-

access fee is a required component of the textbook purchase, the district and college must address

and delineate who will assume responsibility for these costs.

As required by law, students with disabilities must receive appropriate accommodations. Issues

related to this topic must be negotiated and delineated. Which entity covers the cost of

accommodations? Whose criteria determine the need for accommodations (K-12 or CC)?

Providing these details in the agreement helps avoid difficult situations that, while rare,

occasionally do arise.

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. A number of districts

have outstanding promising practices in terms of providing bus transportation to sites off campus.

Though most districts have partnership activities between the community college and school district

that serve to lessen the need for remediation when students enter postsecondary education, few

interinstitutional agreements adequately address this topic. This 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, develop

and implement strategies that will better prepare students for college course enrollment upon

graduation from high school; analyze the costs associated with the implementation of postsecondary

remedial education and secondary-level corrective actions; and identify and implement the strategies

for reducing such costs.

The results of the Articulation Committee’s analysis/assessment should be annually reported to the

district school board and community college board of trustees. It is worthwhile to describe a realistic

action plan in this section of the agreement. Examples of activities and strategies described in this

section include: federal, state, or local grant programs focused on remediation, CPT testing

agreements, co-sponsored after-school or summer tutoring/remediation programs, and collaborative

teacher-faculty initiatives.

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 a sequential program

of study leading to a postsecondary career and/or technical education degree or certificate. If such an

agreement exists, reference in this section and provide a copy 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.

Another opportunity to enhance articulation outcomes and document promising practices is to outline

the strategies and activities that address ongoing professional development of district teachers. The

plan should address 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 include curriculum content and the

utilization of new technologies that respond to local, state and national priorities.

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 and strategies for promoting “tech prep” programs of study.

A plan that outlines the mechanisms and strategies for improving the preparation of

elementary, middle, and high school teachers.

The final section of this agreement is the execution, which includes the appropriate

signatures of school district and community college representatives.

Reminders:

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.

This is the opportunity to provide assistance to districts; suggesting additional

dual enrollment courses that districts should propose for department approval as

courses that will count toward “Major Areas of Interest” offered at the high

schools. Dual enrollment courses can advance the program of study for MAIs,

enhance students’ Bright Futures scholarship eligibility, and increase acceleration

options.

Districts and Community Colleges are encouraged to include representatives

from local universities to participate in the development of articulation

agreements.

Districts are responsible for annually submitting updated copies of

Interinstitutional Articulation Agreements to the Florida Department of

Education, Office of Articulation by the start date of the fall term.

All agreements are reviewed in accordance with the provisions of the law.

Evidence of promising practice will be recognized. 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.

STATEMENT OF STANDARDS

DUAL ENROLLMENT/EARLY COLLEGE PROGRAMS

IN THE FLORIDA COMMUNITY COLLEGE SYSTEM

ADOPTED BY THE COUNCIL OF PRESIDENTS

February 23, 2007

Endorsed by the Articulation Coordinating Committee on February 28, 2007

Introduction

As required by the Southern Association of Colleges and Schools (SACS),

each of our community colleges

“must ensure appropriate levels of

student achievement and equivalent quality of programs regardless of

method of instruction or location of program.”

To that end, the following

Standards provide a statement of community college commitment to

ensuring that Early College/Dual Enrollment programs demonstrate the level

of academic rigor expected of all college courses and programs.

Definition

Section 1007.271, F.S., defines Dual Enrollment as the enrollment of an

eligible secondary student or home education student in a postsecondary

course creditable toward high school completion and a career certificate or an

associate or baccalaureate degree. Dual Enrollment does not include

remedial or physical education courses. In addition to the common placement

examination, student

qualifications for enrollment in college credit dual

enrollment courses must include a 3.0 unweighted grade point average,

and student qualifications for enrollment in career certificate dual

enrollment courses must include a 2.0 unweighted grade point average.

Early College/Dual Enrollment students are exempt from the payment of

registration, tuition, and laboratory fees.

Rigor

In contrast to other accelerated programs available in Florida, Early

College/Dual Enrollment allows students who meet program admission

eligibility criteria to take and earn credit in actual postsecondary

courses offered by a regionally accredited postsecondary institution

and taught by faculty credentialed per SACS Commission on Colleges

guidelines. Therefore, satisfactory completion of the course fulfills the

requirement for earning postsecondary credit. This postsecondary

credit is transferable to any public postsecondary institution in Florida

via the Statewide Course Numbering System as provided in Section

1007.24, F.S.

Role of the

Community

Colleges

The Florida Community College System works with local school districts,

private secondary schools and home school families to provide Dual

Enrollment or “Early College” postsecondary options to over 30,000 eligible

students annually. The term

Early College

is synonymous with “Dual

Enrollment” in the Florida Community College System.

Purpose of the

Standards

The Standards are measurable criteria of Early College/Dual Enrollment

elements that are the basis of quality programs. Community Colleges are

required to submit evidence of implementation of these Standards through

periodic program reviews conducted by the Division of Community Colleges,

Florida Department of Education.

Categories of

Standards

Students

Faculty

Curriculum

Environment

Assessment

Strategic

Planning

s f

r E

y C

e E

S1-Grade Point

Average (GPA)

In order to participate in Early College/Dual Enrollment,

students must meet

the GPA requirements, as specified in Florida Statute, (1007.271 F.S.)

for

the degree/certificate program selected. Any exceptions to the GPA

requirements must be noted in the Interinstitutional Articulation Agreement.

S2-Assessment

for Placement

Purposes

In order to participate in Early College/Dual Enrollment, students must

complete the required assessment tests (CPT, SAT/ACT, or TABE). Students

seeking to enroll in college credit coursework must

meet the same

placement test score requirements as all postsecondary students.

S3-Joint

AP/Early

College-Dual

Enrollment

For joint Dual Enrollment and Advanced Placement courses, as authorized in

Section 1007.272, F.S., students must comply with the add/drop policies and

deadlines of the postsecondary institution.

Under no circumstances will an

Advanced Placement student who does not take or pass the AP

examination be permitted to earn postsecondary credit for that course

through Dual Enrollment.

(Credit earned will be posted to the student

transcript as either college credit with a grade, or AP credit, but not both.)

s f

r E

y C

e F

F1-Faculty

Credentials

All full-time or adjunct faculty teaching Early College/Dual Enrollment must

meet SACS requirements/guidelines for postsecondary instructors in the

course/discipline.

Criteria are the same for all faculty teaching

postsecondary courses regardless of the location of the class (i.e.,

college campus, high school campus, or satellite site). The college is

responsible for ensuring that all Dual Enrollment/Early College courses

are taught by qualified faculty.

F2-Faculty

Transcripts

For SACS accreditation purposes, postsecondary transcripts of all full-time or

adjunct faculty teaching Dual Enrollment/Early College courses

must

be on

file with the community college, regardless of who (school district/college or

both) actually employs or pays their salary.

F3-Faculty

Handbook

All full-time and adjunct faculty teaching Dual Enrollment/Early College

classes

shall be provided with a copy of the current faculty and/or

adjunct faculty handbook, and are expected to adhere to the

professional guidelines, rules, and expectations therein.

Exceptions must

be noted in the Interinstitutional Articulation Agreement.

F4-Student

Handbook

All full-time and adjunct faculty teaching Early College/Dual Enrollment

classes

shall be provided with a current student handbook

detailing

add/drop and withdrawal policies, student code of conduct, grading policies,

critical dates, etc., and are expected to adhere to the guidelines, rules, and

expectations therein. Exceptions must be noted in the Interinstitutional

Articulation Agreement.

F5-Faculty

Liaison/Mentor

All adjunct faculty teaching Early College/Dual Enrollment classes shall be

provided with a full-time faculty contact or liaison in the same discipline.

F6-

Observation/

Evaluation of

Instruction

All full-time and adjunct faculty teaching Early College/Dual Enrollment

classes shall be observed by a community college faculty member or

administrator for evaluation purposes

using the same criteria

as for all other

full-time and/or adjunct faculty.

: S

s f

r C

C1-Course

Content

All courses taught as a part of Early College/Dual Enrollment

must meet the

postsecondary course content requirements

as specified in the Statewide

Course Numbering System.

C2-Course Plan

and Objectives

All full-time and adjunct faculty teaching Early College/Dual Enrollment

classes shall be provided with a copy of course plans/objectives for the

college course they are teaching. In addition, they will be provided with

additional requirements for Gordon Rule courses, if applicable. All course

objectives must be included in the instructional plan and “covered” per the

syllabus during the term.

C3-Syllabus

Requirement

All full-time and adjunct faculty teaching Early College/Dual Enrollment

classes shall file a copy of their current course syllabus with the

discipline/department chair prior to the start of each term. Content of the

syllabus must meet the same criteria as required for all college courses.

C4-Final Exam

All full-time and adjunct faculty teaching Early College/Dual Enrollment

classes shall file a copy of their course final exam with the college

discipline/department chair each term. The Vice President for Academic

Affairs will assign the responsibility for reviewing the exams for

comprehensiveness in assessing expected learning outcomes. Feedback will

be provided as appropriate to the instructor and the high school principal.

C5-Textbooks

and

Instructional

Materials

Textbooks/instructional materials used in Early College/Dual Enrollment

classes must be the same as or comparable to those used other

postsecondary courses at the college with the same course prefix and

number. The college will advise the school district of instructional material

requirements as soon as that information becomes available, but no later than

one term prior to a course being offered.

C6-Tests and

Assignments

Course requirements in terms of tests, papers, or other assignments for Early

College/Dual Enrollment students shall be at the same level, rigor or depth as

those for all non-Early College/Dual Enrollment postsecondary students.

C7-Grades

All full-time and adjunct faculty teaching Early College/Dual Enrollment

classes must observe college procedures/deadlines for submission of grades

in appropriate format. All faculty will be advised of college-wide grading

expectations/guidelines prior to teaching an EC/DE course.

y C

e C

e E

E1-Classroom

Early College/Dual Enrollment courses taught on a high school campus are

Atmosphere

expected to maintain a college-like atmosphere with minimal interruptions of

instructional time. Student behavior which is disruptive to the learning

environment may result in that student’s loss of EC/DE eligibility.

E2-Early

Students and parents/guardians of students enrolled in Dual Enrollment/Early

College Course

College courses will be advised of college course-level expectations,

Expectations

including, but not limited to the following:

Expectation of 2-3 hours of homework for each hour spent in class.

Firm assignment deadlines.

Any letter grade below a “C” will not count as credit toward

satisfaction of the Gordon Rule requirement; however, all grades are

calculated in a student’s GPA and will appear on their college

transcript.

All grades, including “W” for withdrawal, become a part of the student’s

permanent college transcript and may affect subsequent postsecondary

admission.

While appropriate for college-level study, course materials/class

discussions may reflect topics not typically included in secondary courses

which some parents may object to for “minors.” Courses are not “brought

down” to high school level to accommodate variations in student age

and/or maturity.

Students/parents

should

consult a community college counselor

and/or advisor

regarding the selection of courses to meet degree

requirements or for transfer to a specific course of study at another

institution.

All Early College/Dual Enrollment students are encouraged to work with a

E3-Educational

community college advisor to

develop a postsecondary Educational Plan

rather than enrolling in a random selection of college courses.

Planning

A1-Grade

Analysis of

Subsequent

Course Success

Colleges

shall conduct follow-up analysis on grades

of Early

College/Dual Enrollment students in subsequent college courses taken at

their institution to ensure that level of preparation and future success is

comparable with non-EC/DE postsecondary students. Reports shall be

shared/reviewed with the principal and local school district and the Division

of Community Colleges.

A2-

Course/Instructor

Evaluation

Institutions

shall conduct course/instructor evaluations

for Early

College/Dual Enrollment classes on the high school campus, consistent with

those used in all other community college classes.

A3-Consistency

in Standard

Assessments

Any course-, discipline-, college-, or system-wide assessments that a

postsecondary institution

requires

in non-Early College/Dual Enrollment

sections of a course shall also be used in all EC/DE sections of the course.

A4-Grade

Comparison of

Early College and

“Regular”

Student Grades

Institutions shall conduct follow-up on Early College/Dual Enrollment course

offerings to ensure that

grading standards and outcomes

are comparable

to non-EC/DE sections. Results will be shared with the principal, local

school district and the Division.

A5-Periodic

Program Review

Every three years the Division of Community Colleges will conduct a

thorough program review of all Early College/Dual Enrollment programs that

will include evidence of institutional implementation of the aforementioned

Standards, including the areas of assessment. This program review will

provide, but not be limited to, system-wide information on the performance

of Early College/Dual Enrollment students in subsequent courses in both

the Florida Community College System and the State University System.

Measures will include: participation and success rates of all students (also

disaggregated by ethnicity and gender), as well as subsequent

postsecondary enrollment and/or employment. The results of the program

review will be shared with the local school districts, the Commissioner and

the State Board of Education.

Minimum Performance Measure Summary:

Annual Participation Rate

Annual Participation Rate by gender/ethnicity

Grade Distribution for EC/DE students

Comparison of Grade Distribution for “regular” community college

students and EC/DE students

Postsecondary enrollment rate by prior year high school graduates

(both CC and SUS) by EC/DE students and non-EC/DE students;

(also disaggregated by ethnicity and gender)

Student success rate (grades) in postsecondary courses

subsequent to community college Early College/Dual Enrollment.

Comparison of student success rate in SUS courses for non-

EC/DE students with EC/DE students

c P

l A

n A

S1-Shared

Vision

Per statute, school districts and community colleges

must

annually develop/

revise and submit the Interinstitutional Articulation Agreement (IAA) aligned

with the district Student Progression Plan. Interinstitutional Articulation

Agreements

should

involve collaborative strategic planning and promote

effective management of resources. The agreements

must

delineate

institutional responsibilities to inform students and parents about articulated

acceleration program options, eligibility criteria to ensure college readiness,

the process for monitoring student performance, and the criteria by which the

quality of Early College/Dual Enrollment programs are to be judged. (Section

1007.235, F.S.)

S2-Articulation

and

Partnership

Implementation

Public schools and postsecondary institutions are

encouraged

to share

resources, form partnerships with private industries, and implement innovative

strategies, student and faculty workshops, and parental involvement activities

that serve the local needs of the educational community. Strategic

partnerships promote integrated and inclusive involvement that focus on a

shared return on the investment.

S3-Continuous

Improvement

The IAA

should

outline strategies for collaborative professional development

to improve instructional efficacy, encouraging teacher utilization of instructional

technologies, addressing critical needs, and supporting in-service initiatives.