Dr. Eric J. Smith
FLORIDA DEPARTMENT OF EDUCATION
STATE BOARD OF EDUCATION
T. WILLARD FAIR,
Chairman
?
Commissioner of Education
Members
DR. AKSHAY DESAI
ROBERTO MARTÍNEZ
PHOEBE RAULERSON
KATHLEEN SHANAHAN
LINDA K. TAYLOR
July 16, 2008
M E M O R A N D U M
TO:
?
District School Superintendents
Community
College
Presidents
FROM:
?
Dr. Eric J. Smith
SUBJECT:
?
Request for Submission of 2008-2009 Interinstitutional Articulation Agreements
Section 1007.235(2)(5), Florida Statutes, requires school districts and community colleges to annually
update their Interinstitutional Articulation Agreements. These agreements are to be completed prior to
the fall term and submitted to the Florida Department of Education, Office of Articulation, for review.
The Interinstitutional Articulation Agreement (IAA) provides evidence of cooperative and collaborative
secondary to postsecondary partnerships and commitment to seamless K-20 education. To help guide the
process of developing an effective IAA, the attached template provides an explanation for each of the re-
quired components of an agreement. This resource also serves as the Department review guide. Please
be sure 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.
Also included as an attachment is the
Community College Statement of Standards for Dual Enroll-
ment/Early College
. Approved by the Community College Council of Presidents and endorsed by the K-
20 Articulation Coordinating Committee, the
Statement of Standards
defines Dual Enrollment/Early Col-
lege and summarizes the role of each community college in providing oversight for this acceleration op-
tion. It was developed as a tool for communicating the Florida Community College System’s commit-
ment to ensuring that Dual Enrollment/Early College courses are rigorous, high-quality postsecondary
courses consistent with the accreditation standards and academic requirements for all postsecondary
courses, irrespective of delivery location. Community colleges and school districts are advised to fully
incorporate this
Statement of Standards
into the local IAA.
The cooperative development of these agreements demonstrates a commitment to program quality and
increased student access to a broad range of curricular options. The time and energy invested in the proc-
ess of negotiation and collaboration is greatly appreciated.
325 W. GAINES STREET • TALLAHASSEE, FL 32399-0400 • (850) 245-0505 • www.fldoe.org
District School Superintendents
Community College Presidents
Page Two
July 16, 2008
Agreements (with signature page scanned) should be submitted electronically to Dr. Shruti Graf at
Shruti.Graf@fldoe.org by
Friday, August 29, 2008
. Signed copies of the agreements can also be sent via
fax or mail to:
Dr. Shruti Graf
?
Florida Department of Education, Office of Articulation
?
325 West Gaines Street, Suite 1401
?
Tallahassee, Florida 32399-0400
?
Fax: 850-245-9542
?
The Department is exploring the development of a web-based articulation agreement submission system
and repository that will facilitate sharing of best practices and promote continued collaboration among
districts and colleges. We are requesting that in addition to electronic submissions in the manner de-
scribed above, agreements also be submitted via a web-based survey form. For many, submitting agree-
ments through the web-based survey form will be a simple cut-and-paste directly from an existing elec-
tronic format. To access the web-based form, click on the following hyperlink:
District Interinstitutional Articulation Agreement Web Response Form
The additional submission through the web-based survey form is not required. However, your voluntary
submission through this survey form will act as a catalyst to the development of a statewide articulation
agreement repository that will enable the sharing of information among districts and colleges as well as
provide a single access point for students and parents on local articulation policies.
For additional assistance or specific questions relating to the content/requirements of the agreements,
please contact Dr. Heather Sherry at Heather.Sherry@fldoe.org or (850) 245-0427.
HRS/da
Attachments
c:
?
Chancellor Frances Haithcock
Chancellor Will Holcombe
Florida Organization of Instructional Leaders
Community College Council on Instructional Affairs
SAMPLE FORMAT
? ?
Interinstitutional Articulation Agreements
? ?
Between School Districts and Community Colleges
? ?
The Interinstitutional Agreement, as required by section 1007.235, Florida Statutes, should begin
with an introductory section that clearly identifies the parties involved in the agreement, 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.
This section attests to the ratification of all other agreements between the community
college and the school district. Such agreements might include: career and technical center /
community college transfer agreements; Tech Prep/Programs of Study agreements; testing
agreements; scholarship agreements; and dual enrollment agreements beyond the scope of
this document (such as agreements unique to a specific magnet, academy or school), to
name a few. It would be appropriate to insert a list of these agreements in this section.
2.
Courses and programs available to students eligible to participate in 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 students’ exemption from the payment of tuition and fees) is an appropriate introduction
to this section of the agreement. In addressing the courses and programs available to
students, the
Dual Enrollment Course Equivalency List
is a great starting point, but should
not be viewed as the limits of dual enrollment course offerings. Each district’s agreement
should take into consideration local needs including magnets, academies, workforce
demands, and access to other acceleration mechanisms. Courses offered beyond the
Dual
Enrollment Course Equivalency List
(along with their locally designated high school
subject/credit equivalencies) should be clearly delineated at this point in the agreement. In
addition, this section should include a listing of the dual enrollment courses that are offered
by the local community college and, therefore, available to students as part of the Major
Areas of Interest.
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 the general education requirements and any prerequisite
requirements for entrance into the selected baccalaureate degree program. 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
a.
The process by which parents and students are notified of the option to participate.
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? Be specific.
b.
The process by which students and parents exercise their option to participate.
Procedures for participation, along with firmly established deadlines, are essential to the
agreement. The agreement should contain specific information regarding the following:
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.
Confusion and frustration often occur when students or parents are
given conflicting information about procedures and deadlines from the high school and the
college.
c.
Eligibility criteria for student participation in dual enrollment courses and
programs.
Students must have an unweighted GPA of 3.0 and demonstrate readiness for college
coursework through scores on the Common Placement Tests (as established in State Board
of Education Rule 6A-10.0315) to participate in college credit dual enrollment.
Participation in career and technical certificate dual enrollment requires a 2.0 unweighted
GPA. Any exception to the GPA requirement and/or any additional program admission
requirements (such as high school grade level) must be clearly delineated at this point in the
agreement.
d.
Institutional responsibilities for student screening prior to enrollment, and
monitoring enrolled students.
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 “c” above. Requirements for continued participation in the
program must be covered including a clear identification of which GPA is being considered
(the college or high school), and how often the GPAs are reviewed.
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.
Legislative Note:
Senate Bill 1908, passed during the 2008 Legislative Session, includes a
provision requiring the IAA (pursuant to s. 1007.235, F.S.) to stipulate that the college
granting the postsecondary credit for a dual enrollment course is responsible for assigning
grades for those courses. School districts are prohibited from changing any grade (once
assigned by the college) when posting it to the high school transcript.
Sample Format: Interinstitutional Articulation Agreements
2
e.
Criteria by which the quality of dual enrollment courses and programs are to be
judged and maintained.
Dual enrollment courses are college courses both in content and outcomes. 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 of courses. Such procedures should include a plan for
recruiting, selecting and evaluating faculty and monitoring of course content. This is the
section of the agreement that should make reference to the
Dual Enrollment Statement of
Standards
. It is recommended that a copy of the
Statement of Standards
be incorporated
into the agreement as an attachment.
f.
Institutional responsibilities for the cost of dual enrollment courses and programs.
The financial challenges associated with dual enrollment can be overcome with a strong
agreement that employs cost-sharing and cost-saving measures. Combining resources is a
realistic way to cover the costs associated with the program. Specific instructional cost
arrangements should delineated in this section of the agreement. For example, who pays for
the instructor?
While school districts are responsible for the purchase of their students’ textbooks, there are
a variety of ways to handle the textbook process. How textbooks are selected, the length of
time for use, the manner in which students obtain their books, book return policies, etc.
should all be specifically delineated in the agreement.
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. Which entity covers the cost of accommodations? Whose criteria are adhered
to when determining the need for accommodations (K-12 or CC)? Providing these details
in the agreement helps avoid difficult situations that, while rare, arise from time to time.
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 or her own transportation, this should be stated in the
agreement.
Sample Format: Interinstitutional Articulation Agreements
3
3.
Mechanisms and strategies for reducing the incidence of postsecondary remediation in
math, reading, and writing for first-time-enrolled recent high school graduates.
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.
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 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.
Legislative Note:
Senate Bill 1908, passed during the 2008 Legislative Session, requires
that assessments be used by high schools in evaluating the college readiness of selected
students prior to 12
th
grade (beginning in 2008-09). High schools are also required, to the
extent practicable to provide 12
th
grade students who score below the minimum cut scores
with remedial instruction prior to graduation. A new course to address this requirement is
in the process of obtaining approval and will be added to the Course Code Directory for use
by the 2008-09 school year.
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 and, when appropriate, an industry credential. If
such an agreement exists, it should be referenced in this section and provided as an
appendix to this agreement.
5.
A plan that outlines the mechanisms and strategies for improving the preparation of
elementary, middle, and high school teachers.
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.
6.
?
The final section of this agreement is the execution, which includes the appropriate
signatures of school district and community college representatives.
For additional information or assistance in completing your interinstitutional articulation
agreement, contact Dr. Heather Sherry at Heather.Sherry@fldoe.org or 850-245-0427.
Sample Format: Interinstitutional Articulation Agreements
4
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
1
Students:
Standards for Early College Eligibility
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 (
s.
1007.271)
,
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.)
Faculty:
Standards for Early College Faculty
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.
Students:
Standards for Early College Eligibility
Faculty:
Standards for Early College Faculty
2
Curriculum: Standards for Content/Syllabi/Exams/Grades
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.
Environment:
Early College Class/Course Expectations
E1-Classroom
Atmosphere
Early College/Dual Enrollment courses taught on a high school campus are
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
College Course
Expectations
Students and parents/guardians of students enrolled in Dual Enrollment/Early
College courses will be advised of college course-level 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 General Education requirement or 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
Curriculum: Standards for Content/Syllabi/Exams/Grades
Environment:
Early College Class/Course Expectations
3
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.
E3-Educational
Planning
All Early College/Dual Enrollment students are encouraged to work with a
community college advisor to
develop a postsecondary Educational Plan
rather than enrolling in a random selection of college courses.
Assessment/Accountability
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:
1.
Annual Participation Rate
2.
Annual Participation Rate by gender/ethnicity
3.
Grade Distribution for EC/DE students
4.
Comparison of Grade Distribution for “regular” community college
students and EC/DE students
5.
Postsecondary enrollment rate by prior year high school graduates
Assessment/Accountability
4
(both CC and SUS) by EC/DE students and non-EC/DE students;
(also disaggregated by ethnicity and gender)
6.
Student success rate (grades) in postsecondary courses
subsequent to community college Early College/Dual Enrollment.
7.
Comparison of student success rate in SUS courses for non-
EC/DE students with EC/DE students
Strategic Planning:
Interinstitutional Articulation Agreements
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.
Strategic Planning:
Interinstitutional Articulation Agreements
5
