CALIFORNIA COMMUNITY COLLEGES Doing What MATTERS ™ K-14 PATHWAYS- REGIONAL TECHNICAL ASSISTANCE PROVIDER MID PENINSULA, SILICON VALLEY, SANTA CRUZ/MONTEREY 4.0
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CALIFORNI A COMMUNITY COLLEGES
Doing What MATTERS™
K-14 PATHWAYS- REGIONAL TECHNICAL ASSISTANCE PROVIDER
MID PENINSULA, SILICON VALLEY, SANTA CRUZ/MONTEREY
4.0
TheNorth&EastBayCollegeandCareerPathwaysConsortium(NEBPC) isacollaborativeof14
community colleges and18K – 12 school districts inAlameda, ContraCosta,Napa, Solanoand
Sonoma counties. The Southwest Bay Area Career Pathways Consortium (SWBACPC) is a
collaborativeof14communitycollegesand18K–12schooldistrictsinMonterey,SanMateo,Santa
ClaraandSantaCruzcounties.Theconsortiaareworkingtobuildaregionalcommunityofpractice
that increases successful transition of high school students into post-secondary certificate and
degreeprogramsthataligntotheircareerinterests,aswellastohigh-wage,high-growthcareer
pathwaysinthegreaterBayRegion.Theconsortiaalsosupportsdevelopmentofregionalalignment
amongtheCaliforniaCareerPathwayTrustConsortiathroughouttheBayRegion.
Contra Costa Community College District is the lead agency for the SB 1070 Career TechnicalEducation(CTE)PathwaysProgramGrantthatfundstheNEBPC.
• FoothillCollegeservesasfiscalagenttotheSB1070grantfortheSWBACPC.
FundedbySB1070CareerTechnicalEducationPathwaysProgramGrant
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Table of Contents Overview&Purpose.........................................................................................................................................3
Definitions.......................................................................................................................................................4
BenefitsofArticulation....................................................................................................................................6 ForHighSchoolStudentsandParents...................................................................................................................6 ForHighSchoolTeachersandCollegeFaculty.......................................................................................................6 ForAdministratorsandBoardMembers...............................................................................................................6
GuidingPrinciples.............................................................................................................................................7 RecommendationsforanEffectiveProcess......................................................................................................8 CCCAcademicSenateBestPractices.....................................................................................................................8 CCCAcademicSenateRecommendations.............................................................................................................9 BayAreaGeneralGuidelineBestPractices............................................................................................................9 RecommendedMustHaves-ForProgramEffectiveness.......................................................................................10
ArticulationinPractice...................................................................................................................................12 Instructions:HighSchoolStudent.......................................................................................................................12 Instructions:HighSchoolFaculty........................................................................................................................12 Instructions:CollegeFaculty...............................................................................................................................13
ApplyingforArticulatedCredit.......................................................................................................................15 CareerandTechnicalEducationManagementApplication(CATEMA).................................................................15 Mt.SanJacintoCollegeProcess..........................................................................................................................16 SantaRosaJuniorCollegeCreditbyExam(CBE)Process.....................................................................................17
Appendix........................................................................................................................................................19
InformationforStudents&Parents................................................................................................................20
ProcessExamplesfromSelectCollegesStatewide..........................................................................................21 DiabloValleyCollege.........................................................................................................................................................21 Mt.SanJacintoCollege.....................................................................................................................................................23 MoorparkCollege..............................................................................................................................................................24
RegulatoryGuidance......................................................................................................................................25 Article5.AlternativeMethodsforAwardingCredit,§55050–55051..............................................................................25 ResidencyRequirement....................................................................................................................................................26
SamplePolicyDocuments/BoardPolicy..........................................................................................................28
ArticulatedCourseandtheUC/CSUHonorsGPABump..................................................................................30
Policy,PracticeandResearchResources.........................................................................................................32
ArticulationResearchReferences...................................................................................................................34
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OVERVIEW&PURPOSE
Over the past two decades, hardworking career technical education (CTE) practitioners have spent countless hoursattemptingtosupportcollaborationbetweensecondaryandpostsecondary(communitycollege)facultytodevelopseamlesstransitions in CTE programs within a pathway, program of study and/or sequence of courses through non-duplicativesequencesoflearningsupportedbyarticulationagreements.Whilesignificantprogresshasbeenmadeinlocalprograms,theworkhasnotresulted inaclear,transparent,usefulsystemthatassistsstudents,parentsandeducatorstomaximizetheopportunitiesofferedbyCTEprograms.
Withtheemphasisondeveloping,maintaining,andenhancingeffectivecareerpathwaysthroughSB1070andtheCaliforniaCareer Pathways Trust (CCPT), it is incumbenton the secondary andpostsecondary systemsand leadership to agreeoncommon,efficientpracticeforCTEcourse-to-coursearticulationthatsupportsstudentsintheirpathways,programsofstudy,andtransitionstohighereducation.
Theprocessofdevelopingarticulationagreementsisbasedoncollaborativeeffortsbetweenthecommunitycollegefacultyandhighschoolinstructors.Whiletheprimarybenefitistostudents,thiscollaborativeprocesshasasecondarybenefitofenhancing communication between secondary and postsecondary faculty, sties, and must be supported by resourcesidentifiedbyeachcollegeanddistrictpartner.TheprocessidentifiedinthisdocumentrelatestoCTEarticulation.
Since course-to-course articulation requires considerable effort on the part of each system to establish and maintainagreements,aswellasdevelopandmaintainprocedurestoensurethetranscriptionofcollegecredit,collegesanddistrictsareurgedtoconsiderdualorconcurrentenrollmentoptionsasviablealternatives.
THEPURPOSEOFTHISHANDBOOKISTO:1. Promotecommoncourse-to-coursearticulationpracticeacrosstheserviceareasoftheNEBPCandSWBACPC.2. Provideaconvenientandcentralizedrepositoryatwhichstakeholderscanfindgeneralinformation,uniform
proceduresandbestpracticesabouthighschool-to-collegearticulation.3. Recommendguidingprinciplestopromotelocal,regionalandpreferablystatewidecourse-to-courseCTEarticulation
practices.4. Clarifyfederalandstateregulatoryrequirementsvs.localpractice.
5. Providesystemapproachrecommendationsforeffectiveandstudent-centeredpracticesthatwillguideCTEsecondary-to-postsecondaryarticulationprocedures.
6. Recommendcommondefinitionsforusestatewide.
7. Provideinformationonarticulationpractices,procedures,andpoliciesthatare:
• studentcentered,• accessibleoncollegeandhighschoolwebsiteswhichareeasytonavigate,• transparent,and• easilyunderstood.
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DEFINITIONS
ARTICULATION—Aplannedprocessthatlinkstwoormoreeducationalinstitutionstogethertofacilitateasmoothtransitionforstudentstomovefromonecourse,program,oreducationalleveltothenext.Itspurposeistocoordinatepoliciesandpracticesamongsectorsoftheeducationsystem,minimizingoreliminatingcourserepetition.Successfulcompletionofanarticulatedcourseassuresfacultythatthestudenthastakentheappropriatecourse,receivedthenecessaryinstructionandpreparation, and that similar outcomes can be assured, enabling progression to the next level of instruction.(http://ciac.csusb.edu)
ARTICULATIONAGREEMENT—Awrittencommitmentthatisagreeduponatthestatelevelorapprovedannuallybytheleadadministratorsofasecondaryinstitutionandapostsecondaryeducationalinstitution;orasub-baccalaureatedegree-grantingpostsecondaryeducationalinstitutionandabaccalaureatedegree-grantingpostsecondaryeducationalinstitution;andtoaprogram that is designed to provide students with a non-duplicative sequence of progressive achievement leading totechnicalskillproficiency,credential,certificate,ordegree;andlinkedthroughcredittransferagreementsbetweenthetwoinstitutions.(PerkinsIVAct)
ADA—AverageDailyAttendance
CREDITBYEXAMINATION(CBE)—Studentsreceivecollegecreditforcompletingarticulatedcourseworkbaseduponawrittenexamination,orotherdemonstrationofcoursemastery.Thecontent/formatof thisdemonstration is thepurviewof thecollegefacultymember.Theexammaybethefinalexaminthecourseatthesecondarysiteoranadditionalexamtakenatthecollege.Inaddition,aminimumgradeinthesecondarycoursemayberequired,asdefinedbythearticulationagreementforthecourse.
CATEMA—CareerandTechnicalEducationManagementApplication.Thisisonlinesoftwarethatisusedtoawardstudentscreditthrougharticulation.
CONCURRENT ENROLLMENT—An arrangement that allows high school students to enroll in postsecondary courses, forpostsecondarycredit,butusuallynotforhighschoolcredit.Generally,studentsaretaughtbycollegefaculty,eitheratthecollegeorhighschool,orthroughdistanceeducation.(www.ecs.org/clearinghouse/28/11/2811.pdf)
COR—Course Outline of Record or Course Outline. This is the official district-level course outline for the course that isarticulated.Ateacher’ssyllabus isnotaCOR.Theformatforcourseoutlinesvarybydistrict,butataminimum,theCORshouldinclude
course title, course summary, length of the course in hours,number of credits or units awarded upon completion,prerequisites if any,student learning outcomes or course objectives (skills and competencies), measurementmethods,requiredequipment,andrequired/recommendedtextbooks.
DUALENROLLMENT—Programsthatallowhighschoolstudentstoenrollincollegecoursesandearncollegeandhighschoolcreditssimultaneously,therebyexposingthemtotheacademicrigourofpostsecondaryeducation.(Karp,Bailey,Hughes,andFermin,2004,p.1)
POSTSECONDARY—Forthepurposeof thisdocument, thetermpostsecondarymeanscommunitycollegesorcommunitycollegedistricts.
ROP—RegionalOccupationalProgram/CenterSECONDARY—For thepurposeofarticulation, the termsecondary generallymeanshighschoolorROP.However, itmayincludeadultschoolsandothersecondarysites.TRANSCRIPTEDCREDIT—Theprocessofpostingarticulatedcoursestothestudent’sofficialcollegetranscript.
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UNITS/CREDITS—Anumericalvalueassociatedwithacourse.Atypicalsecondarycourseis5–10creditsandatypicalcommunitycollegecourseis3–5units.
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BENEFITSOFARTICULATION
ForHighSchoolStudentsandParents
• Minimizescourseduplication,andreducescostsforstudents• Allowsstudentstoearnbothhighschoolandcollegecreditand/oradvancedplacementincollegeprograms• Providesincentiveforstudentstocontinuetheireducation• Facilitatesstudenttransitionfromhighschooltocollege• Preparesstudentsforhighereducation• Givesstudentsamorepositiveattitudeaboutschoolandincreasedself-confidenceasevidencedbysimilar
accelerationtopostsecondarymodels• Resultsincollegetranscriptaftercompletingthearticulatedhighschoolcourse• Encouragesstudentenrollmentatcommunitycollege• Qualifiesstudentstobeplacedinthenextcourseinthesequence• Eliminatesstudentfeesformosthighschoolstudents.SomestudentpopulationssuchasAB540oradultprograms
maynotbeeligible
ForHighSchoolTeachersandCollegeFaculty
• Highschoolinstructorsgainfirst-handknowledgeofarticulatedcollegeprograms• Collegestaffgainfirst-handknowledgeofthearticulatedhighschool,ROP,andadultprograms• Establishesanintegratedprogramtoencouragelifelonglearning• Providesincreasedcooperation,understanding,knowledgeofthearticulatedcollegeprograms• Providesincreasedcooperation,understanding,andincreasedrespectandcollegialityamongarticulated
instructorsofthesecondaryandpostsecondaryinstitutions• Demonstratestoinstructorsthathow/whattheyareteachingisconnectedwithalllevelsofeducation• Keepsinstructorsabreastofstate-of-thearttechnologythroughconcentrationofsharedtraining,equipment,
staff,andfacilities• HighschoolinstructordoesnothavetomeetminimumqualificationsspecifiedbytheCaliforniaCommunity
CollegesChancellor’sOffice• ProvidesADAtohighschoolandthecollegeearnssuccessfulcoursecompletions
ForAdministratorsandBoardMembers
• Increasesenrollmentinandpromotesmoreenthusiasmandinterestinthearticulatedcourse• Increasesstudentsuccess• Increasescooperationbetweenhighschoolsandcolleges• Highschoolinstructorsgainfirst-handknowledgeofthearticulatedcollegeprograms• Collegestaffgainfirst-handknowledgeofthearticulatedhighschool,ROP,andadultprograms• Givesstudentsamorepositiveattitudeaboutschoolandincreasedself-confidenceasevidencedbysimilar
accelerationtopostsecondarymodels• HighschoolinstructordoesnothavetomeetminimumqualificationsspecifiedbytheCaliforniaCommunity
CollegesChancellor’sOffice• ProvidesADAtohighschoolandthecollegeearnssuccessfulcoursecompletions
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GUIDINGPRINCIPLES
1. Collegesanddistrictswilleliminaterestrictionson,orrequirementsof,secondarystudentswhoearncreditforacollege-level course that is completed in high school, linked to a community college course via an articulationagreement,beyondthoseminimumconditionsandisimposedbyEducationCodeandTitle5.Secondarystudentswillnotberequiredtocompletecourseworkatacollegetobeawardedcreditforacollege-levelcoursecompletedinhighschoolthatislinkedtoacommunitycollegecourseviaanarticulatedagreement.ManyCaliforniacommunitycollegeshavedelayedgrantingcreditforarticulatedCTEcoursesthatstudentshavecompletedwhileinhighschooluntil thestudentshavecompletedaminimumnumberofunitsat thecommunitycollege,apracticesometimesreferredtoascreditinescrow.Thecredit-in-escrowprocessisnolongeranacceptablepractice.
2. Secondary studentswho have completed college-level courseworkwhile in high school, in a course linked to acommunity college course via an articulation agreement, will be awarded college credit on an official collegetranscriptnolaterthanJune30ofeachyearfollowingthetermofcompletion.Transcriptedcreditwillbenotatedonthestudent’sofficialcollegetranscriptascreditbyexam(CBE/CEorothercode).
3. Gradesawardedforcourseslinkedtoacommunitycollegecourseviaanarticulationagreementwillbeaccordingtotheofficialcourseoutlineofrecord.Collegesmayrequirespecificgradestoearnarticulatedcredit.GradesofAorBhavebeendeterminedasthebestpracticerangeforgrades.
4. Secondary studentswill not be required to complete comprehensivematriculation processes at a college to beawardedcreditforacollege-levelcoursecompletedinhighschoolthatislinkedtoacommunitycollegecourseviaanarticulationagreement.Forsuchstudents,collegeenrollmenttosecureauniqueidentifierandensureaccuracyofthestudentrecordisthesolerequirement.
5. Secondary studentswho have completed college-level courseworkwhile in high school, in a course linked to acommunity college course via an articulation agreement, may opt not to post articulated credit to a collegetranscript.However,oncecreditistranscripted,itwillnotberemoved.
6. Secondary studentswho have completed college-level courseworkwhile in high school, in a course linked to acommunitycollegecourseviaanarticulationagreement,shallnotbesubjecttofeesforthepostingofcollegecreditorotheractivitiesrelatedtothearticulatedcoursework.
7. Articulatedcourseworkandunitsearnedwillbeappliedtocollegecourseandprogramrequisitesandrequirementsinthesamemannerasthecollegecourse.However,theunitsarenoteligibleforapplicationtotherequired12unitsinresidencerequiredfortheawardoftheassociatedegree.
8. Secondarydistrictsandcolleges/districtswillnotdeveloparticulationagreements that result in thewaivingofacertificateordegreerequirementwithoutthetranscriptionofacourseandgrade.Thisoption,permittedbyTitle5Section55051,doesnotallowforportabilityofcreditorapplicationtotherequirementsfortheassociatedegreeandmustbeavoided.
9. Successfulcourse-to-coursearticulationforCTErequiresconsiderableinvestmentofresourcesbybothsecondaryandpostsecondarypartners.Dualandconcurrentenrollmentoptionsmayprovideamoreefficienttransitionforhighschoolstudents.Course-to-coursearticulationshouldbereservedforpathwaysthatcannotbeservedbydualorconcurrentenrollmentoptions.
10. Statewide, secondary studentswill experience common procedures for secondary-to-postsecondary CTE coursearticulationtoensureequityinaccesstothebenefitsofcompletingcollege-levelcourseworkwhileinhighschool.
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RECOMMENDATIONSFORANEFFECTIVEPROCESS
CCCAcademicSenateBestPractices
In an effort to inform secondary to postsecondary activities occurring on community college campuses statewide, theAcademic Senate for California Community Colleges has developed the following summary of effective practices. Thissummaryprovidesastep-by-stepguidetodevelopingeffectiveCBEprotocolsforawardingcollegecreditbasedonarticulatedhighschoolcourses.
1. CollegesadoptarticulationpoliciesthatallowforcoursestaughtathighschoolsandROPstobearticulatedforboththewaiverofcollegecourserequirementsandforcollegecredittobeearnedbyexam.
2. CollegesadoptpoliciesregardingCBEforarticulatedhighschoolcoursesthatpermittheawardingofcreditwithouta
residency requirement. The credit earnedmust be noted on the transcript as being earned by examination. Localdiscussions should establish what limits, if any, to place on the units a studentmay be awarded for CBE for botharticulatedhighschoolcoursesandingeneral.
3. Onceappropriatepolicieshavebeenadopted,proceduresandpracticesmaybeputintoeffect.Thesepracticesshould
bepublishedinamediumthatallowsallinvolvededucatorstohaveclarity.Collegesshoulddevelopprintmediathatexplainthepractices,indetail.Flowchartsandhandbooksareeffectivedocumentstoservethispurpose.
4. Articulationagreementscreatedfollowingtheapprovedpracticesandpoliciesofthecollegeshouldincludedetailsof
thecoursecontent,aswellastheexpectationfortheCBEassessment,asdeterminedbythecollegefaculty.Ifaminimumgradeinthearticulatedcourseisrequiredtobeeligiblefortheawardingofcredit,thisrequirementshouldbeindicated.
5. Students enrolled in articulated courses must be informed of the opportunity for college credit and provided an
opportunitytoopt-inforcredit. EffectivepracticesmayincludeavisittoclassroomsbyacollegerepresentativeandstudentcompletionofaCBEenrollmentform.
6. Studentswhohaveopted-inforcollegecreditmustapplytothecollegetobeadmittedandobtainacollegeidentification
number.Atthispoint,studentsareconsideredregisteredwiththecollegeandcanbegintheiracademicrecord.Absentthecompletionofanapplication,thesecondarystudentdoesnotformallyexistinthecollege’sdatabaseandcannotbeawardedcredit.
7. Studentsarethenenteredintoadatarepositoryatthecollegetostoretheirinformationuntilthecreditcanbeawarded.
ThecreationofadatabaseofstudentswhopotentiallywillearnCBEforarticulatedhighschoolcoursesprovidesameansoftrackingsuchstudentsandenablesthecollegetoproactivelyassistthemifresourcesareavailabletodoso.
8. Thehigh school/ROP teacher, college faculty,or testproctorprovidesagreed-upon testingand/orassessments, and
completescertificationforthosestudentswhomeetallconditionsofthearticulationagreement.Thecertificationmayincludecompletionofaformforsubmissiontothecollegeadmissionsofficeorenteringtheassessmentgradeintotheonlinestudentdatarepository.
9. Designatedcollegestafffacilitatetheendofcourseassessmentprocess(i.e.,theCBEmechanism)incollaborationwith
secondaryteachersandcollegefaculty,andensuresthatgradesareenteredandrecordedproperlyatthecollege.10. Designated college staff provide the information to the admissions office for inclusion on students’ official college
transcripts.Creditisnotedonthetranscriptasbeingearnedbyexamination.
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CCCAcademicSenateRecommendations
Inanefforttosupportsecondarytopostsecondarytransitionactivitiesoccurringoncommunitycollegecampusesstatewide,theAcademicSenateforCaliforniaCommunityCollegeshasdevelopedthefollowingrecommendations:
1. LocalsenatesshoulddevelopahighschoolarticulationandCBEpolicythatisconsistentwithcurrentlanguageinTitle5;further,thatpolicyshouldfacilitatetheawardingofcreditandnotimposeunnecessarybarriers.
2. CommunitycollegepersonnelwhoareassignedtofacilitatearticulationrelationshipsshouldworkwiththeirhighschoolcounterpartstocommunicatethedetailsoftheprocessbywhichCBEisawardedandprovidethemanopportunitytoopt-inorout.
3. Communitycollegearticulationpoliciesandpracticesshouldnotrequireresidencypriortoawardingofcreditforarticulatedhighschoolwork.
4. BecausearticulationandCBEprocessesarecomplexandever-evolvingandcollegepersonnelareconstantlyturningover,ongoingprofessionaldevelopmentofcollegeandhighschoolpersonnelisnecessarytoensurethesuccessoftheseefforts.Collegesshouldsupportlocalandregionalactivitiesthatbothinformparticipantsandprovideopportunitiesforthemtobuildthesepathways.
5. Toensurethatcreditisawardedforarticulatedhighschoolworkwhenwarranted,everycollegeandsecondarydistrictshouldhaveadesignatedindividualorindividualswhofacilitateboththeestablishmentofarticulationandtheCBEprocess.
BayAreaGeneralGuidelineBestPractices
1. College discipline faculty determineswhether there is sufficient correspondence between the college and highschoolcoursetoconsiderdevelopmentofanarticulationagreement.
2. Intersegmentalcurriculumdevelopmentandcorrespondencecollaborationisstronglyrecommended.
3. Thestandardsandrequirementsforarticulatedcoursesareatthecollegiatelevelandtherecommendationwhetherornottoarticulateaparticularcourseisdeterminedbythecolleges’academicdisciplines.
4. The college curriculum committee must approve the course as eligible for CBE and this information must bepublishedinthecatalogcoursedescriptionpriortoestablishinganarticulationagreement.
a. UseoftheStatewideCareerPathways(SCP)templatestodeveloparticulationagreementsisapreferredbestpractice.(http://statewidepathways.org/index.html)
b. Termsandconditionsofindividualcoursearticulationsarespecifiedinthearticulationagreement.
5. Articulationagreementsmustberegularlyreviewed,ataminimumeverytwoyears.Concurrentactivitiesdesignedtostrengthenintersegmentalcollegialityduringthereviewprocessisencouraged.
6. Collegesreservetherighttocancelarticulationagreementsatanytime,effectivethefollowingacademicyear.
7. Theuseofweb-enabledprocessestofacilitatethedevelopmentofarticulationagreementsisrecommended.
8. TheapplicationofdevelopmentallyappropriateresourcestosupportstudentsuccessutilizingarticulationandtheCBEprocessisstronglyencouragedandconsideredabestpractice.
9. Thetrainingofhighschoolguidancecounselorsregardingallaspectsofarticulation,howitworks,andthebenefitsofaccelerationtopostsecondarystrategieswouldbehighlybeneficialtoallstakeholders.
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RecommendedMust-HavesforProgramEffectiveness
1. High school studentsmust apply for admission to the college toobtaina college IDnumber thatpermits gradereportingandtracking.
2. HighschoolteachersaretrainedonandfacilitateinputofstudentdataandcoursegradesintoCATEMA.
3. Parentsignaturesforenrollmentapprovaloccuraspartofthehighschoolcourseenrollmentrequirements.
4. CBEverificationformsarenotrequired.CATEMAfacilitatesverificationofcreditearned.
5. TheuseofCATEMAandCATEMArostersareusedastheauditrecordforcollegecredit.
6. Ataminimum,meetingsbetweenhighschoolandcommunitycollegefacultyanddeansoccureverytwoyears,withanannualmeetingtargetedasoptimal.
DevelopingArticulationAgreements
BestPractice:LasPositasCollege
Useaweb-basedsystemandon-goingconveningofsecondaryandpostsecondarypartnerstodevelopandmaintainagreements.
BestPractice:
• Agreementdevelopment,maintenance,andrenewalprocessesaresupportedbyfacultyandstaffatboththecollegeandhighschooldistricts.Definedresourcesarecommitted.
• Articulationagreementsarecollege-to-schooldistrictand/orROP,notcollege-to-highschool.• AgreementsarebrandedwithSCPlogo,collegelogoandhighschooldistrictorROPlogo.• AllagreementsareuploadedtotheSCPdatabase.• Web-enabledprocessesareusedtofacilitatethedevelopmentofarticulationagreements.
BestPractice:LasPositasCollege,OhloneCollegeandRiversideCommunityCollegeDistrict
• Keepthenumberofsignaturesrequiredtoaminimum;5–6maximumsuggested.• Highschoolteacher/districtadministrator.Collegedepartmentchair/faculty,collegedean/VP.• Utilizecollegeorhighschooldistrictofficesastherepositoryforallsignedarticulationagreements.
AwardingCollegeCredit
Studentsintendingtoearncollegecredit,inacollege-levelcourseofferedinhighschool,linkedtoacollegecourseviaanarticulationagreementmustenrollinthecollegeduringtheirhighschoolcourseandobtainacollegeIDnumber.
CollegesandsecondarypartnersarestronglyencouragedtousetheCATEMAsystem,orasimilarlyefficientlocalsystem,toensuretheproperandefficientassignmentofgradesforstudentswhosuccessfullycompleteacollege-levelcourseinhighschoolthatislinkedtoacommunitycollegecourseviaanarticulationagreement.
BestPractice:DiabloValleyCollegeandRiversideCommunityCollegeDistrict
EffectiveuseofCATEMA
• Gradespostedtocollegetranscript.• Acknowledgementletterstohighschoolstudentswithtranscriptinstructions.• AllsecondaryteachersaretrainedonCATEMA.• RecordstudentgradesontheirCATEMArosters.
BestPractice:
AdmissionsandRecords• Hire a classified staff professional at the college to ensure that transcripts are updated by the annual June 30
deadline.
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• HighschoolteachersendsdataandCATEMArostertohighschooladmissionsoffice.• UC/CSUannualdeadlinefortranscripts:July1.
DeterminingWhichCollegeinaDistrictWillBeIndicatedonTranscript
BestPractice:RiversideCommunityCollegeDistrict
Studentwillselectthecollegehe/shewantsarticulatedcreditfrom.Absentaselection,thefollowingprocessisutilized:
• First, if thesecondarycourse isarticulatedwithonlyoneof thedistrictcolleges, thatcollegewillappearon thestudent’stranscript.
• Ifmorethanonecollegeinthedistricthasanarticulationagreementinplaceforthesamesecondarycourse,thestudent’ssecondaryfeederdistrictwilldeterminewhichcollegewillawardcredit.
• Finally, ifthestudent’ssecondaryschooldistrict isnot intheserviceareaofoneofthedistrictcolleges,theCTEoffice,orcampusequivalent,willmakethefinaldetermination.
TimeRequirementforAwardingCredit/TranscriptNotation
BestPractice:
• Creditmustbeappliedforandtranscriptedannually,andnolaterthanJune30followingthetermofcompletion(fallorspring),withinthecurrentacademicyear.
• Coursemustbearticulatedpriortofallregistration(byMarchannually)soastoavoidanyholdsoncourseregistrationbasedonprerequisites.
RequirementsforReceivingCredit—CourseTranscription
BestPractice:
Minimumgradeforcredit:
• Agradeof Awillbeautomaticallytranscripted.• GradesofBorCwillbetranscriptedbystudentrequest.• Pass/No Passisavailabletostudentsonlyifsuchoptionsareonthecourseoutlineofrecordandifstudentshave
requestedtheoptioninaccordancewithcollegeguidelines.
FeesAssociatedwithPostingCredit
BestPractice:
• NofeesrequiredforthepostingofcreditforK–12students.• Adultschoolandundocumented/AB540studentsarerequiredtopaycollegecoursefees.• TheBoardofGovernors(BOG)feewaiverdoesnotcoverCBEfees.
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ARTICULATIONINPRACTICESeeAppendixBforProcessExamplesfromSelectCollegesStatewide
Instructions:HighSchoolStudent
1. MeetAcademicRequirements2. SubmittheCollegeApplicationtoapplyforadmissions
a. Allhighschoolstudentsarerequiredtoapplyforadmission,atthebeginningofeachtermtheyareenrolledinaclassforwhichtheywillearncollegecredit.
i. PerTitle5oftheCaliforniaEducationCode,sections48800,48800.5,76001,and76002
b. ThereisnofeetoapplytoanyoftheCaliforniaCommunityColleges3. Completeanarticulationcontractforcredit/articulationapprovalform4. Meetwithyourhighschoolcounselor/careercollegespecialist,andrequestthattheyforwardtheformstocollege
Instructions:HighSchoolFaculty
1. Identifywherecourse-to-coursealignmentmightexista. Through consultation with high school faculty in the specific subject, CTE area, and/or with district
personnelsoastoavoidduplication.
2. Complete an Articulation Proposal – Request to Articulate from the CA Statewide Career Pathways.(http://www.statewidepathways.org/)
3. SetuparticulatedcoursesinCATEMAeachtermtoassiststudentsinapplyingforarticulatedcredit
4. Ensurethatstudents,parentsandcolleaguesknowthatyourcourseisarticulated.a. Checkyourschoolcatalog/guidewiththecourselistingandmakesureyourclassisnotedonthelistingas
beingarticulatedandshowcasestheSCPandcollegelogos.b. Ensureparentsconsenttoenrollmentandtranscriptionofcredit.c. Students can choose Pass/No Pass in some circumstances; student should meet with counselor to
determineifthisisagoodoption.
5. Publicizea. Postanotice stating that your class is a college-level course that is articulatedwitha localhigh school
(formerly2+2),andthatstudentscanearncollegecreditwhilestillinhighschool.b. Includeinthehighschoolcatalogofcoursesandaddthecollegelogo.Utilizewebsite,posters,etc.c. DistributeCTEcourseannouncementsatthebeginningofeachyear.d. Ensurethatmaterialsareaccurateanduptodate.
6. Prepareyourstudentsforthechallengeofanarticulatedcoursea. Ensurethatyouhavethecorrectlevelandrangeofresourcestosupportyourstudents,andthattheyfully
understandtherequirementsforsuccessinthecourse.a. Regular,ongoingadvisementb. Tutoringandsupportservicesc. Assessmentforcorrectplacement
7. Neartheendofyourcoursea. Ensurethatyouhaveasupplyofblankarticulationcreditforms.Thisstepisnotnecessaryifyourschoolis
inputtingstudentinformationintoCATEMA.
8. Makearosterofstudentswhowillreceivecollegecredit(notnecessarywithCATEMA)a. Ensurestudentscompletethecreditrequestform.b. Ensureclarityandaccuracyofallinformationsubmitted.c. Collect credit formsandhold themuntil theendof the coursewhengradingandCBEcomponentsare
complete.
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d. Submit a copyof your roster to the admissionsoffice to complete the student’s application, or submit
officialend-of-semestercoursegradesinCATEMA.
9. Explaintostudentstheprocessforrequestingcollegecredit
a. Informcollegecounselorsaboutarticulatedcourse(s)duringcollegeregistrationcycles.b. Successfulcompletionofthearticulatedcourseshouldallowthestudenttoenrollinthesubsequentlevel
course.
10. AwardingCollegeCredit
a. Studentsintendingtoearncollegecreditinacollege-levelcourseofferedinhighschoollinkedtoacollegecourseviaanarticulationagreementmustenrollinthecollegeduringtheirhighschoolcourseandobtainacollegeIDnumber.
11. Scheduleregularcontactswithyourcounterpartatthecollegelevel
a. Invitethemtovisityourclassroomorvisittheirs.b. Invitethemtojoinyouradvisorycommitteeifoneexists.c. Arrangeatourtothecommunitycollegeandmeetwiththefaculty,seefacilities.d. Invitecommunitycollegefacultytoguestlectureinyourclass.
12. Updateallarticulationagreements
a. Everytwoyears,convenethehighschool/ROPdisciplinefacultyandthepartneringcollege.b. Alignwithprogramreviewrequirements.c. Establishannualmeet-and-greeteventforcontinuingandnewfaculty,withyeartwoconsistingofafull
reviewprocess.d. Calendarduringwinterrecessasahalf-dayeventandcoordinatewithanall-Principalsmeetingifpossible.
Instructions:CollegeFaculty
1. RequestCourseforArticulation
a. MeetwithhighschoolorROPfacultytoreviewcurrentcollegecatalogorscheduleofclassesforcomparablecourse(s).
b. Requesthighschoolfacultytoprovide• ArticulationorStatewidePathwaysArticulationStudentContractforCreditforms• CalltheCTEofficetohaveaRequestforArticulationformmailed
c. Ensure that high school faculty send the Request for Articulation form to the CTE office along withappropriatehighschoolcourseoutlines,competencylists,namesoftextbooks(ISBN)andequipmentused.
d. EnsurethatCTEofficesendscompletedRequestforStatewideCareerPathwaytemplatesandsupportingmaterialstothedepartmentchairanddiscipline-specificfacultywhodeterminewhetherthereisapotentialforarticulation.
2. InitialEvaluationofCourseEquivalencya. CTEofficesendstheappropriatecollegecourseoutline(s)totherequestinghighschool/ROPfaculty.b. RequestingfacultypreparesCTEcourseoutline,orcallsCTEofficeandthene-mailstheoutlinetotheCTE
office.c. Thedepartmentchairanddiscipline-specificfacultyreviewtheCTEcourseoutlinetodeterminewhetherto
convenethearticulationcommittee.d. CTEofficenotifiestherequestingfacultywhetherthearticulationrequestwillgotocommittee.
3. ConveneArticulationCommittee
a. CTEoffice formsanarticulationcommittee,consistingofCTEstaff, collegedivisiondeananddiscipline-specificfacultymembersforthehighschoolandcollege.
b. CTEofficeconvenesameetingbetweenthearticulationcommitteemembers.
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4. ReviewCurriculumforEquivalency
a. ArticulationcommitteereviewstheCTECORandeitherapprovesitormakesrecommendations.• Curriculumreviewincludesanin-depthreviewofcourseobjectives,competencies,exams/evaluations,
textbooks, grading standards, critical-thinking skills, written assignments, outside assignments,equipment,andfacilitiestodetermineifthehighschool/ROPcourse(s)meetcollegiatestandardsofqualityandrigor.
b. Curriculummodificationsmaybesuggestedandimplemented.Ifallmembersagree,thehighschool/ROPfacultymemberincorporateschangesintoCTECOR.
c. Ifnecessary,asecondmeetingisscheduledforfurtherdiscussion.
5. FinalizeArticulationAgreement
a. If all members of the articulation committee approve the CTE COR, the CTE office prepares a CTEArticulationAgreement.
b. TheCTEofficecirculatestheCTEArticulationAgreementtoobtainnecessarysignatures.Suchas:
• CollegeVicePresidentofInstruction• Collegedivisiondean• Collegediscipline-specificfacultymember• Highschooldiscipline-specificfacultymember• SchooldirectororROPadministrator• DistrictCTE/ROPadministratororassociatesuperintendent
c. SignaturepagesshouldberetainedattheHS/CCCdistrictoffices.
6. RecordArticulationAgreement
a. CTEofficerevisesarticulationmasterlisttoincludenewagreement.b. CTEofficefilestheagreementwithoriginalsignaturesintheCTEoffice.c. Updatecollegewebsiteandcoursecatalog.d. Updatehighschoolcoursecatalog.e. Uploadintothestatewidewebsite.
7. NotifyAppropriateCampusPersonnel
a. Attheendofthespringsemester,CTEofficesendsacopyofthearticulationmasterlisttotheappropriatecollegeandhighschoolpersonnel.
b. Copiesofthesignedarticulationagreementwillbesentto: • ROPmainofficeorappropriatehighschooldistrictoffice• Collegedivisiondean• Facultywhosignedtheagreement
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APPLYINGFORARTICULATEDCREDIT
CareerandTechnicalEducationManagementApplication(CATEMA)
CareerandTechnicalEducationManagementApplication(CATEMA)isonlinesoftwarethatisusedtoawardstudentcreditthrougharticulation.https://www.catema.comCATEMAisformanagingarticulationcreditinformationrelatingtocourses,classes,schooldistricts,highschools,teachers,counselors,collegeregistrars,collegeadvisors,andstudents.Thewebapplicationisdesignedtoprovideasimplemethodtoenter,update,displayandreportcoursearticulationoutcomesandCTErelatedinformation.Theweb-basedinterfaceallowsstudents,teachers,counselors,andschooladministratorstoestablishandmaintaintheirownuseraccounts.Teacherrecommendationsforcreditareavailabletocollegecounselorsandregistrars.Thesystemmanagerandstaff canmanage thewebsiteanddatabase through theweb interface.Dataaccess,entryandupdatecanbeperformedfromanyweb-enabledcomputer,fromanylocationwheretheInternetisavailablesuchastheclassroom,highschoolcomputerlab,locallibrarycomputer,publicInternetkiosk,orfromtheindividualuser'shome.Thestaffhasread-andwrite-accesstoallareasofthesystem.Systemmanagerandstaffusershaveimmediateaccesstodetailed,aswellassummaryinformationforthecurrentschoolyearandpreviousyears.PRINCIPLESIMPLEMENTEDINTHESYSTEM
• Makethesystemeasilyaccessibletoeveryoneineducation• Validatealldataatthepointofentrytoreduceentryerrors• Minimizethetasksnecessaryforthestudents,teachers,andsystemstaff• Provideeasilyaccessibleandprintabledataindetailandsummaryreports• Assuredataareaccurateandsecure,withseparationofstudent,teacher,andschoolinformation
SECURITYTheapplicationimplementsthesecuresocketlayer(SSL)securitytechnologywith256-bitencryptiontoprotectinformationenteredandextracted.Thistechnologyiscurrentlythepreferredmethodofprotectionformostweb-basedtransactions.TheCATEMA system adheres to all regulations and guidelines relating to information privacy. Each user has specific accesslimitationsbasedonusertype,school/districtaffiliation,anduserstatus.SYSTEMMANAGER'SPRIMARYTASKS
• Approveuseraccountsfornewteachers• Approvethenewcoursesforthecurrentschoolyear• Reviewandcloseclassesfromthepreviousschoolyear• UpdatecoursesavailableandparticipatingDistricts/Schoolslists• Runroutinesummaryanddetailreports• Occasionallyassistwithforgottenusernamesandpassphrases
COLLEGESTAFFACCOUNTSCollegecounselors,coordinators,advisorsandregistrarsmaylookupstudentsbySocialSecurityNumber,communitycollegeIDnumberand/orstudentname.Theiruseraccountallowsthemtocheckfor/verifyastudent'srecommendationforcollegecredit.Theycanviewastudent'scompletesystemcoursehistory,and the registrarcanrecordwhether thestudentwasawardedcreditbythecollege.
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Mt.SanJacintoCollege(MSJC)Process
HowCanHighSchoolStudentsEarnCollegeCredit?
HighSchool/ROPArticulation–CBE:
• MSJCawardscollegecredittohighschoolstudentswhoearnanAorBincareer-relatedarticulatedhighschoolcourses.
• AnarticulatedcourseisoneinwhichthehighschoolteacherandtheMSJCfacultyhaveformallyagreedthatthehighschoolcourseoutline,syllabus,textbook,midtermand/orfinalexamarecomparabletothoseinacourseofthesamemajoratMSJC.(CaliforniaEducationCodesection55753.5)
• MSJCfacultywilldeterminethecontentandmethodofthecreditexam.• MSJCwillnotawardgradepointstothesecourses;unitscannotexceednine(9)asapplicabletoaspecific
certificateorassociatedegreeatgraduationorcountedindeterminingthetwelve(12)unitsrequiredforresidencyatMSJC.
• Unitswillbeawardedtothehighschoolstudent’sMSJCtranscriptwithinonesemesterafterthestudenthassuccessfullycompletedthecourse.
• StudentswillbeeligibletotakethecreditexamiftheyhaveanAorBinthecourseatthetimetheexamisoffered.Iftheyscore70percentorhigheronthecreditexam,studentswillearncredit(CR)atMSJCforcompletingthecourse.
• CreditwillbepostedasaCRontheirMSJCtranscript,notalettergrade.Weareworkingtorevisethepolicysostudentswillreceivealettergrade.
• MSJCwillnotrequireapprovedhighschoolarticulationstudentstomeetthe12-unitresidencyrequirementpriortopostingtheseunits.
• ArticulationhighschoolstudentsmustcompletetheonlineMSJCadmissionapplicationinordertoobtainanMSJCstudentidentificationnumber.
• ArticulationstudentsarenotrequiredtogothroughMSJCassessment,orientationormatriculation.
ArticulationAgreements:
• TheprocessforestablishinganarticulationagreementforahighschoolorROPcoursecanbeinitiatedbyeitherthecommunitycollegefacultyintheappropriatediscipline,orthestaffofthehighschoolorROPcourse.
• However,themostproductivemethodisforallpartiestocollaborateontherequests.TheCareerEducationSpecialProgramsOfficefacilitatesgroupmeetings(articulationandtrainingdays,andmini-articulationworkshops)regularlytobringhighschool/ROPandcollegefacultytogetherforthereviewofcurriculumanddevelopmentofarticulationagreements.
• Uponcompletionoftheappropriateforms,theCareerEducationSpecialProgramsOfficewillcoordinatethereviewandapprovaloftheagreements.TheCareerEducationSpecialProgramsOfficewillmaintainallarticulationagreementsanddistributecopiesasneeded.
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SantaRosaJuniorCollege(SRJC)CreditbyExam(CBE)Process
NON-CATEMA
SantaRosaJuniorCollege(SRJC)onlyrecordsgradesofBorbetter,unlessthestudentindicatesthathe/shewantsto
acceptaCgrade.
ProcessforCTECBEconductedathighschoolsforarticulatedcourses:
• Studentsapplytothecollegeviacccapply.org• Studentssubmitaconcurrentenrollmentform(tailoredtoCBE)sothatparentsunderstandthattheywillbe
completinganSRJCexamatthehighschoolsitefortheopportunitytoearncollegecreditfortheirhighschoolcourseandnotattendingaclassatthecollege:
o http://cte.santarosa.edu/sites/cte.santarosa.edu/files/styles/AHS_CBE_AUTO%2080_%20DET%20179-181_Spring%202016.pdf
• SpecialCBEsectionsaresetuponthescheduleofclasses,byhighschoollocationandarerestrictedsothatnoonecanenrollinthem.
• CTEstaffdeveloprostersinExcelandsendthemtothehighschoolteacherchargedwithproctoringthecollegeexam;teacherisdirectednottoproctorexamtoanystudentnotontherosters(becausethoseontherosterhavebeenapprovedtotaketheexam;they’vesubmittedtheirconcurrentenrollmentformforCBEandtheyhaveanapplicationtocollegeonfile).
• Highschoolteacherproctorsexamandsendsrecommendedgradestocollegeinstructor.• Collegeinstructorreviewsstudentworkandrecommendedgrades,thenreturnstheExcelrosterwithassigned
gradestoCTEstaff.• CTEstaffe-mailthelistofstudentswhohavepassedtheexamtocollegeadmissionsstaff.• AdmissionsstaffthenenrollseachpassingstudentintoaCBEsectionthathasbeenestablishedforeachhigh
school.• CTEstaffmonitorthisenrollmentviaourstudentinformationsystem(SIS).• Onceallstudentsareenrolled,CTEstaffe-mailthecollegeinstructor:“Allstudentsenrolled,pleaseassigngrades.”• CollegeinstructorconfirmswithCTEstaffwhenallgradesarerecordedinSIS.• OnlygradesofBorbetterarerecorded,unlessthestudentindicateshe/shewantstheCgrade.• Noriskofapoorgradebeingrecordedonthestudent’scommunitycollegetranscript.• HighschoolstudentsreceivetheircollegegradesinthesamesemesterthattheyhavecompletedCBE.
Note:Thisisabackwardsprocess,sothetimelineisimportant.StudentsneedtocompleteCBEbythefirstweekofMaytoallowenoughtimefortheprocessofmanuallybeingenrolledbyadmissionsstaffafterthestudentshavesuccessfullypassedtheCBE.Thereisalotofworkthattakesplacebehindthescenestosupportthehundredsofstudentswhoarecompletingcollege-levelCBEeachspring.Thisprocessisincollaborationwithadmissionsstafftopreventstudentsfromstartingtheircollegerecordwithafailinggrade.TheSRJCprocessisahome-grownSIS.
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SANTAROSAJUNIORCOLLEGEPROCESSFLOWCHART
1. Exchange high school and SRJC course
documents; assess for alignment
and comparability
2. Identify any issues: Are there gaps in
comparability? Need more course
evidence?
4. Develop articulation agreements and collect signatures
6. Tech Prep communicates steps to college credit, exam dates and section
numbers to teachers and students
7. Exams proctored by high school teachers at
the high school sites. They submit
exams and recommended grades; SRJC
faculty determine final grades and grades recorded
to student records
8. High school-SRJC faculty
debrief on exams
3. Address issues through inquiry at high school-SRJC faculty-to
faculty articulation meeting(s) (1 – 2)
9. Tech prep staff track student
outcomes data
5. SRJC faculty provide instruction on proctoring
college exams
10. Reports on student outcomes disseminated to
high school partners
Process & Expectations Articulation is the recognition of course comparability between two institutions through a faculty-to-faculty process. Good communication, feedback, adherence to timelines and assessment of outcomes are critical. Course documents (outlines, syllabi, exams, textbooks, equipment lists) are key to identifying alignment and moving forward with the articulation process productively. SRJC faculty determines the type of articulation and who will administer exams 1. Sequenced pathway 2. Advanced placement without college credit 3. College credit through CBE 4. College or high school teachers proctor exams SRJC and high school districts identify appropriate teachers and support their participation. SRJC and high school faculty are expected to review, develop questions and come prepared for productive meetings. College credit may only be earned under SRJC CBE policy and SRJC staff will guide teachers and students through that process. High school faculty who administer exams must submit those and recommended grades to Tech Prep staff. Agreements are reviewed annually and posted at www.statewidepathways.org per Tech Prep requirements.
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APPENDIX
20
INFORMATIONFORSTUDENTS&PARENTS
Anessentialpartofthearticulationofhighschool/ROPcoursesisthenecessaryadvisementofstudents.Studentsandtheirparentsmustunderstandthefollowing:• Collegesawardcollegecredittohighschoolstudentswhosuccessfullycompleteacareer-relatedarticulatedhighschoolcourse.
• Highschoolarticulationunitswillbeawardedtothehighschoolstudent’srespectivecollegetranscriptnolaterthanJune30oncethehighschoolstudentcompletesthecourseandcredit-exam,aslongasthestudentmeetsthegraderequirementsandthenecessaryformsarecompletedandsubmittedtothespecifiedcollegeofficebythehighschoolorROPteacher.
• SomehighschoolsmayrequirethestudenttoearnanAorBinthearticulatedcourseatthetimethecredit-examisoffered,tobeeligibletotaketheexam.
• Ifthestudentscores70percent(C)orbetterontheexam,thestudentwillreceivecreditforthecourse.• Collegesshouldnotrequirearticulation-approvedstudentstomeetanyunit-residencyrequirementpriortopostingtheseunits.
• Unitsmayalsotransfertoafour-yearcollege/university.• Onlycurrentlyapprovedcoursescanbearticulatedforcredit.• Someschoolsmayrequirethatapprovedhighschool/ROPcourseworkmustbecompletedwithaBgradeorbetter.
• Studentsarenotrequiredtocompleteassessmentornewstudentorientationforarticulationpurposes.• Articulatedcoursecreditmustberequestedbythehighschool/ROPteacherorcounselorusingtheappropriateformsorbyestablishingaCATEMAstudentprofileaspartofaCATEMAroster.
• Requestsforarticulationwillnotbeapprovedifthecreditexamgradeislessthat70percent.• Coursegradewillnotbeautomaticallyarticulated.Parent/guardianmustsignconsentandrecognitionofthegradeandfinancialaidimplicationsofearningcollegecredit.
ProcessforCurrentHighSchool/ROPStudents
• Thestudentsignsupfortheapprovedarticulatedcourseathis/herhighschool.• ThestudentmustenrollatthecollegebyapplyingforadmissionorthroughtheCATEMAsystem.• Thestudentmaintainsanappropriategradeinthecourseandtakesthecreditexamwhenoffered.• ThehighschoolinstructorcompletestheGradeVerificationFormorverifiesthegradeearnedinCATEMAforstudentswhomeetthecreditexamgraderequirement.
• TheteacherwillindicatewithanoriginalsignatureorCATEMAsubmissiontothecollege,whichstudentssuccessfullycompletedtheapprovedandagreeduponcredit-examwithagradeofC(70percent)orbetter.
• Ifnecessary,thecollegefacultymemberwillalsosignthegradeverificationformtoconfirmthatthestudentiseligibleforcredit.
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PROCESSEXAMPLES-SELECTCOLLEGESSTATEWIDE
DiabloValleyCollege(DVC)WhatIsHighSchoolArticulation?
• Articulationallowsstudentstoreceiveacollegegradeandunitsonacollegetranscriptfortheirhighschoolcourse.Thecreditappearsonastudent’scollegetranscriptas“CreditbyExamArticulation”andtheexamgradeisthetranscriptcollegegrade.Activearticulationagreementsmustbeinplacebetweenthestudent’shighschooldistrictandDVCatthetimethestudentwasenrolledinthehighschoolclass.
WhatIstheStudent'sRoleinHighSchoolArticulation?
• ObtainacollegestudentIDnumberandapplytobecomeaDVCstudent(steps1and2below)• SetupastudentaccountinCATEMAforthehighschoolcourse(teacherwillassistwiththisprocess)• CompletethecoursewithagradeofBorbetterontheCBEevaluation.ThegradefromtheCBEisyour
collegetranscriptgrade.
HowdoIasastudentobtainacollegeidentificationnumberandapplytoDVC?
• StepstoobtainyourDVCstudentIDnumberandcompleteyourapplication:o VisitOpenCCCandcreateanaccount.Thereisnocostforthis.(CreateanAccountVideo)o Completeyouronlinecollegeapplication.ThiscanbedoneaftercreatingyourOpenCCC
accountoratalatertime.ThereisnocosttoapplytoDVC;theapplicationisfree.(CompleteApplicationVideo)
HowdoIasastudentobtainmycollegetranscript?
• LogintotheInsite/WebAdvisorOfficialTranscriptsandsubmitatranscriptrequestformtotheAdmissionsandRecordsOffice.
• TakeyourofficialDVCtranscripttoyourhighschoolregistrartohavethiscoursereflectedonyourhighschooltranscript.
Whatistheroleofhighschoolteachersinhighschoolarticulation?
• Ensurethatthecurriculumstandardsofthepostsecondaryarticulatedcoursearemaintained.• Promotearticulationopportunitiestostudentsandparents,andfacilitatestudentreceiptofcredit.• Addthe DVC logo toyourschoolcoursecatalognexttoyourcoursewiththefollowingnotation:
*This course is articulated with Diablo Valley College which means that you can earn college credit.• AddallarticulatedclasssectionsintoCATEMAatthebeginningofeachsemester/year.• AssignagradeintoCATEMAattheendofthesemester/yearforstudentswhosuccessfullycompletethe
courseandCBE.• Renewthecoursearticulationagreementfollowingthethree-yearrenewalcycletoensurecurrencyof
articulation.
Whatarethearticulationstepsforhighschoolteachers?1.Requestcourseforarticulation
• HighschoolorROPfacultyreviewcurrentDVCcourseoutlineforcomparablecourses(s).• RequestinghighschoolfacultysubmitstotheDVCInstructionOfficeCoordinatorthe
completedArticulationRequestformwiththeappropriatehighschool/ROPcourseoutline(s),
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competencylist,namesoftextbooksusedandequipmentused(ifapplicable)[email protected].
• TheDVCInstructionOfficereviewsforcompletenessandalignment,andifthereissufficientequivalency,willsendthecompletedRequestforArticulationformandadditionalinformationtothedepartmentchair/discipline-specificfaculty,whodeterminewhetherthereispotentialforarticulation.
2.Evaluationofcourseequivalency
• TheDVCdepartmentchair/discipline-specificfacultyreviewthehighschoolapplicationandcoursematerialstodeterminewhethertoconveneameetingtodiscussthecourse-to-coursearticulation.Ifameetingisheld,andadecisiontoarticulateismade,thearticulationagreementisdevelopedbytheDVCInstructionOffice/CareerPathwaysmanager.TheDVCcoursemustbeapprovedforCBEbytheDVCCurriculumCommittee.Oncethesetwoprocessesarecomplete,thecoursebecomeseligibletoofferasarticulatedinthefollowingacademicyear.
MyhighschoolorROPcourseisarticulated,nowwhat?
• First,makesureeveryoneknows!Checkyourschoolcatalog/guidewiththecourselistingandmakesureyourclassisnotedasbeingarticulated.DVCLogoforyourcoursecatalog.
• Putupanoticeinyourclassroomthatdetailshowstudentscanearncollegecreditwhileinhighschool.
• Prepareyourstudentsforthechallengeofanarticulatedcollegecourse.Yourcourseisthesamecoursethatisbeingtaughtatthecollegeandthegraderesultsinapermanentcollegerecord.ToreceiveDVCcredit,studentsmustearnagradeofBorbetterontheCBE.Theexamgradeisthegradethatwillappearonthecollegetranscript.
WhatisCATEMA,itsroleandteacherresponsibilities?
• CareerAndTechnologyEducationManagementApplicationisaweb-basedsoftwareutilizedtoawardstudentcreditthrougharticulation.Onceaclassisarticulated,theDVCInstructionOfficeprovidestrainingintheuseofCATEMA.Thissystemensuresthatstudentrecordsandinformationareaccurate.
Areyouanewteacher?CreateaCATEMAaccount.
EncourageyourstudentstocreatetheirDVCaccount,enrollasacollegestudent,andthencreateaCATEMA
accountusingthefollowinginstructionalvideosandlinks:
• StudentsCreateOpenCCCAccount-Video StudentsCreatetheirOpenCCCAccountHERE • StudentsCompleteaDVCApplication-Video• StudentsCreateaCATEMAAccount-VideoStudentsCreatetheirCATEMAAccountHERE
o PowerPointforStudentCATEMAAccountSetup
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Mt.SanJacintoCollege
COLLEGEANDHIGHSCHOOL/ROPCOURSEARTICULATIONPROCESS
1. Coursecontentisreviewed;thearticulationcrosswalk(AttachmentB)assistsincomparingcompetencyandskillrequirement.Thisformwillhelpyouanswerthequestion,“Attheendofthecourse,studentsshouldbeableto?”Theformisnotmandatorybutveryusefultodetermineifhighschool/ROPandcollegecoursesarewellaligned.
2. MSJCfacultyandhighschool/ROPinstructorsmeettoreviewandcomparecourseoutlinesandcompetenciesforbothcoursessuggestedforarticulation.Thearticulationcrosswalkwillassistindevelopingtheappropriatecredit-examapproachforthecourse,akeytodeterminingifbothcoursesequallymeasuremasteryofcontent.Thegoalistodetermineifcompletionofthehighschool/ROPcoursewithagradeofBorbetteradequatelymeasuresmasteryofcoursecontent.Whatcompetencymethodswillshowstudentcompetency?
3. TheCourseArticulationAgreementform(AttachmentC)andCourseArticulationCBECriteria(AttachmentD)mustbecompleted;botharemandatory.AttachmentCwillbecompletedbyMSJCfaculty.Completionoftheseformswillinitiatethearticulationprocess.CompletedformsaresubmittedtotheMSJCCareerEducation,SpecialProgramsOffice,whichwillpreparedraftsanddistributecopiestoMt.SanJacintoCommunityCollegeDistrict(MSJCCD)departmentchair(s)andsubject-areafacultyforreview.
4. Departmentchairsandfacultywillhave30daystoreviewthedocuments.Aftermakinganynecessaryrevisions,finaldraftformswillbesubmittedbytheCareerEducation,SpecialProgramsOfficetotheappropriatedeanofinstructionforapproval.
5. ProposalsarebroughttotheCareerEducationAdvisoryCommitteeasinformationitems.
6. ProposalsarebroughttotheMSJCCDCurriculumCommitteeasinformationitems.
7. Finalforms,approvedandsignedbythedeanofinstruction,aresubmittedtothevicepresidentofinstruction,alongwithapreparedCourseArticulationAgreementcoversheet(AttachmentA)forreview,approvalandrecommendationtotheOfficeoftheMSJCCDPresidentforfinalsignature.
8. FinalexecutedcopiesgototheMSJCCDOfficeofInstruction(maintainedintheCareerEducation,SpecialProgramsOffice)andtheMSJCCDarticulationofficerformaintenanceincoursefiles,aswellasdistributiontodepartmentchairpersonsandfaculty.
9. Inaddition,copieswillbeforwardedtotheoriginatingschooldistrictortheROPoffice,asapplicable.
10. Requestsforinformationorcopiesofexistingarticulationagreementsshouldbedirectedtothespecialprogramoffice.
AttachmentsmaybefoundontheMJSCarticulationwebsite:http://www.msjc.edu/CTETransitions/Documents/MSJCArticulationHandbookFall2013.pdf
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MoorparkCollegeHIGHSCHOOLCREDITARTICULATIONPROCESS
Step1–CreatetheclassinCATEMA
https://www.catema.com/vcccd/Step2–StudentsapplytoMoorparkCollege.
http://www.moorparkcollege.edu/apply_and_enroll/apply_for_admission/index.shtmlStep3–StudentscreatetheirmyvcccdaccountandreceivetheirstudentIDnumber.
Studentsreceiveane-mailfromthecollegewithin72hours.Thee-mailincludesinstructionstocreateamyvcccdaccountonthecollegewebsite’sportalwithin10days.Whentheylogintotheirmyvcccdaccount,itgivesthemtheirstudentIDnumber.Step4–StudentsregisterinCATEMA(usingtheirstudentIDnumber)andlinktotheirclass.Step5–StudentscompletethePetitionforCreditform.Studentreturnstheformtotheinstructor,andtheformisforwardtotheregistrar.Step6–Petitionforcreditforstudents.
Whenfinalgradesforyourstudentsareestablished,enterthemintoCATEMAandrequestcreditinCATEMA.Step7–Sendane-mailtorequestcredit.Step8–Reviewstudents’work.
SubmitanexampleofA, Band Cgradeworktothecollegeinstructortoensureconsistencyofgrading.Step9–Thecollegeinstructorreviewssamplestudentworkandadecisionismadetoawardcreditornot.Step10–Registrarappendslettergradecredittotranscript.
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REGULATORYGUIDANCE
• Title5regulationspermithighschoolstudentstoearncollegecreditthatisnotatedonacollegetranscriptcreditthroughCBEmechanisms,withnoresidencyrequirement.
• Localpoliciescanenablestudentstoearncollegecredit for theirhighschoolworkatnocostorminimalcost tothestudentinawaythatneithercompromisestheintegrityofthecollegecoursenordisruptsthesmoothtransitionofastudentfromhighschooltocollege.
• Such practices are effective in providing high school students college-level coursework in a high school setting andprovidefacultyacrosssegmentsanopportunitytocollaboratetobenefitstudents.
http://www.asccc.org/sites/default/files/AlternativeMethodsForAwardingOfCollegeCredit.pdfCaliforniaEducationCodehttp://www.leginfo.ca.gov/cgi-bin/calawquery?codesection=edc
FederalPerkinsIVEducationCodeSection88532http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=88001-89000&file=88530-88540
Communitycollegesandcommunitycollegedistrictswillnotimposeadditionalrestrictionsonsecondarystudentswhoareawardedcreditforacollege-levelcoursecompletedinhighschool,linkedtoacommunitycollegecourseviaanarticulationagreement,beyondthoseminimumconditionsimposedbyEducationCodeandTitle5.
Secondarydistrictsandcolleges/districtswillnotdeveloparticulationagreementsthatresultinadvancedplacement.Thisoption,permittedbyTitle5Section55051,doesnotallowforportabilityofcreditorapplicationtotherequirementsfortheassociatedegreeandmustbeavoided.
RegulatoryRequirements:WhatIsandWhatIsNot(CCCAcademicSenatePaper)
InCalifornia,inorderforastudenttoearntranscriptedcommunitycollegecreditforworkcompletedatasecondaryschool,Title5regulationsrequirethatthestudentcompleteaCBEprocessthatconfirmsthatheorshehasachievedtheobjectivesofthecomparablecollegecourseasdefinedbythecommunitycollegefaculty.Areviewoftheregulationsisnecessarytounderstandtheoriginsofcurrentpracticesthatinterferewiththeawardingofearnedcredit.
TheregulatorylanguagethatdefineshighschoolarticulationandCBEcanbefoundinTitle5,Division6,Chapter6,Subchapter1.
Article5.AlternativeMethodsforAwardingCredit,§55050–55051
§55050.CreditbyExamination
(a)Thegoverningboardofeachcommunitycollegedistrictshalladoptandpublishpoliciesandprocedurespertainingtocreditbyexaminationinaccordancewiththeprovisionsofthissection.
(b)Thegoverningboardmaygrantcredittoanystudentwhosatisfactorilypassesanexaminationapprovedorconductedbyproperauthoritiesofthecollege.Suchcreditmaybegrantedonlytoastudentwhoisregisteredatthecollegeandingoodstandingandonlyforacourselistedinthecatalogofthecommunitycollege.
(c)Thenatureandcontentoftheexaminationshallbedeterminedsolelybyfacultyinthedisciplinewhonormallyteachthecourseforwhichcreditistobegrantedinaccordancewithpoliciesandproceduresapprovedbythecurriculumcommitteeestablishedpursuanttosection55002.ThefacultyshalldeterminethattheexaminationadequatelymeasuresmasteryofthecoursecontentassetforthintheCOR.Thefacultymayacceptanexaminationconductedatalocationotherthanthecommunitycollegeforthispurpose.
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(d)Aseparateexaminationshallbeconductedforeachcourseforwhichcreditistobegranted.Creditmaybeawardedforpriorexperienceorpriorlearningonlyintermsofindividuallyidentifiedcoursesforwhichexaminationsareconductedpursuanttothissection.
(e)Thestudent’sacademicrecordshallbeclearlyannotatedtoreflectthatcreditwasearnedbyexamination.
(f)Gradingshallbeaccordingtotheregulargradingsystemapprovedbythegoverningboardpursuanttosection55023,exceptthatstudentsshallbeofferedaPass-no Passoptionifthatoptionisordinarilyavailableforthecourse.
(g)Unitsforwhichcreditisgivenpursuanttotheprovisionsofthissectionshallnotbecountedindeterminingthe12semesterhoursofcreditinresidencerequiredforanassociatedegree.
(h)Adistrictmaychargeastudentafeeforadministeringanexaminationpursuanttothissection,providedthefeedoesnotexceedtheenrollmentfee,whichwouldbeassociatedwithenrollmentinthecourseforwhichthestudentseekscreditbyexamination.§55051.ArticulationofHighSchoolCourses(a)Forpurposesofthissection,theterm“articulatedhighschoolcourse”meansahighschoolcourseorcoursesthatthefacultyintheappropriatediscipline,usingpoliciesandproceduresapprovedbythecurriculumcommitteeestablishedpursuanttosection55002,havedeterminedtobecomparabletoaspecificcommunitycollegecourse.
(b)Thegoverningboardofacommunitycollegedistrictmayadoptpoliciestopermitarticulatedhighschoolcoursestobeappliedtocommunitycollegerequirementsinaccordancewiththissection.Articulatedhighschoolcoursesmaybeacceptedinlieuofcomparablecommunitycollegecoursestopartiallysatisfy:(1)Requirementsforacertificateprogram,includingthetotalnumberofunitsrequiredforthecertificate;or,(2)Themajororareaofemphasisrequirementsinadegreeprogram.
(c)Articulatedhighschoolcoursesusedtopartiallysatisfycertificateormajor/areaofemphasisrequirementsshallbeclearlynotedassuchonthestudent’sacademicrecord.Notationsofcommunitycollegecoursecreditshallbemadeonlyifcommunitycollegecoursesaresuccessfullycompletedorifcreditisearnedviacreditbyexamination.
(d)Exceptthroughcreditbyexamination,asdefinedinsection55753,highschoolcoursesmaynotbeusedtosatisfy:(1)Therequirementofsection55063thatstudentscompleteatleast60semesteror90quarterunitsinordertoreceiveanassociatedegree;or,(2)Anygeneraleducationrequirementfortheassociatedegreeestablishedbythedistrict.
ResidencyRequirement
Somecollegesimposearesidencyrequirementonincomingstudents.Studentsarethusrequiredtocompleteasmanyas15unitsatthecollegeinresidencebeforetheearnedcreditcanbenotatedonthetranscript.TheCaliforniaCommunityCollegesChancellor’sOfficehasstatedthatwhileacollegemaychoosetoimplementsucharesidencyrequirement,nothinginTitle5regulationsrequiresit.RequiringresidencyforacquisitionofarticulatedcreditmaystemfromadebatableinterpretationofTitle5§55050b,whichstates,“Thegoverningboardmaygrantcredittoanystudentwhosatisfactorilypassesanexaminationapprovedorconductedbyproperauthoritiesofthecollege.Suchcreditmaybegrantedonlytoastudentwhoisregisteredatthecollegeandingoodstanding….”Somecollegesusethisstatementtojustifytheuseofcollegecoursecompletionasaconditiontobemetpriortothetranscriptionofcreditanddelaytheawardingandsubsequenttranscriptionofcredituntilthestudenthascompletedsomeminimumnumberofunitsorspecifiedcoursesatthecollege,impactingtheportabilityofarticulatedhighschoolwork.
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InordertoreceivecreditviaCBEforarticulatedhighschoolwork,thestudentmustberegisteredandingoodstandingatthecollege(Title5§55050).Theterms“registered”and“ingoodstanding”areambiguous:registeredcouldmeaneitherthatthestudenthascompletedanapplicationforadmissionorthatheorsheisenrolledincourses,whiletheonlydefinitionsinregulationforingoodstandingrelatetothecriteriaforregaininggoodstandinganddonotindicateclearlythatastudentisingoodstandinguntilthatstandingislost.Localdistrictpolicyshouldexplicitlydefinethesetermstofacilitatetheawardingofcreditearnedforworkcompletedatasecondaryschool.
Title5§55051createstwopossibleobjectivesforhighschool-to-collegearticulation.
WhiletheemphasisofthispaperisontheawardingofcreditforhighschoolorROPworkusingCBE,Title5alsoallowscollegestowaivelocaldegreeorcertificaterequirementsbaseduponcourseworkcompletedatahighschool.Thispracticemaybeusedtofulfillaprerequisiteortoallowastudenttowaivearequirementinvolvinganintroductoryorothermajororareaofemphasiscourse.Itdoesnotallowthewaivingofrequiredunits(i.e.,the60semesterunitsrequiredtoearnadegree)orgeneraleducationrequirements.
WhenCBEisemployedtoawardcreditforarticulatedsecondarycoursework,theunitsearnedcanbeappliedtowardtheunitsneededtoearnacertificateordegreeand,ifthecourseforwhichcredithadbeenawardedisatransferablecourse,thecoursecreditwouldtransferasthecollegecourseforwhichcreditwasawarded.Whileacollegemayusehighschoolworktowaiveacollegecourserequirement,§55050prohibitsthegrantingofcollegecreditunlessthestudenttakesacollegecourse,orisassessedthroughexaminationandfoundcompetentasdefinedinthatcourse’sCOR.
Everyoneinvolvedinthesecondarycoursearticulationprocessmustbeclearabouttheseend-goaldistinctions;whiletheactualprocessforestablishingandimplementingarticulationmaybethesame,theoutcomeforstudentsissignificantlydifferent.Suchclarityisparticularlyimportantwhenoneisinformingstudentsregardingtheprocess,asmisunderstandingscouldpotentiallyimpedetheirprogress.
Forexample,ifanarticulationagreementwaivesthecollege’slocalrequirementforbeginningExcelbasedonanExcelcoursetaughtatthehighschool,thenthestudentisdeemedtohavemettheprerequisiteforintermediateExcel,aswellashavingwaivedbeginningExcelasacourseneededforhis/hercertificateordegree,butheorshedoesnothavecollegecreditforsuchacourse.IfthestudentthentransferstoauniversityandcollegecreditforthebeginningExcelcourseisrequired,he/shewillbelackingthiscourseworkunlesshe/sheearnedcollegecreditviatheCBEprocess.
AlthoughCBEdoestakeplaceoutsideofthehighschool-to-collegecontext,suchanapplicationoftheconceptisbeyondthescopeofthispaper.LocalprocessesforimplementingCBEprotocols,betheyforarticulatedcoursesorotherwise,maygreatlyoverlap.Topreventconfusion,collegesshouldconsiderimplementinglocalpoliciesthatdiscusseachtypeofCBEasasingularprocess.
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SAMPLEPOLICYDOCUMENTS/BOARDPOLICY
RIVERSIDECOMMUNITYCOLLEGE
BP4050ARTICULATION
References:Title5Section51022(b);EducationCodeSections66720-66744;ACCJCAccreditationStandardII.A.10
Recognizing the importance of supporting the articulation of courses between the Riverside Community CollegeDistrict(RCCD)andsecondaryeducation institutions, theboardof trusteesendorsesandsupportsaprocess throughwhichhighschool studentsareprovided theopportunity toearn college credit forarticulatedcourses therebypermittinga smoothtransition fromsecondary topostsecondaryeducation.Thechancellor shallestablishprocedures thatassureappropriatearticulation of the district's educational programs with proximate secondary education institutions and baccalaureateinstitutions.Theproceduresalsomaysupportarticulationwithinstitutions,including,butnotlimitedto,communitycollegesandsecondaryeducationnotgeographicallyproximate,resultinginappropriateandadvantageouspartnershipswithRCCD.Revised:November25,2014AP4050SECONDARYARTICULATION
References:Title5Section55051ACCJCAccreditationStandardII.A.10(formerlyII.A.6.a)EducationCodeSections66700,70901,70902
PurposeSecondary to postsecondary articulation provides a method by which college credit can be awarded to students forcourseworkcompletedatthesecondarylevel.Articulationensuresthatstudentsarenotunnecessarilyrequiredtoduplicatecoursework in college, reduces the demand on impacted courses, and creates a smooth transition from secondary topostsecondary education. A smooth transition can be defined as a student’s ability to: 1. Obtain credit for prerequisitecoursework prior to enrolling in college. 2. Enroll in higher-level coursework immediately and reduce the demand forimpacted courses. 3. Identify educational and career pathways prior to enrolling in college. The program will enhancecooperation and communication between local Secondary Education Institutions (SEI) and Riverside Community CollegeDistrict(RCCD)colleges.
ProcessThe district’s Secondary-to-Postsecondary Articulation Handbook contains guidelines for administering the program,instructionsforfacultydevelopingarticulationagreements,andinstructionsforstudentsonhowtoapplyforandreceivearticulatedcredit.ThehandbookcanbeviewedontheDistrict’sAcademicProgramswebsite,under“Resources”:
http://rccd.edu/academicprograms/Pages/index.aspxor
http://rccd.edu/academicprograms/Documents/Articulation%20Handbook-June%202014.pdf
OfficeofPrimaryResponsibility:CareerandTechnicalEducationProjectsOffice.Revised:December2,2014
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SECONDARYBOARDPOLICY
CSBASampleAdministrativeRegulationAlternativeCreditsTowardGraduation
AR6146.11Instruction
Definitions:
Semester
Asemesterperiodisoneperiodof40to60minutesofinstructionaltimeperweekthroughoutonesemesterofatleast17weeks,oraminimumof12clockhoursofinstructionaltimeprovidedduringtheacademicyearorinsummerschool.Whilethecontenttobecoveredisplannedwithinthesetimeframes,astudentmaybegrantedonesemesterperiodofcrediteventhoughthestudentspendslessthantheaforementionedamountoftimeincompletingthenecessarywork.(5CCR1600)PrivateInstruction
Thefollowingsectionisforusebydistrictsthatgrantcredittowardgraduationforprivateinstructionasauthorizedby5CCR1631;seeitem#8intheaccompanyingboardpolicy.Astudentwhoisregularlyenrolledandinattendanceatahighschoolshallreceivecredittowardhighschoolgraduationforprivateinstructionunderthefollowingconditions:(5CCR1631)Theinstructionentailsfieldsandsubjectsincludedinthehighschool'scoursesofstudyandcurricula.Thestudentdemonstrateshis/hercapabilitiesatthebeginningandendoftheperiodofprivateinstructionbyexamination(s)givenundertheschool'ssupervision,therebydemonstratingthathe/shehasmadeprogressinlearningsatisfactorytotheschool.
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ARTICULATEDCOURSEANDTHEUC/CSUHONORSGPABUMP
AfteraseriesofdiscussionswiththeSB1070SystemsAlignmentWorkingGroupsintheNorthEastandSouthwestBayAreasandaNovember,2015,meetingwiththeUniversityofCalifornia(UC)OfficeofthePresidentArticulationUnit,itwasdeterminedthatcoursesarticulatedbetweenthesecondarydistrict/schoolandacommunitycollegeareeligibletobeconsideredfortheextraweightassignedtoUChonorscourses.ArticulatedcoursessubmittedforconsiderationmustmeetallthecoursecriteriaandguidelinesdefinedbyUC(seehonorscoursessectionbelowforgreaterdetail).SubsequentdiscussionsledtoadecisionthatthegreaterBayAreaSB1070consortiashould,withguidanceanddirectionfromCCCCO,developtheprocessandguidelinesforsubmissionofaUCProgramStatusApplication(seecriteriabelow)forthepurposeoffacilitatingregionalarticulationagreementsinthoseareaswheresuchalignmentispossible.Thisregionalapproachwouldfacilitateincreasedarticulationagreementdevelopmentandcooperationbetweencollegesandreducethecoursesubmissionworkloadforhighschools.Whilethedetailsareyettobedevelopedatthistime,shouldtheapplicationbeapproved,regionalcommunitycollegedistrictswouldberesponsibleforthedevelopment,monitoring,andevaluationoftheagreements.Highschoolswithintheregionwouldbeabletosavesignificanttimeandeffortthroughtheeliminationoftheneedtosubmitthecourseinformationindividually(Oncethecourseisapprovedfortheregion,highschoolsneedtomerelyaddthemtotheira-gcourselists).Belowyouwillfinddetailedinformationregardingtheprocessandrequirementsforobtainingprogramstatusaswellasthecriteriafordeterminingeligibilityforhonorsdesignation.Itshouldbenoted,thatsincearticulatedcoursesarecollege-levelcoursework,theywouldbeeligiblefortheextragrade-pointaverage(GPA)weight(assumingthesubjectcriteriaaremeet).HonorsToencouragestudentstoundertakemorechallengingstudiesinhighschool,theUCassignsextraweighttogradesearnedinhonors-levelcourses.UCmaintainsanhonorsa-gcoursepolicythatdefinesthetypesofhonorscourseseligiblefortheUChonorsdesignation.
Whencalculatingastudent’sUCGPAtodetermineifthestudentmeetsorexceedstheminimumGPAbyresidencystatus,thenumberofUC-designatedhonorscoursesreceivingtheadditionalgradepointsislimitedtoeightsemestersorfouryears.Studentsmaycompletemorethaneightsemestersofhonorscoursework,butamaximumofeightextrapointswillbefactoredintotheUCGPA.MoststudentscompleteUC-designatedhonorscoursesingrades11and12,althoughsomemaycompletethesecoursesasearlyasgrade10.TheUClimitstheamountofextrapointsaddedtotheUCGPAforUC-designatedhonorscoursescompletedingrade10tonomorethanfoursemestersortwoyears.ThislimitationalsoonlyaffectstheGPAcalculationthatdeterminesifanapplicantmeetsorexceedstheminimumGPAUCrequiresbasedonresidencystatus.CourseCriteria&GuidelinesCoursesthatmeetthecriteriaoutlinedbelowmaybegrantedUChonorsdesignationandqualifystudentstoearnextrapointsintheirUCGPAcomputation.TheUCstronglyencourageshonors-levelcoursesbemadeavailabletoallsegmentsoftheschoolpopulation.
School-CreatedHonorsCourses
Honorscoursesdesignedbyaninstitutiontodemonstratedistinctivefeaturesthatsetitapartfromregularhighschoolcoursesinthesamea-gsubjectareaareeligiblefortheUChonorsdesignation.Thesecoursesshouldbecomparableintermsofworkloadandrigortoadvancedplacement(AP),internationalbaccalaureate(IB)orintroductorycollege-levelcoursesinthesubject.ThereisnolimittothenumberofUC-designatedhonors-levelhighschoolcoursesthatmaybeapprovedforaninstitution'sa-gcourselist.
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GeneralRequirements
School-createdhonorscoursesmustsatisfythefollowinggeneralrequirements:
• Honors-levelcoursesarespecialized,advancedcoursesdesignedfor10th-,11th-or12th-graderswhohavealreadycompletedfoundationworkinthesubjectarea.
• Highschoolcoursesofferedatthegrade9levelthatschoolsmightlocallydesignateashonorsarenoteligiblefortheUChonorsdesignation.
• Coursesmusthaveestablishedprerequisites,asappropriatetothediscipline.• Honors-levelcoursesmusthaveacomprehensivefinalexaminationorasubstantive,culminatingproject.The
purposeofthefinalexam/projectisforstudentstoexhibitdepthofknowledgeandsustainedmasteryofsubjectmaterial.
• Ingeneral,itishighlyrecommendedthathighschoolcoursesbeingconsideredfortheUChonorsdesignationwillhaveanon-honorsequivalentcourseofferedatthesamefrequency(e.g.,annually,everyotheryear,etc.),inthesamesubjectarea,andatthesamegradelevel.Exceptionstothiscriterionmaybeallowedundercertainsubject-specificcircumstances.
Subject-SpecificRequirements
• InadditiontomeetingthegeneralUChonorscoursecriteria,coursesmustmeetsubject-specificrequirements.
http://www.ucop.edu/agguide/a-g-requirements/
AdvancedPlacement(AP)Courses
• Alla-gapprovedAPcoursesreceivetheUChonorsdesignation.ForalistofapprovedAPcourses,refertothe
CollegeBoardAdvancedPlacementProgram’sa-gcourselist.
• InstitutionsmayonlyaddAPcoursestotheira-gcourselistthathavepassedtheCollegeBoard’sAPCourseAudit.
InstitutionsshouldsubmitAPCourseAuditmaterialstotheCollegeBoardinatimelymannertoensuretheirnew
APcoursesareauthorizedandthensubmittedtoUCfora-greviewpriortothecloseofUC’sannuala-gcourse
submissionperiodonSeptember15.
• AllAPcoursesonana-gcourselistmustbeauthorizedbytheCollegeBoard’sAPCourseAuditforeachyearthe
courseisoffered.Itisalsohighlyrecommendedthatschoolsofferanon-honorsequivalentcourseatthesame
frequency(e.g.,annually,everyotheryear,etc.),inthesamesubjectarea,andatthesamegradeleveltotheirAP
course.
InternationalBaccalaureate(IB)Courses• Designateda-gapprovedIBcoursesreceivetheUChonorsdesignation.ForalistofIBcoursesthatcarrytheUC
honorsdesignation,refertotheIBProgram’sa-gcourselist.• Itisalsohighlyrecommendedthatschoolsofferanon-honorsequivalentcourseatthesamefrequency(e.g.,
annually,everyotheryear,etc.),inthesamesubjectarea,andatthesamegradeleveltotheirIBcourse.
CollegeCourses• UC-transferablecollegecourseswith3(ormore)semesterunitsor4(ormore)quarterunitsinanya-gsubjectarea
willreceiveUChonorsstatus.Designatednon-transferablecollegecoursesinEnglishandmathematicsmayfulfillthea-gsubjectrequirements,butwillnotcarrytheextrahonorsweightwhencalculatingtheUCGPA.
• TodeterminewhetheraCaliforniacommunitycollegecoursewillsatisfythea-gsubjectrequirements,reviewthecollege’sa-gcourselist.https://hs-articulation.ucop.edu/agcourselist#/list/search/all
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POLICY,PRACTICEANDRESEARCHRESOURCES
ACADEMICSENATEPAPER
Alternative Methods for the Awarding of College Credit: Credit by Examination for Articulated High School Courseshttp://www.asccc.org/sites/default/files/AlternativeMethodsForAwardingOfCollegeCredit.pdf
REFERENCES
Anderson,G.M.,Sun,J.C.,&Alfonso,M.(2006).Effectivenessofstatewidearticulationagreementsontheprobabilityoftransfer:Apreliminarypolicyanalysis.ReviewofHigherEducation,29(3),261–291.
CaliforniaDepartmentofEducation.Instructionsandguidelinesforthedevelopmentofthe2008–2012CareerTechnicalEducation(CTE)LocalPlan.http://www.cde.ca.gov/ci/ct/pk/
CaliforniaStateUniversity.(2008).ExecutiveOrder1036.RetrievedJuly10,2013,fromhttp://www.calstate.edu/eo/EO-1036.html
U.S.DepartmentofEducation.OfficeofCareerTechnicalEducation,PerkinsActEducation.http://www2.ed.gov/offices/OVAE/CTE/perkins.htmlWEBRESOURCELINKSSampleDocumentsforArticulationSummary:Thesedocumentsdemonstratethevaryingpolicies,practicesandprotocolsthatdistrictsusetoinstitutearticulationlocally.Link:statewidepathways.org/resources.htmlDiabloValleyCollegeArticulationprocessvideo:HowtonavigateASSIST.orgwebsitehttp://www.dvc.edu/enrollment/counseling/videolibrary.htmlhttps://www.youtube.com/watch?v=4jNyiICsNBcStatewideCareerPathways(SCP)–ArticulationTemplates
ThesearticulationtemplatesrepresentCTEcoursestypicallyofferedathighschools/ROPsandcommunitycolleges.Writtenbydisciplineworkgroupscomprisedoffacultyfromhighschools,ROPs,andcommunitycolleges,withinputfromthebroaderdisciplinefield,thetemplatesprovideageneraloverviewofthecontentandstructureofsuchcoursesofferedthroughoutthestate.
http://statewidepathways.org/showtemplates.phpUsefulArticulationPublicationsThesedocumentshavebeencreatedandpostedtosupporttheactivitiesoflocalarticulationandCTEtransitionsstaffstatewide,andcanbeusedasaresourceforCTEtransitionsstaff.
http://statewidepathways.org/effective_practices.html
CommunityCollegeResearchCenter(CCRC)TheCCRCistheleadingindependentauthorityonthenation’snearly1,200two-yearcolleges.Sinceitsinception,CCRC’sconsortiumofresearchershasstrategicallyassessedtheproblemsandperformancesofcommunitycolleges.Link:ccrc.tc.columbia.eduPerkinsTheCarlPerkinsFederalActwasestablishedtoimproveCTEprograms,integrateacademicandcareer-technicalinstruction,servespecialpopulations,andmeetgenderequityneeds.ItalsoservesastheregulatorylanguageforCTEprograms.Link:http://www.cde.ca.gov/ci/ct/pk/
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CATEMASystemThiswebapplicationisdesignedtoprovideasimplemethodtoenter,update,displayandreportcoursearticulationoutcomesandCTE-relatedinformation.Link:https://www.catema.comChaffeyCollegeTechPrepTheChaffeyCollegeTechPrepProgramisdesignedtohelpcreatepathwaysthatleadtoanassociateorbaccalaureatedegreeorapostsecondarycertificateinaspecificcareerfield.StudentscombinehighschoolandROPCTEcourses,real-worldexperience,and/orcollegecourses,toformabalancedandpracticaleducationalexperience.Link:www.chaffey.edu/tech_prepTitle5WebSearchThislinkisprovidedasanefficientwaytosearchforTitle5regulatorylanguage.https://govt.westlaw.com/calregs/index?__lrguid=i6566e0e80ead49b2b8a790b2c2255fc0&transitionType=Default&contextData=(sc.Default)ProfessionalDevelopment&CrossRegionalCommunityofPractice
Tri-ValleyEducationalCollaborative—SubstituteteachersarehiredsothatCTEfacultymayattendthesemeetings.http://www.laspositascollege.edu/tec/Annualorbiannualmeetingforarticulationagreementreview.Needagendamodels.StatewideCareerPathwayshttp://www.statewidepathways.org/
SampleDocuments
http://statewidepathways.org/files/ctecpwposter.pdf
http://statewidepathways.org/effective_practices.html
RequestforArticulationForm:http://www2.ohlone.edu/org/cte/docs/requestforarticulation.pdf
ArticulationTemplate:http://www2.ohlone.edu/org/cte/docs/articulationtemplate.pdf
ArticulationReviewRenewalForm:http://www2.ohlone.edu/org/cte/docs/articulationreviewrenewalform.pdf
ContractforCredit:http://www2.ohlone.edu/org/cte/docs/ohlonecollege2+2studentcontractforcredit.pdf
CalendarDeadlines:http://www2.ohlone.edu/org/cte/docs/ctedeadlines2015.pdf
34
ArticulationResearchReferences
Anderson,G.M.,Sun,J.C.,&Alfonso,M.(2006).Effectivenessofstatewidearticulationagreementsontheprobabilityof
transfer:Apreliminarypolicyanalysis.ReviewofHigherEducation,29(3),261–05.
Cain,H.J.(2013).TechpreparticulationfromAlabama'spublicschoolstoAlabama’stwo-yearcolleges:Perceptionsof
administrators,counselors,andtechnicalteachers(doctoraldissertation).
Cantor,J.A.(1999).Techprepasacatalystforcommunitycollegeinstructionalprogramdevelopment.CommunityCollege
JournalofResearchandPractice,23(4),357–369.
Cardona,S.L.(2012).InterinstitutionalcollaborationpracticesbetweenVirginiacommunitycollegesandhighschools
involvedindualenrollmentarticulationagreements(doctoraldissertation).
Crockett-Bell,S.(2007).Thedualcreditprogram:Measuringtheeffectivenessonstudents'transitionfromhighschoolto
college(doctoraldissertation).
Fincher,M.,SharpL.,BurksJ.,LyonK.,Parker,M.,Ward,J.,Hall,A.,WilsonV.,&BrittanyWashington(2014).Articulation
visibilityattwo-yearcolleges.CommunityCollegeJournalofResearchandPractice,38(7),684–692.
Gall,M.D.;Gall,JoyceP.;Borg,WalterR.(2014).ApplyingEducationalResearch:HowtoRead,Do,andUseResearchto
SolveProblemsofPractice(7thEdition)Pearson.
Ignash,J.M.,&Townsend,B.K.(2000).Evaluatingstate-levelarticulationagreementsaccordingtogoodpractice.
CommunityCollegeReview,28(3),1–21.
Karandjeff,Kelley&EvaSchiorring(2011).Careerandtechnicaleducation(CTE)transferresearchproject:Improving
transferpathwaysforCaliforniaCommunityCollegestudentsinCTEprograms.JournalofResearchinthe
CommunityCollege,18(20),42–51.
Kim,J.,&Bragg,D.D.(2008).Theimpactofdualandarticulatedcreditoncollegereadinessandretentioninfour
communitycolleges.Career&TechnicalEducationResearch,33(2),133–158.
Kim,J.(2014).Relationshipoftechprepanddualcredittocollegereadinessandretention.CollegeStudentJournal,48(3),
337–346.
King,S.B.,&West,D.(2009).Statewidearticulationagreementsbetweenhighschoolandcommunitycollegecareerand
technicalprograms.CommunityCollegeJournalofResearchandPractice.33(6),527–532.
35
Morgan,C.,McDavid,J.A.,&Beedle,J.(2008).Mississippi'sarticulationprocess:Aworkinprogress.CommunityCollege
JournalofResearchandPractice.32(2),135–143.
Oremus,V.C.(1973).Articulationbetweenhighschoolsandindustrialoccupationalprogramsinthepubliccommunity
collegesinColorado(doctoraldissertation).
Poole,S.C.(2011).AnalysisoftheNorthCarolinahighschooltocommunitycollegearticulationagreement'simpacton
studentmotivationinaNorthCarolinahighschool(doctoraldissertation).
Roksa,J.,&Keith,B.(2008).Credits,time,andattainment:Articulationpoliciesandsuccessaftertransfer.Educational
EvaluationandPolicyAnalysis,30(3),236–254.
Ruhlan,S.,Jurgens,C.,Ballard,D.(2003).Techprep'sroleineducationreform:perceptionsfromstatetechprepdirectors.
JournalofCareerandTechnicalEducation.20(1).
Senie,KathrynC.(2016)Implementingtransferandarticulation:Acasestudyofcommunitycollegesandstateuniversities.
CommunityCollegeJournalofResearchandPractice,40(4),269–284.
Tenbergen,K.(2010).Howcoursearticulationagreementsfacilitatethetransferandcompletionofabachelor'sdegree:A
comparisonofnativeandtransferstudents(doctoraldissertation).
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