CALIFORNIA COMMUNITY COLLEGES Doing What MATTERS

CALIFORNI A COMMUNITY COLLEGES

Doing What MATTERS™

K-14 PATHWAYS- REGIONAL TECHNICAL ASSISTANCE PROVIDER

MID PENINSULA, SILICON VALLEY, SANTA CRUZ/MONTEREY

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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),

22

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

23

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.

26

(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

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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.

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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).