Articulation Process & Guidelines Welcome, Establish goals of the day. Then Crowd pulsing. Who is here? K!2 - CCC. District level? Who is currently doing articulation? A sampling of What would you like to leave here with? How can we make this training today valuable for you? A Tool for Success

Introductions Presenter: Don Daves-Rougeaux Rougeaux MSC - Multi Sector Consulting ddrougeaux@gmail.com

SUmmary Purpose & Impact Policies & Protocols Process & Recommendations What are your desired outcomes? Before we get into todays sessions…... Who is here? K!2 - CCC. District level? Who is currently doing articulation? A sampling of What would you like to leave here with? How can we make this training today valuable for you?

Articulation Overview Articulation from high school (secondary) to college (post-secondary) should ensure a smooth transition and align pathway content so as to avoid duplication of effort. At its best, secondary to post-secondary articulation provides students with the opportunity to complete college course work at no cost, saving them both time and money. Articulation is a term used to describe the process that facilitates the transition of students from one educational institution to another. Articulation from high school (secondary) to college (post-secondary) should ensure a smooth transition and align pathway content so as to avoid duplication of effort. At its best, secondary to post-secondary articulation provides students with the opportunity to complete college course work at no cost, saving them both time and money. This process is sometimes referred to as 2+ 2 articulation because it represents both high school and college work that awards credit at both levels. The process of developing articulation agreements is based on collaborative efforts between the college faculty and secondary instructors. While the primary benefit is to students, this collaborative process has a secondary benefit of enhancing communication between secondary and post-secondary faculty with programs and between sites and must be supported by resources identified by each college and district partner. The process identified in this document relates to Career Technical Education (CTE) articulation.

Practitioners voice “This partnership with DVC has been an invaluable experience and a great leaning process for my students” “I know that some teachers find the CATEMA registration process daunting, but I have not experienced any problems” “The registration process is seamless and straight  forward; as long as I the teacher guide the students along the way and patiently explain it” “I think it is part of life-long learning process to understand and learn how to register for college” Support from the Practitioners viewpoint

Why Articulation? Provides a means for students to begin a program of study in HS which continues at the CC level. Impressive on resume and to college applications Some free college credit May transfer to CSU and UC Possession of college credits that never go away Employers offering benefits for college credits These programs combine academic courses needed for success in college with technical courses needed to prepare students for high-skill, high-wage, and in-demand careers. Successful students complete two years of community college coursework and earn a certificate or degree or prepare for transfer to a university. Jobs that offer wages/bonus/stipend/allowances/compensation for college credits

What does research tell us? Secondary to Post-Secondary Acceleration Strategies for College Readiness “Allowing students in high school to complete even a single college class could significantly increase their chances of attending college and eventually graduating.” Ben Struhl & Joel Vargas, Oct. 2012 The Impact of Dual and Articulated Credit on College Readiness and Retention in Four Community Colleges (2008). Tech Prep consortium in CA, FL, IL, OH, OR, NC, and TX, NC. Selected Ohio, Texas, Florida and Oregon. Other four were excluded because students did not have adequately detailed records to ascertain dual or articulated credit course enrollment. Findings suggested that DE had a direct effect on college readiness in mathematics (TX, FL, OR) and articulation on reading and writing (OH, TX). The Findings also showed that articulated course taking enhanced their college retention as well.

Assumptions & BENEFITS Students Saves money on tuition, fees, and books by allowing students to earn college credit while in high school Accelerates academic progress and prepares students for certificate or degree programs Increases student success Reduces duplication of courses and credit Improves job placement potential Increases the likelihood of students being college and career ready Provides students with an incentive to continue their education Leading us to the following assumptions and beliefs for students and instructors Handbook pg. 5 Prepares students for higher education Increases enrollment in and promotes more enthusiasm and interest in the articulated course Gives students a more positive attitude about school and increased self-confidence as evidenced by similar acceleration to post secondary models Results in college transcript after completing the articulated high school course Encourages student enrollment at community college Qualifies students to be placed in the next course in the sequence Eliminates student fees for most high school students. Some student populations such as AB 540 or Adult School may not be eligible

Assumptions & BENEFITS FOR INSTRUCTORS: HIGH SCHOOL AND COLLEGE Promotes curricular alignment, and academic rigor, relevance and integration Facilitates communication among educational institutions, its faculty and administrators Eliminates duplicative instruction Ensures that secondary-level coursework represents the needs of industry Prepares students to be successful in college-level coursework Increases enrollment in articulated pathways at the college   In your day to day have you seen any of these in action? Handbook pg 5 Demonstrates to instructors that how/what they are teaching is connected with all levels of education Keeps instructors abreast on “state-of-the art” technology through concentration of shared training, equipment, staff, and facilities High school instructor does not have to meet CCCCO minimum qualifications Provides ADA to high school while college earns successful course completions

What Policy Guides our Work? Title 5 Regulations § 55050 Credit by Examination Process § 55051 Articulation of High School Courses Revisions : 1st read BOG early May 2nd read TBD Approved in June As administrators its important to have an understanding of the policy guiding this work. At the K12 and CC Board level as well as the state level Sample Board level policy statements. Handbook pg 21-22 Regulatory Guidance - Handbook pg 23 Source document Alternative Methods for the Awarding of College Credit: Credit by Examination for articulated High School Courses, Spring 2013, The Academic Senate for California Community Colleges

WHY A Handbook? Ensure common course-to-course articulation practice across the service areas of the NE and SW-Bay Area – and beyond Provide a convenient and centralized place to find general information, uniform procedures and best practices about high school to college articulation.  Establish guiding principles to govern local, regional and preferably statewide course‐to‐course CTE articulation practices. Clarify regulatory requirements vs. local practice. Provide system approach recommendations for effective and student centered practices guiding CTE secondary to postsecondary articulation procedures. Establish common definitions to propose for use statewide. Develop practices, procedures, policies, and programs that are: Student centered Accessible on college and high school websites Easy to navigate   Having a ready access to such resources is one of the principle reasons for the development of this Handbook. After weeks of collaboration and revisions –guided by Kim. In your hand is the tool to aid you in the development of effective practice.

Effective Process RESOURCES 10 Guiding Principles CCC Academic Senate Best Practices CCC Academic Senate Recommendations BAY AREA General Guideline Best Practices Content includes statements regarding guiding principles and best practices Hand book handbook pg 5-7 10 Guiding Principles CCC Academic Senate Best Practices CCC Academic Senate Recommendations BAY AREA General Guideline Best Practices

Effective Process – How To… . . . Get Started? . . . Maintain Agreements? . . . Support at District Level? CATEMA data management system Moorpark College Step-by-Step/ Santa Rosa JR College And top recommendations for effectiveness and sustainable implementation Handbook pg 8 Recommended must haves for program effectiveness – pg 8 Developing and maintaining agreements BP pg 8 Determine which college at the District level will be indicated on the transcript. Pg 9 Instructions for Implementation…. Pg 10 for HS Student for HS Faculty for College Faculty Aplying for credit – Using C&TEMA Career and Techinical Education Management Application (next session) online software to award student credit through articulation Moorpark College Step by Step example

CATEMA® System Goals

CATEMA® System process

Top HS Recommendations Hire a district level Articulation/DE officer Participate in annual review meetings Use CATEMA Prioritize articulation in LCAPS Publicize availability of courses/GPA bump Educate counselors to the value We’ll conclude this session with a few notable recommendations for the HS and CC

Top CCC Recommendations Hire a district level Articulation/DE officer Participate in annual review meetings Use CATEMA Eliminate all residency requirements Publish process online As well as a local data illustration of the value of Articulation –

Todd or Judy please Resource support for high school instructors and students

Articulation Value to High School Students   School Year (DVC) ARTDM (DVC) BUSAC (LMC) MedTerm (CCC) (LMC) CIS/COMSC (DVC) CONST (DVC) (LMC) EDUC/CHDEV (DVC) CULN (DVC) ENGIN/ARCH TOTALS 2010 - 11 26 4 83 7 27 + 20 = 47 19 29 215 2011 – 12 46 11 118 12 + 5 = 17 82 92 54 420 2012 – 13 112 114 8 + 6 = 14 91 120 78 536 2013 – 14 245 9 5 14 105 + 25 =130 129 85 621 2014 – 15 438 138 87 884 Students earning units 867 36 324 128 488 489 333 2,676 TOTAL UNITS EARNED 1300.5 108 972 384 44 1464 650 1205 6,127.5 DVC, LMC, CCC VALUE@$46 PER UNIT $59,823 $4,968 $44,712 $17,664 $2,024 $67,344 $29,900 $55,430 $281,865 CSU Value @$372 per unit $483,786 $40,176 $361,584 $142,848 $16,368 $544,608 $241,800 $448,260 $2,279,430 Steady growth and increases in student participation and student success Validates the mastery of college curriculum by high school students Portable units and high value opportunities Enrollment growth Qualifying College Credit

Current INITIATIVES Honors Weight –GPA Bump Regional Articulation Agreements Programs Status What Does This All Mean?

Current INITIATIVES Honors Weight –GPA Bump Regional Articulation Agreements Programs Status What Does This All Mean?

KEY TAKEAWAYS Articulation offers free college credit to students, with a safety net. If students do not perform well, they can opt out of reporting their grades to the college.   CATEMA is a web-based system that cuts down on paperwork and administration around articulation, and ultimately helps students more seamlessly receive credit on their transcripts.   Colleges' CATEMA subscriptions for the next three years are funded by the Chancellor's Office through CTE Data Unlocked.

KEY TAKEAWAYS K-12 districts do not bear any licensing costs for CATEMA. K-12 and Community College partners are both critical for successful articulation agreements and CATEMA implementation, and this works well when both systems have an articulation/dual enrollment liaison.  Robin Carville and Cathleen Sanborn are available to help navigate the process of implementing CATEMA (statco@dbstatco.com)

Articulation A college readiness strategy for high school students