1. Expanding Data Connections to Success Summer Institute, 2014

2. Purpose Deepen your understanding of Dual Credits and policies/procedures Make connections between the dual credit program and other Student Success Initiatives Q’s and A’s

3. 1. Is your clicker working? A.Yes B.No 3

4. 2. What is your role? A.RPT Chair/Coordinator B.RPT Member C.RPT Support Staff/Admin Staff D.Liaison Team Member E.EDU/TCU staff F.Other 4

5. 3. Are you new to your role? A.Yes B.No 5

7. Dual Credit Programs Dual credit programs are programs approved by the Ministry of Education that allow students, while they are still in secondary school, to take college or apprenticeship courses that count towards both their Ontario Secondary School Diploma (OSSD) and a postsecondary certificate, diploma, or degree, or a Certificate of Apprenticeship. (p.5)

8. “I was nervous about going to college and I wasn’t sure that I would go but the experience with this college made me see that there is nothing to worry about and nothing to be scared of but something to look forward to and to also be excited about.” Primary Purpose of Dual Credits – Student Voice

9. % Dual Credit Students – College Applicants and Registrants

10. PSE Conversion Rates for Dual Credit Students

11. Use of Dual Credits at College CRALO Statement 11

12. 4. Which of the following apply to all Dual Credits? A.Criteria-based student selection process B.Dual credits on student’s timetable and report cards C.Dual Credit teacher provides support D.Students earn one or more OSS credit(s) E.Students can earn up to 4 college-delivered dual credits F.All of the above 12

13. 4. Which of the following apply to all Dual Credits? A.Criteria-based student selection process  See Appendix (p. 24)  Disengaged and Underachieving Students  SHSM  OYAP 13

14. 4. Which of the following apply to all Dual Credits? B.Dual credits on student’s timetable and report cards  2.4 Recording Course Codes and Credits (p. 14)  Section 4: Assessment, Evaluation and Reporting of Student Achievement in Dual Credit Courses (p. 18f) 14

15. 4. Which of the following apply to all Dual Credits? C.Dual Credit teacher provides support  1.7.1 Roles and responsibilities of secondary school dual credit teachers (p. 10) 15

16. 4. Which of the following apply to all Dual Credits? D.Students earn one or more OSS credit(s)  1.3 Two Broad Categories of Dual Credit Courses (p.7) 16

17. 4. Which of the following apply to all Dual Credits? E.Students can earn up to 4 college- delivered dual credits  1.5 Credits Earned in Dual Credit Programs (p. 8) 17

18. 2012-13 Target Group Participation by Program Focus 18,584 dual credit students provincially 13,769 in the primary target group (74%) 3,560 SHSM students (19%) 1,255 OYAP students (7%) RPT Data

19. 5. Which of the following is a dual credit delivery approach? 1.Team-taught college course at a secondary school 2.Team-taught Level 1 at a secondary school 3.College-delivered college course at a secondary school 4.Level 1 delivered at a secondary school with college oversight 5.All of the above 19

20. 6. Every student in a dual credit program has the support of a dual credit teacher. A.True B.False 20

21. Role of the Dual Credit Teacher Guiding Principle: –A secondary school teacher is always involved in some capacity, but his or her role may range from direct instruction and/or remediation to more general support and supervision of students’ programs. (p. 6) 21

22. Role of the Dual Credit Teacher Roles and responsibilities will vary depending on the delivery model and operational details of the program A list of roles and responsibilities common to all dual credit delivery models is included (p.10) 22

23. 7. Funding to pay for Dual Credit teachers is generated in the same way as any other secondary school credit. A.True B.False 23

24. 1.7 Role of the Dual Credit Teacher “Whether students are participating in college-delivered dual credit courses or team-taught courses, secondary school staffing numbers are determined in the same way – through the ratio in the funding formula.” (p.9) Dual Credit Teacher

25. 8. The mark on the student’s secondary school transcript for college delivered dual credits is the mark determined by the college instructor based on the college standard. A.True B.False 25

26. Assessment and Evaluation in Dual Credit Courses 2.1.1 Dual credit based on a college- delivered college course The student’s achievement is evaluated by the college according to its own standards. (p.11) 26

27. Assessment and Evaluation in Dual Credit Courses 4.2.1 General policies and procedures The college instructor or professor is responsible for the assessment and evaluation of student achievement. (Assessment and evaluation are not governed by the Ministry of Education policy requirements set out in Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (2010).) (p.19) 27

28. 9. Which of the following is not included in the policy document? 1.Program Delivery 2.Benchmark funding for Dual Credit Programs 3.Information for Students Enrolling in Dual Credit Programs 4.Assessment, Evaluation and Reporting of Student Achievement in Dual Credit Courses 28

29. Included in the Policy Document –Program Delivery –Information for Students Enrolling in Dual Credit Programs –Assessment, Evaluation and Reporting of Student Achievement in Dual Credit Courses –Appendix: Selection Criteria for Admission to Dual Credit Programs

30. Included in the Policy Document –Program Delivery Program Delivery Approaches Delivery Models School Within a College Program Recording Course Codes and Credits

31. Included in the Policy Document –Information for Students Enrolling in Dual Credit Programs Course Calendars College Registration

32. Included in the Policy Document –Assessment, Evaluation and Reporting of Student Achievement in Dual Credit Courses All Dual Credit Courses College-delivered Dual Credit Courses Team-taught Dual Credit Courses Apprenticeship Programs with College Oversight Ontario Student Record Filing Procedures

33. Included in the Policy Document –Appendix: Selection Criteria for Admission to Dual Credit Programs

34. The Ontario Student Transcript Manual, 2013 establishment, maintenance, issue, and storage of the OST outlines the regulations and procedures that apply to the recording of information in various situations 34

35. The Ontario Student Transcript Manual, 2013 Sample 9 35

36. The Ontario Student Transcript Manual, 2013 Includes examples of team-taught dual credits 36

37. The Ontario Student Transcript Manual, 2013 Includes examples of college-delivered dual credits 37

38. The Ontario Student Transcript Manual, 2013 Partial credits (p. 11) –Multiple-credit college dual credits Maximum of four optional credits (p. 12) –Process for determining which credits to list on the OST if students have more than four 38

39. 10. Team-taught dual credit courses have course codes that end in 4T and must be specially requested from Phil or Lynn? A.True B.False 39

40. Course Codes for Dual Credit Programs Team-taught dual credits must be based on a careful alignment of the college course and the Ontario curriculum course On the student’s secondary school transcript, the Ontario Curriculum Course code is listed For dual credits based on college curriculum or Level 1 apprenticeships, a course code must be requested Details are outlined on the Course Code Request form 40

41. Overview of Pathways to Apprenticeship Introduction –Introduction –Purpose –Graphic Organizer Pathways –7 options 41

42. Pathways to Apprenticeship 42 “Matching students with the appropriate opportunity, one student at a time.” Adds clarity to a number of policy documents

43. 43

44. Pathways to Apprenticeship Dual Credit Students OYAP Participants with an RTA Student in the Primary Target Group OYAP Participant SHSM Students

45. OYAP Participant be enrolled full-time in a secondary school; be working towards an OSSD; be enrolled in co-op with a placement in an apprenticeship trade; have successfully completed 16 credits; be at least 16 years of age. Participant Eligibility

46. “All OYAP participants (and their parents, if applicable) must sign and submit Section 1 of the OYAP Participant Application Form.” (p.12) Participant Suitability and Selection OYAP Participant 46

47. “Students may be registered as apprentices while in Grade 11 or Grade 12.” (p. 14) Participant Eligibility OYAP Participant with an RTA 47

48. “School board staff are responsible for recommending appropriate students to the Ministry of Training, Colleges and Universities (TCU) for registration.” (p.14) Participant Suitability and Selection OYAP Participant with an RTA 48

49. Boards will recommend students on a case- by-case basis, giving priority to students who: have previously had a successful experience in an apprenticeship trade; and have completed or are on track to complete related Grade 12 technological education courses or other courses relevant to an apprenticeship.(p.14) Participant Suitability and Selection OYAP Participant with an RTA 49

50. OYAP – Participant with a RTA “Boards will recommend students on a case-by-case basis” Requests for registration are made to the local MTCU office (p.14) “Employment and Training Consultants are responsible for evaluating potential sponsors to ensure they can meet the obligations of a sponsor” (p.15) 50

51. 51 Level 1 Apprenticeship Dual Credit Programs* * As of Contract Change Cycle 5, March 2014

52. – Primary Target Level 1 Apprenticeship Dual Credit Programs – Primary Target “In rare exceptions, students who are not in OYAP and who do not have a registered training agreement may participate in Level 1 apprenticeship training delivered by colleges, if they fall into the primary target group as described above.” Program Definition 52

53. Questions? 53

54. Fastest Responders 54 Second s ParticipantSecond s Participant

55. Contact Us Phil.Hedges@ontario.ca Kate.Ryan@ontario.ca Anita.Webb@ontario.ca Lynn.Grittani@ontario.ca Sonja.Vandermeer@tldsb.on.ca 55