1. College Math Courses in Our High Schools The Discussion Continues
Jessica Giglio, COCC Math Department
Kathy Smith, COCC Math Department

2. Definitions
Dual credit: high school students earn college credit while in high school 
Taught at the high school
Taught during the school day
COCC-approved high school teachers
Concurrent enrollment: high school students take COCC classes on college campus, taught by college faculty J
We’ll be focusing strictly on the first category in this presentation.
Who has experience with dual credit programs? For Oregon attendees: College Now or something else? [Use this to help plan “presentation” time constraints.]

3. Growth in dual credit/concurrent enrollment in Oregon
40/40/20 plan (2011)
40% of Oregonians will have an AS or post secondary credential by 2025
Create clear pathways that insure more students go on to college
Earning college credit while in HS increases likelihood of continuing to college
Regional Promise Grants (2014)
To build “collaborative, innovative, and flexible ways to foster a college-going culture”
To “create additional opportunities for high school students to … earn credit in college-level courses”
Measure 98 (2016)
Section 6: Access to College-Level Courses in High Schools K
You can find our complete original grant proposal at the link

4. Challenges in Central Oregon
Demographics
Student preparation for college-level work
Maintaining college rigor
Faculty/high school instructor workload
High school instructor qualifications K
Re: last bullet: College Now requires that teachers meet the “30 graduate credits in the subject matter” threshold, but we don’t have such teachers in all our rural schools

5. Our solution A collaboration between Central Oregon Community College
Oregon State University—Cascades
High Desert Educational Service District (includes 9 high schools) J

6. J
This is how Cascades Commitment fits into Central Oregon’s larger plan for increasing student success

7. Our Eastern Promise Replication Grant covers these expenses
COCC instructors’ time for creation and implementation of summer courses and PLCs
Stipends to high school teachers who participated
Sub time for high school teachers to observe each other and COCC instructors
Mileage for high school teachers
Graduate credits for all participating teachers (TCE800)
Curriculum for both writing and math courses
Brochures and logo
Grant coordination
And more… K
Graduate credits not applicable toward a specific degree, but toward HS teacher’s continuing ed requirements

8. Minimum teacher qualifications
Advanced Math TSPC credential
Experience teaching algebra and/or precalculus courses
At least two years teaching experience
Completed application J

9. Desired qualifications
A willingness and desire to teach college level math
A desire to contribute to the community of learners through written and verbal participation
An interest in using active learning techniques to engage students
A commitment to making time during the school year to develop their knowledge of and pedagogy in college-level math instruction J
These are listed in the application and teachers are asked to address them

10. Workshops for math teachers
Half-day summer workshop
Subjects covered (focus on Math 111 and 112)
Pedagogy for college-level math
Course outcomes, assignments, and exams (including a common final)
Teaching strategies, including:
Active learning
Writing and rubrics
Labs and group activities
“Rule of four” representations
Quarterly PLCs – more pedagogy, sharing ideas and strategies, common final exam K

11. Discussion Topics:
Do you have any general questions about Cascades Commitment?
Tell us about your experiences with dual enrollment
What should be the same between, say, a MTH 111 course offered at the college and one offered at the high school (e.g., common final)? What can be optional/different?
Do you have any concerns about HS instructor qualifications in this context?
Other thoughts or questions?

12. Thank you!
For more information, contact: Jessica Giglio Kathy Smith