1. Looking Ahead Chairs/Coordinators Meeting
22/02/2019
Looking Ahead Chairs/Coordinators Meeting
November 8, 2018

2. 22/02/2019
SCWI
Is the initiative actually what we say it is and what it’s funded to be?
How can we minimize the risks involved in not delivering what the programs are intended to deliver?
Government working on their priorities based on stakeholder feedback

3. Accountability and Efficiency
22/02/2019
Accountability and Efficiency
“The government believes that Ontario students can attain a high level of educational achievement without the previous year-over-year trend of budget inflation. Ontario’s government for the people is committed to improving accountability and making efficient and effective use of taxpayer dollars — and we will be looking to our partners in the education sector to help find efficiencies.”
August 24, 2018 Bruce Rodrigues B14 Memo, Update: Education Funding for 2018–19“ available online:

4. 22/02/2019
Managing Transformation A Modernization Action Plan for Ontario (Ernst & Young LLP, September 21, 2018)
“A key recommendation going forward is for a relentless focus on data and analysis to strengthen the government’s ability to drive greater efficiencies and better outcomes. ” (page 5)
We can demonstrate that we:
“put the client at the centre of every policy, regulation, program, process and delivery model, and that we put data at the heart of every decision about design, administration and execution of public services” (p.27) 
This is encouraging:
“the Province can help enhance the autonomy and expertise of its various delivery partners by greatly simplifying its expectations and getting out of the way of day-to-day operations and eliminating weak policy prescriptions (those that begin the process of aiming at outcomes without compelling useful reporting or tying funding to the achievement of targeted outcomes).” (p.28)

5. Continuous Program Improvement
22/02/2019
Continuous Program Improvement
Review of feedback and data (student and financial)
Three areas of concern:
Improved Access for Eligible Students
Program Fidelity
Financial Responsibility
Request for Proposals for and areas of focus for to address concerns

6. 22/02/2019
Dual Credits Focus
Appropriate student selection, college course section and delivery models that best match the needs of the eligible students will be key areas of focus for Dual Credit programs.
Given that this is not an entitlement program, RPTs will need to focus on careful student selection based on eligibility requirements as outlined in policy.

7. 22/02/2019
Increasing Access to Dual Credits: Aged 20 Years and Under in Adult Ed Centres
Feedback from ADC Regional Forums in 2018 indicated this was a significant area of concern in some parts of the province
RPTs may want to consider:
Reviewing the new SCWI document on this topic with Adult Education staff
Determining with Adult Education staff if there are students who are eligible and who may be interested in dual credits
Under 21-year olds in adult learning centres should be included in dual credit programs if they meet the eligibility requirements set out in policy.
Where classes otherwise would be small, RPTs may need to propose two programs in EDCS that would allow one class to run that includes both adolescent and adult students.

8. Increasing Access to Dual Credits: eLearning
22/02/2019
Increasing Access to Dual Credits: eLearning
RPTs can propose eLearning or blended models of dual credit delivery, in specific situations, for students in the primary target group only
RPTs may want to consider:
Student selection
Supports required to ensure student success
ELearning dual credits will only be considered for approval:
where a Dual Credit program is not available at the secondary school and where distance to the college is significant (more than one-hour travel time each way from the secondary school to the closest college campus).
A list of eligible schools by board must be included

9. Increasing Access to Dual Credits: eLearning
22/02/2019
Increasing Access to Dual Credits: eLearning
RPTs can propose eLearning or blended models of dual credit delivery, in specific situations, for students in the primary target group only
RPTs may want to consider:
Student selection
Supports required to ensure student success
Students and, where appropriate, their parents must be made aware that a dual credit delivered through eLearning does not provide the same experience as a dual credit delivered at day school.
ELearning dual credits must be during the regular school day with the support of a dual credit teacher.
Students will take eLearning dual credits at a secondary school location or on a college campus.

10. Program Fidelity: SWAC
22/02/2019
Program Fidelity: SWAC
Ages of students
Credits attempted while in SWAC
Within reach of graduation (credit accumulation)
Some students had workplace level courses from high school therefore not qualifying for the programs they were interested in
not being used as a last attempt to help students graduate and transition to pse
RPTs may want to consider:
Reviewing eligibility requirements with those selecting students for SWAC programs
Reducing number of SWAC programs
Connecting with others who may be able to refer students
School Within a College (SWAC) programs must be delivered on an existing college campus, where other college students are in attendance and where college services are provided.
These programs are specifically designed for students in their final semester of secondary school.
The expectation is that these students will not return to secondary school following the program as they will have graduated at the end of the SWAC program.
Students in SWAC Programs must attempt both one or more Ontario curriculum credits and one or more dual credit(s) in each semester.
This is a full-time program on campus.

11. Program Fidelity: Student Selection, Ages
22/02/2019
Program Fidelity: Student Selection, Ages
EDCS data shows that there are lots of students, by age, not close to graduation; therefore, not eligible to participate
has completed most or all compulsory credits;
can potentially graduate within one year (e.g., already has 22 or more credits) if provided with support;
(Dual Credit Programs: Policy and Program Requirements, p. 25)

12. Program Fidelity: Student Selection, Ages
22/02/2019
Program Fidelity: Student Selection, Ages
EDCS data shows that there are lots of students, by age, not close to graduation; therefore, not eligible to participate
RPTs may want to consider:
Student selection
Communicating this clarification, if necessary, with those involved in student selection
Changing program choices
Appropriate student selection, college course selection and delivery models that best match the needs of the eligible students will be key areas of focus for Dual Credit programs.

13. Program Fidelity: Students with OSSDs
22/02/2019
Program Fidelity: Students with OSSDs
OnSIS data showed that there are dual credit students who have their diploma prior to entry into dual credit programs
“Dual credit programs are intended to assist secondary school students in completing their OSSD” (Dual Credit Programs: Policy and Program Requirements, p. 5)

14. Program Fidelity: Students with OSSDs
22/02/2019
Program Fidelity: Students with OSSDs
OnSIS data showed that there are dual credit students who have their diploma prior to entry into dual credit programs
RPTs may want to consider:
Student selection
Communicating this clarification, if necessary, with those involved in student selection
Changing program choices
In order to achieve both of the goals of the dual credit program, students who already have a secondary school diploma by the start of the dual credit are not eligible to participate in dual credit programs.

15. Program Fidelity: Level 1 SCWI Seat Purchase
22/02/2019
Program Fidelity: Level 1 SCWI Seat Purchase
Students must be in the primary target group to be eligible for SCWI Seat Purchase
RPTs may want to consider:
Student selection
Using integrated Level 1s
Reducing Level 1 offerings
SCWI seat purchase will only be provided for students in the primary target group. OYAP students are not eligible.

16. Program Fidelity: Level 1 TCU Seat Purchase
22/02/2019
Program Fidelity: Level 1 TCU Seat Purchase
Students must be in OYAP in order to be eligible for MTCU Seat Purchase
Must have a Registered Training Agreement (RTA) in advance of starting the Level 1
RPTs may want to consider:
Student selection
Using integrated Level 1s
Reducing Level 1 offerings
Level 1 programs with Ministry of Training, Colleges and Universities (MTCU) Seat Purchase for apprentices with Registered Training Agreements (RTA’s).

17. Program Fidelity: Summer Dual Credits
22/02/2019
Program Fidelity: Summer Dual Credits
EDCS data indicates that there are students who are under 17 years of age participating in Summer dual credits
Students must be in the primary target group in order to be eligible
Summer dual credits were intended for:
Students needing one credit to graduate (in the case of stand alone summer dual credits)
Students needing two credits to graduate (in the case of summer SWAC programs)

18. Program Fidelity: Summer Dual Credits
22/02/2019
Program Fidelity: Summer Dual Credits
EDCS data indicates that there are students who are under 17 years of age participating in Summer dual credits
Students must be in the primary target group in order to be eligible
RPTs may want to consider:
Student selection
Reducing programming
In the Operational Details section of the proposal, please describe:
why this delivery model has been selected rather than regular day school delivery
what supports will be provided to dual credit students by the college and by the school board and how these supports will be accessed
the roles, responsibilities and supports to be provided by the dual credit teacher

19. Program Fidelity: On-campus Learning Experience for All Students
22/02/2019
Program Fidelity: On-campus Learning Experience for All Students
Students benefit from an on- campus experience to help them visualize themselves as college students
28% of credits were delivered at a secondary school in
RPTs may want to consider:
Grouping existing dual credit classes and transporting them to the college at the same time
Including future potential students, if space permits
As there is value in having all students complete at least a portion of their dual credit on a college campus (main campus or satellite), for dual credits delivered at a secondary school, describe … how students will be provided with an on-campus learning experience. Funding for one trip to the nearest college campus should be requested under Transportation. In most cases, the visit would be to the closest college campus.

20. Program Fidelity: SHSM Programs
22/02/2019
Program Fidelity: SHSM Programs
EDCS data shows that there are SHSM programs with few, or no, SHSM students
63% of students in SHSM dual credits were reported being in SHSM
RPTs may want to consider:
If their application/registration forms accurately captures this information
New SHSM dual credit programs as replacements for existing ones
RPTs should consider if their existing Dual Credit programs for SHSM students are meeting the needs of their college bound students. …The connection between the sector and the college course must be obvious.

21. Program Fidelity: Dual Credit Teacher Forums
22/02/2019
Program Fidelity: Dual Credit Teacher Forums
Activity and Forum Monitoring reports indicate that, in some cases, Dual Credit Teacher forums do not include dual credit teachers and college faculty
Need to reinforce policy and procedures with dual credit teachers and college faculty
Need to provide time for collaboration
RPTs may want to consider:
Holding small sessions to best meet the needs of dual credit educators
It is expected that each RPT will deliver at least one forum:
all dual credit teachers and college faculty receive orientation around dual credits, including roles and responsibilities, policies and procedures.
college faculty and dual credit teachers discuss the content of the dual credit, students and supports.
share successful practices in such areas as instruction, assessment and evaluation
These are not intended to provide basic information on dual credits for school staff not involved in the delivery of the program.

22. 22/02/2019
Being financially responsible while meeting the needs of the eligible students
Requests for additional funding to run small classes
RPTs may want to consider:
Integrated (top-up) courses
Blended adolescent/adult dual credits
Limit course offerings and selecting courses that may have a broader appeal
RPTs will need to select appropriate delivery models and dual credit courses in order to ensure that sufficient funding is generated through the benchmark for the college to run the program and for the board to provide the dual credit teacher.
Dual credit college courses for the primary target group are not designed as an enhanced career pathway activity.

23. 22/02/2019
Financial Responsibility: Dual Credit programs located in the community
Colleges increasingly focusing on community-based programming
Schools and colleges may not have facilities for program delivery close to students
RPTs may want to consider:
If programs delivered in the community are providing students a college experience
Please use the following new benchmark. This will be the amount of the current benchmark for delivery at a secondary school ($585/course/student).
Where necessary, RPTs will be able to request facility funding (costed by the week) as part of their Miscellaneous request.

24. Financial Responsibility: Night School Dual Credits for Adolescents
22/02/2019
Financial Responsibility: Night School Dual Credits for Adolescents
30% of students 16 years of age or age “unknown”
76% in the PTG
Higher per student delivery cost as we fund the dual credit teacher
RPTs may want to consider:
Student selection
Reducing programming
Course choice
In the Operational Details section of the proposal, please describe:
why this delivery model has been selected rather than regular day school delivery
what supports will be provided to dual credit students by the college and by the school board and how these supports will be accessed
RPTs must describe the roles, responsibilities and supports to be provided by the dual credit teacher

25. Financial Responsibility: Dual Credits at Nearest College Campus
22/02/2019
Financial Responsibility: Dual Credits at Nearest College Campus
Students are only eligible to take dual credits:
offered within their RPT and
at the closest college (main or satellite/regional campus) to their secondary school.
Selected students in RPTs with more than one college are eligible to choose from any of the courses offered by the closest college to their secondary school.
Transportation accounted for 17% of approved dual credit funding
Transportation accounted for 44% of underspending in dual credit programs
Currently, not all dual credit students have the option of selecting which dual credit course to take
88% transportation expended
RPTs may want to consider:
Course selection
Increasing use of integrated courses
Focusing on college experience rather than career clarification

26. Financial Responsibility: Activities and Forum Funding vs Participants
22/02/2019
Financial Responsibility: Activities and Forum Funding vs Participants
EDCS data indicates there are some Activities and Forums that had far fewer than requested participants, but spent most or all of the approved funding
RPTs may want to consider:
Using previous year’s data to propose more realistic numbers
Not using benchmarks; costing out the event instead
In cases where the benchmark either generates too much or too little funding to run an activity or forum, RPTs are asked to detail their request in the Miscellaneous section of the online application rather than requesting benchmark funding.

27. 22/02/2019
SCWI
Is the initiative actually what we say it is and what it’s funded to be?
How can we minimize the risks involved in not delivering what the programs are intended to deliver?