1. Articulation & Credit by Exam: Good for Students & Schools Kris Costa Articulation Liaison Statewide Pathways Project Academic Senate for California Community Colleges

2. Statewide Career Pathways Project Statewide Career Pathways Project Establishing Inter-segmental Pathways Establishing Inter-segmental Pathways Developing Comprehensive Articulation Policy/Procedure Developing Comprehensive Articulation Policy/Procedure Student articulation processes and credit by exam Student articulation processes and credit by exam C-ID and CTE C-ID and CTE Programs of Study Programs of Study Overview

3. A project of the Academic Senate for California Community Colleges A project of the Academic Senate for California Community Colleges SB 70 (2005) Education Code § 88532. SB 70 (2005) Education Code § 88532. Established the CTE Pathways Program Established the CTE Pathways Program Focus: Develop and strengthen linkages and CTE pathways between HS and CCC Focus: Develop and strengthen linkages and CTE pathways between HS and CCC Project Includes Project Includes www.whodouwant2b.com www.whodouwant2b.com Counselor Tool Kit Counselor Tool Kit Statewide Career Pathways (SCP)

4. It’s the right thing to do – for students, for the state, for employers. It’s the right thing to do – for students, for the state, for employers. Significant investments have been made in facilitating the establishment of such pathways – it is critical that they meet their potential. Significant investments have been made in facilitating the establishment of such pathways – it is critical that they meet their potential. Perkins funding… Perkins funding… Why Pathways?

5. Local Education Agency (LEA) … must provide at least one program of study that incorporates secondary and postsecondary elements; includes coherent and rigorous content aligned with challenging academic standards and relevant CTE in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education; and leads to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree. Local Education Agency (LEA) … must provide at least one program of study that incorporates secondary and postsecondary elements; includes coherent and rigorous content aligned with challenging academic standards and relevant CTE in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education; and leads to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree. Perkins Language

6. What pathways are needed? What pathways are needed? HS > CCC HS > CCC HS > University HS > University HS > CCC > University HS > CCC > University HS > CCC > Work HS > CCC > Work How do we make these inter-segmental pathways effective? How do we make these inter-segmental pathways effective? Establishing Intersegmental Pathways

7. Who drafts the agreement and how? Who drafts the agreement and how? Who drafts the exam and how is it administered? Who drafts the exam and how is it administered? What is the college’s role in granting credit? What is the college’s role in granting credit? What is the student’s role in earning credit? What is the student’s role in earning credit? Specificity on the college transcript annotation indicating credit was earned by exam? Specificity on the college transcript annotation indicating credit was earned by exam? Are there timelines within which credit must be claimed? Are there timelines within which credit must be claimed? What is the agreement review cycle? What is the agreement review cycle? Is there a limit on the number of credits which may be earned by exam and/or articulation? Is there a limit on the number of credits which may be earned by exam and/or articulation? Questions to answer through Articulation Procedure

8. Similar components to a course outline of record: Similar components to a course outline of record: Course description Course description Prerequisite Prerequisite Course Content Course Content Competencies and Skills requirements Competencies and Skills requirements Measurement Methods Measurement Methods Sample Textbook Sample Textbook End of Course assessment detail is key piece End of Course assessment detail is key piece Articulation Agreements

9. Articulation Templates Articulation Templates SCP convenes faculty to develop templates SCP convenes faculty to develop templates Articulation templates facilitate articulation discussion Articulation templates facilitate articulation discussion Local agreements also housed in online repository Local agreements also housed in online repository C-ID has changed the way articulation discussions occur C-ID has changed the way articulation discussions occur Local agreements are generated based on approved templates between a secondary school and a post-secondary institution, usually a community college Local agreements are generated based on approved templates between a secondary school and a post-secondary institution, usually a community college Agreements

10. What Does C-ID Do? Provides a numerical “tag”, a C-ID designation, for courses that match an intersegmentally developed descriptor Provides a numerical “tag”, a C-ID designation, for courses that match an intersegmentally developed descriptor Provides a means of identifying comparable courses and of ensuring course portability within the CCCs Provides a means of identifying comparable courses and of ensuring course portability within the CCCs Addresses the need for “common course numbers” Addresses the need for “common course numbers” When a college submits a course outline to obtain a C-ID designation, they are agreeing to accept other courses with that C-ID designation in lieu of their native course When a college submits a course outline to obtain a C-ID designation, they are agreeing to accept other courses with that C-ID designation in lieu of their native course

11. What Does C-ID Do? Provides a process for one-to-many articulation Provides a process for one-to-many articulation Any university can opt to articulate C-ID descriptors, effectively granting articulation to all colleges that have a course matching a given descriptor Any university can opt to articulate C-ID descriptors, effectively granting articulation to all colleges that have a course matching a given descriptor “descriptor-based” articulation “descriptor-based” articulation Offers a quality control and model for required courses in the TMCs (transfer model curricula) that are the basis of the statewide response to SB 1440 (AA-T/AS-T degrees) Offers a quality control and model for required courses in the TMCs (transfer model curricula) that are the basis of the statewide response to SB 1440 (AA-T/AS-T degrees)

12. Provides a common metric for course articulation discussions Provides a common metric for course articulation discussions A course aligned at one school is similar at another A course aligned at one school is similar at another Opens conversations for high school partners Opens conversations for high school partners Provides basis for statewide programs of study Provides basis for statewide programs of study Transfer Model Curricula (TMC) Transfer Model Curricula (TMC) 60 + 60 – response to SB 1440 60 + 60 – response to SB 1440 Model Curricula Model Curricula Certificates and “Terminal” degrees Certificates and “Terminal” degrees How Does C-ID Affect Articulation?

13. Articulation allows students to receive college credit for high school coursework Articulation allows students to receive college credit for high school coursework A high school teacher, teaching an articulated course, need not meet the minimum qualifications for the college A high school teacher, teaching an articulated course, need not meet the minimum qualifications for the college General Education courses can be articulated General Education courses can be articulated Dual enrollment is just like articulation. Dual enrollment is just like articulation. Test Your Articulation IQ…

14. What is articulation? What is articulation? Only waives local requirements – pre/corequisites, placement, etc. Only waives local requirements – pre/corequisites, placement, etc. Does not earn college credit – but can be the basis for allowing credit by exam (CBE) Does not earn college credit – but can be the basis for allowing credit by exam (CBE) HS-CC Faculty relationships are the basis for articulation HS-CC Faculty relationships are the basis for articulation Communication between instructors ensures mastery of course content Communication between instructors ensures mastery of course content Title 5 language which allows for articulation Title 5 language which allows for articulation Why articulation versus other K12 >>> CCC transition pathways? Why articulation versus other K12 >>> CCC transition pathways? Articulation Basics

15. § 55051. Articulation of High School Courses. (a) For purposes of this section, the term “articulated high school course” means a high school course or courses that the faculty in the appropriate discipline, using policies and procedures approved by the curriculum committee established pursuant to section 55002, have determined to be comparable to a specific community college course. Relevant Title 5 Language – Articulation (b) The governing board of a community college district may adopt policies to permit articulated high school courses to be applied to community college requirements in accordance with this section. Articulated high school courses may be accepted in lieu of comparable community college courses to partially satisfy: (1) requirements for a certificate program, including the total number of units required for the certificate; or, (2) The major or area of emphasis requirements in a degree program. (c) Articulated high school courses used to partially satisfy certificate or major/area of emphasis requirements shall be clearly noted as such on the student's academic record. Notations of community college course credit shall be made only if community college courses are successfully completed or if credit is earned via credit by examination. (d) Except through credit by examination, as defined in section 55753, high school courses may not be used to satisfy: (1) The requirement of section 55063 that students complete at least 60 semester or 90 quarter units in order to receive an associate degree; or, (2) Any general education requirement for the associate degree established by the district.

16. Best Practices– Articulation StudentHigh School InstructorCollege Faculty CTE Transitions Coordinator Student receives verification (certificate) after completing the articulated HS course. Not enrolled at the college while taking the course Student enrolls at CC and meets with CC Counselor, student is placed in the next course in the sequence No credit nor grade is awarded No student fees. Student is enrolled for HS credit Student names are given to CC through automated system (CATEMA) or through hand written documentation. The teacher distributes the certificates of articulation to each student. Does not need to meet CCCCO minimum qualifications HS receives ADA. Review HS outline to determine similarities in content and rigor to CC Course Communicate with HS Teacher to ensure that students are prepared for the next course in the sequence. Prepares the Articulation Agreement on an annual or biannual basis and secures signatures. Prepares certificates of articulation. Facilitates HS to CC Faculty relationships.

17. In order for a student to receive credit on their transcript for articulated courses, they must take an EOCA. In order for a student to receive credit on their transcript for articulated courses, they must take an EOCA. A high school teacher can determine the appropriate assessment for the articulated course A high school teacher can determine the appropriate assessment for the articulated course The high school final is an appropriate measure of a student’s mastery of the course content. The high school final is an appropriate measure of a student’s mastery of the course content. In order for a student to receive credits/grades for an articulated course, they must be a currently enrolled students with units in residence. In order for a student to receive credits/grades for an articulated course, they must be a currently enrolled students with units in residence. Test Your Articulation with Credit By Exam IQ…

18. Students complete proficiency/mastery exam for college credit. Students complete proficiency/mastery exam for college credit. Evaluation must be developed by appropriate college faculty Evaluation must be developed by appropriate college faculty Evaluation may be proctored by a designee Evaluation may be proctored by a designee Process and procedures must be clear Process and procedures must be clear Credit By Exam (CBE) for Articulated Courses

19. § 55050. Credit by Examination. (a) The governing board of each community college district shall adopt and publish policies and procedures pertaining to credit by examination in accordance with the provisions of this section. Relelvant Title 5 Language – Credit by Exam (b) The governing board may grant credit to any student who satisfactorily passes an examination approved or conducted by proper authorities of the college. Such credit may be granted only to a student who is registered at the college and in good standing and only for a course listed in the catalog of the community college. (c) The nature and content of the examination shall be determined solely by faculty in the discipline who normally teach the course for which credit is to be granted in accordance with policies and procedures approved by the curriculum committee established pursuant to section 55002. The faculty shall determine that the examination adequately measures mastery of the course content as set forth in the outline of record. The faculty may accept an examination conducted at a location other than the community college for this purpose. (d) A separate examination shall be conducted for each course for which credit is to be granted. Credit may be awarded for prior experience or prior learning only in terms of individually identified courses for which examinations are conducted pursuant to this section. (e) The student's academic record shall be clearly annotated to reflect that credit was earned by examination.

20. Best Practices– Articulation with Credit By Exam StudentHigh School InstructorCollege Faculty CTE Transitions Coordinator Students “opt-in” for college credit Students apply to the college but are NOT enrolled in a CC course. Upon successful completion of the End of Course Assessment (EOCA), students receive a letter grade on the transcript with credits awarded. No student fees. Student is enrolled for HS credit Student names are given to CC through automated system (CATEMA) or through hand written documentation. The teacher may proctor the EOCA Does not need to meet CCCCO minimum qualifications HS receives ADA. Review HS outline to determine similarities in content and rigor to CC Course Communicate with HS Teacher to ensure that students are prepared for the EOCA Administer exam or approve HS exam or determine appropriate EOCA Prepares the Articulation Agreement on an annual or biannual basis and secures signatures. Prepares EOCA student credit data via CATEMA or paper methods. Facilitates HS to CC faculty relationships.

21. Students not getting credit – Why? Students not getting credit – Why? Difficulty with assessment – Why? Difficulty with assessment – Why? Credit By Exam – Issues and Challenges

22. White Paper on best practices available: White Paper on best practices available: http://asccc.org/publications/academic-senate-papers Best Practices

23. What are the best practices from today that can most impact our students in the HS - CC pipeline? What are the best practices from today that can most impact our students in the HS - CC pipeline? What are practices currently in place that are counter to student success that may need adjustment? What are practices currently in place that are counter to student success that may need adjustment? What are the barriers to creating a best practice policy/protocol on my campus? How can those issues be resolved? What are the barriers to creating a best practice policy/protocol on my campus? How can those issues be resolved? Questions to Consider Today

24. http://www.statewidepathways.org http://www.statewidepathways.org http://www.statewidepathways.org http://whodouwant2b.com/student/pathways http://whodouwant2b.com/student/pathways http://whodouwant2b.com/student/pathways http://www.asccc.org/ http://www.asccc.org/ http://www.asccc.org/ For papers and this presentation For papers and this presentation For more information