Dual Enrollment and Dual Credit TN Attendance Supervisors’ Conference April 16, 2014

1. Dual Enrollment and Dual CreditTN Attendance Supervisors’ ConferenceApril 16, 2014

2. Session Overview • Office of Postsecondary Coordination and Alignment (OPCA): Mission and Goals • Defining Dual Enrollment and Dual Credit • Knowing the Key Differences • Benefits of Dual Enrollment and Dual Credit • Importance of Accurately Reporting Student Participation in Dual Enrollment and Dual Credit Courses • Process for Reporting Dual Enrollment and Dual Credit Courses Creating Rigorous Early Postsecondary Opportunities for Students

3. Office of Postsecondary Coordination and Alignment • The Department of Education established the Office of Postsecondary Coordination and Alignment (OPCA), which is charged with expanding and promoting early postsecondary credit opportunities for high school students • OPCA is responsible for collaborating with secondary, postsecondary, and industry partners to implement the vision, policies, and recommendations established by the Consortium for Cooperative Innovative Education. Mission To provide Tennessee high school students access to early postsecondary opportunities and to educate students and families about choosing and completing relevant career pathways. Creating Rigorous Early Postsecondary Opportunities for Students

4. Dual Enrollment (DE) Dual enrollment • A postsecondary course, taught either at the postsecondary institution or at the high school, by the postsecondary faculty (may be credentialed adjunct faculty), which, upon successful completion of the course, allows students to earn postsecondary and secondary credit simultaneously. Students in these courses are enrolled at the postsecondary institution and pay tuition and fees associated with the course. Creating Rigorous Early Postsecondary Opportunities for Students

5. Dual Credit (DC) Local dual credit • A high school course which is aligned with a postsecondary challenge examination at a specific postsecondary institution, which allows students exceeding an established cut score to earn postsecondary credit at that institution (typically not transferrable). Local dual credit agreements occur between one postsecondary institution and one or more LEAs. Statewide dual credit • A high school course aligned with a postsecondary challenge examination developed and approved by the Consortium for Cooperative Innovative Education, which allows students exceeding an established cut score to earn postsecondary credit at any Tennessee public postsecondary institution. This course is taught by high school faculty at the high school. The Tennessee department of education administers the challenge exam and maintains record of student scores/earned credits. Creating Rigorous Early Postsecondary Opportunities for Students

6. Knowing the Key Differences • Dual credit courses are high school courses. • Dual enrollment courses are postsecondary courses. • Statewide dual credit courses are currently in pilot form and should only be reported by pilot sites. Creating Rigorous Early Postsecondary Opportunities for Students

7. Benefits of Dual Enrollment and Dual Credit Courses • Students can earn postsecondary credits in high school, • Become familiar with postsecondary learning expectations and requirements, • Develop confidence and study skills necessary for success in postsecondary coursework, • Make more informed decisions about postsecondary plans and career goals, and • Decrease the time and cost of completing a certificate or degree. Creating Rigorous Early Postsecondary Opportunities for Students

8. Importance of Accurately Reporting Student Participation in DE and DC Courses • Districts and the states will be able to distinguish the different types of early postsecondary opportunities available to students, • Identify where students have access to these opportunities and where greater access is still needed, and • Better understand how these opportunities help to create rigorous and relevant pathways for students. Creating Rigorous Early Postsecondary Opportunities for Students

9. Process for Reporting Dual Enrollment and Dual Credit STEP 1 Identify the appropriate person at the school and/or district level who is able to identify and track dual enrollment and dual credit courses (e.g. school counselor, instructional supervisor). Creating Rigorous Early Postsecondary Opportunities for Students

10. Process for Reporting Dual Enrollment and Dual Credit STEP 2 Compile a list of all dual enrollment and dual credit courses that includes the local class number/section, course code, and course type (dual enrollment, local dual credit, or statewide dual credit). • For the dual enrollment and local dual credit courses, also include the name of the postsecondary partner institution – this will be the university, community college, TN College of Applied Technology, or independent postsecondary institution where the student has the opportunity to earn credit. Creating Rigorous Early Postsecondary Opportunities for Students

11. Process for Reporting Dual Enrollment and Dual Credit STEP 3 Provide information to the person responsible for entering course data. This person should have the list of dual enrollment and dual credit courses described in step one, as well as the definitions provided on the front side of this sheet. Creating Rigorous Early Postsecondary Opportunities for Students

12. Process for Reporting Dual Enrollment and Dual Credit STEP 3 Choose the correct flag for the course– Dual Enrollment, Local Dual Credit, or Statewide Dual Credit. After flagging the course as Dual Enrollment or Local Dual Credit, the system will prompt you to enter the postsecondary partner institution. Creating Rigorous Early Postsecondary Opportunities for Students

13. Contact Information Office of Postsecondary Coordination and Alignment www.tn.gov/education/opca Emily Carter Executive Director Emily.Carter@tn.gov(615) 532-2841 Patrice Watson Program Manager Patrice.Watson@tn.gov (615) 532-2811 Creating Rigorous Early Postsecondary Opportunities for Students