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Intro to Dual Credit Programs: Policy and Program Requirements, 2013
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Intro to Dual Credit Programs: Policy and Program Requirements, 2013

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  1. Intro to Dual Credit Programs: Policy and Program Requirements, 2013 May 2013

  2. 1. Is Your Clicker Working? • Yes • No

  3. 2. Are you directly involved in the delivery of dual credits? Yes No

  4. 3. What is your role? Director/SO/College President Principal/Vice Principal/College Dean College Faculty Secondary School Teacher RPT Member Consultant/Coordinator Ministry Staff Other

  5. 4. How many college-delivered dual credits can a student count towards his or her OSSD? • One • Two • Three • Four

  6. Information for Students Enrolling inDual Credit Programs • 3.1 Board / Secondary School Course Calendars • in the case of college-delivered dual credits only, a note that students may count a maximum of four college-delivered dual credits as optional credits towards the OSSD (if they are not also counting external music credentials; …) and that college delivered dual credits may not be used to meet compulsory credit requirements. (p.16)

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

  8. Clarification on Categories of Dual Credits • 1.3 provides details on what is a dual credit – other examples throughout the document attempt to provide clarity on approaches (see 2.1) (p.7)

  9. 6. Dual credits based on team-teaching includes which of the following elements? (select all that apply) • Must occur at a secondary school • Courses that are paired must have significant overlap • Students earn the same mark for both the college and the secondary school courses

  10. 2.1.3 Dual credit based on team-teaching of matched college andsecondary curriculum • Additional clarification on Program Delivery Approaches • Courses that are paired must have significant overlap. A college professor or instructor delivers the portion of the course from the college curriculum, and a secondary school teacher delivers the portion contained only in the Ontario curriculum course. The student’s achievement of the content contained in the college course is evaluated by the college professor or instructor according to the standards of the college, and his or her achievement of the content contained in the secondary course is evaluated separately by the secondary school teacher. (p. 10)

  11. 2.1.3 Dual credit based on team-teaching of matched college andsecondary curriculum • Additional clarification on Program Delivery Approaches • Courses that are paired must have significant overlap. A college professor or instructor delivers the portion of the course from the college curriculum, and a secondary school teacher delivers the portion contained only in the Ontario curriculum course. The student’s achievement of the content contained in the college course is evaluated by the college professor or instructor according to the standards of the college, and his or her achievement of the content contained in the secondary course is evaluated separately by the secondary school teacher. (p. 10)

  12. 2.1.3 Dual credit based on team-teaching of matched college andsecondary curriculum • Additional clarification on Program Delivery Approaches • Courses that are paired must have significant overlap. A college professor or instructor delivers the portion of the course from the college curriculum, and a secondary school teacher delivers the portion contained only in the Ontario curriculum course. The student’s achievement of the content contained in the college course is evaluated by the college professor or instructor according to the standards of the college, and his or her achievement of the content contained in the secondary course is evaluated separately by the secondary school teacher. (p. 10)

  13. 7. Boards/ schools can charge fees for dual credits. True False • FALSE: “No tuition fees or apprenticeship classroom fees will be charged to students.” (p.7)

  14. 8. The way dual credit teachers are funded is dependent on whether the course is team-taught or college delivered. • True • False

  15. 1.7 Role of the DC teacher • Minor additional clarifications are provided, e.g., “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)

  16. 1.7.1 Roles and Responsibilities of Secondary School DC teachers • One new point: • “work with college professors and instructors to ensure that students are aware of the opportunities available to them in the event that they do not successfully complete their college course(s).” (p.10)

  17. 9. Dual Credit teachers and college faculty are encouraged to speak to all parents of students about their progress. • True • False

  18. 9. Dual Credit teachers and college faculty are encouraged to speak to all parents of students about their progress. • True • False 9 Schools may not share information with parents for those students who are over the age of eighteen or who have withdrawn from parental control. (p.17)

  19. 10. Students in SWAC programs must be in at least one dual credit in each semester. • True • False

  20. 10. Students in SWAC programs must be in at least one dual credit in each semester. Aimed at the primary target group. Students must be in at least one dual credit course in each semester. …dual credit teachers provide supervision and support, including instruction in literacy, learning skills, and work habits. Teachers also assist students in accessing support from the college and the school board as needed. (p.14)

  21. 11. How are team-taught college course dual credits recorded in the secondary school’s Student Management System? • secondary school course code is used (TTJ4C) • dual credit course code is used (TAF4T) • both course codes are used; a separate mark for each • both course codes are used; one averaged mark

  22. 2.4 Recording Course Codes and Credits • Clarification 2.4.1 Team-taught courses • For team-taught dual credit courses, Ontario secondary school curriculum course codes will be used. The course delivery type must be flagged as “team-taught college course” or “team-taught apprenticeship program” in the school student management system. On the OST, the words dual credit will appear in parentheses following the course title. (pp.14-15) • Any credit for the course awarded by the college will be noted in a record issued to the student by the college. (p.15)

  23. 2.4 Recording Course Codes and Credits • Clarification on the structure of course codes: • The first three characters of the code follow the same formula as that used for Ontario secondary school curriculum courses: The first character indicates the subject discipline; the second and third characters indicate sub-categories within the discipline. • 4T college-delivered, 4Y apprenticeships (p.15)

  24. 12. In the case where the credit value of a dual credit is greater than one and a student earns only part of the dual credit, who determines how much of the credit the student receives? • College dean • College instructor • Dual Credit teacher • RPT Chair • 1 and 2 • 2 and 3

  25. 4.2.1 General Policies and Procedures • Regarding Partial Credits … the instructor and the dual credit teacher will recommend the appropriate number of credits to be awarded. (p.20)

  26. 13. 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. • True • False

  27. 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)

  28. 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)

  29. 14. What is the deadline for withdrawal from a dual credit course without academic penalty? • Prior to course • The secondary school full disclosure date • The college date for withdrawal • Prior to the student being entered into the college’s student management system • None of the above

  30. 4.2.1 General Policies and Procedures • For withdrawals from dual credit courses, the college’s deadline for withdrawal without academic penalty will be observed. If the student withdraws after the college’s deadline, a “W” is entered in the “Credit” column and the student’s percentage grade at the time of withdrawal is recorded in the “Percentage Grade” column on the OST. (pp. 19-20)

  31. 4.2.1 General Policies and Procedures • For withdrawals from dual credit courses, the college’s deadline for withdrawal without academic penalty will be observed. If the student withdraws after the college’s deadline, a “W” is entered in the “Credit” column and the student’s percentage grade at the time of withdrawal is recorded in the “Percentage Grade” column on the OST. (pp. 19-20)

  32. 15. Attendance must be reported on the secondary school mid-term report card. • True • False

  33. 4.2.1 General Policies and Procedures • The Learning Skills and Work Habits section and the Attendance section of the provincial report card should both be completed by the dual credit teacher. (p. 19) • Change from 2010: Attendance: Enter “NA.” The secondary school dual credit teacher will facilitate the sharing of attendance information (but it will not be reported on the provincial report card. (p. 19. 2010)

  34. 16. “…and students who left school before graduating.” was not used to describe students in the primary target audience in the previous policy document: • True • False

  35. 16. “…and students who left school before graduating” was not used to describe students in the primary target audience in the previous policy document: • True • False Appendix (p.25)

  36. 17. “… demonstrates progress, maturity, motivation, or skills in activities outside the school setting.” is considered evidence that a student has the potential to succeed • True • False

  37. 17. “… demonstrates progress, maturity, motivation, or skills in activities outside the school setting.” is considered evidence that a student has the potential to succeed • True • False Appendix (p.26)

  38. Questions

  39. Contact us:Phil.Hedges@Ontario.caSonja.Vandermeer@Ontario.ca