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Montana Career and Technical Education Advisory Council Meeting

August 10, 2010

Meeting called by:

Mary Moe/Steve York Location: Office of the Commissioner of Higher Education, Helena

Facilitator: Mary Moe/T. J. Eyer Note taker: Melissa Higgins

Council Members in Attendance: Margaret Bowles, Mark Branger, Kevin Brockbank, Kelly Chapman, Tom Gallagher, Jasyn Harrington, Shaunda Hildebrand, Tom Kotynski, John Garic, Jane Nelson, Vicki Judd, Tracie McDonald, and Pat Wise. Council Members Absent: Matt Allen and Tom Curry. Staff Members in Attendance: Mary Sheehy Moe, Steve York, T. J. Eyer, Linda Corr-Mahugh, Kelly Hert, Kathy Wilkins, Melissa Higgins, Diana Fiedler, Renee Harris, Brad King, and Eric Swenson. Staff Members Absent: Megan Anderson Call to Order: 10:35 a.m. Opening of Meeting:

Steve York: Welcome and Introductions

Reflect, Transform, Lead: A New Vision for Career Technical Education Presentation

Mary Moe and TJ Eyer

Spotlight on Local Partnership Presentation

Judy Hay, Great Falls College of Technology

Steve Malicott, President of Great Falls Chamber of Commerce

Jane Gregoire, Principle, North Middle School, Great Falls

Tom Kotynski, Workforce Development Facilitator, Great Falls School District

Break for Lunch and sign up for subcommittee

Comments and Questions regarding morning session:

Mary Moe – Summary Notes, Help Wanted

Kelly Chapman – National Know How 2 Go to college movement: www.knowhow2gomontana.org

John Garic – CTE is the answer, with the Pell Grant, not to get to far into debt.

Mary Moe – College!Now

Productivity agenda, more affordable, statewide initiatives

4 yr grant: 1.77 million grant/ 2 million Legislature

Use 2 yr colleges, strategically placed around the State, regional hubs for higher education

Only 20% of Montana’s students go to 2 year colleges

Align curriculum and technology

http://www.knowhow2gomontana.org/

http://mus.edu/twoyear/COLLEGEnow/default.asp

http://mus.edu/wd/default.asp

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Informational Updates:

Merging Tech Prep. A public hearing will take place on October 6, 2010, in regards to the Tech

Prep roll-up. It will be conducted via MetNet. The proposal will be posted with the meeting

notice by September 3, 2010.

Monitoring Visit Results. OVAE’s monitoring visit occurred during the last week of June. The

visit went very well, but there are areas both OCHE and OPI will need to address. We have not

yet received final report, so we can’t be more definitive about the changes.

Changes to the State Plan. On July 20, 2010, the Board of Regents approved the various changes

to Montana’s State Plan developed over the course of 2010. The link to the agenda item is

attached. Changes to the State Plan approved by Board of Regents

Dual Enrollment Guidelines. Through the COLLEGE!NOW initiative, various workgroups have

been developing and revising guidelines for dual enrollment in MT with the goal of seeking

Board of Regents approval in September 2010. The guidelines also cover Career/Technical

STatewide ARTiculations (C/T START), a major Big Sky Pathways effort of the past year. The

guidelines complement the work locals will be taking on this year to develop the pathways.

Specific areas still to be resolved are:

How much to level out tuition rates across the state and keep them as low as possible?

How do tribal colleges fit in?

How to identify the regions to be served by the regional hubs? We don’t want colleges

to compete with one another, but we do not want school districts to feel captive or

“assigned” to a particular college. We also want the regions to parallel OPI’s service

regions as well as the Department of Commerce’s regional development areas. Two

options were presented to the Council for feedback

Regions for DUAL ENROLLMENT and BIG SKY PATHWAYS

REGIONS – CSPD

Most preferred Option A, but with “fuzzy” areas for nearby schools and for pathways that might

not be available at a particular college.

Montana ACTE funding and emphasis on local funds for professional development.

Based on guidance from OVAE on the appropriate use of reserve funds, the State Executive

Leadership Team (SELT) has discontinued its direct allocation of Perkins funds to Montana ACTE.

Instead reserved funds will be rolled into local applications with the stipulation that a certain %

be spent on professional development. As a prominent provider of professional development

for career/technical educators, Montana ACTE should be able to thrive under this arrangement.

(Subcommittee notes below)

http://mus.edu/wd/Assets/PerkinsIV/SPCurrentVersion.pdf

Great Falls Workforce Development Initiative

A community partnership

Timeline:2007/08 – Visit Flathead, begin discussions2008/09 – Divide into work groups, some

continue discussions some start work2009/10 – Bridging Opportunities branded, curriculum alignment, Pathways group joins with Curriculum group

The Main Partners

Great Falls Area ChamberGreat Falls Public Schools

MSU- Great Falls

What to do? Where to start?Three groups formed around tasks:

•Business Connection•K12/College Articulation•Career Pathways•Counseling/Advising

Grp 1 – Business ConnectionBusiness and Education leaders, aimed to connect to identify

how Great Falls’ educational opportunities can match business needs better

Grp 2 – K12/College ArticulationCurriculum leaders in both arenas, faculty aimed at reducing

remediation rates of local high school graduates when they go to college

Grp 3 – Career PathwaysK12/College Career & Technical Education groups work to

design curricular connections that might be clear pathways to specific careers needed and available in Great Falls

Grp 4 – Counseling/Adivising (Later Bridging Opportunities)

Guidance counselors, college advisors, admissions staff connect to better understand one another’s worlds and to better educate parents, students about the choices in and after high school

Progress MadeGrp 1 – Changed leadership and focus for now, Steering Committee with job of coordinating information, helping to provide resources as needed, and get business involved when ready

Grp 2 – Made major progress toward alignment of math curriculum from K12 to college, working on a pilot of Work Keys

Progress MadeGrp 3 – Designed pathways for Welding, Alternative Energy, worked on Work Key pilot, joining forces with Grp 2 for coming year

Grp 4 – Connected K12 and area college staff and implemented missing opportunities for area middle & high school students to engage in college and career experiences

Bridging Opportunities7th – college campus visits/teaching units8th – Construction Trades fair9th – Trades Rodeo10th – Health Career fair11th – College in a Day, college fairs, Health Career fair12th – College in a Day, college fairs, Health Career fair

Moving Forward•Reach into lower grades with college & career activities•Align K12/college readiness &reduce remediation rate•High schools align curricula with states pathways•Connect business partners in educational advisory capacities•A better educated work force and community, young people having more opportunities for staying in or returning to Great Falls

Questions?Tom Kotynski – Great Falls Public SchoolsJane Gregoire – Great Falls Public Schools

Steve Malicott – Great Falls ChamberTom Alfry – Great Falls Chamber

Judy Hay – MSU-Great Falls College of Technology

“Help Wanted: Projections of Jobs and Education Requirements Through 2018” by Carnevale, Smith, and Strohl (June 2010).

N O T E S

Executive Summary – Key Points [Graduation Counts factoids underlined]

1. Between 1973-2008, the United States shifted to a “college economy.” • In 1973, only 28% of all jobs in the United States required postsecondary education. By

2007, 59% of all jobs in the United States required at least some postsecondary education. By 2018, 63% of all U.S. jobs will require at least some postsecondary education.

• In 1973, 32% of all U.S. jobs were held by high school dropouts. By 1992, that percentage had shrunk to 10% and it is projected to remain at 10% through 2018.

Freeze Frame: In less than a decade, nearly 2/3 of all U.S. jobs will require some college, and 1/3 will require a bachelor’s degree or higher.

2. Jobs that pay well and hire workers without postsecondary education are declining and will

continue to do so. • 9 out of 10 workers with a high school diploma or less are limited to 3 occupational

clusters that either pay low wages (food service, sales and office support) or are in decline (blue collar).

3. Over the last four decades, postsecondary education has become the gatekeeper to the

middle and upper classes in the United States. • In 1970, only 26% of the middle class had some postsecondary education; today 61% of

the middle class is postsecondary-educated. • In 1970, 28% of the middle class were high school dropouts; today only 8% of high

school dropouts earn middle-class incomes. • In 1970, only 44% of the upper class had postsecondary education; today 81% do. • In 1970, 34% of the upper class had just a high school diploma; today only 17% do. • In 1970, 22% of the upper class had no high school diploma; today only 2% do. • In 1970, only 16% of the upper class had a bachelor’s degree; today 35% do.

4. Today’s career pathways are in occupations, not industries.

• The days when a high school graduate could go to work in some company’s mailroom and rise to senior management are gone. People don’t go to work, learn, rise, and stay with the same industry any more.

• People get educated or trained, go to work in an occupational area, and progress in an occupational hierarchy that may or may not be with a particular company.

Conclusion: Achieving the mix of funding and reform required to make America once again the most highly educated in the world is crucial to our nation’s economic future. State-Level Analysis – Key Points

• Montana ranks 46th among all states in the percentage of jobs projected for high school dropouts by 2018.

• 2/3s of all new jobs in 2018 will require postsecondary education; 62% of all jobs (new and vacated) will require postsecondary education

• Of the 155,000 job openings projected for 2018, only 49,000 will be filled by students with just a high school diploma; only 10,000 will be filled by high school dropouts.

[Question: Most of our surrounding states – SD, WY, ID have similar rankings and data. Not ND. North Dakota ranks #2 (behind Washington DC) in the % of jobs in 2018 that will require a high school diploma. Waddup widdat?]

Detailed Analysis – Interesting Points

• “Because the official data consistently underestimate the demand for postsecondary

education, they encourage a consistent bias against investing in postsecondary education” (p. 1).

• “Colleges and universities represent only 35% of the entire postsecondary education and training system … [but] postsecondary education provides entry to the jobs offering the most employer-provided training, plus access to the most powerful, flexible workplace technology …. College graduates are almost twice as likely as high school graduates to receive formal training from their employers.” (p. 1)

• “Good pay and benefits … are linked to the sequence of postsecondary educational attainment, achievement, workplace training, and the use of technology on the job.” (p. 2)

• Among prime-age workers, since 1983 wages have fallen by 2% for high school dropouts, but have risen for every other degree attainment level; the higher the attainment, the higher the wage increase, in both dollars and percentage. (p. 4)

• Washington, North Dakota, Colorado, Minnesota, and Massachusetts are the top 5 states for 2108 jobs requiring postsecondary education. Like all the other Western states other than Nevada, most of New England and much of the eastern seaboard, Montana ranks in the second tier of states projected to have such job demand (p. 7).

• The recession is accelerating the shift to jobs requiring postsecondary education (p. 9 ff.)

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Montana University System Operational Guidelines for Dual Enrollment and Other Opportunities for High School Students to Earn College Credit

August 6, 2010 Discussion Draft

Dual enrollment and other opportunities for Montana students to earn college credit while they

are in high school broaden the range of advanced coursework available to Montana students,

support students’ academic engagement and college-going focus, strengthen the ties between

Montana’s public schools and colleges, and have the potential to reduce students’ time and

expense as they pursue college degrees. Recognizing these values, the Montana University

System, in consultation with its K-12 partners, provides these operational guidelines for its

affiliated campuses as the basis for a consistent, coordinated, broadly accessible, efficient, and

affordable framework for dual enrollment and other opportunities for Montana high school

students to earn college credit.

I. Dual Enrollment Terms and Taxonomy

Dual enrollment is the broad term for various types of opportunities for high school students

to take college coursework while they are enrolled in high school.

A. Dual Enrollment Models for Awarding of Credit

1. A dual-credit course awards both high school credit and college credit for a college

course taken by the high school student. (The decision to award high school credit

for the college course rests with the school district, provided that the decision is

consistent with applicable laws, policies and administrative rules.)

2. A college-credit-only course awards college credit, but not high school credit, for a

college course taken by the high school student.

Both dual-credit courses and college-credit-only courses can be delivered in the high

school, at the college, online, through interactive video, at alternative sites, and at times

beyond the ―traditional‖ school day and year – including summer, evenings, and

weekends.

B. Dual Enrollment Delivery Models

1. Concurrent enrollment: The college course is taught, usually at the high school, to

a class of high school students by a college faculty member, or, more commonly, by

an appropriately qualified high school teacher serving as an adjunct faculty member

for the college offering the course. (To ensure college-level outcomes, all concurrent

enrollment courses will meet or exceed the standards for accreditation by the National

Alliance of Concurrent Enrollment Partnerships. Specific NACEP standards are

provided in Appendix I to this document and referenced in superscript throughout

these guidelines.)

2. Early college: The college course is taught, typically on campus or online, by a

college faculty member to a class that includes college students and dual enrollment

students.



II. Operational Expectations for Dual Enrollment

A. Lead Role of Montana’s Two-Year Degree Colleges

1. Montana’s two-year mission campuses – the community colleges, the colleges of

technology, Montana State University-Northern and the University of Montana-

Western – will be the campuses authorized by the Board of Regents of Higher

Education to provide dual enrollment opportunities in Montana. As part of their

regional responsiveness mission, these campuses will serve as ‖regional hubs‖ for

dual enrollment, working with school districts in their respective areas to provide dual

enrollment opportunities for high school students through the campuses’ own

offerings or those of other campuses. [Regions still need to be defined and tribal

colleges need to be consulted about the regions they wish to continue to serve.]

2. As colleges independent of the Montana University System and separately governed

and controlled, Montana’s tribal colleges are not subject to these operational

guidelines and their traditional regions of service will continue to be honored.

However, the tribal colleges will also be encouraged to participate in the Montana

University System approach to dual enrollment as outlined in these guidelines and to

collaborate with Montana University System-affiliated colleges to expand access to

dual enrollment opportunities for all Montana high school students.

3. Each ―regional hub‖ campus will be the primary provider for dual enrollment

opportunities in their area, with tuition differentiated to encourage regional

participation. However, the regions served by the two-year mission campuses are

intended to be inclusive, not rigid perimeters for dual enrollment opportunities.

B. Curriculum for Dual Enrollment Courses

1. General Expectations for Curriculum of Dual Enrollment Courses

a. Courses eligible for dual enrollment, whether offered for dual credit or for

college credit only, will be 100- or 200- level college courses.

b. Dual enrollment courses must be catalogued college courses with the same

course prefix, number, title, credits, and outcomes as those established system-

wide by the Montana University System Faculty Learning Outcomes Councils

(FLOC).C1

(If the course has not yet established outcomes through the FLOC

process, the college’s catalog information will be used.) School districts

wishing to articulate high school courses with college courses for college credit

should explore the options of Advanced Placement and C/T START. (See

Section III of this document.)



c. The syllabus for a dual enrollment course must include the same content,

outcomes and bases for assessment of student achievement of outcomes as other

on-campus sections of the college’s course.

d. With the exception of ―honors‖ courses pre-approved by the Deputy

Commissioner for Academic and Student Affairs, all students in a dual

enrollment course must be taking the college course for college credit. School

districts proposing that ―honors‖ courses seeking an exception to this provision

must demonstrate to the Deputy Commissioner that appropriate measures have

been taken to ensure that all students in the class have the appropriate academic

preparation in order for the class to be included in the course inventory of the

interlocal agreement.

2. Additional Expectations Specific to Curriculum of Dual-credit Courses

a. Dual-credit courses must meet the content and performance standards for the

local district curriculum and all other applicable accreditation standards, as well

as the college outcomes for the course approved by the college and published by

the appropriate Montana University System Faculty Learning Outcomes Council.

b. Only the local school district has the authority, within the parameters of state

law, policy, accreditation standards, and administrative rules, to determine

whether a dual enrollment course will also earn high school credit and therefore

be a dual-credit course.

c. Dual-credit courses are provided as attractive additions to the educational options

available to individual high school students, not as replacements of the high

school curriculum for all high school students. Therefore, when a school district

allows a dual-credit course to substitute for a specific high school graduation

requirement (e.g., U.S. History; 1 credit of Practical Arts), the dual-credit

offering cannot be the sole source available to the high school’s students for

fulfilling the requirement and cannot be used by a school district to fulfill its

obligation to provide the high school curriculum.

3. Expectations Specific to Curriculum of Concurrent Enrollment Courses

College faculty in the discipline and/or the appropriate academic administrator, will

verify through site visits and other measures that the curriculum of concurrent

enrollment courses reflects the pedagogical, theoretical and philosophical orientation

of the sponsoring college.C2, C3

C. Assessment of Learning in Dual Enrollment Courses

1. The learning outcomes for all dual enrollment courses are the same learning outcomes

established by the appropriate Montana University System Faculty Learning

Outcomes Council (FLOC) as part of the Transfer Initiative. (If the course has not



yet established outcomes through the FLOC process, the college’s learning outcomes

will be used.) Assessment of those outcomes will be based on the same kinds of

assignments, examinations, etc., and the same grading criteria applied to college

students in the college course.A1, A2, A3

2. In early college classes, dual enrollment students are required to complete the same

graded work and be assessed with the same assessment standards applied to all other

students in the class.

3. In concurrent enrollment classes, the college will employ specific strategies to ensure

that students are held to the same standard of achievement as those expected of

students in on-campus sections of the course.A1

D. Dual Enrollment Faculty

1. All dual enrollment faculty members must be approved by the college and must meet

or exceed the qualifications for faculty established by the Board of Regents in Policy

730.F1

2. In addition to the minimum qualifications established by the Board of Regents in

Policy 730, faculty members teaching dual-credit courses must have the K-12

licensure (Class 1, 2, 4, or 8) required by the Board of Public Education or the course

will not be eligible for high school credit.

3. Dual enrollment faculty members are college faculty and will be selected, oriented,

supervised, developed, and evaluated using the same processes and criteria the

college uses for non-dual enrollment faculty members.F2

These processes may be

modified in collaboration with the school district for concurrent enrollment faculty,

but the processes will meet or exceed the faculty standards for accreditation by the

National Alliance of Concurrent Enrollment Partnerships:

a. The college will provide new concurrent enrollment faculty members with

discipline-specific training and orientation regarding, but not limited to, course

curriculum, assessment criteria, pedagogy, course philosophy and administrative

responsibilities and procedures prior to teaching the course.F2

b. The college will provide annual discipline‐specific professional development

activities and ongoing collegial interaction to address course content, course

delivery, assessment, evaluation, and/or research from the field.F3

c. The college will establish and reinforce expectations for supervision,

professional development, and evaluation of concurrent enrollment faculty.F3, F4



E. Dual Enrollment Students

1. To be eligible for a dual enrollment course, the student must:

a. be enrolled in a high school which has a current interlocal dual enrollment

agreement with the higher education institution (to participate in dual enrollment

opportunities, home-schooled students may enroll through the school district in

which they reside);

b. be at least 16 years of age or a high school junior;

c. have successfully completed the required high school classes at that grade level

and be on track for high school graduation within a four-year construct; and

d. meet the same requirements for admission that on-campus students must meet,

other than the high school diploma. (See BOR Policy 301.)

Exceptional circumstances may exist for individual students. When students do not

meet one or more of the dual enrollment eligibility requirements listed above, the

high school’s designated official may request an exception. The request must be in

writing, explain the reason the exception is being requested, and provide evidence

that the student can benefit from dual enrollment in the specific course, can learn at

the collegiate level in the course, and can manage the combined high school and

college course load. The designated college official or committee must concur in

writing that an exception is warranted in order for the student to participate in the

dual enrollment opportunity. In no case may exceptions be used to meet minimum

class size requirements.

2. Without exception, all dual enrollment students must meet the same prerequisites as

on-campus students for courses that require specific placement tests, scores, or

prerequisite courses.S2

Students seeking placement in mathematics and composition

courses, including those ―honors‖ students seeking college credit, must meet the

requirements of Board of Regents Policies 301.15, 301.16, and 301.17. The college

must keep on file copies of official placement scores and/or prerequisite transcripts.

3. In order to participate in any dual enrollment course, the student must have approval

signatures of a parent or guardian (if the student is not 18 years of age), a designated

high school official, and a designated college official.

4. Students will be responsible for their own transportation unless the interlocal

agreement establishes other arrangements.

5. Students admitted under dual enrollment are considered nondegree-seeking college

enrolleesS1

and do not qualify for federal financial aid for higher education.

However, they may qualify for scholarships or privately funded financial assistance.



F. Academic and Student Services

1. Counseling and advising of prospective students by appropriate college officials, high

school counselors, teachers, and parents will be an integral part of all dual enrollment

programs. Advising materials should state that as a college course, the dual

enrollment course becomes part of the permanent college transcript that must be

provided by the student to any college he or she eventually attends.

2. Student services in both the high school and the college settings will ensure that dual

enrollment students have access to academic resources (e.g., library materials) and

student services (e.g., orientation, advising, procedural information) that are

important to the class and available to adult students taking the same course.

3. To avoid displacing adult students in the college courses, enrollment processes for

dual enrollment students should give priority to the college’s regular students.

4. Dual enrollment students will have access to the same privileges and opportunities

available to adult students taking the same course or courses.

5. Administrators, faculty, and staff in both high school and college settings providing

dual enrollment opportunities will comply with all FERPA guidelines.

G. Administrative Issues

1. A template of an interlocal agreement will be created for statewide use. Local college

and high schools may add further provisions, but the interlocal agreements should

include, at a minimum:

a. An inventory of the college courses that will be offered to dual enrollment

students in the school district, along with an indication of whether the course is

for dual credit or for college credit only:

i. If all the college’s courses are available as dual enrollment opportunities, the

inventory should so state, but clearly indicate which courses qualify for dual

credit.

ii. The ―honors‖ courses approved by the Deputy Commissioner for Academic

and Student Affairs (see II.B.1[d]) must be indicated as such on the course

inventory, along with the date they were approved.

b. Specific information about whether the college, the school district, or the student

assumes costs for tuition and mandatory fees, supplies, equipment, and special

course or program fees;

c. Specific information about the compensation of the school district and faculty for

the delivery of concurrent enrollment courses;



d. Specific information about whether the college, the school district, or some

combination of the two will make the necessary provisions to accommodate

students with disabilities;

e. Reference to publication(s) outlining students rights and responsibilities,

including the requirements, policies, practices, and procedures governing

attendance; academic integrity; grading standards; student conduct; timelines for

registration, drop, and withdrawal; and other campus-specific issues;S3

f. expectations for transportation of students; and

g. expectations for selection, orientation, supervision, and evaluation of concurrent

enrollment faculty

2. At the state level, consistency, compliance, and quality in dual enrollment offerings

should be ensured through:

a. a template for the student application form, which can be customized for local

circumstances, but is basically the same form used statewide;

b. comprehensive and current information about dual enrollment opportunities in

publications and web sites of the Office of Public Instruction and the Office of

the Commissioner of Higher Education, as well as the Board of Public Education

and the Board of Regents of Higher Education;S3

c. clear and consistent procedures at all MUS-affiliated campuses for the

admission, orientation, and entry status of all students bringing dual enrollment

credits into their full-time college matriculation;

d. program evaluation at the institutional level meeting or exceeding the evaluation

standards for accreditation by the National Alliance of Concurrent Enrollment

Programs (Appendix A or http://nacep.org/standards), with institutional

evaluations subsequently compiled at the state level;E1, E2, E3, E4

and

e. an annual OPI/OCHE report to the Board of Education on the dual enrollment

offerings in the state, the numbers of students enrolled in them, the numbers of

exceptions to student eligibility requirements requested and approved, the

numbers of students successfully completing dual enrollment courses,

comparisons of common assessment of learning outcomes, and successful

transfer/expedited progress toward degree in Montana colleges and universities.

3. Equality of access to dual enrollment programs should be assured through outreach

efforts and tuition assistance to targeted populations—e.g., rural students, low-income

students, minority students.

http://nacep.org/standards



H. Fiscal Issues

1. Student expenses, K-12 expenses, and campus expenses, as well as protocols for

calculating ANB/FTE. Now that the other operational guidelines have been

sufficiently vetted to be clear on what the programming entails, an ad hoc

committee will flesh out the alternatives for the funding model in August. The

funding model should specifically ensure that:

a. Students of ability and motivation are not deterred from taking dual

enrollment courses or from seeking college credit in an ―honors‖ class

because of financial need.

b. Reduced tuition for dual enrollment courses is provided only for student

enrolling within their region or in online courses, in order to promote Montana

University System priorities.

c. Tribal college participation is also factored in.

2. Cost issues dependent on local arrangements – e.g., program fees, books, equipment,

insurance, etc. – should be resolved through interlocal agreements between the high

school and college, with affordability, equity, and access for students the key

considerations.



III. College Credit for High School Courses

Dual enrollment is not the only way high school students can earn college credit. Many high

schools also offer high school courses with curriculum aligned to college course outcomes.

At the end of the course, students take an examination; if they achieve a pre-determined score

on the examination, they receive college credit, advanced standing at the college, or a waiver

of the college’s requirement for that course. This section clarifies models and practices for

the prevalent college-credit high school courses in Montana.

A. Models of College-Credit High School Courses

1. Advanced Placement: Administered by the College Board, AP courses provide

students with challenging coursework in general education disciplines. At the end of

the course, the student takes a national examination. If the student achieves a score

pre-determined by the college, he or she may (a) receive college credit for the course,

(b) be granted advanced standing by the college, or (c) be allowed to waive the

requirement for that course.

2. C/T STatewide ARTiculation (START): Administered by the Montana Office of

the Commissioner of Higher Education, C/T START recognizes the outcomes of high

school career/technical coursework as equivalent to the outcomes of college

career/technical coursework. (For more information, visit the C/T START website at

http://mus.edu/wd/default.asp )

a. All such articulations must be approved by the appropriate Montana University

System Faculty Learning Outcomes Council and colleges participating in the

agreement if the credited course is offered by more than one campus affiliated

with the System.

b. At the end of the high school course or courses, students take an examination

approved by the Faculty Learning Outcomes Council (FLOC) in the discipline

and approved by the colleges participating in the articulation. If the student

achieves the minimum score identified by the FLOC, the student will receive

credit for the equivalent college course.

3. International Baccalaureate Diploma Programme: Designed as an academically

challenging, balanced selection of courses from several disciplines, the IB

Baccalaureate Diploma Programme requires periodic assessments of knowledge and

proficiencies within the discipline, as well as final written examinations to earn the IB

Diploma at the end of the program.

a. Based on their scores on the periodic assessments students may (a) receive

college credit for the equivalent course, (b) be granted advanced standing by the

college, or (c) have the requirement for that course waived by the college.




b. Based on their scores on the IB Diploma, students may (a) be awarded an

associate degree by the receiving college or (b) be admitted with junior standing

by the receiving college.

B. Practices for College-Credit High School Courses

1. Unlike dual enrollment courses, students do not receive college credit for a college-

credit high school course while they are in high school. After they graduate, they

submit their test scores to the college where they have been admitted and request

college credit, advanced standing, or the waiving of the requirement for the

equivalent course.

2. The decision to grant college credit, advanced standing, or requirement waiver for an

Advanced Placement score or an IB score is the prerogative of the college. The

decision to award an associate degree and/or junior standing for the completion of an

IB Diploma is also the prerogative of the college.

3. The decision to grant college C/T START credit is proposed by the Faculty Learning

Outcomes Council and approved by each college. Colleges which grant C/T START

credit for a particular score on a pre-approved assessment are listed on the articulation

agreement for the course. (See http://mus.edu/wd/default.asp )

4. If a college affiliated with the Montana University System accepts an Advanced

Placement, International Baccalaureate, or C/T START score for college credit, the

college transcript course will list the college course, with the grade P and the

indication AP for Advanced Placement, IB for International Baccaulaureate, or C/T

for Career/Technical STatewide ARTiculation (C/T START).

5. Students receiving college credit for high school courses are not included in the

campus’s FTE calculations.

6. All campuses affiliated with the Montana University System will publish their

policies and practices for awarding credit/advancing standing/waiver for AP, IB, and

C/T START programs.




In Appreciation

The Office of the Commissioner of Higher Education is grateful for the collaboration and dedication of

several individuals and groups that resulted in this document. Especially noteworthy are:

The Dual Enrollment Committee of the High School-to-College Transitions Workgroup, which

initiated the drafting and responded to subsequent refinements:

Daniel Bingham, UM-Helena

Marco Ferro, MEA/MFT

Faith Hodges, Flathead Valley Community College

Kirk Miller, Bozeman Public Schools

Sylvia Moore, Office of the Commissioner of Higher Education

Dennis Parman, Office of Public Instruction

Heidi Pasek, MSU-Great Falls

The COLLEGE!NOW Implementation Team, which led the editing and refinement process:

Daniel Bingham, UM-Helena

Jim Cargill, Dawson Community College

John Cech, MSU-Billings College of Technology

John Garic, Montana Tech College of Technology

Barry Good, UM-Missoula College of Technology

Stefani Hicswa, Miles Community College

Bob Hietala, Gallatin College Programs

Jane Karas, Flathead Valley Community College

Anneliese Ripley, UM-Western

Joe Schaffer, MSU-Great Falls

Frank Trocki, MSU-Northern

And the following groups and individuals, for their helpful comments and suggestions:

Chief Academic Officers of the Montana University System

Joe Callahan, MSU-Northern

Chief Academic Officers of the Montana University System

Jan Clinard, OCHE

Doug Coffin, UM Faculty

Pete Donovan, Certification Standards and Practices Advisory Committee

Rene Dubay, OCHE

Royce Engstrom, The University of Montana

Eric Feaver, MEA/MFT

General Education Faculty Council

High School-to-College Transitions Workgroup

Nancy Hinman, UM Faculty

Greg Kegel, MSU-Northern

Stacy Klippenstein, MSU-Billings

Bill Macgregor, OCHE

Mary McHugh, UM Pharmacy Technician Program Director

Steve Meloy, Board of Public Education

Montana Association of College Registrars and Admissions Officers

Montana Board of Public Education

Ron Sexton, MSU-Billings



Amy Verlanic, Montana Tech

Dan Villa, Governor’s Office

Arlene Walker-Andrews, The University of Montana

Appendices

Appendix 1 – Accreditation Standards of the National Alliance for Concurrent Enrollment Partnerships

Appendix 2 – Regions of Service for the ―Regional Hubs‖

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REGIONS of SERVICE for DUAL ENROLLMENT and BIG SKY PATHWAYS

Option A

The regions of service are those identified by the Montana Office of Public Instruction as its Comprehensive System of Professional Development (CSPD) Regions. (See Attachment.)

All two-year colleges within each region are encouraged to reach out to school districts within that region to establish dual enrollment opportunities and Big Sky Pathways program articulations.

CSPD Region Regional Hub Colleges I Chief Dull Knife College

Dawson Community College Fort Peck Community College Miles Community College

II Blackfeet Community College Fort Belknap Community College MSU-Great Falls MSU-Northern Stone Child College

III Big Horn College MSU-Billings College of Technology MSU-Gallatin College Programs MSU-Great Falls MSU-Northern

IV Montana Tech College of Technology UM-Helena UM-Western

V Flathead Valley Community College Salish Kootenai College UM-Missoula College of Technology

Option B

The regions of service rely on the regions identified by the Montana Office of Public Instruction as its Comprehensive System of Professional Development (CSPD) Regions, but subdivide regions for dual enrollment opportunities and Big Sky Pathways program articulations to align with particular colleges and allow for occasional overlap.

CSPD Region

Regional “Hub” Colleges

Counties Served Regional “Hubs”

I Chief Dull Knife College Rosebud Treasure Yellowstone (not in CSPD I)

Dawson Community College Daniels Dawson Garfield McCone Prairie Richland Roosevelt Sheridan

Fort Peck Community College Daniels Hill (not in CSPD I) Roosevelt Sheridan Valley

Miles Community College Carter Custer Fallon Powder River Prairie Rosebud

II Blackfeet Community College Cascade Glacier Toole

Fort Belknap Community College Blaine Hill Phillips

MSU-Great Falls Cascade Choteau Judith Basin (not in CSPD Region II) Meagher (not in CSPD Region II) Pondera Teton Toole

MSU-Northern Blaine Chouteau Fergus (not in CSPD Region II) Hill Judith Basin (not in CSPD Region II)

Liberty Petroleum (not in CSPD Region II) Phillips (not in CSPD Region II) Toole

Stone Child College Cascade Hill

III Big Horn College Big Horn Yellowstone

MSU-Billings College of Technology Big Horn Golden Valley Musselshell Stillwater Sweet Grass Treasure (not in CSPD Region III) Wheatland

IV Montana Tech College of Technology Beaverhead Deer Lodge Jefferson Madison Silver Bow

MSU-Gallatin College Programs Gallatin Meagher Park Sweet Grass (not in CSPD Region IV)

UM-Helena Broadwater Cascade Granite Lewis and Clark Meagher Powell

UM-Western Beaverhead Madison

V Flathead Valley Community College

Flathead Glacier (not in CSPD V) Lake Lincoln Sanders

Salish Kootenai College Flathead Lake

UM-Missoula College of Technology Lake Mineral Missoula Ravalli Sanders

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OFFICE OF PUBLIC INSTRUCTION – COMPREHENSIVE SYSTEM OF PROFESSIONAL DEVELOPMENT

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Reflect, Transform, Lead: Vision Subcommittees

Group 1: Montana CTE Advisory Council Sub-committee • CTE is critical to ensuring that the United States leads in global competitiveness. • CTE actively partners with employers to design and provide high-quality, dynamic programs.

Members: Tom Kotynski; Tracie McDonald; Kelly Chapman; Jane Nelson; Mary Sheehy-Moe; Steve York; Don Michalsky; Brad King; Renee Harris Major Points- Define Global Competitiveness

Align all CTE areas to National Skills Standards Development of a template for marketing CTE and Big Sky Pathways Come up with a consistent message for the state regarding CTE/College-going Discussion notes- Tom: Agriculture is the natural leader in global competitiveness in MT and Ag pertains to all

parts of the state. Don: Industrial Tech is up there too—look at mining techniques… Steve: First, I think we need to align National Standards to secondary CTE. Don: It’s disappointing to have to bring in out of state workers to fill our jobs. Tracie: We seem to be locking our kids out by limited enrollment such as in Allied Health. Invite more employers to the state. I attended a career conference recently that showcased

entry-level jobs, then 2-4 year degree jobs, then international jobs and the skills required at each level.

Steve: How do we let the people of the state know what’s available? We need to spread the word of what it means to be globally competitive.

Mary: Do our state standards align at the secondary level? Post-secondary already uses National standards.

Tom: Who are we doing this for? Is it students, parents, business community? Who are we aiming to inform and why?

Mary: Perhaps we can explain what is being done with National Standards. Brad: We’re doing lots of good things, but we need marketing. Steve: CTE will be more important, more relevant to global competitiveness. Then this has to

be marketed to voters/parents, etc. Tracie: Could we have a career board at each school? Steve: How do we highlight/showcase best practices? Brad: I found these documents from Colorado to share with the committee—“For Real”

brochure and a message matrix. This is marketed to students. They are willing to share their template.

Tom: Agreed. We need to do marketing. At the National ACTE conference I went to a session that Gillette, WY. They did a dynamic marketing campaign for high schools and community colleges…a highly professional campaign. They would be willing to come and help us develop something.

Kelly: Newspapers are now doing college guides. This is another business connection we haven’t taken advantage of and is an affordable option.

Tracie: I think we should consider Public Television as well. Tom: We could all come up with templates that each region/district could use for marketing

purposes. Then districts could tailor information to their school.

Mary: The central offices (OPI/OCHE) hear about lots of cool things—we could do the same thing with other benchmark activities-like letters from commissioner.

Tom: If TV/newspapers get this information in their hands they will use it. Tracy: We had a summer session to learn how to do podcasts. I think we should use Facebook

and podcasts to get information to the students. SKC designed podcasts to reach the students. Steve: I’m excited about this conversation. I’ve been immersed in education for so long I take

for granted people know what we do. CTE is at an interesting crossroads. The public needs to know about Big Sky Pathways. Administrators need to understand the importance of it. OPI is working to be more efficient about this.

Tom: I’m not sure why Great Falls was highlighted…Kalispell has the best example. At the 2007 BPS Conference they showcased high school students getting their certificate degrees for FVCC. We have several examples of items that could go in the templates. We highlighted our state champions; etc. Let’s lay it out for schools and show them out to insert material. It takes time so let’s make is easier.

Jane: I think we need to communicate what our goals are—to students/parents. For instance, students are not using e-mail anymore, they use other communication styles. Parents will probably need a mixed marketing approach.

Tracie: Parents are happy when they know what’s going on. We/schools could meet with parent groups or 4H/PTA/community groups that work with kids.

Mary: Let’s take into consideration business concerns- I visited with health care industry reps and they are concerned about workforce shortages—they might be willing to pay for some marketing.

Tom: Let’s give each Pathway a “look” and have guidelines on how to publicize CTE—post it online with a link for things like permission forms for photo/web releases. National ACTE has these things on their website.

Brad: Colorado has 8-9 files to download. Tom: Each industry in Kalispell funded individual Pathways brochures. Mary: Follow up with committee member suggestions—identify websites, newspaper contacts,

MT Broadcaster’s Association, MT Press Association, etc. Tracie: What sub-committee is working on researching internships, work-based learning, and

business scholarships? Kelly: Do we need to do some coordinating of scholarships? Respectfully submitted, Renee Harris Health Science Specialist

Group 2: Montana CTE Advisory Council Sub-committee

• CTE prepares students to succeed in further education and Careers. • CTE is delivered through comprehensive programs of study aligned to The National

Career Clusters framework. Chair – Mark Branger Backup Chair – Tom Gallagher Secretary – Shaunda Hildebrand OPI Contact – Eric Swenson OCHE Contact – Linda Corr-Mahugh

NOTES: First priority will be to study the certification issue raised in pamphlet: “Encourage dual

academic and technical certification of all teachers and faculty to support seamless and blended instruction.”

• Linda Corr-Mahugh will check with Kim Green of NASDCTE. • Mark Branger will check with ACTE. • Eric Swenson will check with colleagues in Michigan. • Margaret Bowles will talk to Pete Donovan, CSPAC. Other ideas for suggestions/recommendations were discussed: • Need for a cultural shift – College is college, either pathway (2 yr or 4 yr) is valuable. • Need to break down barriers, territories, share resources, etc. • Define Pathways, Pathways vs Programs of Study, Pathways for adults to post secondary.

Everyone needs to speak and mean the same thing. • Look at Construction model for other programs. Curriculum same across campus’. Next Meeting – Mid-September conference call – Linda Corr-Mahugh will send out a Doodle to

get everyone’s schedule. Minutes Prepared By: Shaunda Hildebrand Date: August 11, 2010

Group 3: Montana CTE Advisory Council Sub-committee

• CTE is a results-driven system that demonstrates a positive return on investment Members: Pat Wise, Matt Allen, T.J. Eyer, Diana Fiedler, Megan Anderson, Kathy Wilkins NOTES: What would demonstrate a positive return on investment to a tax payer or legislator?

1. Do CTE Concentrators graduate at a higher rate compared to all grads? 2. Do they place at a higher rate into postsecondary and/or work? 3. Do we need to use different measuring tools? The Perkins indicators help CTE programs to focus on skill attainment, retention, completion/graduation, and placement in employment. The measures are much too broad to answer questions 1 & 2. 4. Data needs to be tied to other strategic plans. What about a longitudinal data system? How can we get all schools—specifically tribal schools—to participate? 5. What about the older postsecondary student?

Holly teaches courses on data analysis and will help Diana Fiedler and Kathy Wilkins identify and locate the state level data to answer questions 1& 2 and other questions such as is the 6 million in funds that comes to Perkins each year worth the investment?

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