1. Articulation Process & Guidelines
Welcome, Establish goals of the day. Then Crowd pulsing.
Who is here? K!2 - CCC. District level?
Who is currently doing articulation?
A sampling of What would you like to leave here with?
How can we make this training today valuable for you?
A Tool for Success

2. Introductions
Presenter: Don Daves-Rougeaux Rougeaux MSC - Multi Sector Consulting

3. SUmmary Purpose & Impact Policies & Protocols
Process & Recommendations
What are your desired outcomes?
Before we get into todays sessions…...
Who is here? K!2 - CCC. District level?
Who is currently doing articulation?
A sampling of What would you like to leave here with?
How can we make this training today valuable for you?

4. Articulation Overview
Articulation from high school (secondary) to college (post-secondary) should ensure a smooth transition and align pathway content so as to avoid duplication of effort.
At its best, secondary to post-secondary articulation provides students with the opportunity to complete college course work at no cost, saving them both time and money.
Articulation is a term used to describe the process that facilitates the transition of students from one educational institution to another. Articulation from high school (secondary) to college (post-secondary) should ensure a smooth transition and align pathway content so as to avoid duplication of effort. At its best, secondary to post-secondary articulation provides students with the opportunity to complete college course work at no cost, saving them both time and money. This process is sometimes referred to as 2+ 2 articulation because it represents both high school and college work that awards credit at both levels.
The process of developing articulation agreements is based on collaborative efforts between the college faculty and secondary instructors. While the primary benefit is to students, this collaborative process has a secondary benefit of enhancing communication between secondary and post-secondary faculty with programs and between sites and must be supported by resources identified by each college and district partner. The process identified in this document relates to Career Technical Education (CTE) articulation.

5. Practitioners voice
“This partnership with DVC has been an invaluable experience and a great leaning process for my students”
“I know that some teachers find the CATEMA registration process daunting, but I have not experienced any problems”
“The registration process is seamless and straight  forward; as long as I the teacher guide the students along the way and patiently explain it”
“I think it is part of life-long learning process to understand and learn how to register for college”
Support from the Practitioners viewpoint

6. Why Articulation?
Provides a means for students to begin a program of study in HS which continues at the CC level.
Impressive on resume and to college applications
Some free college credit
May transfer to CSU and UC
Possession of college credits that never go away
Employers offering benefits for college credits
These programs combine academic courses needed for success in college with technical courses needed to prepare students for high-skill, high-wage, and in-demand careers. Successful students complete two years of community college coursework and earn a certificate or degree or prepare for transfer to a university.
Jobs that offer wages/bonus/stipend/allowances/compensation for college credits

7. What does research tell us?
Secondary to Post-Secondary
Acceleration Strategies for College Readiness
“Allowing students in high school to complete even a single college class could significantly increase their chances of attending college and eventually graduating.”
Ben Struhl & Joel Vargas, Oct. 2012
The Impact of Dual and Articulated Credit on College Readiness and Retention in Four Community Colleges (2008). Tech Prep consortium in CA, FL, IL, OH, OR, NC, and TX, NC. Selected Ohio, Texas, Florida and Oregon. Other four were excluded because students did not have adequately detailed records to ascertain dual or articulated credit course enrollment. Findings suggested that DE had a direct effect on college readiness in mathematics (TX, FL, OR) and articulation on reading and writing (OH, TX). The Findings also showed that articulated course taking enhanced their college retention as well.

8. Assumptions & BENEFITS Students
Saves money on tuition, fees, and books by allowing students to earn college credit while in high school
Accelerates academic progress and prepares students for certificate or degree programs
Increases student success
Reduces duplication of courses and credit
Improves job placement potential
Increases the likelihood of students being college and career ready
Provides students with an incentive to continue their education
Leading us to the following assumptions and beliefs for students and instructors
Handbook pg. 5
Prepares students for higher education
Increases enrollment in and promotes more enthusiasm and interest in the articulated course
Gives students a more positive attitude about school and increased self-confidence as evidenced by similar acceleration to post secondary models
Results in college transcript after completing the articulated high school course
Encourages student enrollment at community college
Qualifies students to be placed in the next course in the sequence
Eliminates student fees for most high school students. Some student populations such as AB 540 or Adult School may not be eligible

9. Assumptions & BENEFITS FOR INSTRUCTORS: HIGH SCHOOL AND COLLEGE
Promotes curricular alignment, and academic rigor, relevance and integration
Facilitates communication among educational institutions, its faculty and administrators
Eliminates duplicative instruction
Ensures that secondary-level coursework represents the needs of industry
Prepares students to be successful in college-level coursework
Increases enrollment in articulated pathways at the college
In your day to day have you seen any of these in action?
Handbook pg 5
Demonstrates to instructors that how/what they are teaching is connected with all levels of education
Keeps instructors abreast on “state-of-the art” technology through concentration of shared training, equipment, staff, and facilities
High school instructor does not have to meet CCCCO minimum qualifications
Provides ADA to high school while college earns successful course completions

10. What Policy Guides our Work?
Title 5 Regulations
§ Credit by Examination Process
§ Articulation of High School Courses
Revisions : 1st read BOG early May
2nd read TBD
Approved in June
As administrators its important to have an understanding of the policy guiding this work. At the K12 and CC Board level as well as the state level
Sample Board level policy statements. Handbook pg 21-22
Regulatory Guidance - Handbook pg 23
Source document
Alternative Methods for the Awarding of College Credit: Credit by Examination for articulated High School Courses, Spring 2013, The Academic Senate for California Community Colleges

11. WHY A Handbook?
Ensure common course-to-course articulation practice across the service areas of the NE and SW-Bay Area – and beyond
Provide a convenient and centralized place to find general information, uniform procedures and best practices about high school to college articulation.
 Establish guiding principles to govern local, regional and preferably statewide course‐to‐course CTE articulation practices.
Clarify regulatory requirements vs. local practice.
Provide system approach recommendations for effective and student centered practices guiding CTE secondary to postsecondary articulation procedures.
Establish common definitions to propose for use statewide.
Develop practices, procedures, policies, and programs that are:
Student centered
Accessible on college and high school websites
Easy to navigate
Having a ready access to such resources is one of the principle reasons for the development of this Handbook. After weeks of collaboration and revisions –guided by Kim.
In your hand is the tool to aid you in the development of effective practice.

12. Effective Process RESOURCES
10 Guiding Principles
CCC Academic Senate Best Practices
CCC Academic Senate Recommendations
BAY AREA General Guideline Best Practices
Content includes statements regarding guiding principles and best practices
Hand book handbook pg 5-7
10 Guiding Principles
CCC Academic Senate Best Practices
CCC Academic Senate Recommendations
BAY AREA General Guideline Best Practices

13. Effective Process – How To…
. . . Get Started?
. . . Maintain Agreements?
. . . Support at District Level?
CATEMA data management system
Moorpark College Step-by-Step/
Santa Rosa JR College
And top recommendations for effectiveness and sustainable implementation
Handbook pg 8
Recommended must haves for program effectiveness – pg 8
Developing and maintaining agreements BP pg 8
Determine which college at the District level will be indicated on the transcript. Pg 9
Instructions for Implementation…. Pg 10
for HS Student
for HS Faculty
for College Faculty
Aplying for credit – Using C&TEMA Career and Techinical Education Management Application (next session)
online software to award student credit through articulation
Moorpark College Step by Step example

14. CATEMA® System Goals

15. CATEMA® System process

16. Top HS Recommendations
Hire a district level Articulation/DE officer
Participate in annual review meetings
Use CATEMA
Prioritize articulation in LCAPS
Publicize availability of courses/GPA bump
Educate counselors to the value
We’ll conclude this session with a few notable recommendations for the HS and CC

17. Top CCC Recommendations
Hire a district level Articulation/DE officer
Participate in annual review meetings
Use CATEMA
Eliminate all residency requirements
Publish process online
As well as a local data illustration of the value of Articulation –

18. Todd or Judy please
Resource support for high school instructors and students

19. Articulation Value to High School Students
School Year
(DVC) ARTDM
(DVC)
BUSAC
(LMC) MedTerm
(CCC) (LMC) CIS/COMSC
(DVC) CONST
(DVC) (LMC)
EDUC/CHDEV
(DVC) CULN
(DVC) ENGIN/ARCH
TOTALS 26 4 83 7
= 47 19 29
215
2011 – 12 46 11
118
= 17 82 92 54
420
2012 – 13
112
114
8 + 6 = 14 91
120 78
536
2013 – 14
245 9 5 14
=130
129 85
621
2014 – 15
438
138 87
884
Students earning units
867 36
324
128
488
489
333
2,676
TOTAL UNITS EARNED
1300.5
108
972
384 44
1464
650
1205
6,127.5
DVC, LMC, CCC
PER UNIT
$59,823
$4,968
$44,712
$17,664
$2,024
$67,344
$29,900
$55,430
$281,865
CSU per unit
$483,786
$40,176
$361,584
$142,848
$16,368
$544,608
$241,800
$448,260
$2,279,430
Steady growth and increases in student participation and student success
Validates the mastery of college curriculum by high school students
Portable units and high value opportunities
Enrollment growth
Qualifying College Credit

20. Current INITIATIVES Honors Weight –GPA Bump
Regional Articulation Agreements
Programs Status
What Does This All Mean?

21. Current INITIATIVES Honors Weight –GPA Bump
Regional Articulation Agreements
Programs Status
What Does This All Mean?

22. KEY TAKEAWAYS
Articulation offers free college credit to students, with a safety net. If students do not perform well, they can opt out of reporting their grades to the college.  
CATEMA is a web-based system that cuts down on paperwork and administration around articulation, and ultimately helps students more seamlessly receive credit on their transcripts.  
Colleges' CATEMA subscriptions for the next three years are funded by the Chancellor's Office through CTE Data Unlocked.

23. KEY TAKEAWAYS
K-12 districts do not bear any licensing costs for CATEMA.
K-12 and Community College partners are both critical for successful articulation agreements and CATEMA implementation, and this works well when both systems have an articulation/dual enrollment liaison. 
Robin Carville and Cathleen Sanborn are available to help navigate the process of implementing CATEMA

24. Articulation A college readiness strategy for high school students