Introducing Dual Credits and the School College Work Initiative OCEA, April 2018

1. Introducing Dual Credits and the School College Work Initiative OCEA, April 2018 SCWI / IJECT

2. Looking Ahead • Are the dual credit programs and courses best meeting the needs of your students? DRAFT

3. Purpose • Deepen your understanding of Dual Credits and policies/procedures • Make connections between the SCWI and other Student Success Initiatives • Make connections between co-op and the Dual Credit program • Q’s and A’s

4. SCWI Goals

5. High standards and expectations: Provincial Graduation Rate

6. Ensuring Equitable Access to Postsecondary Education • Ontario’s Vision is that “Ontarians of all ages will receive the supports they need to pursue postsecondary education (apprenticeship, college and university), have a fair chance to fulfill their dreams, achieve their potential and thrive in the global knowledge economy.”

7. SCWI Activities and Forums • In 2016-17: • 117 Activities and Forums • 38,800 participants DRAFT

8. Enhanced SCWI Activities and Forums, 2017-18 • Increased activities that promote mentoring for Grade 7 and 8 students by a college student or apprentice • Enhanced teacher forums to include information on how to better support students with PSE pathway planning

9. Enhanced SCWI Activities and Forums, 2017-18 • Enhanced parent forums that are delivered at local postsecondary education (PSE) institutions and provide information to support awareness about PSE opportunities, pathways, and resources to provide smooth transitions

10. Enhanced SCWI Activities and Forums, 2017-18 • After Adult Dual Credits and After School Within a College is being funded by MAESD • focus on promoting the value of postsecondary education and supporting student transitions • providing information to students and parents regarding PSE pathways, possibilities and supports, including information on the Ontario Student Assistance Program (OSAP) transformation.

11. Dual Credit Programs Dual credit programs are programs approved by the Ministry of Education that allow students, while they are still in secondary school, to take college or apprenticeship courses that count towards both their Ontario Secondary School Diploma (OSSD) and a postsecondary certificate, diploma, or degree, or a Certificate of Apprenticeship. (p.5)

12. Provincial Dual Credit Participation 2005-06 362 2016-17 (preliminary) 20,695

13. Dual Credit Approved Participants. 2017-18 DRAFT

14. Provincial Measures of Success: 2016-17 Success 91% Approved vs Actual Student Enrollment 94% Retention 88% 2016-17 Data as reported by RPT Unofficial Provincial Data DRAFT

15. Assessment and Evaluation in Dual Credit Courses • The student’s achievement is evaluated by the college according to its own standards. (p.11)

16. Assessment and Evaluation in Dual Credit Courses 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)

17. Mark Distribution in Dual Credit Courses DRAFT

18. Dual Credits and Co-op • “The scheduling conflicts that may arise if a student is taking a college-delivered dual credit course may be alleviated if the student is also taking one or more credits through cooperative education.”(p. 9) DRAFT

19. Dual Credits and Co-op • “The student may take the college course when it is available and, with the approval of the cooperative education teacher and the workplace supervisor, arrange to complete the in-school class and work placement hours required for the cooperative education credits at alternative times.” (p. 9) DRAFT

20. Dual Credits and Co-op • “A college-delivered dual credit course cannot be the related course in a cooperative education program.” (p. 9) DRAFT

21. Possible Student Timetable – College Course

22. Possible Student Schedule – College Course

23. How are you connecting co-op and dual credits?

24. Role of the Dual Credit Teacher • Guiding Principle: • A secondary school teacher is always involved in some capacity, but his or her role may range from direct instruction and/or remediation to more general support and supervision of students’ programs. (Dual Credit Programs, Policy and Program Requirements, 2013, p.6)

25. Role of the Dual Credit Teacher • Roles and responsibilities will vary depending on the delivery model and operational details of the program • A list of roles and responsibilities common to all dual credit delivery models is included (Dual Credit Programs, Policy and Program Requirements, 2013, p.10)

26. 1.7 Role of the DC teacher • “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.” (Dual Credit Programs, Policy and Program Requirements, 2013, p.9)

27. Who’s Minding the Neighborhood? • “For every seven more adults in a neighborhood, there is one fewer young person who leaves school without graduating.” • “…adding more adults in a community can help more young people graduate from high school, even after accounting for other important factors, such as income, education level, or race or ethnicity.” http://www.americaspromise.org/resource/adult-capacity-study DRAFT

28. 2016-17 Target Group Participants • In 2016-17, students took 19,543 dual credits • 79% primary target group • 18% SHSM students • 9% OYAP students Preliminary RPT Data

29. DC Teacher vs Co-op Teacher DRAFT

30. APPENDIX Selection Criteria for Admission to Dual Credit Programs • Entry to dual credit programs is guided by the Student Success Team. Students may indicate their interest in the program on their course selection sheets, or they may be recommended for the program by school staff. Student Success teams then evaluate the suitability of those students based on the criteria below and any other criteria specific to the college program. (Dual Credit Programs, Policy and Program Requirements, 2013, p.24)

31. APPENDIX Selection Criteria for Admission to Dual Credit Programs • …students who face significant challenges in completing the requirements for graduation. This group includes disengaged and underachieving students who have the potential to succeed but are at risk of not graduating, and students who left school before graduating. These students are the primary focus of dual credit programs; (Dual Credit Programs, Policy and Program Requirements, 2013, p.24)

32. APPENDIX Selection Criteria for Admission to Dual Credit Programs • students in Specialist High Skills Major (SHSM) programs; • students in the Ontario Youth Apprenticeship Program (OYAP). (Dual Credit Programs, Policy and Program Requirements, 2013, p.24)

33. Disengaged and Underachieving Students • Evidence that a student is disengaged • Evidence that a student is underachieving • Evidence that a student has the potential to succeed (Dual Credit Programs, Policy and Program Requirements, 2013, p.25)

34. Why is student selection important for both co-op and dual credits?

35. Creating Pathways to Success Vision All students leavesecondary school with a clear plan for their initial postsecondary destination (apprenticeship training, college, community living, university, the workplace) and confidence in their ability to implement and revise their plans throughout their lives. students are the architects of their lives

36. Pathways to Apprenticeship • “Matching students with the appropriate opportunity, one student at a time.” • Adds clarity to a number of policy documents

37. Pathways to Apprenticeship • Updated version distributed this fall • “Matching students with the appropriate opportunity, one student at a time.” • Adds clarity to a number of policy documents

38. DRAFT

39. How many students participated in dual credits? • Of the 159,425 students from the 2009-10 cohort: • 10,326 (6%) students participated in one or more dual credit courses within 5 years of starting grade 9*. • 149,099 (94%) students did not participate in one or more dual credit courses within 5 years of starting grade 9*. * Includes Dual Credit courses taken from 2009-2010 to 2013-2014 only. Identification is based on course enrolment and not necessarily course completion.

40. PSE Transitions • 2014-15 dual credit students: • Number who applied to attend college the year following their dual credits: 4,586 • Number who registered in college the year following their dual credits: 3,023 DRAFT

41. PSE Direct Registration Rates Note: Of the full 2009-10 Grade 9 Cohort, 33022 (20%) students registered directly to college. OnSIS, OCAS, OUAC data. SCWI / IJECT

42. How many students did not directly register in PSE? OnSIS, OCAS, OUAC data. Board-specific data is available from your board’s MISA lead. SCWI / IJECT

43. How many dual credit students did not register in PSE? This group includes • students pursuing apprenticeship training • students who returned to secondary school, • entered the workforce • registered in other PSE institutions

44. How many dual credit students did not register in PSE? • According to Colleges Ontario, most secondary school students do not register directly to college from secondary school • http://www.collegesontario.org/research/2016_Environmental_Scan/CO_EnvScan_2016_PROFILES_WEB.pdf

45. Looking Ahead • Are the dual credit programs and courses best meeting the needs of your students? • Do we have the right students? DRAFT

46. SCWI Websites www.gotocollege.ca www.scwi.ca

47. EDU Website • http://www.edu.gov.on.ca/eng/teachers/studentsuccess/dual.html DRAFT

48. Questions? DRAFT

49. Contact Us • Janine Griffore (janine.griffore@gmail.com ) • Phil Hedges (Phil.Hedges@kwic.com) • Sonja Vandermeer (Svandermeer@opsoa.org) SCWI / IJECT