Course learning objectives are developed by Tennessee high school and college faculty in order to ensure alignment with post-secondary standards. All students enrolled in a statewide dual credit course must take the free online challenge exam, which is used to assess mastery of the postsecondary-level learning objectives. Exam scores are reported on the high school transcript to ensure postsecondary credit is accurately awarded but are not used in any state accountability measures.
Courses are taught by licensed high school teachers or certified college instructors approved by the school system and the postsecondary institution. Exam fees are determined by the post-secondary institution providing the challenge exam.
Dual enrollment DE is a postsecondary course, taught either at the postsecondary institution or at the high school, by postsecondary faculty or credentialed adjunct faculty. Dual enrollment instructors must meet postsecondary requirements, but do not have to meet specific TN teacher licensure or endorsement requirements.
Dual enrollment courses can be taught at the postsecondary campus, the high school, or online. The location of the course does not affect its status as a dual enrollment course. Students who complete and pass the course s may earn high school and college credit. Students are responsible for seeking admission to the college or university and for payment of college tuition and all needed academic materials, including textbooks. It is the responsibility of the student to verify that the credit will be accepted at the university they plan to attend.
A qualified high school student is defined as a junior or senior with an unweighted 3. Students may qualify for the dual enrollment grant to offset the costs of dual enrollment courses. For , the overall percentage of 12th graders who participated in a Rigorous Course of Study will be displayed as an informational indicator and will only be reported as a percentage of students who attained the targets divided by the total number of students in the cohort. Performance Standards will be developed using the data as a baseline to measure expected school performance levels for use beginning in Results will be displayed as follows:.
In addition to the Blue, Green, and Red Performance designations, year over year performance will be depicted by:. In addition to displaying the overall percentage, each of the following components will also be displayed on the dashboard:.
Provide universal access to high-quality early childhood education. Improve access, affordability, and completion in postsecondary education and training. You may be trying to access this site from a secured browser on the server. Please enable scripts and reload this page. It also invested in training to assist instructors in using the new curriculum and guidance counselors in communicating pathway options to students. In response to concerns raised by federal staff about the relatively narrow occupational focus of the AT-RPOS, the state commissioned a study in the second project year to explore the potential for introducing a more generalized TDL pathway.
Based on the report's recommendations, the state began work in —13 to create a new pathway encompassing a range of careers in the transportation and materials-moving industry. During —14, the state designed a foundational course that will be piloted in the coming year. An advisory group was formed to develop strategies to support further pathway development.
The districts in Billings and Great Falls, however, also partnered with area postsecondary institutions to establish credit transfer opportunities. The Montana RPOS team had a consistent focus on teacher professional development, particularly in technical skill assessments and the integration of rigorous technical and academic content in both CTE and academic courses.
CTE instructors in the participating high schools had participated in Math- and Literacy-in-CTE training and had worked with their academic department colleagues to develop new units and curricula. The project team worked with the Montana Association for CTE to offer the same training to an additional instructors across the state.
In the —14 academic year, the project team piloted the construction program technical skill assessment developed by NOCTI. The project leads developed three-year articulation agreements that will enable high school students to receive college credits based on their performance on the NOCTI assessment.
Opportunities for secondary students to earn college credits are limited in Montana, and the project team feels that these agreements, which mark the first time that articulation-through-assessment has been tried in the state, may offer a viable strategy for expanding secondary-postsecondary credit transfer agreements in CTE. In , the Utah State Office of Education offered a professional development workshop for instructors that provided resources to promote hands-on classroom activities and incorporate the acquisition of literacy skills into CTE course curricula.
The Salt Lake site offered a week-long summer program for counselors and teachers that included campus visits, classroom observations, job shadowing, and tours of local healthcare employers and hospitals.
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