Dual Credits: An Update for Administrators, Co-ordinators and Consultants

1. Dual Credits: An Update for Administrators, Co-ordinators and Consultants April 23, 2018

2. Agenda • Welcome and introductions • What’s New in SCWI (Adult Dual Credits, After Adult Dual Credit, After SWAC) • Dual Credit Students – Transitions to Postsecondary Education • Dual Credit Students – Success • Connecting Co-op and Dual Credits • Resources

3. SCWI Goals SCWI / IJECT

4. 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) SCWI / IJECT

5. New this year • Adult Dual Credits pilot programs funded through the Highly Skilled Workforce Initiative • Expanded activities and forums funded through the Equitable Access to Postsecondary Education Initiative, including: • After ADC pilot activities • After SWAC pilot activities

6. Adult Dual Credits • “enhanced dual credit opportunities for adults” was announced as part of the government’s “Lifelong Learning and Skills Plan” • Multi-year pilot program • Governed by existing dual credit policy and procedures SCWI / IJECT

7. Purpose and anticipated outcomes of these new pilot activities • The program is designed to explore and address barriers that might be preventing dual credit students in ADC programs from continuing their education. • It will promote the value of postsecondary education and provide information to adult students regarding pathways, possibilities and supports. SCWI / IJECT

8. Unique Features: ADC Student Selection Criteria The target audience for this pilot is adults who need the additional support which is part of the Dual Credit program in order to achieve their goal of earning their OSSD and making a successful transition to postsecondary education (college or apprenticeship). SCWI / IJECT

9. Unique Features: ADC Student Selection Criteria • Students must be within reach of graduation • have the potential to succeed in college or apprenticeship • be 21 years of age and older SCWI / IJECT

10. Current Status of Adult Dual Credits In 2017-18 • Adult Dual Credits have been approved for • 22 colleges and 56 district school boards • 890 students, 1021 credits (1/4 of credits in Semester 1) SCWI / IJECT

11. 2017-18 Approved ADCs

12. After SWAC and After ADC • the program can begin with these students soon after they start their SWAC/ADC program • intended to focus on the next steps for these students once they have finished their Dual Credit program SCWI / IJECT

13. After SWAC and After ADC • Includes four components: • small group conversations per class with a college advisor and dual credit teacher, if appropriate • one-on-one follow-up conversations with the college advisor • PD and reporting for the college advisor and dual credit teacher • Funded OCAS/OUAC applications for ADC/SWACstudents SCWI / IJECT

14. After ADC and After SWAC Semester 1, 2017-18 • 1,019 total participants in small group discussions • 583 participants in one-on-one conversations

15. Semester 1 After ADC and After SWAC • 1,184 students participated in After ADC or After SWAC in Semester 1

16. After SWAC - Barriers • Pilots identified a wide range of barriers faced by students • Multiple responses in order of frequency: • Financial (housing, seat deposit) • OSAP (application, the need for parent’s tax records, proof of “independent status”) • Lack of self-confidence (including decision-making skills) • Lack of pre-requisites to get into programs of interest (including ENG 4C) • Mental health, anxiety As reported by RPTs through After SWAC supplementary reporting, March 2018

17. After SWAC – Notes and Observations • We’re on the right track… • Being able to apply without the worry of the [$95] application fee more than tripled the number of SWAC students who normally apply during the semester. Students were relieved and excited to make their applications. This has been an extremely positive and motiving experience for all involved. • Many students in the SWAC program don’t have the support at home to help them navigate the PSE system which puts them at a disadvantage in planning their Postsecondary options. After SWAC advising is helping to address this barrier. As reported by RPTs through After SWAC supplementary reporting, March 2018

18. After SWAC – Notes and Observations • We’re on the right track… • Providing these students with the ability to attain confidence by creating relationships and building rapport was necessary for this position. This assisted in the desire to attend post secondary As reported by RPTs through After SWAC supplementary reporting, March 2018

19. After SWAC – Notes and Observations • SWAC Students • Some students had workplace level courses from high school which resulted in them not qualifying for the programs they were interested in. • Many students are not ready to graduate by the end of the academic year (27% at the end of Sem 1) • Some grade 11 students were not fully engaged in next step planning • A few students had trouble staying focused throughout the process and expressed some disinterest • Some of the students knew what they wanted to do, but many had no idea and did not seem too interested in exploring ideas As reported by RPTs through After SWAC supplementary reporting, March 2018

20. Do we have the right students in our programs? If not, how do we change this?

21. Success of Students in Dual Credits Contributing Factors: • Caring adult • Team-approach and local decision making • Data-based decision making • Program flexibility • Careful, criteria-based student selection • Team approach to student support SCWI / IJECT

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

23. Dual Credit Program Results, 2016-17 Approved vs Actual Student Participation: 94% Retention 88% Success 91% As reported by RPTs. SCWI / IJECT

24. Mark Distribution in Dual Credit Courses DRAFT

25. 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

26. 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

27. OCAS Vouchers – Semester 1 ADC and SWAC Students • Semester 1 OCAS Vouchers – SWAC and ADC Students • 533 vouchers redeemed • 532 applications • 1,685 program choices 2017-18 Semester 1 Data – OCAS SCWI / IJECT

28. ADC Feedback: Transitions • “By the end of the program the transformation in the students was incredible. They were all amazed that they were on the road to an OSSD and had applied to college. WOW!” (RPT 6)

29. What are the barriers to Co-op students in transitioning to PSE?

30. Co-op and Dual Credits: Common Concerns • Student selection • Importance of correctly placing students • Perceived integrity of credits • Staffing • How well do others value the program? What do we say/do to counter these perceptions?

31. Co-op and Dual Credits: Common Concerns • Student selection • Students may enter dual credit programs in a variety of ways. Students in SHSM programs and OYAP are automatically eligible to take dual credit programs. Entry for all other students is guided by Student Success teams at the school or board level. Student Success teams who are considering a student for admission into a dual credit program will evaluate the student’s suitability on the basis of the criteriaoutlined in the appendix to this document. They may also take into account criteria specific to the college program. (Dual Credit Program: Policy and Program Requirements, 2013, p.7)

32. Co-op and Dual Credits: Common Concerns • Importance of correctly placing students • Dual credit course selection • Co-op placement selection • The program represented one of several new learning opportunities provided through the strategy that would enable students to build on their strengths and interests in school and get a head start on their postsecondary education and training. (p.3)

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

34. Co-op and Dual Credits: Common Concerns • Perceived integrity of credits Guiding Principles for Dual Credit Programs (p.6) • Dual credit programs are based on the principles of collaboration and accountability in partnerships between school boards and public postsecondary institutions. • Dual credit course instruction is provided by a college professor or instructor and/or a secondary school dual credit teacher, depending on the program delivery approach …. 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. • All dual credit courses must be approved for OSSD credit by the Ministry of Education and delivered by public institutions and qualified educators. Only students enrolled in approved dual credit programs are eligible to be granted OSSD credits for dual credit courses. • In all dual credit programs, OSSD credits are awarded by the secondary school principal, and college credits are awarded by the college.

35. Co-op and Dual Credits: Common Concerns • Perceived integrity of credits 4.2.1 General policies and procedures (p.19) The following applies to college-delivered dual credit courses: • The college instructor or professor is responsible for the assessment and evaluation of student achievement… • …Students who do not successfully complete the course by attaining the passing grade established by the college will not receive credit towards the OSSD for the course. • …The principal will record the mark as provided by the college instructor or professor. Grades assigned by college instructors or professors must not be adjusted,…

36. Co-op and Dual Credits: Common Concerns • Staffing 1.7 Secondary School Dual Credit Teachers • It is a requirement of all dual credit courses that a secondary school teacher be assigned to provide a variety of supports to students. • 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. • The principal assigns a section to the dual credit course, … and assigns students and the dual credit teacher to the section. • Secondary school teacher instructional costs for approved day-school dual credit programs are provided through the Grants for Student Needs (GSN) in the same way as for any credit course. Funding is calculated on the basis of the average of the number of full-time equivalent students reported on October 31 and the number reported on March 31. • School boards receive full funding for a student who is enrolled in three or more courses in a semestered school, or six or more courses in a non-semestered school.

37. Role of the Dual Credit Teacher • “Roles and responsibilities will vary depending on the delivery model and operational details of the program.” (p.10) • A list of roles and responsibilities common to all dual credit delivery models is included (p. 10)

38. How well do others value the program? What do we say/do to counter these perceptions? Co-op and Dual Credits: Common Concerns

39. Are there advantages in connecting Dual Credits to 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. 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) Co-op Strengths • Integration • Student reflection on acquired skills and knowledge • Student communication of newly acquired skills and knowledge

40. How do you connect dual credits with co-op? How do you maximize the benefits of both for your students?

41. Resources • Policy and Program Resources • Dual Credits Programs: Policy and Program Requirements • Dual Credit Course Codes • Pathways to Apprenticeship SCWI / IJECT

42. Resources • Webinars • Ontario Student Transcript Manual, 2014 https://www.osca.ca/counsellors-a-teachers/ministry-policy-a-documents/ost-manual-webinars-june-2014.html • Entering Data in your SMS http://www.scwi.ca/policies.php • Dual Credits http://www.scwi.ca/tools.php SCWI / IJECT

43. Resources • SCWI Resources • Dual Credit programs information for students, parents and educators www.gotocollege.ca • Dual Credit program administration www.scwi.ca • Request for Proposals http://www.scwi.ca/requirements.php SCWI / IJECT

44. Are there other supports you need to be more successful in your role?

45. Questions

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