The Stand-Out Program for Outstanding High School Students

2012-2013

What is Dual Enrollment? Broadly defined as any situation in which an individual is concurrently enrolled at both a secondary (high school) and post-secondary (college or university) institution. However, the term is frequently used to distinguish from dual credit courses and used to identify situations in which a high school student enrolls in a college course for college credit only. What is Dual Credit? A dual credit course is a college course taken by a high school student for which the student is awarded both college and high school credit.

(Illinois Board of Higher Education)

Students are more likely to graduate high school

Students are less likely to need basic skills (remediation) in college

Students are more likely to persist with their postsecondary education

Our Mission Statement:Heartland Community College’s College Now Dual Enrollment

Program forges partnerships with local secondary institutions to provide high school students with the opportunity to earn college credit and high school credit concurrently. The Program provides

quality and affordable college, career, and life planning combined with college coursework taught by college faculty or qualified

secondary faculty with college expectations.

Currently we are in eight high schools (Calvary Christian, Central Catholic, El Paso Gridley, Hartsburg-Emden, Heyworth, Lexington, Pontiac and Tri Valley)

Last year 297 students earned college credit totaling 920 credits given each semester.

Working on inclusion with Bloomington, Normal Community and Normal Community West High Schools.

New GPS/GENS course offerings.

ACC Faculty meet HCC’s

academic standards. Faculty drives

curriculum. Student’s course

grade determines college credit.

Student’s college credit does not depend on a single high-stakes test.

AP No specific academic

standards for faculty. AP test drives

curriculum. Student’s course

grade and AP test score are separate entities.

Student’s college credit relies on test score and individual departmental policy.

A rigorous academic curriculum Encouraging faculty (college and high

school)to continue their personal academic endeavors and grow through professional development

Supporting administrators in enriching and extending the high school curriculum

Rigorous academics for two full years Preparation for college expectations Fuller college academic experience Facilitated progress toward college

graduation Access to HCC library & facilities Graded credit at HCC; Undergrad GPA Financial break on college tuition

College Now

Listed on Handout

AP

Listed on Handout

Students

Faculty

Curriculum

Assessment

Grades 11 or 12 (10th in some cases) ACT score (Reading 21, Math 23 and English 21)

COMPASS test score (Reading 73, Math Varies and English 70)

MA or beyond in their academic discipline Administrator and colleague

recommendation HCC approved syllabus

Syllabus is approved by Department Courses compare in credit, description,

content, and student expectation to the equivalent course on campus.

Departmental Liaisons visit high school classrooms.

Classroom visits Departmental Assessment Plans Annual Program Assessments to faculty,

administrators Bi-Annual Program Assessments to students Follow-up Assessments to graduates

FERPA Guidelines Program Web Site “Policy Guidelines for Dual Credit

Providers” from ICCB NACEP – National Alliance of Concurrent

Enrollment Partnerships

Choice for students (books, writing topics, team partners and research topics) Enacting and modeling of the principles of democracy in school Attention to affective needs and varying cognitive styles of individual students Cooperative, collaborative activity; developing classroom as an interdependent

community Heterogeneous classrooms where individual needs are met through

individualized activities, not segregation of bodies Delivery of special help to students in regular classrooms Varied and cooperative roles for teachers, parents and administrators Reliance on descriptive evaluations of student growth, including

observational/anecdotal records, conference notes and performance assessment rubrics

Responsibility transferred to students for their work: goal setting, record keeping, monitoring, sharing, exhibiting and evaluation

Taken from Zemelman, Daniels and Hyde’s Best Practice: Today’s Standards for Teaching and Learning in America’s Schools

Student Success Student Retention The Ever Changing Dynamic of a high

school student and classroom tudents only retain 40-45 percent of

that information upon leaving class, and this is way we need to alter our approaches in the classroom.

Student Centered(Experiential, Holistic, Authentic and Challenging)

Cognitive(Developmental, Constructivist, Expressive and Reflective)

Social(Collaborative and Democratic)

(Adapted from Zemelman, Daniels and Hyde)

Experiential: Active, hands-on, concrete experience is the most powerful and natural form of learning. Students should be immersed in the most direct possible experience of every subject.

Holistic: Students learn best when they encounter whole ideas, events and materials in purposeful contexts, not by studying subparts isolated from actual use.

Authentic: Real, rich, complex ideas and materials are at the heart of the curriculum. Lessons or textbooks that water down, control or oversimplify content ultimately disempower students.

Challenging: Students learn best when faced with genuine challenges, choices and responsibilities in their own learning.

Developmental: Students grow through a series of definable but not rigid stages, and schooling should fit its activities to the development level of students.

Constructive: Students do not just receive content; in a very real sense, they recreate and reinvent every cognitive system they encounter, including language, literacy and mathematics.

Expressive: To fully engage ideas, construct meaning and remember information, students must regularly employ the whole range of communicative media—speech, writing, drawing, poetry, dance, drama, music, movement and visual arts.

Reflective: Balancing the immersion in experience must be opportunities for learners to reflect, debrief and abstract from their experiences what they have felt and thought and learned.

Collaborative: Cooperative learning activities tap the social power of learning better than competitive and individualistic approaches.

Democratic: The classroom is a model community; students learn what they live as citizens of the school.

Taken from Zemelman, Daniels and Hyde’s Best Practice: Today’s Standards for Teaching and Learning in America’s Schools

College Now folder on Z drive(School Calendars, Class Times, Contact Info, etc.)

Sean.Colcleasure@heartland.edu

309-268-8570

Bethany.Kriegsman@heartland.edu

309-268-8607

Sarah.DielHunt@heartland.edu

309-268-8593

Jim.Resser@heartland.edu

309-268-8673

Jeremy.McClure@heartland.edu

309-268-8655

John.Gunyon@heartland.edu

309-268-8580

Jennie.Kearney@heartland.edu

309-268-8401

Padriac.Shinville@heartland.edu

309-268-8417