The Florida Senate

¹240.1161  District interinstitutional articulation agreements.--

(1)  Superintendents of schools and community college presidents shall jointly develop and implement a comprehensive articulated acceleration program for the students enrolled in their respective school districts and service areas. Within this general responsibility, each superintendent and president shall develop a comprehensive interinstitutional articulation agreement for the school district and community college that serves the school district. The superintendent and president shall establish an articulation committee for the purpose of developing this agreement. Each state university president is encouraged to designate a university representative to participate in the development of the interinstitutional articulation agreements for each school district within the university service area.

(2)  The district interinstitutional articulation agreement for each school year must be completed before high school registration for the fall term of the following school year. The agreement must include, but is not limited to, the following components:

(a)  A ratification or modification of all existing articulation agreements.

(b)1.  A delineation of courses and programs available to students eligible to participate in dual enrollment. This delineation must include a plan for the community college to provide guidance services to participating students on the selection of courses in the dual enrollment program. The process of community college guidance should make maximum use of the automated advisement system for community colleges. The plan must assure that each dual enrollment student is encouraged to identify a postsecondary education objective with which to guide the course selection. At a minimum, each student's plan should include a list of courses that will result in an Applied Technology Diploma, an Associate in Science degree, or an Associate in Arts degree. If the student identifies a baccalaureate degree as the objective, the plan must include courses that will meet the general education requirements and any prerequisite requirements for entrance into a selected baccalaureate degree program.

2.  A delineation of the process by which students and their parents are informed about opportunities to participate in articulated acceleration programs.

3.  A delineation of the process by which students and their parents exercise their option to participate in an articulated acceleration program.

4.  A delineation of high school credits earned for completion of each dual enrollment course.

5.  Provision for postsecondary courses that meet the criteria for inclusion in a district articulated acceleration program to be counted toward meeting the graduation requirements of s. 232.246.

6.  An identification of eligibility criteria for student participation in dual enrollment courses and programs.

7.  A delineation of institutional responsibilities regarding student screening prior to enrollment and monitoring student performance subsequent to enrollment in dual enrollment courses and programs.

8.  An identification of the criteria by which the quality of dual enrollment courses and programs are to be judged and a delineation of institutional responsibilities for the maintenance of instructional quality.

9.  A delineation of institutional responsibilities for assuming the cost of dual enrollment courses and programs that includes such responsibilities for student instructional materials.

10.  An identification of responsibility for providing student transportation if the dual enrollment instruction is conducted at a facility other than the high school campus.

11.  A delineation of the process for converting college credit hours earned through dual enrollment and early admission programs to high school credit based on mastery of course outcomes as determined by the Articulation Coordinating Committee in accordance with s. 229.551(1)(f)6.

(c)  Mechanisms and strategies for reducing the incidence of postsecondary remediation in math, reading, and writing for first-time-enrolled recent high school graduates, based upon the findings in the postsecondary readiness-for-college report produced pursuant to s. 240.118. Each articulation committee shall annually analyze and assess the effectiveness of the mechanisms toward meeting the goal of reducing postsecondary remediation needs. Results of the assessment shall be annually presented to participating district school boards and community college boards of trustees and shall include, but not be limited to:

1.  Mechanisms currently being initiated.

2.  An analysis of problems and corrective actions.

3.  Anticipated outcomes.

4.  Strategies for the better preparation of students upon graduation from high school.

5.  An analysis of costs associated with the implementation of postsecondary remedial education and secondary-level corrective actions.

6.  The identification of strategies for reducing costs of the delivery of postsecondary remediation for recent high school graduates, including the consideration and assessment of alternative instructional methods and services such as those produced by private providers.

Wherever possible, public schools and community colleges are encouraged to share resources, form partnerships with private industries, and implement innovative strategies and mechanisms such as distance learning, summer student and faculty workshops, parental involvement activities, and the distribution of information over the Internet. The Legislature may provide performance incentive funds for the effective implementation of remedial reduction plans developed and implemented pursuant to this paragraph. The district interinstitutional articulation agreement shall include a plan that outlines the mechanisms and strategies for improving the preparation of elementary, middle, and high school teachers. Effective collaboration among school districts, postsecondary institutions, and practicing educators is essential to improving teaching in Florida's elementary and secondary schools and consequently, the retention and success of students through high school graduation and into postsecondary education. Professional development programs shall be developed cooperatively and include curricular content which focuses upon local and state needs and responds to state, national, and district policy and program priorities. School districts and community colleges are encouraged to develop plans which utilize new technologies, address critical needs in their implementation, and include both preservice and inservice initiatives.

(d)  Mechanisms and strategies for promoting "tech prep" programs of study. Such mechanisms should raise awareness about the programs, promote enrollment in the programs, and articulate students from a secondary portion into a planned, related postsecondary portion of a sequential program of study that leads to a terminal postsecondary vocational or technical education degree or certificate.

(3)  The superintendent of schools is responsible for incorporating, either directly or by reference, all dual enrollment courses contained within the district interinstitutional articulation agreement within the district pupil progression plan.

(4)  The Articulation Coordinating Committee shall review each articulation agreement and certify the common course code number of postsecondary courses that meet each district's graduation requirements.

(5)  School districts and community colleges may enter into additional interinstitutional articulation agreements with state universities for the purposes of this section. School districts may also enter into interinstitutional articulation agreements with eligible independent colleges and universities pursuant to s. 236.081(1)(g). State universities and community colleges may enter into interinstitutional articulation agreements with nonpublic secondary schools pursuant to s. 240.116.

(6)  The Articulation Coordinating Committee shall approve any course for inclusion in the dual enrollment program that is contained within the common course designation and numbering system. However, college-preparatory and other forms of precollegiate instruction, and physical education and other courses that focus on the physical execution of a skill rather than the intellectual attributes of the activity, may not be so approved, but must be evaluated individually for potential inclusion in the dual enrollment program.

(7)  The Department of Education shall provide the Articulation Coordinating Committee with the staff support and resources necessary to implement the provisions of this section.

(8)  The State Board of Education may adopt rules necessary to implement the provisions of this section pursuant to ss. 120.536(1) and 120.54.

History.--s. 7, ch. 87-212; s. 36, ch. 89-278; s. 2, ch. 90-365; s. 3, ch. 95-143; s. 14, ch. 97-2; s. 9, ch. 97-246; s. 2, ch. 99-13; s. 2, ch. 99-150; s. 7, ch. 2000-225; s. 3(7), ch. 2000-321.

¹Note.--Repealed January 7, 2003, by s. 3(7), ch. 2000-321, and shall be reviewed by the Legislature prior to that date.