The Florida Senate

240.1161  District interinstitutional articulation agreements.--

(1)  Superintendents of schools and community college presidents are responsible for the development and implementation of 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 composed of dual enrollment students.

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

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

4.  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.

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

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

7.  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.

(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.

(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)  Courses and programs may be added to or deleted from the district interinstitutional articulation agreement at any time. Such additions and deletions must be mutually approved by the superintendent of schools and community college president before incorporation into the agreement.

(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)(j). State universities and community colleges may enter into interinstitutional articulation agreements with nonpublic secondary schools pursuant to s. 240.116.

(6)  The Department of Education 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.

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.