THE ACADEMIES OF WEST MEMPHIS

School District: West Memphis School District

Grade Levels: 10-12

Student Enrollment Cap: 1,300

Address of Proposed Charter: 501 West Broadway, West Memphis, AR 72301

PRE-APPLICATION MATERIALS

The Arkansas Department of Education requires that all applicants submit a Letter of Intent,

outlining a general description of the proposed charter school.

Evaluation Criteria:

A response that meets the standard will guarantee that:

• A Letter of Intent was filed with Arkansas Department of Education on time and included all

the necessary information.

Meets the Standard

PART B EXECUTIVE SUMMARY

The Arkansas Department of Education requires all applicants to include an executive

summary.

Evaluation Criteria:

A response that meets the standard will present:

• A mission statement (with content to be evaluated for Prompt #2 of Part C); and

• The key programmatic features of the proposed charter school.

Meets the Standard

C-1 PUBLIC HEARING RESULTS

All districts must conduct a public hearing before applying for a district conversion or limited

charter school, to assess support for the school’s establishment. Applicants are asked both

to document the logistics of the hearing and to include a narrative of the hearing results.

Evaluation Criteria:

A response that meets the standard will present:

•

A thorough description of the results of the public hearing;

•

Evidence of public support exhibited at the hearing;

•

Documentation of required notices published to garner public attention to the hearing; and

• Documentation of required notices about the hearing being sent to the community, certified

school personnel, and parents of all students enrolled at the public school for which the

school district initiated the application.

Meets the Standard

C-2 MISSION STATEMENT

The Mission Statement should be meaningful and indicate what the school intends to do, for

whom,

and to what degree.

Evaluation Criteria:

A response that meets the standard will present:

• A mission statement that is clear and succinct.

Meets the Standard

C-3 EDUCATIONAL NEED

The Educational Need section should explain the need for a charter school in the proposed

location and the innovative educational

option offered by the charter school.

Evaluation Criteria:

A response that meets the standard will present:

• A description of the educational need for the charter school substantiated with

valid and

reliable data

, and

• A description of the innovations that would distinguish the charter from other schools.

Meets the Standard

C-4 EDUCATIONAL PROGRAM

The Educational Program section should describe the educational foundation of the school and

the

teaching and learning strategies that will be employed.

Evaluation Criteria:

A response that meets the standard will present:

•

A clear description of the proposed educational program, including but not limited to the

foundational educational philosophy and curricular and instructional strategies to be

employed;

•

Specific reasons that the school would be viable

; and

•

A description of the length of school day and school year that meets

minimum state

requirements.

Partially Meets the Standard

Concerns and Additional Questions:

• Clearly explain the configuration of the charter school. Explain the following:

o Which schools will serve charter school students

West Memphis High School will be the only conversion charter school serving grades

10-12. All West Memphis High School students will be part of the charter school since

we are implementing wall-to-wall academies.

o The grade levels at each school to be included in the charter

Grades 10, 11, and 12 at West Memphis High School.

o The number of students per grade level to be charter students

– 421

– 382

– 339

Total of 1,142

*numbers based on Oct. 1, 2013.

• If it is the intension of the district to have students at multiple campuses enrolled in the

charter school, explain how the district plans to report the students for purposes of funding

and academic accountability.

It is not the intent of the district to have multiple campuses enrolled in the charter school. The

Academies of West Memphis High School will not have multiple campuses. This conversion

charter will operate at the physical address of West Memphis High School 501 West Broadway,

West Memphis, AR 72301.

• Confirm the understanding that if the plan is to offer only certain classes to comprise the

charter, the school would not meet the federal definition of a public charter school as it

would not provide “a program of elementary or secondary education or both.”

The West Memphis School District has made the decision that the entire campus of West

Memphis High School will comprise the public conversion charter school titled the Academies of

West Memphis. WMHS already has a fully approved secondary curriculum.

• Explain how the core subjects will be taught at the charter school.

Core subjects will be taught through the fully approved secondary curriculum at West Memphis

High School keeping with the standards of accreditation and ADE rules/regulations.

• Explain how the 8

grade students will be immersed in the academy model.

grade students will not be a part of this conversion charter school at West Memphis High

School.

• Describe a typical day for a student enrolled in the charter school.

Students will operate on a traditional 7 period schedule from 8:00 a.m. to 3:30 p.m. in year 1

with a vision for block scheduling in the future for more performance based learning

opportunities.

• Explain if all 9

grade students will participate in keystone classes. If not, explain the criteria

for identifying students for these classes. Explain how the classes will assist a student in

deciding on a career academy.

grade students are not part of the campus at West Memphis High School, therefore, will not

be a part of the conversion charter.

• Explain the process and timeline for a student to change from one career academy to

another.

Students will have one opportunity at the end of their 10

grade year to change from one

academy / pathway to another.

• State which courses the charter will want to have imbedded.

See requested waivers on p 28,29

Health and Safety

Oral Communications

We are seeking additional courses for specific pathway equivalencies or substitutions:

See *C4 appendices:

WMHS Graduation Requirement HS Credit Requirement MSCC Course Credit Hours

Math Electives 2 Math 1104

Applied Technical Math 4

BUSN 1303

Business Mathematics 3

HMGT 2023

Food & Beverage Cost Controls 3

TECH 1003

Intro to Blueprint Reading 3

PHAR 1023

Pharmaceutical Mathematics 3

TECH 1013

Shop Essentials 3

Science Electives 1 PSCI 1003

Applied Physics 3

ENER 2043

Bioprocess Practices 3

TECH 2033

Basic Electricity & Electronics 3

Social Studies Electives .5 PILT 1012

Aviation History 2

ECON 2213

Macroeconomics 3

ECON 2223

Microeconomics 3

Health .5 HMGT 1513

Nutrition and Menu Planning 3

• Explain the role of Responsive Education Solutions (RES) with the charter school, as the

budget includes funds for consulting services for RES, and provide the contract between the

RES and West Memphis School District.

For the 2014-15 school year, ResponsiveED will work in a collaborative compact with the

WMSD and the Academies of West Memphis Conversion Charter School at West Memphis

High School to better provide high quality instruction and academic opportunities for all WMHS

students. We will be collaboratively exploring work on the learning process by emphasizing a

personalized approach. This program will deliver students a prescribed course of study. Using

individualized curriculum plans as well as direct teaching, paper-based curriculum, and

computer-based instruction, students can recover credits, accelerate credit accrual, and receive

high-dosage tutoring in math and other needed subjects. This collaboration will increase

college and career readiness for all students.

See attached contract from RES. This will serve as our final contract and signatures will be

submitted upon approval from the Charter Authorizing Panel.

• Confirm the understanding that every digital course must be offered from a provider

approved by the Arkansas Department of Education and must meet or exceed curriculum

standards and requirements established by the Arkansas State Board of Education in

accordance with all laws, rules, and procedures promulgated to ensure access to quality

digital learning content and online blended learning.

The Academies of West Memphis Conversion Charter at West Memphis High School will only

offer digital coursework from approved providers identified by the Arkansas Department of

Education to assure that all requirements are met regarding access to quality digital learning

content and online blended learning.

5: CHARTER MODEL

The Charter Model section should explain the reasons that the district is requesting a charter

school

Evaluation Criteria:

A response that meets the standard will present:

•

Specific

reasons why it is critical for the district to have a charter school rather than

implementing the plan outlined in the application on an existing traditional campus.

Does Not Meet the Standard

Concerns and Additional Questions:

• Provide specific reasons why it is critical for the district to have a charter school.

The focus of The Academies of West Memphis High School will be to:

• improve all students learning through the increased emphasis provided for student

engagement,

• provide increased opportunities for project based learning, enable students to

experience accelerated and rigorous learning through the use of technology, and

• to empower students and teachers to build a culture of learning through collaboration

and research.

The Academies of West Memphis is a comprehensive approach to high school re-design and

impacts all major stakeholder groups in the following ways.

This charter will enable The Academies of West Memphis High School to experience increased

flexibility in the scheduling process for students and teachers. Struggling learners will receive

additional time and attention from instructors. Students with advanced skills will be challenged

to perform at higher levels than the present traditional culture allows. Students who are

performing at the average level will receive the benefits of both remediation and acceleration

through the use of strategies identified to address their needs. In addition, flexibility will allow

teachers to collaborate within content areas, across curriculum areas, and vertically and

horizontally in regard to content and grade levels. Patrons, business partners, higher education

partners, and parents will be given opportunities to serve on advisory committees, provide

technical assistance, and share in the development, implementation, and review of the

Academies of West Memphis High School.

• Explain why the plan outlined in the application cannot be implemented as part of the

current schools.

The Academies of West Memphis High School will provide college and career preparation by

concentrating elective courses in the Academy of Business, Technology, Art and

Communications; the Academy of Service, Law,and Education and the Academy of

Manufacturing, Transportation, and Health Science. Graduates of The Academies of West

Memphis High School will enter college, postsecondary training, or careers with portfolios filled

with authentic real-world application and problem-solving, internships, early college experiences

and community-service learning projects.

This re-design is a necessary and thoughtful approach between West Memphis High School

and Mid-South Community College. The global economy has brought about changes that are

driven by economic development and initiatives that our traditional educational model has yet to

address. We have to rethink how we are providing education and training access to those who

we are trying to develop as a new workforce. Our economy is only as good as our ability to

supply a workforce to our industries and businesses. We feel that we can not integrate these

specific and skilled CTE classes in our current model without the conversion charter, waivers,

and partnerships. This type of conversion charter will allow us to seek community alignment

and build partnerships like never before. We also feel like this conversion charter will allow us

the chance to seek some youth connect career grants in cooperative partnerships with MSCC.

The truth of the matter in the Delta is this - there is a disconnect between how we finance

student’s education, what we are expecting them to do as part of their high school experience,

and what we are expecting them to do when they leave high school. Investing in this charter will

mean more relevance for a poverty stricken region of our state.

C-

SCHOOL IMPROVEMENT PLAN

Evaluation Criteria:

A response that meets the standard will present:

• Meaningful and realistic ways to involve licensed employees and parents in developing and

implementing the school improvement plan, identifying performance criteria, and evaluating

the effectiveness of the improvement plan;

• A plan that addresses how the charter school will improve student learning and meet the

state education goals;

•

Specific goals in:

o Reading;

o Reading Comprehension;

o Mathematics; and

o Mathematics Reasoning;

• Goals on improving student achievement; and

•

Valid and reliable assessment tools for measuring each of the defined goals.

Partially Meets the Standard

Concerns and Additional Questions:

• Explain the specific ways in which licensed employees and parents will be involved in

developing and implementing the school improvement plan.

Licensed employees and parents will continue to participate in the development of the school

improvement plan. Advisory committees will be established and meet regularly to assist in

providing technical feedback and investment for the conversion charter. Opportunities will be

provided to encourage and orientate parents to The Academies of West Memphis and specific

skill set pathways for better job training. Work will continue with our local school board and

district leadership team to host business, community, and parent forums on a regular basis in

order to provide continual and timely updates on current programs and student performance.

We plan to implement a CEO of Champions mentoring and advisory council to help facilitate

career expectations for our graduates as well as outreach/experiential training for our faculty.

As this process evolves, we envision the development and growth of The Academies of West

Memphis Leadership team whose primary responsibility will include evaluating current and

future programs of study and student performance. We are convinced that the level of parental

involvement will increase as this conversion charter allows us to work toward removing barriers

to student-parent-school partnerships.

•

If students other than those at West Memphis High School will be charter school

students, include goals for them.

Only students at West Memphis High School will be charter school students.

•

Explain how the district plans to evaluate the success of the charter school and to

attribute student academic performance to the charter if charter school students are

at different campuses.

Charter students will not be at different campuses.

CURR

ICULUM

DEVELOPMEN

T AND

ALIGNMEN

The Curriculum Development and Alignment section should define the process by which the

design team developed (or chose) the curricular program of the school and illustrate alignment

with Arkansas Curriculum Frameworks and Common Core State Standards.

Evaluation Criteria:

A response that meets the standard of a curricular development and alignment program will

present:

•

Evidence that the curriculum aligns with, or a sound plan and timeline

aligning the

curriculum with, the Arkansas Department of Education’s content standards,

benchmarks and performance standards.

•

Evidence that the applicant is prepared to implement the requirements and timeframe

the Common Core State Standards.

Partially Meets the Standard

Concerns and Additional Questions:

• Tell the length of time that the school district has used the external provider Elbow-2-

Elbow and explain if these services will be continued at the charter school.

West Memphis School District has worked with Elbow-2-Elbow as our external provider for the

previous 10 years. They have successfully served our school district in the areas of

professional development, student engagement, and performance growth in all areas of school

improvement. We intend to continue these services at The Academies of West Memphis

Conversion Charter school since it is at WMHS and WMHS is a focus school.

• Explain the cooperative arrangement between West Memphis High School and Mid

South Community College. Provide a copy of the agreement.

The district and MSCC are in the process of final review and approval of the Agreement. As

soon as the review and approval process is completed by both the district and MSCC, a signed

copy of the Agreement will be forwarded to the ADE. We assure the ADE that the executed

copy will be submitted in time to allow for a full internal review before the Panel’s meeting in

January

C-

UDEN

SER

VICES

The Student Services section should describe how the school will address specific services for

its student

body.

Evaluation Criteria:

A response that meets the standard will describe the ways in which the following services will

be provided to students even in those areas for which a waiver is requested:

•

A guidance program that will serve all students;

• A health services program that will serve all students;

•

A plan for a media center for use by all students;

•

Sound plans for educating special education students that reflect the full range of programs

and services required to provide such students with a high quality education;

• A transportation plan that will serve all eligible students;

•

An alternative education plan for eligible students, including those determined to be at-risk

and to offer access to one or more approved Alternative Learning Environments;

• A plan to serve students who are English language learners;

and

•

Plans for a gifted and talented program for eligible students.

Partially Meets the Standard

Concerns and Additional Questions:

• Explain how all of the services will be provided to middle school students.

Services will only be provided to students in grades 10-12 at West Memphis High School.

• Confirm that the required student/counselor ratio will be met.

We will operate under the ADE required student/ratio compliance since this conversion charter

will be only at West Memphis High School.

• Confirm the understanding that career coaches and resource officers are not counselors

and cannot be considered when calculating the number of required counselors.

The West Memphis School District understands that career coaches and resource officers are

not counselors and can not be considered when calculating the number of required counselors.

• Confirm that the charter school will offer a full continuum of special education services.

This conversion charter school will do nothing different for our special education students that

would exclude them in services for the conversion charter since it is all at West Memphis High

School.

• Explain the process for moving a student enrolled in an academy to an Alternative Learning

Environment (ALE). Discuss the options to be afforded a student who moves to the ALE

from an academy different from the two that the district plans to offer for ALE students.

Students will not have to be removed from an academy just because they are in ALE. We

intend to offer ALE academic, career and technical courses at West Memphis High School and

Mid South Community College.

• Confirm that the charter will comply with ALE.

West Memphis School District confirms that this conversion charter will comply with ALE as it

has been offered to our students in the past according to ADE rules/regs.

• Confirm that the charter school will meet the requirements for English language learners.

West Memphis School District confirms that this conversion charter will meet the requirements

for ELL.

• Confirm that the charter school will comply with requirements for gifted and talented

programs.

West Memphis School District confirms that this conversion charter will meet the requirements

for G & T programs.

C-

ANN

UAL

PROGRESS REPORT

The Annual Progress Reports section should define how the academic progress of

individual students and the school as a whole will be measured, analyzed, and

reported.

Evaluation Criteria:

A response that meets the standard will present:

•

A timeline for data compilation and completion of an annual report to parents, the

community

and the authorizer, separate from the district’s annual report to the public, that outlines

the school’s progress; and

• A plan for dissemination of the annual report to appropriate stakeholders.

Partially Meets the Standard

Concerns and Additional Questions:

•

Provide a timeline for data compilation and completion of an annual report to parents, the

community and the authorizer, separate from the district’s annual report to the public,

that outlines the school’s progress. Include the approximate date for conducting a public

meeting to discuss these results.

The applicant will be compiling data for the completion of an annual report to the public and to

the CAP. We intend to share our timeline from start to current date each time we hold a new

meeting. Historically, our district date for this type of dissemination of data is the third Tuesday

of September.

The West Memphis School District plans to report on this conversion charter school in the Fall

of 2014 (September 16, 2014). At this initial annual report we intend to share the following:

Academy structure for 2014-2015 academic year

Pathways / Programs of study

Skill certificates / value added diploma

Internship opportunities

Job Shadowing

Teacher experiential opportunities

Business partnerships

Community involvement

Faculty & staff

Enrollment numbers

Department of Labor statistics for greater Memphis area job market

Department of Career Education statistics for CTE clusters

Advisory Committee recruitment / report

Explain what the future report will look like after completion of year 1

The West Memphis School District plans to report on this conversion charter school in the Fall

of 2015 (September). At this meeting we intend to discuss some of the same from above as

well as report any new offerings and implementations.

• Confirm that Family Educational Rights and Privacy Act (FERPA) will be followed when

preparing videos.

The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the

privacy of student educational records. Educational records subject to this protection include all

academic, attendance, health, guidance and special service reports.

West Memphis High School Academies will ensure no violations of FERPA when using student

information or likeness in images, videos, or documents by obtaining written consent from

parent or guardians through the use of a signature release form. Sample form is attached.

C-10

ENROLLMEN

ERIA AN

D PR

OCEDUR

The Enrollment Criteria and Procedures section should describe how the school will attract

and enroll its student body, including any criteria for admission and enrollment. Applicants

must also provide assurances for a random, anonymous lottery selection process.

Evaluation Criteria:

A response that meets the standard will present:

•

A student recruitment plan that will provide equal opportunity for all parents and students to

learn about and apply to the school;

•

An enrollment and admissions process that is open, fair, and in accordance with applicable

law; and

•

A process for, and a guarantee of, a random, anonymous lottery process should there be

more student applications than can be accommodated under the terms of the charter.

Partially Meets the Standard

Concerns and Additional Questions:

• Explain the statement that the enrollment cap is 1,300 for the West Memphis school since

1,900 is the stated cap in the general information section of the application.

There will be a cap of 1,300 students at West Memphis High School based on our historical

enrollment trends.

• Explain if the plans are to use lottery process or first come, first served, as both are stated.

All students who apply and are current residents of the West Memphis District will be eligible to

attend the Academies at West Memphis High School. West Memphis High School will publicize

its status on the district website, the marquee, an article in the Evening Times as well as

through local news and radio announcements made by Superintendent Jon Collins. The above

publicity plan will allow for all community members to learn about the school and allow

interested parties to apply. In each facet of the plan, two items will be clear: (1) Students will

still be allowed to legally transfer into West Memphis School District via School Choice and legal

transfer process; and (2) Should more students be eligible for admission into the Academies

than the Academies’ enrollment cap allows, the applicant will utilize a random, anonymous

lottery selection process. All applicants and the general public will be given advance notice of

the date and time of the lottery and the specific procedures to be utilized.

C-11

STAFFIN

G PLAN

The Staffing Plan section should describe the job duties of the school administrator(s) and other

key

personnel. This section should also describe the professional qualifications which will be

required of employees.

Evaluation Criteria:

A response that meets the standard will present:

•

A job description for the school administrators and other key personnel, including but not

limited

to counselors, teachers, etc.;

•

An outline of the professional qualifications required for administrators, teachers,

counselors, etc.;

•

A staffing plan that clearly outlines both the types and numbers of positions to be filled at

the

school and salary scales for such positions, and

•

The staffing plan consistent with the staff members noted in the budget.

Partially Meets the Standard

Concerns and Additional Questions:

• Confirm that special education teachers will be licensed.

All special education teachers will be licensed that teach at this conversion charter school.

-12:

ARKAN

SAS

PUBL

SCH

OOL COM

PUT

ETWORK ASSURAN

CES

The Arkansas Public School Computer Network (APSCN) Assurances section should

provide documentation of the applicant’s understanding of and participation in the required

state finance and educational data reporting system.

Evaluation Criteria:

A response that meets the standard will present:

•

Assurance that the charter school will participate in APSCN and will comply with all state

statutory requirements regarding the APSCN finance and educational data reporting system.

Meets the Standard

C-

13:

FACILIT

IES

The Facilities section should identify and describe the facilities to be used by the school and any

changes to be made to the facilities.

Evaluation Criteria:

A response that meets the standard will present:

•

An identified facility appropriate to meet the needs of the school over the term of its charter;

•

A realistic plan for remodeling or adapting a facility, if necessary, to ensure that it is

appropriate and adequate for the school’s

program, the school’s targeted population, and the

public;

•

Evidence that the school understands the costs of securing and improving a facility and has

access to the necessary resources to fund the facility plan; and

•

A sound plan for continued operation, maintenance, and repair of the facility.

Meets the Standard

14:

FOOD SER

VICES

This section should describe how the school will address food services for its student body.

Evaluation Criteria:

A response that meets the standard will present:

•

A food service plan that will serve all eligible students.

•

A management plan that reflects a clear understanding of federal law and requirements if the

charter school plans to participate in the National School Lunch program.

Meets the Standard

15:

PARENT

INVOLVEMEN

The Parental Involvement section should describe how parents or guardians of enrolled

students, the school employees,

and other members of the community will make a positive

impact on the school and its educational program.

Evaluation Criteria:

A response that meets the standard will present:

•

A plan for involving parents and guardians in the school’s education programs; and

•

A proposal that involves the parents of students, employees and the broader community in

carrying out the terms of the charter.

Meets the Standard

C-16

WAIVER

The Waivers section should discuss all waivers requested from local or state law.

Evaluation Criteria:

A response that meets the standard will present:

•

Each law, rule, and standard by title, number, and description for which a waiver is

requested;

•

A rationale for each waiver request; and

• An explanation of the way that each waiver would assist in implementing the educational

program of the charter and/or fulfilling the charter’s mission.

See and respond to comments from the Arkansas Department of Education legal staff

provided in a separate document.

Partially Meets the Standard

• Section 9.03.1 of the ADE Rules Governing the Standards for Accreditation

o The applicant should explain why this waiver is necessary when it will serve grades

9-12 only. This Standard applies to grades 5-8.

This waiver request mistakenly cited Section 9.03.1 of the ADE Standards Rules; the

request should have cited Section 9.03.4.1 of the ADE Standards Rules.

The applicant wishes to amend the waiver request to reflect the citation change; the

rationale for the request remains the same as contained in the original application.

• Section 9.03.9 of the ADE Rules Governing the Standards for Accreditation

o The applicant should explain why this waiver is necessary when it will serve grades

9-12 only. This Standard applies to grades 5-8.

In light of the applicant’s request to amend its application to only include the West

Memphis High School (Grades 10-12) campus, it is requested that this waiver be

withdrawn.

• Section 10.01.4 of the ADE Rules Governing the Standards for Accreditation

o The applicant should explain why this waiver is necessary. It appears the planned

instructional time will meet the requirements of this Standard.

o If the applicant does intend to provide less instructional time than is required by this

Standard, a waiver of Ark. Code Ann. § 6-16-102 School Day Hours; Ark. Code

Ann. § 6-18-211 Mandatory Attendance for Students in Grades 9-12; and the

ADE Rules Governing Mandatory Attendance Requirements for Students in

Grades Nine Through Twelve is also necessary.

The waiver is essential to the redesign of West Memphis High School to assure that

within the specific programmatic academies there would be the necessary flexibility to

allow for instructional variance based on individual student needs. With the embedding

of courses (such as Oral Communications), there could be the need for a flexible time to

allow for more performance-based tests that are student directed. Without this waiver, as

the programmatic areas are implemented, the lack of flexibility could impact students’

abilities to participate in the specific academy of their choice.

• Section 14.03 of the ADE Rules Governing the Standards for Accreditation

o The Panel lacks the authority to grant waiver of graduation requirements. However,

in the past the authorizer has granted a waiver of the 120 clock hour requirement

upon satisfaction that the charter will adhere to full curriculum alignment with

Arkansas frameworks.

In light of the Legal Comments received, the applicant wishes to amend this waiver

request to ask for a waiver of the 120 clock hour requirement. The applicant hereby

affirms that it will adhere to full curriculum alignment with Arkansas frameworks, and will

be glad to submit to the Panel any additional information desired to satisfy the Panel.

• Section 9.03.4.9 of the ADE Rules Governing the Standards for Accreditation

o The applicant should confirm that it will still teach one unit of physical education.

The applicant hereby confirms that it will still teach one (1) unit of physical education at

the Academies of West Memphis.

C-

17:

DESEGREGAT

ION

ASSURAN

CES

The Desegregation Assurances section should describe the applicant’s understanding of

applicable statutory and regulatory obligations to create and maintain a unitary system of

desegregated public schools.

Evaluation Criteria:

A response that meets the standard will present:

•

Assurance that the charter school will comply with all applicable federal and state statutory

and regulatory requirements regarding the creation and maintenance of desegregated

public schools; and

•

An outline of the potential impact of the proposed charter school on those desegregation

efforts already in place in affected public school districts.

Meets the Standard

OTHER COMMENTS

Budget

• Review the budget considering that the legislative session reduced the amount of funding

for professional development in 2014-2015. The current estimate is approximately

$26.67 per student.

The West Memphis School District acknowledges that professional development funding has

been reduced to $26.67 per student. We will adjust according to the legislative & ADE

allowances x 1,300 students.

• Explain how $300,000 will cover the cost of laptops for all students and provide the cost

per unit.

The originally submitted $300,000 budget for student computing devices was based on the

calculations of $300 (tax & shipping included) per device for 1000 devices. West Memphis High

School (WMHS) is a Google Apps for Education school and plans to deploy and implement

Google Chromebooks for a one to one computing initiative for all students attending this

campus. Chromebook laptops were chosen due to their intuitive use of the already Google

Apps services, 7+ hour battery life, and budget-friendly cost. WMHS serves between 1000 and

1100 students in grades ten through twelve.

This budget item was based on last year’s ADM of 1053 in the third quarter and the historic

fluctuations our district experiences due to declining enrollment. Our commitment is to provide

a device for every student.

CONSULTATION AGREEMENT

This Consultation Agreement (“Agreement”) is dated effective as of February 1, 2014,

between Responsive Education Solutions, a Texas not-for-profit corporation (“Contractor”), and

The West Memphis School District (the “District”); Contractor and the District collectively, the

“Parties,” and each individually, a “Party.”

RECITALS

A. WHEREAS, Contractor is knowledgeable and experienced in operating high-quality

charter schools; and

B. WHEREAS, the District desires to engage Contractor to assist in establishing a

charter school program that will provide a pathway for those students the geographic

area served by the District who are performing in the 20

to 50

percentile toward

graduation and career readiness;

NOW THEREFORE, in consideration of the foregoing premises, of the covenants and

agreements contained herein, and other good and valuable consideration, the receipt and

sufficiency of which are hereby acknowledged, the Parties agree as follows:

AGREEMENT

1. Type of Services. Contractor shall provide the District with up to 240 hours of

comprehensive consulting services and staff training in all aspects of school operations,

including, but not limited to: academics, curriculum development, human resources,

accounting, information technology, legal compliance, facility management, marketing,

executive planning, child nutrition, risk management, media relations, student discipline, and

any such similar services on which the parties may mutually agree in writing (collectively

referred to herein as the “Services”).

2. Term of Contract. The Term of this Agreement shall commence on February 1, 2014, and

conclude on May 31, 2015.

3. Payment/Consideration. The consideration for providing the Services shall be SIXTY

THOUSAND AND NO/100 DOLLARS ($60,000.00) (“Fee”). District shall pay Contractor

the Fee on the later of either: (a) February 1, 2014, or (b) fourteen (14) days following the

approval of this Agreement by the Arkansas Department of Education.

4. Taxes. Contractor acknowledges that it is not an employee of the District, but rather is an

independent contractor according to rulings and regulations issued by the Internal Revenue

Service, and agrees to pay all income and self employment taxes on the Consideration paid to

Contractor under this Agreement. The District shall not be responsible for the payment of

any federal, state, or local taxes for or on behalf of the Contractor, under any circumstances.

5. Indemnification/Hold Harmless. To the fullest extent permitted by law, the District shall

indemnify and hold harmless Contractor and agents and employees of any of Contractor from

and against claims, damages, losses, and expenses, including but not limited to attorney’s

fees, arising out of or resulting from Contractor’s performance of the Services, but only to

the extent that such claims, damages, losses, and expenses are not caused by the gross

negligence of the Contractor and agents and employees of the Contractor.

6. Independent Contractor Relationship. Contractor acknowledges and agrees that

Contractor is an independent contractor.

7. Background Checks. Contractor agrees to provide written consent for the District to

perform background checks for all individuals performing Services for the District.

Contractor agrees to provide written consent for the District to have the individuals providing

the Services to be finger printed if deemed necessary by the District prior to providing the

Services and if the individuals will be working during school hours and/or around students.

In addition, Contractor agrees that the District may choose to perform background checks on

selected Contractor personnel at the sole expense of the District.

8. No Fringe and Other Benefits. No fringe benefits or other benefits are payable to

Contractor other than the Consideration described in Paragraph 3, above. The District will

not be required to furnish Contractor the tools and equipment necessary to complete the job

(i.e. laptop, cell phone, or other materials and supplies which Contractor may need to

perform the services set forth in Paragraph 1, above).

9. Expenses. Contractor is responsible for all expenses it incurs in performing the Services.

10. Transmittal of Notices. All notice permitted or required by this Agreement, shall be in

writing and delivered or mailed to the other Party at the appropriate address given in this

Agreement. Said notices may be transmitted in person, by certified mail, or by overnight

courier.

11. Modification. No modification of this Agreement shall be valid unless approved in writing

by both Parties to this Agreement.

12. Governing Law. This Agreement shall be governed by the laws of the state of Arkansas.

Venue for any action, suit, or other proceeding relating to this Agreement shall lie

exclusively in the state courts of Arkansas, and the Parties irrevocably consent to the

exclusive jurisdiction of those courts. Attorney’s fees in any legal action shall be awarded to

the prevailing Party.

13. Waiver. Waiver by one Party hereto of a breach of any provision of this Agreement by the

other shall not be construed as a continuing waiver.

14. Entire Agreement. This document constitutes the entire Agreement between the District

and the Contractor. All other agreements between the Parties are herewith superseded.

15. Confidentiality. The Parties agree, to the extent permitted by law, to keep strictly

confidential all confidential or proprietary information about or belonging to a Party

(including without limitation any works, work product, or related information) to which the

other Party gains or has access to by virtue of the Parties’ relationship. Except as disclosure

may be required to obtain the advice of professionals or consultants or as may be required by

applicable law, each Party shall use its best efforts to ensure that such information is not

disclosed to any other third person or entity without the prior written consent of the other

Party. The Parties further acknowledge and agree that the District, in fulfilling its duties and

responsibilities under this Agreement, shall maintain all records and shall make such records

publicly available as may be required by applicable law. Further, Contractor acknowledges

state and federal requirements regarding the confidentiality of student information and agrees

to strictly adhere to such requirements.

16. Effective Date. The effective date of this Agreement shall be February 1, 2014.

17. ADE Approval. This Agreement is contingent upon the Arkansas Department of

Education’s approval of this Agreement.

18. Signatures.

District

___________________________

Jon Collins

Superintendent

West Memphis School District

301 South Avalon

West Memphis, Arkansas 71901

Contractor

___________________________

Charles Cook

Chief Executive Officer

Responsive Education Solutions

1301 Waters Ridge

Lewisville, Texas 75057

Phone: (972) 316-3663

Approved as to Form:

___________________________

Chris Baumann

General Counsel

Responsive Education Solutions

1301 Waters Ridge

Lewisville, Texas 75057

Phone: (972) 316-3663

Page 1 of 40

CONCURRENT CREDIT

Memorandum of Understanding

2014-15

Mid-South Community College

and

West Memphis School District

Mid-South Community College (MSCC or College) and the West Memphis School District (WMSD or the

District), collectively referred to as “the Parties,” enter into this Memorandum of Understanding.

Purposes

The District desires to work with MSCC by accessing coursework and academic facilities to provide

pathways through concurrent credit opportunities for students served by the District toward graduation

and technical career readiness.

MSCC desires to work with the District to assist in establishing pathways through concurrent credit

opportunities for local students toward college and career readiness.

This agreement identifies MSCC courses that provide District students with concurrent credit

opportunities and technical programs that lead to a certificate of proficiency or technical certificate

(Appendix A) . The general education courses that offered for concurrent credit are listed in the online

Arkansas Course Transfer System (ACTS). Other courses or programs may be developed and taught as

interest and needs require. This agreement also delineates certain obligations, responsibilities, and

requirements of the Parties (WMSD, Appendix B; MSCC, Appendix C).

Confidentiality

The Parties acknowledge state and federal requirements regarding the confidentiality of student

information and agree to strictly adhere to all such requirements.

Concurrent Enrollment Authority

The Parties will execute the terms of this agreement in compliance with the concurrent enrollment

policy of the Arkansas Higher Education Coordinating Board (Appendix D) and the concurrent enrollment

rules of the Arkansas State Board of Education (Appendix E).

Assignment of Agreement

The Parties may not assign rights or obligations under this agreement without the prior consent of the

other.

Agreement Period and Review

This agreement is for one academic year and will be reviewed and renewed annually, with the review to

occur and be finalized no earlier than February 1 and no later than March 31. During the review period,

the Parties may modify or terminate the current written, signed agreement.

Page 2 of 40

Termination

If either or both of the Parties elect to terminate the agreement, a semester’s notification must be

provided in writing and during the annual review period. Termination of this agreement cannot occur

during a semester when students are already in enrolled in classes. If students are enrolled in technical

programs that consist of multiple semesters, arrangements must be made for those students to

complete the programs before termination occurs.

Academic Calendar

The Parties will provide their respective academic calendars for review and reconciliation during the

annual review period of this agreement. The calendars will be for the upcoming academic year and will

become part of this agreement (Appendix F).

Financial

MSCC Technical Center Student Funding. This agreement complies with the Arkansas Department of

Career Education funding policy (Appendix G). Responsibilities of the Parties are outlined in Appendices

B and C.

General Education. This agreement complies with Item V. Concurrent Credit Enrollment – Payment of

Tuition and Fees, AHECB Policy 5.16: Concurrent Enrollment Policy (Appendix D) .

Instructor Credentials

Guidelines and requirements for approval of MSCC instructors are included in Appendix H.

Assessment of Courses

Guidelines for approval and assessment of courses are included in Appendix H.

Guidelines and Requirements for Admission and Eligibility of Students

Guidelines for MSCC course and/or technical center program admission and eligibility of concurrent

students are included in Appendix H.

Requirements for Course Syllabi

Guidelines for course syllabi are included in Appendix H.

Non-Compliance Statement

The non-compliance statement for MSCC is included in Appendix H.

Page 3 of 40

By signature below, the Parties indicate understanding and acceptance of the purposes, terms, and

obligations of this agreement and appendices. The Parties further acknowledge that this is the only

agreement of the Parties regarding this subject, and it supersedes any prior written or oral agreements

between the parties regarding this subject.

___________________________________ __________________________________

Jon Collins, Superintendent Dr. Glen Fenter, President

West Memphis School District Mid-South Community College

___________________________________ ___________________________________

Date Date

Address: Address:

West Memphis School District Mid-South Community College

301 South Avalon 2000 W. Broadway

West Memphis, AR 72301 West Memphis, AR 72301

Page 4 of 40

APPENDIX A

MSCC Technical Center Concurrent Credit Programs

A/V Tech and Film*

Aviation Mechanics*

Computer Engineering

Diesel Technology

Food Service Management*

Health Science Technology (Medical Professions)

Machining Technology

Welding Technology

*new programs beginning Fall 2014

Page 5 of 40

A/V Tech and Film Course Equivalencies

Semester

High School Course Name

Course

Code

Units

College Course Name

Credit

Hours

Fundamentals of

Audio/Video Tech & Film

493640 .5

Introduction to Film 3

Fundamentals of A/V Tech &

Film Lab

493670 .5

Fundamentals of

Audio/Video Tech & Film

493640 .5

Film and Video

Production

Fundamentals of A/V Tech &

Film Lab

493670 .5

Intermediate Audio/Video

Tech & Film

493650 .5

Audio Production 3

Intermediate A/V Tech &

Film Lab

493670 .5

Intermediate Audio/Video

Tech & Film

493650 .5

Screenwriting 3

Intermediate Audio/Video

Tech & Film Lab

493670 .5

Advanced Audio/Video Tech

& Film

493660 .5

Digital Radio 3

Advanced Audio/Video Tech

& Film Lab

493670 .5

Advanced Audio/Video Tech

& Film

493660 .5

Cinematography 3

Advanced Audio/Video Tech

& Film Lab

493670 .5

Page 6 of 40

Aviation Mechanics Course Equivalencies

Semester

High School

Course

Name

Units

College Course Name

Credit

Hours

FAA

Hours

Aviation

Mechanics I

Introduction to Aviation 3 N/A

Lab

Aviation

Mechanics I

.5 Aviation Math 2 42

Aviation

Mechanics I

.5 Aviation Physics 2 42

Aviation

Mechanics I

Aviation Shop Practices 3 70

Lab

Aviation

Mechanics I

Basic Aviation Electricity 3 84

Lab

Aviation

Mechanics II

Aviation Drawings

Lab

Ground Operations

Aviation

Mechanics II

.5 Weight & Balance 2 42

Lab

Federal Regulations

Page 7 of 40

Computer Engineering Course Equivalencies

Semester

High School Course Name

Units

College Course Name

Credit Hours

494420

Computer Operations

ISTC 1013

IT Principles and

Practices

Lab

494400

Computer Diagnostics

IT1023

IT Essentials I

Lab .5

49440 Computer Diagnostics .5

ISTC 1043

A+ Certification Prep

Course

Lab .5

494420

Computer Operations

ISTC 1033

IT Essentials II

Lab

494410

Computer Networking

ISTC 1513

Cisco Network

Fundamentals

Lab

494420 Computer Operations

ISTC 2613

Fundamentals of UNIX

Lab

494410 Computer

Networking

ISTC 1523 Routing

Protocols & Concepts

Lab

494420 Computer Operations

ISTC 2623

Unix System

Administration I

Lab

Diesel Technology Course Equivalencies

Semester

High School Course Name

Units

College Course Name

Credit Hours

1 494650 Diesel Mechanics I 1

HTDM 1014

Preventive Maintenance

2 494650 Diesel Mechanics I 1

HTDM 1034

Brake Systems

3 494660 Diesel Mechanics II 1

HTDM 1054

Diesel Engines I

494660 Diesel Mechanics II

HTDM 1094

Diesel Engines II

Page 8 of 40

Food Service Management Course Equivalencies

Semester

High School

Course Name

Units

College Course Name

Credit Hours

Generic course

code tbd by

ADCE

Applications of Food Service

Management in the Hospitality

Industry

Lab .5

Food Production,

Mgmt, &

Services

Food Services Mgmt 3

Lab

Food & Nutrition .5

Nutrition and Menu Planning 3

Lab .5

Food Production,

Mgmt, &

Services

Food and Beverage Cost

Controls

Lab .5

Intro to Culinary

Arts

Principles of Food Prep 4

Lab

JAG

Apprenticeship/

Work-Based

Learning

Hospitality Capstone 3

Lab

Page 9 of 40

Health Science Technology (Medical Professions) Course Equivalencies

Semester

ADCE Course Name

Units

College Course Name

Credit Hours

495340 Introduction to

Medical Professions

Intro to Medical

Professions I

Lab

495360 Medical Terminology

Medical Terminology 3

Lab

495380 Introduction to

Medical Professions,

Extended

Intro to Medical

Professions II

Lab

495330 Medical Procedures

Medical Procedures 3

Lab

495300

Human Anatomy and

Physiology

1 Anatomy and Physiology 3

495310

Medical Specialization

Nursing I/CNA

or Intro to Pharmacy

or Intro to Respiratory

Care

Page 10 of 40

Machining Technology Course Equivalencies

Semester

High School Course Name

Units

College Course Name

Credit Hours

495210 Machine Tool Lab .5

TECH 1013

Shop Essentials

Lab .5

495200 Machine Tool I .5

TECH 1003

Intro to Blueprint Reading

Lab .5

495210 Machine Tool Lab .5

MACH 1023

Intro to Metallurgy

Lab

495200 Machine Tool I .5

MACH 1063

Inspection & Testing

Lab

3 495220 Machine Tool II .1

MACH 1203

Intro to Manual

Machining

4 495220 Machine Tool II 1

MACH 1223

Intro to CNC Machining

Welding Technology Course Equivalencies

Semester

High School Course Name

Units

College Course Name

Credit Hours

495580 Shielded Metal Arc

Welding

TECH 1013

Shop Essentials

Lab

495580 Shielded Metal Arc

Welding

TECH 1003

Intro to Blueprint Reading

Lab

495580 Shielded Metal Arc

Welding

TECH 1303

Industrial Safety

Lab

495580 Shielded Metal Arc

Welding

WELD 1053

Fundamentals in Welding

Lab

495580 Shielded Metal Arc

Welding

WELD 1123

Shielded Metal Arc

Welding (SMAW)

495550 Gas Metal Arc Welding

WELD 1133

Gas Metal Arc Welding

(GMAW)

Page 11 of 40

APPENDIX C

WEST MEMPHIS SCHOOL DISTRICT

RESPONSIBILITIES

 Assure student and parent acknowledgement that a student participating in a concurrent

enrollment program/course will do so in accordance with stated MSCC and WMSD participation

requirements.

 Recommend WMSD students who desire to enroll in one or more concurrent credit courses at

MSCC. This recommendation must be provided by the student’s school principal or designee.

 Inform students and parents that the student is responsible for all costs associated with enrollment

in a concurrent credit course, unless the costs of enrollment in a course is paid by another approved

public or private entity.

 Advise students and parents about potential limitations concerning the transfer of college course

credit.

 Remit payment to MSCC each semester for students participating in MSCC Technical Center

courses/programs. MSCC will invoice WMSD each semester, with invoice calculations based on full-

time equivalent (FTE) enrollment and the current billing FTE billing amount set by the Arkansas

Department of Career Education.

Page 12 of 40

APPENDIX C

MID-SOUTH COMMUNITY COLLEGE

RESPONSIBILITIES

 Maintain approval from the Arkansas Higher Education Coordinating Board to offer concurrent

credit.

 Provide freshman and/or sophomore level concurrent credit courses that are approved through

established state and institutional processes and published in the MSCC Catalog.

 Demonstrate ownership of concurrent credit courses in which students are reported for funding

purposes, based on criteria in the AHECB concurrent enrollment policy.

 Provide WMSD with concurrent enrollment requirements and program/course information for

distribution to students and parents each academic year.

 Provide WMSD with a list of concurrent credit courses and technical programs that may be offered

for concurrent college credit during the academic year.

 Provide WMSD with master course syllabi for concurrent credit courses, transmitting syllabi

electronically to the WMSD administration prior to the fall semester of each academic year.

 Provide MSCC faculty who teach concurrent credit courses with guidelines for concurrent credit

courses and technical programs each academic year.

 Advise students about potential limitations concerning the transfer of college course credit.

 Provide an orientation session for students who are enrolled for concurrent credit.

 Invoice West Memphis School District each semester for students enrolled in the MSCC Technical

Center subsequent to MSCC technical center enrollment reporting to the Arkansas Department of

Career Education (ADCE). Invoice calculations are based on full-time equivalent (FTE) enrollment and

the current FTE billing amount set by ADCE.

Page 13 of 40

APPENDIX D

AHECB POLICY 5.16: CONCURRENT ENROLLMENT

Effective Fall 2013

________________________________

I. Concurrent Enrollment is the enrollment of a high school student in a college course taught on a high school

campus (or in selected cases on the college campus) for high school credit and college-level credit. (Arkansas

Code §6-18-223)

Dual enrollment is the enrollment of a high school student in postsecondary education for college-level credit

exclusively. (Arkansas Code §6-60-202)

II. Concurrent Course Credit – Institutional Requirements

For concurrent course enrollments to be counted for FTE/higher education funding purposes, the following

conditions must be met:

1. Program Accreditation/Authorization - If an institution of higher education offers a concurrent credit

course(s) on a high school campus taught by a high school teacher, the institution must be accredited by the

National Alliance of Concurrent Enrollment Partnerships (NACEP); or the college/university must be

approved by the Arkansas Higher Education Coordinating Board to offer courses, including courses offered

via distance technology, for concurrent credit.

2. Concurrent Credit Courses - Concurrent credit courses must be freshman-level and/or sophomore-level

college/university courses that are approved through the established process of an institution and included

in the institutional catalog. The general education courses offered for concurrent credit must be listed in the

Arkansas Course Transfer System (ACTS). A list of the career and technical education (CTE) courses offered

for concurrent credit must be attached to the signed Memorandum of Understanding (MOU) between the

high school/school district and the college/university.

The course offered for concurrent credit must meet the same standards as college courses taught on the

college/university campus. Students can earn college credit and/or one unit of high school credit for

successful completion of each general education concurrent course and each blended AP/concurrent

course that is a minimum of 3 semester credit hours. Students can earn college credit and/or up to one unit

of high school credit for successful completion of each CTE course that is a minimum of 3 semester credit

hours.

The college/university administration must exercise direct oversight of all aspects of the concurrent course,

including participation in the faculty selection, orientation, and evaluation processes.

The instructor teaching the college course for concurrent credit must:

1) use the approved college/university course syllabus,

2) use the same textbook or a textbook with aligned content and course learning outcomes as approved by

the college/university,

3) adopt the same learning outcomes and assignments as those developed for the course offered on the

college/university campus with limited exceptions approved by the college/university, and 4) use the

same course grading standards as those on the college/university campus. If departmental exams are

used in college/university campus courses, then those course exams must be used at the high school site.

Note: It is understood that one high school may have a concurrent agreement with more than one college/

university; however, there should not be unnecessary duplication of college course offerings.

If there is not agreement among multiple institutions offering college courses at one high school/school district,

the college/university seeking clarification on the implementation of the concurrent enrollment policy must

Page 14 of 40

contact the ADHE Director in writing and follow AHECB Policy 5.17: Off-Campus Instruction Policy-Criteria for

Conflict Resolution.

3. AP/Concurrent Blended Courses (College/University Participation Optional) - Advanced Placement (AP)

courses are high school courses in which students are required to take the AP Exam and make the requisite

score in order to receive college credit from an Arkansas institution of higher education. (Note: Student

enrollments in AP courses cannot be reported through the Arkansas Higher Education Student Information

System.)

The merging of AP courses and general education college courses is allowed under certain circumstances,

and these merged courses will be referenced as blended AP/concurrent courses.

 Colleges and universities that offer blended AP/concurrent courses must ensure that these blended

courses meet all the requirements of concurrent courses as set forth in this concurrent enrollment

policy.

 The AP course guidelines specified by the College Board in its published course description must be

incorporated into the blended AP/concurrent course syllabus.

 The blended AP/concurrent course syllabus must be submitted by the high school teacher for approval

by the College Board AP Course Audit; and the school district must have on file the written

documentation of the College Board approval of the blended AP/concurrent course syllabus. A copy of

the blended AP/concurrent course syllabus currently approved by the College Board must be submitted

for college/university approval during the concurrent instructor/course approval process.

 All students enrolled in blended AP/concurrent courses are required to take the AP exam; and the

high school must have written documentation on file of the students who took the AP exam with this

AP exam data provided to the college/university upon request.

 Students can earn at least three semester credit hours of college credit and one unit of high school

credit for successful completion of one blended AP/concurrent course only if the student registers for

concurrent course credit at the beginning of the term. (A minimum score on the AP exam is not

required for the student to earn college credit for the blended AP/concurrent course.) All other

students enrolled in the blended AP/concurrent course can earn only one unit of high school credit for

the course.

 Students enrolled in these blended AP/concurrent courses must meet all college/university

requirements included in this concurrent enrollment policy.

 Any high school that cannot furnish data on AP test takers (during an ADE/ADHE concurrent enrollment

program audit) will not be approved for the continued offering of blended AP/concurrent courses.

4. Concurrent Course Ownership

Institutions of higher education must demonstrate “ownership” of any course offered for concurrent credit

for which students are reported for funding purposes. Ownership of courses means that the

college/university will:

 Provide the instructors with appropriate training and orientation in course curriculum, assessment

criteria, course philosophy, and administrative requirements after approval of the instructors to teach

the college/university courses.

 Ensure that instructors receive continuing collegial interaction with college faculty through professional

development, required seminars, and site visits. These interactions will address topics such as course

Page 15 of 40

content, course delivery, student learning assessment, in-class evaluation, and professional

development in the field of study.

 Ensure that students have the opportunity to utilize institutional resources including the

college/university library and academic advising on the college/university campus. Simply awarding

college credit to students who are enrolled in concurrent courses offered by a sponsoring

college/university does not meet the principle of “course ownership” as described above.

5. Teaching Credentials

Faculty teaching general education concurrent courses must have a master’s degree with a minimum of 18

graduate college credit hours in the subject area being taught. College or university faculty who travel to

the high school or secondary center to teach concurrent courses (and/or faculty and staff that have direct

contact with the high school student) must have a criminal background check and complete the child

maltreatment training course as required of public school teachers.

The teacher of the blended AP/concurrent course(s) must have completed AP training in the subject

area(s), must have a master’s degree with a minimum of 18 graduate college credit hours in the subject

area being taught, must be approved to teach the concurrent course(s) by the college/university, and must

provide the college/university with documentation of successful completion of AP training.

The instructor of record must be the individual that teaches the concurrent course(s); and for general

education concurrent courses and blended AP/concurrent courses these individuals must have a

master’s degree with a minimum of 18 graduate college credit hours in the subject areas being

taught.

For the purpose of teaching a concurrent course under this policy, an individual under contract with the

school district as a teacher will not be considered an adjunct faculty member of the college/university.

III. Concurrent Course Enrollment

Concurrent College Admission

High school students enrolled in general education concurrent courses will be those who have successfully

completed the eighth grade and are admitted to the college/university as non-award seeking students.

Each college/university must specify the concurrent admission requirements for high school students.

Concurrent Course Registration

Because discrete classes that totally separate concurrent credit students from nonconcurrent credit students

may be prohibitive to operate in some cases, those classes with a mixed population must have at least a

majority of the students enrolled for concurrent credit; and all high school students enrolled in the

concurrent course must meet the same requirements for completion of the course whether or not the

student is registered for college credit. The concurrent course withdrawal process and procedures must be

implemented in accordance with established college/university guidelines.

Concurrent/Dual Course Placement/Statewide Minimum Exam Scores

High school students must have scored 19 or better on the ACT Reading sub-test or have a score on the

EXPLORE, PLAN or PSAT assessments (see Table 1) that are projected to produce a 19 or better on the ACT

Reading sub-test, or comparable score on the SAT, ASSET or COMPASS, to enroll in any general education

course.

Enrollment in English Composition and mathematics courses also require a 19 or better on the respective ACT

sub-test or a score on the EXPLORE, PLAN or PSAT assessments (see Table 1) that are projected to produce a

19 or better on the respective ACT sub-tests or comparable score on the SAT, COMPASS or ASSET.

Page 16 of 40

The designated exam scores are statewide minimum scores. Any college/university campus may elect to set

higher minimum scores for general education concurrent courses, and may choose to require the COMPASS

or ASSET score in addition to EXPLORE, PLAN or PSAT scores.

Table 1

EXPLORE and PLAN Scores that Project an ACT Score of 19

ACT sub-test

ACT/COMPASS/ASSET

EXPLORE

PLAN

Reading

19/83/43

Math

19/41/39

English

19/80/45

PSAT Scores that Project the Statewide Minimum SAT Scores

SAT sub-test

SAT

PSAT

Reading

470

Math

460

English/Writing

450

IV. Concurrent Course Enrollment - Data Reporting (via Student Information System)

Only students who are enrolled in concurrent courses for college credit can be counted for FTE purposes by

the college/university.

Students enrolled in blended AP/concurrent courses can be counted for FTE purposes.

Students enrolled in career and technical education courses for concurrent credit at a secondary center can be

counted for FTE purposes.

High school students enrolled in remedial/developmental courses for concurrent credit cannot be counted for

FTE and higher education funding purposes.

(Note: More details on data reporting for concurrent enrollment will be included in ADHE guidelines on

institutional data submissions.)

V. Concurrent Course Enrollment - Payment of Tuition and Fees

The college/university will establish tuition and fee rates for concurrent students.

Colleges and universities cannot claim student semester credit hours or funding if tuition is not received by

the institution in any form.

The high school student shall be responsible for all costs of college/university courses taken for concurrent

credit, unless the costs for these courses are paid by the public school district, a college/university scholarship,

a grant, or a private foundation. If the costs for a college/university course(s) are paid by the public school

district, a college/university scholarship, a grant, or a private foundation; a signed agreement must exist

between the public school district, the external entity or foundation, and the Arkansas state-supported

college/university.

If the college/university sets tuition and fees at a lower rate than the regular full tuition rate on campus, the

difference between the regular rate and the charged rate must be reported as an academic scholarship for

all purposes and must be reported as such to ADHE.

Page 17 of 40

For formula recommendation purposes, ADHE will include the regular full tuition and fees for all concurrent

courses (except remedial/developmental education concurrent courses) in the funding recommendation.

Pursuant to Arkansas Code §6-53-501, the intent of this concurrent policy is that the college courses described

above shall include but not be limited to articulated courses designed for instruction of secondary students

qualifying for state aid from the public school fund. Nothing in this policy shall preclude money flowing to the

secondary centers under Arkansas Code §6-51-305.

High school students enrolled in college/university remedial/developmental education courses for

concurrent credit cannot be counted for FTE/higher education funding purposes.

(Note: More details on funding for concurrent enrollment will be included in AHECB institutional finance

policy.)

VI. Concurrent Course Enrollment - Career and Technical Education Courses

Students enrolled in Career and Technical Education (CTE) courses that are included in the MOU agreement

between the school district and college/university can be awarded college credit and/or up to one unit of high

school credit for successful completion of each CTE course that is a minimum or 3 semester credit, as

delineated in the MOU agreement.

VII. Concurrent Course Enrollment – Remedial/Developmental Education Courses (College/University

Participation Optional)

A high school senior who possesses at least an ACT sub-test score of 17 in English, reading or mathematics (or

comparable exam score) may enroll in the requisite remedial/ developmental education courses in English,

reading, and mathematics at an Arkansas state-supported college/university.

A high school senior enrolled in remedial/developmental education courses in English, reading and/or

mathematics must be notified verbally and in writing by the high school principal or designee that successful

completion of remedial/developmental education courses at one college/university does not guarantee

college-level course placement at another Arkansas college/university, unless there is a written/signed

college course placement agreement with the other Arkansas college/university.

A remedial/developmental education course cannot be used to meet the high school or college/university

core subject area/unit requirements in English and mathematics. A three-semester credit hour

remedial/developmental education course shall be the equivalent of one-half unit of credit for a high school

career focus elective.

A list of the colleges/universities with a signed college course placement agreement must be:

1) attached to the signed Memorandum of Understanding (MOU) between the

school district and college/university,

2) included in the Concurrent Enrollment Student Guide/Information Sheet, and

3) posted on the college/university website.

Note: Nothing in this concurrent policy, shall require a college/university or school district to offer

remedial/developmental education courses in English, reading and mathematics for concurrent credit.

VIII. Partnership Agreement/Memorandum of Understanding (MOU)

A written and signed Memorandum of Understanding (MOU) must exist to reflect the various expectations,

obligations, and responsibilities of all parties. The MOU must be reviewed annually, and the college/university

must provide to the high school a list of all college courses that may be offered for concurrent credit

during the school year. The unit of high school credit that will be awarded for each college course must be

noted for each concurrent course along with the high school course replacement/substitution. The high

school/school district or the college/university can modify or terminate the written, signed concurrent

agreement during the annual review period.

Page 18 of 40

[FYI: The Arkansas Department of Education indicated that in some course areas that the high schools may

need to require the completion of two college courses to meet state course content requirements for high

school graduation. The example given by ADE was for United States History, but the high schools must

determine which ADE/state course content standards will require the completion of two college

courses.]

High school students who desire to enroll in a college or university first must be recommended by their high

school principal or designee.

If remedial/developmental education courses in English, reading or mathematics are offered for concurrent

credit to high school seniors, a list of the colleges/universities with a signed college course placement

agreement must be attached to the MOU, published in the student guide/information sheet, and posted on

the college/university website.

The college/university must provide the school district with a student guide or information sheet for

concurrent enrollment that the high school must distribute to students and parents that outlines the

college/university and school district requirements for student participation. The high school will assure that

the student and parent acknowledge that the student will participate in the concurrent program in accordance

with the stated college/university and school district participation requirements.

Concurrent program requirements and guidelines required for course instruction must be provided by the

college/university to the school district and concurrent instructors.

IX. State Authorization for Concurrent Enrollment Program

A college/university must be accredited by the National Alliance of Concurrent Enrollment Partnerships

(NACEP) or be authorized by the Arkansas Higher Education Coordinating Board (AHECB) to participate in the

Concurrent Enrollment Program (CEP).

I. College/University offering Concurrent Courses on College/University Campus Only

A college/university only offering concurrent courses on the college/university campus (and does not offer

or plan to offer concurrent courses on the high school campus) has satisfied the requirements for initial

authorization for Concurrent Enrollment Program participation.

The college/university must submit to ADHE no later than June 1, 2014, a copy of the written, signed

MOU agreement between the college/university and high school/school district as verification of the on-

campus college/university concurrent enrollment program. The MOU must outline in detail the

concurrent enrollment arrangements between the two parties. A copy of the current written, signed MOU

agreement must be submitted to ADHE by June 1 of each subsequent year for continued authorization.

Any college/university currently not offering concurrent courses on a high school campus must follow the

concurrent program approval process outlined in Item III below; and the college/university must have

AHECB authorization for its institutional (high school) concurrent enrollment program prior to the offering

of concurrent courses on a high school campus.

II. College/University with NACEP Accreditation Initial Authorization for Concurrent Enrollment Program

1) A college/university currently accredited by NACEP has satisfied the requirements for initial authorization

for Concurrent Enrollment Program participation, and must maintain NACEP accreditation for continued CEP

participation; or 2) A college/university currently accredited by NACEP has satisfied the

requirements for initial authorization for Concurrent Enrollment Program participation and may request

AHECB authorization to satisfy the requirements for continued CEP participation when current NACEP

accreditation expires. The college/university must submit the written notification to ADHE no later than

Page 19 of 40

June 1, 2014, or June 1 of a subsequent year, requesting AHECB authorization for continued CEP

participation.

III. College/University without NACEP Accreditation (and offering Concurrent Courses on High School Campus)

Initial Authorization for Concurrent Enrollment Program

To receive initial authorization through the state review process, developed in cooperation with the colleges

and universities, and implemented by the Arkansas Department of Higher Education (ADHE); a college/

university must demonstrate that the college/university concurrent program meets or exceeds all

requirements outlined in the AHECB Concurrent Enrollment Program (CEP) policy.

AHECB approval will be granted to the college/university to offer concurrent credit courses for a period not to

exceed seven (7) years once the college/university has submitted a CEP proposal that has been reviewed and

recommended for approval by a 3-member review team selected from a panel of reviewers agreed upon by

the Concurrent Review Committee (CRC) and ADHE.

The initial proposal for offering concurrent credit must specify how the college/university concurrent

enrollment program satisfies each component of the CEP policy by providing evidence of the following:

1. Faculty

Each college/university must have a policy for selecting faculty to teach concurrent courses that meets

AHECB guidelines. Each concurrent instructor for general education courses at a minimum must hold a

master’s degree and have 18 graduate-level hours in the subject to be taught.

Each college/university must have an official transcript on file for each instructor approved for concurrent

courses which clearly indicates that the concurrent faculty member has the required academic credentials.

Each college/university must have a description of the orientation process for new concurrent faculty and a

sample of information that is provided to concurrent faculty during orientation.

Each college/university must have a description of the plan to assure concurrent faculty receive

appropriate professional development.

2. Courses

Each college/university must present a current list of proposed concurrent courses by course name,

number (i.e. ENGL 1013), the associated Arkansas Course Transfer System (ACTS) course number, and

indicate any pre-requisite courses.

3. Syllabi and Textbooks

Each college/university must have a policy regarding final approval of concurrent syllabi and textbooks.

4. Students

Each college/university must verify that students have met admission n criteria for the college/university

and that the process conforms to AHECB guidelines.

Each college/university must provide an explanation of how grades are awarded and recorded with the

college/university Registrar.

5. Student Guide for Concurrent Enrollment

Each college/university must have a student guide for concurrent enrollment available to students and

parents that outlines the college/university and school district participation requirements; and includes

information regarding syllabi, academic standing, grading, links to ACTS, academic dishonesty, transcripts,

current contact information for the concurrent enrollment liaison at the college/university,

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drop/withdrawal from class, academic due process guidelines, use of the college/university library, and

student evaluation of instruction procedures.

6. Faculty Guide for Concurrent Enrollment

Each college/university must have a faculty guide for concurrent enrollment detailing the syllabus

requirements, FERPA requirements, academic dishonesty policy, grading system, access to input grades,

grade changes, student academic due process, student evaluation of instruction, policy for students with

disabilities, sexual harassment policy, contact information for the college/university concurrent liaison, and

child maltreatment and reporting policy, non-compliance policy, and process of faculty evaluation by the

academic unit head from the college/ university.

7. Assessment

By academic discipline, a description of the process for assuring concurrent course content satisfies the

requirements of the college/university academic unit. Examples may include common examinations,

approval of concurrent tests by the college/university, common grading criteria, etc.

8. Evaluation

Each college/university will analyze its student success, persistence, and retention data to determine to

what extent concurrent credit courses are leading to student success.

9. Memorandum of Understanding

The college/university must have on file a current written, signed Memorandum of Understanding with

each high school with whom the college/university offers or desires to offer concurrent enrollment.

The Memorandum of Understanding must include the following:

1. The names and addresses of the college/university and the participating

school district/high school;

2. Academic calendar with dates the college/university and the high school must comply;

3. Guidelines and requirements for approval of instructors;

4. Guidelines for approval and assessment of courses;

5. Guidelines and requirements for admission and eligibility of students;

6. Requirements for syllabi;

7. Non-compliance statement;

8. Length of time covered by the MOU and procedures for termination of MOU;

9. Description of the concurrent course billing process.

All evidence indicating how the college/university plans to offer a concurrent enrollment program must be

submitted to ADHE by June 1, 2014, (or by June 1 of a subsequent year if concurrent courses will be offered for

the first time during the next academic year) for an evaluation by a review team selected from among those

designated by the Arkansas Department of Higher Education to serve on the Concurrent Review Committee. The

Committee members will be selected by ADHE and will serve for a three-year period.

The CRC evaluation report will be forwarded to the Arkansas Department of Higher Education for consideration of

a recommendation for AHECB approval of the institutional concurrent enrollment program.

AHECB Continued Authorization

A college/university with AHECB initial authorization for the Concurrent Enrollment Program can offer courses

for concurrent enrollment for a period of up to seven (7) years unless the AHECB requires a follow-up review

within the 7-year timeframe and/or the NACEP accreditation has expired.

A college/university that wishes to continue to offer courses for concurrent enrollment must request AHECB

reauthorization or must maintain NACEP accreditation.

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The request for AHECB CEP reauthorization must include documentation of the following:

1. A current Memorandum of Understanding with each high school with whom the college/university desires

to offer concurrent enrollment.

2. A current list of concurrent courses offered by course name, number (i.e. ENGL 1013), the ACTS course

number, and any pre-requisites courses.

3. By academic discipline, a description of the process for assuring that concurrent course content satisfies

the requirements of the college/university academic unit.

4. A current list of concurrent instructors offering courses for concurrent credit including a statement that

each instructor meets the minimum requirements for instruction as required by AHECB and the academic

department offering the concurrent credit.

5. An explanation of how grades are awarded and recorded with the college/university Registrar.

6. An analysis of student success, persistence, and retention data to determine to what extent concurrent

credit courses are leading to student success for the three years prior to the reauthorization request year.

The information for continued authorization must be submitted to ADHE by June 1 before the expiration date of

AHECB CEP initial authorization; and reviewed by a 3-member team selected by ADHE from among those

designated to serve on the Concurrent Review Committee. Based on the CRC review, ADHE will make a

recommendation to AHECB for continued authorization or a recommendation for discontinuation of the

institutional concurrent enrollment program.

A college/university with NACEP accreditation must submit written documentation to ADHE of its current

accreditation status within 30 days of NACEP notification of reaccreditation to maintain AHECB CEP continued

authorization.

AHECB Policy 5.16: Concurrent Enrollment

Adopted: Agenda Item No. 19 - October 23, 1998

Revised: Agenda Item No. 38- July 23, 1999; Agenda Item No. 12-April 27, 2007;

Agenda Item No. 2-June 28, 2011

Page 22 of 40

APPENDIX E

ARKANSAS DEPARTMENT OF EDUCATION

RULES GOVERNING CONCURRENT COLLEGE AND HIGH SCHOOL CREDIT FOR

STUDENTS WHO HAVE COMPLETED THE EIGHTH GRADE

December 2012

1.0 PURPOSE

1.01 The purpose of these rules is to establish the requirements and procedures concerning concurrent

college and high school credit for students who have completed the eighth grade.

2.0 REGULATORY AUTHORITY

2.01 These rules shall be known as the Arkansas Department of Education Rules Governing Concurrent

College and High School Credit for Students Who Have Completed the Eighth Grade.

2.02 These rules are enacted pursuant to the authority of the State Board of Education under Ark. Code

Ann. § 6-11-105 and Ark. Code Ann. § 6-18-223.

3.0 DEFINITIONS

3.01 A student who “has successfully completed the eighth grade” is a student who has been promoted to

the ninth grade.

3.02 A student in grades 9-12 is considered "enrolled" in a public secondary school so long as he/she is

counted for average daily membership of the school pursuant to Ark. Code Ann. § 6-20-2303(3)(C).

3.03 “Private institution” is defined as an institution of higher education accredited by the Western

Association of Schools and Colleges, Southern Association of Colleges and Schools, Middle States

Association of Colleges and Schools, New England Association of Schools and Colleges, Northwest

Association of Schools and Colleges, or North Central Association of Colleges and Schools.

4.0 ENROLLMENT GUIDELINES FOR STUDENTS WHO HAVE COMPLETED THE EIGHTH GRADE

4.01 Any student who is enrolled in grades 9-12 in an Arkansas public school shall be eligible to enroll in a

publicly supported community college, technical college, four-year college or university, or private

institution in accordance with the rules and regulations adopted by the college or university.

4.01.1 If an Arkansas public college or university or private institution requires a college course

placement score greater than a score of 19 on the ACT or an equivalent measure, the public

school student must meet that institution’s concurrent admissions and course placement

requirements.

4.01.2 A student in grade 12 who possesses at least an ACT sub-score of 17 in English, reading or

mathematics (or an equivalent measure) may enroll in remedial/developmental education

courses in English, reading and mathematics at a publicly supported community college,

technical college, four-year college or university, or private institution.

4.01.3 Any institution of higher education offering a remedial/developmental education course(s)

must inform the public school student, verbally and in writing, that successful completion of

remedial/developmental education courses in English, reading and mathematics at one

college or university does not guarantee college course placement at another Arkansas

college or university, unless there is a written/signed college course placement agreement

with the other Arkansas college or university. A list of the institutions of higher education

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with a signed college course placement agreement must be 1) included in the signed

Memorandum of Agreement between the school district and college/university, 2) published

in the current college/university catalog, and 3) posted on the college/university website.

4.02 Any public school student in grades 9-12 who enrolls in and successfully completes a course(s)

offered by a publicly supported community college, technical college, four-year college or university,

or private institution shall be entitled to receive both high school and college grades and credit (credit

earned by CLEP examination may not be counted as high school credit) toward graduation, as

outlined in these regulations. Participation in the concurrent high school and college credit program

must be documented by a written agreement between:

4.02.1 The public school student, and his or her parent(s) or guardian(s) if the public school student

is under the age of eighteen (18);

4.02.2 The public school or public school district where the student is enrolled; and

4.02.3 The publicly supported community college, technical college, four-year college or university,

or private institution.

4.03 Students must comply with applicable enrollment or graduation requirements of the public high

school the student attends while the student participates in the concurrent credit program. Public

school students who previously earned high school credit through the concurrent credit program

shall maintain the earned credit through graduation, regardless of whether the student subsequently

transfers to a public school or school district that opts not to participate in the concurrent credit

program.

4.04 Three semester hours of college credit taken by a student in grades 9-12 at a publicly supported

community college, technical college, four-year college or university, or private institution shall be

the equivalent of one unit of high school credit in the same subject area. A three-semester hour

remedial/developmental education course shall be the equivalent of one-half unit of credit for a high

school career focus elective. A remedial/developmental education course cannot be used to meet the

core subject area/unit requirements in English and mathematics.

4.05 College credit earned at a publicly supported community college, technical college, four-year college

or university or private institution by an eligible student shall be counted by the high school toward

graduation, including credit earned through summer terms.

4.06 The student shall be responsible for all costs of higher education courses taken for concurrent college

credit, unless the costs for these courses are paid by the public school district, a college/university

scholarship, a grant, or a private foundation. If the costs for a higher education course(s) are paid by

the public school district, a college/university scholarship, a grant, or a private foundation, a signed

agreement must exist between the public school district, the external entity or foundation, and the

publicly-supported or private institution of higher education.

4.07 Public school students in grade 12 who are enrolled in remedial/developmental education courses

will not be counted for public higher education funding purposes.

4.08 Nothing in these rules shall be construed to require Arkansas public schools, publicly supported

community colleges, technical colleges, four-year colleges or universities, or private institutions to

participate in a concurrent credit program.

4.09 Any public school district and publicly supported or private institution of higher education that

chooses to participate in a concurrent credit program shall implement and carry out the concurrent

Page 24 of 40

credit program in accordance with the rules of the Arkansas State Board of Education and the policies

of the Arkansas Higher Education Coordinating Board.

Page 25 of 40

APPENDIX F

ACADEMIC CALENDARS

Academic calendars will be inserted at the time of the annual review prior to each academic year.

Page 26 of 40

APPENDIX G

Arkansas Department of Career Education (ADCE)

Secondary Center Reporting and Funding*

Expenditure Reports

A. Semester Report

Enrollment data shall be submitted to ADCE each semester. Each center will include enrollment

verification from each participating high school. Enrollment and verification forms are available on the

Secondary Technical Center website.

B. Yearly Reports

1. An annual expenditure report is to be completed and sent to the Department of Career

Education.

2. The center will report to ACE each school year a list of participating high schools (School

Participation Report).

3. The center will report to ACE all eligible students enrolled in center programs during the school

year (End-of-Year Report).

4. The center sponsored by an institution of higher education or having a Memorandum of

Understanding (MOU) with an institution of higher education shall report annually the number of

students earning concurrent credit and the number of hours earned. (Annual Concurrent Credit

Report).

Funding

1. Technical center aid will be calculated and distributed by the Department of Career Education based

upon each secondary technical center’s eligible student FTE count. Centers receiving technical

center aid with an enrollment exceeding 60 percent of the total enrollment from any one sending

school will not receive funding for those FTEs over the 60 percent threshold. This funding exception

will apply to the secondary technical center’s main campus as well as satellite/off-campus locations.

2. The minimum training fee is set in accordance with ACA 6-20-2305(2)(A) and shall be calculated

from the eligible student FTE count within the 60 percent funding threshold of the previous school

year.

3. The secondary technical center will bill each participating high school based upon current

enrollment.

Page 27 of 40

4. A secondary technical center will only receive funding for eligible students within the 60 percent

funding threshold.

5. Funds not expended in accordance with ACA 6-51-301 to 6-51-305 shall be carried forward into the

succeeding year. Unexpended funds shall be carried forward for the sole purpose of conducting

summer programs and community-based education centers or supporting vocational center

operations in succeeding years.

6. Funding modifications shall be approved by the SBCE. Centers which have enrollment exceeding 60

percent of population from one sending school shall seek funding consideration from the sending

school with more than 60 percent of sending population.

Page 28 of 40

APPENDIX H

MSCC Technical Center Admission Requirements

General Education Concurrent Enrollment Admission Requirements

Goldsby Scholarship for Concurrent High School Students

Concurrent Billing Process

MSCC Curriculum Review Process

Faculty Credentials

Non-Compliance Statement

Assessment of Student Academic Achievement

MSCC Syllabi Components

Page 29 of 40

MSCC TECHNICAL CENTER

Admissions Requirements

Prospective students apply for admission to MSCCTC programs through their local high school

counselor. Admission is based on student grade point average; ACT, PLAN, ASSET, or COMPASS test

scores; school attendance; citizenship; motivation; ability; and aptitude.

All students are required to submit:

1. A completed application for admission form

2. A current high school transcript for each semester of enrollment

3. ASSET, COMPASS, PLAN or ACT test scores

4. Signed student/parent agreement

5. Proof of immunization against mumps, measles, and rubella

6. Written recommendation from the high school principal and counselor

Students must meet minimum grade point average criteria and minimum ACT/PLAN, COMPASS, or

ASSET scores as identified in the Ability to Benefit admissions criteria for unconditional admission into

their chosen program of study. Admission for students who do not meet minimum GPA criteria will be

subject to conditional approval by their local high school counselor and principal and the MSCCTC

director.

Career Pathway

Unconditional

Admission

GPA

Conditional

Admission

GPS

A/V Tech and Film

2.5

2.25

Aviation Maintenance Technology

2.5

2.25

Computer Engineering

2.5

2.25

Diesel Technology

2.5

2.25

Food Service Management

2.5

2.25

Health Science Technology

(Medical Professions)

2.5 N/A

Machining Technology

2.5

2.25

Welding Technology

2.5

2.25

Conditional Admission

Students who meet the Ability to Benefit criteria and have a GPA of less than a 2.5 but at least a 2.25

GPA may be admitted conditionally at the mutual discretion of the high school counselor, principal and

MSCCTC director.

Students who are conditionally admitted must earn at least a 2.25 in their first semester at MSCCTC in

order to remain in the program.

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Health Science Technology (Medical Professions) applicants are not eligible for conditional admission.

Ability to Benefit Admission

Mid-South Community College Technical Center may conditionally admit students who have

demonstrated the potential to succeed but who do not meet the GPA requirements. Students must

meet or exceed the minimum required scores on the exam as shown.

All students must meet the Ability to Benefit Admissions criteria for admission to MSCCTC.

ACT/PLAN

ASSET

COMPASS

English/Writing

Reading

Numerical

Page 31 of 40

GENERAL EDUCATION CONCURRENT ENROLLMENT

Admission Requirements

Requirements for Participation

To participate in the general education concurrent enrollment program, students must have successfully

completed the 8

grade and meet the following criteria:

 Have an overall high school grade point average (GPA) of 3.0 or better. Students who have previously

completed college courses must have both a high school GPA and a college GPA of 3.0 or better.

 Have ACT scores of 19 or better on the appropriate subtests. Students enrolled in English or

mathematics must have a grade point average of 3.0 or better in the subject area as well.

 Students who have not taken the ACT or whose ACT scores are below 19 on a specific subtest must

take the COMPASS or ASSET placement test and score appropriately prior to enrolling in college

courses. Required scores are listed below.

ACT

COMPASS

ASSET

SAT

Reading

19+

83+

43+

470+

English

19+

80+

45+

450+

Math

19+

41+

39+

460+

 Have the written approval of their parent/legal guardian, high school guidance counselor, and high

school principal.

Page 32 of 40

GOLDSBY SCHOLARSHIP

FOR CONCURRENT HIGH SCHOOL STUDENTS

Qualified students have the opportunity to participate in an innovative educational program thanks to

the generosity of West Memphis community leader, Thomas B. Goldsby, Jr. The Goldsby Scholarship

provides funding for high school students to enroll in concurrent classes at Mid-South Community

College.

Students participating through the Goldsby Scholarship and who succeed in Mid- South Community

College classes during each semester of their junior and senior years of high school can complete more

than 24 college-level hours before graduation from high school.

The scholarship may be applied to two courses each fall and spring semester for high school juniors and

seniors. Students may choose from Mid-South Community College courses approved by their high

school principal that will count toward high school graduation requirements.

The Goldsby Scholarship is available to students concurrently-enrolled in high school and college

courses, which will count towards both high school and college graduation requirements. To be entitled

to this scholarship, the student must meet the college admission requirements for concurrently-enrolled

high school students and receive appropriate authorization from their high school principal and parent/

legal guardian.

Scholarship Value

The Goldsby Scholarship covers the tuition and fees for two college-level courses each semester of the

junior and senior year of high school. Students or their high schools are responsible for transportation to

and from the College and for the cost of textbooks and other materials required for college courses.

Additional Requirements

Additional requirements for the Goldsby Scholarship include:

1. Students must be in the 11th or 12th grade, or its equivalent, and attend a public or private high

school in Crittenden or surrounding Arkansas counties or home-schooled.

2. Students must maintain a cumulative 3.0 GPA at their high school and at MSCC on any previous

college coursework completed.

3. Students must reapply each semester.

4. Students must sign the media release.

5. Students must write a thank you note to Mr. Goldsby for each semester the scholarship is awarded.

6. Students must attend the President’s Reception

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CONCURRENT BILLING AND PAYMENT PROCESS

General Education Concurrent Credit

The high school student is responsible for all costs of MSCC courses taken for concurrent credit, unless

the costs for these courses are paid by an institutional or private scholarship, a grant, private

foundation, or other private entity. The following items are applicable:

 The costs of tuition, fees, books, and course materials for general education concurrent courses are

NOT assumed by the public school district; therefore, MSCC does not bill the public school district

for general education concurrent students.

 All costs of MSCC courses taken for concurrent credit are the same as for other college students

enrolled in MSCC courses.

 Concurrent students enrolled in general education concurrent courses are responsible for self-pay

for costs not paid by a scholarship, grant, or foundation, as stated. This includes the Thomas B.

Goldsby Scholarship, which pays for tuition and fees but no other course costs.

 Payment procedures for students enrolled in general education concurrent courses are the same as

the payment procedures for other college students enrolled in MSCC courses. The college payment

procedures are included in the MSCC Catalog and are also provided below.

MSCC Payment Procedures for Tuition and Fees

Students who register during Early Registration must pay tuition and fees before Regular Registration as

listed in the Academic Calendar to hold enrollment in those courses unless they have approved Pell

grants or scholarships awarded. Students may pay in full by cash, check, or credit card or utilize the

FACTS-Nelnet Management payment plan. MSCC accepts MasterCard, Discover, VISA, and American

Express credit cards. A 2.5% convenience fee will be assessed for each transaction paid for with a credit

card. Online payment is available by logging on to MyCruiser under My Account. Students with Pell

grants or scholarships must check with the Finance Office at the time they register to ensure that all

tuition and fees are covered.

Students who do not pay or who do not have approved Pell grants or scholarships will lose their classes

and must re-register during Regular Registration. Students who register during Regular and Late

Registration must pay tuition/fees when they register by paying in full, setting up a payment plan, or

ensuring they have approved financial aid in place. Students who set up a payment plan must make the

initial payment in order to retain their classes. If payment is not received, students will be

administratively dropped from their classes.

Students receiving institutional waivers for classes may register during Early or Regular Registration, but

enrollment is dependent upon sufficient paid enrollment for classes to make.

Page 34 of 40

Technical Center Concurrent Credit

The high school student is not responsible for costs of participating in MSCC Technical Center courses

and programs. The cost of tuition, fees, books, and materials is supported by state vocational aid

calculated and remitted by the Arkansas Department of Career Education and by pass-through funding

received by the public school district as part of Average Daily Membership (ADM) funding.

Each fall and spring semester, MSCC invoices the public school district for full-time equivalent (FTE)

enrollment of students from the district. Billing occurs subsequent to MSCC’s enrollment report to the

Arkansas Department of Career Education, which formalizes the MSCC Technical Center FTE enrollment

by school district and by program. The invoice calculations are based on full-time equivalent (FTE)

enrollment and the current billing FTE billing amount set by the Arkansas Department of Career

Education. Invoices are based on current FTE enrollment, but the pass-through funding to the public

school district is for the prior year’s enrollment.

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MSCC CURRICULUM REVIEW PROCESS

Although the administration identifies new programs to meet the economic needs of the College’s

service area, the faculty has primary responsibility for curriculum and instruction. In technical areas,

faculty seeks the advice of advisory committees who are encouraged to review curricular content and

learning objectives to help ensure that programs meet the real-world needs of business and industry.

To ensure the quality and integrity of the curriculum, MSCC follows a clear process for curricula

additions, modifications, or deletions. New associate degree or technical certificate programs require

review and approvals from the MSCC Curriculum Committee, composed primarily of full-time faculty,

through the Vice President for Learning and Instruction, the Executive Vice President, the President, and

the Board of Trustees before being forwarded to the state for review and approval of the Arkansas

Higher Education Coordinating Board. The Curriculum Committee also reviews and approves faculty

requests for additions, deletions, or modifications to existing program requirements before forwarding

proposals for administrative approval. The addition of certificates of proficiency, program name

changes, and program suspensions or deletion requires only notification to the Arkansas Department of

Higher Education.

Curricular Integrity and Quality. All MSCC courses, regardless of delivery method, follow the same

syllabi format, and faculty have created master syllabi for each course, which specify the required

textbook and other course materials; approved learning objectives for the course; a calendar of class

activities, assignments, and graded activities; the grading scale; and an explanation of how the final

course grade is computed. Semester syllabi also specify the class meeting times as well as the

instructor’s name, office hours, and contact information. The Curriculum Committee and appropriate

Associate Vice President must approve course syllabi.

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FACULTY CREDENTIALS

MSCC complies with the Arkansas Higher Education Coordinating Board and accreditation requirements

regarding faculty credentials and with the Arkansas Department of Career Education requirements for

technical center faculty credentials.

A. Faculty must hold degrees from an institution accredited by an accrediting agency recognized by the

U.S. Department of Education, CHEA, or from institutions with comparable status, certification, or

recognition in other countries.

B. To teach in the following areas, faculty must have:

1. General Education: Faculty must hold at least a master’s degree with 18 graduate hours in the

teaching field.

2. Remedial Education: Faculty members must hold at least a baccalaureate degree in the

teaching field.

3. Associate Level: At least one full-time faculty must have at least an associate degree in the

teaching field.

Arkansas Department of Career Education

Secondary Center Instructor Qualifications

1. Technical instructors teaching at a college-based secondary technical center must have a

minimum of an associate degree within the area of instruction or related area.

2. Technical instructors must have completed Arkansas State Police and FBI background checks

and meet all college accrediting standards for instructors.

3. Secondary Technical Centers shall submit documentation of these records to the Office of

Workforce Training, ACE.

4. Centers will annually submit a list of instructors providing concurrent credit and upon meeting

the above requirement, these instructors will be given an annual waiver from teacher licensure

requirements.

5. Instructors not meeting these requirements or instructors teaching non-concurrent credit

classes must hold an Arkansas Teacher’s License/Technical Permit.

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NON-COMPLIANCE WITH CONCURRENT CREDIT REQUIREMENTS

Arkansas statute (ACA 6-63-104) and AHECB policy 5.05 require that each Arkansas institution of higher

education conduct an annual review of faculty performance and submit an annual report to ADHE

regarding the review process. ADHE is required to monitor the evaluation process, and to annually

report findings to the Arkansas Higher Education Coordinating Board and the Legislative Council. The

annual report is posted on the MSCC Web site.

If faculty are found to be non-compliant with MSCC’s policies and procedures governing instruction,

curriculum, or instruction, the VP for Learning and Instruction will outline a professional development

plan that addresses identified deficiencies and monitor performance to assure compliance. Continued

non-compliance will result in dismissal.

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ASSESSMENT OF STUDENT ACADEMIC ACHIEVEMENT

Mid-South Community College is committed to quality instruction that supports documented student

learning outcomes. General education and technical/occupational learning outcomes are listed in the

Academic Program sections of the MSCC Catalog.

To inform the continuous improvement of its academic programs and services, College personnel

support a variety of evaluation activities such as the following:

A. Placement testing of students upon initial enrollment

B. Course-level assessment of learning outcomes

C. Performance tracking in subsequent, related courses

D. General education and major field tests prior to graduation

E. Tracking student retention and graduation rates

F. Student evaluations of instruction

G. Student satisfaction surveys

H. Job placement rates of graduates

I. Employer satisfaction surveys

J. Alumni surveys

K. Student performance at transfer institutions

Information gathered from these instruments and activities is analyzed and used to make improvements

in instructional strategies, facilities, curricula, services, and scheduling for the purpose of improving

student learning.

Arkansas Comprehensive Testing, Assessment and Accountability Program

The Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP) encompasses

the state's Smart Start Initiative, which focuses on Grades K-4; the state's Smart Step Initiative, which

focuses on Grades 5-8; and education for Grades 9-12.

The authority to implement ACTAAP is established in legislation by Act 999 of 1999. ACTAAP is a

comprehensive system that focuses on high academic standards, professional development, student

assessment, and accountability for schools. The focus of ACTAAP is to improve student learning and

classroom instruction; provide accountability by establishing expected achievement levels and reporting

on student achievement; provide program evaluation data; and assist policymakers in the decision-

making process.

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The U.S. Department of Education approved Arkansas's assessment system under Title I of the

Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act

of 2001 (NCLB).

ACTAAP includes End-of-Course Examinations for students completing Algebra I or the equivalent,

Geometry or the equivalent and Biology for high school graduation credit. The End-of-Course

examinations are administered at mid-year and spring each year.

Career and Technical Assessment

The Arkansas Department of Career Education conducts end-of-course assessment for all core courses in

each of the CTE programs of study. Districts with students enrolled in any of the assessed courses are

required to test students through the web-based assessment system. The assessment results are used

to guide program improvement at the district, coop, and state levels. Along with industry-

credentials/certifications, the end-of-course assessment data is used to measure technical skill

attainment as required by the federal Perkins Act.

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MSCC SYLLABI COMPONENTS

Course number, name and section, and meeting times

Faculty’s name, office hours, and contact information

Semester/year

Course Description and prerequisites, if applicable

Required text and other materials

Approved learning objectives

Attendance and make-up work policy

Academic Honesty policy

Calendar of class activities, assignments, and graded activities

Grading scale and explanation of how final course grades are computed.

ADA statement