High School Facilitators: teachers employed by the K-12 districts and assigned by their high schools to be in the high school room with the students signed up for high school dual enrollment courses. They are not the teacher of record for Fresno City College or the class.  These individuals are invaluable in helping the high school students succeed in the course taught by FCC instructors.

College Vetted High School Instructor: teachers of record for Fresno City College dual enrollment courses and employed by the K-12 districts, not Fresno City College.  They meet minimum qualifications to teach the college course and have been approved to teach the college courses by SCCCD Human Resources, the dean, and department.

FCC Instructors: teachers of record for Fresno City College dual enrollment courses who are employed by Fresno City College, not the K-12 districts.  

FCC Liaisons: Fresno City College faculty in the discipline who have been assigned to work with new college vetted high school instructors.

A&R: Admissions and Records, the department who assists with admissions to college, registration, transcript request, student record information, petitions, and enrollment verifications  

AAP: Academic Accommodation Plan, record of process between DSPS students and counselors regarding academic adjustments or accommodations to provide student with equal access to the college process

AIM: Accessible Information Management Platform, the portal students use to apply for, view, and manage disability accommodations

AP: Advanced Placement are high school courses that have final exams where the students’ score may be eligible for college level credits based on the class and college

ASCCC: Academic Senate for California Community Colleges, the official voice of California community college faculty in academic and professional matters who are committed to equity, student learning, and student success

AY: Academic Year, the academic year a student is in, consisting of summer, fall, and spring  

CAL-GETC: California General Education Transfer Curriculum, general pathway for California community colleges for students to fulfill lower-level courses that transfer to both UC and CSU schools

CCAP: College and Career Access Pathways, community college’s partnership with K-12 districts that allow high school students to take college courses during high school, free of tuition, outlined by a Memorandum of Understanding approved by both boards

CSU: California State University, 23 CSU campuses in California where students can earn  bachelors, masters, and doctorate degrees

DE: Distance Education includes a variety of online, hybrid, and web-enhanced courses where students access online course materials through Canvas

DSP&S: Disabled Students Programs and Services where students with disabilities can receive accommodations and support

DuE: Dual Enrollment provides students with the opportunity to get a head start on their college education, save time and money, and experience college coursework with support from high schools and community college

EC: Early College provides students two options for taking college courses while still in high school: dual enrollment College and Career Access Pathways (CCAP) or high school enrichment (non-CCAP)

EW: Excused Withdrawal approved extenuating circumstances allows student to drop a class and receive an EW on their transcripts; an EW on a transcript does not impact PACE or GPA

FERPA: Family Educational Rights and Privacy Act, a federal law that regulates the privacy of student education records and personal information; FERPA requires written consent before disclosing personal information to a third party

HSE: High School Enrichment (Non-CCAP) allows high school students to earn college units outside of their regularly scheduled high school classes that may not earn students high school credit towards A-G requirements

IGETC: Intersegmental General Education Transfer Curriculum, a series of general education courses offered by California community colleges that students can take to satisfy most freshman and sophomore level courses at the UC system

ISA: Instructional Service Agreements, all instructors who plan to teach for Dual Enrollment courses are required to sign ISA each semester

MOU: Memorandum of Understanding, all CCAP classes must have a MOU with local high schools to offer college courses to K-12 students that are closed to the general public

PACE/SAP: Percent of academic progress, 67% equals Satisfactory Academic Progress (SAP)

SCCCD: State Center Community College District is the campuses of Fresno City College, Clovis Community College, Reedley College, and Madera Community College  

SEP: Student Education Plan outlined courses recommended by counselors for students to guide enrollment and progress towards certificates or degrees

UC: University of California, 10 UC campuses in California where students can earn a bachelors, masters, and doctorate degrees

USD: Unified School Districts in specific regions

We encourage high school students to work closely with their high school counselors to ensure they are meeting requirements for graduating from high school. High school counselors can often be the first and best resource to students for planning and resource referral.

Fresno City College has dual enrollment counselors who provide pathway support to help dual enrollment students achieve a successful college experience in the approved pathways. 

Fresno City College is committed to create an accessible, inclusive campus environment using holistic, comprehensive, and strategic services to empower students with disabilities and provide them access to pursue their academic, personal, and vocational goals.

Answers to frequently asked questions, including differences between high school and college for students with disabilities, are available at Disabled Students Programs and Services (DSPS) Transition to College with discussion of the following topics:

• applicable laws
• required documentation
• self-advocacy
• parental role
• instruction
• grades and tests
• study responsibilities

A high school IEP or 504 plan alone does not determine eligibility to receive academic accommodations in community college courses. To become eligible for academic accommodations in a college course, dual enrollment students must follow these steps:

1. Self-identify as a student with a disability 
2. Apply to the college DSPS program through the AIM Student Portal
3. Upload a copy of the student’s most recent IEP/ Psychological or 504 plan (including diagnosis)
4. Request accommodations through Accommodations and Services
5. Meet with a DSPS counselor to develop an Academic Accommodation Plan (AAP)
6. Email a Faculty Notification Letter (FNL) of agreed upon accommodations to their college course instructor(s) though their AIM Student Portal

Please contact DSPS for any questions or support with the DSPS application at 559-442-8237.

The best way to access faculty SCCCD email, Self Service, and Canvas (the college’s Learning Management System) is to follow the instructions found on the Technology Help webpage to log into My Portal accessed from the Fresno City College main website. The Technology Help webpage also lists several help desk numbers for additional support. Instructors can get 24/7 assistance by calling 559-499-6072, for employee/faculty password reset call 559-443-8670, or for Canvas and Self Service access contact the district office at 559-244-4357.

Dual enrollment instructors, in addition to the high school facilitators, should enroll in the Canvas training “course” Virtual Hub for Faculty. Note: You may have to request access to the Hub from Tech Support the first time you try to sign in. There is a wealth of information, including guides for key points of the semester such as beginning and end of the semester pointers and videos. There are also links to 24/7 Canvas support for questions, digital tools, and a service ticket request to meet individually for support from the Fresno City College Distance Education office. In addition to this resource, the SCCCD Support Center has several articles and FAQs related to Canvas, email, labs, and technology.

Students accessing My Portal for the first time will complete the MFA Proofup for security and then use these instructions for logging on:
Username: Students can log in using their seven-digit ID number for the username. The password will be the same one students use for email, Canvas, Self-Service, and Wi-Fi.

Initial Password: First name initial (upper case) + last name initial (lowercase) + date of birth (mmddyy). Example: Juan Soto born on July 9th of 1998 password=Js070988

Students should be encouraged to enroll in the Canvas “course” through Virtual Hub for Students to gain access to many resources, including tips for how to use Canvas, and access to many student resources available to dual enrollment students such as the Career and Employment Center and Net-Tutor.

MyPortal: This is the centralized single-sign-on website to allow access to all the digital resources at Fresno City College including but not limited to Email, Canvas, Self-Service, etc. This can be accessed through the MyPortal icon at the top of all pages of the FCC website.

Canvas: This is the Learning Management System at Fresno City College. All faculty should use this LMS rather than other LMS that may be assigned to the by the K-12 School District. 

SCCCD Email: This is the email assigned to all instructors who teach for Fresno City College. The email’s domain will be @fresnocitycollege.edu. All faculty are required to check their email and communicate with their department, administration, and students through this email.  K-12 School District assigned email shall not be used for Fresno City College contact.  All faculty are expected to check their emails on regular basis. 

Self-Service: This is the enrollment management and information hub that allows faculty to check student enrollment, drop students, issue add authorizations, enter final grades, etc. From time to time, there are references to “WebAdvisor,” which was the previous system used at the FCC. We no longer use that system. 

Starfish is a versatile and inclusive tool to support student success.

Through Starfish, instructors can provide feedback to students, express concerns, give kudos for hard work, and raise flags using the Early Alert system, which will help connect students with counselors and resources for support. Through this system, students can connect with their Dual Enrollment college counseling network, access education plans, view grades for completed courses, view academic progress, and get feedback from instructors through Early Alert. This system is not a replacement for Canvas. This resource is for support services.

Many local high schools have tutoring options on their sites for students, and students can check with their high school counselors for available options at their specific schools.

Fresno City College has several tutoring options for dual enrollment students. Instructors embed Net-Tutor, a 24 hour a day, 7 day a week online tutoring service, in their Canvas shell. Students can access Net-Tutor through the Virtual Hub for Students. Both in-person and online tutoring is available through Fresno City College’s Tutorial Center, including weekday evening hours and weekend hours, for a large variety of subjects. There are also separate Math Support, PASS (Peer Assisted Study Sessions)/English Support Center, and Reading and Writing support centers.

Dual enrollment students can use their high school library facilities, and are also highly encouraged to use the wealth of resources available to them through Fresno City College’s Library. Through the library students can chat with a librarian 24/7, receive technology loans, utilize a repository of resources that can be accessed in person and online, including a large number of online research databases, citation and avoiding plagiarism help, and many short video tutorials. Instructors can also get support from librarians and utilize the resources available to support their class through the library.  These resources instructors can request include but are not limited to:

• library research instruction
• RAP sessions, in-depth individual research consultations with librarian
• course materials for placement on reserve
• help with Open Educational Resources (OER)

Copy Services: To access Copy Center services, submit a Copy Center Request form.  Faculty can get copies of their exams or other resources.  Allow at least three working days for completion of your order.

Computer Labs: dual enrollment students will have access to computer labs at their high school, in addition to access at their local libraries. Fresno City College has computer labs open on a variety of days and times: located inside the Learning Resource Center and Library, the computer labs provide access to a wide range of software applications in support of students' academic goals.

Dual enrollment students can access the Career and Employment Center at Fresno City College, which offers services like those that may be available at their high schools: workshops associated with the job search process, help with resume writing and interview preparation, help registering for Job Speaker, the college’s online job board platform, career interest inventories, and career fairs. The Center is open Monday through Friday, 8am–5pm, and students are encouraged to call ahead to confirm at (559) 442-8294.

Upward Bound is a program aimed at encouraging low-income and first-generation students to pursue college by acquiring the academic skills and motivation necessary to succeed in high school and transition into college. Many dual enrollment students would qualify for this supportive program, which is currently open to Edison, Fresno, Hoover, McLane, and Roosevelt High School students. Additional tutoring support and college field trips are among their many benefits and services. The Upward Bound webpage outlines the eligibility requirements, enrollment process, and benefits of joining.

The Ram Pantry on the Fresno City College campus is available to all currently enrolled students at Fresno City College, including dual enrollment students, and the Ram Pantry offers up to ten items of free food every day that the pantry is open.  Days, times, and location are on the website.

Fresno City College's Psychological Services Office maintains a helpful Community Resources database with information on crisis intervention and emergency services, as well as low-cost mental health providers.

The college vetted high school instructors' Quick Start Guide has everything needed to get prepared for teaching the Fresno City College course with links and resources listed throughout.

Once college vetted high school instructors are scheduled to teach Fresno City College courses, they need to adhere to nearly all the same expectations required of all instructors at Fresno City College. Many resources to help faculty are available, including links to course outlines of records and step-by-step instructions on accessing Self-Service.

Some important reminders for High School Vetted instructors at high school campuses (with links to resources):

• BEFORE EACH SEMESTER: submit your ISA (Instructional Service Agreement)
• BEFORE EACH SEMESTER: upload your syllabus to Simple Syllabus through Canvas.
• Attend an orientation workshop from the Office of Dual Enrollment.
• Activate and check your SCCCD email account daily during the college semester as this is how departments and administrators will contact you.
• Use Self-Service that can be accessed through MyPortal:
  • to check your college rosters for accuracy
  • to check important dates for yourself and students, such as census, the last day to drop with a “W”, and final grades due dates
  • to certify your rosters at census time (approximately three weeks into your class)
• Create a syllabus that adheres to the FCC Syllabus Guidelines
• Consider including in your syllabus this resource statement: As a Fresno City College student participating in Dual Enrollment, you are highly encouraged to use support services offered at Fresno City College, including: tutoring specific to this course (virtual and in person), library services (virtual and in person), Starfish, Ram Pantry, Virtual Hub for Students, computer labs, and technology help.
• Submit final grades in Self-Service; grades are due generally three calendar days after the last day of the semester. Final grades and records must include: class roster; attendance documentation; final scores; final grade; the grades earned on each assignment; and the grading scale.
• Meet regularly with your assigned FCC liaison.
• Work with the liaison to choose college-level texts for your course.
• Work with the liaison to understand the Fresno City College course outline of record (COR) for your course.  You must adhere to the COR.
• Direct students to resources, including computer labs, DSPS, tutoring, library, to receive additional support at the high school and college.
• Consider using Starfish as a tool to alert students and Dual Enrollment counselors of grade concerns, kudos, as well as resources including computer labs, DSPS, tutoring, and library.

All FCC instructors are encouraged to use Open Educational Resources (OER), and high school instructors teaching FCC classes can ask their FCC departments or the library for recommendations of OER resources appropriate for their assigned classes. Textbook recommendations can be found in the course outline of record. The high school purchasing department may choose to order the books through the FCC Bookstore.

Note for FCC instructors: please keep in mind that K-12 districts provide a textbook (virtual or hard copy) for each student, and districts order any textbooks through FCC’s Bookstore.  As such, please update any information about your textbook adoption for dual enrollment courses through Canvas in the "My Bookstore" icon as soon as you get access to your dual enrollment course.  If you are choosing to use Open Educational Resources, please make sure to note that with Follett as well through the same process.  Adopting your textbooks as soon as possible will help make sure your students have access to your textbooks before the course begins.

1. Login to Canvas (using a chrome browser with pop-up blockers disabled) 
2. Use the bookstore link to the left 
3. Adopt materials or specify OER 
4. Submit 

High school schedules play an important role in the dual enrollment class scheduling process. If changes occur to the high school bell schedule after the coordinators have assigned a course section number, inform the Office of Early College immediately.

It is the responsibility of the high school to accommodate students if the college course is cancelled for any reason, on days that the course is not scheduled to meet, or when the college instructor must cancel a class meeting. Students must meet a minimum number of contact hours for the course to count toward their transcripts. Canceling class will impact that calculation. If the number of contact hours are not met during the semester, alternate arrangements will need to be made to comply with required contact hours. Therefore, it is integral for faculty to consider this before canceling the class. Finding a substitute teacher (approveed by Fresno State City College who meets the minimum qualifications) to cover the class is a way to mitigate this problem. 

Instructors at the high school sites should follow high school protocols for immediate help with imminent danger, whether calling 911 and/or campus police or behavior specialists on site. 

Students at Fresno City College, including dual enrollment students, are entitled to the best education the college can make available to them, and they, their instructors, and their fellow students share responsibility for seeing that their education is honestly attained. Because cheating, plagiarism, and collusion in dishonest activities erode the integrity of the college, each student is expected to exert an entirely honest effort in all academic endeavors.

Cheating is the act or attempted act of taking an examination or performing an assigned, evaluated task in a fraudulent or deceptive manner, such as having improper access to answers, in an attempt to gain an unearned academic advantage. Cheating may include, but is not limited to, copying from another’s work, supplying one’s work to another, giving or receiving copies of examinations without an instructor’s permission, using or displaying notes or devices inappropriate to the conditions of the examination, allowing someone other than the officially enrolled student to represent the student, or failing to disclose research results completely.

Plagiarism is a specific form of cheating and is the use of another’s words or ideas without identifying them as such or giving credit to the source. Plagiarism may include, but is not limited to, failing to provide complete citations and references for all work that draws on the ideas, words, or work of others, failing to identify the contributors to work done in collaboration, submitting duplicate work to be evaluated in different courses without the knowledge and consent of the instructors involved, or encouraging, permitting, or assisting another to do any act that could subject them to discipline. Incidents of cheating and plagiarism may result in a variety of sanctions and penalties that may range from a failing grade on the particular examination, paper, project, or assignment in question to a failing grade in the course, at the discretion of the instructor and depending on the severity and frequency of the incidents.

Academic dishonesty in any form is a very serious offense and will incur serious consequences as outlined in the Student Code of Conduct standards.

High schools request courses to be taught on their campuses at times when there is no available high school instructor to teach the course. Given the variation of schedules between institutions, lack of faculty available to teach in the requested discipline, and difficulty in traveling between campuses, creative solutions can be employed by deans to provide instruction to the high schools. These approaches vary by discipline but have included synchronous instruction via Zoom or online or hybrid courses with pre-recorded lectures by FCC faculty. Facilitators are not instructors of record for the course and should not be delivering original content. Hhigh schools are required to provide an employee to serve as facilitator for the dual eenrollment course when taught by FCC instructors.

FCC instructors emphasize the importance of facilitators in the success of their shared students in the dual enrollment course. The instructors say that effective facilitators work as a team to help the students as they are the “boots on the ground” in daily communication with the instructors. Effective teams have been in frequent communication with each other to alert when questions come up from students and to monitor students’ progress in the class. For an effective relationship between instructor and facilitator, it is imperative on both sides to not view the facilitator as “merely a babysitter” of the students, but an active team member whose contribution is directly critical to the students’ success. Communication on both sides is key to this successful relationship.

Previous facilitators and instructors have been asked for best practices in the relationship between FCC dual enrollment instructor and high school facilitator, and these tips include:

• Facilitators should have access to the Canvas shell to monitor student's grades.
• Facilitators should check in with students regarding their progress and connect them to high school and college resources for additional support, including computer labs, DSPS, tutoring, library, and Starfish.
• Facilitators should encourage high school students to communicate directly with the college instructors, recognizing that frequently they are intimidated to do so.
• If facilitators have any questions, they should communicate directly with the instructor.
• Frequent, open communication between the facilitator and instructor is necessary; if the two are not in communication, it may negatively impact the students.
• Many instructors prefer to schedule regular check ins between the instructor and the facilitator to discuss ongoing expectations and assignments.
• For issues that arise outside of the regular check ins, have a preferred agreed upon mode of communication, whether through email, phone call, or text.
• Facilitators should reinforce to students that the course is a college course, not a high school course. Students will be held to the high expectations communicated in the syllabus (e.g. there may be no leniency in accepting late work).

Other expectations include that the facilitators should:

• Ensure the books are ordered and arrive before the first day of class.
• Ensure that all students log into Self-Service and Canvas accessed through MyPortal. The Virtual Student Hub has Canvas support resources including how to guides and links to live help are available for dual enrollment students.
• Know the best method for you and the students to contact the instructor.
• Know if the instructor holds office hours.
• Review course syllabus, assignments, and due dates.
• Ensure all students review course syllabus on the first day of class.
• Communicate with instructor to ensure that the college roster is correct.
• Communicate with instructor to drop any students wishing to drop before Census day.
• Ensure that students missing from the roster are added before Census day, typically three weeks into the semester.
• See syllabus or ask instructor for exact Census date.
• Communicate with instructor and high school counselor to recommend which students, if any, wishing to be dropped before the final withdrawal date (typically half-way through semester). C or better is passing for college classes. Title 5 of regulation allows for two methods of involuntary involuntary drop: 1) if the student doesn’t meet the pre-requites for the course or 2) if the student stops attending class.
• See syllabus, Self Service, or ask the instructor for final drop date.
• Review student grades and missing assignments with students weekly.
• Do not present your own course materials; the instructor of record is responsible for all curriculum.
• Keep students on task and assist as needed.

The divisions provide liaisons for high school instructors approved to teach dual enrollment courses.  Liaisons are tasked with connecting the high school instructor with the departments, discipline content, and college resources.  Liaisons receive compensation for their assignment (up to fifteen hours). The liaisons are typically assigned to new instructors. Duties and responsibilities of the FCC dual enrollment liaison as defined by the SCFT academic contract (2022-2025) include:

• Inspecting facilities (when needed)
• Ensuring that the high school teacher conforms to the Course Outline of Record and instructional materials approved for the course
• Completing classroom visitations
• Completing evaluation of high school dual enrollment courses to assess the pace, rigor, and quality of the courses through observation, evaluation, SLO assessment and the success of the students enrolled
• Ensuring norms for communication are followed, including syllabus creation and
  submission, grade and attendance submittal Providing grades for dual enrollment courses
  to the high school

When visiting high school campuses, liaisons must adhere to safety protocols of the high school campus, which include at minimum signing in upon arrival and arranging the day and time of the observation with the high school instructor, as high school schedules can change frequently.  Please see section below "Before Arriving on the High School Campus" for additional information. 

Previous liaisons have been asked for best practices in the relationship between high school dual enrollment instructor and FCC liaisons. The best practices for liaisons include:

• determine a preferred method of communication, and communicate frequently.
• treat one another as colleagues, each viewing as the other person a peer that they can connect with and learn form.
• know that the intent of this relationship is to promote mutual growth.
• provide and discuss the Course Outline of Record (COR) with the high school instructor.
• approve equipment necessary to carry out the course at collegiate level. 
• ensure books and material are appropriate for college level. 
• help the high school teacher create a college standard syllabus. 
• assist new teacher submit syllabus to Simple Syllabus.  
• visit the high school site as needed to ensure the course is being taught as a college level course with appropriate equipment. 
• evaluate high school teachers including class assessments. 
• direct instructor to available FCC resources for themselves, in addition to students, including computer labs, DSPS, tutoring, library, and Starfish.

High school instructors are subject to evaluation schedules governed by their collective bargaining agreements for their high school courses; the district’s CCAP agreement gives specifications on the regularity of the observation by college representatives (twice in the first three semesters, and after that each semester). Observation would usually be conducted during week six to thirteen of the standard eighteen-week semester. 

After checking in at the main office, the college observer will come to the high school classroom and observe the high school teacher. The observer may also request the following items: syllabus, attendance records, grade book, lesson plan, and any handouts for the session’s activities. Please see section below "Before Arriving on the High School Campus" for additional information. 

High schools’ responsibilities are outlined in the districts’ approved CCAP agreement, and FCC Office of Early College seeks to provide reasonable assistance to high schools with recruitment and registration. FCC has developed marketing materials to provide to high schools, and requests to be invited to participate in on-site recruitment or orientation events as appropriate. Program data can be provided to boards and high schools to help guide conversations with parents and community about the benefits and considerations of dual enrollment for high school students.

High school site coordinators serve a critical role in the partnership with the Office of Early College, as typically they are the lead in recruitment and orientation events, requesting and scheduling courses, and aiding students in the registration process.

Registration is the largest part of the coordinators’ responsibilities, and every semester before open registration periods, the Office of Early College holds information sessions providing updates to coordinators and support for the registration process.

After information nights, the registration process is:

STEP ONE: CCC Apply. This step is required to get high school students into the system and, most importantly, assigned to a SCCCD ID# that is required to enroll students in any FCC courses. This step is lengthy and complicated. Because the system takes 48-72 hours to process and send students their unique SCCCD ID#, it is not possible to have one registration event (unless the coordinator collects the registration forms and manually enters in the SCCCD ID#s at a later date). Therefore, it is recommended that coordinators:

1. Communicate to the high school applicants the importance of choosing an email address that the student will actually check to register. Many high schools have the students use their high school email address for consistency.
2. Schedule two separate registration events approximately a week apart (Part 1, the CCC Apply application, reserving at least a 45 minute block to walk the students through the process; Part 2 completing the AB 30 form)
3. Send students and their parents necessary information and resources to complete this step on their own a week before the registration event. Resources include tutorial video and step-by-step application guide located on the main dual enrollment webpage.
4. NOTE: High school students participating in Dual Enrollment program only need to complete the CCC Apply application ONCE, as long as they remain continuously enrolled in Dual Enrollment courses. However, if a student does not enroll in courses for two or more consecutive primary terms, they will need to reapply.

STEP TWO: AB 30 Form.

1. Have the students complete the AB 30 registration form; they must have their SCCCD ID# that will be emailed to the address they provided in the CCC Apply application. High schools can also request reports of student SCCCD ID #s from the Office of Early College, realizing that it takes 48-72 hours for the number to be created.  AB 30 Reports will be run frequently during the registration period, and include information that coordinators can use to check information the student entered in CCCApply.
2. If both the student ID# and course section number have been generated, the student is ready to fill out the AB 30 form. Schools can have the student auto-fill in the information directly onto the form.
3. Signatures are required from (using Docu-Sign or Adobe Sign to expedite review is acceptable):
   1. Student
   2. Parent
   3. High school designee
4. Once complete, coordinators should review information in form against the CCC Apply report for accuracy and completeness.
5. Individual student files should be named as “Student name Student SCCCD ID#” (Example: Cara Gonzales 0123456).  Make sure to include the signature page along with the terms and conditions page in the file. 

STEP THREE: Uploading the AB 30 Forms (one-time form). Coordinators then upload the documents into your district’s secure Microsoft Teams site.

1. You should have received a notification that you have been added to the “FCC DuE Applications” Teams site with a link.
2. If you already use Teams in your district, you will need to go into your account settings in Teams, the top right hand corner, and switch from your district account to the “State Center Community College District.” That will take you to the “FCC DuE Applications” Teams site.
3. Once in Teams, you will see the “General” tab that all high school coordinators have access to. In this “General” tab, there under Files is folders such as “Important Dual Enrollment Forms” for various resources you will need. Do not upload anything here.
4. On the left-hand side of the screen, find your own district’s private channel, which only you and specific administration can access, along with the college Early College Office. Click into your private district’s channel.
5. In your private channel, find the “Files” tab.
6. If your district has multiple high schools, there will be folder for each high school. Click into that folder labeled by your high school name and “AB 30 Forms”.
7. Inside that folder, there are two more folders:
   1. “Your High School name NEW Reg Forms.” This is where you would upload all of the new registration forms.
   2. Make sure to post in your private channel to notify the FCC Dual Enrollment team that you have uploaded new registration forms there.
   3. When there are problems with the registration forms, the FCC Dual Enrollment counselors will move the files to the second folder in the same channel “Your High School name Problem AB 30 Forms.”
   4. The FCC Dual Enrollment counselor will post in your private channel a message to you if there are any forms moved into the “Problem AB 30 Forms” folder. NOTE: if your district has its own Teams site, you will need to have both sites open to receive notifications, or check several times a day after uploading. This is very important after you upload documents to check for notifications so there are no delays in processing.
   5. Once you have corrected the error on the form, move the form back to the “Your High School name NEW AB 30 Forms” folder and post a notification to the Early College team.
8. AB 30 Reports will be run occasionally to check for the students who have been coded as AB 30. Rosters and reports upon request will be uploaded into the Teams site.

STEP FOUR: Uploading the Student Rosters for Batch Enrollment.  Registration into dual enrollment courses will take place once students have been coded as AB 30 form completors.  The high school coordinator will compile rosters using template provided in Teams site for each class, indicating that the students are coded as AB 30.  When rosters are complete, the high school coordinator will place them in their private channel by high school site, and tag the team that the rosters are ready for batch enrollment.  The files will be taken away from the site once ready for processing.

Pathways are defined by the California Coalition of Early and Middle Colleges as “a sequence of courses in a specific area that may be geared towards career (CTE) or general education (IGETC). Pathway results are relevant and rigorous that inspire students and prepare them for university, career, and community.” Pathways also begin and end to guide students to their next opportunity beyond high school. For instance, the achievement of an IGETC certification helps students complete part of their general education requirements.

When high schools discuss pathways with their stakeholders, they should consider how the courses for the entire students’ experience prepares them for success in college-level course work, rather than choosing a course based on minimum qualifications of available high school instructors. Discussions with deans and departments will lead to recommendations on which college courses would be appropriate and beneficial for high school dual enrollment students within the high school pathway. These discussions should take place at least a semester prior to the request, as the process can take a few months to a year.

The next steps for requesting a new pathway are:

1. The high school discusses the request with the Office of Early College.
2. The high school coordinator and/or administrative representative submits the Dual Enrollment Course Request Form to the Office of Early College. High schools specify on the form whether they believe they have minimally qualified instructors to teach in the pathway, or whether they may be requesting FCC staff if available (for more information, see section “Minimum Qualifications for Community College Instructors”).
3. The form is provided to the dean overseeing the pathway to determine if the high school pathway aligns with the college’s pathways in consultation with the department chair.
4. A meeting between the high school, the dean, and department chair to map pathways to discuss pathway alignment may be called.  Upon request, the Office of Early College can be present at the meeting to help facilitate the collegial conversation.
5. Once high school pathway is determined to align, then the dean and department chair determines courses that align to a degree or certificate. 

Once pathways are approved by the deans and the departments, the course request can be formalized:

1. The high school submits the course request form to the Office of Early College based on the approved pathway.
2. If the high school instructor has been approved to teach the specific course, high schools can request the instructor teach that course.
3. If no high school instructor is qualified, high schools can request FCC instructors if available. 
4. The course request will specify for each course request
   1. the requested course title 
   2. start and end dates  
   3. times and days the course meets 
   4. instructional modality 
   5. anticipated number of students in course 
5. Course requests will be submitted to Office of Early College to verify completion of all required information. 
6. Course requests will be submitted to Office of Early College to verify completion of all required information. These requests are requested from the districts by the end of Week 9 of the preceding semester. 
7. Course times will be initially calculated by the Office of Early College and checked by the dean’s instructional administrative aid to meet mandated hours. 
8. When complete, the Office of Early College will submit to the dean to review the course request review in collaboration with the department chairs. 
9. If approved, the division will provide section numbers to the Office of Early College. The courses will be made active by the end of week 14 of the preceding semester.
10. Section numbers are then shared with each site.  
11. Registration training for high school coordinators are held twice per year.

The Office of Early College will send high schools an Excel file to request future course sections a year in advance of the course offering, and will work with the deans and departments to get the course scheduled. High school administration and coordinators should work directly only with the Office of Early College, not the deans and departments. Once courses have been scheduled, the coordinator will provide the scheduled course information to the high schools. Note that this process of renewal can take a few months, so plan accordingly to ensure registration can take place in a timely manner for the students.

The current system of the established disciplines lists maintained through the California Community College’s Chancellor’s Office was created to replace a community college credential system that ended in 1990. According to The Minimum Qualifications for Faculty and Administrators in California Community Colleges, the establishment of minimum qualifications “serve as a statewide benchmark for promoting professionalism and rigor within the academic disciplines in the community colleges and a guideline for day-to-day decisions regarding suitability for employment in the system.” The Academic Senate of the California Community College frequently reviews and updates the document. Many find the Discipline Index in the handbook a quick guide to understanding which discipline requires which advanced degree. Academic Senates have the authority to create localized policies for discipline and the process for Equivalency Committee that must be followed.

College Vetted High School Instructor Application

Verification of Experience (Required for CTE instructors)

Once pathways have been approved, high schools may request to have the interested instructor’s qualifications reviewed by the college in alignment with The Minimum Qualifications for Faculty and Administrators in California Community Colleges:

1. High school site identifies faculty that meet minimum qualifications or that they believe meet minimum qualifications who are interested in potentially teaching dual enrollment courses.
2. High schools are provided links to updated Minimum Qualifications handbook. Upon request, localized departmental policies will be provided to high schools and equivalency paperwork.
3. High school submits documents for instructor review process the SCCCD New Dual Enrollment Instructor Packet (Adobe Sign applications above):
   1. Dual Enrollment Personnel Information Sheet
   2. Signed Guidelines and Requirements for High School Instructor Teaching Dual Enrollment Classes
   3. Signed SCCCD—Computer Use Policy
   4. Verification of Experience (only needed for CTE disciplines)
   5. Copies of transcripts or certificates
   6. Note: Additional paperwork may be requested, such as a resume or curriculum vitae or letter of interest.
4. Official copies of both graduate and undergraduate work need to be sent to the Office of Early College at dual.enroll@fresnocitycollege.edu 
5. Once paperwork is reviewed for completeness by the Office of Early College:
   1. The paperwork is sent to deans for review, who will share the application with department chairs if they feel the candidate meets minimum qualifications.  
   2. Additional paperwork may be requested.
   3. After review, an interview may be scheduled between the departments, dean, and the high school instructor. The Office of Early College upon request can be present at the meeting to help facilitate the collegial conversation.
6. The process for vetting instructors can be lengthy:
   1. up to one academic year if the instructor does not meet minimum qualifications and goes to FCC’s Equivalency Committee
   2. up to a few months if the instructor does meet minimum qualifications
7. Because the process is lengthy, the SCCCD New Dual Enrollment Instructor Packet must be submitted to the Office of Early College by:
   1. February 1 for fall semester requested start date
   2. September 1 for spring semester requested start date
8. If the departments and deans determine that the candidate does not meet minimum qualifications:
   1. Paperwork is sent to the deans for review.
   2. In consultation with department chairs, deans can make determination that the instructor does not meet FCC’s departmental policy for equivalency.
   3. Deans upon review may decide the instructor may meet FCC’s departmental policy for equivalency and shares application with departmental chairs to discuss moving forward with a petition to the Equivalency Committee.
9. Once paperwork has been signed by the dean, it is submitted to Human Resources for review and confirm the candidate meets minimum qualifications. Official transcripts are needed by that point to be able to take to Human Resources.
10. The high school instructor if approved will be provided necessary technology such as SCCCD ID numbers and email, in addition to having a course assigned to them. 
11. The Office of Early College will work with the division dean and departments to request a liaison for the new instructor.
12. If the course is 100% web-based course based taught by FCC faculty, the high school will provide a facilitator (see section “Role of the High School Facilitator”).
13. Once approved, the FCC faculty will instruct the course provided the high schools are able to recruit the minimum enrollment of 20 students per course (fewer students may result in the course being cancelled).
14. Approved high school instructors will need to complete the Instructional Service Agreement each semester (FCC ISA) provided by the Office of Early College.

The Process for all Equivalency petitions are as follows as provided by the Equivalency Committee:

1. The department chair or designated presenter can retrieve a petition from the FCC’s Equivalency SharePoint site or contact the Equivalency Chair.
2. The department chair will fill out the application that is included with the set of instructions. Indicate how the particular candidate qualifies for an equivalency under the provisions of the Departmental Policy for Full Equivalency. If the department does not have such a policy approved by the Equivalency Committee, the chair will have to have a policy approved by that committee before you can submit an applicant. The candidate can be submitted at the next available meeting.
3. The members of the department vote on the request for endorsement. If the required number as listed on the Departmental Policy for Full Equivalency approve, those faculty members sign the request. The numbers of “approved” signatures must be 50% plus one of the total number of full-time faculty members in the department. Next, have the department chair (or equivalent) and division dean review and sign it. Finally, get the signature of an Equivalency Committee member. If the department does not have a representative on the committee, then leave the signature line blank.
4. The department chair/designated presenter is responsible for ensuring the petition is complete. It is important that the department requesting equivalency for a candidate assist the petitioner to ensure all documents are submitted for submission of the petition. All documents needed are listed on the front page of the petition.
5. Once the request has been approved by the department, they will obtain copies of the required documents, place them behind the request in the order listed in the instructions, remove these instructions, and send the completed equivalency package to the Equivalency Committee chair for submission to the Equivalency Committee at the next available meeting. The completed petition must be sent to the committee chair 72 hours prior to the scheduled meeting. Late documentation will not be accepted. The department chair/designated presenter can request the Equivalency Chair to preview the document for completeness prior to the scheduled meeting. The Equivalency Chair can only give recommendations on if the petition is complete; no other advice will be given. The request must be done at least two days prior before the petition is officially due.
6. If the petition is complete, it will go before the Equivalency Committee for consideration at the next scheduled meeting. If it is not technically correct, it will be sent back to the department for changes and resubmit the request prior to the deadline.
7. The department chair/designated presenter must be present at the meeting. The presenter will need to bring at least 15 copies of the petition. When it is their turn to present, they must distribute the copies to the committee members in attendance and the original petition will be given to the Equivalency Committee chair.
8. If the Equivalency Committee approves the request, the candidate will be granted full equivalency immediately. The candidate may move forward in the interview process. A copy of the approved petition will be given to HR, department chair or presenter, and dean. If the Equivalency Committee does not approve the request, the candidate will not be granted full equivalency.
9. In the event of a denial, the committee will recommend changes. Department chairs can make the recommended changes and resubmit the petition at the next scheduled meeting. The Equivalency Committee’s decision can be appealed. Departments can resubmit the candidate addressing the committee recommendations, or the department can obtain a Candidate Appeals Form and included set of instructions from any division office.

If the instructor is determined to be sufficiently prepared and meets minimum qualifications in the process steps outlined above, the high school instructor can be requested to be assigned to teach a dual enrollment course. In collaboration between the dean and department chair, a mentor will be assigned to the high school instructor.

If no instructor is available or interested at the high school site, or if a high school teacher who meets minimum qualifications is not determined to have sufficient preparation to teach the course, the dean will be asked if an assignment of FCC faculty to teach the course can be made.

Dual enrollment courses are not similar to FCC courses—they are FCC courses.  All dual enrollment courses must adhere to the same Fresno City College approved Student Learning Outcomes (SLO) and the Course Outline of Record for that course. 

With that emphasized, there are some subtle differences in the way that dual enrollment courses work. As the instructor of record, knowing these in advance may help reduce confusion, and help the students and staff succeed. 

Whether to teach a class, hold office hours, meet with students or your liaison, or observe an instructor, make sure you do the following before arriving at the high school campuses:

• Reserve upon first arrival plenty of extra time before the class starts (recommend arrival at least 20 minutes prior) 
• Sign in and out at the front office first (many campuses will scan your driver's license and provide a visitor’s badge)  
• Wear your FCC badge 
• Check with the facilitator as school schedules change (e.g., rally, foggy day, minimum day, buy back day) 
• Ask your facilitator which parking lot you should use 
• Ask the front office for a restroom key (adults are not allowed to use the students’ bathrooms) 

For those arriving on campus for an observation or evaluation, please also:

• Notify the Early College the agreed upon date of observation or evaluation for the high school vetted instructor

For those teaching at the high school campus, also please:

• Check in with the Early College office as each school has been asked to identify a contact in the front office to welcome you and to go to for any issues that may arise while on the campus
• Make sure to look carefully at the start and end dates for your assigned class as dual enrollment classes are sometimes requested to align with the high school's calendar
• Make sure to work closely with your facilitator as school schedules can change, in addition to holidays or buy back the high schools may observe that Fresno City College may not

Dual enrollment, as emphasized by the California Community College Chancellor's Office, should be regarded by colleges and K-12 districts as a student success strategy that aims to broaden college access and achievement for a greater number of students. A common misperception is that the target student population for dual enrollment consists of those already considered part of the college-bound group, with the courses serving as alternatives to Advanced Placement (AP) courses. However, this perception is incorrect. Dual enrollment students are distinct from AP students. The underlying philosophy of dual enrollment is to enhance access and forge pathways for students who might not otherwise be likely to attend college. The intention of dual enrollment is to demystify the college experience. 

Research indicates that strategically planned dual enrollment pathways are particularly beneficial for students who might not have otherwise considered themselves as candidates for higher education. By intentionally seeking representation from students historically underrepresented in higher education, dual enrollment becomes a key strategy to reduce and potentially close gaps in access and completion for student populations that are disproportionately underrepresented in colleges across the state.   

The college can close dual enrollment classes to the general population because both districts, the community college and the K-12, have a board approved CCAP MOU (College and Career Access Pathways memorandum of understanding, which specifies the pathways and their courses the students can enroll in that pathway.  Some dual enrollment students are working towards a certificate, such as UC/CSU IGETC certificate or completion or a bookkeeping certificate, and others are working towards a degree while in high school.

Sometimes, high schools request courses to be taught on their campuses when there is no available high school instructor to teach the course. Given the variation of schedules between institutions, lack of faculty available to teach in the requested discipline, and difficulty in traveling between campuses, creative solutions can be employed by deans to provide instruction to the high schools. These approaches vary by discipline but have included synchronous instruction via Zoom or online or hybrid courses with pre-recorded lectures by FCC faculty. In cases where the instruction is not fully in-person, high schools are required to provide an employee to serve as facilitator for the dual enrollment course. 

Facilitators are teachers or staff employed by the K-12 districts and assigned by their high schools to be in the high school room with the students signed up for high school dual enrollment courses. They are not the teachers of record for FCC courses, but these individuals are invaluable in helping the high school students succeed in the course taught by FCC instructors.   Facilitators have access to your course in Canvas to view students’ progress and grades, course content, and course announcements, but they cannot see private communication between you and the student, and they cannot modify the Canvas course or grade work. 

FCC instructors emphasize the importance of facilitators in the success of their shared students in the dual enrollment course. The instructors say that effective facilitators work as a team to help the students as they are the “boots on the ground” in daily communication with the instructors. Effective teams have been in frequent communication with each other to alert when questions come up from students and to monitor students’ progress in the class. For an effective relationship between instructor and facilitator, it is imperative on both sides to not view the facilitator as “merely a babysitter” of the students, but an active team partner whose contribution is directly critical to the students’ success. Regular communication on both sides is key to this successful relationship. 

Because the content of the FCC course is the same for a dual enrollment course, instructional minutes must be adhered to by the high school district.  However, most high school campuses meet five days a week, and many college courses are three contact hours, for instance.  That means for the additional two hours of high school class time, the facilitator is there to help the students succeed by checking in on their progress and providing support to the students.  The high school facilitator is not teaching original content during this time. 

Fresno City College is required to adhere to the Family Education Rights and Privacy Act (FERPA), affording students certain rights with respect to their educational records. These rights ensure that educational and financial information is released only to the student, unless written consent is on file with the Fresno City College Admissions and Records office.  What this means in practical terms for an instructor is that, just like with your regular students, parents and guardians of students must communicate with their student regarding their academic progress and not with the instructor or other college personnel.   

There is necessary communication between the high school and college regarding the students’ progress, especially if the students are struggling.  Instructors are highly encouraged to use Starfish Early Alerts with concerns and resource recommendations, and to check in with the facilitator regularly regarding students' progress.  

It bears repeating that dual enrollment courses are not similar to FCC courses—they are FCC courses.  All dual enrollment courses must adhere to the same approved student learning outcomes and the course outline of record for that course, as these courses go on students’ permanent transcript and must meet the same standards as the same courses offered to FCC general population students. 

Instructors may find that when offering the assignments they would assign to general population students, that they may not resonate or be appropriate for minors, and they make slight adjustments as necessary that do not impact the course outline of record.  For example, an assignment on financial literacy may need to offer alternatives to typical adult budgeting categories such as drivers’ insurance or rent to reflect the students’ age; however, course content is exclusively the purview of faculty. Adjusting assignments is a familiar practice that instructors would likely employ in their general population courses to make them engaging and accessible to the population of students in the room. 

Dual enrollment students cannot add or drop themselves for dual enrollment courses, unlike general population courses; add codes do not work for the student and may even harm them as the student may receive a tuition statement like general population students.  Most of the dual enrollment courses offered at Fresno City College are free to the students. Dual enrollment courses are closed so that general population students cannot enroll in them.  The Early College Office works with Admissions and Records to batch enroll students who have completed the paperwork.  This is why you as an instructor may not see students on your rosters until just before the semester begins when suddenly you have a full roster of students.  Students who did not submit paperwork on time may be added individually through our office after the batch enrollment has occurred but before the last day to add; however, this is a slower process.  If you have students who are attending the course, work with your facilitator to have the students added through our secure Teams site.  In the rare event that the facilitator or yourself see an adult general population student on the roster, work with the facilitator and our office to have that student removed as soon as possible. 

Dropping dual enrollment students can also be complicated as they cannot drop themselves.  If you have concerns about students’ lack of progress, please work closely with the facilitator who can connect them with resources at their high school and at Fresno City College.  Please also flag the student concern in Starfish so the dual enrollment counselors can follow up with the high school counselors.  If you feel students need to be dropped, you can do so yourself after you have spoken with the facilitator who has notified the high school counselor.  Remember, they are in the high school classroom five days a week, so the students will need to be reassigned to a different course during the dual enrollment course.  The Early College Office can also drop students, and those requests come from the high school counselor who will manage the students' high school schedule.    

The K-12 districts must provide a textbook for every high school student taking a dual enrollment course, and they order the textbooks through FCC’s bookstore; dual enrollment students do not order their own course materials.  Please, as soon as you accept your dual enrollment course, adopt the course textbook through your Canvas shell (or designate the course as a Zero Textbook Course through the same process).  The high school districts will look up their students’ courses at the bookstore search page, and order books through there.  Your timely attention to adopting the textbooks may make the difference between students having their required materials before the course begins, or not. 

1. Login to Canvas (using a chrome browser with pop-up blockers disabled) 
2. Use the bookstore link to the left 
3. Adopt materials or specify OER 
4. Submit 

Please keep in mind that similarly to bookstore adoption, many K-12 districts provide computers for their students.  Because these are the district’s laptops, they also may have local district policies that put restrictions on search engines or programs that the computers may run.  Please consider this situation when requiring programs the students must use such as Respondus Lockdown Browsers or the required use of Teams. Most districts with enough notice can make modifications or exceptions to their computer policy, but doing so does take time for them to install individual programs on each computer for the students.

• Working With Adolescents: Strategies for Instructors
• Designing Professional Development for Dual Enrollment Instructors
• Federal Privacy Law Related to Dual Enrollment: Strategies for Coordinators 
• Additional Dual Enrollment Curated Resources
• College and Career Access Pathways Legislative Report 
• AB 30 College and Career Access Pathways Fact Sheet 
• Assembly Bill No. 30 

Early College Office, dual.enroll@fresnocitycollege.edu

FCC Faculty:

• Use Starfish Early Alert to notify Early College office
• Contact High School facilitator

HS Facilitator:

• Communicate concern to student
• Contact High School counselor

FCC Faculty:

• Use Starfish Early Alert to notify Early College office
• Contact High School facilitator

HS Facilitator:

• Communicate concern to student
• Contact High School counselor

Early College Office, dual.enroll@fresnocitycollege.edu

• Use Starfish Early Alert to notify Early College office
• Follow college guidance in catalog regarding academic dishonesty that should be stated on class syllabus

• FCC faculty need to adopt books with Follett in Canvas as soon as possible (even if using Open Educational Resources):
  • Login to Canvas (using a chrome browser with pop-up blockers disabled) 
  • Use the bookstore link to the left 
  • Adopt materials or specify OER 
  • Submit 
• Contact Early College Office with problems, dual.enroll@fresnocitycollege.edu

• Early College Office (if issue is Canvas shell not appearing)
• Virtual Hub for Faculty
• Call: 844-303-0348 (FCC Canvas Support)
• Submit a service ticket through Tech Support Services Help Desk Link or through Canvas shell

• FERPA rules apply to students, so do not respond
• Contact Early College Office with problems, dual.enroll@fresnocitycollege.edu