2013-2014
Point of contact for this handbook is Jeremy Gulley – 260-726-9341 or jgulley@jayschools.k12.in.us

TABLE OF CONTENTS
Section 1: Targeted Student Population
1.1 Targeted student population(s)
1.2 Recruitment Process
1.3 Application Process
1.4 Selection Process
1.5 Communication Plan
Section 2: Curriculum & Plan of Study
2.1 Current Dual Credit Offerings
2.2 Early College
2.3 Early College and Career & Technical Education (CTE) Pathways
2.4 Statement of the Commission on Higher Education on Core Transfer
2.5 Statement of Ivy on the Transfer General Education Core
2.6 Transferability of dual credit courses
Section 3: Leadership & Staffing
3.1 Credentialed faculty list
3.2 Content area year-to-year rollout
3.3 Roles & responsibilities of teachers, counselors & administrators
3.4 Professional development
Section 4: Collaboration & Partnerships
4.1 Memorandum of Understanding with higher education partners
4.2 Higher Ed. partner credentialing, training, reporting, & documentation timelines
4.3 Community & business partnerships
4.4 Early College Definition and Stages of Endorsement
Section 5: Rigorous Instruction
5.1 Curriculum & Instruction audits
5.2 Student Surveys
Section 6: College & Career Going Culture
6.1 Sense of Place
6.2 College visits
6.3 Work based Learning (WBL)
6.4 Pathway Portfolios
Section 7: Supports for Student Success
7.1 Continuum of supports for student in grade 9-12
7.2 Opportunities and assistance to parents in support of their students
Section 8: Data Collection, Analysis & Use
8.1 Metrics & collection plan for program monitoring student performance
8.2 Metrics & collection plan for program evaluation and effectiveness
Appendices
Application
Selection Letter
Sample 4 year Pathway Plans (aligned with University degrees, certificates or credentials)
Dual Credit Information - Prerequisites/requirements/cost
IDOE Dual Credit FAQ

The Early College High School model gives students a head start on the rest of their lives. It is our goal at Jay
County High School to provide students an opportunity to earn both a high school diploma and up to one year of a college degree or a technical credential at no cost to students. While open to all academically qualified students, our model specifically helps low-income young people, first-generation college students, English language learners, and students of color, all of whom are statistically underrepresented in higher education.
Early College removes many of the barriers that prevent students from advancing to college. Students receive enhanced supports to help them excel both academically and personally. Since students earn college credit while in high school, the time it takes to complete a college degree after high school is condensed. Students and families also benefit from reduced or free tuition costs. At a time when the average college debt for Hoosier college graduates is $28,466, we think this program is good for Jay County families. Ultimately, Early College High School turns obstacles into opportunities for student success.
The Jay School Corporation began pursuing Early College endorsement of the Center for Excellence in Leadership of Learning in April of 2014. Since then, our partnership with Ivy Tech, Indiana University, Ball State University and
Vincennes University has grown. We are now able to offer a sequence of dual credit courses that give our students an opportunity to earn a General Education Core Transfer Certificate from Ivy Tech Community College. Earning this certificate means a JCHS student has achieved 30 college credit hours that are transferable to any associates degree or bachelors degree program at any state university in Indiana. This certificate equates to about $4,000 in college tuition savings to Jay County parents and students.
Pathways To & Through College
Jay County High School will create support systems for students to help them aspire to higher learning and achieve academic success. Every Early College adheres to eight Core Principles that serve as a framework for the planning and implementation of this school model. The principles ensure that each school maintains the highest academic standards while providing enhanced support to promote student achievement.
Eight Early College Core Principles
1.
Targeted Student Population
2.
Curriculum & Plan of Study
3.
College-Going Culture
4.
Rigorous Instruction
5.
Supports for Student Success
6.
Collaboration & Partnerships
7.
Leadership & Staffing
8.
Data Collection, Analysis, and Use

Section 1: Targeted Student Population
1.1 Targeted student population(s)
Any student can apply to the Jay County High School Early College & Career Program. However, due to the limited number of sections we can offer of dual credit courses, our capacity is projected to be about 50 students per year over four years to a maximum continuous enrollment of 150 students in any given school year (grades10-12). While open to all students, our model specifically serves low-income young people, firstgeneration college students, English language learners, and students of color, all of whom are statistically underrepresented in higher education.
1.2 Recruitment Process
Our guidance counselors will also specifically recruit students from low-income families and first-generation college students, because these groups are statistically underrepresented in higher education. In addition, academically qualified students in Career and Technical Education programs pursuing a technical credential will be given priority.
1.3 Application Process
JCHS Early College is a 3 year program (Grade 10-12). All freshmen take IVYT 101 College and Career Success for college credit. This is a required course for all Ivy degree and credentialing programs. It is during this course that our freshmen have the opportunity to explore careers and research career pathways. With this experience, all freshmen make pathway selections during the scheduling process beginning in January of the freshman year. The Indiana College and Career Pathways provide an aligned sequence of secondary and postsecondary courses leading to an industry-recognized credential, technical certification, or an associate or baccalaureate degree at an accredited postsecondary institution for careers that are high wage and/or high demand in Indiana. JCHS Students have access to 7 of 11 Indiana Career Clusters and can become a
“Concentrator” (6 or more credit hrs in a pathway) in 22 of 31 Indiana pathways. In addition, JCHS students can become a “Completer” (Dual Credit or Certification) in 16 of 22 pathways.
Application to the JCHS Early College Program occurs in this timeframe. Applications will be provided to students and made available on the school website each year in December. Student scheduling will be conducted in the spring and applications due dates will be announced in early January (See appendix A for application).
1.4 Selection Process
Students will be selected from among the most academically qualified applicants based on objective test scores, academic performance and college aptitude test scores such as PSAT, ACT, SAT and Accuplacer assessments. New cohorts will be formed through the selection process during January for the freshman class.
Once selected, students and parents are notified, pathway plans are selected by the student and dual credit courses are scheduled in accordance with the students 4 year pathway plan (Grad 10-12 + first year of post secondary education). Once students are accepted into the program they do not have to re-apply each year.
At Ivy Tech, students need a student ID number (C#) to test. Students may test on campus or at their school if someone has been trained as an Ivy Tech proctor. Counselors send a spreadsheet to their dual credit coordinator with information needed to create a C# for each student. These are permanent students ID numbers. (See handout – C# request) Students may test 3 times in a calendar year; one attempt per test on a given day. Please note: IDOE diagnostic ACCUPLACER scores cannot be used for placement

1.5 Communication Plan
Applications, timelines, supporting materials, announcements and other information will be maintained on a
“Jay County Early College & Career Program” Google Sites hosted on the Jay County High School website. A separate Google Site will be maintained for E.C. faculty it will contain reminders and announcements about professional development, training requirements, deadlines and higher education partner information related to dual credit courses. The Guidance Department will use grant funding to create and maintain a JCHS Early
College Calendar to track and communicate the various training, credentialing and grading deadlines associated with our college partners. Parent meetings describing our Early College & Career Program as well as parent meetings for students in the cohort will be held.

Section 2: Curriculum & Plan of Study
Jay County High School College & Career Preprogramming offers up to one years of dual credit coursework toward specific postsecondary degrees (e.g., Liberal Arts, General Studies, and Advanced Manufacturing). This offers our students a clear pathway to completing the general education core of courses required in most
Indiana colleges and universities. In addition, our Career & Technical Education Courses (CTE) are sequenced so that they provide students an early college credit in the career pathway of their choice. When our CTE students take college math, English, and College Success courses in our Early College program along with their
CTE dual credit class, they will have earned 10 of the 31 credit hours typically required for most Ivy Tech technical credentials.
2. 1 Dual Credit Offerings & Enrollments
General Education Core Indiana Transfer
Speaking & Listening
COMM 101 Fundamentals of Public Speaking
COMM 102 Intro to Interpersonal Communication
Written Communication
BSU ENG 103 – Rhetoric & Writing
Ivy Tech ENGL 111 English Composition
Quantitative Reasoning
Ivy Tech Math 136 College Algebra
Ivy Math 137 Trig w/ Anayltic Geometry
Ivy Tech MATH 211 Calculus
Scientific Ways of Knowing
Ivy Tech Bio 101 - Biology
I.U. CHEM C105/125 – Chemistry I
I.U. CHEM C106/C126 Principles of Chemistry II
I.U. PHYS P221 Physics 1
Social Behavioral Ways of Knowing
Ivy Tech HIST 101 Survey of American History I
Ivy Tech HIST 102 Survey of American History II
Humanistic and Artistic Ways of Knowing
IU Span 200 - IDOE Spanish IV
IU Span 250 - IDOE Spanish V
Ivy Tech French 101
Ivy Tech French 102
Ivy Tech HUMA 100 Theatre Appreciation
Ivy Tech HUMA 118 Music Appreciation
All Clusters & Pathways
IVYYT 101 Preparing for College and Careers
Ivy Tech APHY 101 – Anatomy & Physiology
BSU ENG 104 Research Composition
Career and Technical Education
Health Science
Nursing
Ivy Tech HLHS 100 – Med Terminology
Ivy Tech HLHS 107 – CNA
Biotechnology
Ivy Tech BIOT 107 Bio Medical Interventions
Manufacturing & Logistics
Electronics
VU ELECT 100 – Electronic Computer Tech I
VU ELECT 110 - Electronic Computer Tech II
VU ELECT 130 – Electronic Computer Tech III
Advanced Manufacturing
Ivy Tech MPRO 100 Plant Floor
Ivy Tech MPRO 106 Safety
Enrollments
14-15
New 14-15
New 14-15
New 14-15
New 14-15
New 14-15
New 14-15
New 14-15
New 14-15
New 14-15
New 14-15
New 14-15
New 14-15
New 14-15
New 14-15
New 14-15
Career and Technical Education
Agriculture
Life science
Advance Life Science: Foods NFS16400 PU - IDOE 5072
Purdue - ANSC 10200 Intro to Animal Science IDOE 5070
Ivy Tech AGRI 115 Natural Resources Mgmt - IDOE 5180
Adv. Plant and Soil BTNY 11000 PU -IDOE 5074
Sustainable Energy SUST 100 IDOE 5002
Horticulture & Landscape
Ivy Tech AGRI 116 Survey of Horticulture -IDOE 5132
Ivy Tech LAND 102 Landscape Mgmt - IDOE 5136
Agribusiness Mgmt
Ivy Tech AGRI 102 Ag Business& Farm Mgmt - IDOE 5002
Arts, AV Tech, Com
Visual Arts (Graphic Printing)
VU DESN 125- Graphic Design II
VU DESN 120 - Computer Illustration
Web & Digital Communications
V.U. MCOM 102 – Intro to Audio & Video Production
V.U. MDIA 140 – Video Production
V.U. MDIA 120 – Audio Production
Education & Training
Education & Early Childhood
Ivy Tech EDUC 101 – Education Profession
Hospitality & Human Services
Culinary Arts
VU REST 100- Introduction to Hospitality Management
VU REST 120 - Food Service Sanitation
Transportation
Automotive Technology
Ivy Tech AUTC 101 Auto Services Tech I
Ivy Tech AUTC 113 -Auto Services Tech II
Public Safety
Fire and Rescue
Ivy Tech Fire & Rescue I
Enrollments
14-15
New 14-15

Ivy Tech MPRO 102 Print Reading
Ivy Tech MPRO 122 Mechatronics
Ivy Tech MPRO 107 CNC operations
Ivy Tech MPRO 201 Lean Manufacturing
Ivy Tech MPRO 203 Production Technology
Ivy Tech ADMF 116 Automation & Robotics
Ivy Tech ADMF 112 Mechatronics Mechanics
Machine Technology
VU PMTD 117 - Precision Machine I
VU PMTD 110 - Precision Machine II
2. 2 Early College & Career Pathways at JCHS
New 14-15
New 14-15
New 14-15
New 14-15
New 14-15
New 14-15
Our philosophy is that although a traditional college education is not for every student, every student must have some education or training beyond high school. With that in mind, our Early College Program is open to both college bound students and those who want to move as quickly as possible into workforce. Our General Core Certificate is intended for students who plan to go to college and even if they are not sure what major they want to study. The General Core Certificate is made up to 30 college credits from the disciplines of math, social studies, science and fine arts. These are courses that are already required for high school graduation. However, in the JCHS College & Career Program students earn both high school AND college credit. What’s more, these courses transfer to all state colleges in
Indiana.
Jay County High School Early College & Career Pathways
Transfer General Education Core (TGEC)
College Course Code and Description
Written Communication

ENGL 111 English Composition
 ENG 103 Rhetoric and Writing (Ball State)
IDOE Course Code and
Description
English 12 (1008)
TGEC General
Pathway
3 Credits
3 Credits
Total Credits
Required
3
Speaking
 COMM 101 Fundamental of Public Speaking

COMM 102 Intro to Interpersonal Comm.
Adv. Speech (1078)
Adv. Speech (1078)
3 Credits
3 Credits
Quantitative Reasoning
 MATH 136 College Algebra

MATH 137 Trig with Analytic Geometry

MATH 211 Calculus
Scientific Ways of Knowing
 BIOLOGY 101

CHEMISTRY I 105 / 125 (I.U.)

PHYS P221 Physics 1 (I.U.)
Social and Behavioral Ways of Knowing
 HIST 101 Survey of American History I
 HIST 102 Survey of American History II
Adv. Math (2544)
Pre-Calc (2564)
Calculus I (2562 or 2527)
Biology II (3026)
Chemistry II (3090)
Physics I (3080)
US. Hist. Adv. (1542)
US. Hist. Adv. (1542)
3 Credits
3 Credits
3 Credits
3 Credits
5 Credits
3 Credits
6 Credits
Humanistic and Artistic Ways of Knowing

SPAN 200 (I.U.)
 SPAN 250 (I.U.)


OR
FRENCH 101
FRENCH 102
OR


HUMA 118 Music Appreciation
HUMA 100 Theatre Appreciation
Spanish IV (2124)
Spanish V
French IV (2026)
Adv, Fine Arts (4260)
Adv, Fine Arts (4260)
3 Credits
3 Credits
3 Credits
3 Credits
3 Credits
3 Credits
Total Transfer General Education CORE Certificate: 30 Minimum credits of which 15 must be Ivy Tech credits
3-6
3-6
3-10
3-6
3-9

Ivy Tech APHY 101 – Anatomy & Physiology
Ivy Tech 101 – College & Career Success
ENG 104 - Composing Research
FITN 100 - Lifetime Fitness and Wellness
Additional Dual Credit Courses
Anatomy & Phys (5276)
Preparing for College and
Careers (5395)
Adv, College English
PE/Health
3 Credits
1 Credits
3 Credits
2 Credits
2.3 Early College and Career & Technical Education (CTE) Pathways
Students interested in moving quickly to the workforce can also take early college courses to achieve this goal. Most good paying jobs require some college or formal training beyond high school. Jay County High
School has organized its Career and Technical Education (CTE) courses in a logical way so that students can earn dual credit in their CTE pathway that directly aligns with the Ivy Tech Community College
Technical Certificate associated with each Career & Technical Education pathway.
The economy has changed 1 . . . Deep ties to the large and prosperous manufacturing and agriculture sectors meant Hoosiers could access jobs which provided comfortable wages and family stability without advanced skills and training. But, things have changed. Agriculture and manufacturing are still vital parts of the Indiana economy, but these sectors, as well as life sciences, information technology and other sources of new growth, now require more highly skilled and knowledgeable workers.
The jobs have changed . . . It will be increasingly difficult for workers without the appropriate skills and training to find good-paying jobs to support their families and communities. This means students and workers need different and higher-level skills, but not necessarily a four-year degree.
JCHS Pathways to Credential
Our aim in counseling students for college and career readiness is to show a clear path to the college and career training opportunities beyond high school that align with the students interests and career goals.
Our Early College/Career Program allows students to move down their pathway faster if they choose and earn credit for college courses in their chosen pathway prior to graduation. This will save students money and time. Below is a list of JCHS Pathways and the corresponding Ivy Tech credential (31hrs) or Associates
Degree (60hrs). Hyperlinks are available on the credential/degree that will take the student directly to the
Ivy Tech website for more information.
The following chart lists all JCHS “Early Career” Pathways alongside the college credential or associates program. The cells in the “College Credentials and Degrees” column are hyperlinked, so when you click on
1
Align, Engage, Advance: A Strategic Plan to Transform Indiana’s Workforce Indiana, Indiana Career Council, June 2014

the hyperlink it takes you to the website of the college/university credential or associates degree and shows you how the classes you take at JCHS fit into the courses at Ivy Tech or Vincennes University.
JCHS Early Career Pathway College
Credentials and
Degrees (click for more info)
Associates of Arts in
Liberal Arts
Nursing
Biotechnology
Associates of
Arts
Clinical Support
Ivy Tech
Biotechnology
Ivy Tech
Electronics Electronics
Fundamentals
Vincennes
Advanced Manufacturing Manufacturing
Production and
Operations
Ivy Tech
Robotics
Machine Technology
Agriculture
Visual Arts
Graphic Design
Radio & Television
Agriculture
Ivy Tech
Graphic Design
Vincennes
University
Education
Multimedia
Communications
Vincennes
University
Education
Ivy Tech
Culinary Arts
Automotive Technology
Fire and Rescue
Culinary Arts
Vincennes
University
Certificate
Ivy Tech
Homeland
Security/Public
Certificate or
Degree
Number of credit hrs for credential
Associates Degree 60
Certificate
(Credential)
30
Associate of Science 60
Certificate
(Credential)
Certificate
(Credential)
Certificate
(Credential)
Associates of
Science
Associates of
Science
Associates of Culinary Arts
Certificate
(Credential)
Certificate
(Credential)
26
31
21
60
Associate of Science 60
Associate of Science 60
60
Associate of Science 60
60
18
21
18
30
15
Number of
Credits hrs that can be earned while at JCHS
52
31
6
31
31
31
31
54
31
8
To Be
Announced

Safety
The Indiana College and Career Pathways provide an aligned sequence of secondary and postsecondary courses leading to an industry-recognized credential, technical certification, or an associate or baccalaureate degree at an accredited postsecondary institution for careers that are high wage and/or high demand in Indiana. JCHS Students have access to 9 of 12 Indiana Career Clusters and can become a “
Concentrator” (6 or more credit hrs in a pathway) in 22 of 31 Indiana pathways. In addition, JCHS students can become a “Completer” (Dual Credit or Certification) in 14 of 22 pathways. In addition, students who who enroll in our Advanced Manufacturing Program can earn a full Ivy Tech technical credential (30 college credits) in this high-demand, high-wage career path.
Advance Manufacturing
Agriculture-Agribusiness
Agriculture-Animal Science
Agriculture-Food Science
Agriculture-Horticulture &
Landscaping Management
Agriculture-Horticulture &
Landscaping Management
Agriculture-Horticulture &
Landscaping Management
Agriculture-Natural Resources
Agriculture-Plants and Soils
Automotive Service Technology
Biomedical
Business Administration
Business Administration-
Entrepreneurship
Business Administration-
Entrepreneurship
Visual Communication
Visual Communiation
Jay County High School Career Pathways 2014-2015
(Green cells are college classes taught at JCHS)
Prep College/
Careers
Intro Adv
Manufacturing
Advanced
Manufacturing I
Advance
Manufacturing II
MPRO 100,
106, 102
MPRO 107, 122,
201
ADMF 112, 116
Prep College/
Careers
Intro to
Agriculture
Agriculture
Power, Structure
Animal Science Prep College/
Careers
Prep College/
Careers
Prep College/
Careers
Prep College/
Careers
Intro to
Agriculture
Intro to
Agriculture
Intro
Agriculture
Intro
Agriculture
Food Science
Horticulture
Science
AGRI 116
Plant & Soil
Science
Agribusiness
Management
AGRI 102
Advance Life
Science: Animals
Advance Life
Science: Foods
Landscape
Management I
LAND 102
Horticulture
Science
AGRI 116
Prep College/
Careers
Prep College/
Careers
Prep College/
Careers
Prep College/
Careers
Principles of
Biomedical
Prep College/
Careers
Intro
Agriculture
Intro to
Agriculture
Intro to
Agriculture
Automotive
Services Tech I
AUTC 101
Human Body
Systems
Landscape
Management I
LAND 102
Natural
Resources
AGRI 115
Plants & Soil
Science
Automotive
Services Tech II
AUTC 113
Medical
Interventions
Accounting I
Landscape
Management II
Sustainable
Energy Alt
SUST 100
Advance Life
Science: Plant &
Soil
Biomedical
Innovations
BIOT 107
Financial
Services
Prep College/
Careers
Prep College/
Careers
Prep College/
Careers
Prep College/
Careers
Principle of
Business
Management
Principle of
Business
Management
Principle of
Business
Management
Graphic Design
& Layout I
DESN 155
Computer
Illustration &
Principles of
Marketing
Accounting I
Graphic Design &
Layout II
DESN 120
Graphic Design &
Layout I
Entrepreneurshi p & New
Ventures
Advanced
Business
Management
Graphic Imaging
II
Graphic Design &
Layout II

Graphics DESN 155 DESN 120
Comprehensive or Innovations Health
Care
Prep College/
Careers
Nutrition &
Wellness
Interpersonal
Relations
Child
Development
Human
Developme nt
Comprehensive or Innovations Health
Care
Culinary Arts
Education & Early Childhood
Electronics & Computer Technology
Prep College/
Careers
Prep College/
Careers
Prep College/
Careers
Prep College/
Careers
Health Science
Education I
HLHS 100
HLHS 101
Nutrition &
Wellness
Child
Development
Intro to
Electronics
Health Science
Education II
HLHS 107
Advance Nut &
Well
Advance Child
Dev
Electronics &
Comp Tech I
Culinary Arts and
Hosp
REST 120
Educational
Professions I
EDUC 101
Adv. Electronics I
& Electronics II
ELEC 100 & 110
Adv.
Culinary
Arts
REST 100
Educational
Professions
II
Adv.
Electronics
Tech II
ELEC 130
Fire and Rescue
Human and Social Services
Precision Machine Technology
Radio Television
Visual Arts
Prep College/
Careers
Prep College/
Careers
Prep College/
Careers
Prep College/
Careers
Prep College/
Careers
Interpersonal
Relations
Interpersonal
Relations
Precision
Machine I
PMTD 110
Intro to
Radio/TV
Introduction for Fashion &
Textiles
Fire & Rescue I
Child
Development
Precision
Machine II
PMTD 117
Radio TV I
Fashion &
Textiles Careers I
Human
Development &
Wellness
Adv. Radio & TV I
MCOM 102
Fashion &
Textiles Careers
II
Human &
Social
Services I
Radio & TV
II
MDIA 120
2.4 Statement of the Commission on Higher Education and Core Transfer
After May 15, 2013, a student who satisfactorily completes the requirements of the Statewide Transfer
Health Science
Education I
HLHS 100
HLHS 101
Adv Radio & TV
II
MDIA 140
General Education Core in an Indiana state educational institution and then subsequently transfers to another
Indiana state educational institution will not be required to complete the Statewide Transfer General
Education Core requirements at the institution to which the student transfers. The established framework for the Statewide Transfer General Education Core includes two categories: “Foundational Intellectual Skills” and
“Ways of Knowing.” Each category includes three competency areas.
Once a student has satisfactorily completed the requirements of the Statewide Transfer
General Education Core at an Indiana state educational institution, the institution will validate and then document that completion on the student’s official transcript. If that student subsequently transfers to another state educational institution, the receiving institution will accept that documentation as satisfying their own Statewide Transfer General Education Core requirements. Furthermore, the receiving institution will apply toward satisfying the transfer student’s degree requirements at least 30 credit hours of transfer credit.
Successful completion of the Statewide Transfer General Education Core requirements is not a guarantee of admission to a particular state educational institution. The Statewide Transfer General Education Core does not add to, subtract from, or change any requirements for a major. Students need to work closely with an advisor to determine what relationship, if any, exists between requirements for general education and requirements for a specific major. This is a most important issue and should be carefully noted.
2.5 Statement of Ivy Tech on the Transfer General Education Core offered by Ivy Tech and Jay County College &
Career Program.

The Transfer General Education Core (TGEC) classes are designed for students who plan to transfer their Ivy
Tech credits to a four year college or university. Ivy Tech Community College's Transfer General Education
Core (TGEC) is incorporated into all transfer curriculums unless program accreditation requirements dictate a different selection of courses. Through its TGEC requirements, Ivy Tech ensures breadth and creates a greater coherence in each student's overall education experience. The TGEC is designed to prepare students for successful transfer to the baccalaureate-degree granting institution of their choice. The TGEC was developed around Association of American Colleges & Universities' LEAP (Liberal Education and America's Promise)
Essential Learning Outcomes and supports all eight General Education Outcomes developed and approved by the Ivy Tech faculty. Students who complete the TGEC requirements will have met the requirements for the
Transfer General Education Certificate and will have this noted on their transcript. With few exceptions, courses selected are from Indiana's Core Transfer Library.
2.6 To enable you to transfer college credits, Indiana has developed the Core Transfer Library (CTL) – a list of courses that will transfer among all Indiana public college and university campuses, assuming adequate grades.
All Core Transfer Library courses will meet the general education or free elective requirements of undergraduate degree programs, and a significant majority of CTL courses will also count as one-on-one equivalents to courses taught at your new campus.Indiana Core Trasfer Library (CTL) - The requirements for most associate's and bachelor’s degree programs include general or free electives which can be satisfied by taking courses you choose. Credit hours generated by courses listed in the CTL will satisfy these requirements, up to the credit hour limit set for the particular degree program. For example, a student enrolled in a bachelor’s degree program requiring nine semester hours of electives may select any three, three-credit courses listed in the CTL, from any public campus, to meet this requirement.
Most CTL courses will also count for specific course requirements in degree programs. For example, assume a student is enrolled in a bachelor’s degree program requiring an American History I course. That student can take any course listed in the CTL under American History I, from any public campus, and have that course apply toward meeting the student’s degree requirements, in the same way as the equivalent American History
I course on that student’s home campus. Likewise, students planning to transfer can be assured that the
American History I course they’ve taken at their current campus will apply in the same way as the American
History I course at their new campus.
The transferability guarantee of the CTL applies to all courses offered after the effective date of the most current version of the CTL, July 1, 2007. In many cases, this guarantee also applies to courses offered prior to that date. Students, who have taken courses prior to the effective date, should consult an academic advisor.
The Transfer Indiana web site http://www.transferin.net/index.aspx
will provide additional information about transferability of this coursework.
Qualified high school students are eligible to take courses that will count toward meeting both high school diploma and college degree requirements. High school students, who wish to satisfy the Core 40 with
Academic Honors Diploma requirement calling for dual high school/college courses resulting in six transferable college credits, are encouraged to choose dual credit courses from either the Core Transfer Library (CTL) or from the courses identified by the Independent Colleges of Indiana (ICI). Courses from both the CTL and ICI maximize transferability of credit for courses and also meet the dual credit requirements necessary for Core
40 with Academic Honors or Technical Honors. If students choose a dual credit course NOT on the CTL or courses identified by ICI, they should directly contact the college they plan to attend to see how that course can be used at that institution. The CTL transferability guarantee also applies to dual credit courses, thus offering students maximum transfer options. Indiana’s public colleges and universities developed the CTL in response to legislation passed in 2005. It will be updated on a continual basis.

Transfer policies differ among institutions and even among programs at the same institution. We have attempted to give you a general overview of policies, but it is best to contact the admissions office at the school to which you are planning to transfer. They will be best able to evaluate your specific situation.

Section 3: Staffing & Leadership
3.1 Credential Faculty List
One the biggest challenges to any Early College program is recruiting, retaining and training high school faculty with the necessary credentials to teach a college level course. In recent years, the value of a master’s degree has been reduced in teacher compensation models around the state, yet this is often a university requirement to teach dual credit courses.
We hope to continue to grow our dual credit courses so that students can earn an associated degree from
Ivy Tech prior to graduating high school .This will largely depend on our ability to recruit, retain and train teachers with the necessary qualifications. Our ability to offer dual credit college courses is defined by the number of teachers who meet credentialing requirements and the number of students needed to justify offering the class.
Dual Credit Courses and Faculty
College Course Code and Description
Written Communication

ENGL 111 English Composition
OR

ENG 103 Rhetoric and Writing (Ball State)
Speaking
 COMM 101 Fundamental of Public Speaking

COMM 102 Intro to Interpersonal Comm.
Quantitative Reasoning

MATH 136 College Algebra

MATH 137 Trig with Analytic Geometry

MATH 211 Calculus
Scientific Ways of Knowing
 BIOLOGY 101

CHEMISTRY 105 / 125 (I.U.) Principles of Chemistry I

CHEM C106/C126 Principles of Chemistry II (I.U.)

PHYS P221 – Physics I (I.U.)
Social and Behavioral Ways of Knowing

HIST 101 Survey of American History I

HIST 102 Survey of American History II
Humanistic and Artistic Ways of Knowing

SPAN 200 (I.U.)
 SPAN 250 (I.U.)
OR

FRENCH 101

FRENCH 102
OR
 HUMA 118 Music Appreciation
 HUMA 100 Theatre Appreciation
Credentialed Teachers
Sue Brunson
Chrissy Krieg
Carol Knarr
Carol Knarr
Zach Keller
C.J. Yoder
Chuck Bihn
Joni Aulbach
Connie Aker or Lea Selvey
Scott Miller
Scott Miller
Scott Miller
Amber Detro or Paul Szymczak
Amber Detro or Paul Szymczak
Dave Golden
Sue Brunson
Pete Vogler
Carol Knarr

Ivy Tech APHY 101 – Anatomy & Physiology
ENG 104 - Composing Research
FITN 100 - Lifetime Fitness and Wellness
Career and Technical Education
Agriculture
Life science
Purdue - ANSC 10200 Intro to Animal Science IDOE 5070
Ivy Tech AGRI 115 Natural Resources Mgmt - IDOE 5180
Adv. Plant and Soil BTNY 11000 PU -IDOE 5074
Sustainable Energy SUST 100 IDOE 5002
Horticulture & Landscape
Ivy Tech AGRI 116 Survey of Horticulture -IDOE 5132
Ivy Tech LAND 102 Landscape Mgmt - IDOE 5136
Agribusiness Mgmt
Ivy Tech AGRI 102 Ag Business& Farm Mgmt - IDOE 5002
Arts, AV Tech, Com
Visual Arts (Graphic Printing)
VU Graphic Design II– DESN 125
VU Computer Illustration -DESN 120
Web & Digital Communications
V.U. MCOM 102 -Radio TV I
V.U. MDIA 140 - Radio TV II
V.U. MDIA 120 - Radio TV III
Education & Training
Ivy Tech EDUC 101 – Education Profession
VU REST 100- Introduction to Hospitality Management
VU REST 120 - Food Service Sanitation
Transportation
Automotive Technology
Ivy Tech AUTC 101 Auto Services Tech I
Ivy Tech AUTC 113 -Auto Services Tech II
Public Safety
Fire and Rescue
Ivy Tech Fire & Rescue I
Manufacturing & Logistics
Electronics
VU ELECT 100 – Electronic Computer Tech I
VU ELECT 110 - Electronic Computer Tech II
VU ELECT 130 – Electronic Computer Tech III
Advanced Manufacturing
Lea Selvey
Chrissy Krieg
Christie Sommers
Credentialed Teachers
Melissa Wolters
Brittany Bridges
Melissa Wolters
Seth Swallow
Brittany Bridges
Melissa Wolters
Brittany Bridges
Amanda Bruce
Amanda Bruce
Lori Reece
Lori Reece
Lori Reece
Lisa Lyons
Nicole Myers
Nicole Myers
Gary McMillan (South Adams)
Gary McMillan (South Adams)
To Be Announced
Doug Tipton
Doug Tipton
Doug Tipton

Ivy Tech MPRO 100 Plant Floor
Ivy Tech MPRO 106 Safety
Ivy Tech MPRO 102 Print Reading
Ivy Tech MPRO 122 Mechatronics
Ivy Tech MPRO 107 CNC operations
Ivy Tech MPRO 201 Lean Manufacturing
Ivy Tech MPRO 203 Production Technology
Ivy Tech ADMF 116 Automation & Robotics
Ivy Tech ADMF 112 Mechatronics Mechanics
Machine Technology
VU PMTD 117 - Precision Machine I
VU PMTD 110 - Precision Machine II
Health Science
Nursing
Ivy Tech HLHS 100 – Introduction to Health Careers
Ivy Tech HLHS 101 - Med Terminology
Ivy Tech HLHS 107 – CNA
Biotechnology
Ivy Tech BIOT 107 Bio Medical Interventions
Career Exploration
Ivy Tech IVY 101 – College & Career Success
Seth Swallow
Seth Swallow
Seth Swallow
Seth Swallow
Seth Swallow
Seth Swallow
Seth Swallow
Doug Tipton
Doug Tipton
Jerod Dailey (South Adams)
Jerod Dailey (South Adams)
Jean Ann Poole
Jean Ann Poole
Jean Ann Poole
Lisa Wood
Jeff Erb
Rhonda Clott
Courtney Clay 3.2
Roles & Responsibilities
Teachers – Proactive communication with JCHS Dual Credit Coordinator, University Partner Dual Credit Liaison, and university faculty aligned with your course. Facilitate communication with students about course requirements.
Complete all reports, grade actions, and professional development proactively and promptly. Adhere to dual credit calendar items provided by our university partners.
Counselors
Student Academic Development

Assessment Administration (Accuplacer, ECA, PSAT, SAT and ACT)

Use of Assessment Data to monitor student EC performance.
 Withdrawal Management (timing, fees, etc.)
 Collaborate with teachers administrators in developing student academic supports.
Student College and Career Development

Career Planning that includes four year plan and course selection aligned with JCHS pathways.

Post-Secondary Planning (college visits/fairs)

Financial Aid Awareness and Assistance
Parent/Community Relations

Communication

Use of Outside Resources

Engage Families in Instructional Program (solicit buy-in, develop awareness of college and career concepts/processes)

Professional Responsibility

Record Keeping (graduation audits, transcript updates, etc.)

Scheduling (master and student schedules in accordance with JCHS Pathway Plans)

Data Collection, Analysis and Use for Program Evaluation

Advocacy (recruiting, fundraising, etc.)

Cultural Competency
WBE Coordinator – Develop and oversee Pathway Portfolios and Pathway aligned Work-Based Experience (WBE
3.3
Program)
Building level administration

Ensure qualified early college faculty are recruited, trained and retained.

Ensure School Improvement Plan incorporated EC program goals, initiatives and plans.
 Provide for professional development for EC teachers.

Monitor academic rigor.

Lead teachers and counselors in developing student academic supports.
Central office administration

Pursue grant in support of EC programming.

Monitor reporting requirements between school and university partners and with IDOE and DWD.

Oversee and lead continuous improvement process for EC programming.

Monitor student performance and program outcomes.

Promote expansion of EC programming.
Professional development
Teachers will participate in partnering university provided professional development. In addition the school’s Public Law 221 School Improvement Plan will denote a separate section devoted to professional development plans for teachers in the Early College & Career Program. Professional Development funds and grants will be allocated to recruit, retain and train highly qualified and effective early college faculty.
JCHS faculty in the Early College & Career Program will function as a professional learning community
(PLC), meeting regularly to address student needs, refine the curriculum, share and critique student work, review performance data and collaborate with university partners. Professional Development programming will be oriented toward: a) Protocols for sharing examples of rigorous student work. b) Literacy strategies in Early College (EC) content areas. c) Project-Based Learning (PBL). d) Soft Skill / 21 st Century Skills
3.4 Just as in typical college classrooms, student’s surveys will be taken at the end of the course to provide student perspective and feedback to the teacher.

3.4 Anticipated Year-to-Year roll out
Remainder of 2014-2015 School Year

December- Meet with 8 th parents and students to introduce them to the early college/early career model.

January- Meet with staff to explain in greater detail the make-up of the earlycollege/early career program. JCHS will send home information to parents informing them of the new early college program starting at JCHS during the 2015-2016 school year. Conduct a parent meeting toward the end of the month to parents who are interested in learning more. Send out applications for to be returned at the beginning of February.

February- JCHS will begin accepting applications for students to become part of our early college program. Applications will be processed and students will be selected for entrance into the early college program. Parents and students will be notified .The guidance department will then meet with those students to begin scheduling them in courses on the TGEC list beginning their sophomore year.

March- While creating the master schedule, students who are accepted to the early college program will be given the first priority when filling TGEC courses. Other students will be permitted to enter those courses if room is available.

April & May- JCHS will begin creating a plan to implement additional support for those students starting in the 2015-2016 school year. A meeting will be scheduled for both students and parents to reinforce expectations of this new program.
2015-2016 School Year

August- Selected JCHS 10 th grade students will begin the inaugural class of the early college/early career program by taking a series of carefully selected and planned out dual credit courses. Every 7-14 days, these students will have their progress evaluated by a teacher who will be providing additional academic support as well as other essential college prep skills.

September- College visit to IU East.

December- Counselors will meet with EC students to review grades, attendance, and schedule. This would also be a time to evaluate their status in the program.

---Begin the process above for the new 10 th grade class—
 May- Counselors will meet with EC students to review grades, attendance, and schedule. This would also be a time to evaluate their status in the program.

3.5 Sample 4 Year Plan – (Coming soon)

Section 4: Collaboration & Partnerships
4.1 Higher Education Partner, Credentialing, training, reporting and documentation timelines
Ivy Tech Community College Dual Credit Calendar 2014-15
DATES Activities and Notes
Labor Day,
September 1, 2014
September 5, 2014
First Semester
Enrollment
November 1, 2014
TEST DEADLINE
Please enroll students in world languages 101 and 201, government, econ, and other courses that are first semester only. Students in first semester and two-semester courses have until November 1 enroll, so please make sure they have a C or better if you are sending in a late enrollment. st to qualify and
ACCUPLACER/PSAT/SAT/ACT TEST DEADLINE for first semester and two-semester courses
Student who have not submitted scores on PSAT/ SAT/ACT/ACCUPLACER taken before the deadline cannot be enrolled.
November 21, 2014
(before you leave for fall break)
Withdraw any student who has below a 65% in a first semester course.
Students in two-semester courses have until spring break to withdraw.
End of first semester
Mandatory Staff Development
Mandatory staff development must be completed before Labor Day.
January 23, 2015
Second Semester
Enrollment
April 1, 2015
Please submit grades on Campus Connect for students in world languages 101 and 201, government, econ, and other courses that are first semester only.
Please enroll students in two-semester courses and second semester courses.
April 1, 2015
TEST DEADLINE
Annual report:
For courses under the new priority credentialing, HS faculty must be visited a minimum of two times. If it is a two semester course, one visit should be completed each semester. Courses under regular credentialing may be visited either semester students are enrolled. The annual report may be completed at that time. Partners need to agree on the best dates.
The annual report may be completed any time during or after course visits. They must be signed by HS and college faculty before April 1 st .
ACCUPLACER/PSAT/SAT/ACT TEST DEADLINE for courses such as world languages 102 and 202, government, econ, and other courses that are second semester only.
Please make sure students have a C or better if you are sending in a late enrollment.
Withdraw any student who has below a 65% current courses before you leave for spring break. Before you leave for spring break
May 1, 2015
End of second semester
Student course evaluation for spring:
Student course evaluations will be sent out week 12 of Ivy Tech spring semester.
Please submit grades on Campus Connect before you leave for summer!!!!!

4.2 Community & Business Partnerships
Advisory Committees - JCHS Early College & Career Program maintains Career and Technical Education
(CTE) Advisory Committee for each of our Pathways. These advisory partnerships are broad-based groups with representatives from education, industry, and the community at large that actively assists in planning and implementing career and technical education programs. Advisory committees collectively advise the program's educators and administrators on a variety of aspects of the program and provide valuable resources to the program. Advisory committees do not have administrative or policy-making authority, but they serve as valuable partners in the education process. Members are knowledgeable and interested volunteers who represent the community, its businesses, and families. By combining community expertise with educational know-how, advisory committees can assure that the program leads to multiple options for students after high school graduation.
John Jay Center for Learning (JJCL) – The Jay School Corporation maintains two appointments to the John
Jay Center for Learning board of directors. JJCL is our local community college and workforce development hub. College and Career programming are integrated between higher education, our high school and workforce development though this partnership. As students complete their academic and career and technical education pathways, JCHS coordinates with the JJCL to plan programming and arrange continuing education and training for students with its college partnerships including Ivy Tech,
Indiana Wesleyan, Vincennes and Purdue University. It is a goal that JJCL registers every graduating student from JCHS who plans to reside within commuting distance of JJCL for college or workforce skills program.
College Choice 529 savings accounts 2 - Works with School Corporation to explore Indiana’s College Choice
529: The best tax advantaged 529 plan in the country, offering families a 20% tax credit on contributions up to $5,000. The Chamber’s Business-Education partnership will create the opportunity for families to begin saving for their child’s future education by implementing 529 college savings account. Parents and caregivers open a 529 and receive an initial $25 deposit to seed their savings. Students identify adult
“champions,” and ask them to invest in their college savings account. Businesses, faith groups, youthserving organizations, and individuals contribute to students’ college savings to help the balance grow and provide encouragement for their future. Employers incentivize saving for college for employees through matches and automatic deposit. Communities celebrate youth during culminating event on local college campus and match monies raised by students’ for their accounts.
Jay County Chamber of Commerce (JCCC) – The JCCC maintains a business/education advisory that works with our Early College and Career programming.
Work Ethic Certificate - JCCC offers our local Work Ethic Certificate to students in each CTE pathway which is incorporated into every student’s Pathway Portfolio and is key certification for higher priority in local businesses.
Internship - The Chamber’s Business-Education partnership works with Jay County High School to identify internship opportunities for every Career and Technical Education student aligned with Indiana’s Career
Pathways offered at JCHS.
2 The Wabash County Promise, http://www.wabashcountypromise.org/

4.3 Early College Definition and Stages of Endorsement
Jay County High Schools is pursing endorsement as an
“Early College High School” by the Center for Excellence in Leadership of Learning (CELL).
CELL and the Indiana Commission for Higher Education defines an Early College Model as a blend of high school and college in a rigorous yet supportive program, aimed at reaching students who are not likely to purse a college education by compressing the time it takes to complete a high school diploma and the first two years of college.
In order to officially be recognized by the Indiana
Commission for Higher Education as an Early College
Model (ECM) in Indiana, schools must successfully complete the following stages culminating in an endorsement by CELL:
Year 1: Exploring (JCHS 2013-2014)
Year 2: Emerging (JCHS 2014-2015)
Year 3: Pursuing Endorsement (JCHS 2015-2016)
Year 4: Endorsed (JCHS 2016-2017)

Section 5: Rigorous Instruction
5.1 Curriculum and Instruction Audits
Rigorous instruction and curriculum audits will be maintained to ensure fidelity to the Early College
Model. Regular professional development, teacher collaboration, external higher education visitation, and administrative walk throughs will monitor the following evidence of rigor in EC courses: a) Evidence of the use of protocols for sharing examples of rigorous student work used routinely among faculty. b) Evidence of the use of Literacy strategies utilized in EC content areas. c) Evidence of the use of Project-Based Learning (PBL).
PBL is a teaching method in which students gain knowledge and skills by working for an extended period of time investigating and responding to a complex challenge. Essential Elements of PBL include: o Significant/Relevant Content – Engage students in real-world knowledge that is applicable and relevant to future goals. o 21 st Century Competencies – Build competencies valuable for today’s world such as problem solving, critical thinking, collaboration, communication, and creativity which are explicitly taught and assessed. o In-Depth Inquiry – Engage student is extended, rigorous process of asking questions, using resources, and developing answers. o Driving Question – Project is focused on an open-ended question that students understand which frames their exploration. o Need to Know – Students see the need to gain knowledge, understand concepts, and apply skills. o Voice and Choice – Guided by the instructor, students are allowed to make decisions regarding how they work, use of time, and products created. o Critique and Revision – Processes for students to give and receive feedback on work quality. o Public Audience – Students present solutions to experts in the field.

Section 6: College & Career Going Culture
6.1
Early College blends the high school and college curricula into one academic program using multiple courses leading to specific degree pathways. The model creates a college-going culture by integrating student’s high school and college experiences intellectually and socially.
Evidence of a College Going Culture is Evident in the Facility
“College Café” -JCHS is developing plans for the repurposing of room IMC A to create a sense of place for our EC programming. This area is envisioned as an “Internet Café” where students can work and collaborate online; in addition, this area will maintain physical themes, posters, marketing and announcement board for our Early College and Career Pathways. This space direct exit/entry door access so that student can easily use this space for before and after school tutoring and work. A JCHS Early
College sign will be placed at this door with our college partner logos. In addition, this space adjacent to the school’s media center. Visual displays will be maintained in this space including college banners, letters of admissions, college placements, and stories from alumni.
6.2
Pathway Posters and Curriculum Vitae’s - Pathway posters will show all our CTE pathways and will be posted in each CTE classroom and in the Guidance Department and JCHS Early College and Career (EC&C) faculty will display Early College faculty curriculum vitae at the entrance to their classroom.
College Visits – EC&C Students will visit the campus of our higher education partners as well as one job shadow or business tour during their years in EC&C programming with a goal of feeling a sense of belonging with our college partners.
6.3 Work-Based Experiences (WBE) - The JCHS Early College & Career Program maintains a part-time WBE coordinated to ensure every student in every pathway has a work-based experience at local business or non-profit prior to graduation.
WBE will include any or all of the following:

All students in the JCHS Early College and Career Program will maintain a digital “Pathway Portfolio”.
Digital portfolios provide a distillation of an individual's best work, typically generated over a year or a longer period of time. Most digital portfolios contain a broad range of information to properly capture the person's versatility. Information in digital portfolios may also be in a variety of media, such as text, photographs, illustrations, diagrams, web material, audio files, spreadsheets and PowerPoint presentations. The student’s digital portfolio is an actual record of the student’s achievements. It can be used to apply for colleges and jobs as well as scholarships and career promotions.
Students will be given specific instruction on the creation of their digital Pathway Portfolio, its contents, and how it will be used each year the student is in the JCHS Early College and Career Program while in our
9 th grade IVYT 101 College Success class. Graduates of the JCHS Early College Program will present their digital Pathway Portfolios at a “Senior Portfolio Night” for parents, teachers and the community.
Pathway Portfolio contents will include:
* Service Learning will only be 6 hrs. The JCHS Senior Service Requirement satisfies this portion of the portfolio.

7.2
Section 7: Supports for Student Success
7.1 Early College provides students with a structured system of enhanced supports to accompany the increased rigor of college classes.
Jay County High School Early College & Career Student Supports
9 th
10
Grade th Grade
11 th Grade
12 th Grade
College Partner
Academic
Letters to 9 th grade parents of eligible students
Accuplacer Testing (Practice in 8 th Grade)
Pathway Plans (4 year plans)
Pathway Portfolios (created in Google Drive)
IVYT 101
Career Exploration Testing (Career Cruising &
Indiana Career Explorer)
College Prep/Study time
Weekly grade checks by supervising teacher
College visit(s)
Social/Emotional/Behavioral
Counselors check in Dec. & May
Parent workshops will be held annually to assist parents in supporting their early college student. In addition, our school website will host a Google Site for parents to access important information related to the Jay County Early College & Career Programming.

8.2
Section 8: Data Collection, Analysis & Use
8.1 Metrics and collection plan for monitoring EC student performance.
Metric
Course Completion
Academic Probation
Attendance
Grade Checks
System of When Collected
Record
InformationNOW Every 9 Weeks
InformationNOW Every 9 Weeks
InformationNOW Weekly
InformationNOW Weekly
Metrics and collection plan for program evaluation and effectiveness.
Metric
# of Transfer
Certificates Awarded
System of Record When collected
# of dual credit courses InformationNOW End of the School Year
Single Senior Dual
Credit county
InformationNOW End of the School Year
Total # of annual dual credits earned
InformationNOW End of the School Year
InformationNOW End of the School Year
Who is Responsible
Counselor
Counselor
Supervising Teacher
Supervising Teacher
Who is responsible
Guidance Department
Guidance Department
Guidance Department
Guidance Department
CTE Enrollment InformationNOW End of the School Year
# of CTE concentrators InformationNOW End of the School Year
# of completers
College acceptance
College Remediation
Rate
College Retention
Guidance Department
Guidance Department
InformationNOW End of the School Year
Parent Phone Beginning of Following Year
Guidance Department
Call/Letter Home
Parent Phone
Call/Letter Home
Beginning of Following Year Guidance Department
Parent Phone
Call/Letter Home
Beginning of Following Year Guidance Department

Job Placement in CTE
Pathway
Parent Phone
Call/Letter Home
Beginning of Following Year Guidance Department
8.3 Early College Goals:
The following are goals for each graduating class from JCHS beginning with the class of 2018:
Definitions:
These goals represent the percentage of the graduating class that earns a Transfer General Education
Core certificate beginning with the class of 2018.
8.4 Early Career Goals:

Definitions

Credentialed – Earns an Ivy Tech Technical Credential (apx 31 credit hrs in CTE area).

Partial Credential – Earns math, English, Careers Success, and one dual credit within pathway.




Appendix A - Parent/Student Letter and Application
Dear Parent/Student:
Jay County High School is taking applications from current freshmen students (class of 2018) for our Early College and Career Program. The Early College High School program gives students a head start on the rest of their lives.
It is our goal at Jay County High School to provide all students an opportunity to earn both a high school diploma and up to one year of a college degree or a technical credential at no cost to students. While open to all students, our program specifically helps low-income young people, first-generation college students, English language learners, and students of color, all of whom are statistically underrepresented in higher education.
JCHS Early College is a three-year program (Grade 10-12) that offers a sequence of courses where students earn both high school and college credit at the same time. Due to the limited number of sections we can offer of dual credit courses, our capacity is projected to be about 50 students per year over four years to a maximum continuous enrollment of 150 students in any given school year (grades 10-12). Students will be selected from among the most academically qualified applicants based on objective test scores, academic performance and college aptitude test scores such as PSAT, ACT, SAT and Accuplacer assessments. New cohorts will be formed each year through the selection process during January of the freshman year. Once selected, students and parents are notified, pathway plans are selected by the student, and dual credit courses are scheduled in accordance with the students 4 year pathway plan (Grad 10-12 + the first year of post secondary education). Once students are accepted into the program they do not have to re-apply each year.
The Jay School Corporation began pursuing Early College endorsement of the Center for Excellence in Leadership of Learning in April of 2014. Since then, our partnership with Ivy Tech, Indiana University, Ball State University and
Vincennes University has grown. We are now able to offer a sequence of dual credit courses that give our students an opportunity to earn a Transfer General Education Core Certificate from Ivy Tech Community College. Earning this certificate means a JCHS student has achieved 30 college credit hours (about the first year of a college education) that are transferable to any associates degree or bachelors degree program at any state university in
Indiana. This certificate equates to about $4,000 in college tuition savings to Jay County parents and students.
In addition, students interested in moving quickly to the workforce can also take early college courses to achieve this goal. Most good paying jobs require some college or formal training beyond high school. Jay County High
School has organized its Career and Technical Education (CTE) courses in a logical way so that students can earn college credit in their CTE pathway that directly aligns with the Ivy Tech Community College Technical Certificate associated with each student’s career goal.
The JCHS Early College & Career Program will remove many of the barriers that prevent students from advancing to college. Students receive enhanced supports to help them excel both academically and personally. Since students earn college credit while in high school, the time it takes to complete a college degree after high school is condensed. Students and families also benefit from reduced or free tuition costs. At a time when the average college debt for Hoosier college graduates is $28,466, we think this program is good for Jay County students and their families.
Attached with this letter is an application to the JCHS Early College & Career Program. If you and your student wish to apply for this program please return the application form by January 30 th , 2015 . For additional questions please attend the informational session on January 26th, 2015 in the JCHS Auditorium at 6:30 p.m. Our Guidance
Counselors are also available to answer any question you may have.
Chad Dodd
Principal
Jay County High School

Appendix B – Application
Jay County Early College & Career Application
Section I
Student Name: ______________________________ Date:___________________
Date of Birth: __________________ Gender: ____________ Grade:__________
Please check all that apply:
_____21 st Century Scholar
_____Minority Student
_____Free/Reduced Lunch
_____First Generation College Student
(I am the first in my house to go to college)
PSAT Sores: Critical Reading: ______ Writing: ______ Math: ______
Accuplacer Scores: Reading: ______ Writing: ______ Math: ______
(Sentence Skills)
Section II: Contact Information
Home Address: _________________________________________________________________
Parent/Legal Guardian Name: _____________________________________________________
Home Phone: _______________ Work Phone: _______________ Cell Phone: ______________
Parent Email: ____________________________ Student Email: __________________________
Section III: Student/Parent Agreement
I understand that that entrance into the Jay County Early College and Career Program means that I intend to pursue and complete one of the following pathways, although students can change pathways, every student must have a pathway plan:
____ General College Pathway Ivy Tech - 30 credits General Education Core (1 year of College). Transferable to other state colleges).
____ Associates of Arts in Liberal Arts, Ivy Tech - 60 credits (2 years of college). Most, but not necessarily all,
credits transfer to other state colleges.
____ Career Pathway 18-31 credits required for Ivy Tech – Technical Credential
Click on the pathway for sample Click on the degree or credentials below for course plans for Ivy Tech
four-year course plans or Vincennes University
____Advanced Manufacturing (31 of 31 credits for Ivy Tech Technical Credential)

____Automotive Technology (8 of 18 credits for Ivy Tech Technical Certificate)
(CONTINUED ON REVERSE SIDE..…..)
____ Health Care Specialties (18 of 30 credits for Ivy Tech Technical Certificate)
____Fire and Rescue
____ Electronics & Computer Tech
To
(15 of 26 credits for Vincennes U. Technical Certificate)
____ College & Career Pathway (30 or more) credits of 60 required for Ivy Tech Associates Degree (General
Education core + JCHS CTE Pathway courses)
Select one for Pathway 4-year Plan:
____ Biotechnology
____ Agriculture
____Education & Early Childhood
____Culinary Arts
(30 of 60 credits for Ivy Tech Associates in Biotech)
(31 of 60 credits for Ivy Tech Associates in Ag)
(54 of 60 credits for Ivy Tech Associates in Ed)
(31 of 60 credits for Vincennes U. Associates)
____Visual Arts (Graphic Printing)
____TV & Radio
____Machine Technology
(31 of 60 credits for Vincennes U. Associates)
(31 of 60 credits for Vincennes U. Associates)
(31of 60 credits for Vincennes U. Associates)
 I understand I must maintain or meet:
90% or better attendance
Academic qualifications (ECA, PSAT/SAT, Accuplacer Scores)
Minimal discipline incidents
Proper class selection based on pathway sequence
Attendance at many mandatory meetings or remediation (as needed)

I understand that I can change pathways and/or drop from the program at an appropriate time in the semester as defined in the school’s curriculum guide.
Section IV: Student Intent and Parent /Legal Guardian Consent
I would like to enter the Jay County High School Early College & Career program for the 15-16 school year.
Student Signature: _____________________________________ Date:_____________
I grant consent for the above student to apply to the Jay County High School Early College & Career program.
Parent/Legal Guardian Signature: _________________________ Date: _____________