Policy and Program
Requirements
DC
DUAL CREDIT
PROGRAMS
2020
Une publication équivalente est disponible en français sous le titre suivant : Programmes à double
reconnaissance de crédit : Politique et exigences des programmes, 2020.
is publication is available on the Ministry of Education’s website, at www.ontario.ca/education.
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Contents
Preface 3
1 Policy Overview 5
1.1 The Focus of Dual Credit Programs 5
1.2 Guiding Principles and Expectations for Dual Credit Programs 5
1.3 Two Broad Categories of Dual Credit Courses 7
1.4 Entry into Dual Credit Programs 8
1.5 Credits Earned in Dual Credit Programs 9
1.5.1 College-delivered courses 9
1.5.2 Team-taught courses 9
1.6 Related Policy 10
1.6.1 Creating Pathways to Success 10
1.6.2 Cooperative education 10
1.6.3 PLAR and credit recovery 11
1.7 Secondary School Dual Credit Teachers 11
1.7.1 Roles and responsibilities of secondary school
dual credit teachers 12
2 Program Delivery 14
2.1 Program Delivery Approaches 14
2.1.1 Dual credit based on a college-delivered college course 14
2.1.2 Dual credit based on team-teaching of matched college
and secondary curriculum 15
2.1.3 Dual credit based on college-delivered Level 1 apprenticeship
in-school training 15
2.1.4 Dual credit with an apprenticeship focus based on
team-teaching of matched Level 1 apprenticeship training
standards and secondary curriculum 16
2.1.5 Dual credit with an apprenticeship focus taught at a
secondary school with college oversight 16
2.2 Delivery Models for College-delivered Dual Credit Programs 17
2.2.1 Integrated model 17
2.2.2 Congregated model 17
2.3 “School Within a College” (SWAC) Program 17
2.4 Recording Course Codes and Credits 18
2.4.1 Team-taught courses 18
2.4.2 College-delivered college courses and apprenticeship programs 18
3 Information for Students Enrolling in Dual Credit Programs 20
3.1 Secondary School Course Calendars 20
3.2 College Registration 20
3.3 Language of Instruction Protocols for Exceptional Circumstances 21
3.4 Transferability of College Credits and Long-Term Student Planning 22
4 Assessment, Evaluation, and Reporting of Student
Achievement in Dual Credit Courses 23
4.1 All Dual Credit Courses 23
4.2 College-delivered Dual Credit Courses 24
4.2.1 General policies and procedures 24
4.2.2 Mid-term reporting 25
4.2.3 Procedures and timelines for colleges to report dual
credits to secondary school principals 26
4.2.4 Procedures if a student exceeds the four-credit limit for
college-delivered dual credit courses 27
4.3 Team-taught Dual Credit Courses and Apprenticeship Programs 27
4.3.1 General policies and procedures 27
4.3.2 Team-taught college courses 27
4.3.3 Team-taught apprenticeship programs 28
4.4 Apprenticeship Programs with College Oversight 28
4.5 Ontario Student Record (OSR) Filing Procedures 28
Appendix: Selection Criteria for Admission to Dual Credit Programs 29
Resources 32
3
Preface
is document supersedes Dual Credit Programs: Policy and Program
Requirements (2013). It has been developed to update and clarify policy
and program requirements set out in the previous document, in order to
provide guidance to administrators and educators who are involved in dual
credit programs.
Dual credit programs are programs approved by the Ministry of Education
that allow students enrolled in secondary school to take college
1
courses,
or apprenticeship courses delivered by a college, and to have those courses
count towards both their Ontario Secondary School Diploma (OSSD) and a
postsecondary certicate, diploma, degree, or Certicate of Apprenticeship.
e Ministry of Education supports all students in making a successful
transition to a postsecondary destination. Dual credit programs oer
students who face challenges in completing secondary school a way to
become re-engaged if they have the potential and interest to succeed in
college or apprenticeship courses. Dual credit programs give these students
the opportunity to succeed personally and academically, enabling them to
improve the skills and competencies that are essential for everyday life and
careers. Students in Specialist High Skills Major (SHSM) programs and the
Ontario Youth Apprenticeship Program (OYAP) are also eligible for dual
credit programs. For all eligible students,
2
dual credit programs foster and
support learning, help build self-condence, and provide the experience of
life on a college campus.
Education policy for career planning in Ontario schools is founded on
a vision in which all students leave secondary school with a clear plan
for their initial postsecondary destination, whether in apprenticeship
training, college, community living, university, or the workplace. A school’s
1. In this document, the term “college” refers to any of the twenty-four Ontario colleges of
applied arts and technology.
2. Eligibility criteria are outlined in the appendix to this document.
Dual Credit Programs: Policy and Program Requirements
4
comprehensive education and career/life planning program supports
students in their self-development, in exploring postsecondary pathway
options, and in making decisions, setting goals, and developing a transition
plan. Matching students with appropriate opportunities, one student at a
time, is an eective strategy in support of student success. School boards
oer dual credit programs as one vehicle through which students can
explore and move towards their initial postsecondary destination.
A smooth transition from secondary school begins with a student’s
increased awareness of postsecondary opportunities. In addition to the
opportunity that dual credit programs give secondary school students to
learn about their options, the ministry provides funding for activities and
forums that help inform both elementary and secondary school students,
as well as parents and teachers, about the various pathways and learning
environments students can explore.
Today, all school boards that have secondary schools and all Ontario
colleges of applied arts and technology are involved in providing secondary
school students with dual credit learning opportunities. e success of
these programs, and their ability to provide students with rich experiences,
depend on strong partnerships between school boards and colleges.
Regional partnerships have been established across the province to plan,
coordinate, promote, and deliver successful dual credit programming
as well as activities and forums that help further students’ and parents’
understanding of the full range of possible destinations and pathways.
5
1 Policy Overview
1.1 The Focus of Dual Credit Programs
Dual credit programs are intended to support eligible secondary school
students in Ontario, including Indigenous students, French-language
students, and students in rural and northern communities, in completing
their OSSD and making a successful transition to a college and/or
apprenticeship program. e primary focus is on students who face
signicant challenges in completing the requirements for graduation but
have the potential to succeed in college or apprenticeship. is primary
target group includes disengaged students who have the potential to
succeed but are at risk of not graduating, and students who le school
before graduating but have returned to earn their diploma. While the focus
of the program is on this group of students, and the majority of participants
will fall into this category, students in Specialist High Skills Major (SHSM)
programs and in the Ontario Youth Apprenticeship Program (OYAP) are
also eligible to participate. A student can be in more than one target group.
Eligible students should demonstrate an interest in and a commitment to
the program.
1.2 Guiding Principles and Expectations for Dual Credit
Programs
e following characteristics dene dual credit programs in Ontario and
are common to the various dual credit learning opportunities that are in
place across the province. ey include the principles and expectations
that must guide the development of all dual credit programs.
Dual Credit Programs: Policy and Program Requirements
6
Dual credit programs are based on the principles of collaboration and
accountability in the context of regional partnerships between school
boards
3
and publicly funded colleges. ese partnerships can be guided
by a “terms of reference” document that outlines the roles and respon-
sibilities of each partner.
Although secondary school teachers never deliver college curriculum,
they are always involved in some capacity in the delivery of dual
credit programs. e role of the teacher ranges from providing direct
instruction related only to the secondary school curriculum and/or
remediation to supervising students’ programs and providing general
support to program participants.
e college component of a dual credit course is provided by a college
professor or instructor with the support of a secondary school dual
credit teacher, depending on the program delivery approach
(see sections 2.1 through 2.3).
All dual credit courses must be approved for OSSD credit by the Ministry
of Education and delivered by public institutions and qualied educators.
Only students enrolled in approved dual credit programs are eligible to
be granted OSSD credits for dual credit courses.
Colleges that oer apprenticeship programs as part of dual credit
programs must be Training Delivery Agents (TDAs) approved by the
Ministry of Labour, Training and Skills Development (MLTSD).
In all dual credit programs, OSSD credits are awarded by the secondary
school principal, and college credits are awarded by the college (see
sections 2.1 through 2.3 for policy relating to specic delivery models).
Students in dual credit programs are secondary school students of their
school board, and the same level of care and concern must be provided
to them as to any other secondary school student. Boards/schools and
their postsecondary partners will ensure the planning and delivery
of supports
4
and other services needed to foster student success in
dual credit learning environments. Students in dual credit programs
must have access to appropriate supports and services, including
3. In this document, the term “school board” includes both district school boards and school
authorities.
4
. Supports include academic and career counselling, mentoring, remediation, advocacy,
financial counselling, and personal counselling.
Policy Overview
7
accommodations related to prevalent medical conditions
5
and special
education services, at both school board and college sites and as they
move between the two.
Boards/schools and colleges will coordinate the exchange of
information related to academic progress (e.g., marks, attendance)
between the college and the secondary school. Information must be
shared in accordance with school board and college policies, as well as
relevant legislation (e.g., the Education Act, the Municipal Freedom of
Information and Protection of Privacy Act).
School boards should be aware of college policies that dier from their
own. Specically:
Colleges may have policies and protocols related to criminal
reference checks that dier from those of the school board.
Although school boards should be aware of the policies and
protocols of their partner colleges, they should follow their own
policies with respect to criminal reference checks for college
instructors delivering dual credit programs in secondary schools.
School boards and partner colleges follow their own transportation
policies and protocols when transporting students to dual credit
programs. Each should be aware of the policies and protocols of
the other.
Sta and students are subject to the relevant emergency procedures and
processes when on school board and college sites.
No tuition fees, apprenticeship classroom fees, or miscellaneous fees
will be charged to students or to the secondary school in which they
are enrolled.
1.3 Two Broad Categories of Dual Credit Courses
Dual credit courses count twice: once towards postsecondary accreditation
and once towards a secondary school diploma. ey fall into two broad
categories:
College-delivered courses: College courses or Level 1 apprenticeship
programs delivered by a college professor or instructor. Credit is
5. For more information, see Policy/Program Memorandum No. 161, “Supporting Children
and Students with Prevalent Medical Conditions (Anaphylaxis, Asthma, Diabetes, and/or
Epilepsy) in Schools”, at w w w.edu.gov.on.ca/extra/eng/ppm/ppm161.pdf.
Dual Credit Programs: Policy and Program Requirements
8
recorded on the college record using college course codes, and also
on the Ontario Student Transcript (OST), using a special dual credit
course code (e.g., TMH4T Fanshawe C: Equipment Maintenance
MOPT-1001) assigned by the Ministry of Education.
Team-taught courses: Courses in which college or apprenticeship
course content is taught by a college professor or instructor and closely
matched secondary course content is taught by a secondary school
teacher. Students are eligible to receive credit for the college course,
which is recorded on the college record, and for the secondary school
course, which is recorded on the OST. In the case of team-taught
courses, it is the code for the secondary school course (not the college
course) that is recorded on the OST (e.g., TTJ4C, Transportation
Technology), followed by the term “Dual Credit” in parentheses.
See sections 2.1 through 2.3 for a detailed discussion of specic program
delivery approaches and models, and section 2.4 for details on recording
course codes and credits.
1.4 Entry into Dual Credit Programs
Students may enter dual credit programs in a variety of ways. Eligible
diploma-bound students – those who are facing challenges in completing
secondary school but who have the potential to succeed in college or an
apprenticeship – are selected for admission by relevant board or school
sta under the school principal’s oversight. Admission into a dual credit
program must take into consideration a student’s readiness ‒ determined,
for example, through pre-course counselling ‒ and suitability, on the basis
of the criteria outlined in the appendix to this document. Criteria specic
to the college program may also be taken into account. Students in SHSM
programs and OYAP are also eligible to take dual credit programs.
Students may have the opportunity during their course-selection process to
indicate an interest in earning dual credits, or they may be recommended
for a dual credit program by school sta.
Policy Overview
9
1.5 Credits Earned in Dual Credit Programs
To earn an OSSD, students are required to earn a minimum of 30 credits,
including 18 compulsory credits and 12 optional credits (see www.edu.gov.
on.ca/eng/document/policy/os/index.html).
1.5.1 College-delivered courses
Students may count a maximum of four optional credits towards the OSSD
earned through approved college-delivered dual credit programs, if they
are not also claiming credit for external (music) credentials.
6
e credits
counted from dual credit programs must be earned in approved college
courses and/or Level 1 apprenticeship in-school training delivered by a
college professor or college instructor.
Students may not earn compulsory credits through college-delivered dual
credit courses. Compulsory credits may be earned only through successful
completion of Ontario curriculum courses delivered by secondary school
teachers.
1.5.2 Team-taught courses
e number of optional credits that can be earned through approved team-
taught courses is not restricted.
Students may earn compulsory credits through approved team-taught dual
credit courses.
6. A student may count up to two optional credits for music credentials earned outside
the school, and a total of four through dual credits and external credentials combined.
For example, a student who claims one credit for external music credentials could count
three credits earned through dual credit programs. See Ontario Schools, Kindergarten to
Grade 12: Policy and Program Requirements, 2016, Section 7.3.4: Programs in Music Taken
outside the School, and Appendix 4: Music Certificates Accepted for Credits. Ontario
Schools is available at www.edu.gov.on.ca/eng/document/policy/os/index.html. See also
Section 7.3.3: Dual Credit Programs. For details about the process for reporting credits
on the OST, see The Ontario Student Transcript (OST): Manual, 2013, which is available
at www.edu.gov.on.ca/eng/general/elemsec/ost/ost.html.
Dual Credit Programs: Policy and Program Requirements
10
1.6 Related Policy
1.6.1 Creating Pathways to Success
A dual credit program supports a school’s comprehensive Education and
Career/Life Planning Program, which supports students in their self-
development, their exploration of postsecondary pathway options; making
decisions; setting goals; and developing a transition plan.
7
1.6.2 Cooperative education
e cooperative education program provides opportunities for all students
in secondary school to apply, rene, and extend skills and knowledge
developed in a related course or in the Grade 11 “Creating Opportunities
through Co-op” course.
8
A college-delivered dual credit course may complement and support
student learning in a cooperative education course, but it cannot be used
as the “related course” for the cooperative education course.When a dual
credit course and a cooperative education course both relate to a student’s
particular area of interest, the cooperative education course can provide
opportunities for the student to apply, rene, and extend learning from the
dual credit course through the cooperative education experience.
Scheduling conicts sometimes arise for students taking a college-delivered
dual credit course. Such conicts may be mitigated by the relative exibility
that a cooperative education course oers. A student who is earning one
or more credits through cooperative education may be able to take the
college course when it is available and, with the approval of the principal,
the cooperative education teacher, and the placement supervisor, arrange to
complete the cooperative education classroom and work placement hours at
alternative times.
7. Creating Pathways to Success, 2013, available at www.edu.gov.on.ca/eng/document/
policy/cps/CreatingPathwaysSuccess.pdf.
8. For details about the two cooperative education courses in the Ontario curriculum –
“Cooperative Education Linked to a Related Course (or Courses)” and “Creating
Opportunities through Co-op” – see The Ontario Curriculum, Grades 11 and 12:
Cooperative Education, 2018, available at www.edu.gov.on.ca/eng/curriculum/secondary/
cooperative-education.html.
Policy Overview
11
1.6.3 PLAR and credit recovery
Since college-delivered dual credit courses are not part of the Ontario
secondary school curriculum, they cannot be challenged using the Prior
Learning Assessment and Recognition (PLAR) process, nor can they be
completed through credit recovery. However, similar mechanisms may
be available from and administered by individual colleges.
1.7 Secondary School Dual Credit Teachers
It is a requirement of all dual credit courses that a secondary school teacher
be assigned to provide a variety of supports to students. Whether students
are participating in college-delivered dual credit courses or team-taught
courses, secondary school stang numbers are determined in the same
way – through the ratio in the funding formula. e principal assigns a
section to the dual credit course, just as for any secondary school course,
and assigns students and the dual credit teacher to the section. Unlike for
other classes, the assigned teacher need not be a teacher at the school where
the students are registered.
Secondary school teacher instructional costs for approved day-school dual
credit programs are provided through the Grants for Student Needs (GSN)
9
in the same way as for any credit course. Funding is calculated on the basis
of the average of the number of full-time equivalent students reported on
October 31 and the number reported on March 31.
School boards receive full funding for a student who is enrolled in three
or more courses in a semestered school, or six or more courses in a non-
semestered school. For example, if a student in a semestered school is
taking two courses at his or her secondary school and one approved
college-delivered dual credit course, that student will be fully funded, as
will a student in a non-semestered school who is taking ve courses at his
or her secondary school and one approved college-delivered dual credit
course.
9. The GSN funding does not cover instructional costs outside the regular school day.
(For the definition of “regular school day”, see R.R.O. 1990, Regulation 298 of the Education
Act, at www.ontario.ca/laws/regulation/900298#BK2.)
Dual Credit Programs: Policy and Program Requirements
12
1.7.1 Roles and responsibilities of secondary school dual credit teachers
e roles and responsibilities of dual credit teachers will vary depending
on the delivery model and operational details of the program, but in all
cases dual credit teachers must be aware of and adhere to relevant ministry
policies (for example, policies on education and career/life planning,
cooperative education, and Prior Learning Assessment and Recognition
10
).
Dual credit teachers support both student well-being and achievement
(providing either direct instruction or remediation or both) and are
responsible for general program support as well. e elements listed below
are common to all dual credit delivery models.
Dual credit teachers will:
adhere to the policies and requirements set out in this document, and
address related issues in ways consistent with them;
liaise with the college(s) and the school board on a regular and ongoing
basis to coordinate program delivery;
ensure that students are aware of the academic requirements and
success criteria for both the relevant secondary curriculum and the
college course;
interact and communicate directly and on an ongoing basis with dual
credit students, the students’ other secondary school teachers, and
college sta;
assist relevant sta in the selection of students, verify course lists, and
facilitate the dual credit registration and admission process;
assist dual credit students in navigating the college environment and
accessing college resources and programs;
plan and deliver, or coordinate the delivery of, supports and services
for students in dual credit programs, including any accommodations
specied in Individual Education Plans (IEPs);
encourage students to document and reect on the knowledge and
skills they develop throughout the dual credit experience in their
Individual Pathways Plan (IPP), taking into account both what they
have learned and how they have applied or plan to apply what they
learned, as part of their education and career/life planning;
10. See Creating Pathways to Success, 2013; The Ontario Curriculum, Grades 11 and 12:
Cooperative Education, 2018; and Ontario Schools, Kindergarten to Grade 12: Policy and
Program Requirements, 2016 (section 7.2.5), respectively.
Policy Overview
13
invite students to share the evidence of their learning in conference
with the teacher and peers;
coordinate the exchange of information about students’ academic
progress, including marks and attendance data;
work with college professors and instructors to ensure that students are
aware of the opportunities available to them in the event that they do
not successfully complete their college course(s).
14
2 Program Delivery
Policy pertaining to the dierent program delivery approaches and models
is outlined in this section.
Dual credit programs may be delivered in various college or school board
settings or other approved community contexts, as appropriate – for example,
in secondary schools, colleges, college skills-training centres, alternative
schools, or adult education centres. ese programs may also be oered
during the summer, using any of the program delivery approaches outlined
in this section.
It is expected that, wherever possible, students will have the opportunity to
participate in a college experience through a dual credit program. Where
circumstances present challenges to oering the program (e.g., in northern,
rural, and remote locations or where French-language programming is not
accessible), online learning may oer a way to provide dual credit courses
to those students for whom they are primarily intended. In such instances,
a rationale must be provided and approved.
Regardless of the chosen delivery approach, students should always be
made aware of program expectations and success criteria.
2.1 Program Delivery Approaches
2.1.1 Dual credit based on a college-delivered college course
Students take a course from a college professor or instructor and receive
additional support from a secondary school dual credit teacher. e
student’s achievement is evaluated by the college according to its own
standards (for example, the passing grade may vary from college to college
and from course to course, and may dier from the passing grade in an
Program Delivery
15
Ontario curriculum course). Students who meet the college standard
earn credit that counts towards both their OSSD (awarded by the school
principal) and their Ontario college certicate, diploma, or bachelor’s
degree (awarded by the college). Credit is recorded on the college record;
credit is also recorded on the Ontario Student Transcript (OST) using a
special dual credit course code assigned by the Ministry of Education.
(See also section 2.4 and section 4.)
2.1.2 Dual credit based on team-teaching of matched college and secondary
curriculum
Students are enrolled in a dual credit course that covers the content of
both a secondary curriculum course and a college curriculum course.
Courses that are paired must have signicant overlap. A college professor or
instructor delivers the portion of the course from the college curriculum,
and a secondary school teacher delivers the portion contained in the
Ontario curriculum course.
A student’s achievement of the content of the college course is evaluated
by the college professor or instructor according to the standards of the
college, and his or her achievement of the content of the secondary course is
evaluated separately by the secondary school teacher. Credit for successful
completion of the secondary course is recorded on the student’s OST. Credit
for the completion of the college course, if granted, is recognized in a
record issued to the student by the college. (e credit granted for the
college course may also be recognized by other colleges.) (See also section 4.)
2.1.3 Dual credit based on college-delivered Level 1 apprenticeship in-school
training
Students take Level 1 apprenticeship in-school training from a college
professor or instructor and receive additional support from a secondary
school dual credit teacher. e student’s achievement is evaluated by the
college according to its own standards. Students earn credit that counts
towards both their OSSD (awarded by the school principal) and their
apprenticeship (awarded by the college). Credit is recorded on the college
record; credit is also recorded on the OST using a special dual credit course
code assigned by the Ministry of Education. (See also section 2.4 and
section 4.)
Dual Credit Programs: Policy and Program Requirements
16
In the case of Level 1 apprenticeship programs delivered at a college to
OYAP students with a Registered Training Agreement, the Ministry of
Labour, Training and Skills Development will receive information from
the college on the student’s successful completion of the program.
2.1.4 Dual credit with an apprenticeship focus based on team-teaching of
matched Level 1 apprenticeship training standards and secondary
curriculum
Students are enrolled in a course that includes both the secondary
school curriculum and the in-school training component of the Level 1
apprenticeship. Courses that are paired must have signicant overlap.
A college professor or instructor delivers the content from the college
curriculum, and a secondary school teacher delivers the content from the
Ontario curriculum. Credit for successful completion of the secondary
curriculum course is recorded on the student’s OST. Credit for the
completion of the apprenticeship course, if granted, is recognized in a
record issued to the student by the college. (See also section 4.)
2.1.5 Dual credit with an apprenticeship focus taught at a secondary school with
college oversight
Typically, apprenticeship in-school training is delivered at a college site.
However, Level 1 training may also be delivered by a secondary school
teacher in a secondary school, using the Ontario curriculum. In such cases,
there is an oversight protocol that must be followed.
e college overseeing the training, which must be an approved TDA for
the trade, must complete the “College Attestation of Secondary School
Delivery of Level 1 Apprenticeship” protocol. In signing this protocol,
the college is conrming that the facilities, the secondary school teacher’s
qualications, and the resources provided by the secondary school are
acceptable and appropriate for Level 1 apprenticeship training. e college
then oversees the apprenticeship in-school training, which is delivered
by the secondary school teacher. Credit for successful completion of the
secondary curriculum course is recorded on the student’s OST. Credit for
the completion of the apprenticeship course, if granted, is recognized in a
record issued to the secondary school principal and to the student by the
college. (See also section 4.)
Program Delivery
17
2.2 Delivery Models for College-delivered Dual Credit
Programs
College-delivered dual credit programs may use one of the following
delivery models.
2.2.1 Integrated model
In this model, secondary school students attend regularly scheduled college
classes with college students.
2.2.2 Congregated model
In this model, secondary school students attend classes made up of only
dual credit students.
2.3 “School Within a College” (SWAC) Program
SWAC programs comprise secondary school courses and college dual credit
courses delivered entirely on a college campus. Students attend classes
on campus on a full-time basis. e secondary school courses are taught
by secondary school teachers, and the college dual credit courses are
taught by college professors or instructors, within a collaborative learning
community on the college campus. Like other dual credit programs,
SWAC programs are aimed at disengaged students who have the potential
to succeed but are at risk of not graduating, and students who le school
before graduating but have returned to earn their diploma. (e selection
criteria for all dual credit programs are outlined in the appendix to this
document.) Students must be enrolled in at least one dual credit course
and at least one Ontario curriculum course in each semester.
A SWAC program may be delivered in a variety of ways. For example,
in some models, students participate in a comprehensive program at a
college ve days a week for two semesters (some may participate for only
one semester). Students spend most of the rst semester working on
secondary school courses (including courses they may be taking through
credit recovery), along with one dual credit course on “college readiness”
taught by a college professor or instructor. In the second semester, students
take one or more college dual credit course(s) of their choice, as well as
an additional secondary school course (or courses). Other models may be
organized dierently.
Dual Credit Programs: Policy and Program Requirements
18
In all SWAC programs, dual credit teachers provide supervision and
support, including instruction in literacy, learning skills, and work habits.
Teachers also assist students in accessing support from the college and the
school board, as needed.
2.4 Recording Course Codes and Credits
e course codes used for dual credit courses and the method of recording
credit for them in school student management systems
11
vary depending on
the delivery approach.
2.4.1 Team-taught courses
For team-taught dual credit courses, Ontario secondary school curriculum
course codes will be used. e course delivery type must be agged as
“team-taught college course” or “team-taught apprenticeship program”
in the school student management system. On the OST, the code “T” will
appear (to indicate “team-taught dual credit course”) and the words “Dual
Credit” will appear in parentheses following the course title.
12
For example, in the case of a team-taught course comprising the Grade 12
Mathematics for College Technology course and a rst-year college mathema-
tics course, the course code “MCT4C” would be entered in the student
management system, and “team-taught college course” would be agged.
e name of the secondary school course, followed by “(Dual Credit)”, the
course code “MCT4C”, and the code “T” will appear on the OST.
e credit for a successfully completed course awarded by the college will
be noted in a record issued to the student and to the secondary school
principal for ling in the student’s Ontario Student Record (OSR).
2.4.2 College-delivered college courses and apprenticeship programs
For college-delivered college courses and college-delivered Level 1
apprenticeship in-school training, distinct dual credit course codes are
developed by the Ministry of Education for use on the Ontario Student
11. For more information on reporting credits from all types of dual credit programs, see The
Ontario Student Transcript (OST): Manual, 2013. The manual is available at: ht t p://e d u.g o v.
on.ca/eng/general/elemsec/ost/ost2013.pdf.
12. See Sample 9 in The OST Manual, page 36.
Program Delivery
19
Transcript. e list of ministry-approved dual credit course codes is
available at www.edu.gov.on.ca/eng/teachers/studentsuccess/dual.html.
e course codes do not contain a character indicating a destination
course type. Course codes for college-delivered college courses end with
“4T”; those for college-delivered apprenticeship courses end with “4Y”. e
rst three characters of the code follow the same formula as that used for
Ontario secondary school curriculum courses: e rst character indicates
the subject discipline; the second and third characters indicate subcategories
within the discipline.
For college-delivered college courses, with the entry of the ministry-
approved dual credit course codes on the OST, the following will
appear on the transcript: the name of the institution that granted the
credit, the full college course title, and the college course code as it
appears in the college course calendar.
For college-delivered apprenticeship courses, with the entry of the
ministry-approved dual credit course codes on the OST, the following
will appear on the transcript: the phrase “Level 1 App”, followed by
the name of the trade and the code for that trade as laid out by the
Ministry of Labour, Training and Skills Development. Because
the courses follow provincial apprenticeship training standards, the
name of the institution where the credit was earned does not appear.
20
3 Information for
Students Enrolling in
Dual Credit Programs
3.1 Secondary School Course Calendars
Secondary school course calendars and course selection forms should
provide information on available dual credit programs, including:
a general description of the program(s) oered through the school,
including the name of the partnering college(s), the location of the
program(s), and details about the delivery approach(es);
an explanation of the application process and the process or criteria
used to select students for admission to dual credit courses;
in the case of college-delivered dual credits only, a note that students
may count a maximum of four college-delivered dual credits as
optional credits towards the OSSD (if they are not also counting
external music credentials; see page 9, footnote 6) and that college-
delivered dual credits may not be used to meet compulsory credit
requirements.
3.2 College Registration
Participants in college-delivered dual credit programs will be registered
as college students (in addition to their enrolment in a secondary school).
No tuition fees, apprenticeship classroom fees, or miscellaneous fees will
be charged.
Information for Students Enrolling in Dual Credit Programs
21
Before the end of the rst class, at the latest, colleges will inform students
of the supports and services available to them, as well as of the applicable
grading, assessment, attendance, and withdrawal policies (with associated
dates) of the college. Additionally, students should be informed of the
college credit pathways that are available. Students and their parents,
13
where appropriate,
14
will be informed about how information, including
attendance records, will be shared between the college and the secondary
school, in accordance with the relevant privacy legislation and school board
and college policies. Parents of a student under the age of 18 who remains
under parental control must be informed in the event that the student
withdraws from the dual credit course.
3.3 Language of Instruction Protocols for Exceptional
Circumstances
It is generally expected that a secondary school student enrolled in a
French-language school board would enrol in a dual credit course of a
French-language college, and similarly, that a secondary school student
enrolled in an English-language school board would enrol in a dual credit
course of an English-language college.
In exceptional circumstances, a secondary school student in the English-
language system may be allowed to enrol in a dual credit course of a
French-language college, and vice-versa. e same selection criteria apply
as for all dual credit students (see the appendix). A signed protocol should
be in place prior to the start of the course. is protocol includes an
explanation of the circumstances and is signed by the director of education
of the student’s school board, and by the presidents of all French-language
colleges and the English-language college (or colleges) that are involved.
13. The word parent(s) is used in this document to refer to parent(s) and guardian(s). It may
also be taken to include caregivers or close family members who are responsible for raising
the child.
14. Schools may not share information with parents for those students who are over the age
of 18 or who have withdrawn from parental control.
Dual Credit Programs: Policy and Program Requirements
22
3.4 Transferability of College Credits and Long-Term Student
Planning
Students who are thinking about continuing their college education or
apprenticeship program aer high school should be advised to contact their
college of choice to determine whether the college credits they earn in the
dual credit program will be transferable to the program they are interested in.
Students interested in transferring from one Ontario postsecondary
educational institution to another can nd information about transfer
opportunities and processes by visiting the website of the Ontario Council
on Articulation and Transfer (ONCAT) at http://www.ontransfer.ca.
For information about the qualication and application process for apprenti-
ceships, students can visit https://www.ontario.ca/page/start-apprenticeship
or contact their local Employment Ontario apprenticeship oce at
https://www.ontario.ca/page/employment-ontario-apprenticeship-oces.
23
4 Assessment, Evaluation,
and Reporting of
Student Achievement
in Dual Credit Courses
Assessment, evaluation, and reporting of student achievement in the two
broad categories of dual credit courses – college-delivered dual credit
college or apprenticeship courses and team-taught dual credit courses –
will conform to the following policies and requirements.
4.1 All Dual Credit Courses
e following applies to all dual credit courses:
A college record will be generated to document students’ achievement
and will be sent to the secondary school principal to be placed in the
students’ Ontario Student Record (OSR). Students may obtain a copy
of the college record by requesting it from the college, or they may
obtain a copy from their OSR.
Full disclosure will apply to dual credit courses: All attempts at
completion of dual credit courses, both successful and unsuccessful,
will be recorded on the student’s OST. When a student repeats a
successfully completed course, the course will be recorded twice on
the OST, with an “R” in the credit column of the course with the
lower mark. (See also section 4.2.1.)
Dual Credit Programs: Policy and Program Requirements
24
Completion of Level 1 apprenticeship in-school training is recorded
by the college. In most cases, for registered apprentices, the Ministry
of Labour, Training and Skills Development also records the comple-
tion of Level 1 apprenticeship in-school training. Students should
confirm that this has been done by contacting their local Employment
Ontario apprenticeship office. For Level 1 programs delivered at
secondary schools, students must present both their college record
and secondary school transcript to their local Employment Ontario
office within two years of completion of the Level 1 and after they
have registered a training agreement. Completion of the Level 1
apprenticeship in-school training may result in advanced standing
in a college program.
Most
Level 1 apprenticeship dual credit courses have a secondary
school credit value of more than one credit. Partial completion of these
courses may be recorded on the provincial report card and on the OST
by indicating a value less than the full credit value assigned to the
course; the instructor and the dual credit teacher will recommend
the appropriate number of credits to be awarded. In the case of a Level 1
apprenticeship program with a credit value of more than one credit,
the word “partial” will appear in the course title if the student does not
successfully complete the full program – for example, “Level 1 App:
Cook 415A (Partial)”.
4.2 College-delivered Dual Credit Courses
4.2.1 General policies and procedures
e following applies to college-delivered dual credit courses:
e college instructor or professor is responsible for the assessment
and evaluation of student achievement. (Assessment and evaluation are
not governed by the Ministry of Education policy requirements set out
in Growing Success: Assessment, Evaluation, and Reporting in Ontario
Schools, 2010.)
Dual credit students will be informed, prior to the end of the rst
class, at the latest, of the percentage or letter grade required in order to
pass and earn credit for the course. Students who do not successfully
complete the course by attaining the passing grade established by the
college will not receive credit towards the OSSD for the course.
Assessment, Evaluation, and Reporting
25
e result of the college assessment and evaluation of student achieve-
ment is to be reported on the provincial report card and on the Ontario
Student Transcript. Only a secondary school principal may award
credit on a student’s OST for a college-delivered course. e principal
will record the mark as provided by the college instructor or professor.
Grades assigned by college instructors or professors must not be adjusted,
with the following exception: Principals must ensure that any letter
grades reported on a college record are converted to a percentage grade
before this information is entered on the student’s provincial report
card and OST. Colleges will provide the principal with a guide to
conversion.
It is expected that the “Learning Skills and Work Habits” section and
the “Attendance” section of the provincial report card will both be
completed by the dual credit teacher. When possible, the teacher
should seek the input of the college professor or instructor.
It is important for students, dual credit teachers, and principals to be
aware that college withdrawal dates dier from those of school boards.
For withdrawals from dual credit courses, the college’s deadline for
withdrawal without academic penalty will be observed. If the student
withdraws aer the college’s deadline, a “W” is entered in the “Credit”
column of the OST, and the student’s percentage grade at the time of
withdrawal is recorded in the “Percentage Grade” column.
4.2.2 Mid-term reporting
Where possible, achievement in dual credit courses will be reported on
both the mid-term and nal provincial report cards.
Where mid-term reporting is not possible, the following procedures must
be followed:
Students, and their parents, where appropriate,
15
must be given advance
warning if a student is at risk of not being successful in a course, and
they must be informed beforehand of the procedures that will be followed
by the college and the school board in providing such warning.
If there is no mark available for the mid-term report card, “NM” for
“No Mark [Recorded]” must be entered in the “Percentage Mark”
column.
15. See footnote 14 on page 21.
Dual Credit Programs: Policy and Program Requirements
26
e “Comments” section of the report card must include a message
indicating why a mark is not being provided. e following is a sample
of the wording that could be used:
Instruction, evaluation, and reporting are the responsibility of the
college. e college does not assign a mid-term mark.
Students, and their parents, where appropriate, must be informed of
ways in which they can obtain additional information on the student’s
performance – for example, by accessing the college’s online adminis-
tration system or by contacting the student’s secondary school dual
credit teacher.
4.2.3 Procedures and timelines for colleges to report dual credits to secondary
school principals
4.2.3.1 College fall-term courses (semester 1 for secondary schools)
For each student enrolled in a dual credit college course (or courses) or a
Level 1 apprenticeship in-school program in semester 1, a college record
including a nal mark will be forwarded to the secondary school principal
no later than ten business days aer the last class.
4.2.3.2 College winter-term courses (semester 2 for secondary schools)
For each student enrolled in a dual credit college course (or courses) or a
Level 1 apprenticeship in-school program in semester 2, a college record
including a nal mark will be forwarded to the secondary school principal
no later than ten business days aer the last class.
4.2.3.3 College intersession/summer-term courses
For each student enrolled in a dual credit college course (or courses) or a
Level 1 apprenticeship in-school program in the intersession or summer
term, a college record including a nal mark will be forwarded to the
secondary school principal no later than ten business days aer the last
class. e exact dates should be included in a written agreement between
the college and the participating school board(s).
Assessment, Evaluation, and Reporting
27
4.2.4 Procedures if a student exceeds the four-credit limit for college-delivered
dual credit courses
As noted in section 1.5.1, dual credit students may count a maximum of
four college-delivered dual credits as optional credits towards their OSSD.
In the event that a student earns more than four credits, the student
may select the four that are to be entered on the OST. If the student does
not indicate which four credits are to be recorded, the principal, or the
principal’s designate, will enter the credits on the OST, selecting the
course(s) with the highest credit value rst and then the course(s) with the
highest percentage value. (See section 1.3, “Two Broad Categories of Dual
Credit Courses”, as well as section 1.5, “Credits Earned in Dual Credit
Programs”.)
4.3 Team-taught Dual Credit Courses and Apprenticeship
Programs
4.3.1 General policies and procedures
e following applies to team-taught courses and programs:
For college curriculum content, the college determines the assessment
and evaluation standards. Student achievement is recorded on a college
record, using the course code and credit value assigned by the college.
For Ontario secondary school curriculum, Ministry of Education
assessment and evaluation policy applies, as set out in Growing Success.
Student achievement is recorded on the provincial report card and
on the Ontario Student Transcript, using Ontario curriculum course
codes and credit values and the notation “(Dual Credit)”.
4.3.2 Team-taught college courses
For team-taught college courses, the following reporting procedures must
be followed:
In the school’s student management system, the “course delivery type”
must be given as “team-taught college course”.
e college delivering the course will record college credits earned
and will provide a copy of the college record to the secondary school
principal as well as to the student, upon request.
Dual Credit Programs: Policy and Program Requirements
28
4.3.3 Team-taught apprenticeship programs
For team-taught apprenticeship programs, the following reporting
procedures must be followed:
In the school’s student management system, the “course delivery type”
must be given as “team-taught apprenticeship program”.
e college delivering the course will record completion of a Level 1
apprenticeship in-school program. (The college may also award the
student advanced standing in a college program.) In most cases, if
the student is a registered apprentice, the Ministry of Labour,
Training and Skills Development also records the completion of
Level 1 apprenticeship in-school training. Students should confirm
that this has been done by visiting their local Employment Ontario
apprenticeship office.
4.4 Apprenticeship Programs with College Oversight
For apprenticeship programs with college oversight, the following reporting
procedures must be followed:
In the school’s student management system, the “course delivery type”
that must be selected is “team-taught apprenticeship program”.
e college overseeing the course will record completion of a Level 1
apprenticeship in-school program. (The college may also award the
student advanced standing in a college program.) In most cases, if
the student is a registered apprentice, the Ministry of Labour,
Training and Skills Development also records the completion of
Level 1 apprenticeship in-school training. Students should confirm
that this has been done by contacting their local Employment Ontario
apprenticeship office.
4.5 Ontario Student Record (OSR) Filing Procedures
Upon receiving a student’s college record for a college-delivered dual
credit course, the principal will record the student’s standing on the nal
provincial report card and the OST, following the guidelines given above.
ese documents will also be led in the student’s OSR in accordance with
the OSR guidelines.
29
Appendix: Selection Criteria for
Admission to Dual Credit Programs
Dual credit programs are for students who fall into one of the three
following categories:
students in the primary target group – those who face signicant
challenges in completing the requirements for graduation, or who le
school before graduating, because they are disengaged and not meeting
their full academic potential, but who have shown evidence of the
potential to succeed in college or an apprenticeship;
students in Specialist High Skills Major (SHSM) programs;
students in the Ontario Youth Apprenticeship Program (OYAP).
Entry into dual credit programs is guided by relevant sta, overseen by
the school principal. Students may indicate their interest in a dual credit
program on their course selection form, or they may be recommended for
the program by school sta. Sta evaluate a student’s suitability for the
program on the basis of the criteria listed below, as well as criteria specic
to the college program.
Students Who Are Disengaged and Who Are Not
Reaching Their Full Academic Potential
Suitability is determined on the basis of one or more of the following:
the student’s level of interest in the program (e.g., as demonstrated by
submission of an application)
a review of the student’s OSR and credit counselling summary
an interview with the student
recommendations of teachers
discussion among relevant sta, overseen by the school principal,
regarding the options that provide the best t with the student’s
interests, strengths, and needs
Dual Credit Programs: Policy and Program Requirements
30
Sta may nd the following helpful in determining which students are
most likely to benet from the program.
Evidence that a student has the potential to succeed
e student:
has completed most or all compulsory credits;
can potentially graduate within one year (e.g., already has 22 or more
credits), if provided with support;
demonstrates that issues that were previously preventing success have
been or are being addressed;
demonstrates interest in and commitment to the dual credit program;
is motivated to improve skills and work habits;
demonstrates evidence of independent learning skills;
demonstrates an appropriate maturity level;
demonstrates the potential to develop skills such as critical thinking,
communication, innovation, creativity, collaboration, and
entrepreneurship;
if the student previously le school and then returned, demonstrates
progress in courses in the rst semester, making it possible to start a
dual credit program in the second semester;
demonstrates progress, maturity, motivation, suitable interpersonal
skills, and/or skills in activities outside the school setting.
For success in dual credit college courses, the student should:
have had some success in college preparation courses.
For success in Level 1 apprenticeship in-school programs, the student should:
have a strong interest in a specic trade;
have related work or volunteer experience;
have had success in a cooperative education program.
Evidence that a student is disengaged
e student:
has had numerous absences;
has previously dropped out or is at risk of dropping out;
is out of school and is reluctant to return, for non-academic reasons;
Appendix
31
displays a lack of involvement or engagement in school or community
activities;
sees little connection between secondary school and their preferred
future;
lacks condence in their ability to succeed;
is unsure of their pathway beyond secondary school;
has a limited understanding of career options.
Evidence that a student is not reaching their full academic potential
e student:
has fewer credits than average for their grade and is therefore not on
track to graduate on time;
is older than other students in their grade;
was making progress earlier, but progress has slowed;
is demonstrating a decline in achievement over time.
Students in Specialist High Skills Major (SHSM)
Programs
Students in SHSM programs are eligible to participate in dual credit programs.
For more information on SHSM, contact your school guidance department
or visit http://www.edu.gov.on.ca/morestudentsuccess/SHSM.html
Students in the Ontario Youth Apprenticeship Program
(OYAP)
Students in OYAP are eligible to participate in dual credit programs.
For more information, contact your school guidance department or visit
https://www.ontario.ca/page/prepare-apprenticeship#section-2.
32
Resources
Education Act, R.S.O 1990
https://www.ontario.ca/laws/statute/90e02
Ministry Publications
Creating Pathways to Success: An Education and Career/Life Planning
Program for Ontario Schools (2013)
http://www.edu.gov.on.ca/eng/document/policy/cps/
Growing Success: Assessment, Evaluation, and Reporting in
Ontario Schools (2010)
http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
Ontario Schools, Kindergarten to Grade 12: Policy and Program
Requirements (2016)
http://www.edu.gov.on.ca/eng/document/policy/os/index.html
Ontario’s Aménagement Linguistique Policy for French-Language
Education (2005)
http://www.edu.gov.on.ca/eng/document/policy/linguistique/
linguistique.pdf
Ontario’s Education Equity Action Plan (2017)
http://www.edu.gov.on.ca/eng/about/action_plan.html
Pathways to Apprenticeship: Options for Secondary School Students (2017)
http://www.edu.gov.on.ca/eng/teachers/studentsuccess/
PathwayApprentice.pdf
Politique d’aménagement linguistique (PAL): A Policy Framework for
French-Language Postsecondary Education and Training in Ontario (2011)
http://www.tcu.gov.on.ca/pepg/publications/PAL_Eng_Web.pdf
Resources
33
Specialist High Skills Major: Policy and Implementation Guide
http://www.edu.gov.on.ca/morestudentsuccess/shsm.html
e Ontario Curriculum, Grades 11 and 12: Cooperative Education (2018)
http://www.edu.gov.on.ca/eng/curriculum/secondary/cooperative-
education.html
e Ontario Student Transcript (OST): Manual (2013)
http://www.edu.gov.on.ca/eng/general/elemsec/ost/ost.html
Websites
Employment Ontario apprenticeship oces
https://www.ontario.ca/page/employment-ontario-apprenticeship-oces
Ontario Council on Articulation and Transfer (ONCAT)
http://www.ontransfer.ca
Prepare for Apprenticeship
https://www.ontario.ca/page/prepare-apprenticeship#section-2
19-034
ISBN 978-1-4868-3347-4 (PDF)
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