Common use of Course Curriculum, Instruction, and Grading Clause in Contracts

Course Curriculum, Instruction, and Grading. The College shall ensure that a college course taught for dual credit is equivalent to the corresponding course offered at ▇▇▇▇▇▇▇ College in relation to the curriculum, materials, instruction, method, and rigor of student evaluation. These standards must be maintained regardless of the student composition of the class. • College courses taught for dual credit, regardless of location, will start and end with ▇▇▇▇▇▇▇ College’s semester dates. Faculty will follow the College’s calendar for all course planning, curriculum, reporting, and grading. • College courses taught for dual credit must meet the appropriate contact hours required for each course taught. • Final course grades must be submitted on the College’s schedule. • The only official grades currently assigned at ▇▇▇▇▇▇▇ College are mid-term and final course number grades. ▇▇▇▇▇▇▇ College does not assign progress grades to our college students. All course-grading conventions are stipulated in each instructor’s course syllabus. Students are responsible for managing their status in their college course(s) and for reporting progress to their high school official. Students may obtain their current grade or course standing by the gradebook method outlined in their course syllabi. Grades provided by students should only be used as an academic check for intervention purposes and to monitor student success. As always, faculty report academic or behavioral concerns through ▇▇▇▇▇▇▇ College’s Care Report system as appropriate. • Regular academic policies applicable to courses taught at ▇▇▇▇▇▇▇ College also apply to college courses taught for dual credit. These policies include, but are not limited to, syllabus distribution, communication of grading policies to students, course drops, academic integrity, scholastic probation and suspension, student/instructor conflict resolution, and final course grade challenges. • High school students in college courses are eligible to utilize the same support services that are afforded all ▇▇▇▇▇▇▇ College students. The College is responsible for ensuring timely and efficient access to such services (e.g., academic advising and counseling), to learning materials (e.g., library resources), and to other benefits for which the student may be eligible. • High school students requesting disability accommodations in their college classes must file with ▇▇▇▇▇▇▇ College’s Disability Services Department at least two weeks prior to the start of each semester. Please refer to the ▇▇▇▇▇▇▇ College Student Handbook or ▇▇▇▇▇▇▇ College Catalog for additional information.

Course Curriculum, Instruction, and Grading. 1. The College TVCC division chairpersons/program coordinators of the program area is the official college contact regarding instructional content for college courses taught for dual credit. 2. Through faculty evaluations, semester grade reports, and LEAPs, TVCC shall ensure that a an embedded college course taught offered for dual credit is equivalent to at the high school and the corresponding course offered at ▇▇▇▇▇▇▇ the College in relation are equivalent with respect to the curriculum, contact hours, course maximum, materials, instruction, and method, and /rigor of evaluation of student evaluation. These standards must be maintained performance, regardless of the student composition of the class. • [TAC 19, Part 1, Chapter 4, Subchapter D, §4.85 (f)] 3. All TVCC instructors must have a syllabus on file, which incorporates the policy and procedure for learning outcomes, grading policies and disability services. 4. Instructors shall follow TVCC grading policies where students will receive a letter grade on their TVCC transcript. College courses taught for dual credit, regardless faculty will provide numeric grades at the end of location, will start and end with ▇▇▇▇▇▇▇ College’s the semester datesto be weighted or factored into the student's high school grade point as determined by the high school district. 5. Faculty will follow participate in providing information for the College’s calendar assessment of student learning outcomes as required by the Texas Higher Education Coordinating Board (THECB) and Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). This includes, but is not limited to the submission of summary scores/data where such information is needed for evaluating departmental success, and the submission of student work for secondary evaluation by the division to ensure that relevant learning outcomes are achieved in any given course. 6. Dual credit faculty will be evaluated according to the same process and standards and will use the same instrument as non-dual credit TVCC full-time and part-time faculty. As such, TVCC policy DLA (LOCAL) outlines the employee performance evaluation process for all course planningTVCC faculty. [TAC 19, curriculumPart 1, reportingChapter 4, Subchapter D, §4.85 (e)(2)] [Southern Association of Colleges and grading. • College courses taught for dual credit must meet the appropriate contact hours required for each course taught. • Final course grades must be submitted on the College’s schedule. • The only official grades currently assigned at ▇▇▇▇▇▇▇ College are mid-term Schools, Principles of Accreditation, 6.3 (Faculty Appointment and final course number grades. ▇▇▇▇▇▇▇ College does not assign progress grades to our college students. All course-grading conventions are stipulated in each instructor’s course syllabus. Students are responsible for managing their status in their college course(s) and for reporting progress to their high school official. Students may obtain their current grade or course standing by the gradebook method outlined in their course syllabi. Grades provided by students should only be used as an academic check for intervention purposes and to monitor student success. As always, faculty report academic or behavioral concerns through ▇▇▇▇▇▇▇ College’s Care Report system as appropriate. • Regular academic policies applicable to courses taught at ▇▇▇▇▇▇▇ College also apply to college courses taught for dual credit. These policies include, but are not limited to, syllabus distribution, communication of grading policies to students, course drops, academic integrity, scholastic probation and suspension, student/instructor conflict resolution, and final course grade challenges. • High school students in college courses are eligible to utilize the same support services that are afforded all ▇▇▇▇▇▇▇ College students. The College is responsible for ensuring timely and efficient access to such services (e.g., academic advising and counselingEvaluation), to learning materials (e.g., library resources), and to other benefits for which the student may be eligible. • High school students requesting disability accommodations in their college classes must file with ▇▇▇▇▇▇▇ College’s Disability Services Department at least two weeks prior to the start of each semester. Please refer to the ▇▇▇▇▇▇▇ College Student Handbook or ▇▇▇▇▇▇▇ College Catalog for additional information.]

Course Curriculum, Instruction, and Grading. The College shall ensure that a college course taught for dual credit is equivalent to the corresponding course offered at ▇▇▇▇▇▇▇ College in relation to the curriculum, materials, instruction, method, and rigor of student evaluation. These standards must be maintained regardless of the student composition of the class. • College courses taught for dual credit, regardless of location, will start and end with ▇▇▇▇▇▇▇ College’s semester dates. Faculty will follow the College’s calendar for all course planning, curriculum, fol reporting, and grading. • College courses taught for dual credit must meet the appropriate contact hours required for each course taught. • Final course grades must be submitted on the College’s schedule. • The only official grades currently assigned at ▇▇▇▇▇▇▇ College are mid-term and final course number grades. ▇▇▇▇▇▇▇ College does not assign progress grades to our college students. All course-grading conventions are stipulated in each instructor’s course syllabus. Students are responsible for managing their status in their college course(s) and for reporting progress to their high school official. Students may obtain their current grade or course standing by the gradebook method outlined in their course syllabi. Grades provided by students should only be used as an academic check for intervention purposes and to monitor student success. As always, faculty report academic or behavioral concerns through ▇▇▇▇▇▇▇ College’s Care Report system as appropriate. • Regular academic policies applicable to courses taught at ▇▇▇▇▇▇▇ College also apply to college courses taught for dual credit. These policies include, but are not limited to, syllabus distribution, communication of grading policies to students, course drops, academic integrity, scholastic probation and suspension, student/instructor conflict resolution, and final course grade challenges. • High school students in college courses are eligible to utilize the same support services that are afforded all ▇▇▇▇▇▇▇ College students. The College is responsible for ensuring timely and efficient access to such services (e.g., academic advising and counseling), to learning materials (e.g., library resources), and to other benefits for which the student may be eligible. • High school students requesting disability accommodations in their college classes must file with ▇▇▇▇▇▇▇ College’s Disability Services Department at least two weeks prior to the start of each semester. Please refer to the ▇▇▇▇▇▇▇ College Student Handbook or ▇▇▇▇▇▇▇ College Catalog for additional information.

Course Curriculum, Instruction, and Grading. 1. The College shall ensure that a college course taught for dual credit is equivalent to course and the corresponding course offered at ▇▇▇▇▇▇▇ the main campus of the College in relation are equivalent with respect to the curriculum, materials, instruction, methodrigor, and rigor method of student evaluation. These standards must shall be maintained upheld regardless of the student composition of the class. 2. • College courses taught for dual credit, regardless of location, will start and end with ▇▇▇▇▇▇▇ College’s semester dates. Faculty will follow the College’s calendar for all Identified course planning, curriculum, reporting, and grading. • College courses taught for dual credit outcomes/learning objectives must meet the appropriate contact hours required for each course taughtall college requirements. 3. • Final course grades must be submitted on the College’s schedule. • The only official grades currently assigned at ▇▇▇▇▇▇▇ College are mid-term and final course number grades. ▇▇▇▇▇▇▇ College does not assign progress grades to our college students. All course-grading conventions are stipulated in each instructor’s course syllabus. Students are responsible for managing their status in their college course(s) and for reporting progress to their high school official. Students may obtain their current grade or course standing by the gradebook method outlined in their course syllabi. Grades provided by students should only be used as an academic check for intervention purposes and to monitor student success. As always, faculty report academic or behavioral concerns through ▇▇▇▇▇▇▇ College’s Care Report system as appropriate. • Regular regular academic policies applicable to courses taught at ▇▇▇▇▇▇▇ College also the College’s main campus will apply to college courses taught for the dual creditcredit and early admissions courses. These policies includeinclude an appeal process for disputed grades, but are not limited todrop policy, syllabus distribution, the communication of the grading policies policy to students, when the syllabus must be distributed, etc. 4. Textbooks should be identical to those approved for use on the main campus. Should an instructor propose an alternative textbook, the textbook must be approved in advance by the appropriate instructional department of the College. Other instructional materials for dual credit courses must be identical or at an equivalent level to materials used on the main campus of the College. Courses that offer Inclusive Access will need to be accepted by the student to guarantee access to course dropsmaterials. 5. Courses which result in college-level credit will follow the standard grading practices of the College, academic integrity, scholastic probation as identified in college policy and suspension, student/instructor conflict resolutionas set forth in the appropriate course syllabus. Faculty teaching dual credit courses will report a general scale mid-term letter grade and final grade as required by college policy and as outlined in the syllabus to the College, and final course will report a numeric grade challenges. • High school students to GISD which is responsible for recording the numeric grade in college courses are eligible to utilize the same support services that are afforded all ▇▇▇▇▇▇▇ College studentsaccordance with their established policies and guidelines. 6. The College is and Upward Hope Academy agree to provide quality online learning experiences for all Dual Credit students. As online instructional needs arise, the College and the School will collaborate on ways to ensure that all Dual Credit students are provided the means to succeed. 7. Faculty, who are responsible for ensuring timely and efficient access to such services (e.g.teaching dual credit and/or early admission enrollment classes, academic advising and counseling)are responsible for keeping appropriate records, to learning materials (e.g.certifying census day class rolls at the beginning of the semester, library resources)providing interim reports, certifying final grade reports at the end of the semester, certifying attendance, and to providing other benefits for which the student reports and information as may be eligiblerequired by the College and/or the Upward Hope Academy. • High school Faculty and appropriate College Dual Credit staff will communicate how students requesting disability accommodations in can view their grades; utilize college classes must file with ▇▇▇▇▇▇▇ College’s Disability Services Department at least two weeks prior to the start of each semester. Please refer to the ▇▇▇▇▇▇▇ College Student Handbook or ▇▇▇▇▇▇▇ College Catalog for additional informationcommunication tools such as e-mail as well as manage FERPA expectations.

Course Curriculum, Instruction, and Grading. 1. The College shall ensure that a college course taught for dual credit is equivalent to course and the corresponding course offered at ▇▇▇▇▇▇▇ the main campus of the College in relation are equivalent with respect to the curriculum, materials, instruction, methodrigor, and rigor method of student evaluation. These standards must shall be maintained upheld regardless of the student composition of the class. 2. • College courses taught for dual credit, regardless of location, will start and end with ▇▇▇▇▇▇▇ College’s semester dates. Faculty will follow the College’s calendar for all Identified course planning, curriculum, reporting, and grading. • College courses taught for dual credit outcomes/learning objectives must meet the appropriate contact hours required for each course taughtall college requirements. 3. • Final course grades must be submitted on the College’s schedule. • The only official grades currently assigned at ▇▇▇▇▇▇▇ College are mid-term and final course number grades. ▇▇▇▇▇▇▇ College does not assign progress grades to our college students. All course-grading conventions are stipulated in each instructor’s course syllabus. Students are responsible for managing their status in their college course(s) and for reporting progress to their high school official. Students may obtain their current grade or course standing by the gradebook method outlined in their course syllabi. Grades provided by students should only be used as an academic check for intervention purposes and to monitor student success. As always, faculty report academic or behavioral concerns through ▇▇▇▇▇▇▇ College’s Care Report system as appropriate. • Regular regular academic policies applicable to courses taught at ▇▇▇▇▇▇▇ College also the College’s main campus will apply to college courses taught for the dual creditcredit and early admissions courses. These policies includeinclude an appeal process for disputed grades, but are not limited todrop policy, syllabus distribution, the communication of the grading policies policy to students, when the syllabus must be distributed, etc. 4. Textbooks should be identical to those approved for use on the main campus. Should an instructor propose an alternative textbook, the textbook must be approved in advance by the appropriate instructional department of the College. Other instructional materials for dual credit courses must be identical or at an equivalent level to materials used on the main campus of the College. Courses that offer Inclusive Access will need to be accepted by the student to guarantee access to course dropsmaterials. 5. Courses which result in college-level credit will follow the standard grading practices of the College, academic integrity, scholastic probation as identified in college policy and suspension, student/instructor conflict resolutionas set forth in the appropriate course syllabus. Faculty teaching dual credit courses will report a general scale mid-term letter grade and final grade as required by college policy and as outlined in the syllabus to the College, and final course will report a numeric grade challenges. • High school students to GISD which is responsible for recording the numeric grade in college courses are eligible to utilize the same support services that are afforded all ▇▇▇▇▇▇▇ College studentsaccordance with their established policies and guidelines. 6. The College is and GISD agree to provide quality online learning experiences for all Dual Credit students. As online instructional needs arise, the College and GISD will collaborate on ways to ensure that all Dual Credit students are provided the means to succeed. 7. Faculty, who are responsible for ensuring timely and efficient access to such services (e.g.teaching dual credit and/or early admission enrollment classes, academic advising and counseling)are responsible for keeping appropriate records, to learning materials (e.g.certifying census day class rolls at the beginning of the semester, library resources)providing interim reports, certifying final grade reports at the end of the semester, certifying attendance, and to providing other benefits for which the student reports and information as may be eligiblerequired by the College and/or GISD. • High school Faculty and appropriate College Dual Credit staff will communicate how students requesting disability accommodations in can view their grades; utilize college classes must file with ▇▇▇▇▇▇▇ College’s Disability Services Department at least two weeks prior to the start of each semester. Please refer to the ▇▇▇▇▇▇▇ College Student Handbook or ▇▇▇▇▇▇▇ College Catalog for additional informationcommunication tools such as e-mail as well as manage FERPA expectations.

Course Curriculum, Instruction, and Grading.  The College shall ensure that a college course taught for dual credit is equivalent to the corresponding course offered at ▇▇▇▇▇▇▇ College in relation to the curriculum, materials, instruction, method, and rigor of student evaluation. These standards must be maintained regardless of the student composition of the class. • College courses taught for dual credit, regardless of location, will start and end with ▇▇▇▇▇▇▇ College’s semester dates. Faculty will follow the College’s calendar for all course planning, curriculum, reporting, and grading. • College courses taught for dual credit must meet the appropriate contact hours required for each course taught. •  Final course grades must be submitted on the College’s schedule. •  The only official grades currently assigned at ▇▇▇▇▇▇▇ College are mid-term and final course number grades. ▇▇▇▇▇▇▇ College does not assign progress grades to our college students. All course-grading conventions are stipulated in each instructor’s course syllabus. Students are responsible for managing their status in their college course(s) and for reporting progress to their high school official. Students may obtain their current grade or course standing by the gradebook method outlined in their course syllabi. Grades provided by students should only be used as an academic check for intervention purposes and to monitor student success. As always, faculty report academic or behavioral concerns through ▇▇▇▇▇▇▇ College’s Care Report system as appropriate. •  Regular academic policies applicable to courses taught at ▇▇▇▇▇▇▇ College also apply to college courses taught for dual credit. These policies include, but are not limited to, syllabus distribution, communication of grading policies to students, course drops, academic integrity, scholastic probation and suspension, student/instructor conflict resolution, and final course grade challenges. •  High school students in college courses are eligible to utilize the same support services that are afforded all ▇▇▇▇▇▇▇ College students. The College is responsible for ensuring timely and efficient access to such services (e.g., academic advising and counseling), to learning materials (e.g., library resources), and to other benefits for which the student may be eligible. •  High school students requesting disability accommodations in their college classes must file with ▇▇▇▇▇▇▇ College’s Disability Services Department at least two weeks prior to the start of each semester. Please refer to the ▇▇▇▇▇▇▇ College Student Handbook or ▇▇▇▇▇▇▇ College Catalog for additional information.

Course Curriculum, Instruction, and Grading. The College shall ensure that a college course taught for dual credit is equivalent to the corresponding course offered at ▇▇▇▇▇▇▇ College in relation to the curriculum, materials, instruction, method, and rigor of student evaluation. These standards must be maintained regardless of the student composition of the class. • College courses taught for dual credit, regardless of location, will start and end with ▇▇▇▇▇▇▇ College’s semester dates. Faculty will follow the College’s calendar for all course planning, curriculum, reporting, and grading. • College courses taught for dual credit must meet the appropriate contact hours required for each course taught. • Final course grades must be submitted on the College’s schedule. • The only official grades currently assigned at ▇▇▇▇▇▇▇ College are mid-term and final course number grades. ▇▇▇▇▇▇▇ College does not assign progress grades to our college students. All course-grading conventions are stipulated in each instructor’s course syllabus. Students are responsible for managing their status in their college course(s) and for reporting progress to their high school official. Students may obtain their current grade or course standing by the gradebook method outlined in their course syllabi. Grades provided by students should only be used as an academic check for intervention purposes and to monitor student success. As always, faculty report academic or behavioral concerns through ▇▇▇▇▇▇▇ College’s Care Report system as appropriate. • Regular academic policies applicable to courses taught at ▇▇▇▇▇▇▇ College also apply to college courses taught for dual credit. These policies include, but are not limited to, syllabus distribution, communication of grading policies to students, course drops, academic integrity, scholastic probation and suspension, student/instructor conflict resolution, and final course grade challenges. • High school students in college courses are eligible to utilize the same support services that are afforded all ▇▇▇▇▇▇▇ College students. The College is responsible for ensuring timely and efficient access to such services (e.g., academic advising and counseling), to learning materials (e.g., library resources), and to other benefits for which the student may be eligible. • High school students requesting disability accommodations in their college classes must file with ▇▇▇▇▇▇▇ College’s Disability Services Department at least two weeks prior to the start of each semester. Please refer to the ▇▇▇▇▇▇▇ College Student Handbook or ▇▇▇▇▇▇▇ College Catalog for additional information.

Course Curriculum, Instruction, and Grading. 1. The College shall ensure that a college course taught for dual credit is equivalent to course and the corresponding course offered at ▇▇▇▇▇▇▇ the main campus of the College in relation are equivalent with respect to the curriculum, materials, instruction, methodrigor, and rigor method of student evaluation. These standards must shall be maintained upheld regardless of the student composition of the class. 2. • College courses taught for dual credit, regardless of location, will start and end with ▇▇▇▇▇▇▇ College’s semester dates. Faculty will follow the College’s calendar for all Identified course planning, curriculum, reporting, and grading. • College courses taught for dual credit outcomes/learning objectives must meet the appropriate contact hours required for each course taughtall college requirements. 3. • Final course grades must be submitted on the College’s schedule. • The only official grades currently assigned at ▇▇▇▇▇▇▇ College are mid-term and final course number grades. ▇▇▇▇▇▇▇ College does not assign progress grades to our college students. All course-grading conventions are stipulated in each instructor’s course syllabus. Students are responsible for managing their status in their college course(s) and for reporting progress to their high school official. Students may obtain their current grade or course standing by the gradebook method outlined in their course syllabi. Grades provided by students should only be used as an academic check for intervention purposes and to monitor student success. As always, faculty report academic or behavioral concerns through ▇▇▇▇▇▇▇ College’s Care Report system as appropriate. • Regular regular academic policies applicable to courses taught at ▇▇▇▇▇▇▇ College also the College’s main campus will apply to college courses taught for the dual creditcredit and early admissions courses. These policies includeinclude an appeal process for disputed grades, but are not limited todrop policy, syllabus distribution, the communication of the grading policies policy to students, when the syllabus must be distributed, etc. 4. Textbooks should be identical to those approved for use on the main campus. Should an instructor propose an alternative textbook, the textbook must be approved in advance by the appropriate instructional department of the College. Other instructional materials for dual credit courses must be identical or at an equivalent level to materials used on the main campus of the College. Courses that offer Inclusive Access will need to be accepted by the student to guarantee access to course dropsmaterials. 5. Courses which result in college-level credit will follow the standard grading practices of the College, academic integrity, scholastic probation as identified in college policy and suspension, student/instructor conflict resolutionas set forth in the appropriate course syllabus. Faculty teaching dual credit courses will report a general scale mid-term letter grade and final grade as required by college policy and as outlined in the syllabus to the College, and final course will report a numeric grade challenges. • High school students to GISD which is responsible for recording the numeric grade in college courses are eligible to utilize the same support services that are afforded all ▇▇▇▇▇▇▇ College studentsaccordance with their established policies and guidelines.‌ 7. The College is and HFISD agree to provide quality online learning experiences for all Dual Credit students. As online instructional needs arise, the College and School District will collaborate on ways to ensure that all Dual Credit students are provided the means to succeed. 8. Faculty, who are responsible for ensuring timely and efficient access to such services (e.g.teaching dual credit and/or early admission enrollment classes, academic advising and counseling)are responsible for keeping appropriate records, to learning materials (e.g.certifying census day class rolls at the beginning of the semester, library resources)providing interim reports, certifying final grade reports at the end of the semester, certifying attendance, and to providing other benefits for which the student reports and information as may be eligiblerequired by the College and/or the HFISD. • High school Faculty and appropriate College Dual Credit staff will communicate how students requesting disability accommodations in can view their grades; utilize college classes must file with ▇▇▇▇▇▇▇ College’s Disability Services Department at least two weeks prior to the start of each semester. Please refer to the ▇▇▇▇▇▇▇ College Student Handbook or ▇▇▇▇▇▇▇ College Catalog for additional informationcommunication tools such as e-mail as well as manage FERPA expectations.