Signatory Clause Sample Clauses: 201 Samples

Signatory Clause. The individuals executing this ▇▇▇ on behalf of Dallas College and Dallas ISD acknowledge that they are duly authorized to execute this ▇▇▇. All Parties hereby acknowledge that they have read, understood, and shall comply with the terms and conditions of this ▇▇▇ and the Attachments hereto. This ▇▇▇ shall not become effective until the Effective Date set forth above. Therefore, the Parties shall begin their respective duties on the Effective Date recited above. By: ▇▇▇▇▇▇▇ ▇▇▇▇▇, Ed.D., ▇.▇. Date ▇▇▇▇▇▇▇, ▇▇▇▇▇▇ College ▇▇. ▇▇▇▇ ▇▇▇▇▇▇, President Date El Centro Campus, Dallas College Board President Date Attest: Board Secretary Date Approved as to form for Dallas ISD only By: Dallas ISD Attorney Date COURSES OFFERED IN PARTNERSHIP WITH TEXAS PUBLIC SCHOOLS 1. Texas public colleges and universities are eligible to enter into agreements with Texas public schools to create an Early College High School (ECHS). Any College/University that participates in the creation of an ECHS shall notify the Texas Higher Education Coordinating Board in accordance with provisions and schedules determined by the Commissioner. For any instructional partnerships between Texas public school(s) and a college of the DCCCD to create an Early College High School, an agreement must be approved by the governing boards or designated authorities of both the Texas public school district(s) and the DCCCD prior to the offering of courses. This agreement must address the following: A. Student eligibility requirement. (1) The student must be in enrolled in a Texas, high school. (2) A student enrolled in Early College High School may enroll in more than one dual credit course per semester, and may enroll in dual credit coursework with freshman, sophomore, junior, or senior high school standing. (3) The student must complete a pre-assessment activity (PAA) and practice test prior to taking the official Texas Success Initiative Assessment (TSIA) battery of tests. (4) The Early College High School and the College shall assess each student for readiness to engage in any college-level curriculum offered for college credit prior to the student's enrollment in such curriculum. (5) After the assessment, the Early College High School, using guidelines established by the College/University, shall determine what forms of assistance and remediation, if any, are necessary prior to a student's enrollment in any college-level curriculum based on the results of the assessment and other indicators of student readiness. (6) A student must meet the college prerequisites designed the enrolled course. (7) Student demonstrates TSI exempt for college readiness and dual credit eligibility by achieving the following minimum passing standards under the provisions of the Texas Success Initiative Assessment (TSIA) relating to College Ready and Adult Basic Education Standards on relevant section(s) of the TSIA OR other appropriate state-approved test scores (see below SAT, ACT, STAAR score requirements for TSIA). TSIA score requirements can be altered by the THECB with currently approved scores being used for eligibility and course placement purposes. • TSI Assessment with a minimum of 351 on reading; 350 on math; and 340 and an essay score of at least a 4 on writing. An advanced placement score of at least 340, an Adult Basic Education (ABE) Diagnostic level of at least a 4, and an essay score of at least a 5 may also demonstrate writing college readiness. • SAT – For SAT Scores prior to March 5, 2016, a combined critical reading and math score of 1070 with a minimum of 500 on critical reading test (student shall be exempt for both the reading and writing), and/or a minimum of 500 on the math test (student shall be exempt for math). • SAT- For SAT Scores administered on or after March 5, 2016: a minimum score of 480 on the Evidenced-Based Reading and Writing (EBRW) test shall be exempt for both reading and writing sections of the TSI Assessment; a minimum score of 530 on the mathematics test shall be exempt for the mathematics section of the TSI Assessment. There is no combined score. • Mixing or combining scores from the SAT administered prior to March 2016 and the SAT administered on or after March 5, 2016, is not allowable. The newly approved scores became effective on August 10, 2016. • ACT – a student with a composite of 23 with a minimum of 19 on the English test shall be exempt for both the reading and writing sections and/or 19 on the math test (student shall be exempt for the math section) • A Level 2 final recommended score of 4000 or higher on the Algebra II STAAR EOC • A Level 2 final recommended score of 4000 or higher on the English II Combined Writing and Reading. • A Level 2 final recommended score of 4000 or higher on the English III Combined Writing and Reading. (8) The student is eligible to enroll in dual credit courses with the following scores. Such scores will not make the student TSI exempt and are subject to change. • By achieving a composite score of 23 on the PLAN with a 19 or higher in English or an equivalent score on the ACT-Aspire as determined by ACT. • By achieving a combined score of 107 on the PSAT/NMSQT with a minimum of 50 on the mathematics test; or • By achieving a composite score of 23 on the Plan with a 19 or higher in the mathematics or an equivalent score on the ACT-Aspire as determined by ACT. • By achieving a Level, 2 final recommended score of 4000 or higher on the Algebra I STAAR EOC and passing grade with a C or better in the Algebra II course. • PSAT/NMSQT placement scores from test taken prior to October 15, 2015: By achieving a combined score of 107 with a minimum of 50 on the reading test. By achieving a combined score of 107 with a minimum of 50 on the mathematics test. • PSAT/NMSQT placement scores from test taken on or after October 15, 2015: By achieving a minimum score of 460 on the evidence-based reading and writing (EBRW) test. By achieving a minimum score of 510 on the mathematics test. • Mixing or combining scores from the PSAT/NMSQT administered prior to October 15, 2015 and the PSAT/NMSQT administered on or after October 15, 2015 is not allowable. (9) The student is eligible to enroll in workforce education dual credit courses contained in a Level-One Certificate program, or a program leading to a credential of less than a Level-One Certificate and shall not be required to provide demonstration of college readiness or dual credit enrollment eligibility. If the student takes dual credit course(s) that are outside of the allowances outlined above, then: (a) The student will not be eligible for a TSI level-one certificate waiver; and (b) The student will be required to take the TSIA unless the student presents qualifying ACT, SAT or STAAR scores to make the student exempt from TSI requirements. (10) A high school student is eligible to enroll in workforce education dual credit courses contained in a Level 2 certificate or applied associate degree program under the following conditions: a. Courses that require demonstration of TSI college readiness in reading and/or writing, the student achieves a Level 2 final recommended score of 4000 on the English II STAAR EOC b. Courses that require demonstration of TSI college readiness in mathematics, the student achieves a Level 2 final recommended score of 4000 on the Algebra I STAAR EOC and a passing grade in Algebra II course; or c. College-level math courses; the student achieves a Level 2 final recommended score of 4000 on the Algebra II STAAR EOC d. Courses that require demonstration of TSI college readiness in reading and/or writing, the student achieves a composite score or 23 on the PLAN with a 19 or higher in English or an English score of 435 on the ACT-Aspire e. Courses that require demonstration of TSI readiness in mathematics, the student achieves a composite score of 23 on the PLAN with a 19 or higher in mathematics or a mathematics score of 431 on the ACT-Aspire f. Courses that require demonstration of TSI college readiness, the student achieves the following PSAT/NMSQT placement scores from test taken prior to October 15, 2015: By achieving a combined score of 107 with a minimum of 50 on the reading test. By achieving a combined score of 107 with a minimum of 50 on the mathematics test. (11) Courses that require demonstration of TSI college readiness, the student achieves the following PSAT/NMSQT placement scores from test taken on or after October 15, 2015: By achieving a minimum score of 460 on the evidence-based reading and writing (EBRW) test. By achieving a minimum score of 510 on the mathematics test. (12) Mixing or combining scores from the PSAT/NMSQT administered prior to October 15, 2015 and the PSAT/NMSQT administered on or after October 15, 2015 is not allowable. (13) A student who is exempt from taking STAAR EOC assessments may be otherwise evaluated by an institution to determine eligibility for enrolling in workforce education dual credit courses. (14) Students who do not acquire the necessary test score(s) for eligibility purposes should discuss their options with the college Early College High School Coordinator. To be eligible for enrollment in a dual credit course offered by a public college, students must meet all the college’s regular prerequisite requirements designated for that course (e.g., minimum score on a specified placement test, minimum grade in a specified previous course, etc.). (15) Score requirements can be altered by the THECB or DCCCD with the currently approved scores being used for eligibility and course placement purposes. (16) The student must meet all admissions criteria of the college. In addition, students may be withdrawn from the pre-registration course(s) for subsequent semesters or terms if the student withdraws from a course or makes a grade of D or F. Students may be refused re-enrollment unless the student and the parent(s)/guardian(s) agree to abide by written conditions from the college designed to increase the potential for success. (17) Eligibility for the ECHS program and academic standing are reviewed for continued participation in dual credit courses. ECHS students must maintain satisfactory academic performance at the high school; earn grades of A, B or C in all college courses; and obtain and submit evidence of parental/guardian and school approval for each subsequent semester of enrollment. A student who earns a grade of D or F in a dual credit course may not be eligible for future dual credit courses or may have restrictions placed on their enrollment in the Dual Credit Program. Students who earn a grade of W, D and/or F in a dual credit course of may not be eligible for future financial aid or may have limited financial aid options beyond high school. (18) College may provide the student written conditions designed to increase the potential for success. (19) It is important for students to maintain a good academic standing as grades could impact a student’s admission when transferring into four-year colleges/universities. (20) Student must file a degree plan with the college. (21) An institution may impose additional requirements for enrollment in courses for dual credit that do not conflict with THECB dual credit requirements. (23) Students must discuss with their ECHS College Advisor and HS Counselor if they wish to withdraw from their college course(s). Students who decide to withdraw must submit the required withdrawal form to the ECHS College Advisor and HS Counselor or College Registrar by the published deadline. Failure to submit the required withdrawal form could result in the student receiving a grade of F. (a.) Section 51.907 of the Texas Education Code applies to students who enroll in a Texas public institution of higher education for the first time in fall 2007 or later. Based on this law, when you graduate from high school and continue your college education, DCCCD or any other Texas public institution of higher education may not permit students to drop more than six college-level credit courses for unacceptable reasons during their entire undergraduate career without penalty. All college-level courses dropped after the official drop and add period for the course are included in the six-course limit, including courses dropped at another Texas public institution of higher education, unless it qualifies as an exception. (24) Early College High Students are currently exempt from the following state requirements until they graduate from high school. Once students graduate from high school and are no longer exempt, they should take care when selecting additional courses to be transferred toward a Baccalaureate degree. House ▇▇▇▇ 1172 allows an institution to charge the equivalent of out of state tuition for credit hours taken beyond the state limits. State limits are: (a.) For students entering public, Texas institutions Fall 1999 – Summer 2006 who attempt 45 hours beyond what is required for Baccalaureate degree (120 hours). (b.) For students entering Fall 2006 and thereafter who attempt 30 hours beyond the hours required for a Baccalaureate degree. It is recommended that students take minimal hours beyond degree requirements to avoid possible higher tuition charges at the institution to which they are transferring. (25) Academic freedom is practiced at all DCCCD Colleges and appropriate and essential discipline-specific terminology, concepts and principles are utilized as needed in the classroom setting, including within dual credit classes. (26) DCCCD has established a system of policies, including the student code of conduct, with which to govern student behavior and provide guidelines for the educational environment of DCCCD and its programs. Early College High School Students are subject to the same DCCCD policies, procedures, rules, regulations, and guidelines as other Dallas County Community College District students. Students enrolled in an Early College High School agree to comply with the Student Code of Conduct and all other applicable DCCCD policies, procedures, rules, regulations, and guidelines, as well as those of their ISD high school. Violations of DCCCD policies, procedures, rules, regulations, or guidelines shall be addressed in accordance with established DCCCD grievance and complaint procedures, if applicable, and/or the student code of conduct. (a.) For matters alleging sexual misconduct involving an ECHS student, the ISD and College shall work cooperatively to investigate and provide a prompt and equitable resolution. Sexual misconduct is any act of sex/gender-based discrimination or harassment, sexual harassment, sexual violence, sexual exploitation, relationship violence, sex/gender-based stalking, or any other conduct that threatens the health and safety of any person on the basis of actual, expressed or perceived gender identity. (b.) The ISD shall promptly report to College administration disciplinary problems involving ECHS students, including any complaints of sexual misconduct. College may, at its sole discretion, refuse to admit students with a history of disciplinary problems. (27) Students attending classes on a DCCCD campus must present proof of immunization for bacterial meningitis. Sec. 51.9192 of the Education Code and §21.613 of the TAC states that students must receive a bacterial meningitis vaccination or present the appropriate exemption. Meningococcal conjugate vaccine MenACWY) and meningococcal polysaccharide vaccine (MPSV4) are state approved for this requirement. B. Faculty Qualifications (1) The college must select instructors of dual credit courses. This faculty must be regularly employed faculty members of the college or must meet all criteria established for credit instruction in the DCCCD, including SACSCOC criteria. The approval procedures used by the college to select faculty must be the same as that used for faculty teaching at the college campus. (2) It is encouraged that high school faculty teaching dual credit classes should also teach a class on the college campus as soon and as often as practical. (3) Faculty teaching dual credit classes will meet all expectations for adjunct instructors including attending orientations, faculty meetings, and staff development activities. (4) The faculty supervision and evaluation will be the same as that for all instructors at the college. Such evaluation

Appears in 3 contracts

Sources: Interlocal Agreement, Interlocal Agreement, Interlocal Agreement

Signatory Clause. The individuals executing this ▇▇▇ on behalf of Dallas College and Dallas ISD acknowledge that they are duly authorized to execute this ▇▇▇. All Parties hereby acknowledge that they have read, understood, and shall comply with the terms and conditions of this ▇▇▇ and the Attachments hereto. This ▇▇▇ shall not become effective until the Effective Date set forth above. Therefore, the Parties shall begin their respective duties on the Effective Date recited above. By: ▇▇▇▇▇▇▇ ▇▇▇▇▇, Ed.D., ▇.▇. Date ▇▇▇▇▇▇▇, ▇▇▇▇▇▇ College ▇▇. ▇▇▇ ▇▇ ▇▇▇▇▇▇▇▇, President Date ~~El Centro~~ Cedar Valley Campus, Dallas College Board President Date Attest: Board Secretary Date Approved as to form for Dallas ISD only By: Dallas ISD Attorney Date COURSES OFFERED IN PARTNERSHIP WITH TEXAS PUBLIC SCHOOLS 1. Texas public colleges and universities are eligible to enter into agreements with Texas public schools to create an Early College High School (ECHS). Any College/University that participates in the creation of an ECHS shall notify the Texas Higher Education Coordinating Board in accordance with provisions and schedules determined by the Commissioner. For any instructional partnerships between Texas public school(s) and a college of the DCCCD to create an Early College High School, an agreement must be approved by the governing boards or designated authorities of both the Texas public school district(s) and the DCCCD prior to the offering of courses. This agreement must address the following: A. Student eligibility requirement. (1) The student must be in enrolled in a Texas, high school. (2) A student enrolled in Early College High School may enroll in more than one dual credit course per semester, and may enroll in dual credit coursework with freshman, sophomore, junior, or senior high school standing. (3) The student must complete a pre-assessment activity (PAA) and practice test prior to taking the official Texas Success Initiative Assessment (TSIA) battery of tests. (4) The Early College High School and the College shall assess each student for readiness to engage in any college-level curriculum offered for college credit prior to the student's enrollment in such curriculum. (5) After the assessment, the Early College High School, using guidelines established by the College/University, shall determine what forms of assistance and remediation, if any, are necessary prior to a student's enrollment in any college-level curriculum based on the results of the assessment and other indicators of student readiness. (6) A student must meet the college prerequisites designed the enrolled course. (7) Student demonstrates TSI exempt for college readiness and dual credit eligibility by achieving the following minimum passing standards under the provisions of the Texas Success Initiative Assessment (TSIA) relating to College Ready and Adult Basic Education Standards on relevant section(s) of the TSIA OR other appropriate state-approved test scores (see below SAT, ACT, STAAR score requirements for TSIA). TSIA score requirements can be altered by the THECB with currently approved scores being used for eligibility and course placement purposes. • TSI Assessment with a minimum of 351 on reading; 350 on math; and 340 and an essay score of at least a 4 on writing. An advanced placement score of at least 340, an Adult Basic Education (ABE) Diagnostic level of at least a 4, and an essay score of at least a 5 may also demonstrate writing college readiness. • SAT – For SAT Scores prior to March 5, 2016, a combined critical reading and math score of 1070 with a minimum of 500 on critical reading test (student shall be exempt for both the reading and writing), and/or a minimum of 500 on the math test (student shall be exempt for math). • SAT- For SAT Scores administered on or after March 5, 2016: a minimum score of 480 on the Evidenced-Based Reading and Writing (EBRW) test shall be exempt for both reading and writing sections of the TSI Assessment; a minimum score of 530 on the mathematics test shall be exempt for the mathematics section of the TSI Assessment. There is no combined score. • Mixing or combining scores from the SAT administered prior to March 2016 and the SAT administered on or after March 5, 2016, is not allowable. The newly approved scores became effective on August 10, 2016. • ACT – a student with a composite of 23 with a minimum of 19 on the English test shall be exempt for both the reading and writing sections and/or 19 on the math test (student shall be exempt for the math section) • A Level 2 final recommended score of 4000 or higher on the Algebra II STAAR EOC • A Level 2 final recommended score of 4000 or higher on the English II Combined Writing and Reading. • A Level 2 final recommended score of 4000 or higher on the English III Combined Writing and Reading. (8) The student is eligible to enroll in dual credit courses with the following scores. Such scores will not make the student TSI exempt and are subject to change. • By achieving a composite score of 23 on the PLAN with a 19 or higher in English or an equivalent score on the ACT-Aspire as determined by ACT. • By achieving a combined score of 107 on the PSAT/NMSQT with a minimum of 50 on the mathematics test; or • By achieving a composite score of 23 on the Plan with a 19 or higher in the mathematics or an equivalent score on the ACT-Aspire as determined by ACT. • By achieving a Level, 2 final recommended score of 4000 or higher on the Algebra I STAAR EOC and passing grade with a C or better in the Algebra II course. • PSAT/NMSQT placement scores from test taken prior to October 15, 2015: By achieving a combined score of 107 with a minimum of 50 on the reading test. By achieving a combined score of 107 with a minimum of 50 on the mathematics test. • PSAT/NMSQT placement scores from test taken on or after October 15, 2015: By achieving a minimum score of 460 on the evidence-based reading and writing (EBRW) test. By achieving a minimum score of 510 on the mathematics test. • Mixing or combining scores from the PSAT/NMSQT administered prior to October 15, 2015 and the PSAT/NMSQT administered on or after October 15, 2015 is not allowable. (9) The student is eligible to enroll in workforce education dual credit courses contained in a Level-One Certificate program, or a program leading to a credential of less than a Level-One Certificate and shall not be required to provide demonstration of college readiness or dual credit enrollment eligibility. If the student takes dual credit course(s) that are outside of the allowances outlined above, then: (a) The student will not be eligible for a TSI level-one certificate waiver; and (b) The student will be required to take the TSIA unless the student presents qualifying ACT, SAT or STAAR scores to make the student exempt from TSI requirements. (10) A high school student is eligible to enroll in workforce education dual credit courses contained in a Level 2 certificate or applied associate degree program under the following conditions: a. Courses that require demonstration of TSI college readiness in reading and/or writing, the student achieves a Level 2 final recommended score of 4000 on the English II STAAR EOC b. Courses that require demonstration of TSI college readiness in mathematics, the student achieves a Level 2 final recommended score of 4000 on the Algebra I STAAR EOC and a passing grade in Algebra II course; or c. College-level math courses; the student achieves a Level 2 final recommended score of 4000 on the Algebra II STAAR EOC d. Courses that require demonstration of TSI college readiness in reading and/or writing, the student achieves a composite score or 23 on the PLAN with a 19 or higher in English or an English score of 435 on the ACT-Aspire e. Courses that require demonstration of TSI readiness in mathematics, the student achieves a composite score of 23 on the PLAN with a 19 or higher in mathematics or a mathematics score of 431 on the ACT-Aspire f. Courses that require demonstration of TSI college readiness, the student achieves the following PSAT/NMSQT placement scores from test taken prior to October 15, 2015: By achieving a combined score of 107 with a minimum of 50 on the reading test. By achieving a combined score of 107 with a minimum of 50 on the mathematics test. (11) Courses that require demonstration of TSI college readiness, the student achieves the following PSAT/NMSQT placement scores from test taken on or after October 15, 2015: By achieving a minimum score of 460 on the evidence-based reading and writing (EBRW) test. By achieving a minimum score of 510 on the mathematics test. (12) Mixing or combining scores from the PSAT/NMSQT administered prior to October 15, 2015 and the PSAT/NMSQT administered on or after October 15, 2015 is not allowable. (13) A student who is exempt from taking STAAR EOC assessments may be otherwise evaluated by an institution to determine eligibility for enrolling in workforce education dual credit courses. (14) Students who do not acquire the necessary test score(s) for eligibility purposes should discuss their options with the college Early College High School Coordinator. To be eligible for enrollment in a dual credit course offered by a public college, students must meet all the college’s regular prerequisite requirements designated for that course (e.g., minimum score on a specified placement test, minimum grade in a specified previous course, etc.). (15) Score requirements can be altered by the THECB or DCCCD with the currently approved scores being used for eligibility and course placement purposes. (16) The student must meet all admissions criteria of the college. In addition, students may be withdrawn from the pre-registration course(s) for subsequent semesters or terms if the student withdraws from a course or makes a grade of D or F. Students may be refused re-enrollment unless the student and the parent(s)/guardian(s) agree to abide by written conditions from the college designed to increase the potential for success. (17) Eligibility for the ECHS program and academic standing are reviewed for continued participation in dual credit courses. ECHS students must maintain satisfactory academic performance at the high school; earn grades of A, B or C in all college courses; and obtain and submit evidence of parental/guardian and school approval for each subsequent semester of enrollment. A student who earns a grade of D or F in a dual credit course may not be eligible for future dual credit courses or may have restrictions placed on their enrollment in the Dual Credit Program. Students who earn a grade of W, D and/or F in a dual credit course of may not be eligible for future financial aid or may have limited financial aid options beyond high school. (18) College may provide the student written conditions designed to increase the potential for success. (19) It is important for students to maintain a good academic standing as grades could impact a student’s admission when transferring into four-year colleges/universities. (20) Student must file a degree plan with the college. (21) An institution may impose additional requirements for enrollment in courses for dual credit that do not conflict with THECB dual credit requirements. (23) Students must discuss with their ECHS College Advisor and HS Counselor if they wish to withdraw from their college course(s). Students who decide to withdraw must submit the required withdrawal form to the ECHS College Advisor and HS Counselor or College Registrar by the published deadline. Failure to submit the required withdrawal form could result in the student receiving a grade of F. (a.) Section 51.907 of the Texas Education Code applies to students who enroll in a Texas public institution of higher education for the first time in fall 2007 or later. Based on this law, when you graduate from high school and continue your college education, DCCCD or any other Texas public institution of higher education may not permit students to drop more than six college-level credit courses for unacceptable reasons during their entire undergraduate career without penalty. All college-level courses dropped after the official drop and add period for the course are included in the six-course limit, including courses dropped at another Texas public institution of higher education, unless it qualifies as an exception. (24) Early College High Students are currently exempt from the following state requirements until they graduate from high school. Once students graduate from high school and are no longer exempt, they should take care when selecting additional courses to be transferred toward a Baccalaureate degree. House ▇▇▇▇ 1172 allows an institution to charge the equivalent of out of state tuition for credit hours taken beyond the state limits. State limits are: (a.) For students entering public, Texas institutions Fall 1999 – Summer 2006 who attempt 45 hours beyond what is required for Baccalaureate degree (120 hours). (b.) For students entering Fall 2006 and thereafter who attempt 30 hours beyond the hours required for a Baccalaureate degree. It is recommended that students take minimal hours beyond degree requirements to avoid possible higher tuition charges at the institution to which they are transferring. (25) Academic freedom is practiced at all DCCCD Colleges and appropriate and essential discipline-specific terminology, concepts and principles are utilized as needed in the classroom setting, including within dual credit classes. (26) DCCCD has established a system of policies, including the student code of conduct, with which to govern student behavior and provide guidelines for the educational environment of DCCCD and its programs. Early College High School Students are subject to the same DCCCD policies, procedures, rules, regulations, and guidelines as other Dallas County Community College District students. Students enrolled in an Early College High School agree to comply with the Student Code of Conduct and all other applicable DCCCD policies, procedures, rules, regulations, and guidelines, as well as those of their ISD high school. Violations of DCCCD policies, procedures, rules, regulations, or guidelines shall be addressed in accordance with established DCCCD grievance and complaint procedures, if applicable, and/or the student code of conduct. (a.) For matters alleging sexual misconduct involving an ECHS student, the ISD and College shall work cooperatively to investigate and provide a prompt and equitable resolution. Sexual misconduct is any act of sex/gender-based discrimination or harassment, sexual harassment, sexual violence, sexual exploitation, relationship violence, sex/gender-based stalking, or any other conduct that threatens the health and safety of any person on the basis of actual, expressed or perceived gender identity. (b.) The ISD shall promptly report to College administration disciplinary problems involving ECHS students, including any complaints of sexual misconduct. College may, at its sole discretion, refuse to admit students with a history of disciplinary problems. (27) Students attending classes on a DCCCD campus must present proof of immunization for bacterial meningitis. Sec. 51.9192 of the Education Code and §21.613 of the TAC states that students must receive a bacterial meningitis vaccination or present the appropriate exemption. Meningococcal conjugate vaccine MenACWY) and meningococcal polysaccharide vaccine (MPSV4) are state approved for this requirement. B. Faculty Qualifications (1) The college must select instructors of dual credit courses. This faculty must be regularly employed faculty members of the college or must meet all criteria established for credit instruction in the DCCCD, including SACSCOC criteria. The approval procedures used by the college to select faculty must be the same as that used for faculty teaching at the college campus. (2) It is encouraged that high school faculty teaching dual credit classes should also teach a class on the college campus as soon and as often as practical. (3) Faculty teaching dual credit classes will meet all expectations for adjunct instructors including attending orientations, faculty meetings, and staff development activities. (4) The faculty supervision and evaluation will be the same as that for all instructors at the college. Such ~~evaluation~~evalu

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