Information for High School Teachers
Welcome to the Edmonds College faculty!
We are delighted that you have been appointed Associate Faculty in our nationally accredited College in the High School (CHS) program. You have been recognized by the College’s academic departments for your credentials, teaching skills, and commitment to student success – Edmonds College’s institutional Core Themes.
You play an integral role in Edmonds College’s vision of “transforming lives through exemplary, nationally recognized education and career pathways.” You, a long with the College Curriculum Liaisons, share the College values of collaboration, communication, responsibility, accountability, innovation, creativity, diversity, respect, and inclusion.
Through discipline-specific professional development, Edmonds College faculty has the opportunity to learn from you as a full instructional partner of the college. This is a w in-win for students earning dual (high school and college) credit. Students’ college and high school transcripts w ill s how university admissions offices that they have completed a rigorous college class. CHS also provides a unique partnership to expand and enrich the curriculum offered by both institutions.
Edmonds College faculty and staff are committed to excellence – everyday. We believe in the potential of every student and strive to help students create a foundation for success. Thank you for taking on the additional responsibilities necessary to participate in the CHS program. Our committed staff i s h ere t o assist you, your students, counselors, registrars, and parents.
My best wishes for an ambitious and exciting school year.
President, Edmonds College
- Why should I teach CHS classes?
- What is the application process for appointment as CHS Associate Faculty?
- What happens next?
- What are my responsibilities as CHS Associate Faculty?
- What’s involved in the Edmonds College Faculty Coordinator/Liaison’s Visit to my classroom and the professional development options?
- What is the CHS registration process for my students?
- What are important deadlines for me?
Certainly if you teach in the CHS program, there will be additional preparation and communication with Edmonds College faculty and staff. High school teachers who have been appointed as CHS Associate Faculty have shared the following comments regarding the positive impact teaching in CHS has had on their own teaching:
"As a CHS teacher, parent, and tax payer in the Edmonds School District, I believe the CHS program to be of tremendous value to the community. Students are exposed to the rigors and expectations of a college-level math class while in the comfort of their traditional high school setting.”
– Bill Hummel, Meadowdale High School math teacher
“In partnership with Edmonds College, CHS at Lynnwood High School has allowed me the most dynamic and awesome privilege of working closely with the Edmonds College Math Department to share best practices and practical rigor for my students. I have benefited from various conversations and professional development that keep my instruction current and fresh in meeting course objectives at the college level.”
– Glenn Chinn, Lynnwood High School math teacher
CHS Associate Faculty also report that they have also benefited in the following ways:
- Teacher Development—Edmonds College provides CHS Associate Faculty with an Edmonds College Curriculum Coordinator/Liaison who will offer training in curriculum development, assessment standards, teaching methodology, and provide valuable supplemental materials. Through annual classroom visits and dialogue as part of required Professional Development, a collegial partnership is formed that may not otherwise exist. Some Edmonds College academic departments have provided funding for CHS Associate Faculty to attend workshops or purchase resources that would not have otherwise been possible. CHS Associate Faculty are recognized by their peers, parents, and students as exceptionally prepared educational leaders providing outstanding coursework. CHS Associate Faculty have access to college resources such as the library and other college staff training.
- Motivated Students—CHS students have an additional motivation to learn because they know they are earning college as well as high school credits. This motivation often provides a great teaching and learning environment and puts the fun back in teaching for CHS Associate Faculty. CHS students remain at their high school rather than leaving to attend on campus classes. The school district retains state funding for the students rather than having to transfer a portion to the college as is done for students participating in Running Start.
- Teacher Employment—CHS Associate Faculty may include this designation on their Resume/Vita and may also apply to teach college evening or Summer Quarter classes because they have already been appointed by the academic department. Additionally, a stipend is paid by Edmonds College to the CHS Associate Faculty for the tasks that are outside their district teaching responsibilities. Edmonds College's College in the High School Program is nationally accredited by the National Alliance of Concurrent Enrollment Partnerships, one of only four colleges in Washington state.
- Altruistic Benefits—Probably most important of all, the reason for teaching CHS classes are the benefits which CHS Associate Faculty provide for their students by helping them prepare for higher education. Students have indicated that earning college credits may have only been a dream and now they know it is possible. Additionally, CHS Associate Faculty are helping their high schools to develop and maintain quality education standards.
Either the high school principal or high school teacher(s) may make the initial request to participate in the program.
Contact the CHS Admin Team at email@example.com.
We are happy to answer any questions about the application process, and will notify the appropriate Edmonds College academic Dean/department head of your interest.
You should provide the following:
- evidence of your knowledge of the subject and outstanding teaching skills;
- evidence of at least two times teaching the designated CHS class with written endorsement by your high school principal/department head;
- your expressed interest and a willingness to modify the curriculum, assignments, assessment, and grading criteria as needed to ensure that it is equivalent to the course offered on the Edmonds College campus;
- letter of recommendation from your administrative supervisor;
- a resume and college transcript(s) to confirm degree(s) you have earned and the courses you have taken; and
- your high school course syllabi including the name of textbook(s) as well as typical assignments with a sample assessment.
The Dean and department head, in consultation as needed with your high school principal, will review all applications. You may be asked to come in for an interview. They will make the determination regarding appointment of all applicants for CHS Associate Faculty positions.
Successful applicants must meet the same credentials as any other part-time college instructor as defined by the academic department. Some but not all college departments require a master’s degree in the subject area.
Options for Approving a High School Teacher to the position of College in the High School (CHS) Associate Faculty Member
ACCOUNTING (ACCT& 201 Principles of Accounting)
One year teaching high school Accounting
BUSINESS (BUS 130 BUSINESS MATH — Financial Algebra)
Two years teaching high school Financial Algebra or Algebra 2
DIVERSITY STUDIES (DIVST 125 Race and Ethnic Relations – Ethnics Studies/Senior History
Master’s degree in American Ethnic Studies, Diversity Studies, Gender/Women’s Studies or an Ethnic Studies Department (for example African or Native American Studies)
Master’s degree in another discipline with at least 15 quarter (9 semester) credits of graduate coursework in American Ethnic Studies or a related discipline (see Option 1)
Master’s degree in another discipline and 3 or more years teaching experience in American Ethnics Studies or at least twenty (20) hours professional development related to Race and Ethnic Relations
ECONOMICS (ECON 120 General Economics – Economics)
Master’s degree in Economics or Business
Master’s degree in another discipline including MEd (Master of Education), MAT (Master of Arts in Teaching) or MIT (Master in Teaching) with at least 15 quarter credits (9 semester credits) of graduate coursework in Economics or Business germane to the proposed teaching assignment
Master’s degree in another discipline and 3 or more years teaching experience in Economics
or Business courses
NOTE: If less than 3 years of experience, approval of the high school Department Head, Edmonds College Political Science Department Head and Edmonds College Dean of the Business Division Dean is required
ENGINEERING (ENGR& Intro to Engineering Graphics – Intro to Engineering Design)
Master’s degree in Engineering
Master’s degree in another discipline and technical skills as required by curriculum
ndustry experience with 2 years teaching experience and technical skills as required by curriculum
ENGLISH (ENGL& 101 English Composition; ENGL& 111 Intro to Literature – AP English Literature & Composition)
Master’s degree in English
FRENCH (FRCH& 121, 122, 123, 221 French I, II, III, IV – French 1st Year, 2nd Year, 3rd Year, 4th Year)
Master’s degree in French
Master’s degree in Education and 3+ years teaching experience in French
NOTE: Less than 3 years will be at the discretion of the Modern Language Department Heads and the Dean of the Humanities and Social Sciences Division
Bachelor’s degree in French with 10+ years teaching experience in beginning and intermediate
NOTE: Bachelor’s degree will be accepted on a case-by-case basis and the approval of the Edmonds College Modern Language Department Heads and the Edmonds College Dean of the Humanities and Social Sciences Division
HISTORY (HIST& 117/118 Western Civilization II/III -- AP Euro; HIST& 127/128 World Civilizations II/III; 147/148 US History II/III – AP US History)
Master’s degree in History (American Studies or Classics)
Master’s degree in another discipline including MEd (Master of Education), MAT (Master of Arts in Teaching), or MIT (Master in Teaching) with at least 15 quarter (9 semester) credits of graduate coursework in History, American Studies or Classics
Master’s degree in another discipline and 3 or more years teaching experience in Honors/AP/IB
NOTE: If less than 3 years of experience, approval of high school Department Head, Edmonds College History Department Head and Edmonds College Division Dean of Humanities and Social Science is required
JOURNALISM (JOURN 125 Intro to Journalism—Advanced Journalism & Publication Management)
Master’s degree in Journalism or Communication
Master’s degree in another discipline with teaching experience
MATHEMATICS (MATH& 107 Mathematics in Society; 140 Business Pre-calculus; 141/142 Pre-calculus I/II; 146 Intro to Statistics; 148 Business Calculus; 151/152/153 Calculus I/II/III –Pre-calculus Honors; AP Statistics; AP Calculus)
Master’s degree in Math
Master’s degree in another discipline and 18 quarter credits of 400 or 500 level Math classes (not counting Math Ed or History of Math types of classes)
Master’s degree in another discipline and 3+ years teaching experience of Honors/AP/IB math courses – courses taught need to be at the same or higher level than the proposed CHS course
Music MUSIC (MUSC& 105 Music Appreciation)
Bachelor's Degree in Music
Minimum One Year Teaching High School Music Appreciation
PSYCHOLOGY (TBD as requested)
Master’s degree in Psychology
POLITICAL SCIENCE (POLS 101 Introduction to Political Science; POLS& 202 American Government – AP American Government; POLS& 203 International Relations – IB International Relations; POLS 206 – State and Local Government)
Master’s degree in Political Science or International Relations
Master’s degree in another discipline including MEd (Master of Education), MAT (Master of Arts in Teaching) or MIT (Master in Teaching) with at least 15 quarter credits (9 semester credits) of graduate coursework in Political Science or International Relations germane to the proposed teaching assignment
Master’s degree in another discipline and 3 or more years teaching experience in Honors/AP/IB
Politics or International Relations courses
NOTE: If less than 3 years of experience, approval of the high school Department Head, Edmonds College Political Science Department Head and Edmonds College Dean of Humanities and Social Sciences Division is required
SPANISH (SPAN& 121, 122, 123 Spanish I, II, III – Spanish 1st Year, 2nd Year, 3rd Year)
Master’s degree in Spanish
Master’s degree in Education with 3+ years teaching experience in Spanish
NOTE: Less than 3 years will be at the discretion of the Modern Language Department Heads and the Dean of the Humanities and Social Sciences Division
Bachelor’s degree in Spanish with 10+ years teaching experience in beginning and intermediate
NOTE: Bachelor’s degree will be accepted on a case-by-case basis and the approval of the Edmonds College Modern Language Department Heads and the Dean of the Humanities and Social Sciences Division
The CHS Director will notify you and your high school principal. You will be provided with a CHS Associate Faculty Assignment Agreement and CHS Handbook; both outline the details of your responsibilities. The CHS Director will meet personally with you to ensure all your questions have been answered and processes explained. Detailed roles and responsibilities of all parties (Dean/department head, Faculty Coordinator/Liaison, Associate Faculty, CHS Director/staff are outlined in the CHS Handbook).
Upon your appointment, the Edmonds College Faculty Coordinator/Liaison will meet with you to provide an orientation specific to your academic department and will assist you with designing the curriculum, creating a syllabus, writing student learning objectives, developing assignments and assessments, departmental grading and other course-related topics. You will also receive a sample departmental course syllabus and a desk copy of the current college textbook(s) for your specific CHS course. Additionally, you will receive an electronic CHS syllabus template that includes all the required “default” information for CHS students.
Your CHS course syllabus must be separate from the standard high school syllabus and must include the following elements:
- identification as a “College in the High School” course with a course title and number that matches the college course;
- your name as CHS Associate Faculty, contact information and the name of your high school;
- a course description that exactly matches that of the college course;
- course expectations and learning objectives that match those at the college;
- evidence that your CHS students are assessed in the same way as their college counterparts. For example, if students at the college are assessed primarily using exams, the CHS syllabus should show that exams count for the majority of the student’s final CHS decimal grade;
- a decimal grading scale and expectations that are the same as the appropriate academic department for that college course;
- a statement notifying the CHS students that the final decimal grade for the course
will be recorded on an Edmonds College permanent college transcript;
(Note: high school registrars have specific coding instructions for dual credit courses and how to enter onto the high school transcript.)
- a statement about classroom expectations, academic integrity, student rights and responsibilities, FERPA and important CHS dates; and
- any other information regarding assignments and curriculum that is pertinent to the course (for example, regarding how and if missed work/exams will be handled).
You will send an electronic copy of your finalized syllabus to your Edmonds College Faculty Coordinator/Liaison who will review and approve. A copy will be retained by the academic department and in the CHS Office. All registered CHS students must receive a copy of this approved syllabus.
Your CHS course must include content that is consistent with on-campus sections and reflects the pedagogical, theoretical and philosophical orientation of Edmonds College. Course assignments and requirements must meet college expectations with your students being assessed using the same methods as their on campus counterparts. Final grades are based on your sound evaluation of course objectives. These are all topics in which you will have the mentoring of your Faculty Coordinator/Liaison.
As appointed CHS Associate Faculty, you are considered Edmonds College part-time faculty. You may use this designation on your future Resumes/Vitas. You will be paid stipends by the college for the administrative time spent on the CHS program and for attending the required CHS Associate Faculty Orientation/Department Meeting (held prior to the start of instruction each academic year). The stipends will be factored on the agreed amount for the required meeting and also the number of students enrolled in your CHS class(es). Payments will be processed after the required meeting and after your final rosters are proofed for accuracy. This generally occurs after the Annual CHS Meeting; in January for first semester classes; and April for second semester classes and with the expectation that you will complete all the agreed upon responsibilities of your appointment.
As with all new college employees, there will be one-time initial paperwork to become part of the Edmonds College employee system so that your stipends can be processed. The CHS Director will provide you with all necessary documents, answer your questions, ensure completion and submit to the college’s Human Resources (HR), Payroll and Information Technology departments.
Your Faculty Coordinator/Liaison will be paid a stipend for completing his/her responsibilities which have been mentioned above and also include one to two prearranged visits to your CHS classes and for providing you ongoing professional development. As new CHS Associate Faculty, you will be visited (in-person or virtually) during the first and last semester of your initial year of appointment. Thereafter, there will be an annual classroom visit. Edmonds College Faculty Coordinators/Liaisons will complete the Classroom Observation Form including a follow-up discussion with you. You will both sign the form and it will be submitted to the CHS Director.
Your responsibilities have been summarized in the CHS Associate Faculty Agreement. The CHS Handbook outlines your responsibilities and states that you will:
Signs the CHS Associate Faculty Assignment Agreement verifying the responsibilities of this position.
Attends the annual CHS Associated Faculty Orientation/Department Meeting.
Meets with Edmonds College Faculty Curriculum Liaison to ensure that the curriculum offered at the high school site is comparable to the curriculum offered on the main campus. This may include reviewing textbook, designing the curriculum, creating a syllabus, writing student learning objectives, developing assignments, assessment and grading criteria as well as other course-related topics.
Submits an electronic CHS class syllabus to the CHS Director (who will forward to the Faculty Curriculum Liaison for final approval) with the following elements:
Title of course which should include “College in the High School” and the course title and number that matches the college course;
Name of the high school and CHS Associate Faculty;
A course description that exactly matches that of the college course;
Course expectations and learning objectives that match those at the college;
Evidence that CHS students are assessed in the same way as their college counterparts. For example, if students at the college are assessed primarily using exams, the CHS syllabus should show that exams count for the majority of their decimal grade;
A decimal grading scale and expectations that are the same as the college;
A statement notifying the CHS students that the final decimal grade for the course will be recorded on their permanent college transcript;
A statement about academic integrity, student rights and responsibilities, FERPA and important CHS dates; and
Any other information regarding assignments and curriculum that is pertinent to the course or required by the department.
(Note: when changes are made to the curriculum or to the syllabus by the Edmonds College academic department, the Faculty Curriculum Liaison will forward these changes to the CHS Associate Faculty for inclusion in an updated syllabus.)
Distributes electronic communications regarding online admission, registration and payment to students who appropriately place into the CHS course.
As needed, communicates with the CHS Director to discuss necessary HR paperwork, grading deadlines, instructions for placement exam, and information regarding scholarship process.
Submitting Edmonds College appropriate paperwork to CHS Director so that Edmonds College Human Resources and Payroll procedures are followed for stipend payments.
Provides information about CHS on the high school class website including deadlines for admission, placement, scholarships, registration and payment.
Works with the Faculty Curriculum Liaison regarding any alternate placement options and required documentation.
Notifies CHS Director of preferred placement exam date and information regarding the desired proctor so that approval can be given by the Edmonds College Testing Center--assurance will be requested regarding the security of offsite testing location prior to the approved proctor being given the online placement exam password.
As needed, discusses placement scores with Edmonds College Faculty Curriculum Liaison.
Checks class roster for accuracy and notifies the CHS Director of any discrepancies.
Participates in provided professional development activities which will be documented in an annual CHS report.
Meets with Edmonds College Faculty Curriculum Liaison (virtually or in-person) each semester with a classroom visit during the first and last semesters of the first instructional year; one classroom visit thereafter; includes discussion and signing the Classroom Observation form.
Communicates all administration issues to CHS Director and all curriculum issues to the Edmonds College Faculty Curriculum Liaison.
Communicates to students if different grading criteria will be used for CHS and high school courses.
Ensures that grade deadlines are met by posting grades through the college’s grading system.
Cooperates with the required End-of-course Questionnaires per the college’s policies and procedures.
Notifies CHS Director if there will be any leave or replacement of position during the school year.
What’s involved in the Edmonds College Faculty Coordinator/Liaison’s visit to my classroom and professional development options?
The CHS Director has provided the following information to each Faculty Coordinator/Liaison and it is included in the CHS Handbook as follows:
Recommendations for Classroom Visit/Observation
Before the Classroom Visit, discuss the following with the CHS Associate Faculty:
- What do you want the students to have learned by the end of this class?
- What will happen in this class?
- How does this class fit in with the overall course?
- What pre-class work will the students have done for this class?
- Are there specific aspects of the class on which you would like to receive feedback?
Ask the CHS Associate Faculty to be prepared to share course syllabus; teaching materials prepared for that class, such as handouts, pre-class quizzes, and homework due that day, teaching notes, slides, or an overall lesson or unit plan; and samples of assessments and graded student work.
During the Classroom Visit, focus on the following criteria:
- Clarification of the class purpose
How well does the CHS Associate Faculty convey the purpose of this class?
- Organization of the class structure
Are the class materials and activities well organized?
- Reinforcement of major concepts
Are the major concepts being covered?
Do the activities and materials utilized in class reinforce the major concepts?
- Pacing and scope
Is the material presented at a suitable rate?
Is the amount of material covered reasonable?
- Classroom atmosphere/class management
Is there a safe and respectful classroom atmosphere conducive to student learning with effective classroom management?
- Consideration of diversity
Does the CHS Associate Faculty acknowledge or interact with a broad range of students, being respectful of diverse opinions and perspectives; and employ a diverse set of methods to accommodate a range of student learning styles?
- Balance between abstract and concrete
If applicable, is there an appropriate balance between abstract and concrete concepts?
- Classroom assessment
If applicable, in what ways does the CHS Associate Faculty check for comprehension and solicit feedback?
- Consistency with on-campus course
Does the course look and feel like a college course within your discipline?
Are students being held to similar standards using appropriate texts, materials, assessments, and grading strategies for the course?
After the Classroom Visit, discuss with CHS Associate Faculty:
- Perspectives on what took place during classroom session.
- Any points brought up pre-visit.
- Any comments recorded on the classroom observation form.
- Professional development with documentation on the Professional Development form.
- Areas of concern, if any, regarding alignment with college expectations.
NOTE: a development plan must be created with a clear timeline for follow-up and CHS Director should be notified.
- Submit signed Faculty Coordinator/Liaison Classroom Observation Form to CHS Director
Details for Classroom Visit
- While CHS Associate Faculty operate under the same set of standards as college faculty, additional curriculum may be included to meet the high school core curriculum required by the high school. Faculty Coordinator/Liaisons should be willing to help CHS Associate Faculty accommodate both curriculums, while at the same time assuring that the college curriculum is being covered in full.
- The classroom visit should be on a regular school day that has been pre-arranged with the CHS Associate Faculty and principal(s). High school schedules are very different from college schedules and vary from school to school. Classes will often be cut short for assemblies or other activities. Some schools have A days and B days, others distinguish days by period number. It is important to contact the CHS Associate Faculty beforehand to make sure it is not a “special” schedule day.
- Most high school teachers have two or more “prep” periods per week during which they can plan lessons, grade, research or work on other projects. These prep periods are an excellent time, if visits are scheduled in advance, to meet one-on-one with CHS Associate Faculty without distraction.
- It is important when visiting a high school to sign in at the main office. Some high schools require a visitor’s pass or name tag. Parking should be in the visitor lot. If there is no room there, mention it when checking in.
- The purpose is to observe:
- instructional quality;
- if the CHS Associate Faculty is on schedule with the equivalent college course as described in the CHS syllabus;
- whether or not CHS students are learning and their behavior is appropriate for a college class;
- if the CHS students are held to the same standards of achievement and same grading standards as expected of Edmonds College on-campus students;
- that the CHS students are assessed using the same methods as students in the equivalent on-campus class; and
- CHS student work and assessments to ensure that work and grading is comparable with Edmonds College students.
- The classroom observation should be for the entire class period followed by review/discussion of the observation form signatures. If an immediate review or discussion is not an option, a signed copy (main office should be able to make a copy) should be left with the CHS Associate Faculty with a definite determined follow-up plan.
- Sign the Faculty Coordinator/Liaison Classroom Observation Form and submit to the CHS Director after discussion with the CHS Associate Faculty.
In the case of concerns over the quality of instruction, the following steps should be taken to enable the high school and school district to address the concerns of the CHS representative (Faculty Coordinator/Liaison) or student perceptions as reflected in the End-of-course Questionnaire. It is intended that the instructional issues be addressed on a case-by-case basis with the goal of assisting the CHS Associate Faculty to correct the problem(s).
- Document the concern on the Faculty Coordinator/Liaison Classroom Observation Form during a site visit.
- Discuss the concern with the CHS Associate Faculty and set a reasonable time for the CHS Associate Faculty to address the concern and correct the problem. The Dean and CHS Director should be informed at this point.
- Schedule and conduct a follow-up visit/meeting.
- Upon the CHS Director’s review of the questionnaires, if concerns are reflected in student responses, an appointment will be made with the CHS Associate Faculty, Dean and CHS Director to discuss and plan remedy.
- If the concerns are not corrected within a reasonable time (i.e., one semester), inform the CHS Director/Dean so that contact can be made with the high school administrator. A formal notification letter will be sent to the CHS Associate Faculty who is in noncompliance with CHS policy/procedures.
Suggested Professional Development Activities
- Invite Associate Faculty to Edmonds College department meetings or professional development opportunities offered by the college/departments to on campus faculty.
- Share information from workshops/seminars attended.
- Conduct a group Conversation Hour (i.e, discussion of the college/department’s pedagogical, theoretical and philosophical orientation, new research in the field, Bloom’s Taxonomy, curriculum design and applications, an article review, usefulness of pre/post quizzes for specific required topics).
- Exchange activities (labs, assignments) used in campus classrooms/labs.
- Provide invitation to attend specific labs or lectures on campus.
- Share sample exams.
- Review of paired assessment instruments and norming of student exams/assignments.
- Exchange samples of student exams, writing and assignments to calibrate grading including discussion of observations.
- Jointly address students regarding careers in the field.
- Provide new information on syllabus design, note-taking strategies, and classroom discussions.
- Provide supplemental texts and resources.
- Conduct discussion of AP/IB vs CHS (AP/IB are content/fact driven vs CHS classes are analyzing, evaluating—higher level of Bloom’s Taxonomy).
- Collaborate/discuss topics that give students the most trouble including effective outcome-based methodologies.
- Ask about CHS Associate Faculty’s “favorite” assignment and provide opportunity for peer group discussion why the assignment is successful and how it meets learning objectives.
- Create and regularly monitor an online discipline-specific discussion forum for CHS Associate Faculty.
You, your high school counselors and registrars will be provided registration information as well as placement procedures. Additionally, the CHS website includes information for your parents and students describing CHS and its processes/procedures/deadlines as well as Frequently Asked Questions.
The CHS Director, Edmonds College academic advisors, and/or high school counselors will be available to provide your students and parents information regarding whether or not the CHS program will help meet the student’s educational goals. Electronic communication will also be provided.
The college registration process begins with first-time Edmonds College students completing the online CHS Admission Form, there is no application fee. Students are permitted to register for a CHS class if they have earned the appropriate placement score on the college’s placement exam or through your evaluation of their high school transcript using the Edmonds College English or Math Alternate Placement Rubric. Any alternative placement will follow the college’s tracking and documentation procedures.
If an interested student falls “in the grey area,” his/her score and classroom work including grades on previous classes will be reviewed by you and Edmonds College Faculty Coordinator/Liaison. In these cases, the college department head must grant approval prior to student registering for a CHS class. Students who enroll in successive college courses must meet all prerequisite requirements.
CHS tuition scholarships may be available to Bellevue, Edmonds and Seattle School District students who have district approved for free/reduced lunch. Coordination will be with the high school counselor(s) and the CHS Director. A tuition scholarship recipient must earn a 3.0 in the first course to be eligible for a second partial tuition scholarship.
CHS Director will work with any funding agency providing tuition payments through scholarships and coordinate with high school counselor lead contacts to ensure that any designated eligibility requirements are met. Students who are approved for a tuition scholarship will be notified prior to registration and payment deadlines.
Eligible students will complete the online class registration form and payment for the $215 CHS reduced tuition for a 5 credit class. Registration/payment deadlines will be coordinated with staff of Enrollment Services and Cashiers Departments and, as possible, with the school district registrars.
The CHS Director will send each of your registered students a welcome letter which will include the student’s ctcLink ID, how to order a college transcript, FERPA, and Edmonds College Student Rights, Freedoms and Responsibilities website links as well as information about all college programs and resources. You will also provide each registered student a CHS course syllabus which also restates much of this information.