Information for High School Teachers
Welcome to the Edmonds Community College faculty! We are delighted that you have been appointed Associate Faculty in our 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 CC’s institutional Core Themes.
You play an integral role in Edmonds CC’s vision of “transforming lives through exemplary, nationally recognized education and career pathways.” You, along 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 CC faculty has the opportunity to learn from you as a full instructional partner of the college. This is a win-win for students earning dual (high school and college) credit. Students’ college and high school transcripts will show 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 CC 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 is here to assist you, your students, counselors, registrars, and parents.
My best wishes for a challenging and exciting school year.
President, Edmonds Community 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 CC 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 CC 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:
“Motivated me to do a more thorough job of teaching content.”
“The joy of making the course available to students who otherwise could not afford college.”
“Giving me the connection to the college that provides additional resources for students.”
“Rethinking how my class prepares students for college-level instruction.”
“Raising my standards and expectations of students.”
“It has challenged me to cover material better and with greater aim of success.”
CHS Associate Faculty also report that they have also benefited in the following ways:
- Teacher Development—Edmonds CC is provides CHS Associate Faculty with an Edmonds CC 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 CC 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. This encourages them to participate in the extra-curricular activities at their high school. Additionally, 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 CC to the CHS Associate Faculty for the tasks that are outside their district teaching responsibilities.
- 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 Pam LeMay, Director of Special Academic Programs/CHS, at 425.640.1371 (office), 206.276.4343 (cell), or email email@example.com. Pam will clarify the application process and answer any questions you might have. She will also notify the appropriate Edmonds CC 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 CC 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
BUSINESS (BUS 130 BUSINESS MATH — Financial Algebra)
Two years teaching high school Financial Algebra
DIVERSITY STUDIES (DIVST 125 Race and Ethnic Relations – Ethnics Studies
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 (TBD as requested)
Master’s degree in Economics
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
Industry 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 and Composition)
Master’s degree in English
FRENCH (FRCH& 121, 122, 123 French I, II, III – French 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 levels.
NOTE: Bachelor’s degree will be accepted on a case-by-case basis and the approval of the Modern Language Department Heads and the Dean of the Humanities and Social Sciences Division
HISTORY(HIST& 117/118 Western Civilization II/III — AP Euro; 147/148 U.S. History II/III — AP U.S. 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 History courses
NOTE: If less than 3 years of experience, approval of high school Department Head, Edmonds CC History Department Head and Edmonds CC Division Dean is required
MATHEMATICS(MATH& 141/142 Pre-calculus I/II; 146 Intro to Statistics; 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
NOTE: The CHS Math class needs to be the same or higher as the Honors/AP/IB Math class
PSYCHOLOGY(TBD as requested)
Master’s degree in Psychology
POLITICAL SCIENCE (POLS& 203 International Relations – IB International Relations)
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 CC Political Science Department Head and Edmonds CC Division Dean is required
SPANISH (SPAN& 121, 122, 123 Spanish I, II, III – Spanish 2nd Year, 3rd Year, 4th 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 levels.
NOTE: Bachelor’s degree will be accepted on a case-by-case basis and the approval of the 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 CC 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 CC 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 CC 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 CC. 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 CC 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 Fall Quarter meeting; in November 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. See the sample CHS Associate Faculty Assignment Agreement.
As with all new college employees, there will be one-time initial paperwork to become part of the Edmonds CC 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 during the first and last semester of your initial year of appointment. Thereafter, there will be an annual classroom visit. Edmonds CC 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:
- sign the CHS Associate Faculty Assignment Agreement verifying the responsibilities of this position;
- attend the annual CHS Associated Faculty Orientation/Department Meeting;
- meet with Edmonds CC Faculty Coordinator/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;
- submit (each year) an electronic CHS class syllabus to the Faculty Coordinator/Liaison
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 CC academic department, the Faculty Coordinator/Liaison will forward these changes to the CHS Associate Faculty for inclusion in an updated syllabus.)
- distribute registration packets;
- meet with the CHS Director to discuss necessary HR paperwork, grading deadlines, instructions for placement exam, and information regarding partial tuition scholarship process;
- submit Edmonds CC appropriate paperwork to the CHS Director so that Edmonds CC Human Resources and Payroll procedures are followed for stipend payments;
- include information about CHS on the high school class website including deadlines and registration and payment processes;
- work with the Faculty Coordinator/Liaison regarding any alternate placement options and submit required documentation to the CHS Office prior to students registering;
- notify the CHS Director of preferred placement exam date and information regarding the desired proctor so that approval can be given by the Edmonds CC Testing Center; assure the security of offsite testing prior to the approved proctor being given the online placement exam password;
- coordinate with the CHS Director regarding distribution/collection of Student Letter for first time Edmonds CC students including CHS Application Form by established due date (generally 7-10 days prior to the placement exam date) so that college staff can enter new students into the college system;
- discuss placement scores with Edmonds CC Faculty Coordinator/Liaison as needed;
- review your CHS class roster for accuracy and notify the CHS Director of any discrepancies;
- participate in provided professional development activities which will be documented in an annual CHS report;
- meet with Edmonds CC Faculty Coordinator/Liaison personally 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;
- communicate all administration issues to the CHS Director and all curriculum issues to the Edmonds CC Faculty Coordinator/Liaison;
- communicate to students if different grading criteria will be used for CHS and high school courses;
- ensure that grade deadlines are met by posting grades through the college’s grading system (Instructor Briefcase) or by due dates if manual entry has been requested; and
- cooperate with the required End-of-course Questionnaires per the college’s policies and procedures.
What’s involved in the Edmonds CC 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 CC 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 CC 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 CC 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 CC academic advisers, 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. Written and electronic communication will also be provided as well as in-person class visitations and attendance at Open House and Parent Nights as possible.
The college registration process begins with first-time Edmonds CC students completing the online CHS Application 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 (currently Accuplacer) or through your evaluation of their high school transcript using the Edmonds CC English or Math Alternate Placement Rubric. The placement exam will be coordinated with the Edmonds CC Testing Center and administered by an approved proctor at each high school. 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 CC 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.
Partial tuition scholarships may be available to Edmonds School District students depending upon funding from the Edmonds School Foundation. Coordination will be with the high school counselor(s) and the CHS Director. A partial 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 partial 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 partial tuition scholarship will be notified by the CHS Director prior to registration and payment deadlines.
Eligible students will complete the class registration form and payment slip with the $215 CHS reduced tuition for a 5 credit class. All will be mailed (using the provided prepaid postage and addressed envelope) to the Edmonds Community College CHS Office. 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 provide registrations to Enrollment Services for processing and payments to the Cashiers Department.
When all students have been registered into the college system and payment received, the CHS Director will provide you with a class roster which will include the students’ Student Identification (SID) numbers. SIDs are necessary for future registrations and to obtain an Edmonds CC transcript. You will be asked to review this initial roster for accuracy and report any necessary changes to the CHS Director who will provide corrections to Enrollment Services. As requested, the CHS Director will provide high school counselors and registrars a copy of final rosters/grade sheets per FERPA.
The CHS Director will send each of your registered students a welcome letter which will include the student’s SID, how to order a college transcript, FERPA, and Edmonds CC Student Rights, Freedoms and Responsibilities website links as well as information about all college programs and resources. You will also give each registered student a CHS course syllabus which also restates much of this information.
|September 28||Remind students that if taking ACCUPLACER exam for placement into MATH& 141, the online Edmonds CC Application Form must be completed to receive a Student Identification (SID) number which will be needed on the test date|
|After October 4||ACCUPLACER exam at high school or students come to the Testing Center at Edmonds CC|
|October 8||Edmonds School District and Nathan Hale HS students approved to receive free/reduced lunch, must complete the one page Scholarship Request Form available in counseling office|
|October 16||CHS Office will email notification to students re scholarship approval|
|November 1||Remind all new students registering for their first Edmonds CC class to complete the online Edmonds CC Application Form to receive a Student Identification (SID) number|
|November 7||Northshore School District students: Winter 2019 (first semester) registrations/payments due to CHS teacher|
|November 8||CHS staff will pick up Northshore School District registrations/payments|
|November 15||Edmonds School District and Nathan Hale HS students: Winter 2019 (first semester) registrations/payments due by mail to CHS Office|
|November 29||Initial rosters to CHS Associate Faculty|
|December 3||CHS Associate Faculty notify CHS Office of any corrections needed. Last day for students to withdraw without a transcript entry|
|January 10||Final roster (Winter 2019 Grade Sheet) and Questionnaires to CHS Associate Faculty|
|February 5||Winter 2019 (first semester) grades due to CHS Office and copies to registrars|
|March 4||If an Edmonds School District or Nathan Hale HS student and approved to receive free/reduced lunch, complete the one page Scholarship Request Form available in high school counseling office; award emails will be sent by March 7|
|March 7||CHS Office will email notification to students re scholarship approval|
|March 20||Northshore School District students: Spring 2019 (second semester/yearlong) registrations/payments due to CHS teacher|
|March 21||CHS Staff will pick up Northshore School District registrations/payments|
|March 22||Winter 2019 (first semester) grades available online at www.edcc.edu|
|April 12||Edmonds School District and Nathan Hale HS students: Spring 2019 (second semester/yearlong) registrations/payments due by mail to CHS Office|
|April 23||Initial rosters to CHS Associate Faculty|
|April 25||CHS Associate Faculty notify CHS Office of any corrections needed. Last day for students to withdraw without a transcript entry|
|May 16||Final roster (Spring 2019 Grade Sheet) & Questionnaires to CHS Associate Faculty|
|June 18||Spring 2019 grades due to CHS Office and copies to registrars CHS staff pick up End-of-course Questionnaires.|
|June 21||Spring 2019 grades available online at www.edcc.edu|