Transcripted Credit

Transcripted Credit

Courses are delivered at the high school, duplicating MATC competencies, curriculum, assessments and resources. Students can earn dual credit at the secondary and post-secondary level, but must earn a “C” or better to receive MATC credit.

High school instructors are trained, certified and mentored by MATC faculty. Transcripted credit agreements are transferable to other Wisconsin technical colleges and may transfer to four-year universities.

HOW AND WHEN YOU GET THERE IS ALL UP TO YOU.

Follow your own pathway to success. If you want to go to college full-time and earn your degree in two years, you can do it at MATC.

If you want to jumpstart your career with a certificate to get you going in an entry level career, MATC can help with your goals now, and allow you to jump back on your educational path in the future as well. Save money by starting your path in high school by earning college credits.

To see what courses are offered at your high school through MATC please visit: MATC.edu/DualCredit 

Your child could save thousands of dollars in college tuition by earning an MATC degree and transferring the credits to a four-year college or university. We have program-specific transfer agreements with many private colleges and universities and the University of Wisconsin System. Another smart option is MATC’s General Studies Transfer Certificate which allows for roughly a year’s worth of General Studies credits to seamlessly apply toward a bachelor’s degree. 

Want to help your child make the best choices for success and happiness in their future? Use the discussion tips below as a guide.

How can you be an engaged parent?

  • Take interest in your child’s hobbies and education.
  • Visit MATC and other college campuses.
  • Talk with current students or recent MATC or other college graduates.
  • Have your child job shadow a friend or relative to see what they do for a day.
  • Occasionally revisit the student’s interests.
  • Encourage volunteer opportunities.
  • Remember to focus on what your child wants to do. Treat them as an individual.
  • Have a conversation about careers and college. Children in their teen years often want to enjoy independence. Parents who give their children room to discover who they are — on their own terms — increase the likelihood for success.

Questions TO HELP START THE DISCUSSION

  • Do you know what you want to study?
  • Do you desire large or small classes and campuses? Why?
  • Do you envision working with your hands or more with people?
  • Are you drawn more to learning through books and lectures or through hands-on practical experience?
  • Have you had the opportunity to visit both two- and four-year colleges to see what they’re like?
  • What financial resources do you have access to?

Why would I want to burden them with the worries of college coursework? My son/daughter should enjoy high school now.

  • College and career ready are huge buzz words. Allowing student opportunities to experience college rigor early helps prepare them to be “ready.”
  • Exploration in high school is safe and inexpensive. Students have college course options that can help them develop their future career plan.
  • If your son/daughter has already completed their graduation requirements, college coursework is a natural next step.

How is college coursework different from high school coursework?

  • Motivation, responsibility, initiative and follow through are required to be successful.
  • The content and expectations are ramped up. Students should be prepared to spend an extra 6 hours per week studying for these college level courses.
  • The course may be taught by a Technical College certified High School Instructor or an MATC faculty. Regardless who teaches, the course competencies are elevated and the student is expected to seek assistance. 

What are some indicators that my child is ready for college coursework?

  • Understands the increased expectations of college coursework.
  • Self-motivated, responsible, seeks challenges and is in good standing in high school.
  • Demonstration of success in Advanced Placement coursework or other high level coursework.
  • Has a defined interest in the content specific material of the course.

Who pays for the course?

  • In most cases the high school and/ or MATC cover the cost of the tuition, books and resources.
  • When students fail or drop course offerings, parents/guardians may be required to reimburse the high school district to cover the expenditures related to the course depending upon the course option pursued.

Who will my son/daughter be in class with?

  • Depending upon the course option chosen, students may be in course work at the high school with their peers or they may be at an MATC location with adult learners.
  • In some cases, MATC Instructors may not know that they have a high school student in their class.

How do we register for the courses?

  • Course registration is handled through your high school, Youth Apprenticeship Coordinator and MATC. One of these contacts will guide you through this process. 

 As a parent, how can I be informed of my son/daughter’s progression in coursework?

  • Reviewing the course syllabus with your child is the best means to determine progress.
  • In cases where the course is taught by high school instructors, parents can communicate with them.
  • When the course is taught by MATC faculty, students are treated equally and student performance can be shared with the student and parent, with a signed release.

How is this coursework recognized at the high school and at other academic institutions?

  • In some cases these credit options will be recognized as dual credit, awarding credit in both high school and college.
  • These credits will be recognized at MATC if you meet the grade requirements determined.
  • If you choose to attend outside of MATC, you will need to request that your MATC transcript be evaluated for credit at the college you plan to attend. It is up to the receiving institution how they take in credits.

What are grades based upon?

  • Grades are awarded based upon college level scales, which define student expectations.
  • The grade that students earn becomes a permanent part of the transcript. If grades are not passing, parent/guardians may be required to repay the sponsoring school district, depending upon the course option pursued. Also, some course options require a grade of “B” or higher.

Who is my contact person to initiate this process?

  • Your High School Counselor is the best person to answer questions or connect with the appropriate resources

High School Administrators

Oversight

Adminstrators are a key component to the dual credit process. Your attention to the communication with the key stakeholders in your building along with students and parents makes for the most optimal experience while putting students in a position to jump start their college career.

Data reporting

Ensuring that grades are completed at the end of each term for determining transfer credit is critical to ensuring your students receive the credit they earned. You may be asked to help in allowing additional release time for you instructors to work with MATC Dual Credit representatives or instructors to verify that grades are properly entered in to the MATC grading system for processing.


High School Faculty

Curriculum Currency

Maintaining communication with your MATC counterpart on a regular basis ensures that your students are receiving instrution that is in alignment with the corresponding MATC course. Workshops and training will be offered to you throughout the year via your MTC Faculty Liason.

Completion of student application

Each student will need to complete an MATC application and will be assigned a student ID number as part of any transcripted credit course. This will allow the final credit that they receive from successful completion of your class to be posted to their official MATC transcript once final grades have been submitted to the MATC grading system.

Content delivery

How you choose to deliver the curriculum is left up to individual instructors, but some instructional areas may require specific technologies or best practices. Your MATC Faculty Liason will be available to discuss instructional standards and delivery practices should you have any questions.

Grading

Upon completion of your Dual Credit course, you will need to enter grades according to your school/district standard procedure as well as in the MATC grading system (Infonline). The Dual Credit office along with your Faculty Liason will provide information and training. This is a crucial step as it ensures that your students receive the MATC credit that can be applied towards their degree or future transfer plans.

Evidence collection

As part of ongoing curriculum development and alignment, you may be asked to collect student work samples. This will help determine student mastery of content.

Workshop Participation

Ongoing training will be provided to you by your MATC Faculty Liason over the course of the school year. This may include large group workshops or individual collaboration. Your participation will guarantee the ongoing continuity of curriculum.


MATC Liason

On-boarding and training

MATC Faculty Liasons will receive training on a variety of Dual Credit related topics as part of their responsibilities as a representative of the college. 

Content/Curriculum sharing

All curriculum materials will be shared as part of the Dual Credit agreement process. This includes but is not limited to instructor developed materials, textbooks, related software or hardware requirements, instructional materials and resources. Please note that this is an ongoing process and will require training and updates as Course Outcome Summaries are revised to meet updated standards.

Classroom visits

MATC Faculty Liasons will be available to meet with High School instructors and students on site at least one time per semester. This may include student registration, guest lectures, recruiting and/or assistance or advising in content delivery or grading.

Cedarburg

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