Policies and Expectations: ACP Instructor & School Handbook: Indiana University

Instructor responsibilities #

Convene the ACP course in accordance with the current content expectations, objectives, pedagogical approaches, student performance standards, and assessment strategies as established by the faculty liaison.
Use the departmental-approved template to create and upload to Canvas an up-to-date IU syllabus each time an ACP course is offered. Non-template syllabi are acceptable only if they contain at least the information contained in the departmental-approved template.
Distribute a current faculty-approved syllabus to IU students in all ACP sections.
Use a textbook approved by the appropriate IU faculty liaison.
Monitor official student class rosters in One.iu.edu.
Provide site visitors with all materials and information (e.g., syllabus, schedule, availability, graded assignments) as requested prior to the visit.
Upload the ACP syllabus via Canvas within established time frames.
Be aware that noncompliance with requirements to upload current syllabus may result in the withdrawal of students from the college course and instructor decertification.
Report episodes of academic misconduct to ACP immediately upon determining such activity occurred.
Establish and maintain an IU username and passphrase for IU email and access to One.iu.edu.
Encourage students to complete the online End of Course Survey.
Submit grades in a timely fashion via One.iu.edu (within two weeks of course ending, no later than January 15 for first semester courses, and June 15 for second semester and full-year courses).
Attend annual professional development seminars. Be aware multiple consecutive absences will result in instructor decertification.
Follow student disability accommodation recommendations as outlined in summer training.
Notify ACP of plans to retire, change of high school, or the high school's plan to discontinue offering the course.
Be aware that failure to adhere to ACP policies and expectations will result in decertification to offer IU courses.

Student enrollment #

Students must be enrolled for college credit at the time the course is taken; there is no retroactive enrollment or awarding of college credit.
Students must enroll for college credit during the online self-registration period, or by requesting administrative enrollment via the confirmation roster process. There is no retroactive enrollment or awarding of college credit.
Tuition payment status does not affect student enrollment. Failure to pay tuition does not result in the student being removed from the IU roster, or earning credit. It will, however, affect the student’s ability to register for future terms or to access their IU transcript.

Course implementation and textbooks #

In some cases ACP courses may be simultaneously taught with AP courses but in no case can an ACP course be taught simultaneously for Indiana University and another dual credit provider.
All Indiana University courses, including those taught through ACP, require the use of an IU-approved textbook.
All textbooks and supplemental materials required for the ACP courses are the responsibility of School Corporation to procure. University approved or required textbooks may not adhere to the traditional six-year textbook adoption cycle and may require more frequent replacement.
Schools will be billed for all students in courses with integrated IU e-Texts.

Grades #

The Indiana University Office of the Registrar is the only recognized authority to report IU grades. ACP can share whether students have earned IU credit for a course, but will not share the grades reported for those students.
Only the grade earned for high school credit should be reported on the students' high school transcripts. ACP partner high schools are not allowed to report the grade earned for IU credit on the high school transcript.
High school and Indiana University course grades do not have to be the same grade. College expectations of student performance are not the same as high school expectations, so it is possible that a student's college grade is lower than the high school grade.
College grades are protected under the Family Educational Rights and Privacy Act (FERPA) and the fact that ACP students are still in high school or under 18 years of age has no impact on grade protection.

Instructor compliance #

In case of an ACP instructor's extended absence from the classroom (more than five days) the principal will notify the ACP office to make arrangements for an ACP-approved suitable replacement.
Instructors who are absent from three consecutive annual professional development seminars must retrain the next time training is offered. Unless alternate arrangements are made, failure to retrain will result in decertification to offer ACP courses.
The above statement should not be construed that ACP instructors need only attend an annual professional development seminar once every three years. Annual attendance is required. However, ACP recognizes that life events and school issues may prevent an instructor from attending from time to time. When such events result in an instructor missing three consecutive seminars, summer retraining will be necessary in order to continue to offer IU courses. Ongoing collegial discussions about curriculum, pedagogy, assessment, and course philosophy ensure ACP instructors are able to deliver quality Indiana University courses to their students. Such seminars are a key distinguishing characteristic of quality concurrent enrollment programs.

Enrollment caps #

Indiana University caps student enrollment in certain courses. The caps below are independent of the number of students enrolled for college credit.

Course Number	Course Description	Enrollment Cap
COLL-P 155/SPCH-S 121/COMM-S 121	Public Oral Communication/Public Speaking	24
ENG-W 131	Reading, Writing, & Inquiry I	24
ENG-L 202	Literary Interpretation	30
ENG-L 111	Discovering Literature	30
ALL WORLD LANGUAGES		24
CHEM-C 121	Elementary Chemistry Lab	2x the number of chemistry lab stations + 1

Policies for trimesters and block-4 school calendars #

If you are inquiring about an ACP course not specifically listed below, please get in touch with the ACP office.

English W131, L202

Indiana University English ENG-W 131: Reading, Writing, & Inquiry I and ENG-L 202: Literary Interpretation as offered through ACP are designed to be delivered within a standard academic semester (16-18 weeks) as a match for on-campus delivery. Reducing course delivery duration would compromise not only the courses' curricular integrity, as established by the university, but students’ abilities to successfully achieve the courses’ stated learning outcomes. Such roadblocks to success are not circumvented by increased instructional contact hours alone. As is true of most college courses, the analytical reading and writing called for by both ENG-W 131 and ENG-L 202 require considerable time outside the classroom to read and reread materials; to deliberate course concepts; to develop nuanced claims and interpretations possible only through prolonged consideration of materials and inquiry questions; to draft and meaningfully revise essays in light of instructor feedback, peer feedback, and the student’s own deepening understanding of their topic and/or issue for consideration.

For such reasons, partnering schools operating on a trimester schedule are asked to observe the following policies when offering IU ENG-W 131, IU ENG-L 202, or both, through ACP:

If a school offers only one course, either ENG-W 131 or ENG-L 202, that course should be offered over (2) consecutive trimesters.
If a school offers both ENG-W 131 andENG-L 202, then those courses would, ideally, be offered over (1.5) trimesters each, with ENG-W 131 the first (1.5) and ENG-L 202 the second (1.5) trimesters.
If a school that typically offers both ENG-W 131 and ENG-L 202 cannot schedule the courses for (1.5) trimesters/each, then we recommend that school offer ENG-W 131 over (2) consecutive trimesters, forgoing ENG-L 202.

History H105, H106

The policy above also applies to ACP History HIST-H105 and HIST-H106.

Political Science Y103

ACP Political Science POLS-Y103 is to be taught over two consecutive trimesters.

Questions about trimester or Block-4 delivery of other ACP courses should be directed to Kristal Arsenault, karsenau@iu.edu. 812-856-2259.

Public Speaking - COLL-P/CMCL-S 155/121 (typically one semester): one 9-week block
Biology - BIOL-L 100 (typically two semesters): two 9-week blocks
Education - EDUC-F 200 (typically two semesters): two 9-week blocks
Education - EDUC-K 205 (typically two semesters): two 9-week blocks
Education - EDUC-P 250 (typically two semesters): two 9-week blocks
English - ENG-W 131 (typically one semester): one 9-week block or two 9-weeks block-8 (every other day)
English - ENG-L 202 (typically one semester): one 9-week block or two 9-weeks block-8 (every other day)
Mathematics - MATH-M 118 (typically two semesters): two 9-week blocks
Mathematics - MATH-M 125 (typically one semesters): one 9-week block
Mathematics - MATH-M 126 (typically one semesters): one 9-week block
Mathematics - MATH-M 211/215 (typically two semesters): two 9-week blocks
Mathematics - MATH-M 212/216 (typically two semesters): two 9-week blocks
History - HIST-H 105 (typically one semester): one 9-week block or two 9-weeks block-8 (every other day)
History - HIST-H 106 (typically one semester): one 9-week block or two 9-weeks block-8 (every other day)
Political Science - POLS-Y 103 (typically one semester): one 9-week block or two 9-weeks block-8 (every other day)
Germanic Studies - GER-G 150 (typically two semester): two 9-week blocks
Germanic Studies - GER-G 200 (typically one semester): one 9-week block
Germanic Studies - GER-G 250 (typically one semester): one 9-week block
French - FRIT-F 200 (typically one semester): one 9-week block
French - FRIT-F 250 (typically one semester): one 9-week block
Spanish - HISP-S/SPAN-S 203 (typically one semester): one 9-week block
Spanish - HISP-S/SPAN-S 204 (typically one semester): one 9-week block

Academic misconduct #

Academic misconduct includes, but is not limited to, cheating, plagiarism, fabrication, and violation of course rules*. If you believe that one of your ACP students has committed an act of academic misconduct, follow the guidelines below:

The ACP instructor should contact ACP Associate Director, Kristal Arsenault karsenau@u.edu, to notify the office of the occurrence.
After the Associate Director consults with the ACP Liaison for the course and the ACP Director, the ACP instructor will be notified how to proceed.
If the course of action is to submit an incident report with the Office of Student Conduct, the ACP instructor will be directed to the report site at the appropriate IU regional campus of record:
- IU Bloomington:
  Misconduct Information
  Reporting Form
- IU Northwest:
  Misconduct Information
  Reporting Form
- IU East:
  Misconduct Information
  Reporting Process: Email detailed offense and sanction determination to Dean of Students, Academic Affairs
- IU Southeast:
  Misconduct Information
  Reporting Form
- IU Kokomo:
  Misconduct Information
  Reporting Form
- IU South Bend:
  Misconduct Information
  Reporting Form

Note: Different from the high school portion of the course, discipline actions that involve the grade for IU credit are protected under FERPA. Parents require the consent of the student in order to be informed.

Follow-up for the Instructor:

After submitting the report, the ACP instructor will be contacted by a regional representative from the Dean of Students. In a typical course of action for first offense, the instructor will record a grade of 0 for the compromised assignment.

Follow-up for the Student:

The student will be contacted by a regional representative from the Dean of Students and informed of the course of action. The infraction will be noted in the student’s file at the campus of record.

Note: Additional documented infractions carry greater consequences.

*Useful links for identifying and avoiding academic misconduct:

IEP, 504 and accommodations for students with disabilities #

The following policy clarification is included in every ACP course syllabus:

Student Disabilities

Every attempt will be made to accommodate qualified students with disabilities (e.g. mental health, learning, chronic health, physical hearing, vision neurological, etc.). First contact your school’s special education teacher or school counselor. You will work with them and use the information provide in our ACP Student Handbook – Student Disabilities to identify which accommodations require additional review through interactive discussion with your IU Accessible Educational Services (AES) Office. Note that services are confidential, may take time to put into place and are not retroactive; captions and alternate media for print materials may take three or more weeks to get produced.

Since there can be differences between IEP and IU course accommodations, ACP and the IU AES offices have identified which accommodations do not require additional review and approval from AES, as such accommodations generally will not fundamentally alter the ACP course objectives for students with a documented IEP (See Section B). Additionally, ACP and the IU AES offices have identified which student accommodations require students to contact their area IU AES office, for additional review and approval (See Section A). The student (and parents with the FERPA permission from the student) must initiate the contact with the appropriate AES office for any accommodations listed in Section A. Accommodations that Require AES Approval. Once the case has been documented with the IU AES, the faculty liaison in consultation with the ACP instructor are then able to discuss and provide the services and accommodations, timeline, and policies, as well as decide what may and may not be allowed for IU credit with each student’s situation.

Using this button instructors or designated school contact will share with the appropriate AES office which students in the ACP course have been approved for any of the accommodations listed in Section B. Should an ACP instructor wish to discuss any of the generally approved accommodations in this section, they can contact AES.

Student Course Accommodation Form

For any student requesting the following:

Flexible Absences – Action is required by faculty to initiate this accommodation. Please collaboratively complete the online agreement at https://go.iu.edu/zym. For this accommodation to be valid, the submitted agreement must be approved and on-file with the DSS Office. The FA agreement allows for course specific attendance flexibility and arrangements for assignments due the day of an absence. For absences due to disability-related symptoms, the student must notify the instructor in advance or by the end of the day of the class missed.

Permission to Leave – The student has permission to leave the classroom suddenly in the event of acute onset of disability-related symptoms.

Alternatives to Participation – Some students may have difficulty formulating an immediate verbal response to questions, speech disfluencies, difficulty reading aloud, etc. If oral expression is NOT a fundamental requirement of the course, you may consider allowing the student to complete an oral assignment using a different format.

Accommodations requiring financial consideration (technology, interpreter)

For any of the special course specific requests:

BIOL-L 100 Humans and the Biological World – Service animals are not auto-approved.

CHEM-C 101/121 Elementary Chemistry – Service animals are not auto-approved.

COLL-P 155/SPCH-S 121/COMM-S 121 Public Oral Communication – Alternative to Participation is not approved as oral expression is a fundamental requirement of this course.

IU AES Contacts: https://ada.iu.edu/students/index.shtml

The following identified accommodations generally will not fundamentally alter the course objectives for IU ACP courses and may be approved for students with a documented IEP:

ADMIN – Alternative Format Material

All classroom materials and exams must be provided to the student in an alternative format prior to use.

Classroom – Alternative Format Text

All classroom materials and exams must be available to the student in an alternative format prior to use. This may include (but is not limited to) braille or accessible electronic formats.

Classroom – Closed Captioning

All videos shown in class must be presented with closed captioning.

Classroom – Closed Captioning/Face Student

Face student when speaking in classroom.

Classroom – Closed Captioning/Film Access

Provide student with access to classroom films.

Classroom – Closed Captioning/Repeat Questions

Repeat questions and summarize comments from classmates.

Classroom – Interpreter

The student requires an American Sign Language (ASL) interpreter for lecturers and exam instruction.

Classroom – Laptop

The student may use a laptop or tablet to take notes in the classroom. Improper use of the device such as using it for non-class-related activities will result in the loss of this accommodation.

Classroom – Large Print

Classroom materials and texts must be provided electronically or in a large print format. Font size will be specified on the memo.

Classroom – Notes

Copies of class notes from a peer must be made available to the student unless the notes are posted by the instructor to Canvas.

Classroom – Permission to Eat/Drink

The student has permission to have food and drink in the classroom due to disability-related needs.

Classroom – Permission to Record

The student is allowed to record class lectures and discussions using DSS-approved software – Sonocent, smart pen, or OneNote. The student may not share the recordings with other students. Sharing of recordings would result in removal of this accommodation; using direct quotes would be considered plagiarism and subject to referral to the Office of Student Conduct.

Classroom – Permission to Stand

The student has permission to stand at the back of the classroom as needed to alleviate disability-related symptoms.

Classroom – Permission to Use Medical Monitor

The student has permission to monitor their medical condition with an electronic device in the classroom.

Classroom – Preferential Seating

The student must be given the opportunity to select a seat that allows best access to the material or quick access to an exit in case of a medical emergency.

Classroom – Video Description

Verbal description of visual content (i.e. Audio description – AD). Verbalization of visual content (such as videos, images and whiteboard drawings) which conveys the essential elements to the listener. The amount of AD is dependent on the complexity of visuals. This may be pre-recorded (ATAC), an explanation by the instructor, or require the help of an in-class sighted assistant.

Exam – Alternative Setting (Private)

The student must be tested in a private setting with only a proctor present.

Exam – Alternate Setting (Reduced Distraction)

The student must be tested in a distraction reduced environment that is proctored and free from constant interruptions. The number of students in the testing room will be determined by the size of the space. In a typical size classroom that seats about 30-35 students, this would be appropriate for 10 students or less. In a very large lecture hall, up to 30 students may be reasonably tested if they can be spread out and less distracting when finishing the exam at different times.

Exam – Calculator

The student is allowed a simple calculator (T1-10 or Four-function) for math and math-related tests, quizzes, or exams where basic calculations are not the focus of the assessment or an essential course component. Please note: a calculator is not allowed in basic math courses. Additional permission from the Department of Mathematics may be required.

Exam – Dictation

The student is permitted to dictate test answers to either voice response adaptive software or another recording device.

Exam – Extended Time (1.5X)

The student is allowed time and a half (an additional 50%) on timed tests, quizzes, exams, and in-class written assignments. Arrangements for unscheduled quizzes should be addressed with student during Memo meeting with instructor. If needed, contact DSS for alternative recommendations for unscheduled quizzes.

Exam – Extended Time (1.5X) MATH ONLY

The student is allowed time and a half (an additional 50%) on timed tests, quizzes, exams, and in-class math-related written assignments. Arrangements for unscheduled quizzes should be addressed with student during Memo meeting with instructor. If needed, contact DSS for alternative recommendations for unscheduled quizzes.

Exam – Extended Time (2x)

The student is allowed double time (an additional 100%) on timed tests, quizzes, exams, and in-class written assignments. Arrangements for unscheduled quizzes should be addressed with student during Memo meeting with instructor.

Exam – Extended Time (2x) MATH ONLY

The student is allowed double time (an additional 100%) on timed tests, quizzes, exams, and in-class written math-related assignments. Arrangements for unscheduled quizzes should be addressed with student during Memo meeting with instructor.

Exam – Extended Time (2x) ESSAY ONLY

The student is allowed double time (an additional 100%) on timed essay exams.

Exam – No Scantrons

The student is permitted to mark answers directly on his/her copy of the exam.

Exam – Scribe

The student is permitted to dictate test answers to a proctor who will function as a scribe.

Exam – Spelling Forgiveness

Spelling forgiveness, or the use of an electronic speller for in-class tests, quizzes, exams, and in-class written assignments is permitted when spelling is not the focus of the assessment or an essential course component.

Exam – Stop the Clock Breaks

The student is allowed to take stop-the-clock breaks on exams. This accommodation is for disability-related symptoms. The student may not leave the exam room and a break is NOT to exceed ten (10) minutes for every 60 minutes of exam time.

Exam – Test Reader (Software or Proctor)

A proctor must read the exam to the student.

Exam – Word Processor

The student is allowed a word processor for exams with an essay format.

Exam – Written Instruction

The student requires a written copy of any verbal instructions given prior to a test, exam, or assignment.

NSO – Extended Time (1.5X)

Extended time on all timed placement exams. This includes the required foreign language exam as well as any optional exam you must complete such as biology, chemistry, or calculus. This extension is equal to an additional 50% standard time limit.

NSO – Extended Time (2X)

X – Animal (Service)

Service animals are recognized under the Americans with Disabilities Act (ADA) and are defined as dogs that are individually trained to do work or perform tasks for a person with disabilities. They are permitted in all university buildings and facilities except some laboratories and kitchens for the safety of the dog.

Technologies used #

You'll be required to use Canvas and Zoom frequently as an ACP Instructor. Please ensure you familiarize yourself with these applications using the links provided below, before applying.

About Canvas at IU

About Zoom at IU

Tuition Rate #

The tuition rate for dual credit earned through ACP is $25 per credit unit. $0 for students in Indiana high schools. A $156 per course fee may apply for students who reside outside of Indiana. This amount is charged directly to the student from the IU Bursar on the following schedule:

Fall, Tri 1, and year-long: bills generated and mailed USPS 3^rd Thursday of October with payment due November 10.
Spring and Tri 2 & 3: bills generated and mailed USPS 3^rd Thursday of March with payment due April 10.

Payment can be made by eCheck or credit card without IU login credentials at: go.iu.edu/PayACP

On this page...

Instructor responsibilities
Student enrollment
Course implementation and textbooks
Grades
Instructor compliance
Enrollment caps
Policies for trimesters and block-4 school calendars
Academic misconduct
IEP, 504 and accommodations for students with disabilities
Technologies used
Tuition Rate

Policies and Guidelines