AB 705 – 2.0

1. CCCCIO California Community Colleges Chief Instructional Officers AB 705 – 2.0 Lisa Aguilera Lawrenson, American River College, CIO Leandra Martin, Mission College, CIO Ginni May, Sacramento City College, ASCCC Treasurer Hilton San Francisco Financial District, April 16, 2019

2. Overview • Debunking the Myths of AB 705 • Official Communications re: AB 705 – ASCCC/CCCCO • Title 5 Regulations to Implement AB 705: • Sections • Demonstration of competency • Guided Self-placement • Co-requisite Implementation Considerations for Scheduling and Enrollment Management • Student Communications • How to support your faculty: • Workload Issues • Professional Development • Scenarios • Q&A/FAQ

3. Debunking the Myths of AB 705 Test your AB 705 knowledge…

4. Fact or Myth? AB 705 mandates that colleges remove prerequisites from transfer-level English and mathematics courses beginning fall 2019. Myth Colleges should not remove perquisites from the Course Outlines of Record. Title 5 §55003 includes: (d) Prerequisites or corequisites may be established only for any of the following purposes: (1) the prerequisite or corequisite is expressly required or expressly authorized by statute or regulation, or expressly required by institutions for which the college has transfer agreements; and (k) The determination of whether a student meets a prerequisite shall be based on successful completion of an appropriate course or on an assessment using multiple measures, as required by section 55522. Any assessment instrument shall be selected and used in accordance with the provisions of subchapter 6 (commencing with section 55500) of this chapter.

5. Fact or Myth? AB 705 mandates that colleges eliminate pre-transfer level English and mathematics courses. Myth Colleges may still offer pre-transfer level courses, although it is expected that such offerings will be significantly reduced. Education Code §66010.4 still requires that colleges provide remedial education to those that need it.

6. Fact or Myth? AB 705 requires that colleges use high school transcript data which include one or more of the following measures: course work, GPA, or course grades (when readily available) in determining student placement. FACT Education Code §78213 – aka AB 705 (Irwin, 2017): (d) (1) (A) A community college district or college shall maximize the probability that a student will enter and complete transfer-level coursework in English and mathematics within a one-year timeframe, and use, in the placement of students into English and mathematics courses in order to achieve this goal, one or more of the following measures: (i) High school coursework.(ii) High school grades.(iii) High school grade point average.

7. Fact or Myth? Colleges are required to use the Default Placement Rules. MYTH Colleges are required to use the Default Placement Rules if they choose not to implement their own placement rules. Title 5 §55500 (c): (ii) A district placement method using localized research must be supported by data and research showing throughput rates at or above those achieved by direct placement into a transfer-level course (or college-level courses where appropriate). Such data and research must be validated within two years of adoption of the method. The Chancellor shall regularly publish throughput rates achieved by direct placement into transfer-level courses (or college-level courses where appropriate), based upon the best available research at the time of publication.

8. Fact or Myth? Placement tests may still be used for ESL. FACT Placement tests may continue to be used for credit ESL through Fall 2019. It hasn’t been determined whether assessment tests for ESL will be approved for use beyond Fall 2019 (Spring 2020 placement), but a final determination will be distributed during Spring 2019. ESL FAQ December 2018: https://asccc.org/sites/default/files/AB705%20ESL%20FAQs%20Dec%202018%20%20docx.pdf

9. Fact or Myth? AB 705 mandates that placement of a student in a transfer-level math course establishes that the student meets the intermediate algebra competency requirement for a chemistry class. Myth Demonstration of competency – §55063 Placement of a student does not establish competency.

10. Official Communications from CCCCO and ASCCC regarding AB 705 Implementation ASCCC website at AB 705 Resources: https://asccc.org/ab-705-resources CCCCO website Frequently Asked Questions on AB 705: https://assessment.cccco.edu/faqs

11. Title 5 Regulations to Implement AB 705 Sections • Approved by Board of Governors meeting on March 18, 2019 • §55002 – Standards and Criteria for Courses • §55003 – Policies for Prerequisites, Corequisites and Advisories on Recommended Preparation • §55063 – Minimum Requirements for Associate Degree • §55500 – Scope and Intent • §55522 – English and Mathematics Placement and Assessment

12. Title 5 Regulations to Implement AB 705 Demonstration of competency – §55063 Effective for all students admitted to a community college for the Fall 20019 term or any term thereafter, competence in written expression shall be demonstrated by obtaining a satisfactory grade in an English course at the level of the course typically known as Freshman Composition (either Freshman Composition or another English course at the same level and with the same rigor, approved locally) or by completing an assessment conducted pursuant to subchapter 6 of this chapter (commencing with section 55500) demonstrating competency and achieving a score determined to be that is comparable to satisfactory completion of the specified English course, determined locally. Satisfactory completion of an English course at the level of Freshman Composition shall satisfy both this competency requirement and the coursework requirement set forth in subdivision (b)(1)(D)(i) of this section.

13. Title 5 Regulations to Implement AB 705 Demonstration of competency – §55063 Effective for all students admitted to a community college for the Fall 20019 term or any term thereafter, competence in mathematics shall be demonstrated by obtaining a satisfactory grade in a mathematics course at or above the level of the course typically known as Intermediate Algebra (either Intermediate Algebra or another mathematics course at or above the same level, with the same rigor and with Elementary Algebra as a prerequisite, approved locally) or by completing an assessment conducted pursuant to subchapter 6 of this chapter (commencing with section 55500) demonstrating competency and achieving a score determined to be that is comparable to satisfactory completion of the specified a mathematics course at or above the level of the course typically known as Intermediate Algebra, determined locally. Satisfactory completion of a mathematics course at or above the level of Intermediate Algebra shall satisfy both this competency requirement and the coursework requirement set forth in subdivision (b)(1)(D)(ii) of this section.

14. Title 5 Regulations to Implement AB 705 Guided Placement and Self placement (C) A district placement method may be based upon guided placement, including self- placement, if a student’s high school performance data is not available or usable with reasonable effort. District placement methods based upon guided placement, including self placement, shall not: (i) incorporate sample problems or assignments, assessment instruments, or tests, including those designed for skill assessment, unless approved by the Chancellor; or (ii) request students to solve problems, answer curricular questions, present demonstrations/examples of course work designed to show knowledge or mastery of prerequisite skills, or demonstrate skills through tests or surveys.

15. Co-requisite Implementation • Credit Course with additional units of embedded support • Add additional lab or lecture units to an existing course • 3 unit parent course (54 hours lecture + 108 hour work outside of class) • Add 1 unit of lecture = (72 hours lecture + 144 hours work outside of class) • Add 1 unit of lab = (72 hours lecture + 72 hours of lab + no hours work outside of class) • Advantage: Students are together in the same class with the same instructor

16. Co-requisite Implementation • Credit Course with a Corequisite Course • 3 unit lecture parent course (54 hours lecture + 108 hour work outside of class) + • 1 unit of lecture Corequisite Course (18 hours lecture + 36 hours work outside of class) or • 1 unit of lab Corequisite Course (54 hours lab + 72 hours of lab + 108 hours work outside of class) • Advantage: Not all students may need support class. More flexibility in scheduling

17. Co-requisite Implementation • Credit Course with a Noncredit Corequisite Course • 3 unit lecture parent course (54 hours lecture + 108 hour work outside of class) + • 18 hours of noncredit Corequisite Course (noncredit hour based – not unit based) • Advantage: no additional fees for students for support class

18. Considerations for Scheduling and Enrollment Management

19. Considerations • Spirit of AB 705 • Board of Trustees/Campus Politics • Student Enrollment Patterns Unpredictable • Counseling Departments • Faculty Load • Productivity vs. Student Success • New Funding Formula • Disproportionate Impact • Data • How do we make data-driven decisions on scheduling when we have no data on which to base our decisions?

20. What will our students take? • Will students who have been previously placed in the Basic Skills course patterns choose to continue on these paths or will they choose to move into the transfer class placements? • Will students who are “recommended” to take concurrent support courses choose to take the concurrent support classes? • Will there be a demand for “late start” student support courses for students who decide that they do need additional support midway through the semester?

21. Faculty Load Currently many of the courses at community colleges in math and English are at a basic skills level. • Will we have enough load for our Full Time Faculty when we reduce the number of basic skills classes? During the first year of implementing AB705, many students who have been taking basic skills courses, will enroll in the transfer level courses • What will happen in year 2 and year 3? Will there ultimately be fewer students taking English and math courses after full AB 705 implementation?

22. Faculty Load Many colleges are transitioning basic skills English and math classes to noncredit courses that may have a lower load value than credit classes. • Will faculty be willing to teach these if the load factor is lower? The state is incentivizing colleges to increase the number of students who complete transfer level classes in both English and math during their first year. • How will this impact the enrollment for all the other courses we schedule at our colleges?

23. Default Placement Rules Under the “default placement rules”, not all students are expected to successfully pass their transfer English and math courses, even if they receive additional academic or concurrent support. • What courses should colleges offer in subsequent semesters to best serve the needs of the students who are unsuccessful in their first attempt to successfully pass transfer level English and math? • How many students will choose to repeat the transfer level courses?] • Will unsuccessful students choose to take lower level classes so they are better prepared for the transfer level courses? • Will unsuccessful students choose alternate pathways such as Career Education programs that might allow them to be successful?

24. American River College • Reallocation of FTE • Shadow Sections-Overscheduling • New Labs, Classroom Reassignments • District Coordination • Student Enrollment Patterns Unpredictable • Lower Classroom Caps • Coordination with Feeder High Schools • Data (Ad Astra, Data on Demand, Local Reports)

25. Mission College • Reading Instructors Shadowing English Composition Instructors • Workshops for Statistics Teachers • Workshops for English Faculty • Many, many discussions on Placement Policies • Physical move of placement by the Counseling Department • Student Outreach • Student Enrollment Patterns Unpredictable

26. What are you doing at your college?

27. Student Communications

28. Title 5 English and Math Placement and Assessment – §55522 (4) Districts shall provide new placement recommendations for students placed into pretransfer-level English, mathematics (or qualitative reasoning) courses prior to July 1, 2019, in compliance with this section.

29. Student Communications

30. American River College • http://www.arc.losrios.edu/Support_Services/Assessment.htm • English and Math charts developed; counselors giving these to students • You Tube Video for Counseling, short videos on what placement means for students • Professional videos being developed • Instagram and Facebook, weekly messaging

31. Mission College • Collect data on all students who were placed below transfer level English or math in the last three years. • Hand out informational flyers to all students currently enrolled in pre-transfer level English or math courses. • Send out e-mails and text message to all identified students. • Message on website • Message on informational screens and on sandwich boards placed strategically around campus. • Follow up with students who have not reassessed.

32. What are you doing at your college?

33. How to Support Your Faculty

34. Workload Issues • Be nimble in adjusting the schedule of classes based on student enrollment patterns. • Be flexible if faculty face workload issues because of low enrollment or unexpected high enrollment

35. Professional Development CONSIDERATIONS • Many math faculty have little or no experience in teaching Statistics or Math for Liberal Arts. • Many English Faculty have little or no recent experience in teaching transfer level English classes to students that may come in with less formal preparation for the class. • The range of student preparedness will probably be much broader in the transfer level English and math courses.

36. Professional Development CONSIDERATIONS • ASCCC Resolutions on Professional Development – there are many… • Resolution 7.07 F17 Resolved, That the Academic Senate for California Community Colleges work with local senates to ensure that there is appropriate professional development around the implementation of AB 705 and the application of multiple measures to determine the optimal placement for each student. • Resolution 12.01 F14 Resolved, That the Academic Senate for California Community Colleges work with the California Community Colleges Chancellor’s Office and other system partners to ensure that the Board of Governors’ Standing Orders are respected and that all future assignments in the area of faculty professional development involve input and affirmation from the Academic Senate and local senates. • Where do we find experts? How do we put this together? • info@asccc.org

37. Other Considerations Some early results are showing increased throughput rates and decreased pass rates… • How will you support faculty in maintaining high standards? • How will you prepare faculty to work with students that may be facing academic probation or a loss of financial aid? • What about lecture /lab parity?

38. American River College • Lower Class Caps • Training for Faculty (CAP Conference, retreats, district-wide training) • Reassigned Time - AB 705 coordination (district and local) • Retraining (Math, English, Reading) • Twice Monthly Meetings – VP, AB 705 Deans, Department Chairs • Data on Demand System

39. Scenarios

40. Scenario 1 At Birch Tree College, faculty are embracing AB 705 and have written corequisite courses for each of the entry transfer level English and mathematics courses. For those students that are required to take the corequisite course, passing the corequisite course is contingent upon passing the parent course and vice versa. The corequisite courses range from 2 to 3 units and the parent courses from 3 to 5 units. • What are the pros and cons with this model? • What else would you like to know about this model? • What options would you ask faculty to consider?

41. Scenario 2 At Cedar Tree College, more students transfer to UC or private non-profit colleges than to CSU colleges. The Board of Trustees has asked the administration to find ways: • To encourage students to pursue ADT degrees over local degrees; • To increase the number of CTE courses that have CSU GE-Breadth approval; • To ensure that all Certificates of Achievement are at least 16 units; and • Implement auto-awarding of certificates and degrees. • What are the pros and cons of these requests? • How do you address these requests?

42. Q and A

43. Resources… • ASCCC website at AB 705 Resources: https://asccc.org/ab-705-resources • CCCCO website Frequently Asked Questions on AB 705: https://assessment.cccco.edu/faqs