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New Rules for Prerequisites

Kevin Bontenbal. Richard Mahon. Pamela Watkins. New Rules for Prerequisites. Title 5 §55003 & Model District Policy. “Meet the new boss, same as the old boss”: Colleges continue to be required to monitor : Multiple Measures • What is happening with assessment for placement on campus?

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New Rules for Prerequisites

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  1. Kevin Bontenbal Richard Mahon Pamela Watkins New Rules for Prerequisites

  2. Title 5 §55003 & Model District Policy “Meet the new boss, same as the old boss”: • Colleges continue to be required to monitor: • Multiple Measures• What is happening with assessment for placement on campus? • Disproportionate Impact• Measured when first offered or in local program review? • “Model District Policy”: what should happen with it?

  3. Multiple Measures & Disproportionate Impact • Colleges continue to be required to evaluate student readiness using multiple measures • Use of a single test metric is prohibited • Review “Multiple Measures & Other Sorrows” http://www.cccco.edu/ChancellorsOffice/Divisions/StudentServices/Matriculation/MatriculationResources/tabid/628/Default.aspx • Colleges continue to be required to monitor disproportionate impact • When first offered or in local program review?

  4. Local Board Policy • What do current local board policy & administrative procedures require? • Did your district adopt “Model District Policy,” in name or content? • Do you have a local rigorous content review procedure? • Only once (1) local policy and (2) procedure and (3) development of content review permit, can (4) colleges begin to implement prerequisites based on content review.

  5. “Prerequisites Revisited” • Revision of 1997’s “Good Practice for the Implementation of Prerequisites.” • Some sections have always been good and have been maintained (program prerequisites) • Several new sections, on: multiple measures, disproportionate impact, student equity, and developing a comprehensive view of the curriculum • Anticipated Exec approval to release draft, June 5, 2010, draft release at the Curriculum Institute, July 8, 2010.

  6. Research & Implementation • Where to begin? Ongoing use of data. What courses have high numbers of students already prepared (minimal disruption) • What courses can students not avoid? • What courses have the greatest equity gaps? • Red light / green light: developing a balanced curriculum. • QUESTIONS?

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