1. Update from SACC Michelle Pilati, Faculty, Rio Hondo College
Randy Lawson, Vice President, Santa Monica College
Final version Oct 23
Jane
Mention SACC
Lay the foundation by reminding them of the differences between title 5, Ed Code & advisories. I can add 1-2 of those slides, which I think would be useful. With this group of speakers, I also feel OK about us adding to what one another says--like a panel discussion, rather than individuals giving speeches. I also suggest we allow interruptions from the audience along the way---with questions.

2. Preview Working together at the state level Accomplishments of SACC
Lessons learned about collaboration
Jane
Point out--breakout about both state & local level collaboration + a chance to mention progress made via SACC
Include the history of collaboration---John & Randy can jump in (or anyone)

3. Preview Math & English Levels Stand Alone Course Approval (AB 1943)
New Title 5 Areas under discussion
SB 361 Implementation
Hot Off the Presses – ASCCC Positions
Future Issues
This is the preview slide of topics we will cover. Modified after we change
Each topic will be taken separately.

4. Faculty & Administrators at SACC
SACC= System Advisory Committee on Curriculum
Agency Review recommendation
Evolution of committee
Growing pains
Greg
(by “growing pains” I was thinking of human relations dynamics and how they evolved in the group Trust was built; respect was shown;

5. SACC’s Progress Stand Alone course approval (AB 1943)
Program & Course Approval Handbook
Guidelines on Tutoring & Learning Assistance
Title 5 discussions
Other topics
Greg can introduce the slide then turn it over to the others.
Stand alone--Randy; Handbook--John; Guidelines--Randy; Title 5---John

6. Lessons Learned about Collaborating at the state level
Everyone benefits when decisions include field input from administrators and faculty
I see this as a free-flowing discussion among us, the panelists. Jane can facilitate the discussion.
Include---us bringing the ideas to faculty for their input.

7. Additional areas where collaboration is needed
New program development
Program reduction & discontinuance
Administrator Retreat rights
Others
Who wants to do this slide? Mark??
I meant this to pertain to local discussions.
Can we discuss ways faculty can ensure they are involved in discussions but also to point out why both parties are needed at the table

8. Strategies Avoid: “Us” vs “them”
Move from small collaborations to bigger (builds trust)
Share information (demonstrate openness)
Invite participation; it’s up to us!
Faculty /administrators can’t do it alone
Take advantage of natural alliances (curriculum; challenging Board)
Mark will begin the slide and others can jump in on each bullet as they have examples---Focus on LOCAL.

9. Math & English BoG action Title 5 changes will take place in Fall 2009
What the change will say
What is being done state-wide (Basic Skills Initiative)
Greg
Note I added the last bullet-----mention our many resolutions; the implementation committee; all the times we’ve written articles & given presentations-- to inform/help colleges
John could add more the Basic Skills Initiative---as a collaborative w/ administrators and ASCCC and how we got there, what it is doing, etc.

10. Stand Alone Approval AB 1943
What stand alone courses are (and are not)
Fact Vs Fiction
Can’t be implemented without guidelines
Status quo for now
Michelle

11. New areas of Title 5 under discussion for revision
Article 2 of subchapter 1, sections
Approval of courses, programs and classes
b. Subchapter 9, sections Standards of Scholarship
Subchapter 10, sections , Degrees and Certificates
Course repetition
Michelle – explain that some of the areas must be opened up due to recent legislation – and others are just in dire need of clean-up. A, for example, needs changes due to legislation. D, for example, has long been a source of controversy. The challenges of interpreting legalese..

12. SB 361 Implementation The legislation
The emergency Title 5 regulations
How developed
Status
Explain discussions underway to implement 361.
John-- will do this one.

13. Supplemental Learning Assistance & Tutoring
New Guidelines
Supplemental Instruction
Online tutoring permitted
Referrals to tutoring required
Questions people raise
Stephanie

14. Section 58172
Learning assistance as required component of the course--for all students in the course OR
Optional & provided through open entry/
open exit
Stephanie

15. Open Entry/Open Exit Courses
The course outline of record must
identify the other course or courses that it supports
include the specific learning objectives to be addressed and the educational competencies students are to achieve.
Students must actively enroll
Stephanie
Open entry/open exit course – up to 48 hours per unit of credit; course outline must identify the parent course(s) and specific objectives
Students must be under direct supervision of an employee of the district
Students cannot be enrolled by someone else; or they must acknowledge that they agree to be enrolled

16. Tutoring Section 58170 – Apportionment for Tutoring
Conditions for Apportionment include. . .
Important change: The individual student tutoring is conducted through a designated learning center.
Stephanie & Michelle
Apportionment: noncredit course in ; referral by counselor or instructor; up to 96 noncredit hours (2 semester units or 3 quarter units); positive attendance records
This change allows for online tutoring by requiring that student tutoring occur through a designated learning center, rather than in such a center.

17. Referrals Electronic referrals OK Individual referrals preferred
Records of referrals need to be kept
Michelle & Stephanie

18. ASCCC Positions
Resolved, That the Academic Senate for California Community Colleges work with local senates, local curriculum committees, and chief instructional officers (CIOs) to eliminate the use of the term “transfer” in program titles for the associate degree.

19. ASCCC Positions
Resolved, That the Academic Senate for California Community Colleges urge local senates, through their curriculum committees, to ensure that their local processes support and promote high quality, academic rigor, and integrity of their courses by implementing a curricular review of all courses with delivery methods that regularly replace classroom time with an alternative mode of delivery, regardless of the percentage of classroom time being replaced.

20. ASCCC Positions
Resolved, That the Academic Senate for California Community Colleges oppose the use of IGETC and/or CSU GE Breadth as the sole basis for the associate degree; and
Resolved, That the Academic Senate for California Community Colleges support interpretation of Title 5 that prohibits the use of IGETC and/or CSU GE Breadth as the sole basis for the associate degree.

21. ASCCC Positions
Resolved, That the Academic Senate for California Community Colleges recommend to the Board of Governors a change in Title 5 language to require a minimum grade of “C” in all courses required in the area of emphasis/major for an associate degree and System Office approved certificates.

22. ASCCC Positions
Resolved, That ASCCC recommend that a change in, or any interpretation of, Title 5 reflect that a college may choose (in its local policy) to permit additional course repetitions for substandard grades, without reapportionment

23. On down the road. . . Program & Course Approval Handbook
More about Noncredit
Associate degrees
Stephanie can explain status of Handbook------why, what, how, when etc.
Then will John step in on noncredit? ? On noncredit---I figure there will be more T-5 changes after decisions are made by various groups. . .
And the Associate degree task force is still working, so once they finish, that topic will also be dealt with, right?
Who wants to do the rest of the slide after the Handbook??