AB 705 Curriculum Updates MJC Math Fall 2018

A Tale of Two Problems…. Placement Persistence

AB 705 Increase the numbers of students who enter and complete transfer-level English and mathematics/quantitative reasoning in one year. Minimize the disproportionate impact on students created through inaccurate placement processes. Increase the number of ESL students who complete transfer-level English within a three-year time frame.

Colleges must use of one of the following in assessing students: high school coursework, high school grades, HS GPA. Students may not be placed into remedial courses that delay/deter educational progress unless placement research suggests they are “highly unlikely” to succeed in transfer-level course Placement must “maximize probability that a student enter and complete transfer-level coursework in English and math within a one-year timeframe” Colleges can require “additional concurrent support…during the same semester that they take a transfer-level English or mathematics course.” Effective January 1, 2018.    Deadline for full implementation: Fall 2019.

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ASSEMBLY BILL 705 INITIAL GUIDANCE LANGUAGE WRAP AROUND SERVICES Services may include but are not limited to academic support, English language acquisition support, time management and study skills training, affective development, financial planning, and accommodations as needed. Across the state, this has been accomplished in a variety of ways: co-requisite support courses; learning support centers; supplemental instruction; or a combination of these. Among these strategies, co-requisite support has been mostly widely studied in its capacity to amplify student success. Changes in instructional methodology and strong support infrastructure are also essential to optimize student achievement. Faculty who have been on the cutting edge of these reforms note that these elements are equally important for student success. ASSEMBLY BILL 705 INITIAL GUIDANCE LANGUAGE

FAQ’s Can we and should we keep offering courses below transfer-level? Colleges can continue to offer courses below transfer. These courses may be part of plans to serve various aspects of the college community. However, colleges cannot require students to enroll unless the students are highly unlikely to succeed in the transfer course AND enrolling in the pre-transfer course will increase the likelihood of success in the transfer-level course. Both conditions must be met in order to place students one level below. That is the reason that many more students are likely to be directly placed into transfer-level English and mathematics/quantitative reasoning under AB 705. As with all course offerings from a college, institutions should evaluate the intention and value of curricular offerings as aligned with their mission and community needs. Why does the guidance memo from July 11, 2018 reference concurrent support as “recommended” or “strongly recommended” and not “required” if colleges can require it for students? The memo urges colleges to consider the inclusion of concurrent support for students within specific bands with specific background indicators based on high school performance. The recommendation language was directed at the colleges, not at students.

CVC Math Pathways Task Force Can we offer 2-semester models, such as Statway or locally developed stretch models? AB 705 has a high bar for placing a student into pre-transfer-level course work that lengthens time to degree and directs us to develop concurrent support models at the transfer-level. Advice: Don’t spend your time on models that may not be tenable under AB 705, including ASCCC/CMC^3 Math Pathways Options.  Design smart. Two-semester models are less effective than corequisite support models. Students will benefit if you err on the side of access to transfer-level. Underplacement has dire consequences for student success. CVC Math Pathways Task Force

Curricular Updates to Grow Success and Be AB705 Compliant If the default placement rules are implemented, does the college have to validate the effectiveness of its recommended placement? No, not for the purposes of compliance with just AB 705. However, as a matter of good practice, colleges should periodically evaluate the effectiveness of their placement recommendations to students. Assuring the effectiveness of both placement policies and curricula is an ongoing effort. All colleges are expected to report the outcomes of their choices to the Chancellor’s Office whether the default placement rules are implemented or some other design is developed. This is an iterative process.

Statistics/Liberal Arts Proposed Pathways

BSTEM (STEM/Business Calculus) Proposed Pathways Note: The BSTEM table presumes student completion of Intermediate Algebra/Algebra 2, an equivalent such as Integrated Math III, or higher course in high school.

BSTEM (Business/Math for Elem Education) Proposed Pathways Note: The BSTEM table presumes student completion of Intermediate Algebra/Algebra 2, an equivalent such as Integrated Math III, or higher course in high school.

Some Challenges/Unknowns…. Chancellors Office guidelines do not address all majors. DE students/DSPS students. Various paths to create to meet STEM vs. Non-STEM path. Curriculum deadlines. Communicating changes to the campus community. Student support outside of the classroom. Class size. Professional Development Training. Stipends for Curriculum Development? Scheduling. Campus wide discussions to include all affected departments. IT updates. Title V compliance for graduation.

AB 705 Taskforce (Teamwork!) Taskforce Charge: The Modesto Junior College AB 705 Implementation Taskforce is charged with examining the institution-wide implications of implementing AB705 by Fall 2019, exploring best practices amongst California Community Colleges, and making recommendations to College Council and other appropriate bodies as stipulated in Engaging All Voices. The Taskforce is cross functional to ensure that all aspects of implementation are explored and considered before making implementation recommendations. Among the elements of its charge are: a. Implementation Timeline b. Placement c. Student Issues d. Curricular Issues e. Student Support f. Measures to ensure continuous quality improvement of implementation and outcomes g. Designing Adequate Professional Development Activities h. Policy and procedures change recommendations i. Other issues of implementation as they emerge. j. Support the legal responsibilities of all constituent groups