Consultation with the Chancellor's Office

Accessing Data on LGBT-Identified Students from the CCCApply

Whereas, The Academic Senate for California Community Colleges passed resolution 7.01 F15 “LGBT MIS Data Collection and Dissemination” calling for the Chancellor’s Office to “regularly disseminate data collected on gender identity, gender expression, and sexual orientation, per AB 620 (Block, 2011) requirements, to local community colleges to better serve LGBT students and to do so in a safe and secure manner in acknowledgement of the sensitive nature of the data;”

CCCApply and Adult Education Schools

Whereas, The California Community Colleges System uses a common application tool known as CCCApply which serves all new students applying to the colleges;

Whereas, CCCApply has capability to indicate the high school(s) that prospective students have attended which facilitates data collection that is used in increasing student success statewide;

Online Training for College Staff to Support Formerly Incarcerated Students

Whereas, The Student Mental Health Program, a partnership between the Chancellor's Office and the Foundation for California Community Colleges, offers online training courses that simulate interactions in real situations between students and staff for any community college employee or student in order to improve the mental health outcomes for individuals, families, and communities;

Improve the Basic Skills Funding Formula

Whereas, Assembly Budget Bill 1602 (2016, Committee on Budget) established the Student Success for Basic Skills Program, which establishes new basic skills funding formulas, replacing those in place for the Basic Skills Initiative;

Whereas, The basic skills funding formula legislated by AB 1602 (2016, Committee on Budget) includes the following weighted factors:

Inclusion of English Language Learners in Equity and Scorecard Categories

Whereas, English Language Learners (ELLs) are currently tracked in the California Community College Chancellor’s Office equity plan template only in the categories of English as a Second Language (ESL) and basic skills completion and only in the category of remedial/ESL basic skills in the Student Success Scorecard but are excluded from all other categories in the template (access, course completion, degree and certificate completion, and transfer) and all other categories in the Scorecard (persistence, 30 units, degree/transfer);

Apprenticeship Programs

Whereas, Apprenticeship programs have been referenced in the Strong Workforce Program and Adult Education Program since they provide unique opportunities for students to gain both paid and on-the-job experiences as well as college level curriculum pertaining to their chosen career;

Whereas, Common components of registered apprenticeship programs include at least 2,000 hours of paid, structured, and supervised on-the-job training and 144 hours of related instruction and training provided for college credit[1]; and

Awarding Credit for Prior Learning Experience

Whereas, AB 2462 (Block, 2012) called for the California Community College Chancellor’s Office to “determine for which courses credit should be awarded for prior military experience”;

Whereas, The creation of baccalaureate degrees at the California community colleges has increased interest in allowing credit for a variety of prior learning experiences, which could be problematic without guidelines and faculty participation;

Whereas, The awarding of credit for prior experiences, rather than prior coursework, may be a new concept for many colleges; and

Costs Associated with Prior Military Experience Credit

Whereas, AB 2462 (Block, 2012) calls for “the Chancellor of the California Community Colleges, using common course descriptors and pertinent recommendations of the American Council on Education, [to] determine for which courses credit should be awarded for prior military experience”; and

Whereas, Responsibility for determining credit for prior learning, using mechanisms like credit by exam, relies on input and evaluation by faculty in the disciplines for which credit is being sought and is an academic and professional matter;

Review of Chancellor’s Office Oversight of Initiatives

Whereas, The Common Assessment Initiative, Education Planning Initiative, and Online Education Initiative are academic initiatives that require sufficient technological resources to be successful, not simply technology infrastructure initiatives, and yet the primary oversight from the Chancellor’s Office is through the Institutional Effectiveness Division, not the Educational Services Division[1]; and

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