Consultation with the Chancellor's Office

Internship Opportunities for Students Enrolled in Noncredit Courses and Programs

Whereas, Student internships offered through mechanisms such as cooperative work experience provide valuable opportunities for students to gain on-site work experience directly related to their programs of study;

Whereas, Title 5 §55253 allows students to earn units of college credit for internships through cooperative work experience, yet there appears to be no allowance for providing students enrolled in noncredit courses and programs comparable cooperative work experience opportunities, which is inherently inequitable; and

Evaluation and Certification of Coursework from Home Schools

Whereas, A California community college was recently ordered by a superior court judge to certify and accept a high school language course from an unaccredited home school for Intersegmental General Education Transfer Curriculum (IGETC) purposes;

Whereas, A California Department of Education registration number does not ensure the quality of instruction at a registered, unaccredited home school, and it is increasingly difficult to verify the authenticity of transcripts submitted for evaluation from unaccredited home schools;

Creating Guidelines for Veteran Resource Centers

Whereas, Approximately 89,000 veterans and their dependents attended a California community college during the 2015-16 academic year;[1]

Whereas, Senate Bill 694 (Newman, as of September 21, 2017) would require that all California community colleges, “ensure that each of its campuses provides a dedicated on-campus Veteran Resource Center that offers services to help student veterans transition successfully from military life to educational success through the core components of academics, wellness, and camaraderie;” and

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);

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