Consultation with the Chancellor's Office

Remove the Term Remedial from the Student Success Scorecard

Whereas, The term “remedial” is used in the Student Success Scorecard to describe curriculum in English, mathematics, and English as a Second Language (ESL) that is below transfer level under the heading of Momentum Points;

Whereas, Courses in English, mathematics, and ESL that are below transfer level are also called “basic skills courses” in the Basic Skills Initiative; and

Whereas, Basic skills and remedial are referring to the same set of courses;

Alignment of the Title 5 Definition of Distance Education with the Federal Definition of Distance Education

Whereas, The Code of Federal Regulations Title 34, Education §600.2 includes a definition of distance education which includes a requirement that regular and effective contact is initiated by the instructor;

Whereas, California Code of Regulations Title 5 §55204 contains a definition of distance education which includes a requirement for “regular effective contact between instructor and students” and establishes that “Regular effective contact is an academic and professional matter pursuant to sections 53200 et seq.”; and

Re-enrollment Information for Admissions and Records Staff

Whereas, Title 5 §55040 (b) (9) permits students to re-enroll in a course due to a significant change in industry standards or licensure and Title 5 §55041(b) permits student re-enrollment in a course when there is a legally mandated requirement; and

Whereas, Some career technical education faculty have expressed challenges with Admissions and Records staff prohibiting the student re-enrollment due to changes in industry standards and legal mandates;

Definition of Basic Skills

Whereas, Data regarding basic skills are critically important for making decisions for funding allocations, as well as for assessing student success;

Whereas, The Basic Skills Initiative identifies basic skills courses as those courses necessary for students to succeed in college-level work and that are identified as such on the Basic Skills Cohort Tracking Tool;

Student Safety: Sexual Assault

Whereas, SB 967 (De León, 2014) has been passed by the legislature and signed by the governor, requiring district governing boards “to implement comprehensive prevention and outreach programs addressing sexual assault, domestic violence, dating violence, and stalking,” and local academic senates should participate in the development and implementation of these programs in order to ensure the protection of faculty purview and the highest quality programs for students;

Aligning State Reporting Deadlines With Academic Calendars

Whereas, Colleges are required, per Education Code, to allow effective participation by staff and students in college governance and to collegially consult with the faculty through academic senates, which includes allowing for sufficient vetting of critical documents and reports through college governance structures;

ASCCC Involvement in the California Community College Institutional Effectiveness and Technical Assistance Program

Whereas, In September 2014 the California Community Colleges Chancellor’s Office issued a Request for Applications (RFA) for a new California Community College Institutional Effectiveness and Technical Assistance Program “for the benefit of all California Community Colleges and Students” with a goal of “develop[ing] and manage[ing] a comprehensive technical assistance program to enhance institutional effectiveness and further student success”;

Restructure the FON to Include Noncredit Faculty

Whereas, Noncredit instruction is included in the mission of California Community Colleges because “The provision of noncredit adult education curricula in areas defined as being in the state’s interest is an essential and important function of the community colleges” (California Education Code §66010.4), and noncredit instruction serves some of the state’s most at-risk and needy students;

Research Tools for Program Review

Whereas, There are over 6,000 approved certificate and degree programs in the California Community College System (System) inventory of programs and courses and approximately 51% of these need to be reviewed at least every six years while the other 49% (Career Technical Education programs) need to be reviewed every two years, resulting in the need to review 2,000 programs every year system-wide;


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