Counseling

Using Multiple Measures in addition to High School Grade Point Average for Student Assessment and Placement Practices

Whereas, The default placement rules in the AB 705 Implementation Memo, July 10, 2018[1]are based primarily on high school grade point average, and AB 705 (Irwin, 2017) and Title 5 §55502(i)[2] require colleges to use multiple measures for student assessment and placement;

Whereas, AB 705 (Irwin, 2017) and subsequent Title 5 regulations’ revisions will require changes within areas that fall under academic and professional matters, and such changes should be made in collegial consultation with local academic senates; and

Broaden the Definitions of Success and Completion

Whereas, Colleges are being held to completion targets and expectations of completion transfer to UC or CSU;

Whereas, UC and CSU are the only recognized “successful transfer” institutions, and many students have other educational goals that don’t count as success, such as health programs to gain employment or improved employment as a result of California community college education to complete low-unit certificates to improve their employability; and

Recognition for Skills-builder Completion

Whereas, California community colleges play an essential role in language acquisition and preparation for citizenship;

Whereas, California community colleges are vital to communities for upgrading the skills of their local workforces and may increase earning potential;

Whereas, Students often attend California community colleges to brush up on skills that lead to employment; and

Whereas, There is tremendous pressure on California community colleges to measure success through completion, and skill-building students are often not included in such metrics;

Counselors as Discipline Experts

Whereas, The Student Success Task Force recommendations and recent legislation require colleges to increase matriculation services and other tasks typically completed by counselors due to their discipline expertise;

Adopt Paper The Role of Counseling Faculty and Delivery of Counseling in the California Community Colleges

Whereas, The Academic Senate for California Community Colleges adopted resolution 8.01 F11 that called for an update to the 1994 paper Role of Counseling Faculty in the California Community Colleges;

Whereas, The topics covered in the newly revised paper include updated and current minimum qualifications, specific guidance on appropriate roles for paraprofessionals and faculty advisors, the use of online counseling and technological tools for delivering some counseling services, and the creation and use of education plans; and

Title 5 Change to Clarify the Role of Advisors and Paraprofessionals in Counseling

Whereas, The counseling discipline requires professional education and training at the master’s level leading to appropriate counseling knowledge, competencies, and skills and is a faculty discipline included in the state approved Minimum Qualifications for Faculty and Administrators in California Community Colleges (Disciplines List);

Whereas, The Academic Senate for California Community Colleges adopted in Fall 1994 The Role of Counseling Faculty in California Community Colleges, which affirms the professional role of counseling faculty;

Title 5 Changes to Include Counselor to Student Ratio

Whereas, The significant role counseling faculty play in the success of students has been reinforced in numerous research based documents such as Basic Skills as a Foundation for Student Success in California Community Colleges (Center for Student Success, 2007), Facilitating Community College Transfer: A Master Plan Mandate, (Intersegmental Committee of Academic Senates, Spring 2009), Community College Transfer Task Force: Findings and Recommendations Aimed at Strengthening the Community College Transfer Process (Intersegmental Task Force, September 2009), Californ

Commitment to Established Principles and Guidelines Regarding Use of Paraprofessionals

Whereas, The Academic Senate for California Community Colleges has adopted numerous resolutions which addressed the distinction between counseling faculty and paraprofessionals (including 8.01 S98; 8.02 S99; 8.01 S01), beginning with Resolution 15.1 F93, which affirmed the distinct professional role and function of counseling faculty, who meet minimum qualifications leading to counseling knowledge, competencies, and skills, and affirmed that the role and function of counseling faculty is distinct from paraprofessionals;

The Role of Counseling Faculty and Delivery of Counseling Services in the California Community Colleges

What’s New in the 2012 Revision? The original paper, The Role of Counseling Faculty in the California Community Colleges (1994), provided principled positions of the Academic Senate regarding the essential functions of counselors and the delivery of counseling services in helping students achieve success. The paper concluded with specific guidance on appropriate roles for paraprofessionals, and an appendix addressed the role of faculty advisors.

Faculty Advisors

Whereas, A significant focus of the California Community Colleges Task Force on Student Success (established in response to Senate Bill 1143, Liu, 2010) draft recommendations (as of September 30, 2011) is the need for increased advising capacity to meet the needs of California community college students;

Whereas, Even with robust growth in the ranks of counseling faculty, California community colleges would not have adequate counseling faculty to meet the needs of California community college students; and

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