The AB 705 support program matches high expectations with high support to propel students to complete transfer-level Math and English.
The AB 705 support program is designed to address the AB 705 Bill that requires community college districts or colleges to maximize the probability that a student will enter and complete transfer-level coursework in English and math within a one year timeframe. The AB 705 Hub was created to ensure a Butte College cross system approach to the successful implementation of AB 705, matching high supports to high expectations. The Hub has thoroughly reviewed campus priorities and current practices to ensure a comprehensive program design of student supports. The Hub is aware of student challenges that make transfer level English and math completion difficult. The initiative works to address three challenges outlined in the California Community Colleges Vision For Success: 1. CCC students who do reach a defined educational goal such as a degree or transfer take a long time to do so, often accumulating many excess course credits along the way. 2. Older and working CCC students are often left behind in the system, lacking services and financial aid that suit their needs. 3. Serious and stubborn achievement gaps persist across the CCCs and high-need regions of the state are not served equitably. The strategies detailed in the program include non-curricular support, embedded supports, professional development, technology, and AB 705 coordination.
1. Enhancing a Culture of Completion and Goal Achievement
B. Align onboarding processes with pathways by: (Call to Action) 1. Integrating the implementation of AB 705 with the onboarding of students into pathways.
C. Redesign support for our diverse students by: (Supernatural Aids) 1. Developing and evaluating instruction and student support services to implement AB 705.
Developing centralized programs that help students meet basic needs and communicate resources to campus community (e.g. Roadrunner Hub). 7. Working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing. 8. Providing comparable support services for online students and students attending at offcampus centers.
2.2. Supporting Student, Faculty, and Staff Success
Evolving the Knowledge, Skills and Abilities of Faculty and Staff by: 1. Increasing participation in professional development that: a. orients employees to the institution b. enables employees to work effectively with diverse populations, including the “now” student c. meets regulatory and safety requirements d. assists employees in using technology, data and tools to be effective and efficient e. enables employees to be effective in their jobs 2. Establishing an expectation that managers support employee professional development. 3. Focusing the college on closing student equity
C. Improving Collaborative Interactions by: 1. Providing mechanisms for open, constructive and protected communication. 2. Providing timely responses to feedback when possible. 3. Empowering employees to share their expertise in the design and implementation of procedures and processes. 4. Providing structured opportunities to enable faculty and staff to understand the institution, its departments, processes and priorities. a. Creating opportunities for cross-campus low stakes interactions to create a collaborative community that supports access, equity, success and completion. b. Developing processes to ensure that institutional and program changes are disseminated to appropriate stakeholders. 5. Holding critical conversations with the appropriate stakeholders about transformational activities related to college priorities (e.g. Guided Pathways). 6. Keeping employees informed of proposed changes so they can provide constructive feedback.
D. Use Facilities, Technology, and Services to Support Student Success and Completion by:
The AB 705 Hub met with multiple campus partners to identify goals and strategies. The goals incorporte the Hub priorities as well as the English and Math Department's priorities. In addition, the goals align with the California Community Colleges Vision For Success and the 2019/2020 Butt College Strategic Direction.
1. Ensure compliance with AB 705 while increasing student success into transfer level math and English.
2. Implement English and math curriculum consistent with the language of AB 705, engage and support professional learning to support curricular shifts in math and English.
3. Provide students supports to ensure success in math and English.
4. Increase access to services and remove student barriers by providing supports at convenient times and locations.
5. Decrease the number of math and English units students accumulate to complete Transfer level English and math.
6. Reduce equity gaps by implementing a new assessment/placement process and providing new and innovative course options.
7. Ensure students stay on a pathway to success by student coaching, embedded supports, and ongoing performance feedback.
8. Provide wraparound supports to help vulnerable students whose responsibilities and life challenges can interfere with progress toward their end goals.
9. Create a culture of data-driven design and delivery ensuring results are tracked early and often, adjusting course when necessary.
10. Improving Collaborative interactions by holding critical conversations with the appropriate stakeholders about transformational activities related to college priorities (e.g. Guided Pathways).
Strategy 1 - Extended Classroom - Math and English
The Math and Engish Extended Classroom provides high supports to students. This design increases direct access to faculty expertise. The extended classroom strengthens basic skills while supporting the success in transfer-level English and Math. A faculty stipend allows associate and full time faculty to work in a variety of venues including the STATS Lounge, Math Lab, CAS, and other convenient student ready locations.
Based on the new placement process there will be a significant increase in students who enroll in transfer level math and English courses. Math 2,5,11, and 18, as well as English 2 and 3, will have an increase of students who have previously placed one to four levels below transfer. With the new placement process, the AB 705 Hub is anticipating the need to continue providing opportunities for students to strengthen basic skills. The extended classroom provides needed supports while the student is simultaneously enrolled in a transfer level course.
Strategy 2 - Chico Center STATS Lounge
The Chico Center STATS Lounge is an extension of the Main Campus STATS Lounge. Offering evening tutoring on Monday and Tuesday. The Chico Stats Lounge will incorporate math faculty and tutors. This support is specifically targeted for the working and older student, ensuring supports at a convenient time and location. The STATS lounge is a one-stop for student support, ensuring support from Math Faculty, tutors/SI’s, and student success supports through a Retention Specialist and/or Student Success Specialist.
The AB 705 Hub has prioritized supports that are offered at convenient times and locations for students. In addition, there is void at Butte College of student supports targeted at older and working students.
Strategy 3 - Math and English RS/SSS Embedded Support Program
The Embedded Support Program places a Retention Specialist or a Student Success Specialist in English and/or a math courses. The program highlights a cultural shift in removing institutional barriers and addressing student challenges that contribute to disproportionate impact. This shift includes opening access to services by providing them at a convenient time and place versus a come find us culture.
The RS/SSS Embedded Support Program Model includes the following interventions:
• an individualized coaching plan
• technology used to "nudge” or message students
• embedded support: academic progress reports, workshops, in-class meetings
• assertive wrap-around service
English Embedded Support Courses
English 2: 9 Courses
English 3: 12 Courses
English 2 Online: Two Courses
Math Embedded Support Courses
Math 116: 2 Courses
Math 118: (2) Math 118 Courses
Currently, the Embedded Support program is funded by the Basic Skills and Student Transformation Grant. The funding for the services will end in June of 19. The program has been identified both faculty and students as an effective way to provide retention and success.
Strategy 4 - Professional Development - Math and English
Professional Development includes onsite consultants as well as conference attendance. As AB 705 is implemented it will require ongoing training for faculty. The professional development includes conference attendance for faculty, Retention Specialist, and Student Success Specialist. In addition to the conference attendance, the faculty identified hosting onsite consultants at Butte College as the most cost-effective approaches with the broadest faculty reach.
Strategy 5 - Instructional Technology � Increase Digital Literacy
To provide instruction to the "now" student, the AB 705 Hub and English faculty have determined access to computers in the course as a priority. The course design includes the opportunity to model the use of technology in class before the students are expected to do this on thier own. The AB 705 Hub has identified the need for two additional laptop carts for the English. One cart located at the Chico Center and one located at the Main Campus.
Students lack access to technology to participate in English 2/3 courses. Increasing the number of laptops available during the course increasing access and literacy.
Strategy 6 - AB 705 Coordination
In response to the unique systems change AB 705 requires, the Hub is requesting continued coordination across campus. As Butte College implements changes new information and data will reveal curriculum innovations and modifications to student supports.
Examples of collaboration include:
1. High touch and coordination with chairs, deans, and faculty of AB 705 related work.
2. Provide oversight to a data driven design, coordinating data reviews, tracking emerging research to strengthen AB705 implementation.
3. Managing embedded support programs, coordination with Math and English Departments, Counseling, CAS, and Student Support Office.
4. Represent AB 705 at SEAPAC, Guided Pathways, and the Career and Academic Assessment Center.
5. Continued coordination of the refinement of placement practices.
The AB 705 has identified project management and coordination as a key factor in the success of AB 705. This role does not currently exist on campus.
Strategy 7 - Math - CAS - Suplemental Instruction
Supplemental Instruction (SI) is an academic enrichment program that is offered in historically challenging courses. SI is a core support service offered in the Center for Academic Success (CAS). SI is designed to supplement – not replace – class lectures. SI discussion and review sessions are facilitated by trained student SI Leaders who have already completed the course. SI sessions are interactive and collaborative. Students who attend sessions learn to integrate how to learn with what to learn. It's a chance for classmates to get together outside of class to compare notes, to discuss important concepts, and to develop strategies for studying the subject in a structured environment.
Math 18 – SI Pilot
Hire 8 SI Leaders to support Math 18 classes
8 SI Leaders with 20hrs a week for the academic year
These SI Leaders can also work in the stats lounge and tutor.
Math 11 - SI Pilot
Hire 1 SI Leader to support Math 11
Classroom space is also needed to hold additional SI sessions.
| Original Priority | Program, Unit, Area | Resource Type | Account Number | Object Code | One Time Augment | Ongoing Augment |
| Description | Supporting Rationale | Potential Alternative Funding Sources | Prioritization Criteria | |||
| 1 | AB 705 Supports | Personnel | $0.00 | $100,000.00 | ||
| AB 705 Coordination | In response to the unique systems change AB 705 requires, the Hub is requesting continued coordination across campus. As Butte College implements changes new information and data will reveal curriculum innovations and modifications to student supports. Examples of collaboration include: 1. High touch and coordination with chairs, deans, and faculty of AB 705 related work. 2. Provide oversight to a data driven design, coordinating data reviews, tracking emerging research to strengthen AB705 implementation. 3. Managing embedded support programs, coordination with Math and English Departments, Counseling, CAS, and Student Support Office. 4. Represent AB 705 at SEAPAC, Guided Pathways, and the Career and Academic Assessment Center. 5. Continued coordination of the refinement of placement practices. To support the ongoing coordination a 60% Project Manager is requested. |
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| 2 | AB 705 Supports | $0.00 | $155,000.00 | |||
| Extended Classroom- Math and English | The Math and Engish Extended Classroom provides high supports to students. This design increases direct access to faculty expertise. The extended classroom strengthens basic skills while supporting the success in transfer-level English and Math. A faculty stipend allows associate and full time faculty to work in a variety of venues including the STATS Lounge, Math Lab, CAS, and other convenient student ready locations. The augmentation includes 30 hours of stipend time a week x 17 weeks per department = 544 hours x 2semesters = 1,020 hours. 1020 x 2 (English Deparment & Math Department) =2040 2040 x $50 Stipend = 102,000 plus benifits A stipend is one option to support faculty time with students. Other alternatives should be explored. |
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| 3 | AB 705 Supports | $0.00 | $316,000.00 | |||
| Embedded Support RS/SSS | The Embedded Support Program places a Retention Specialist or a Student Success Specialist in English and/or a math courses. The program highlights a cultural shift in removing institutional barriers and addressing student challenges that contribute to disproportionate impact. This shift includes opening access to services by providing them at a convenient time and place versus a come find us culture. The RS/SSS Embedded Support Program Model includes the following interventions: � an individualized coaching plan � technology used to "nudge� or message students � embedded support: academic progress reports, workshops, in-class meetings � assertive wrap-around service English Embedded Support Courses English 2: 9 Courses English 3: 12 Courses English 2 Online: Two Courses Math Embedded Support Courses Math 116: 2 Courses Math 118: (2) Math 118 Courses This request includes supporting the existing Retention Specialist and Student Success Specialist and adding an additional two Student Success Specialist position. One FTE, 11 Month Retention Specialist Salary: 51,407.35 Benefits: 33,736.04 Four FTE, 11 Month Student Success Specialist Salary: 123,000 Benefits: 93,000 Computers and desk supplies are also requested =$15,000 |
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| 4 | $0.00 | $30,000.00 | ||||
| Chico Stats Lounge | The Chico Center STATS Lounge is an extension of the Main Campus STATS Lounge. Offering evening tutoring on Monday and Tuesday. The Chico Stats Lounge will incorporate math faculty and tutors. This support is specifically targeted for the working and older student, ensuring supports at a convenient time and location. The STATS lounge is a one-stop for student support, ensuring support from Math Faculty, tutors/SI�s, and student success supports through a Retention Specialist and/or Student Success Specialist. This request includes math faculty stipends and math tutors. Faculty Request 8 hours a week x 17 weeks x 2 semesters=272 272 hours x $50 stipends = $13,600 plus benifits benifits Tutors 2 tutors 8 hours x 17 weeks = 272 272x 10 hours - 2,272 plus benifits |
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| 5 | AB 705 Unit Plan | Personnel | $0.00 | $75,000.00 | ||
| 8 New Supplemental Instruction (SI) Positions, One SI Leader Position | Supplemental Instruction (SI) is an academic enrichment program that is offered in historically challenging courses. SI is a core support service offered in the Center for Academic Success (CAS). SI is designed to supplement � not replace � class lectures. SI discussion and review sessions are facilitated by trained student SI Leaders who have already completed the course. SI sessions are interactive and collaborative. Students who attend sessions learn to integrate how to learn with what to learn. It's a chance for classmates to get together outside of class to compare notes, to discuss important concepts, and to develop strategies for studying the subject in a structured environment. Math 18 � SI Pilot Hire 8 SI Leaders to support Math 18 classes 8 SI Leaders with 20hrs a week for the academic year These SI Leaders can also work in the stats lounge and tutor. Math 11 - SI Pilot Hire 1 SI Leader to support Math 11 Classroom space is also needed to hold additional SI sessions. |
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| 6 | AB 705 Supports | Operating Expenses | $0.00 | $30,000.00 | ||
| Professional Development | Professional Development includes onsite consultants as well as conference attendance. As AB 705 is implemented it will require ongoing training for faculty. The professional development includes conference attendance for faculty, Retention Specialist, and Student Success Specialist. In addition to the conference attendance, the faculty identified hosting onsite consultants at Butte College as the most cost-effective approaches with the broadest faculty reach Each department is requesting $15,000. |
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| 7 | Equipment | $0.00 | $80,000.00 | |||
| Two Computer Carts, Collaborative Classroom Furniture for Two Rooms | To provide instruction to the "now" student, the AB 705 Hub and English faculty have determined access to computers in the course as a priority. The course design includes the opportunity to model the use of technology in class before the students are expected to do this on thier own. The AB 705 Hub has identified the need for two additional laptop carts for the English. One cart located at the Chico Center and one located at the Main Campus. |
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