AB 770, as amended, Irwin. Community colleges: basic skills innovation program.
Existing law establishes the California Community Colleges, under the administration of the Board of Governors of the California Community Colleges, as one of the segments of public postsecondary education in this state. Existing law authorizes the establishment of community college districts under the administration of community college governing boards, and authorizes these districts to provide instruction at community college campuses throughout the state.
Existing law establishes a financial and professional development grant funding program, which authorizes the governing board of a community college district to apply to the Chancellor of the California Community Colleges for, and requires the chancellor to distribute, multiyear financial and professional development grant funding to community colleges within the district. Existing law
requires colleges receiving these funds to adopt or expand the use of evidence-based models of academic assessment and placement, remediation, and student support that accelerate the progress of underprepared students toward achieving postsecondary educational and career goals, as specified. Existing law requires recipient community colleges to report specified information to the chancellor’s office on program outcomes. Existing law
begin delete requiresend delete the chancellor’s office begin delete to beend delete responsible for administering the grant program and distributing and monitoring awards to recipient community college districts, developing application criteria, administrative guidelines, and other requirements for purposes of administering the grant program, and
providing the information submitted by community college districts to the Legislative Analyst’s Office. Existing law requires the Legislative Analyst’s Office to report to the Legislature on the progress of the grant program in achieving its prescribed purpose, as specified.
This bill would require a community college district, in order to receive grant funding, to submit a plan to the Office of the Chancellor of the California Community Colleges that details the strategy of a college or colleges within the district for achieving the goals of the program. The bill would
begin delete establishend delete levels of funding to be awarded to grant begin delete recipients and would set aside $3,000,000 of the funds appropriated for the program to be used to provide technical assistance toend delete recipient colleges in implementing these evidence-based models of academic assessment and placement, remediation, and student support, as specified.
Vote: majority. Appropriation: no. Fiscal committee: yes. State-mandated local program: no.
The people of the State of California do enact as follows:
Section 88807 is added to the Education Code,
In order to receive a grant pursuant to this part, a
2community college district shall submit a plan to the Office of the
3Chancellor of the California Community Colleges that details the
4strategy of a college or colleges within the district for achieving
5the goals of the grant program.
Section 88810 of the Education Code is amended to
(a) In order to receive a grant, the governing board of
11a community college district shall demonstrate in its application
12for funding, consistent with subdivision (b) of Section 88805, that
13the community colleges that are to participate in the grant program
14will redesign their curriculum, career pathways, assessment and
15placement procedures, or any combination thereof, to implement,
16or significantly expand the use or application of, two or more of
17the following evidence-based practices and principles:
18(1) Adopting placement tests or other student assessment
19indicators and related policies that may include multiple measures
20of student performance, including grades in high school courses,
21especially overall grade point average, results from the common
22assessment system, and input from counselors.
23(2) Increasing the placement of students directly in gateway
24English and mathematics courses that are transferable to the
25University of California or the California State University and
26career pathways, with remedial instruction integrated as appropriate
27for underprepared students.
28(3) Aligning content in remedial courses with the students’
29programs of academic or vocational study to target students’ actual
30needs and increase relevance. This paragraph is intended to
31encourage the development of remedial instruction focused on a
32student’s identified academic need informed by the student’s
33intended course of study.
34(4) Contextualizing remedial instruction in foundational skills
35for the industry cluster, pathways, or both, in which the student
36seeks to advance.
37(5) Providing proactive student support services that are
38integrated with the instruction provided.
39(6) Developing two- and three-course sequences, as appropriate,
40for completion of a college-level English or mathematics course,
P4 1or both, for underprepared students, by either utilizing technology,
2where appropriate, to enhance the adoption of the high impact
3practices specified in paragraphs (1) to (5), inclusive, or
4implementing other effective basic skills course strategies and
5practices not specified in paragraphs (1) to (5), inclusive, subject
6to the college providing evidence that substantiates the practice is
8(b) Community colleges are encouraged to collaborate with
9local school districts serving kindergarten and grades 1 to 12,
10inclusive, to better articulate English and math instruction between
11the high schools and the community colleges.
12(c) Each participating community college shall be responsible
13for all of the following:
14(1) Developing a plan based on two or more of the
15evidence-based principles and practices described in subdivision
16(a) that demonstrates a clear strategy for ensuring that both of the
17following occur within a five-year period:
18(A) A progressively increasing share of the students who
19at participating community colleges within the community college
20district achieve the goals listed in subdivision (b) of Section 88805.
21(B) A significantly greater share of entering students who are
22enrolled at the community college achieve the goals listed in
23subdivision (b) of Section 88805 within a shorter time period than
24before the implementation of the plan at the community college.
25(2) Ensuring that the plan developed pursuant to paragraph (1)
26does all the following:
27(A) Describes the community college’s current practices with
28regard to the selected high impact practices and its readiness to
29implement the new interventions.
targets for the share of entering students
31projected to be served by these interventions over the three-year
33(C) Sets goals for the share of entering students who complete
34a college-level English or mathematics course within three
35semesters or less after enrollment.
36(D) Identifies key strategies and implementation benchmarks
37for evaluating the progress of campus efforts to implement the
P5 1(E) Details the number of campus faculty likely to be involved
2in all selected high impact interventions and the plan for addressing
3their professional and technical assistance needs.
4(3) Ensuring that its faculty participate
5development regarding academic programs or new curriculum
6developed or expanded pursuant to the plan, using grant funds to
7support that faculty participation.
8(4) Commencing in the year that a community college receives
9a grant and for the following three fiscal years, annually reporting
10to the chancellor’s office on program outcomes, disaggregated by
11the demographic characteristics, high school grade point average,
12and initial placement level of its students, for purposes of
13measuring progress compared to the community college’s
14performance before its implementation of the plan. These reports
15should include all of the following:
16(A) The total number and percentage of entering students
17identified as underprepared before receipt of the grant.
18(B) The number and percentage of entering students served by
19the grant program, disaggregated by type of practice implemented.
20(C) The number and percentage of entering students achieving
21the goals listed in subdivision (b) of Section 88805.
22(D) The number of faculty involved and faculty needs regarding
23the adoption and operation of courses under the plan.
24(E) If applicable, a narrative describing any subsequent
25adjustments to the design of the college’s basic skills course
26practices or strategies adopted pursuant to paragraph (6) of
28(F) A description of any additional or expanded student
30(G) A narrative describing the community college’s efforts to
31collaborate with local school districts serving kindergarten and
32grades 1 to 12, inclusive, to better articulate English and math
33instruction between the high schools and the community colleges.
34(5) Developing the plan in consultation with campus faculty.
35(d) The office of the Chancellor of the California Community
36Colleges shall be responsible for all of the following:
37(1) Developing application criteria, administrative guidelines,
38and other requirements for purposes of administering the grant
39program. Applications that would do one or both of the following
40shall be given priority consideration within the application criteria:
P6 1(A) Scale up existing practices.
2(B) Provide services to greater proportions of students.
10 Administering the grant program and distributing and
11monitoring awards to recipient community college districts.
31 Providing the information submitted pursuant to paragraph
32(4) of subdivision (c) to the Legislative Analyst’s Office.
33(e) (1) The Legislative Analyst’s Office shall aggregate,
34analyze, and report the information submitted pursuant to paragraph
35(3) of subdivision (d) to the Legislature on the progress of the grant
36program in achieving its prescribed purpose. The Legislative
37Analyst’s Office shall issue an interim report by December 1, 2019,
38and a final report by December 1, 2021.
P7 1(2) (A) The requirement for submitting a report imposed under
2this subdivision is inoperative on July 1, 2026, pursuant to Section
310231.5 of the Government Code.
4(B) A report to be submitted pursuant to paragraph (1) shall be
5submitted in compliance with Section 9795 of the Government
7(f) (1) Two levels of funding shall be awarded to grant
8recipients as follows:
9(A) A recipient college that has no evidence-based
10specified in subdivision (a) in place, as of the date of its initial
11award, that plans to implement two or more evidence-based
12practices for the first time shall receive five hundred thousand
14(B) A recipient college that has at least one evidence-based
15practice as specified in subdivision (a) in place, as of the date of
16its initial award, that plans to scale up one or more of these
17evidence-based practices, or implement at least one additional
18evidence-based practice for the first time, or both, provided that
19at least two evidence-based practices shall be implemented or
20scaled up with these funds, shall receive seven hundred fifty
21thousand dollars ($750,000).
22(2) Recipient colleges are strongly encouraged to implement
23additional evidence-based practices specified in subdivision (a).
24(3) Depending on the availability of funding, a college that
25receives a grant may submit plans to scale up one or more of its
26implemented evidence-based practices to receive funds for years
27two or three, or both, following the implementation of the plan
28described in subdivision (c). Grant priority shall be given to
29 colleges that have yet to receive funding.
30(g) (1) Three million dollars ($3,000,000) of the funds
31appropriated pursuant to this part shall be set aside statewide for
32technical assistance to be provided by content experts who are
33selected through a proposal process, as developed by the
34chancellor’s office, that ensures the identification of appropriate
35experts who shall provide technical assistance to recipient colleges
36in the following areas:
37(A) Improving student placement using multiple measures in
38accordance with paragraph (1) of subdivision (a).
P8 1(B) Contextualizing remedial instruction in foundational skills
2for the industry cluster, pathways, or both, in which the student
3seeks to advance.
4(C) Developing and offering effective and shortened English
5and mathematics remedial course sequences as described in
6paragraph (6) of subdivision (a).
7(2) Technical assistance under paragraph (1) shall help colleges
8achieve the following goals:
9(A) Improving the accuracy of student placement.
10(B) Placing as many students as appropriate directly in gateway
11English and mathematics courses that are transferable to the
12University of California or the California State University and
13career pathways, with remedial instruction integrated as appropriate
14for underprepared students.
students complete college-level English or
16mathematics within a two or three course sequence.
17(D) Providing proactive student supports.
18(3) Technical assistance as described in this subdivision shall
19be provided during the first three years that a grant recipient college
20implements the plan specified in subdivision (c), with emphasis
21placed on the first year of implementation. A recipient college or
22college district may use grant funds to purchase additional technical
23assistance, as appropriate.