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Include Credit English as a Second Language (ESL) in the Student Success Metrics (SSM)

Whereas, Memo AA 18-41 [1] (July 20, 2018) jointly issued by the California Community Colleges Chancellor’s Office (CCCCO) and the Academic Senate for California Community Colleges (ASCCC) strongly encouraged colleges to “[e]xplore credit ESL pathways to transfer-level English that allow for credit ESL faculty to … create a credit ESL course that is the equivalent of transfer-level English,” and Memo AA 19-20 [2] (April 18, 2019) jointly issued by the CCCCO and ASCCC likewise strongly encouraged colleges to explore the “[c]reation of a credit ESL course

Include Credit English as a Second Language (ESL) Courses Equivalent to Transfer-Level English in the Student Centered Funding Formula

Whereas, Memo AA 18-41 [1] (July 20, 2018) jointly issued by the California Community Colleges Chancellor’s Office (CCCCO) and the Academic Senate for California Community Colleges (ASCCC) strongly encouraged colleges to “[e]xplore credit ESL pathways to transfer-level English that allow for credit ESL faculty to … create a credit ESL course that is the equivalent of transfer-level English” and Memo AA 19-20 [2] (April 18, 2019) jointly issued by the CCCCO and ASCCC likewise strongly encouraged colleges to explore the “[c]reation of a credit ESL course

Amend Resolution 5.03 F19

Amend the title:

Assess How Alignment of Timeframes for AB 705 and the Student Centered Funding Formula for ESL Students Inequitably Impact Funding for Colleges Serving High Percentages of ESL Students

Amend the second resolved:

Assess How Alignment of Timeframes for AB 705 (Irwin, 2017) and the Student Centered Funding Formula for ESL Students Inequitably Impact Funding for Colleges Serving High Percentages of ESL Students

Whereas, Under Assembly Bill 705 (Irwin, 2017), a California community college student enrolled in English as a Second Language (ESL) instruction has a timeframe of three years to enter and complete degree and transfer requirements in English and has a one-year timeframe to enter and complete transfer-level coursework in mathematics;

Encourage Utilization of Career Technical Education Faculty Minimum Qualifications Toolkit Resources for Hiring in Career Technical Education Disciplines

Whereas, Use of equivalency to minimum qualifications for employment is allowed by California Education Code §87359, and the “agreed upon process shall include reasonable procedures to ensure that the governing board relies primarily upon the advice and judgment of the academic senate to determine that each individual faculty member employed under the authority granted by the regulations possesses qualifications that are at least equivalent to the applicable minimum qualifications”;

Criteria and Training for the Evaluation and Approval of Advanced Credit English as a Second Language (ESL) Coursework for California State University General Education Breadth (CSU-GE) and the Intersegmental General Education Transfer Curriculum (IGETC)

Whereas, AB 705 (Irwin, 2017) and AB 1805 (Irwin, 2018) recognize that “Instruction in English as a second language (ESL) is distinct from remediation in English” and that

English Language Learners (ELLs) “enrolled in credit ESL coursework are foreign language learners who require additional language training in English, require support to successfully complete degree and transfer requirements in English, or require both of the above” [1];

Data Paper and Equity-Minded Practices

Whereas, Data can help to expose and address systemic barriers that impede the practice of equity on college campuses;

Whereas, Data is critical for faculty to understand and utilize so that they may best assist students in achieving their educational goals;

Whereas, In February 2010, the Academic Senate for California Community Colleges Executive Committee published Data 101 Guiding Principles for Faculty, which delineated ten foundational principles for the use of data; and

Collegial Consultation during Implementation of Guided Pathways

Whereas, The Guided Pathways Award Program, as described in legislation, relies on collegial consultation with faculty and the existence of grassroots governance at every level for successful implementation;

Whereas, The principles and tenets of guided pathways address academic and professional matters, including counseling, curriculum, and program processes to clarify pathways that lead to employment, assist students to select and enter chosen pathways, provide support on the pathways, and ensure learning is taking place; and

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