The primary goal of AB 705 is to ensure that all students can access transfer-level English and math and receive supports necessary to help them succeed. The AB 705 support program matches high expectations with high support to propel students to complete transfer-level Math and English within one year.
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 functional 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.
AB 705 Supports/CAS - Student Assistants for Tutoring
During Covid 19, virtual services were used to some extent. Some student assistant were employed as tutors in this online environment to support tutoring.
AB 705 Supports - Student Assistants for Math Lab
During Covid 19, some of these funds were used to support tutoring in an online environement in the virtual Math Lab.
AB 705 Supports - English Professional Development
During Covid 19, limited funds were expended on professional development becuase of the virtual environment of ProDev activities.
AB 705 Supports - SI Student Assistants
During Covid 19, student assistants were used as SI leaders in a virutal environment to support students in specific courses.
AB 705 is a cross discipline initiative and does not have its own SLOs. Each department may have SLOs related to AB 705 work within their own Unit Plans.
See Math and English Department Unit Plans.
Getting students through transfer English and math within one year.
AB 705 Hub Augmentations directly support the continued evaluation and implementation of AB 705.
The AB 705 Hub group does not complete a Program Review process.
The primary goal of the AB 705 Hub group is to continue to evaluate instructional and non-instruction practices to improve student outcomes in transfer English and Math courses.
Strategy 1 - Provide Evidence based support services in CAS
Support services in CAS provide students with Statistics tutoring in the Stats Lounge, tutoring for transfer-level English and math courses, writing coaches, Instructional Aids (IA's) and workshops to strengthen students' study skills. Information about these supports are provided to students during new student orientation and by faculty at the beginning of the semester. Student usage is tracked and used to improve support services.
Based on the new placement process there will be a significant increase in students who enroll in transfer level math and English courses. Math 4, 5, 11, and 18, as well as English 2 and 3, will have an increase of students who 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 increase in these services in CAS provide students with the necessary supports to be successful in transfer-level English and math.
Strategy 2 - Main Campus & Chico Center Stats Lounge and Math lab
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 Stats 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 Stats Lounge and Math lab on the Main Campus are both walk-in tutoring centers to support success in Stats and other transfer-level math courses.
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 3: 12 Courses
English 2 Online: Two Courses
English 2 (Spring 2020) Pilot
The Embedded Support program was originally funded by the Basic Skills and Student Transformation Grant. The funding for these services end in June of 2019. The program has suppported on one-time basis by Instruction for 2020-2021. The program has been identified by 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 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 - Targeted Student Messaging
The AB 705 Hub group started a series of messaging campaigns in Fall 2019 and Spring 2020 to increase the number of students completing English and math courses in one year. These two messaging campaigns included:
One of the primary goals of AB 705 implementation is to ensure that students whose goal is to transfer, complete their transfer-level English and math courses within one year. The District's funding partially comes from student success in transfer-level English and math courses.
AB 705 relies on the following non-financial resources to support student success:
CAS - Student Assistants for tutoring support: SEA funds - $44,000
CAS - Student Assistants for SI: SEA - $67,000
MATH - Student Assistants for Math Lab: SEA - $18,000
ENGL - Professional Development: SEA - $10,000
| 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 | CAS Supplemental Instruction (SI) | Personnel | $50,000.00 | $0.00 | ||
| Student assistant budget for SI Leaders. | In order to continue to support the current number of SI Leaders and expand the SI program, additional student assistant funds will be needed. The demand for SI support from faculty and students increases every semester. If we continue to follow the traditional SI model or embedded tutor support model for Math 18, we will need to hire a lot more Math 18 and transfer-level math SI Leaders moving forward. Cost for 1 SI Leader for a year =$5,000. |
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| 2 | AB 705 Supports/CAS | Personnel | 52468 | $0.00 | $60,000.00 | |
| Student employee funds to maintain tutoring support | With the increase to minimum wage, the ongoing development of services at CHC, GCC and online, and the reduction of funding from pay-for-print services used by students, the CAS student employee budget requires additional funds. Furthermore, additional tutorial support for students in transfer level English and Math courses due to AB 705 legislation is critical for student retention and success. Additional Writing Coaches, Interns, Math and Stats tutors are needed to support AB 705 legislative requirements. Student employees are key to our support of students in drop-in computer labs, Supplemental Instruction, subject-specific tutoring, and tracking student hours in CAS. We received a reduced amount from SEAP in the 20-21 year. |
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| 3 | AB 705 Supports/Math | Personnel | 52468 | $0.00 | $18,000.00 | |
| Student assistant money for Computer Lab monitors | This augmentation is also listed in the Math Department's Unit Plan. Student assistants are necessary to monitor math students in the Math Computer Lab. The amount requested reflects 40 student-hours per week, 16.5 weeks per semester, at $14.00 per hour for the fall, and $15 per hour for the spring, as well as $500 for necessary training. |
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| 4 | Two 9-month, 20-hour per week Instructional Aides with benefits | Personnel | 52140 | $0.00 | $70,000.00 | |
| 2 9-month, 20-hour per week Instructional Aids with benefits | Based on the feedback received from the English faculty and IA's, additional IA's are critical to support students in the online and hybrid environment and at the new permanent GCC CAS location. Instructional Aides are also needed for the continued support the requirements of AB 705. Student Success Specialists and Retention Specialists are no longer funded and IAs are taking on the workload of these positions. These IAs serve as embedded support in English classes and provide just-in-time drop-in support at all CAS physical and online modalities. Two IA positions were previously funded by SEAP but the funding was pulled when the positions were vacated. |
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| 5 | AB 705 Supports/English | Operating Expenses | $0.00 | $20,000.00 | ||
| Professional Development & Operating Expenses | Because AB 705 impacts face-to-face and online sections of transfer-level composition, English is requesting support for a variety of in-house professional development, including ongoing monthly AB 705 implementation meetings, online community of practice, in-house training in culturally responsive teaching and accelerated pedagogy for full-time and associate faculty, and instructor inquiry projects. While the English department has a documented history of consistent and ongoing professional development, the external mandate of AB 705 has abruptly transformed the department and course offerings. Instructors have had to quickly adapt to significant changes in the learning environment. We anticipated, prepared for and promoted a transition into a more equitable structure for students but initial data reveals a disturbing equity gap in student success in our pilot English 3. Our goal as a department is to decrease this gap. In addition, there is a growing concern about how to best serve the needs of neuroatypical students who are now onboarding into transfer-level composition. If we intend to maximize the probability that a student will enter and complete transfer-level coursework in English within a one-year timeframe, we need to prepare and support our instructors. |
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| 6 | AB 705 Supports/English | Equipment | $80,000.00 | $0.00 | ||
| Two Computer labtop carts & IT support | This augmentation is also listed in the English Department's Unit Plan. While English currently has two carts on the main campus, these laptops were not operational until the fourth week of the fall 19 semester due to an unsustainable workload of our IT department. In fall 2019 English had 53 sections of English 2 and 14 sections of English 3. Based on student demand, we anticipate an increase in English 3 sections. Instructor use logs for for fall 19 and spring 19 document consistent reservation and use of carts, including overlapping requests that could not be met. As such, we need one cart at the Chico Center and an additional cart on the main campus. To comply with the AB 705 law, English created a co-requisite model of transfer-level composition. This model includes access to technology to support the digital literacy and onboarding needs of students that may be underprepared for transfer-level work. In addition, the pedagogical foundation of this model is just-in-time remediation (tutoring), a teaching and learning strategy designed to promote the use of class time for more active learning. This approach relies on a feedback loop between web-based learning materials and face-to-face interaction. In order to maximize the probability that a student will enter and complete transfer-level coursework within a one-year time frame, current success data reveals an increasing need for access to technology and just-in-time remediation in English 2. This request reflects support for the current offerings of ENGL 3 - 23-27 sections per year. Should section offerings increase, additional access to technology and IT support will be required. |
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| 7 | AB 705 Supports | Personnel | $0.00 | $180,000.00 | ||
| 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 3: 12 Courses English 2 Online: Two Courses English 2 (Pilot) in Spring 2020 This request includes supporting the existing Retention Specialist and Student Success and provides them with resources to be successful: Salary & Benefits = $162,000 Computers and desk supplies are also requested = $15,000 Mileage/Travel = $3,000 |
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