# data[].attributes.body
At the last Curriculum institute, I asked about a confusing possible situation. Say a college sets up their own innovative placement process for math, different from the one prescribed in AB 705. If that college's "throughput" doesn't match or exceed the benchmark numbers provided, then that college must revert to the prescribed rules. But if after switching to the prescribed rules, the college sees a decrease in throughput numbers compared to the process they had implemented, they apparently don't need to answer to anyone for that. Locally we would be concerned. But it seems inequitable. The people who were there from the Chancellor's office seemed a bit taken aback, and said they would ask about this situation. Any idea if it has been resolved?

# data[].attributes.headline
Hi, our math department currently has college algebra and trig as pre-reqs to calculus 1. On the COR, our calc 1 course does not require a co-req; however, our math department has built a support class for calc 1. In building our fall 2019 schedule, we noticed that our math department is only offering Calc 1 with a co-req; no calc 1 courses are being offered without support. Thus, no options for students. They will be setting up a petition process and have said out loud that maybe 1 person from each class will be able to petition out of the coreq support class. 

# data[].attributes.subject
Hi, our math department currently has college algebra and trig as pre-reqs to calculus 1. On the COR, our calc 1 course does not require a co-req; however, our math department has built a support class for calc 1. In building our fall 2019 schedule, we noticed that our math department is only offering Calc 1 with a co-req; no calc 1 courses are being offered without support. Thus, no options for students. They will be setting up a petition process and have said out loud that maybe 1 person from each class will be able to petition out of the coreq support class. 

# data[].attributes.body
How is this legal without any data to support the mandated co-req?

# data[].attributes.headline
An enhanced entry-level transfer course for ALL students?

# data[].attributes.subject
An enhanced entry-level transfer course for ALL students?

# data[].attributes.body
An English Department has added one unit to the current (3-unit) entry-level transfer course ENG 101 and will place all new students into that enhanced course. It seemed to comply with AB 705, but the text of the law specifically says that colleges "shall... use... one or more of the following.. HS GPA, HS coursework, etc." Would this new policy then be a violation?

# data[].attributes.headline
If College X develops an alternative course to Intermediate Algebra, a one-level-below-transfer course determined locally to have the same rigor as Intermediate Algebra, and with Elementary Algebra as a prerequisite, and if College X determines locally that the alternative course shall meet College X's math competency requirement for an AA/AS degree, does the locally determined math competency for the alternative course apply to AA/AS degrees at College X only?  Could this alternative course meet math competency for an AA/AS degree at another California Community Colleges?

# data[].attributes.subject
If College X develops an alternative course to Intermediate Algebra, a one-level-below-transfer course determined locally to have the same rigor as Intermediate Algebra, and with Elementary Algebra as a prerequisite, and if College X determines locally that the alternative course shall meet College X's math competency requirement for an AA/AS degree, does the locally determined math competency for the alternative course apply to AA/AS degrees at College X only?  Could this alternative course meet math competency for an AA/AS degree at another California Community Colleges?

# data[].attributes.headline
Under AB705, our math department created two new one-level below transfer courses for Fall 19, one for our statistics track and one for our BSTEM track, for students in the lowest HSGPA row of the Chancellor's default placement schema.  Can we place students into this category and track them for two years to show whether they were indeed highly unlikely to be successful in transfer level support classes?  Or do we have to 'offer' them the transfer-level support course and rely on them to self-place if they choose into these courses?  Thank you.  

# data[].attributes.subject
Under AB705, our math department created two new one-level below transfer courses for Fall 19, one for our statistics track and one for our BSTEM track, for students in the lowest HSGPA row of the Chancellor's default placement schema.  Can we place students into this category and track them for two years to show whether they were indeed highly unlikely to be successful in transfer level support classes?  Or do we have to 'offer' them the transfer-level support course and rely on them to self-place if they choose into these courses?  Thank you.  

# data[].attributes.headline
In light of AB 705 we have created two new math courses that combine Basic Algebra and Intermediate Algebra content to meet the prerequisite for transfer level mathematics.  Our courses are “Intermediate Algebra with Support” (7 units), and Prestatistics (6 units). If these courses do not require Basic Algebra as a prerequisite but students finish prepared for transfer level Math courses, have they met the intent of Math Competency in 55086 for the local associate degree?

# data[].attributes.subject
In light of AB 705 we have created two new math courses that combine Basic Algebra and Intermediate Algebra content to meet the prerequisite for transfer level mathematics.  Our courses are “Intermediate Algebra with Support” (7 units), and Prestatistics (6 units). If these courses do not require Basic Algebra as a prerequisite but students finish prepared for transfer level Math courses, have they met the intent of Math Competency in 55086 for the local associate degree?

# data[].attributes.body
From [corrected to 55063], as proposed to CCC BOG Meeting on 1-14-19: Effective for all students admitted to a community college for the Fall 2019 term or any term thereafter, competence in mathematics shall be demonstrated by obtaining a satisfactory grade in a mathematics course at or above the level of the course typically known as Intermediate Algebra (either Intermediate Algebra or another mathematics course at or above the same level, with the same rigor and with Elementary Algebra as a prerequisite, approved locally) or by completing an assessment conducted pursuant to subchapter 6 of this chapter (commencing with section 55500) demonstrating competency and achieving a score determined to be that is comparable to satisfactory completion of the specified a mathematics course at or above the level of the course typically known as Intermediate Algebra, determined locally. Satisfactory completion of a mathematics course at or above the level of Intermediate Algebra shall satisfy both this competency requirement and the coursework requirement set forth in subdivision (b)(1)(D)(ii) of this section.

# data[].attributes.body
As things stand today with AB705 and Title V regarding Math Competency. If a students self reports satisfactory completion of Algebra 2 (D grade in High School) without an official high school transcript or completion of a mathematics course at the level of Intermediate Algebra (or higher) at a college-can a student meet Math Competency?

That is, will Math Competency be granted to students simply filling out a survey (self reporting) without official proof from a high school (transcripts) or college demonstration (passing a course at least at the level of intermediate algebra)?

# data[].attributes.headline
We were recently told that a non-credit class being used as a corequisite for a transfer level class would not qualify as Enhanced Non-credit, because it would not be considered "basic skills" if it is a corequisite for a transfer level class. As a part of our AB 705 plans, can we have a non-credit corequisite for our transfer level class that will qualify as enhanced non-credit as part of a College Preparation non-credit certificate?

# data[].attributes.subject
We were recently told that a non-credit class being used as a corequisite for a transfer level class would not qualify as Enhanced Non-credit, because it would not be considered "basic skills" if it is a corequisite for a transfer level class. As a part of our AB 705 plans, can we have a non-credit corequisite for our transfer level class that will qualify as enhanced non-credit as part of a College Preparation non-credit certificate?

# data[].attributes.body
If students with the lowest GPAs are placed into transfer level, can we also recommend that they take a developmental course first?

# data[].attributes.headline
Hello! Please advise on the following:                                                                                                    1.  Prerequisite revision:  Do you see any issues with using the current C-ID descriptor prerequisite for ENGL 1A (revised in May 2018), as below:                                                                                                                                 "Eligibility for college-level composition as determined by college assessment or other appropriate method"                                                                                                                                Our English faculty is revising our 1A prerequisite to the above (currently, we have: "ENGL 111 Intermediate Acad. Reading/Writing; or qualifying reading/writing assessment results").  The course will need to be resubmitted for GE/UC TCA/C-ID, etc. if this revision is done.  Should we perhaps keep ENGL 111 still and then replace the "qualifying reading/writing assessment results" part with the C-ID prerequisite language as is?                                                                           2.  Corequiste model:  Is there any guidance/pros/cons on doing the integrated higher-unit course, a basic skills corequiste , or a non-credit corequiste course?  (Even if we were doing the higher-unit model, we would still keep our "regular" 3-unit ENGL 1A, of course, in order to not create issues with the GE patterns.)

# data[].attributes.subject
Hello! Please advise on the following:                                                                                                    1.  Prerequisite revision:  Do you see any issues with using the current C-ID descriptor prerequisite for ENGL 1A (revised in May 2018), as below:                                                                                                                                 "Eligibility for college-level composition as determined by college assessment or other appropriate method"                                                                                                                                Our English faculty is revising our 1A prerequisite to the above (currently, we have: "ENGL 111 Intermediate Acad. Reading/Writing; or qualifying reading/writing assessment results").  The course will need to be resubmitted for GE/UC TCA/C-ID, etc. if this revision is done.  Should we perhaps keep ENGL 111 still and then replace the "qualifying reading/writing assessment results" part with the C-ID prerequisite language as is?                                                                           2.  Corequiste model:  Is there any guidance/pros/cons on doing the integrated higher-unit course, a basic skills corequiste , or a non-credit corequiste course?  (Even if we were doing the higher-unit model, we would still keep our "regular" 3-unit ENGL 1A, of course, in order to not create issues with the GE patterns.)

# data[].attributes.headline
If you create a support class that is mirrored with both credit and noncredit, and you have at least one credit student in the class, can you claim full apportionment for all of the students in the class?

# data[].attributes.subject
If you create a support class that is mirrored with both credit and noncredit, and you have at least one credit student in the class, can you claim full apportionment for all of the students in the class?

# data[].attributes.headline
Please advise on this approach under AB 705.                                                                                                                           The math department wants to offer students a diagnostic skills test that will inform the students about their strengths and weaknesses in different math topics. Then the math and the non-credit departments, working collaboratively, will offer students the opportunity to enroll in short non-credit classes (6-9 hours) to improve those skills needed to succeed in whatever class they have been placed.  All of these will be optional.                                                                                                       Note: this diagnostic exam is not impacting at all student placement, and it is an additional tool to help them succeed.                                                    

# data[].attributes.subject
Please advise on this approach under AB 705.                                                                                                                           The math department wants to offer students a diagnostic skills test that will inform the students about their strengths and weaknesses in different math topics. Then the math and the non-credit departments, working collaboratively, will offer students the opportunity to enroll in short non-credit classes (6-9 hours) to improve those skills needed to succeed in whatever class they have been placed.  All of these will be optional.                                                                                                       Note: this diagnostic exam is not impacting at all student placement, and it is an additional tool to help them succeed.                                                    

# data[].attributes.headline
Hello! Are colleges going to be required to submit their guided self placement to the Chancellor’s Office for approval? If so, who would be doing the review and based on what standards?

# data[].attributes.subject
Hello! Are colleges going to be required to submit their guided self placement to the Chancellor’s Office for approval? If so, who would be doing the review and based on what standards?

# data[].attributes.headline
Is the Chancellor’s Office eliminating assessment testing for transfer level prerequisites like those for general chemistry or placement into foreign languages? Most of these tests were approved for local use.

# data[].attributes.subject
Is the Chancellor’s Office eliminating assessment testing for transfer level prerequisites like those for general chemistry or placement into foreign languages? Most of these tests were approved for local use.

# data[].attributes.headline
How many units can a corequisite course have?

# data[].attributes.subject
How many units can a corequisite course have?

# data[].attributes.headline
Hello! In this case, I am talking about students enrolled in a transfer-level math or statistics course and also enrolled in the associated corequisite course.  We are concerned about the students who fail the transfer-level course on their first attempt at it and want to take it again.  We want those students to be able to take the corequisite course again.  In fact, with rare possible exceptions that could be handled by the corequisite challenge process, we want to require students to retake the corequisite when they retake the transfer-level course.                                                                                                           One approach to this would be to make the corequisite course repeatable.  But as we understand current repeatability rules, this is not allowed.                                                                                                       A second approach we have considered would be to tie the grade in the corequisite course to the grade in the transfer-level course.  So if a student failed the transfer-level course, their instructor would assign them a No-Pass grade in the corequisite course; and if the student passed the transfer-level course, their instructor would assign them a Pass grade in the corequisite course.  Those advocating for this approach see the corequisite course as not having “definite content”, but instead being a class during which appropriate support is given to students on an as-needed basis so that they are more likely to pass the transfer-level course.  We are being told by the district curriculum experts that we cannot tie the grade in one class to the grade in the other.  We have two concerns about not tying the grades together.  One is that students who fail the transfer-level course have shown by failing that they need support.  The other is that we don’t want lots of students passing the transfer-level course but failing the corequisite course because this could lead to students arguing that the corequisite is not necessary and should not be required.                                                                                                   A third approach is that we could create a second corequisite course for each transfer-level course.  The second corequisite would be for students who have failed the transfer-course, but have passed the first corequisite course.                                                                                                A fourth approach would be to add the contact hours of the corequisite course to the transfer-level course.  For example, our statistics course is 4-units.  We could create a ‘statistics with support’ course that is 6 units. There is concern over inflating the transferable units of these courses and causing problems for students later in their academic career; they might brush up against the Satisfactory Academic Progress rule of financial aid that says you cannot get aid for more than 150% of your total program requirements (typically 1.5*120 = 180 units).                                                                                                                Do you have advice about which approach would be best for our students?

# data[].attributes.subject
Hello! In this case, I am talking about students enrolled in a transfer-level math or statistics course and also enrolled in the associated corequisite course.  We are concerned about the students who fail the transfer-level course on their first attempt at it and want to take it again.  We want those students to be able to take the corequisite course again.  In fact, with rare possible exceptions that could be handled by the corequisite challenge process, we want to require students to retake the corequisite when they retake the transfer-level course.                                                                                                           One approach to this would be to make the corequisite course repeatable.  But as we understand current repeatability rules, this is not allowed.                                                                                                       A second approach we have considered would be to tie the grade in the corequisite course to the grade in the transfer-level course.  So if a student failed the transfer-level course, their instructor would assign them a No-Pass grade in the corequisite course; and if the student passed the transfer-level course, their instructor would assign them a Pass grade in the corequisite course.  Those advocating for this approach see the corequisite course as not having “definite content”, but instead being a class during which appropriate support is given to students on an as-needed basis so that they are more likely to pass the transfer-level course.  We are being told by the district curriculum experts that we cannot tie the grade in one class to the grade in the other.  We have two concerns about not tying the grades together.  One is that students who fail the transfer-level course have shown by failing that they need support.  The other is that we don’t want lots of students passing the transfer-level course but failing the corequisite course because this could lead to students arguing that the corequisite is not necessary and should not be required.                                                                                                   A third approach is that we could create a second corequisite course for each transfer-level course.  The second corequisite would be for students who have failed the transfer-course, but have passed the first corequisite course.                                                                                                A fourth approach would be to add the contact hours of the corequisite course to the transfer-level course.  For example, our statistics course is 4-units.  We could create a ‘statistics with support’ course that is 6 units. There is concern over inflating the transferable units of these courses and causing problems for students later in their academic career; they might brush up against the Satisfactory Academic Progress rule of financial aid that says you cannot get aid for more than 150% of your total program requirements (typically 1.5*120 = 180 units).                                                                                                                Do you have advice about which approach would be best for our students?

# data[].attributes.headline
With AB 705, how the math will be handled for the associate degree in Title 5 (55063) since students are being placed in college level. With the self-placement students would have met this competency since it’s above intermediate algebra. Am I interpreting it correctly?

# data[].attributes.subject
With AB 705, how the math will be handled for the associate degree in Title 5 (55063) since students are being placed in college level. With the self-placement students would have met this competency since it’s above intermediate algebra. Am I interpreting it correctly?

# data[].attributes.body
Title 5: 55063 "Effective for all students admitted to a community college for the Fall 2009 term or any term  thereafter, competence in mathematics shall be demonstrated by obtaining a satisfactory grade in  a mathematics course at the level of the course typically known as Intermediate Algebra (either  Intermediate Algebra or another mathematics course at the same level, with the same rigor and  with Elementary Algebra as a prerequisite, approved locally) or by completing an assessment  conducted pursuant to subchapter 6 of this chapter (commencing with section 55500) and  achieving a score determined to be comparable to satisfactory completion of the specified  mathematics course. Satisfactory completion of a mathematics course at the level of Intermediate  Algebra shall satisfy both this competency requirement and the coursework requirement set forth  in subdivision (b)(1)(D)(ii) of this section."

# data[].attributes.headline
Hello! How much wiggle room/power does an individual campus have in regards to innovation? And if data is needed to back up our decisions, what is the critical data that we should be collecting? Are there any ramifications for local innovation?  Can 1 course below transfer level continue?

# data[].attributes.subject
Hello! How much wiggle room/power does an individual campus have in regards to innovation? And if data is needed to back up our decisions, what is the critical data that we should be collecting? Are there any ramifications for local innovation?  Can 1 course below transfer level continue?

# data[].attributes.body
The questions that keep coming up from our college is whether or not: 1. We will have to re-articulate science courses/other courses that had basic skills courses as pre-reqs. 2. Our college will have no below transfer-level courses, but co-req options. Therefore, will science courses with intermediate algebra requirements be affected (will the UC's not accept our courses?).

# data[].attributes.headline
Where can I find the AB 705 FAQs document?

# data[].attributes.subject
Where can I find the AB 705 FAQs document?

# data[].attributes.headline
Hello! Can we add the contact hours of the co-requisite course to the transfer-level course? 

# data[].attributes.subject
Hello! Can we add the contact hours of the co-requisite course to the transfer-level course? 

# data[].attributes.headline
Hello! If a student fails the transfer-level course, are they allowed to take the co-requisite course again, under the CCC Chancellor’s Office repeatability rule? 

# data[].attributes.subject
Hello! If a student fails the transfer-level course, are they allowed to take the co-requisite course again, under the CCC Chancellor’s Office repeatability rule? 

# data[].attributes.headline
Hello and welcome to the Academic Senate for California Community Colleges AB 705 Discussion Board. 

# data[].attributes.subject
Hello and welcome to the Academic Senate for California Community Colleges AB 705 Discussion Board. 