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.
MATH 18 SI SA Student Assistants
To support SI and Student Assistants for tutoring. For more detail, see Center for Academic Success Department's Unit Plan response.
AB 705 MATH 18 Tutors and Interns
To support the Stats Lab. For more detail, see Center for Academic Success Department's Unit Plan response.
Non Academic Salaries - Student Assistants for the MATH Lab.
Students assistants to staff the MATH Lab. For more details, see the Math Department's Unit Plan response.
Professional Development for the English Department
Provide professional development for faculty to support successful outcomes in ENGL 2 and 3. More more details, see English Department Unit Plans response.
See Math, English and CAS Unit Plans.
See English and Math Unit Plans
Further improving outcomes in transfer-level English and Math courses.
Implementing AB 705 and improving student outcomes in transfer-level English and math courses.
The AB 705 Hub group does not complete a Program Review process.
1) Develop evidence based non-curricular embedded supports for English and math courses including IAs and Retention specialists.
2) Develop curricular supports for new math courses to support all students in transfer-level math.
3) Develop tutoring and Supplemental Instructin services to support students in transfer-level math and English coures.
4) Support digital literacy skills for students in transfer-level English and math coures.
5) Support professional development for English and math faculty.
6) Ensure that curricular, non-curricular and student services maintain a collaborative approach to supporing students to succeed and progress in transfer-level math and English pathways.
6) Develop a robust research plan to identify evidence based supports that support planning.
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.
For fall 2022 all student will enroll in transfer-level English and math. Tutoring and support are necessary to improve success rates in transfer-level English and math.
Strategy 2 - Improve Success Rates in transfer math courses
The Math department is developing new curriculum for Fall 2023 to include transfer-level courses with support. The supports described are necessary to ensure that success rates in transfer-level math courses improve.
Strategy 3 - Math and English RS/SSS Embedded Support Program
The Embedded Support Program places Retention Specialists and IAs 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.
AB 705 relies on the following non-financial resources to support student success:
CAS - Student Assistants for tutoring support: SEA funds - $40,000
CAS - Student Assistants for SI: SEA - $50,000
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 | English/AB 705 | Operating Expenses | $0.00 | $20,000.00 | ||
| Professional Development & Operating Expenses | Because AB 705 impacts all sections of transfer-level composition, and student success in composition is part of the student success allocation formula, the English department is requesting support and resources for ongoing professional development. Initial data revealed a disturbing equity gap in student success in our pilot English 3; this gap has continued. Previous professional development focused on pedagogy, but department-wide inconsistencies in success and retention exist. The next step is to identify what, specifically, instructors who consistently have and equitable success rates are doing and to scale those strategies within the department. If the College intends to maximize the probability that a student will enter and complete transfer-level coursework in English within a one-year timeframe, the department needs support. |
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| 2 | AB 705 Supports/English | Equipment | $80,000.00 | $0.00 | ||
| Two Computer labtop carts & IT support | 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. The 2020/21 abrupt transition to remote learning triggered an emergency need for technology. The English department loaned the English 3 laptops to the college. IT has since collected the returned devices and processed the of one full cart (down from two). The return of these missing laptops is not anticipated. In order to maximize the probability that a students will enter and complete transfer-level coursework within on-year time frame current success data reveals an increasing need for access to technology and just-in-time remediation in both English 2 and English 3. While face-to-face offerings have been reduced by 50%, we still offer 10 English 2s and 6 English 3s on the main campus,and 7 composition sections at the Chico Center. Instructor-use logs 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 two complete carts on the main campus. |
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| 3 | CAS/MATH/ENGL/AB 705 | 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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| 4 | Math Department/AB 705 | Personnel | $0.00 | $20,000.00 | ||
| Math Lab (STEM) support tutoring center) | Houses computers, tutors, faculty and resources students struggling in STEM math courses need. Needed to fully implement AB 705 requirements. Meets the District's Strategic Direction Themes: 1. Implementing AB 705; 3. Closing Equity Gaps; 4. Meeting enrollment targets; and 5. Meeting student achievement goals. This augmentation has been funded for the previous two years. |
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| 5 | Math Department/CAS/AB 705 | Personnel | $0.00 | $20,000.00 | ||
| Stats Lounge (statistics support tutoring center) | Houses computers, tutors, faculty and resources students struggling in statistics courses need. Needed to fully implement AB 705 requirements. Meets the District's Strategic Direction Themes: 1. Implementing AB 705; 3) Closing Equity Gaps; 4. Meeting enrollment targets; and 5. Meeting student achievement goals. This augmentation was funded for the two previous years. |
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| 6 | Math Department/CAS/AB 705 | Personnel | $0.00 | $52,000.00 | ||
| Embedded Support Pilot Program | Puts tutors in specific sections of courses to provide both in and out of the classroom support. Need to fully implement AB 705 requirements. Meets the Strategic Direction Themes: 1. Implementing AB 705; 3. Closing Equity Gaps; 4. Meeting enrollment targets; and 5. Meeting student achievement goals. |
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| 7 | Math Department/AB 705 | Personnel | $2,000.00 | $0.00 | ||
| Develop a Permanent Embedded Support Program (Stipend for a Math Faculty to work w/CAS) | This augmentation will allow a Math faculty to work with someone from CAS during 22'-23' to develop a permanent Embedded Support Program to be implemented in our "with support" transfer courses starting in 23'-24' by studying best practices from the pilot program and other colleges, as well as, determine what training and recruitment is needed. Need to fully implement AB 705 requirements. Meets the District's Strategic Direction Themes: 1. Implementing AB 705; 3. Closing Equity Gaps; 4. Meeting enrollment targets; and 5. Meeting students achievement. |
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| 8 | Math Department/AB 705 | Personnel | $0.00 | $14,000.00 | ||
| Funding for Meetings to Develop "With Support" Transfer Level Courses | Needed to fully implement AB 705 requirements. According to the data students who don't have the necessary educational background are not as likely to succeed in transfer level math as their prepared counterparts. By creating "with support" transfer level classes we will build in extra time in the classroom to fill in those gaps in education. Meets the District's Strategic Direction Themes: 1. Implementing AB 705; 3. Closing Equity Gaps; 4. Meeting enrollment targets; and 5. Meeting student achievement goals. |
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| 9 | CAS Supplemental Instruction (SI)/Math/AB 705 | Personnel | $0.00 | $160,000.00 | ||
| Supplemental Instruction Support for AB 705 | From English: After meeting with the AB 705 Committee and the Math Department on 1/27/22 and based on the request of support for the Math Department , additional SI Leaders will need to be hired, trained and supervised. With the implementation of AB 705, students are being funneled into only transfer level math courses due to legislation within their first year at Butte. Originally only Math 18 courses were targeted for support, but with this new change/request students need support in all transfer level math courses (Math 4, 11, 12, 13, 18, 20, 26). We will need an increase in our budget to hire more SI Leaders to provide peer to peer support in these transfer level courses. From Math Dept: For 22'-23' we will still be waiting for our "with support" transfer level courses to be approved. In the meantime we need to maximize support programs we already have especially those connected to individual sections of math courses. Needed to fully implement AB 705 requirements. Meets the District's Strategic Direction Themes: 1. Implementing AB 705; Closing Equity Gaps; 3. Closing Equity Gaps; 4. Meeting Enrollment targets; 5. Meeting student achievement goals. This augmentation was approved for $50,000 for 2020-2021 and 2021-2022 but this was only for MATH 18. Moving forward these services need to be provided in all transfer-level math courses. |
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| 10 | Math/AB 705 | Equipment | $8,000.00 | $0.00 | ||
| Marketing AB 705 Math Supports | It has been 2 years since students have been on campus. Many of our current students have never been on our main campus and aren't aware of what supports are available or where to go to access them. It is important that during this AB 705 implementation that we promote the supports that are available and make sure that students know where to go to access them. Needed to fully implement AB 705 requirements. Meets the District's Themes: 1. Implementing AB 705; 3. Closing Equity Gaps; 4. Meeting enrollment targets; 5. Meeting student achievement goals. |
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| 11 | Math/AB 705 | Equipment | $13,600.00 | $0.00 | ||
| Replacement Surface Pros for when current equipment goes bad or breaks | The Surface Pros provide the Math Faculty with the ability to make both support videos and teach remotely. With AB 705 the need for support videos is going to be increasing and with all the crises we have sen in the past 4 years we nee to continue to be able to teach remotely. thee will not be a time in the foreseeable future where the Math Department will not need these machines. Needed to fully implement AB 705 requirements. Meets the District's Strategic Direction Themes: 1. Implementing AB 705; 3. Closing Equity Gaps; Meeting Enrollment targets; 5. Meeting Student Achievement goals. |
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| 12 | Math/AB 705 | Personnel | $0.00 | $75,000.00 | ||
| Graders - Student Assistants | Provides students with prompt feedback which contributes to better comprehension and therefore success rates. Needed to fully implement AB 705 requirements. Meets the District's Strategic Direction Themes: 1. Implementing AB 705; 3. Closing Equity Gaps; 4. Meeting enrollment targets; 5. Meeting student achievement goals. |
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| 13 | STEM/MATH/AB 705 | Operating Expenses | $0.00 | $2,500.00 | ||
| Math Type Program for Canvas to Increase Accessibility | This is a subscription and needs to be an ongoing request for all of STEM. Math Type in Canvas increases accessibility of all pages, assignments, tests, etc. This program by aiding in accessibility meets the District's Strategic Direction Themes of: 3. Closing Equity Gaps; 6. Fostering a Culture of Inclusiveness. |
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| 14 | Math/AB 705 | Equipment | $360.00 | $0.00 | ||
| TI-84 Emulators | TI-84s are required in many of the transfer level math courses. Often students with limited resources are forced to take their classes online. For online math courses students don't have access to renting TI-84 calculators which puts them at a disadvantage. To remedy this and increase equity, since the pandemic, the Math Department has been purchasing TI-84 emulators that can be download for online students to use. These emulators by creating an equitable environment for our online students meets the District's Strategic Direction Themes of: 3. Closing Equity Gaps; Fostering a Culture of Inclusiveness. |
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| 15 | Math/AB 705 | Personnel | $15,000.00 | $0.00 | ||
| Professional Development Re; AB 705 Supports and Implementation | This year when I attended the CMC3 conference in December, I learned a lot regarding this further implementation of AB 705. I would like the entire department to be able to either attend the next conference in December of 2022 or other appropriate conferences where we can learn about best practices in terms of supporting our students through this implementation. Needed to fully implement AB 705 requirements. Meets the District's Strategic Direction Themes: 1. Implementing AB 705; 3. Closing Equity Gaps; 4. Meeting enrollment targets; 5. Meeting student achievement goals. |
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| 16 | Math/CAS/AB705 | Personnel | $0.00 | $42,000.00 | ||
| STAT and STEM Interns | Due to the pandemic recruitment of student assistants to fill tutoring positions has been difficult. We want to ensure that during 22'-23' academic year (while our "with support" transfer classes are being developed) that students have access to the tutoring and support they need. Needed to fully implement AB 705 requirements. Meets the District's Strategic Direction Themes: 1. Implementing AB 705; 3. Closing Equity Gaps; Meeting enrollment targets; 5. Meeting student achievement goals. This request is an interim solution if student assistants cannot be found. |
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| 17 | Math/AB 705 | Personnel | $0.00 | $180,000.00 | ||
| 2 Retention Specialists/Success Specialists designated specifically to Math/AB 705 implementation | Retention Specialists embedded in math courses and supervised by Student Services provide a point of contact for all the other support, resources and services that students need to be successful. Needed to fully implement AB 705 requirements. Meets the District's Strategic Direction Themes: 1. Implementing AB 705; 3. Closing Equity Gaps; 4. Meeting enrollment targets; 5. Meeting student achievement goals. |
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| 18 | Math/AB 705 | Equipment | $65,000.00 | $0.00 | ||
| Laptop cart for in class use by students | Needed to fully implement AB 705 requirements. Due to AB 705, starting in FA22 students from all educational backgrounds including those who never completed high school level math courses will be placed in transfer level math courses. The goal is to use the laptop cart so that students may have access to online activities and resources while in class. Meets the District's Strategic Direction Themes: 1. Implementing AB 705; 3. Closing Equity Gaps; 4. Meeting enrollment targets; 5. Meeting student achievement goals. |
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