(a) In order to receive a grant, the governing board of a community college district shall demonstrate in its application for funding, consistent with subdivision (b) of Section 88805, that the community colleges that are to participate in the grant program will redesign their curriculum, career pathways, assessment and placement procedures, or any combination thereof, to implement, or significantly expand the use or application of, two or more of the following evidence-based practices and principles: (1) Adopting placement tests or other student assessment indicators and related policies that may include multiple measures of student performance, including grades in high school courses, especially overall grade point average, results from the common assessment system, and input from counselors. (2) Increasing the placement of students directly in gateway English and mathematics courses that are transferable to the University of California or the California State University and career pathways, with remedial instruction integrated as appropriate for underprepared students. (3) Aligning content in remedial courses with the studentsâ programs of academic or vocational study to target studentsâ actual needs and increase relevance. This paragraph is intended to encourage the development of remedial instruction focused on a studentâs identified academic need informed by the studentâs intended course of study. (4) Contextualizing remedial instruction in foundational skills for the industry cluster, pathways, or both, in which the student seeks to advance. (5) Providing proactive student support services that are integrated with the instruction provided. (6) Developing two- and three-course sequences, as appropriate, for completion of a college-level English or mathematics course, or both, for underprepared students, by either utilizing technology, where appropriate, to enhance the adoption of the high impact practices specified in paragraphs (1) to (5), inclusive, or implementing other effective basic skills course strategies and practices not specified in paragraphs (1) to (5), inclusive, subject to the college providing evidence that substantiates the practice is effective. (b) Community colleges are encouraged to collaborate with local school districts serving kindergarten and grades 1 to 12, inclusive, to better articulate English and math instruction between the high schools and the community colleges. (c) Each participating community college shall be responsible for all of the following: (1) Developing a plan based on two or more of the evidence-based principles and practices described in subdivision (a) that demonstrates a clear strategy for ensuring that both of the following occur within a five-year period: (A) A progressively increasing share of the students who enroll at participating community colleges within the community college district achieve the goals listed in subdivision (b) of Section 88805. (B) A significantly greater share of entering students who are enrolled at the community college achieve the goals listed in subdivision (b) of Section 88805 within a shorter time period than before the implementation of the plan at the community college. (2) Ensuring that the plan developed pursuant to paragraph (1) does all the following: (A) Describes the community collegeâs current practices with regard to the selected high impact practices and its readiness to implement the new interventions. (B) Articulates targets for the share of entering students projected to be served by these interventions over the three-year implementation period. (C) Sets goals for the share of entering students who complete a college-level English or mathematics course within three semesters or less after enrollment. (D) Identifies key strategies and implementation benchmarks for evaluating the progress of campus efforts to implement the selected interventions. (E) Details the number of campus faculty likely to be involved in all selec
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