ࡱ> g fbjbjhh 4|\|\^2fffffzzz8l z&t**@@@v$^&`&`&`&`&`&`&$o(%+&f&ff@@&&df@f@^&^&V#@r$@@_`+z-# J&&<&#x+^+r$+fr$&&I^&+> ,: Ӱɴý New Instructional Program Proposal Phase 1 DRAFT 1-4-05; Revised October 2010 Date: 8/1/19 Primary Contacts: Paula Gunder (faculty/chair, ESL); Nancy Ybarra (dean, ESL) Program Name: English for Academic Purposes ESL Program (CDCP Noncredit) Intermediate English for College and Career Success Certificate of Competency Advanced English for Academic and Professional Advancement Certificate of Competency Mission/Goals Describe the purpose and goals of the program. Who is it designed to serve? Will the program offer an Associate Degree? No A Certificate of Achievement? No Rationale What role would this program fulfill in the college curriculum? Why is it important to offer this program? In order to more equitably and successfully serve and support the East Contra Costa County population of adult English language learners, the Ӱɴý English as a Second Language (ESL) department has developed six new Career Development and College Preparation (CDCP) Noncredit ESL courses and four related Certificates of Competency listed above. These new CDCP Noncredit courses and certificates are additions to the existing eight CDCP Noncredit courses and their associated four Certificates of Competency that were recently developed, approved, and offered for the first time in Spring 2019. Those eight courses are integrated skills-based courses and instructional sequences at what we refer to as our Entering/Bridge stage of our English for General Purposes (EGP) language acquisition program, which serves to support ESL students attaining competencies at high-beginning to low-intermediate English language proficiency. Over the past few semesters, we have received a trickling down/in of additional information from the state regarding various policies, practices, guidelines, and mandates concerning Career Development and College Preparation (CDCP) Noncredit, the California Adult Education Program, AB705 as it relates to ESL, as well as Guided Pathways. We have combined our understanding of this information with our local environmental scan data (showing that foreign-born and non-native English-speaking households are among the fastest-growing populations in East Contra Costa County) and our 2014-2019 Student Equity Plan data (showing achievement gaps within ESL for low-income and Hispanic and Latino students, as well as overall achievement gaps for ESL students at Ӱɴý in terms of the following equity plan indicators: 1. Access, 2. English Basic Skills Completion, and 3. Degree and Certificate Completion). Additionally, we have welcomed both the State Chancellors Office publicized support for undocumented students: All students, regardless of their immigration status, are welcome in Californias 115 community colleges, (CCC Chancellor, Eloy Ortiz, 8/26/19 Press Release), and our own 4CD Governing Boards passage of Board Resolution 1 on January 11, 2017, which concludes, Now, Therefore, Be It Further Resolved, the Contra Costa Community College District Governing Board recognizes its responsibility to advocate for educational opportunities for all students in the community college system, regardless of immigration status, at the federal, state, and local levels and will do so accordingly (4CD Governing Board Report NO. 51-A). Consequently, we have made the humane and data-driven decision that is prudent for us to extend our CDCP Noncredit offerings into our English for Academic Purposes (EAP) language acquisition program, which is for students at our Engaging and Exiting stages and is designed to serve and support any and all ESL students, and most especially any and all undocumented non-native English-speaking students - attainment of intermediate to advanced linguistic, socio-linguistic, and socio-cultural competencies. The newly proposed CDCP Noncredit ESL courses i.e., ESLN-085G, ESLN-085SL, ESLN-085WRV, ESLN-095G, ESLN-095SL, ESLN-095WRV and the associated certificates will enable those students who wish to advance their second language development to do so and to benefit in the following ways from these noncredit designated courses: They will not have to pay tuition/fees and are, thus, be afforded, financially, a lower-stakes opportunity to develop valuable academic, career, and civic oriented language abilities. Additionally, as we have intentionally integrated the Ӱɴý institutional student learning outcomes (ISLOs) into our ESL program student learning outcomes (PSLOs) and subsequently all of the ESL course student learning outcomes (CSLOs), they will have the chance to engage in or continue on a college-pathway of study, acquiring those specific academic English language and communication skills and dispositional thinking abilities needed to succeed specifically in Ӱɴý general and career education coursework. They will be able to repeat coursework as they may feel they need to and/or as their life situations necessitate. The *starting of the clocks* associated with state AB705 compliance measures and our local FT3 Promise opportunity will be delayed until they take credit-bearing courses. Lastly, I will share that since offering our new Entering/Bridge stage CDPC Noncredit English for General Purposes courses, and with the much-needed support and service of all of the ESL adjunct faculty, our full-time ESL Counselor, as well as work done by Ӱɴýs Adult Education Transition Specialist, we have thus far seen solid enrollments in these courses and sequences, and, thus, we believe that, if the college is able to offer strong, stable, and most importantly equitable outreach, intake, and orientation support to our East Contra Costa County multilingual non-native English-speaking language learners, our Engaging and Exiting stage CDCP Noncredit English for Academic Purposes courses will see the same strong enrollment numbers. Curriculum and Needs Assessment/Feasibility List the proposed new courses for the program, including the title, number of units, and a brief course description. English Academic Purposes ESL Program (noncredit)Intermediate English for College and Career Success Certificate of CompetencyIntermediate Grammar for College and Career Communication This noncredit English for Academic Purposes (EAP) grammar course offering is designed to help non-native English-speaking students improve their understanding and accurate use of intermediate-level complex English grammatical structures to support, develop, and refine college and career thinking, speaking, reading, listening, and writing skills. Multilingual English language learners study complex grammatical structures within meaningful contexts of use and engage in analysis, evaluation, and crucial experiential learning of the functional, semantic, and pragmatic components of the contextualized structures. This course and is part of the three-noncredit-course package of intermediate academic and career preparation, engagement, and success courses for multilingual English language learners ESLN-085G, ESLN-085WR, and ESLN-085SL. ESLN-085G72 hoursIntermediate Oral Communication for the College Classroom and Beyond This noncredit English for Academic Purposes (EAP) speaking, listening, and dispositional thinking course is designed to help non-native English speaking students improve their understanding of the oral communication realities in North American college classrooms and higher education environments and to increase their ability to actively participate and succeed therein at an intermediate level of proficiency. Students build aural and oral accuracy and fluency, learn and use contextualized vocabulary, expressions and grammar, and practice academic listening and speaking skills. The course incorporates 1) exposure to authentic college classroom content and oral/aural communication tasks from across the college curriculum including discussions, lectures, note-taking, interpersonal interactions, and presentational speaking and listening acts; inter-cultural and multi-cultural awareness raising; progressively structured from controlled and guided to natural and creative oral communication activities and assignments; and a balanced approach to the development of both discrete and global 21st century language and communication skills. This course is part of the noncredit three-course package of intermediate academic and career preparation, engagement, and success courses for multilingual English language learners ESLN-085SL, ESLN-085G, and ESLN-085WRV.ESLN-085SL54 hoursIntermediate College Writing, Reading, Vocabulary, and Dispositional Thinking This noncredit English for Academic Purposes (EAP) dispositional thinking, reading, writing, and vocabulary-development course is designed to help non-native English-speaking students develop academic vocabulary, reading, and writing capabilities necessary to engage and succeed in North American college classrooms at an intermediate level of proficiency. Students work with multi-page nonfiction and fiction texts from various collegiate disciplines and careers and one to two book-length works of fiction and/or nonfiction. Students learn, practice, apply, and evaluate 1) contextual and structural information to infer meaning of words and idiomatic language to enlarge their vocabulary base and improve fluency and 2) pre-, during-, and post-reading strategies to recognize and understand an authors purpose, tone, and point of view, and to analyze, evaluate, and interpret information and ideas. Students are introduced to and develop the academic ability to discuss orally and in writing - their opinion/reaction to readings while developing critical and dispositional thinking and academic language skills at an intermediate level. Students learn and practice specific U.S. academic writing standards at the sentence, paragraph, and essay level such as summarizing, paraphrasing, and quoting authors ideas using MLA in text citations. The course prepares students for ESLN-095WRV. This course is part of the three-noncredit-course package of intermediate college and career preparation, engagement, and success courses for multilingual English language learners ESLN-085WRV, ESLN-085G, and ESLN-085SL.ESLN-085WRV90 hoursTotal Hours216 hoursAdvanced English for Academic and Professional Advancement Certificate of CompetencyAdvanced Grammar for College and Career Communication This noncredit English for Academic Purposes (EAP) grammar course is designed to help high-intermediate to low-advanced non-native English-speaking students improve their understanding and accurate use of highly multifaceted English grammatical structures to support, develop, and refine college and career thinking, speaking, reading, listening, and writing skills. Multilingual English language learners study particularly complex grammar structures and their nuances within meaningful contexts of use and engage in analysis, evaluation, and crucial experiential learning of the functional, semantic, and pragmatic components of the contextualized structures. This course is part of the three-noncredit-course package of advanced general and career technical education transition and support courses for multilingual English language learners ESLN-095WRV, ESLN-095G, and ESLN-095SL.ESLN-095G72 hoursAdvanced Speech Communication for Academic and Professional Advancement This noncredit English for Academic Purposes (EAP) speaking, listening, and dispositional thinking course is designed to help non-native English-speaking students enhance their understanding of and abilities to achieve in college, career, and personal speech communication environments, situations, acts, and interactions at advanced proficiency. In this content-based second language acquisition course, students will be introduced to and begin exploring public speaking, interpersonal communication, intercultural and multicultural communication, and debate in order to develop and strengthen related oral/aural language skills and communication strategies. Concentrating on these learners receptive and productive English language development, course work includes content learning along with skill and strategy practice and improvement within the following areas: understanding culture(s), listening actively, communicating verbally and nonverbally, managing conflict, relationships, and workplace communication. Students will learn and advance via active participation in individual, pair, group/team, and whole-class instructional activities that are both sociolinguistically interactive and cognitively challenging. Successful completion of this course in conjunction with corresponding overall English language grammatical and reading/writing proficiency purposefully prepares students to succeed in Communication Studies (Speech Communication) courses, other college-level courses, and job/workplace/career opportunities. This course is part of the three-noncredit-course package of advanced general and career technical education transition and support courses for multilingual English language learners ESLN-095SL, ESLN-095G, and ESLN-095WRV.ESLN-095SL54 hoursAdvanced Academic Writing, Reading, Vocabulary, and Dispositional Thinking This is a noncredit English for Academic Purposes (EAP) dispositional thinking, reading, writing, and vocabulary-development course for non-native English-speaking students designed to improve these students ability to successfully undertake North American college-level work at advanced English language proficiency. This course helps ESL students develop academic vocabulary and college-level analysis and evaluation reading and writing capabilities. Students work with multi-page and book-length nonfiction and fiction texts on contemporary topics and issues from a range of disciplines. Students continue to learn, evaluate, and hone use of 1) contextual and structural information to infer meaning of words and idiomatic language to enlarge their vocabulary base and improve fluency and 2) pre-, during-, and post-reading strategies to enhance comprehension and to analyze, evaluate, and interpret information and ideas. Students persist to develop and refine the academic ability to discuss orally and in writing - their opinion/reaction to readings while developing critical and dispositional thinking and academic language skills. Students advance their understanding of specific U.S. academic writing standards at the sentence, paragraph, and essay level including summarizing, paraphrasing, and quoting authors ideas using MLA in text citations. Successful completion of this course in conjunction with corresponding English language grammatical and speaking/listening proficiency purposefully prepares students for ENGL-100 (transfer level English) as well as all college-level courses. This course is part of the three-noncredit-course package of advanced general and career technical education transition and support courses for multilingual English language learners ESLN-095WRV, ESLN-095G, and ESLN-095SL.ESLN-095WRV90 hoursTotal Hours216 hours List the course requirements for the major. NA List the proposed sequence of program-specific courses and the projected enrollment: With the proposed schedule of courses below, our goal would be to support both day-only students and evening/night-only students attaining both EAP (credit) ESL Certificates of Competency, finishing the English for Academic Purposes ESL program, and being ready to enter English 100 and/or other college-level GE and CE courses within a single year. Fall-Year 1 PittsburgBrentwoodDayESLN-085G ESLN-085SL ESLN-085WRVEvening/NightESLN-095G ESLN-095SL ESLN-095WRV Spring-Year 1 PittsburgBrentwoodDayESLN-095G ESLN-095SL ESLN-095WRVEvening/NightESLN-085G ESLN-085SL ESLN-085WRV Fall-Year 2 PittsburgBrentwoodDayESLN-085G ESLN-085SL ESLN-085WRVESLN-095G ESLN-095SL ESLN-095WRVEvening/NightESLN-095G ESLN-095SL ESLN-095WRVESLN-085G ESLN-085SL ESLN-085WRV Spring-Year 2 PittsburgBrentwoodDayESLN-095G ESLN-095SL ESLN-095WRVESLN-085G ESLN-085SL ESLN-085WRVEvening/NightESLN-085G ESLN-085SL ESLN-085WRVESLN-095G ESLN-095SL ESLN-095WRV Projected number of students in the program*: Fall-Year 1 __50-75___; Spring Year 1 __50-75___ Fall-Year 2 _75-125___; Spring Year 2 _75-125___ * Unduplicated total headcount in program-specific courses. Enrollment projections are based on: Existing numbers in the lower level noncredit course and the recently redesigned mirrored credit versions of these proposed noncredit courses; success of having a full-time ESL Counselor to help with outreach, intake, educational planning, orientation, and navigation; small-scale outreach and orientation success efforts being undertaken by the Adult Education Transition Specialist, including her development of an ESL Bridge session. Projected Annual FTES (to be completed by the Office of Instruction) Year 1 ____________ Year 2 ____________ Do other colleges in the district or in neighboring districts offer a similar program? No If so, provide the rationale for duplicating it at Ӱɴý. NA For new CTE programs: provide labor market information and job market projections that support the establishment of this program. Sources for this information are provided in the Program and Course Approval Handbook (Chancellors Office). Also include the results of discussions with key local employers/potential advisory committee members. NA What other departments at the college could be affected by adding this program? The addition of this program could open up opportunities to work with CTE programs and for all GE majors across the campus. Explain and include the results of preliminary discussions with the affected departments. Staffing Describe the initial staffing needed for the program, including the approximate number of full time and part time faculty and classified staff. Will new hires be required in order to offer the program? If so, are the pools of full time and/or part time faculty expected to be sufficient? If the above-listed courses are calculated at .267, .20, and .333. If the classes ran according the above proposed schedule the load would be 160.06 for the first two semesters and then 320.12 once the certificate-based sequences were offered at both Pittsburg and Brentwood. For the first year, the department might be able to get by with its single full-time faculty member and the existing adjunct pool of six. However, to the extent that we are seeing the growth of our English for General Purposes ESL program, courses, and sequences, and we are still awaiting approval from the state on two of those courses, it would be in the best interest of the college and the students in our service area to increase the number of full time ESL faculty as soon as possible. Additionally, as we expand our noncredit offerings, and we encounter what other colleges who have long histories with noncredit and the noncredit student population have documented and researched about the unique and varying needs of this new-to-Ӱɴý population, we will need the college to support an ESL Coordinator who can serve and support the intake, placement, orientation, and college navigation of these students, as well as increased and more systematic marketing, community communication, and outreach beyond that being done only at the local Adult Education schools. In that the department has also a documented need for someone to coordinate our student workers and the ESL Lab, such a coordinator position could aid a great deal in equitably attending to the many gaps in student services and support that our ESL student populations need to access, succeed, transition, and excel at Ӱɴý. The Ӱɴý ESL department has been functioning with only a single full-time faculty member for six years. It has been a struggle and very challenging to keep pace with and attend to the daily life and vitality of the program(s) and the ever-changing state and local funding opportunities, plans, policies and requirements, especially within the era of the AB86/Adult Education Block Grant/California Adult Education Program, Student Equity and 3SP now the Student Equity and Achievement Program, CDCP Noncredit, Guided Pathways, and AB705. We have not been able to keep pace with the needs of our new-to-the-US-college-system student populations who require a great amount of additional help, support, and one-on-one instruction to navigate and succeed in the higher educational system and progress in their English language acquisition efforts. We have not been able to offer classes at the Brentwood campus due to a variety of reasons, including not having another full-time faculty member to serve and support the community of learners in that area as an invested tenure-track/tenured faculty member could and would. New hires are needed. The pool of full-time faculty is expected to be sufficient in that tenure-track community college ESL faculty positions are rare and very much sought after. The pool of quality part-time faculty able and willing to teach at Ӱɴý Pittsburg and/or Brentwood is not sufficient and variable from semester to semester. How will the staffing needs change in years 2-4? As the program grows, we will want our students to benefit from having additional full-time faculty to support them and the continual innovation and enhancement of the department. Operating Budget Outline the initial budget required to fund the program. Briefly explain any budget item as needed to make the purpose clear. As of this proposal submission, all budgeted necessities would be assumed within the existing ESL Department budget and costs in that the six new mirrored noncredit EAP ESL courses will be offered concurrently with the six engaging/exiting stage credit ESL courses that have recently been redesigned and offered for the first time in SP19. Staffing (Types: hourly classified, reassigned time, stipends, student do not include faculty or permanent staff) Supplies Consultants Travel Interprogram (Copies, postage, etc.) Equipment (list all major equipment) See Instructional Technology Department for recommendations and cost estimates What additional costs should be anticipated in subsequent years? Unable to determine at present time Facilities Describe the facilities needed for the program in the first year (classrooms, labs, offices, other). What additional facilities needs should be anticipated in subsequent years? In the first year of the program, using the above-proposed schedule, the EGP ESL program would require the use of two-three classrooms for 12 hours of instruction each day and evening/night, for a total of 24 hours of instruction. We would need the use of available computer labs/classrooms. We currently have a lab that we cannot use for class purposes in that it only has 16 computers and is not configured for classroom teaching. We make do with it when we have classes with 16 students or less, but it is not instructionally optimal. Our adjunct instructors have a communal office that we can continue use. The one full time faculty member has an office. A more suitable printer for the number of faculty who print to it has been requested. We do not have a staffed ESL Office where nonnative English-speaking students who have questions can go to get direct help and be supported bilingually or multilingually. We do not have an ESL Student Success and Support Lab that could be used for both classroom instruction and supplemental instruction and afford us the means to offer individualized instruction, review, feedback, and assessment, which are research-supported best practices. Both of these would be beneficial to advancing a more equitable means of serving this unique population of students. Reviewed by: __________________________ Senior Dean of Instruction __________________________ Academic Senate President __________________________ President      PAGE \* MERGEFORMAT 2 | Page %AGMcdefklrst ɼɸɒ{snfhE~h85 hT|5hT|h8>*hT|hT|>* he~>* hj>* h|>*hjh|6>*hj hE~h#qZ h#qZ>*h{hE~h{5h8 hE;>*hE~h 5h h;f hB5 hW%5 h^65hi5CJaJh 5CJaJ h 5hZ%h 5'Adefst [ b l 6 5 d`gdjgd & Fgdj$&d P a$gd $a$gd    ; < > B ] ^ ` a b k l   $ 2 3 5  7 8 > I J U hDh5hjhh%?hKZhDhT|hE; hKZhKZhE~hh6 h6h8hW%hh>*hhh6hhW%6hh86hE~h5 h54  Tar6w8vwz} */38M $,=>H67 -6HOSu۴h<h<5hsh6h {0h {0\ h {0h {0h xh Fh<hRVh {0hDhjhshhDh6G-8DP\#T4OZ[kn3Cwx"8GNT]yz8Jrrzܷܿܨ hf0phh/h/6h/h/5h/ h/6h xh5h Fhhsh h {0h<h|4 hjh xh<h<h<5A5\ $$Ifa$gd]Fgd^6gdi`gd d`gdj & Fdgdj    P ###########K(M(Z)e)m)o))000 0"0*0+0źşʼnʼnʼnş|xʼnph]FhsT>*h/hsThsTH* hsT>*hsThsTh.lCJaJ hsThsThsThsT>*hsTh.l56]hsT56]hsThsT56]h.l hV5 hU5 hsT5h]Fh.l5hgxh^66hE~hi5hE~h^65hh^+ $Ifgd^6nkd$$Ifl$h% t0644 lap ytsT  P ###~~~~ $Ifgd^6wkd$$Ifl$h%  t 0644 lap ytsT###Z)e)n)`WWWW $Ifgd^6kd$$IflFP $bJ t06    44 lapyt3>n)o))0 0)0KBB99 $Ifgd^6 $IfgdsTkd$$IflFP $bJ  t06    44 lapyt3>)0*0+070A0`WNN $Ifgd^6 $IfgdsTkd$$IflFP $bJ t06    44 lapyt3>+0106070B000000E4F4Z44;;;;;;;;CC.C/C5C:C;CFCGCrCsCuCvCwCCCCCCCCXDøװ׬øפד~vrnrnrh|hwhgxhi6hgxhE~>* hgx6hgxh^66h^6 h3>5h]Fh3>5h]Fh3>>*h/h3>h3>>*h3>h3>CJaJ h3>h3>hsTh3>>* h3>>*h3>hsTh3>56]h3>56]hsT hsT5h]FhsT5+A0B00`W $IfgdRwOkd\$$IflFP $bJ t06    44 lapyt3>000F4P4Y4~~~~ $IfgdRwOwkd$$Ifl$h%  t 0644 lap ytRwOY4Z44;;;`WWWW $IfgdRwOkd$$IflFP $bJ t06    44 lapytRwO;;;C$C-CKBBBB $IfgdRwOkdT$$IflFP $bJ  t06    44 lapytRwO-C.C/C;CEC`WWW $IfgdRwOkd0$$IflFP $bJ t06    44 lapytRwOECFCGCvCwCC-E.E/EH?HؿhI-AhI-A>*hQ hI-A>*->*-6g<]h[RhihYh|hwh3>K $Ifgdgxkd$$IflFg ^uW t06    44 lapyt[R $$Ifa$gd]FkEwExEyEzE{E|EWkdL$$IflFg ^uW t06    44 lapyt[R $Ifgdgx|E}EEEEEE`WNNNW $Ifgd3> $Ifgdgxkd$$IflFg ^uW t06    44 lapyt[REEEEEEE`[VJJJ $$Ifa$gdRwOgdgxgdYkd $$IflFg ^uW t06    44 lapyt[REEEEEEE`WNNNW $Ifgd[R $IfgdRwOkdb $$IflFg ^uW t06    44 lapyt[REEEEE`WWW $IfgdRwOkd $$IflFg ^uW t06    44 lapyt[REE FF"F.F/F`WNNNW $Ifgd[R $IfgdRwOkd $$IflFg ^uW t06    44 lapyt[R/F0F1F=F>FHFRF`[[OOO $$Ifa$gdRwOgdgxkd~ $$IflFg ^uW t06    44 lapyt[RRFSFWFaFlFxFFFF`WNNNNNN $Ifgd[R $IfgdRwOkd0 $$IflFg ^u t06    44 lapyt[RFFFFF`WWW $IfgdRwOkd $$IflFg ^u t06    44 lapyt[RFFFFFFFFF`WNNNNNN $Ifgd[R $IfgdRwOkd$$IflFg ^u t06    44 lapyt[RFFFFFG GG`[V[JJJ $$Ifa$gdRwOgdQgdgxkdL$$IflFg ^u t06    44 lapyt[RGGG#G.G:GDGOG[G`WNNNNNN $Ifgd[R $IfgdRwOkd$$IflFg ^u t06    44 lapyt[R[G\G]G^G_G`WWW $IfgdRwOkd$$IflFg ^u t06    44 lapyt[R_G`GnGxGGGGGG`WNNNNNN $Ifgd[R $IfgdRwOkdh$$IflFg ^u t06    44 lapyt[RGGGGHIHJHH`[VMMVDh^hgd^6^gd^6gd^6gdgxkd$$IflFg ^u t06    44 lapyt[R?HEHHHJHLHYH_HHHHHHHHI(I2I9IIIIIIJJ JJ+JbJcJJJJJ*K+K,K.K/K0KgKhKjKkKlKtKû}hgxhi6h{%hth{%>* ht>* ht6hE~hE~hE~>*hKhgxhK6hgxh{6hgxh86h{hth[Rh;hihVhi6h{h^6CJaJh^6CJaJh^6hI-A hI-A>*-HHcJdJJJJJJkKlKLLMMMMMMMNOO$RUg[`gdVgd{^gd^6gdigd^6tKwKKKLLLLLLLLMMMmMMMMMMMMMMMVNNNOOO+O;ONO\O_O`O!Rǿ}xsokogcch Uh~jh8hI-A h86 h{6hn8h{6hgxhF>6hE~h{5hgxh{6 hV6h[Rht ht>*hKhgxhK6h{hgxh{%>* hgx>*hgxh{%hgxhB6hgxh{%6hgxhi6hgxhi6>*hgxhI(6>*&!RUUU?V`VVVVVWQWaWWWWWWWW1X2XXX:YY Z`ZZ [)[-[@[c[e[f[g[h[i[[[[B\L\M\O\P\a\\\X][]n]r]w]]]]ʾh6OJQJhaOJQJhIOJQJh^6OJQJhgxh^66OJQJhE~h^65OJQJhIOJQJaJhihgxh{6h{hRZhahKT@h8q hYh UhC/*9g[h[i[[N\O\P\a\\\9^:^^^^^^^__9_E_m_gd^6`gd^6```gd^6 `^``gd^6 `^``gd^6 v^gd^6]]]]]]]]]]]^^8^9^:^B^^^^^^__ _E_N_l_m_u___``*`+`-`.`ش}m`hF>h^6CJOJQJhIh^6>*OJQJ\aJhI>*OJQJ\aJhI6OJQJ\aJhgxh^66OJQJ\aJh^65CJOJQJ\hF>h^65CJOJQJ\hiOJQJhE~h^65OJQJh^6OJQJhVOJQJhIOJQJhaOJQJh6OJQJ%m_u____+`,`-`.`9````aa c cccfff gdI gdF> hh^h`gd^6  h`gd^6 `^``gd^6.`8`9````4a7a`afaaaaabb bb9bYbbbbcc c>cQcccdd6dddefffffGfVfWffffffffʾʺh{Xcjh{XcU hF>h^6hihg*hE~h^65HhhE~hB5hE~hr15h^6hYhF>h\NhIh6hahihgxhI6 hF>6hgxhF>6hE~h{5hE~hF>52ff fWfXfffffffffffffffff $$dNa$gdB gdF> gd^6fffffffffffffff hF>6+$<B*phjh+$U*hmHnHu*h+$jh+$Uh{Xcjh{XcU21h:pQ/ =!"#$% $$If!vh#vh%:V l t06,5h%p ytsT$$If!vh#vh%:V l  t 065h%p ytsT$$If!vh#v#vb#vJ:V l t0655b5Jpyt3>$$If!vh#v#vb#vJ:V l  t0655b5Jpyt3>$$If!vh#v#vb#vJ:V l t0655b5Jpyt3>$$If!vh#v#vb#vJ:V l t0655b5Jpyt3>$$If!vh#vh%:V l  t 065h%p ytRwO$$If!vh#v#vb#vJ:V l t0655b5JpytRwO$$If!vh#v#vb#vJ:V l  t0655b5JpytRwO$$If!vh#v#vb#vJ:V l t0655b5JpytRwO$$If!vh#v#vb#vJ:V l t0655b5JpytRwO$$If!vh#v^#vu#vW:V l t06,5^5u5Wpyt[R$$If!vh#v^#vu#vW:V l t065^5u5Wpyt[R$$If!vh#v^#vu#vW:V l t065^5u5Wpyt[R$$If!vh#v^#vu#vW:V l t065^5u5Wpyt[R$$If!vh#v^#vu#vW:V l t06,5^5u5Wpyt[R$$If!vh#v^#vu#vW:V l t065^5u5Wpyt[R$$If!vh#v^#vu#vW:V l t065^5u5Wpyt[R$$If!vh#v^#vu#vW:V l t065^5u5Wpyt[R$$If!vh#v^#vu#v:V l t06,5^5u5pyt[R$$If!vh#v^#vu#v:V l t065^5u5pyt[R$$If!vh#v^#vu#v:V l t065^5u5pyt[R$$If!vh#v^#vu#v:V l t065^5u5pyt[R$$If!vh#v^#vu#v:V l t06,5^5u5pyt[R$$If!vh#v^#vu#v:V l t065^5u5pyt[R$$If!vh#v^#vu#v:V l t065^5u5pyt[R$$If!vh#v^#vu#v:V l t065^5u5pyt[Rs002 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@_HmH nH sH tH @`@  NormalCJ_HaJmH sH tH DA D Default Paragraph FontRi@R  Table Normal4 l4a (k (No List PC@P {Body Text Indent ^ OJQJaJ44 B0Header  H$6/6 B0 Header CharCJaJ4 @"4 B0Footer  H$6/16 B0 Footer CharCJaJjCj  Table Grid7:V06U Q6 Y Hyperlink >*B*phcPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭VvnB`2ǃ,!"E3p#9GQd; H xuv 0F[,F᚜K sO'3w #vfSVbsؠyX p5veuw 1z@ l,i!b I jZ2|9L$Z15xl.(zm${d:\@'23œln$^-@^i?D&|#td!6lġB"&63yy@t!HjpU*yeXry3~{s:FXI O5Y[Y!}S˪.7bd|n]671. tn/w/+[t6}PsںsL. J;̊iN $AI)t2 Lmx:(}\-i*xQCJuWl'QyI@ھ m2DBAR4 w¢naQ`ԲɁ W=0#xBdT/.3-F>bYL%׭˓KK 6HhfPQ=h)GBms]_Ԡ'CZѨys v@c])h7Jهic?FS.NP$ e&\Ӏ+I "'%QÕ@c![paAV.9Hd<ӮHVX*%A{Yr Aբ pxSL9":3U5U NC(p%u@;[d`4)]t#9M4W=P5*f̰lk<_X-C wT%Ժ}B% Y,] A̠&oʰŨ; \lc`|,bUvPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!R%theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] ^ 1114 +0XD?HtK!R].`ff4678:@GXZ[]_a5 #n))0A00Y4;-CEC?ABCDEFHIJKLMNOPQRSTUVWY\^` $&4!8@0(  B S  ? _Hlk535910106 _Hlk503195086 _Hlk503694749 _Hlk505421838#@97:^'5:;^01C1^^^^^^^^^^^^<A$*?@.@4@BBBBnUvU9^B^q^|^^^^^^^^^^^^^^3333333333knwx^^^^^^^^^knwx^^^^^^^^^Жox(n2h^`OJQJo(hHhp^p`OJQJ^Jo(hHoh@ ^@ `OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHhP^P`OJQJ^Jo(hHoh ^ `OJQJo(hH^`OJPJQJ^Jo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHox(                           poCIe<{] |4 8q mI U6Y+$0)[Rw,\NL"W%{%Z'S)C/*g* / {0r1^6n8;E;3>KT@I-AUE]FONRwOQsT UVRV[AWWYRZ#qZ9r^q `{Xcdd;f~j.l^mn0qt xgxE~8|wBIKZjis|7 F%? O;I(1P<]<iCuYK/F>%w8HDT|'SY6e~s2A5as^^^@^@UnknownkkamathG*Ax Times New Roman5Symbol3. *Cx Arial?= *Cx Courier New;WingdingsA$BCambria Math"1hlzlz"P 0"P 0!4^^ 2qHP ?^ 2!xx Los Medanos CollegeInformation TechnologyAbigail Duldulao   Oh+'0 $0 P \ ht|ӰɴýInformation TechnologyNormalAbigail Duldulao2Microsoft Office Word@F#@H+z@H+z "P՜.+,0  hp  Ӱɴý0^ Ӱɴý Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abdefghijklnopqrstuvwxyz{|}~Root Entry F0\d`+zData c1Tablem+WordDocument4SummaryInformation(DocumentSummaryInformation8CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q