Concurrent Support Models
This page contains a collection of research, professional development opportunities and practitioner guides to support corequisite and enhanced concurrent support models within the California Community College system. These resources are aimed at assisting colleges with Equitable Placement, Support, and Completion (AB 705/1705) implementation and evaluation.
Concurrent Support Virtual Conference
In partnership, the California Community College Chancellor’s Office and The RP Group hosted a Concurrent Support Virtual Learning Series Conference in May 2026. Workshop topics included active learning, faculty learning communities, embedded tutoring, culturally responsive teaching, growth mindset, enhanced vs corequisite support models, and more. Archived conference materials are posted below.
Workshops
- Active Learning and Engagement for STEM Math (Yegge) (PDF)
- Active Learning Equitable Grading and Career Connections in STEM Classrooms (Gloag) (PDF)
- Community of Practice and Standards-based Grading (Weiss; Balas) (PDF)
- Course Redesign Seamless Concurrent Support Backwards Design and Building Your Own Toolkit (Spoon) (PDF)
- Culturally Sustaining Practices in Community College Classrooms (Reyes-Westergard) (PDF)
- Designing Equitable Flexible AI Resilient Math Courses (Bailes) (PDF)
- Engaging Students Through Active Learning and Culturally Responsive Activities (Cavales-Doolan) (PDF)
- Growth Mindset Metacognition, Active Learning Within Calculus (Kirkbride) (PDF)
- How Glendale Community College uses Just In Time Math to Support Student Success (Hassakoursian) (PDF)
- How to Create a Community of Practice (Tennenhouse; Kaye) (PDF)
- Innovative Calculus Preparation Through Course Redesign (Robles) (PDF)
- Moving from Passive to Active Learning in STEM Calculus 1 and Calculus 2 (Morales; Young) (PDF)
- Rebuilding English with Support: From Course Outline to Classroom Practice (Schlesser) (PDF)
- Redesigning Everything: Student Centered Classroom (Nichols) (PDF)
- Using Supplemental Instruction to Engage Students in Transfer-Level English (Tinker-Diaz) (PDF)
- Utilizing Technology to Support Math Learning: AI, ZTC and Interactive Activities (Greene) (PDF)
Webinars
Concurrent Support Model Resources
Considerations for Strengthening Concurrent Support Courses in English and Math, October 2024
This brief provides evidence-based strategies for corequisite and enhanced support models. Insights pertaining to structural considerations for effective concurrent support and strategies for improving learning with concurrent support are includes as well as examples of corequisite and enhanced course models at three colleges are included.
Colleges Offering Concurrent Support Models
English Co-Requisite Information Sheet (PDF)
Math Co-Requisite Information Sheet (PDF)
Selected Research Studies
Research for Action (RFA)
Corequisite Course Models in California Community Colleges: Implementation Variation and Challenges
The RP Group (The Research and Planning Group)
Corequisite Support Implementation and Impact for Low-Placement-Profile Students Post-AB 705, January 2026
This research brief offers highlights on the scope of corequisite support implementation in the California Community Colleges post-AB 705 and the impact of different curricular approaches on low-placement-profile students’ successful completion of transfer-level English and math within one year.
Corequisite Support for Students with a Low Placement Profile in the California Community Colleges: Implementation and Impact Post-AB 705 (Five-Year Trends, 2019-2020 through 2023-2024), January 2026
This report details findings on corequisite support implementation and enrollment across the California Community Colleges since AB 705 implementation. It also provides insights on the impact of corequisite support on students’ timely completion of transfer-level English and math, both compared to students starting in developmental education courses pre-AB 705 and to students enrolled in standalone courses without this support post-AB 705, focusing on students with a low placement profile.