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Education
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Yuba, Clear Lake has a full selection of classes offered for spring.
Students may complete specific vocational programs, develop their job skills, earn a GED, earn an associate's degree or complete courses in order to transfer to a university.
Classes begin on Jan. 17.
Financial aid is available for students who need financial assistance.
Registration may be done online at www.yccd.edu or in person by walking in. Students may call the campus at 707-995-7900 for instructions and help with the registration process.
The Clear Lake campus is offering more than 100 sections of live courses this spring and more than 100 online and televised courses are available.
Popular vocational programs include the campus' state-of-the-art culinary program, in-depth business and accounting classes, human services, chemical dependency counseling, welding and early childhood development programs.
There are many other classes being offered which fulfill general education college degree requirements and transfer requirements including English, math, history, health, sciences, psychology, sociology, Spanish, humanities, computers and speech.
The Clear Lake Campus has a variety of student services to support student achievement.
The fully staffed learning center provides tutoring in all subjects five days a week. The disability program provides support services and adaptations for students with any type of learning disability or physical disability.
“We are extremely pleased with our student services,” said Clear Lake Campus Dean Bryon Bell. “We repeatedly receive feedback from our students about the positive experiences they have with all aspects of our college. From walking in the door and all the initial assistance, through course work and tutoring, up to the day of graduation, students report feeling supported and encouraged. We are excited that our campus is providing our citizens with excellent learning opportunities.”
Tuition at all community colleges is only $36 per unit, and many students qualify for a fee waiver through the Board of Governor’s fee waiver program.
Clear Lake Campus staff are available to help students file applications for financial aid so they may receive funding to facilitate their education.
Eligible students can receive grants to cover the cost of books, school supplies and other school expenses such as transportation. These grants do not need to be repaid. Scholarships also are available.
For more information about the spring classes visit the Yuba College Web page at www.yccd.edu or call 707-995-7900 to book a counseling appointment or sign up for a new student orientation.
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"California is proud to participate in this new federal program to recognize schools with environmentally sustainable learning spaces that have boosted student performance," said Torlakson.
"Not only do green schools save districts money and energy and protect the health of students and staff, but studies also show these learning spaces actually improve academic achievement,” Torlakson continued. “This works hand-in-hand with my Schools of the Future initiative to streamline school building regulations in an effort to create jobs, green schools, and give students the opportunity to learn in modern facilities instead of relics of the past."
The U.S. Department of Education unveiled the Green Ribbon Schools award in September.
The program recognizes schools that save energy, reduce costs, feature environmentally sustainable learning spaces, protect health, foster wellness, and offer environmental education to boost academic achievement and community engagement.
The award is part of a larger U.S. Department of Education effort to identify and disseminate knowledge about practices proven to result in improved student engagement, academic achievement, graduation rates, and workforce preparedness, as well as a government-wide aim to increase energy independence and economic security.
The California Department of Education has collaborated with several state agencies and interested parties since September in developing the Green Ribbon Award application.
Applicants will be judged on whether their facilities have a net zero impact on the environment, whether their green facilities have had a positive impact on the health and performance of students and staff, and whether their students are literate on the environment and sustainability.
The deadline to apply is Feb. 17.
The applicants will undergo a rigorous review, then the California Department of Education will forward up to four nominees including one private school to the U.S. Department of Education by March 22 for consideration.
The winners are expected to be announced on Earth Day, April 22.
No funding is associated with the award. However, awarded schools will serve as models to emulate around the nation.
For more information on the Green Ribbon Award and to download an application, visit the California Department of Education Web site at www.cde.ca.gov/ls/fa/sf/greenribbonprog.asp.
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Cadiero-Kaplan is a professor at San Diego State University, where she chairs the Department of Policy Studies in Language and Cross Cultural Education, focusing on biliteracy and English language acquisition.
She began her career teaching elementary and secondary special education, as well as English as a Second Language at the community college level, and went on to become a professor and a provider of professional development for teachers and administrators working with bilingual students.
"In a state where a quarter of students come to school needing to learn English, it's impossible to overstate the importance of being equipped to teach them," said California Superintendent of Public Instruction Tom Torlakson. "We have made great strides at the Department of Education, and, with Dr. Cadiero-Kaplan at the helm of those efforts, I have no doubt we'll make many more."
She will be leading the CDE's English Learner Support Division, which Torlakson created so that schools could effectively address a growing need in communities across California.
He also created an English Learner Integrated Action Team within the department, which is developing a statewide plan for English learners to better support districts and schools.
Cadiero-Kaplan has a range of publications focused on the role of education and language policies in curriculum development and teachers' professional development, including "The Literacy Curriculum & Bilingual Education: A Critical Examination."
She is a past president of the California Association of Teachers of English to Speakers of Other Languages, past vice president of the CATESOL Education Foundation and current president of Californians Together.
Cadiero-Kaplan holds a bachelor's degree from the University of San Diego in psychology and elementary education and a master's degree in cross-cultural education, special education and ESL from San Diego State University. She also holds a doctorate in curriculum development and instruction from Claremont Graduate University and San Diego State University.
She will join the California Department of Education in mid-January.
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“Our goal for the new year and every year is to make education accessible and effective for all children,” said Torlakson. “These new laws will help ensure children are safer, enter kindergarten at the appropriate age, learn what they need to know to succeed in life and careers, and fulfill the dream of a college education.”
Assembly Bill AB 130 (Cedillo) is the California Dream Act of 2011. This measure exempts California nonresidents who qualify for the AB 540 (Firebaugh, 2001) tuition waiver from paying nonresidential tuition at the University of California, California State University, and California Community College institutions of higher education.
AB 131 (Cedillo) expands the state-administered student financial aid that is available for AB 540 waiver eligible students. For AB 540 waiver students, acquiring federally issued financial aid is prohibited, and opportunities for state-issued financial aid are limited.
“Traditionally, nonresidents who qualify for AB 540 waivers are persons without lawful immigration status or U.S. citizenship, or are permanent residents of another state,” said Torlakson. “However, these persons also have demonstrated a strong commitment to and investment in California personally, economically, and intellectually. Because these students will undoubtedly reinvest their education into California, it is important that our institutions of higher education support their endeavors.”
As part of Torlakson’s Blueprint for Great Schools Initiative to better prepare young students for kindergarten and beyond, he supported Senate Bill SB 1381 (Simitian, 2010), also known as the Kindergarten Readiness Act of 2010, which begins in the 2012-13 school year. This measure changes the required birthday for admission to kindergarten and first grade and establishes a transitional kindergarten program.
Torlakson sponsored the following three measures to help implement the Common Core State Standards (CCSS).
CCSS is a voluntary, state-led effort to develop a national set of standards for mathematics, English-language arts, and literacy in various content areas for students in kindergarten through grade 12.
The effort started in 2009 and is being coordinated by the Council of Chief State School Officers and the National Governors Association Center for Best Practices.
Participants include 45 states, two territories and the District of Columbia.
AB 124 (Fuentes) establishes a process to update, revise, and align the English-Language Development Standards to the CCSS in English-language arts, and would require the State Superintendent and the State Board of Education to present lawmakers with a schedule and implementation plan for integrating the revised English-Language Development Standards into the education system.
AB 250 (Brownley) establishes a structure for the implementation of the CCSS by developing and adopting curriculum frameworks and professional development opportunities that are aligned to the CCSS and are appropriate for all pupils. The bill also requires the State Superintendent, the State Board of Education, and others to develop criteria to guide the development of model professional development programs for teachers and administrators that deepen their understanding of the CCSS.
SB 140 (Lowenthal) requires the California Department of Education to develop a list of supplemental instructional materials for use in kindergarten through seventh grade that are aligned with the CCSS in mathematics, and language arts for kindergarten through eighth grade. This bill also allows governing boards of school districts to approve supplemental instructional materials, other than those approved by the State Board of Education, if the materials are aligned with the CCSS.
Under SB 929 (Evans) children under the age of eight must be properly buckled into a car seat or booster seat in the back seat. In addition, children aged eight or older who are not tall enough for the seat belt to fit properly must ride in a booster or car seat.
The previous law required that children remain in a booster seat until the age of six or until they weighed 60 pounds. The fine for violating this law is significant. For each child under the age of 16 who is not properly secured, parents (if in the car) or the driver can be fined a minimum of $475 and get a point on their driving record.
For more information about car seats, the new law, or help in determining if your child still needs a booster seat, call your local health department or go to the California Department of Public Health’s Web site, www.cdph.ca.gov/programs/Pages/CPSinCalifornia-VOSP.aspx.