Welcome to the BSI Noncredit Spring Conference Telling the Noncredit Story through Accountability Reporting SOUTH: Anaheim – February 26, 2010 NORTH: San

Welcome to the BSI Noncredit Spring

Conference

Telling the Noncredit Story through Accountability Reporting

SOUTH: Anaheim – February 26, 2010NORTH: San Francisco – March 12, 2010

ASCCCAd Hoc Noncredit Committee

2009 - 2010

Janet Fulks, Bakersfield College, ChairReynaldo Ortiz, College of the Desert

Vivian Ikeda, City College of San FranciscoSylvia Ramirez, MiraCosta College

Marsha Elliott, North Orange County CCD – NoncreditMarne Foster, San Diego Continuing Education

Welcome and Introductions Today’s Agenda:

Noncredit Student Voices Current Noncredit Accountability Reports Healthy Metrics and Accountability CB 21 Recoding for Basic Skills – Review of the

Rubrics – Coding in Teams Data collection strategies – Examples from

Colleges Group Work

Student Pathways ABE / ESL to ASE to Credit Advising Issues – linkages with instruction and

student services

Outcomes Participants will:

Understand the main accountability indicators currently reported

Illustrate the components of good reporting and accountability

Develop expertise in CB 21 coding of noncredit courses Evaluate the issues and limitations with indicators Report issues with current measures Brainstorm other possible measures of noncredit success Describe what some other colleges are doing in

accountability Collect other best practices Plan to assimilate information into local action

Student Success Stories!Esperanza Alvarez

(an ABE/soon-to-be college student)

The Important Role of NoncreditETHNICITY % Total

Enrollment Credit Basic

Skills/ESL Enrollment

% Total Credit Basic

Skills/ESL

Noncredit Basic

Skills/ESL

% Total Noncredit

Basic Skills/ESL

AFRICAN-AMERICAN

7% 38,265 11.3% 7,900 3.5%

ASIAN 12% 45,880 17% 34,933 15.5%

FILIPINO 3% 10,069 3% 3,012 1.3%

HISPANIC/ LATINO

30% 140,270 41.3% 117,232 52.1%

NATIVE AMERICAN

1% 3,067 0.9% 694 0.3%

OTHER, NON-

WHITE

2% 6,471 1.9% 9,688 4.3%

PAC ISLANDER

1% 2,912 .9% 688 .3%

WHITE 35% 74,080 21.8% 27,724 12.3%

UNKNOWN 8% 15,931 4.88% 37,511 9.54%

TOTAL 339,278 100% 225,097 100%

CCC General Student Ethnicity 2008-2009 in the General, Credit and Noncredit Population Compared to California’s Current and Projected Population

Ethnicity

ETHNICITY % Total

Enrollment

% Total Credit Basic

Skills/ESL

% Total Noncredit

Basic Skills/ESL

California Population

2010

California Population Ethnicity

Projection 2050

AFRICAN-AMERICAN

7% 11.3% 3.5% 6% 5%

ASIAN 12% 17% 15.5% 12% 13%

HISPANIC/ LATINO

30% 41.3% 52.1% 37% 52%

NATIVE AMERICAN

1% 0.9% 0.3% 1% 1%

PAC ISLANDER

1% .9% .3% 0% 1%

WHITE 35% 21.8% 12.3% 42% 26%

Accountability“Metrics that tell the story…”

What kind of ARCC do you want to build?

Noncredit is all things to all people; everyone is on board

Gathering data is tough

In some cases we have good data but can’t seem to get it on the boat or in the report

In other cases we cannot get good data about what is in the boat or where the boat is going

Considering Accountability

Healthy accountability should: Address higher level learning

outcomes Report on authentic student

proficiencies Indicate potential interventions and

improvement Target improved practice not just

reporting

Previously Credit attached to units Grades Degrees, certificates

Now – What are students able to do? Student learning outcomes

In Credit Education How Have We Defined Accountability?

The Puzzle of Noncredit Accountability

Current statewide data Only 2.3 – 5.1% of noncredit students transition to

credit All noncredit courses without grades report zero

success. Without a grade or progress data point assigned it can not be captured e.g. noncredit classes 45 students enrolled – 0 success

Wage data is incomplete because of SSN#s CDCP data is incomplete or programs are

undefined.Is this the noncredit story?

Noncredit needs to: Describe noncredit work for funding and accountability Explain how and why noncredit is different from credit Identify metrics that reflect the work of noncredit Go beyond reporting numbers

Numbers may measure what you want – or may not Numbers without context are misleading Numbers don’t correct problems Qualitative data is essential Most noncredit programs have no researcher

The Puzzle of Accountability

Defines what a student should be able to do Identifies a way to assess it Collects accurate and relevant data based

on the appropriate assessment Analyzes and discusses the data Changes practice

You have always done this!!!

Healthy and Responsible Accountability

Healthy and Responsible Accountability

Should acts like vital signs or a compassinforming practice

What could this mean in noncredit? Progress from ABE to ASE Completion of GED Citizenship Completion of ESL Civics

modules Bridging to credit CDCP certificates CASAS (

https://www.casas.org/home/index.cfm

)

Reporting requires functional processes at several levels

Existing Accountability Reporting in Community Colleges

Three annual accountability reports1. Focus on Results: Accountability Reporting

for the California Community Colleges (ARCC)

2. Career Development and College Preparation in the State: Supplement to the ARCC Report

3. Basic Skills Accountability (ARCC Supplemental)

“report cards” on a variety of measures

Mandated Reporting Other Reporting

Accountability Reporting (ARCC, ARCC supplemental, etc)

Career Technical Education (CTE) Perkins Core Indicator

Reports Perkins Allocations

Justification & Funding Matriculation EOPS DSPS

BOGW Administrative Funding

17

How do we use COMIS* data?

Federal Integrated Postsecondary

Education Data System (IPEDS) Reporting

CCC Data Mart

Annual Staffing Report

* Chancellor’s Office MIS Data

Research Questions

• Legislative Analyst Office • Department of Finance • California Postsecondary

Education Commission • California Student Aid

Commission• Public Policy Institute• UC/CSU• Legislature – Committees and

individual members• Community College

Organizations• Newspapers• Labor Unions

Data Matches• Transfer to UC/CSU/NSC

match• Dept. of Social Services • EDD/UI Match/Wage Study

Accountability Reporting

Justification & Funding • Matriculation• EOPS• DSPS

Career Technical EducationPerkins Core Indicator ReportsPerkins Allocations

BOGW Administrative Funding

Federal Integrated PostsecondaryEducation Data System (IPEDS) Reporting

CCC Data MartAnnual Staffing Report

*CCCCO Management Information Systems

Statewide ARCC Data 2008-2010

ARCC DATA Statewide Rates Indicator 2008 2009 2010

Student Progress & Achievement 51.2% 51.8% 52.3% Completed 30 or more units 70.4% 71.2% 72.4% Fall to Fall Persistence 68.3% 69.2% 68.7% Voc Ed Course Completion 78.2% 77.7% 77.6% Basic Skills Course Completion 60.5% 60.5% 61.5% Basic Skills Course Improvement 50.0% 51.2% 53.8% ESL Course Improvement 44.7% 50.1% 50.2%

Is this the noncredit story?

CDCP– Career Development & College Preparation

Certificate = a simple accountability metric Noncredit is funded less per FTES than credit SB 361 increased noncredit funding from

$2,626 per FTES to $3,092 per FTES CDCP includes basic skills, ESL, CTE and

“workforce preparation” courses Applies to students enrolled in a sequence of

courses leading to career development or college preparation (CDCP certificates)

Problem with Minimum Qualifications

CDCP Progress and Achievement Rate Cohort

Students taking courses for the first time at any CCC Did not enroll in any credit courses during the first term

they enrolled in CDCP Must have completed 8 or more positive attendance hours

in CDCP courses within their 1st two terms of attendance Performance indicators – within 3 years

Completed at least 1 degree-applicable credit course Earned a CDCP certificate Achieved “transfer-directed” status Achieved “transfer-prepared” status Earned an AA, AS, and/or credit certificate Transferred to a 4-year institution

Persistence Indicators


CDCP: Wage Trends


CDCP: Wage Trends

CDCP Wage Reporting

Potential Problems with the CDCP Reporting Cohort

Students taking courses (CDCP or CDCP plus other noncredit courses) for the first time at any CCC

Like ARCC, this excludes students who take a CDCP course subsequent to a credit course

Only system-level data reported – noncredit students across the state (no college-level data)

Reports progress through English, Reading, Math, ESL levels to transfer

Needs work on ABE/ASE, VESL Reports transition to credit Reports degrees or certificates in credit

All of these are currently zero for noncredit because there are no grades or way to track successful progress to outcomes

See Handout

Potential Problems with the New ARCC Supplemental Report

ARCC Supplemental


ARCC Supplemental


CollegeTotal

StudentsReceived

Orientation Percent

Received Placement

Assessment PercentReceived

Counseling PercentReceived Followup Percent

Mt. San Antonio 2728 396 14.5% 165 6.0% 40 1.5% 92 3.4%Mt San Jacinto 422 9 2.1% 36 9.5% 4 0.9% 7 1.7%

Napa 426 1 0.2% 0 0.0% 2 0.5% 0 0.0%North Orange Adult 3942 509 12.9% 509 12.9% 157 4.0% 38 1.0%

Volume and Percentage of First Time Noncredit Students Receiving Matriculation Services

(CB) Course Basic Data Elements

04/19/23 29

Every course is described or defined by 24 course basic data elements (CB)

Some examples: Course title (CB 02) TOP code (CB 03) Credit status (CB 04)

Credit – degree applicable Credit – not degree applicable Noncredit

Transfer status (CB 05) Basic skills status (CB 08) Course Prior to Transfer Level (CB21) Noncredit Category (CB22)

CB 21 Rubrics Created to Describe Levels Courses Prior to TRANSFER

Student Success Conference 2009 30

Discipline Credit Noncredit Likely bridge to credit

Math Four levels CB 21 A, B, C, D

Six levels CB 21 A, B, C, D, E, F

Levels C & D

English Four levels CB 21 A, B, C, D

Seven levels CB 21 A, B, C, D, E, F, G

Level B or C

Reading Four levels CB 21A, B, C, D

Five levels CB 21A, B, C, D, E

Level A or B

ESL 6 levels ESL Reading CB 21A, B, C, D, E, F

8 levels ESL Integrated CB 21A,B,C,D,E, F, G, H

Includes vocational and Cultural skills

Most noncredit end 2 levels prior to English 1 A at Level B6 levels ESL Writing

CB 21A, B, C, D, E, F

6 levels ESL Speaking & Listening CB 21A, B, C, D, E, F

TOP code changes

04/19/23 31

Deleted T.O.P. codes New T.O.P. Code or Existing Codes4930.21 – Writing4930.70 – Reading Skills Development 4930.71 – Reading Skills, College Level

1501.00 – English (writing)1520.00 – Reading

4930.40 – Career Technical Computational Skills4930.41 – Pre-Algebra (Basic Math/Arithmetic)4930.42 – Elementary Algebra

1701.00 – Mathematics, General1702.00 – Mathematics Skills

4930.20 – Communication Skills 1506.00 – Speech Communication or 4930.33 – Learning Skills, Speech

Impairedor Other appropriate T.O.P. codes

4930.80 – ESL–Intermediate4930.81 – ESL–Advanced4930.82 – ESL–Elementary4930.83 – ESL–Degree-applicable

4930.84 – ESL Writing4930.85 – ESL Reading4930.86 – ESL Speaking/Listening4930.87 – ESL Integrated

4930.91 – ESL Civics 4930.87 – ESL Integrated or 4930.90 – Citizenship

CB21 Rubrics “Design to Implementation”

Sample ESL course outline Breakout groups:

Review your course How will the rubrics be used? Who will be involved? What challenges/barriers do you anticipate? What strategies will you use to implement?

Report Out

ESL Course OutlineWrite a paragraph of 125 words that has a topic sentence and supporting details

Write a narrative paragraph in chronological orderWrite a descriptive paragraph in spatial orderWrite a persuasive paragraph with supporting reasons and evidenceWrite simple and compound sentences using correct word orderApply the writing process of brainstorming, drafting, revising, and editing (including peer reading and instructor feedback) to paragraph writingIdentify subjects and verbs in a sentence. Edit their own writing for the following:Correct verb tense (simple present, simple past, future, present continuous, past continuous, present perfect, present perfect continuous)Irregular verb formsSubject verb agreementCapitalizationRun –on sentences and comma splicesIdentify the passive voice and its usesIdentify gerunds, infinitives, and base form verbalsIdentify dependent clausesDemonstrate correct use of coordinating conjunctions Demonstrate ability to use a dictionary to edit their own writing

Reading Course OutlineUpon completion of Reading 961 the student will: Condition of Learning: Students will be able to demonstrate the following

outcomes on readings approaching college level. 1. Apply vocabulary-building strategies to improve their analysis of

readings.2. Demonstrate a literal comprehension of readings, through identification

and analysis of main ideas, supporting details and rhetorical patterns of organization and development.

3. Critically analyze and evaluate reading material; make inferences; determine a writer’s purpose and tone; and apply rhetorical reading strategies.

4. Monitor positive and negative comprehension signals and apply appropriate strategies to correct incomplete comprehension in a variety of reading modes.

5. Perceive themselves as achieving college level reading skills.

CB 21

Coding the CB 21 information Problems Feedback on rubrics

What is going on with these data?

Problems Definitions are

incomplete Metrics are not

valued Data tracking is often

not meshed with MIS No way to indicate

progress or completion

Solutions Define from the field Educate about metrics

– benefit and value along with negative consequences

Describe useful data tracking - e.g. College of the Desert committee, Mira Costa method, North Orange DREAM TEAM

Discuss progress markers or grades

Potential Additional Metrics

Citizenship ABE/ASE Student identified outcomes – help

children with homework, get a job,etc CASAS

Examples of Solutions to these Accountability Problems

Is this REALLY the NONCREDIT Story? College of the Desert San Diego Continuing Education School of Continuing Education

NOCCCD MiraCostaLunch 12-12:30 and come back for the

solutions and local college work

Is This ReallyOur Story?

Rey Ortiz – College of the Desert

College of the DesertBSI Research Project for Academic Improvement

Mission Statement The BSI Research Project for Academic Improvement will

close the loop between research and effective action in all areas requiring basic skills by providing the right information to the right people at the right time.

Values Statement : We value a research project that is: Informative: It delivers data in ways that effectively

inform efforts to improve learning; Supportive: It includes mechanisms to help faculty and

administrators understand, value and use research; Readily available: It makes data and information easily

available in user-friendly formats.


Data sets for research agenda All new students each year Affective and practical data (SSTK, CCSSE, others) Academic data

Baseline data FA/SP 2005 through 2009

Longitudinal data Each year, new cohort Research, Report


Gathering data Committee Contractor Data Warehouse

Providing Information Data based Usable formats Standardized Customized

Closing the Loop Training Research Projects

Is This ReallyOur Story? Marne Foster - San Diego Continuing Education

Is this really our story?

San Diego Continuing Education Recorded CDCP Progress

San Diego Continuing Education Actual CDCP Progress

2005-2006 to 2007-2008

CDCP Progress and Achievement Rate

4.2%

2005-2006 to 2007-2008

CDCP Progress and Achievement Rate ?

Could be 30%-40%!

Is this really our story? CDCP Progress and Achievement Rate

Three Year Span 05/06 to 07/08

Cohort Identified 11,456

Number of Students who achieved any of the outcomes

481

CDCP Rate 4.2%

Is this really our story?San Diego Continuing Education- CERTIFICATES

English as a Second Language (2008-2009)

ReportedCertificates

Estimated Promoted Students

Potential CDCP Certificates

CBET/VESL (Multilevel)

0 360 Multilevel(follows plan)

180

Beg. Low 0 180Beginning

180Beg. High 0 180Inter. Low 0 180

Intermediate180

Inter. High 0 180Advanced 0 180 Advanced 90Total 0 1,140 630

Is this really our story?Potential CDCP Certificates

% ofCohort(11,456)

Old CDCP Rate

What New CDCP Could Be?

ESL 0 to 630 5.5%

Parenting 0 to 838 (700 from Effective Parenting)*

7.3%

Clothing Construction

0 to 100 0.9%

Totals 1,568 13.7%+ 4.2% =17.9% & UP!

*Effective Parenting was listed as zero on CE Awards Conferred Report 2004/05 - 2008/09

Is this really our story?SDCE Reports Many Indicators of Progress

Certificates Transitions SLOs Pre-Post Test Scores

TABE CASA Benchmarks EL Civics

Students Personal Goals Achieved Good News Website http://www.sdce.edu/blogs/goodnews/

Is this really our story?San Diego Continuing Education

Accentuate the Qualitative: What Students Are Saying About SDCE BSI!

52% of the students strongly agree

they have made progress in their academic skills ….

=100% Wow!

48% of students agree they have made progress in their academic skills


the instructors understand their learning needs

=100% Wow!

36% agree the instructors understand their learning needs


The counselor(s) are available for them when they are needed

=92% Wow!

52% of students agree The counselor(s) are available for them when they are needed

ECC 4th Cohort –John Lindem/Martin Smith


Data Link

2007-08 SCE Award Data from MIS

Award hours Program Type Counts

Unknown (Top code 99) 9

192 – to fewer than 288

Business and Management 27


Family and Consumer Sciences 9


Health 20

960 or more Interdisciplinary Studies 214Total 279

SCE Actual Data

Program Type Counts

Administrative Assistant 62Management 10Early Childhood Education 21Pharmacy Technician 50High School Diploma 322

Total 465

Data Collection Strategies SCE’s “You Count!” Campaign

Collecting more SSN’s

DREAM team efforts Program improvement Tracking student progress

Benefits of Banner Assessment scores Enrollment trends Certificates earned

Data Collection (cont’d) Who is your district

ARCC contact? Who on your campus is

sending data to CCCCO? If it’s an IT person, it’s

simply data

Establish a relationship Find out what’s in the

CCCCO Data Mart


2008-09 SCE Award Data from MIS

Award hours Program Type Counts


Business and Management

32


Family and Consumer Sciences

34


Health 40

960 or more Interdisciplinary Studies 303Total 409

SCE Actual Data

Program Type Counts

Administrative Assistant 42Management 1Early Childhood Education 48Pharmacy Technician 72High School Diploma 307

Total 470

MiraCosta Noncredit ESL Data 2008 - 2009Term I Persistence % Promotion %

Morning Classes 80% (10% Perfect Attendance) 43%

Evening Classes 80% (7% Perfect Attendance) 47%

Term II



Term III



Term IV



MiraCosta Noncredit ESL Data 2008 - 2009

Overall Persistence Rate – 78% Overall Promotion Rate – 49% Overall Persistence in open entry and

off site – 77% (range from 65% - 90%)Note: We have averaged 79%

persistence and 50% promotion rates since 2002

MiraCosta Noncredit ESL Data 2008 - 2009

We also report:1) FTES and CASAS Benchmarkshttps://www.casas.org/home/index.cfm1) Statewide Performance Goals and our

actual performance2) Drop out/Stop out reasons3) Demographics4) Student Learning Outcome Data (SLOs)

MiraCosta Noncredit ESL Data Does it make a difference?

The Superintendent/President of our college wrote,

“This is an outstanding newsletter highlighting the outstanding work of our ESL colleagues. Congratulations and please extend my thanks to our folks in ESL.”

We think it does!

Divide into 4 Groups

Counseling on student pathways Rey to determine counseling discussions

Noncredit to credit transition

ABE/ASE Work on TOP and CB 21 issues

People with lingering CB 21 questions

Noncredit: “Student Pathways –

Work

Credit

A Better Life

Credit students use NoncreditStatewide (Since 1992) –

1 out of 6 credit students

have enrolled in Noncredit

Source: Patrick Perry, Vice Chancellor Technology, Research & Information Systems, System Office.

Linking Noncredit to Credit Instruction

Individual Quick Write: Three Guiding Questions What are the critical skills my noncredit students require to successfully

transition to credit academic and vocational courses? What has my college done to establish pathways for students to transition from

noncredit to credit academic and vocational courses? What are the obstacles? What has worked well? How do I define my role in assisting students in my program transition to credit

academic and vocational courses? Panel Presentation of current projects that promote the successful transitions

from noncredit to credit academic and vocational courses. Discussion Groups Small group discussion, having participants share/discuss the Three Guiding

Questions from Quick Write. Convene whole group. Share summary of responses from each group Close with research statements about the importance of the transition process

and a discussion of next steps.

Linking Noncredit to Credit Instruction

Matriculation Services: Career Awareness, Career Assessment, Educational planning, AB 540 implicationsEducational Opportunities: Basic Skills, Work enhancement, Certificates, Degrees, Transfer, EnrichmentIssues: Foreign Transcript Evaluation, Navigating the community college process, Support Programs and Services, English and Math Flow - non-credit to creditPrerequisite skills and knowledge: Computer skills, Form completion, Time management

Statewide Efforts

Noncredit Paper and Recommendations

Adjunct PCAH Title 5 MQs

Minimum Qualifications Resolution Noncredit Minimum Qualifications Whereas, Noncredit education is an integral component of the California Community Colleges and is essential to

our mission and role in serving California; Whereas, Issues of access, equity, adult educational advancement, vocational training, citizenship, and the health

and well being of many communities from new parents to older adults are all embraced within the allowed areas of noncredit offerings in the California Community Colleges;

Whereas, Noncredit educational rigor, processes and high standards of quality should be integrated with the

similar credit parameters in a manner consistent with public higher education in California; and, Whereas, Currently, noncredit disciplines and minimum qualifications for noncredit faculty are not contained in the

Minimum Qualifications for Faculty and Administrators in California Community Colleges (disciplines list) because they were instead directly included into Title 5, reflecting outdated K-12 regulations, and are consequently more difficult to maintain in a manner that best meets community needs and legislated expectations (particularly with regard to recent SB361 regulatory changes such as CDCP Career Development College Preparation);

Resolved, That the Academic Senate for California Community Colleges recommend existing noncredit faculty

minimum qualification regulations be examined by a task group of noncredit faculty in consultation with the appropriate constituents for the potential purpose of placing them in the Minimum Qualifications for Faculty and Administrators in California Community Colleges (disciplines list) thereby implementing the same processes that are currently used for all other disciplines, faculty and administrators; and

Resolved, That Academic Senate for California Community Colleges recommend the noncredit minimum

qualifications be removed from Title 5 §53412.

What is the Future?

Best Practices on 3X5 cards Name College Email

Q & A

Documents

Welcome to the BSI Noncredit Spring Conference Telling the Noncredit Story through Accountability Reporting SOUTH: Anaheim – February 26, 2010 NORTH: San