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Tracking Student Progress Through Basic Skills: A Discipline Framework Janet Fulks, Bakersfield College Marcy Alancraig, Cabrillo College ASCCC Basic Skills.

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Presentation on theme: "Tracking Student Progress Through Basic Skills: A Discipline Framework Janet Fulks, Bakersfield College Marcy Alancraig, Cabrillo College ASCCC Basic Skills."— Presentation transcript:

1 Tracking Student Progress Through Basic Skills: A Discipline Framework Janet Fulks, Bakersfield College Marcy Alancraig, Cabrillo College ASCCC Basic Skills Webinar Series 1 Please log into the phone as well as the computer with the same code Please put phones on mute *6 We will start at 11:00

2 Tracking Student Progress Through Basic Skills: A Discipline Framework Janet Fulks, Bakersfield College Marcy Alancraig, Cabrillo College ASCCC Basic Skills Webinar Series 2

3 Outcomes for this Session Relate the story of CB 21 coding for basic skills Demonstrate what this project might mean for your college 5/1/2015 3

4 How do you define basic skills? Type the answer in the chat box. Title 5 math reading writing ESL 4

5 Basic Skills improvement was only 50% ESL improvement only 47.4% There was no movement for a decade. THE MYSTERY Why did the AARC report reveal that less than half the students in basic skills and ESL were progressing? 5

6 To find the clues First we need some basics 6

7 Some examples: Course title (CB 02) TOPs code (CB03) Credit status (CB 04) Transfer status (CB 05) Basic skills/ Degree applicable (CB 08) Repeatability (CB 12) Course Prior to Transfer (CB21) Noncredit Category (CB22) Part of a Program (CB24) 7 Every course is described or defined by course basic codes (CB coding) that assign data elements to allow reporting and analysis according to specific curriculum functions.

8 Uses of Course Coding The following represent a few reports created purely on the MIS * coding without ever referencing the Course Outline of Record: Allocation of funding to the colleges Census data FTES counts for apportionment FTEF counts for staffing reports Equity reporting Reporting to the federal database IPEDS Report to the California database CPEC Report to the state legislature ARCC – Accountability report for California Community Colleges * MIS = Management Information Systems 8

9 Enrollments (SX) Student Demographics (SB) Sections Courses Fin. Aid Assess. PBS VTEA Matric. Pgm. Awds. Emp. Demo. Sessions Calendar Assignments EOPS DSPS Emp. Assign. Cal- WORKs CCC MIS Database 9

10 How is the data used? The data, based upon the coding, can be used to Justify funding increases or decreases Provide a rationale for policies Provide accountability for expenditures such as Perkins and Basic Skills Initiative Dollars Program review Educational improvement 10

11 ARCC Report Basic Skills Success Basic Skills Progress – progress up the levels CB A to B to C to college level Basic Skills Supplemental Report Basic Skills Success and Basic Skills progress by discipline Math (4 levels credit Reading (4 levels) Writing/English (4 levels) ESL (writing, reading, speaking/listening, 6 levels; integrated) Plus number of sections & assessment levels & noncredit 11

12 The Problem Discovered ! The Coding was Not Consistent with the Curriculum 12

13 CB 21 had no consistent definition Used to mean “courses prior to college/transfer” but … What is transfer level? What is college level? Prior to Fall 2009 – meant graduation requirements Currently graduation requirements = intermediate algebra (college level but not transferable) Currently Title 5 allows Algebra as degree applicable which then dictates that this is equivalent to college level. Student Success Conference

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15 Coding Problems Some CB coding was incorrect All coded at the same CB 21 level CB 21 coded backwards or inconsistently Some courses are incorrectly identified as transfer (CB 05) Some courses are incorrectly identified as degree applicable – contrary to Title 5 (CB 08) Some courses are NOT identified as Basic Skills when they were basic skills Some courses were placed in the wrong TOP codes 15

16 The solution to the Problem! Gather Faculty to create rubrics to define what each level below transfer means Student Success Conference

17 ASCCC Organized Meetings English Reading Mathematics ESL Non-Credit 17

18 CB 21 Rubrics Developed by over 350 faculty Work included national literature research Created CB 21 rubrics for statewide levels of all courses within common guidelines Vetted by over 300 faculty Shared with professional groups (CATESOL, ECCTYC, CMC 3, CRLA) Officially adopted by all 110 colleges April 2009 RESULTS…….. Corrected existing coding inconsistencies Involved collaboration of faculty, selected curriculum committee members, discipline faculty, CIOs and researchers 5/1/

19 Student Success Conference DisciplineCreditNoncreditLikely bridge noncredit to credit MathFour levels CB 21 A, B, C, DSix levels CB 21 A, B, C, D, E, F Levels C & D EnglishFour levels CB 21 A, B, C, DSeven levels CB 21 A, B, C, D, E, F, G Level B or C ReadingFour levels CB 21 A, B, C, D Five levels CB 21 A, B, C, D, E Level A or B ESL6 levels ESL Reading CB 21 A, B, C, D, E, F 8 levels ESL Integrated CB 21 A,B,C,D,E, F, G, H Includes vocational and Cultural skills Most noncredit end 2 levels prior to English 1 A at Level B 6 levels ESL Writing CB 21 A, B, C, D, E, F 6 levels ESL Speaking & Listening CB 21 A, B, C, D, E, F

20 Where are the Rubrics and Guidelines? They can be found at And the CCCCO website Student Success Conference

21 How can you use the rubrics? Let’s answer a few key questions Type in your answer to the questions below 21

22 ? This CB21 recoding process A. required new TOP codes for all ESL, basic skills math, English and reading B. corrected existing inaccuracies in CB 21 coding C. aligned statewide levels of basic skills courses D. helped correct other CB data elements E. did all of the above

23 ? Which of the basic skills courses are coded with CB 21 ? A.Reading, math, ESL and writing (English) courses in a sequence B.All reading, math, ESL and writing (English) basic skills courses C.Study Skills courses D.Transfer courses E.None – all of the above are basic skills

24 A.Yes B.No C.Under some specific conditions 24

25 ? Can you have more than one course on a specific CB21 level ? A.Yes, it is allowable B.No, it is not allowable C.Yes, it is allowable but you should examine why

26 Deleted T.O.P. codesNew T.O.P. Code or Existing Codes – Writing – Reading Skills Development – Reading Skills, College Level – English (writing) – Reading – Career Technical Computational Skills – Pre-Algebra (Basic Math/Arithmetic) – Elementary Algebra – Mathematics, General – Mathematics Skills – Communication Skills – Speech Communication or – Learning Skills, Speech Impaired or Other appropriate T.O.P. codes – ESL–Intermediate – ESL–Advanced – ESL–Elementary – ESL–Degree-applicable – ESL Writing – ESL Reading – ESL Speaking/Listening – ESL Integrated – ESL Civics – ESL Integrated or – Citizenship 5/1/

27 ? When courses are coded, are you allowed to have gaps? For instance CB 21 D,C,A ? A.Yes gaps are allowable B.No gaps are not allowable C.You may have gaps but this should result in discussions about your curriculum

28 Things to Consider Student success: Should you have more levels or fewer levels? The longer the ladder the fewer students complete Research indicates too many steps are a barrier to progress There are TIPPING POINTS Dialogue: Stimulate discussions about basic skills and degree- applicable courses appropriate to your college vision, mission and culture 5/1/2015

29 29 ARCC DATAStatewide Rates Indicator Student Progress & Achievement 51.2%51.8%52.3%53.6% Completed 30 or more units 70.4%71.2%72.4%72.8% Fall to Fall Persistence68.3%69.2%68.7%67.6% Voc Ed Course Completion 78.2%77.7%77.6%77.0% Basic Skills Course Completion 60.5% 61.5%61.4% Basic Skills Course Improvement 50.0%51.2%53.8%54.6% ESL Course Improvement 44.7%50.1%50.2%58.6%

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31 Now that you know about CB 21, what might this information mean for your college specifically? Student Success Conference

32 Coding Makes a BIG Difference in Outcomes Reports! What will you do at your college? How will you define basic skills? Thanks 32


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