Welcome to the BSI Noncredit Spring Conference Telling the Noncredit Story through Accountability Reporting SOUTH: Anaheim – February 26, 2010 NORTH: San Francisco – March 12, 2010

ASCCC Ad Hoc Noncredit Committee Janet Fulks, Bakersfield College, Chair Reynaldo Ortiz, College of the Desert Vivian Ikeda, City College of San Francisco Sylvia Ramirez, MiraCosta College Marsha Elliott, North Orange County CCD – Noncredit Marne 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 Noncredit

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

Should acts like vital signs or a compass informing 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 ( dex.cfm ) dex.cfm

Reporting requires functional processes at several levels Correct data must get reported to CCCCO for final accountability reporting Data gets into college MIS reporting Program completion reported Course and activity data must be reported by faculty

Existing Accountability Reporting in Community Colleges  Three annual accountability reports 1.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 ReportingOther 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 Education Perkins Core Indicator Reports Perkins Allocations BOGW Administrative Funding Federal Integrated Postsecondary Education Data System (IPEDS) Reporting CCC Data Mart Annual Staffing Report *CCCCO Management Information Systems

Statewide ARCC Data 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 1 st 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 Is this the noncredit story?

CDCP: Wage Trends Is this the noncredit story?

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 Is this the noncredit story?

ARCC Supplemental Is this the noncredit story?

(CB) Course Basic Data Elements 9/19/  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 DisciplineCreditNoncreditLikely bridge to credit MathFour levels CB 21 A, B, C, D Six levels CB 21 A, B, C, D, E, F Levels C & D EnglishFour levels CB 21 A, B, C, D Seven 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

TOP code changes 9/19/ 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

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 Outline Write a paragraph of 125 words that has a topic sentence and supporting details Write a narrative paragraph in chronological order Write a descriptive paragraph in spatial order Write a persuasive paragraph with supporting reasons and evidence Write simple and compound sentences using correct word order Apply the writing process of brainstorming, drafting, revising, and editing (including peer reading and instructor feedback) to paragraph writing Identify 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 forms Subject verb agreement Capitalization Run –on sentences and comma splices Identify the passive voice and its uses Identify gerunds, infinitives, and base form verbals Identify dependent clauses Demonstrate correct use of coordinating conjunctions Demonstrate ability to use a dictionary to edit their own writing

Reading Course Outline Upon 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  MiraCosta Lunch 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 Desert BSI 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.

College of the Desert BSI Research Project for Academic Improvement  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

College of the Desert BSI Research Project for Academic Improvement  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 to CDCP Progress and Achievement Rate 4.2% to 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 ( ) Reported Certificates Estimated Promoted Students Potential CDCP Certificates CBET/VESL (Multilevel) 0360 Multilevel (follows plan) 180 Beg. Low 0180 Beginning 180 Beg. High 0180 Inter. Low 0180 Intermediate 180 Inter. High 0180 Advanced 0180 Advanced 90 Total 01,

Is this really our story? Potential CDCP Certificates % of Cohort (11,456) Old CDCP Rate What New CDCP Could Be? ESL0 to % Parenting0 to 838 (700 from Effective Parenting)* 7.3% Clothing Construction 0 to % Totals1, %+4.2%=17.9% & UP! *Effective Parenting was listed as zero on CE Awards Conferred Report 2004/ /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

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 agreethey have made progress in their academic skills 64% of the students strongly agree the instructors understand their learning needs =100%Wow! 36% agreethe instructors understand their learning needs 40% of the students strongly agree The counselor(s) are available for them when they are needed =92%Wow! 52% of students agreeThe counselor(s) are available for them when they are needed ECC 4 th Cohort –John Lindem/Martin Smith

Is this really our story? Data Link SCE Award Data from MIS Award hoursProgram TypeCounts Unknown (Top code 99) – to fewer than 288 Business and Management – to fewer than 480 Family and Consumer Sciences – to fewer than 480 Health or moreInterdisciplinary Studies 214 Total 279 SCE Actual Data Program TypeCounts Administrative Assistant 62 Management 10 Early Childhood Education 21 Pharmacy Technician 50 High 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

Is this really our story? SCE Award Data from MIS Award hoursProgram Type Counts 192 – to fewer than 288 Business and Management – to fewer than 480 Family and Consumer Sciences – to fewer than 480 Health or moreInterdisciplinary Studies 303 Total 409 SCE Actual Data Program TypeCounts Administrative Assistant 42 Management 1 Early Childhood Education 48 Pharmacy Technician 72 High School Diploma 307 Total 470

MiraCosta Noncredit ESL Data Term IPersistence %Promotion % Morning Classes80% (10% Perfect Attendance) 43% Evening Classes80% (7% Perfect Attendance) 47% Term II Morning Classes79% (9% Perfect Attendance) 50% Evening Classes79% (7% Perfect Attendance) 56% Term III Morning Classes81% (8% Perfect Attendance) 30% Evening Classes76% (5% Perfect Attendance) 54% Term IV Morning Classes78% (10% Perfect Attendance) 63% Evening Classes74% (8% Perfect Attendance) 46%

MiraCosta Noncredit ESL Data  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 We also report: 1)FTES and CASAS Benchmarks 1)Statewide Performance Goals and our actual performance 2)Drop out/Stop out reasons 3)Demographics 4)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 Noncredit Statewide (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 implications Educational Opportunities: Basic Skills, Work enhancement, Certificates, Degrees, Transfer, Enrichment Issues: Foreign Transcript Evaluation, Navigating the community college process, Support Programs and Services, English and Math Flow - non-credit to credit Prerequisite 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 

Q & A