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Welcome to the BSI Noncredit Spring Conference

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 2009 - 2010. Janet Fulks, Bakersfield College, Chair

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Welcome to the BSI Noncredit Spring Conference

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  1. 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

  2. ASCCCAd Hoc Noncredit Committee 2009 - 2010 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

  3. 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

  4. 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

  5. Esperanza Alvarez (an ABE/soon-to-be college student) Student Success Stories!

  6. The Important Role of Noncredit

  7. 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

  8. 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

  9. In Credit Education How Have We Defined Accountability? Previously • Credit attached to units • Grades • Degrees, certificates Now – What are students able to do? • Student learning outcomes

  10. 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?

  11. The Puzzle of Accountability 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

  12. Healthy and Responsible 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!!!

  13. 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 (https://www.casas.org/home/index.cfm)

  14. Reporting requires functional processes at several levels

  15. Existing Accountability Reporting in Community Colleges • Three annual accountability reports • 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

  16. Other Reporting How do we use COMIS* 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 Mandated 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 • Federal • Integrated Postsecondary Education Data System (IPEDS) Reporting • CCC Data Mart • Annual Staffing Report *CCCCO Management Information Systems * Chancellor’s Office MIS Data

  17. Statewide ARCC Data 2008-2010 Is this the noncredit story?

  18. 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

  19. 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

  20. Persistence Indicators Is this the noncredit story?

  21. CDCP: Wage Trends Is this the noncredit story?

  22. CDCP: Wage Trends

  23. CDCP Wage Reporting

  24. 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)

  25. Potential Problems with the New ARCC Supplemental Report • 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

  26. ARCC Supplemental Is this the noncredit story?

  27. ARCC Supplemental Is this the noncredit story?

  28. (CB) Course Basic Data Elements • 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)

  29. CB 21 Rubrics Created to Describe Levels Courses Prior to TRANSFER Student Success Conference 2009

  30. TOP code changes

  31. 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

  32. ESL Course Outline Write a paragraph of 125 words that has a topic sentence and supporting detailsWrite 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

  33. 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. • Apply vocabulary-building strategies to improve their analysis of readings. • Demonstrate a literal comprehension of readings, through identification and analysis of main ideas, supporting details and rhetorical patterns of organization and development. • Critically analyze and evaluate reading material; make inferences; determine a writer’s purpose and tone; and apply rhetorical reading strategies. • Monitor positive and negative comprehension signals and apply appropriate strategies to correct incomplete comprehension in a variety of reading modes. • Perceive themselves as achieving college level reading skills. 

  34. CB 21 • Coding the CB 21 information • Problems • Feedback on rubrics

  35. What is going on with these data? Problems 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 • Definitions are incomplete • Metrics are not valued • Data tracking is often not meshed with MIS • No way to indicate progress or completion

  36. Potential Additional Metrics • Citizenship • ABE/ASE • Student identified outcomes – help children with homework, get a job,etc • CASAS

  37. 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

  38. Is This ReallyOur Story? • Rey Ortiz – College of the Desert

  39. 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.

  40. College of the DesertBSI 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

  41. College of the DesertBSI 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

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

  43. Is this really our story? • San Diego Continuing Education • Recorded CDCP Progress • San Diego Continuing Education • Actual CDCP Progress

  44. Is this really our story? • CDCP Progress and Achievement Rate

  45. Is this really our story? San Diego Continuing Education- CERTIFICATES English as a Second Language (2008-2009)

  46. Is this really our story? *Effective Parenting was listed as zero on CE Awards Conferred Report 2004/05 - 2008/09

  47. 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/

  48. Is this really our story? San Diego Continuing Education ECC 4th Cohort –John Lindem/Martin Smith

  49. Is this really our story? 2007-08 SCE Award Data from MIS SCE Actual Data Data Link

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