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
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…”
Noncredit is all things to all
What kind of people; everyone is on board
ARCC do you Gathering data is tough
want to build?
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
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
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?
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
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!!!
Healthy and Responsible
Accountability
What could this mean in
Should acts like vital signs or a compass noncredit?
informing practice
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/in
dex.cfm)
Reporting requires functional
processes at several levels
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
How do we use COMIS* data?
Accountability Reporting
Research Questions
Mandated Reporting Other Reporting
Justification & Funding
• Legislative Analyst Office • Matriculation
• Department of Finance
Accountability Reporting •Federal
EOPS
• California ARCC
(ARCC, Postsecondary • DSPS
Education Commission Career Integrated Postsecondary
Technical Education
• supplemental, Aid
California Student etc)
Commission
Education Data Reports
Perkins Core Indicator System
Career Technical Education (IPEDS) Reporting
• Public Policy Institute
(CTE) Perkins Allocations
• UC/CSU
• Perkins Committees and
Legislature – Core Indicator BOGW Administrative Funding
CCC Data Mart
Reports
individual members
• Perkins Allocations
Community College
Federal Integrated Postsecondary
Organizations Annual Staffing Report
• Justification & Funding
Newspapers Education Data System
• Matriculation
Labor Unions (IPEDS) Reporting
EOPS
Data Matches CCC Data Mart
DSPS
• BOGW to UC/CSU/NSC Annual Staffing Report
Transfer Administrative
match
• Dept. of Social Services
Funding
• EDD/UI Match/Wage Study *CCCCO 17
Management Information Systems
* Chancellor’s Office MIS Data
Statewide ARCC Data 2008-
2010
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
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)
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
ARCC Supplemental
Is this the noncredit story?
ARCC Supplemental
Is this the noncredit story?
(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)
1/16/2012 29
CB 21 Rubrics Created to Describe
Levels Courses Prior to TRANSFER
Discipline Credit Noncredit Likely bridge
to credit
Math Four levels CB 21 A, Six levels CB 21 Levels C & D
B, C, D A, B, C, D, E, F
English Four levels CB 21 A, Seven levels CB Level B or C
B, C, D 21
A, B, C, D, E, F, G
Reading Four levels CB 21 Five levels CB 21 Level A or B
A, B, C, D A, B, C, D, E
ESL 6 levels ESL Reading 8 levels ESL Most noncredit
CB 21 Integrated CB 21 end 2 levels prior
A, B, C, D, E, F A,B,C,D,E, F, G, H to English 1 A at
6 levels ESL Writing Level B
CB 21 Includes
A, B, C, D, E, F vocational and
6 levels ESL Speaking Cultural skills
& Listening CBStudent Success Conference 2009
21 30
A, B, C, D, E, F
TOP code changes
Deleted T.O.P. codes New T.O.P. Code or Existing Codes
4930.21 – Writing 1501.00 – English (writing)
4930.70 – Reading Skills Development 1520.00 – Reading
4930.71 – Reading Skills, College Level
4930.40 – Career Technical Computational 1701.00 – Mathematics, General
Skills 1702.00 – Mathematics Skills
4930.41 – Pre-Algebra (Basic
Math/Arithmetic)
4930.42 – Elementary Algebra
4930.20 – Communication Skills 1506.00 – Speech Communication
or 4930.33 – Learning Skills, Speech
Impaired
or Other appropriate T.O.P. codes
4930.80 – ESL–Intermediate 4930.84 – ESL Writing
4930.81 – ESL–Advanced 4930.85 – ESL Reading
4930.82 – ESL–Elementary 4930.86 – ESL Speaking/Listening
4930.83 – ESL–Degree-applicable 4930.87 – ESL Integrated
4930.91 – ESL Civics 4930.87 – ESL Integrated
1/16/2012 or 4930.90 – Citizenship 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
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 Solutions
Definitions are Define from the field
incomplete Educate about metrics
– benefit and value
Metrics are not along with negative
valued consequences
Describe useful data
Data tracking is often tracking - e.g. College
not meshed with MIS of the Desert
committee, Mira Costa
No way to indicate method, North Orange
progress or DREAM TEAM
completion 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
San Diego Continuing
Education Continuing Education
Actual CDCP Progress
Recorded CDCP Progress
2005-2006 to
2005-2006 to 2007-2008
2007-2008
?
CDCP Progress and
Achievement Rate
CDCP Progress and 4.2% Could be
Achievement Rate
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
481
who achieved any of
the outcomes
CDCP Rate 4.2%
Is this really our story?
San Diego Continuing Education- CERTIFICATES
English as a Second Language (2008-2009)
Reported Estimated Potential
Certificates Promoted CDCP
Students Certificates
CBET/VESL 0 360 Multilevel 180
(Multilevel) (follows plan)
Beg. Low 0 180 180
Beg. High Beginning
0 180
Inter. Low 0 180 180
Inter. High Intermediate
0 180
Advanced 0 180 Advanced 90
Total 0 1,140 630
Is this really our story?
Potential % of Old What New
CDCP Cohort CDCP CDCP
Certificates (11,456) Rate Could Be?
ESL 0 to 630 5.5%
Parenting 0 to 838 7.3%
(700 from Effective
Parenting)*
Clothing 0 to 100 0.9%
Construction
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 they have made progress in =100% Wow!
agree their academic skills ….
48% of students agree they have made progress in
their academic skills
64% of the students strongly the instructors understand =100% Wow!
agree their learning needs
36% agree the instructors understand
their learning needs
40% of the students strongly The counselor(s) are =92% Wow!
agree available for them when they
are needed
52% of students agree The counselor(s) are
available for them when they
are needed
ECC 4th Cohort –John Lindem/Martin Smith
Is this really our story?
2007-08 SCE Award Data from MIS
SCE Actual Data
Award hours Program Type Counts
Unknown (Top code 99) 9 Program Type Counts
192 – to fewer Business and Management 27
Administrative Assistant 62
than 288 Management
10
288 – to fewer Family and Consumer Sciences 9
than 480 Early Childhood Education 21
288 – to fewer
than 480
Health 20 Pharmacy Technician 50
960 or more Interdisciplinary Studies 214 High School Diploma 322
Total
279 Total 465
Data Link
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?
2008-09 SCE Award Data from MIS SCE Actual Data
Award hours Program Type Counts Program Type Counts
192 – to fewer
than 288
Business and
Management
32 Administrative Assistant 42
288 – to fewer Family and Consumer
34
Management 1
than 480 Sciences
Early Childhood Education 48
288 – to fewer Health 40
than 480 Pharmacy Technician 72
960 or more Interdisciplinary Studies 303 High School Diploma 307
Total 409 Total 470
MiraCosta Noncredit ESL
Data 2008 - 2009
Term I Persistence % Promotion %
Morning Classes 80% (10% Perfect Attendance) 43%
Evening Classes 80% (7% Perfect Attendance) 47%
Term II
Morning Classes 79% (9% Perfect Attendance) 50%
Evening Classes 79% (7% Perfect Attendance) 56%
Term III
Morning Classes 81% (8% Perfect Attendance) 30%
Evening Classes 76% (5% Perfect Attendance) 54%
Term IV
Morning Classes 78% (10% Perfect Attendance) 63%
Evening Classes 74% (8% Perfect Attendance) 46%
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 Benchmarks
https://www.casas.org/home/index.cfm
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
Email
Q&A
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
Email
Q&A