Basic Skills Curriculum: CB 21 Coding

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Basic Skills Curriculum CB 21 Coding

• Welcome to the CCCCO CB21 Training!
• Our session will begin promptly at 200PM.
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Basic Skills Curriculum CB 21 Coding

• Janet Fulks, ASCCC
• Myrna Huffman, CCCCO MIS
• Stephanie Low, CCCCO Academic Affairs

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Basic Skills Curriculum CB 21 Coding

• What this training is and is not
• What is the COMIS Database?
• What are the data uses?
• Why do we code courses?
• Basics of proper coding
• Resources

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What this training is

• Correcting existing inconsistencies, particularly
  CB 21
• CB 21 rubrics for statewide levels of courses
• Collaboration of faculty, selected curriculum
  committee members, discipline faculty, CIOs and
  researchers
• Other CB data elements
• CB 04 Credit Status
• (Credit-degree applicable, Credit-not degree
  applicable, Noncredit)
• CB 08 Basic Skills Status
• CB05Transfer Status
• CB03 TOP Code (Some Revisions)

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What the training is NOT

• Not a directive to change curriculum.
• Not a recoding for all courses.
• Not a revision of the entire TOP manual.
• NOT a huge process that will take a lot of time

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CCCCO MIS Database

• Chancellors Office MIS system collects
  student/course/enrollment data information each
  term
• Courses are coded for identification purposes
• TOP code, credit status, transfer status, units,
  basic skills status, SAM/voc code, etc.

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CCCCO MIS Database
Emp. Assign.
EOPS
Emp. Demo.
DSPS
Matric.
Student Demographics (SB)
VTEA
Calendar
Assignments
Enrollments (SX)
Sessions
PBS
Sections
Pgm. Awds.
Courses
Fin. Aid
Cal- WORKs
Assess.
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How do we use COMIS data?

• 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

• 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

• Mandated Reporting

• Other Reporting

• Federal
• Integrated Postsecondary Education Data System
  (IPEDS) Reporting
• CCC Data Mart
• Annual Staffing Report

• Accountability Reporting (ARCC, ARCC
  supplemental, etc)
• Career Technical Education (CTE)
• Perkins Core Indicator Reports
• Perkins Allocations
• Justification Funding
• Matriculation
• EOPS
• DSPS
• BOGW Administrative Funding

CCCCO -Management Information Systems (MIS)
Chancellors Office MIS Data
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Purpose of Course Coding

• General Overview
• Curriculum represents the vehicle of our work.
• Course data is used in ALL accountability
  reporting at the State Chancellors Office.
• The course coding and data are not locked away.
• They are public information, mandated and used as
  the vital statistics to report on our work, the
  students outcomes, and the effectiveness of our
  institutions.

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(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)

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Who does/should do the course coding?

• Who determines the CB coding for your curriculum?
• It should be the discipline expert in conjunction
  with the curriculum committee.
• Who inputs the coding?
• It can be anyone but they must not decide the
  coding.

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What course codes need to be evaluated?

• 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)

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Clarifying Courses coded as CB 21

• CB21 is used to track student progress through
  sequential courses leading to transferable math
  and English
• For English, writing, ESL, reading courses in a
  sequence prior to transferable English,
• CB 21 is coded per the rubric whether noncredit
  and credit, degree-applicable and
  non-degree-applicable
• For math courses in a sequence prior to a
  transferable math course
• CB 21 is coded per the rubric - noncredit and
  credit, degree-applicable and non-degree-applicabl
  e
• NOT used for
• non-sequential courses such as study skills,
  Citizenship, or math anxiety
• transferable courses that are college level and
  not in a sequence equal to or beyond the first
  level of transferable English or math

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Clarifying Courses coded as CB 21

• Only courses with a TOP code listed in the coding
  instructions can have a value of A through H.
  All other courses must have a value of Y.
• Except for courses with a TOP code of 4930.84,
  4930.85, or 4930.86, transferable credit courses
  must have a code of Y.
• Noncredit courses with a TOP code listed in the
  coding instructions will have a code of Y if they
  are not basic skills.
•  

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Faculty and Curriculum Driven Rubrics

• Developed by over 350 faculty
• National scan of descriptions
• Research on Background Material
• Vetting responses from 300
• Shared with professional groups (CATESOL, ECCTYC,
  CMC3, CRLA
• Officially adopted by all 110 colleges April
  2009
• Current comments indicate ease of coding
• FAQ sheet for common questions

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Guidelines use of the rubric work

• The rubrics describe coding for basic skills
  levels.
• The level descriptions ARE NOT comprehensive.
•  The rubrics ARE NOT the final authority. They
  are a referential guide.
• Each local college may code the basic skills
  courses appropriate to their curriculum and
  program descriptions.
• This is a local decision and local process.

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CB 21 Rubrics Created to Describe Levels Courses
Prior to TRANSFER
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Types of Coding Taxonomy of Programs

• Taxonomy of Program (TOP) codes categorize
  programs at the California community colleges.
• 0401.00 general biology
• 1701.00 mathematics
• 1501.00 English
• This program classification is then translated
  into federal program codes for national reporting.

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Basics of Proper Coding TOP

• TOP codes and titles serve a variety of purposes
  at the state level. For example, they are used
  in
• Inventory of Approved Programs
• Management Information Systems (MIS) database
• to collect and report information on student
  awards
• to collect and report information on enrollment
  and Full Time Equivalent Students (FTES) and,
• in Vocational Education accountability reports on
  program completions and course success in
  particular types of vocational programs.

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Basics of Proper Coding TOPs

• There are also some state purposes for which only
  the first two digits of the Taxonomy, the most
  general level of classification, are used. For
  example
• In reports on staffing, the teaching assignment
  of each classroom faculty member is characterized
  by the two-digit TOP discipline of most of the
  courses he or she teaches.
• In budget reports, spending on instructional
  programs is broken down by two-digit TOP
  discipline.
• In facilities planning, assignable square feet
  for laboratories varies according to the TOP
  discipline.

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TOP code changes
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Principles for correctly coding

• Involve adequate curriculum experts
• Check TOP codes then other codes CB 04, 05, 08
• Target English 1A and transferable math and look
  at levels prior to these
• Consider prerequisites as a way to determine
  sequential levels (for courses that are
  equivalent such as geometry etc.)
• Remember the graduation requirements changed this
  fall
• Use the rubrics to show levels and progress
  comparable across institutions
• Courses dont need to perfectly match all
  descriptors but should essentially match a level
• You can have more than one course on a level
• Dont create levels to show improvement
• Beware of the ladder length

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Principles for correctly coding

• Credit start with the transfer course and work
  down
• Noncredit start with the lowest course and work
  up towards transfer
• Include noncredit courses
• Check CB 22 coding
• Identify linkages between credit and noncredit to
  show progress from noncredit toward credit and
  transfer
• ABE and ASE noncredit courses will be clarified
  later in the Spring

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Special Considerations with ESL

• New TOP codes for ESL Writing (4930.84), ESL
  Reading (4930.85), ESL Listening and Speaking
  (4930.86), ESL Integrated (4930.87)
• The above TOP codes, even if transferable, are CB
  21 coded
• ESL integrated
• life skills and vocational columns are
  experimental use other columns for core content
• developed by noncredit faculty can be used for
  credit comparable to levels of discrete courses
• Movement from integrated to discrete courses
  counted or discrete courses to integrate.
  Movement between ESL reading4 and ESL writing 3
  not counted
• VESL courses can use left column on ESL
  integrated rubric (4931)
• Citizenship and ESL Civics (4930.90)

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Things to Consider

• Consider student success
• Colleges with more levels or fewer levels
• The longer the ladder the fewer complete
• Research indicates too many steps are a barrier
  to progress
• There are TIPPING POINTS
• Stimulate discussions about basic skills and
  degree- applicable courses appropriate to your
  college vision, mission and culture

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Things to Consider

• Levels must mean the same thing across colleges
• Student movement between colleges does not
  preclude you from getting credit for success
  elsewhere
• provided your neighbor is coding properly and
  uniformly as well
• Noncredit - perfect solution for 30 unit limit on
  basic skills in Title 5
• be cognizant of where the noncredit ladder ties
  in with credit
• Progression into credit levels also shows
  progress

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Benefits of Re-coding

• Everything will be automatically change backwards
  into history
• Submissions will be monitored through new TOP
  codes, if you do not recode the system will
  identify an error
• The SYSTEM will benefit
• The STUDENTS will benefit
• YOU will benefit with the ability to demonstrate
  student progress

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CB21 Course Prior to Transfer Level

• CB21 COURSE-prior-to-TRANSFER- level X(01)
•  
• This element indicates course level status for
• ESL, writing, reading and mathematics courses.
•  
• CODING MEANING
•  
• Y Not applicable.
• A One level below transfer.
• B Two levels below transfer.
• C Three levels below transfer.
• D Four levels below transfer.
• E Five levels below transfer.
• F Six levels below transfer.
• G Seven levels below transfer.
• H Eight levels below transfer.

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CB21 Course Prior to Transfer Level

• Only courses with a TOP code listed in the coding
  instructions can have a value of A through H.
  All other courses will have a value of Y.
•  
• Credit courses with a TOP code listed in the
  coding instructions will have a code of Y if they
  are transferable.
• Noncredit courses with a TOP code listed in the
  coding instructions will have a code of Y if they
  are not basic skills.
• The rubrics for coding CB21 can be found at
  http//www.cccbsi.org/bsi-rubric-information.

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Course Coding Instructions for CB21
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Course Coding Instructions for CB21
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Course Coding Instructions for CB21
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Making Changes

• The results of your work will provide new clarity
  to this data element
• System Office/ASCCC will promote workshops on the
  new meanings and how to use the rubric
• Subsequent MIS submissions will be superior
• Success Rates should reflect accurately and
  uniformly

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Resources

• Data Element Dictionary
• http//cccco.edu  Chancellor's Office 
•  Divisions 
•  Tech. Research Info. 
•  MIS 
•  Data Element Dictionary (right
  links)
• T.O.P. Manual
• http//cccco.edu  Chancellor's Office 
•  Divisions
•  Academic Affairs
•  Taxonomy of Programs (TOP), 6th
  Edition (left links)
• CB 21 coding
• http//www.cccbsi.org/bsi-rubric-information

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• QUESTIONS
• Janet Fulks jfulks_at_bakersfieldcollege.edu
• Stephanie Low lows_at_cccco.edu
• Myrna Huffman mhuffman_at_cccco.edu