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Welcome to the BSI Noncredit Spring Conference

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Title: What can Noncredit do for YOU? Author: Marsha Elliott Last modified by: Academic Senate Created Date: 5/9/2008 11:30:28 PM Document presentation format – PowerPoint PPT presentation

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Title: Welcome to the BSI Noncredit Spring Conference


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
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


3
Welcome and Introductions
  • Todays 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
Student Success Stories!
  • Esperanza Alvarez
  • (an ABE/soon-to-be college student)

6
The Important Role of Noncredit
7
(No Transcript)
8
Accountability Metrics that tell the story
  • Noncredit is all things to all people everyone
    is on board
  • Gathering data is tough
  • In some cases we have good data but cant 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
  • What kind of ARCC do you want to build?

9
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

10
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

11
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 SSNs
  • CDCP data is incomplete or programs are
    undefined.
  • Is this the noncredit story?

12
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 dont correct problems
  • Qualitative data is essential
  • Most noncredit programs have no researcher

13
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!!!

14
Healthy and Responsible Accountability
  • What could this mean in noncredit?
  • Should acts like vital signs or a compass
  • 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/index.cfm)

15
Reporting requires functional processes at
several levels
16
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

17
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
  • 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
Chancellors Office MIS Data
18
Statewide ARCC Data 2008-2010
Is this the noncredit story?
19
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

20
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

21
Persistence Indicators
Is this the noncredit story?
22
CDCP Wage Trends
Is this the noncredit story?
23
CDCP Wage Trends
24
CDCP Wage Reporting
25
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)

26
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

27
ARCC Supplemental
Is this the noncredit story?
28
ARCC Supplemental
Is this the noncredit story?
29
(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)

30
CB 21 Rubrics Created to Describe Levels Courses
Prior to TRANSFER
Discipline Credit Noncredit Likely bridge to credit
Math Four levels CB 21 A, B, C, D Six levels CB 21 A, B, C, D, E, F Levels C D
English Four levels CB 21 A, B, C, D Seven levels CB 21 A, B, C, D, E, F, G Level B or C
Reading Four levels CB 21 A, B, C, D Five levels CB 21 A, B, C, D, E Level A or B
ESL 6 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 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 Speaking Listening 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
31
TOP code changes
Deleted T.O.P. codes New T.O.P. Code or Existing Codes
4930.21 Writing 4930.70 Reading Skills Development 4930.71 Reading Skills, College Level 1501.00 English (writing) 1520.00 Reading
4930.40 Career Technical Computational Skills 4930.41 Pre-Algebra (Basic Math/Arithmetic) 4930.42 Elementary Algebra 1701.00 Mathematics, General 1702.00 Mathematics Skills
4930.20 Communication Skills 1506.00 Speech Communication or 4930.33 Learning Skills, Speech Impaired or Other appropriate T.O.P. codes
4930.80 ESLIntermediate 4930.81 ESLAdvanced 4930.82 ESLElementary 4930.83 ESLDegree-applicable 4930.84 ESL Writing 4930.85 ESL Reading 4930.86 ESL Speaking/Listening 4930.87 ESL Integrated
4930.91 ESL Civics 4930.87 ESL Integrated or 4930.90 Citizenship
32
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

33
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

34
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 writers 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. 

35
CB 21
  • Coding the CB 21 information
  • Problems
  • Feedback on rubrics

36
What is going on with these data?
  • Problems
  • Solutions
  • Definitions are incomplete
  • Metrics are not valued
  • Data tracking is often not meshed with MIS
  • No way to indicate progress or completion
  • 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

37
Potential Additional Metrics
  • Citizenship
  • ABE/ASE
  • Student identified outcomes help children with
    homework, get a job,etc
  • CASAS

38
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 12-1230 and come back for the solutions
    and local college work

39
Is This ReallyOur Story?
  • Rey Ortiz College of the Desert

40
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.

41
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

42
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

43
Is This ReallyOur Story?
  • Marne Foster - San Diego Continuing Education

44
Is this really our story?
  • San Diego Continuing Education
  • Actual CDCP Progress
  • San Diego Continuing Education
  • Recorded CDCP Progress

2005-2006 to 2007-2008
CDCP Progress and Achievement Rate ? Could be 30-40!
2005-2006 to 2007-2008
CDCP Progress and Achievement Rate 4.2
45
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
46
Is this really our story?
  • San Diego Continuing Education- CERTIFICATES
  • English as a Second Language (2008-2009)

Reported Certificates Estimated Promoted Students Potential CDCP Certificates
CBET/VESL (Multilevel) 0 360 Multilevel (follows plan) 180
Beg. Low 0 180 Beginning 180
Beg. High 0 180 Beginning
Inter. Low 0 180 Intermediate 180
Inter. High 0 180 Intermediate
Advanced 0 180 Advanced 90
Total 0 1,140 630
47
Is this really our story?
Potential CDCP Certificates of Cohort (11,456) Old CDCP Rate What New CDCP Could Be?
ESL 0 to 630 5.5
Parenting 0 to 838 (700 from Effective Parenting) 7.3
Clothing Construction 0 to 100 0.9
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
48
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/

49
Is this really our story?
  • San Diego Continuing Education

Accentuate the Qualitative What Students Are Saying About SDCE BSI! Accentuate the Qualitative What Students Are Saying About SDCE BSI! Accentuate the Qualitative What Students Are Saying About SDCE BSI! 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 agree they have made progress in their academic skills

64 of the students strongly agree the instructors understand their learning needs 100 Wow!
36 agree the 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 agree The counselor(s) are available for them when they are needed
ECC 4th Cohort John Lindem/Martin Smith
50
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
192 to fewer than 288 Business and Management 27
288 to fewer than 480 Family and Consumer Sciences 9
288 to fewer than 480 Health 20
960 or more Interdisciplinary Studies 214
Total 279
Program Type Counts
Administrative Assistant 62
Management 10
Early Childhood Education 21
Pharmacy Technician 50
High School Diploma 322
Total 465
Data Link
51
Data Collection Strategies
  • SCEs You Count! Campaign
  • Collecting more SSNs
  • DREAM team efforts
  • Program improvement
  • Tracking student progress
  • Benefits of Banner
  • Assessment scores
  • Enrollment trends
  • Certificates earned

52
Data Collection (contd)
  • Who is your district ARCC contact?
  • Who on your campus is sending data to CCCCO?
  • If its an IT person, its simply data
  • Establish a relationship
  • Find out whats in the CCCCO Data Mart

53
Is this really our story?
2008-09 SCE Award Data from MIS
SCE Actual Data
Award hours Program Type Counts
192 to fewer than 288 Business and Management 32
288 to fewer than 480 Family and Consumer Sciences 34
288 to fewer than 480 Health 40
960 or more Interdisciplinary Studies 303
Total 409
Program Type Counts
Administrative Assistant 42
Management 1
Early Childhood Education 48
Pharmacy Technician 72
High School Diploma 307
Total 470
54
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
55
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

56
MiraCosta Noncredit ESL Data 2008 - 2009
  • We also report
  • FTES and CASAS Benchmarks
  • https//www.casas.org/home/index.cfm
  • Statewide Performance Goals and our actual
    performance
  • Drop out/Stop out reasons
  • Demographics
  • Student Learning Outcome Data (SLOs)

57
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!

58
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

59
Noncredit Student Pathways
  • Work
  • Credit
  • A Better Life

60
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.

61
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.

62
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

63
Statewide Efforts
  • Noncredit Paper and Recommendations
  • Adjunct
  • PCAH
  • Title 5
  • MQs

64
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.

65
What is the Future?
  • Best Practices on 3X5 cards
  • Name
  • College
  • Email

66
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