PRE-SESSION: NEW/NEWER CURRICULUM SPECIALISTS

1. PRE-SESSION: NEW/NEWER CURRICULUM SPECIALISTS Shireen Awad, Chaffey College Stephanie Curry, ASCCC Executive Committee/ASCCC Curriculum Committee Stephanie Di Alto, Saddleback College ASCCC Curriculum InstituteJuly 10-13, 2019 Hyatt San Francisco Airport

2. This workshop, intended for new or newer curriculum specialists, will provide the basics of the roles and responsibilities of curriculum specialists. Discussion topics include requirements and procedures for submitting curriculum, an update on the Chancellor’s Office Curriculum Inventory (COCI), and course and program coding.

3. Overview • Curriculum Specialist Common Job Duties • Tasks of Others • Alphabet Soup: AKA Some Important Acronyms • Legal Aspects of Curriculum • Chancellor’s Office Management Information System (COMIS) Database and Design Objectives • Curriculum Specialists and Codes • How Curriculum Changes Affect Financial Aid • Things to Know Before Changing Codes • Program Submission Requirements • AB 705 Data Revision Project – special guests Ginni May and Erik Shearer • COCI Version 3.1 Release (June 21, 2019) • What’s Next: Guided Pathways, PCAH 7th Edition, New CB Codes, Noncredit Streamlining • Keeping on Top of Curriculum Developments • Resources • Related Breakout Sessions • Contacts

4. Curriculum Specialists Common Job Duties USUALLY, under the general supervision of the Vice President for Instruction, Curriculum Specialists: • Coordinate the curriculum approval process from the course and program proposal level through local and state approval, including ACCJC if appropriate • Assure that new and revised curriculum is documented and approved by the district and chaptered with the CCCCO in a timely manner prior to offering • Coordinate with the CCCCO in assuring compliance for program and course approval • Attend curriculum Technical Review Committee meetings to provide technical and resource support

5. Common Job Duties, cont. • Work with faculty to clarify comments and resolve issues prior to COCI submissions (Tech Review meetings) • Participate in college Curriculum Committee meetings and record proceedings • Prepare and maintain documentation related to curriculum approval (the official “owners”) • Coordinate, edit, and produce content for the College Catalog, Catalog Addenda, and Schedule of Classes • Track completion of changes for publication • Coordinate with the Financial Aid office to update the ECAR/PPA

6. Specialists Sometimes… • Assure compliance of the curriculum with Student Services in the area of Articulation, Matriculation, and Admissions and Records • Perform a variety of technical duties relative to assigned area

7. Tasks of Others Faculty or administrative responsibilities include: • Creating the Course and Program Outlines of Record • Determining Course Design (lecture/lab/studio) • Determining the course units • Assigning TOP, SAM, and other coding • Determining the Minimum Qualifications for a course * These elements should be established through collegial consultation with faculty and administration.

8. Alphabet Soup: AKA Some Important Acronyms • AAM – Articulation Agreement by Major • ACCJC – Accreditation Commission for Community and Junior Colleges • ASCCC – Academic Senate for California Community Colleges • ASSIST – Articulation System Stimulating Inter-institutional Student Transfer • BCT – CSU Baccalaureate Course by Department • C-ID – Course Identification Numbering System • CCCCO – California Community Colleges Chancellor’s Office’ • CDCP – Career Development and College Preparation (Noncredit) • COCI – Chancellor’s Office Curriculum Inventory • COR – Course Outline of Record • CTE – Career Technical Education • GECC – CSU GE Certification Course List by Area • IGETC – Intersegmental General Education Transfer Curriculum • PCAH – Program and Course Approval Handbook • TMC – Transfer Model Curriculum

9. Legal Aspects of Curriculum • California Education Code (Ed Code) • Statute • Determined by Legislation • Title 5 • Interprets Ed Code into regulations • Determined by the Board of Governors • Program and Course Approval Handbook (PCAH) • Provides course and program approval criteria and procedures • Approved by the Board of Governors • Has the force of law because it is required by regulation (Title 5 §55000.5) • The 10 + 1 (Title 5, §53200) gives faculty primary authority over and responsibility for curriculum

10. Chancellor’s Office Management Information System (MIS) Database • The Chancellor’s Office Management Information System (COMIS) is comprised of four main databases (Student, Section, Course, and Employee) that are each subdivided into smaller sub-groups of data • The COMIS Data Element Dictionary (DED) identifies the many codes that comprise the MIS databases and provides definitions as well as technical specifications/coding rules

11. MIS Database, cont. • The Course Data Elements (CB codes) are recorded in colleges’ local curriculum management systems and entered by Curriculum Specialists in the Chancellor’s Office curriculum inventory (COCI) – one active record should exist for each course listed in the college catalog or addenda • Districts submit a file to MIS for each college within the district approximately one month following the end of each term to report on courses offered and CB data checks are performed by MIS: • Referential Check - compares data reported by districts to the master course file in Data Mart (which receives information from COCI) and identifies discrepancies • Syntactical Check – validates that codes applied to courses comply with rules in Data Element Dictionary & identifies data elements that violate technical specifications/coding rules • The Student Program Award Data Elements (SP Codes)are derived in part from information entered by Curriculum Specialists within the Chancellor’s Office curriculum inventory (COCI) • Districts report information on student program awards earned during the prior fiscal year annually on September 1st

12. COMIS Database Design Objectives The Chancellor’s Office Management Information System (MIS) database has five basic design objectives: • Accountability – collection of information pertaining to students being served, their demographic characteristics, courses & services they utilize, their goals and outcomes achieved • Integration of Data – ability to link related data elements together to address questions of accountability (for example, relating student demographic data to course activity data to answer questions about race and gender of unduplicated headcount of students enrolled in various occupational programs) • Quality of Data – ongoing editing and comparison of data to provide accurate and consistent information in a timely fashion • Longitudinal Tracking – the ability to follow student progress in meeting goals and evaluating institutional performance over time • Flexibility – the ability to perform ad hoc reporting and/or analysis using available data

13. Curriculum Specialists and Codes • Typical roles may include: • Serving as a resource and providing technical guidance when needed to the curriculum chair, faculty, staff, and administrators • Develop a thorough understanding of code definitions and rules, relationships amongst and/or between codes, and the implications of changing codes • Reviewing faculty applied codes during the technical review process for new and revised curriculum to confirm they meet coding rules • Entering codes for programs and courses in the Chancellor’s Office Curriculum Inventory (COCI) • Validating that codes are aligned/consistent across various curriculum systems – local curriculum management system, scheduling system, COCI, etc. • Assisting the district in reconciling any course-level referential or syntactical MIS errors for the college during end-of-term reporting

14. Curriculum Specialists and Codes, cont. • As a new Curriculum Specialist you can prepare by familiarizing yourself with the following resources: • The CB (Course Basic) Codes in the Data Element Dictionary • Refer back often to confirm whether coding decisions will pass validation rules as local and state systems don’t always catch cross-validate or catch errors • The Taxonomy of Programs (TOP) • Coding crosswalks – TOP/CIP/SOC • Appendix B2 in the CCC Taxonomy of Programs Manual • Center of Excellence (COE) 2016 TOP-CIP-SOC Crosswalk • O*Net CIP/SOC Crosswalk • Title 5 requirements for courses and programs • CCCCO MIS Data Mart – college master course file, program file, program course file

15. Course Basic (CB) Data Elements • What are they? • Codes assigned to each course for tracking, reporting, and apportionment (PCAH 6th Edition, p. 23) • All courses have these codes, but specific to that course • For example, every course will have CB02 (Title), but will not have the same title • Who assigns them? • Faculty assign the codes to their courses • These data elements can be programmed in your curriculum management system to be completed by faculty during curriculum development or modification • Suggestion: Tech Review review codes to offer a second check or assistance • When are they assigned? • Step 1: During development of courses (faculty) • Step 2: In COCI (Curriculum Specialist) • Step 3: In local SIS system (Specialist/other assigned position)

16. CB Data Elements, cont. • Some elements originate organically from the COR • CB01: Department and number (listed as CB01A and CB01B in COCI) • CB02: Course title • CB06: Units maximum • CB07: Units minimum

17. CB Data Elements, cont. • Other codes can be programmed on the development side: • CB03: TOP Code • CB04: Credit Status (different number for credit vs noncredit?) • CB09: SAM Code • CB10: Cooperative Work Experience

18. CB Data Elements, cont. • Keep in mind some CB codes must be validated with other codes. The CB Data Element Dictionary (DED) guides us on each of these validations • In the event that the codes do not align as described in the DED, COCI will produce a validation error after submission attempt

19. Scenario 1: Reviewing Curriculum for Compliance • A faculty member is proposing a new CTE course and has assigned “B – Advanced Occupational” as the code for CB09 (Course SAM Priority Code). A “B” level course must have a “C” level prerequisite in the same program area. The faculty member doesn’t want to place a prerequisite on the course and the curriculum chair, who is new to the role, agrees: • What is your role in this situation? • Who should be included in the discussion? • What resources can you bring to the conversation?

20. Program Data Elements (MIS) • The following Student Program (SP) Award Data Elements are derived from program records entered by Curriculum Specialists in COCI: • SP01: Taxonomy of Programs (TOP) Code – Identifies subject area of program student completed • SP02: Award – identifies program Award type and whether it is credit or noncredit

21. Program Data Elements (MIS), cont. • SP04: Program Control Number (PCN) – unique 5 digit code assigned by the CCCCO to a program award; assists in mapping student completion

22. Non-Data Element (non-MIS) Program Codes • Some program codes entered in COCI aren’t specifically aligned to MIS Data Elements. These include: • Program Goal– CTE, Transfer, or Local; used to determine standards & documentation for approval and/or chaptering; not a component of state data tracking or reports • Classification of Instructional Programs (CIP) Code – new reporting requirement in COCI as of Fall 2018; long utilized by financial aid for federal reporting

23. Non-MIS Program Codes, cont. • CDCP Eligibility Criteria– related to CB22 coding applicable to noncredit courses, however, code is only used by the curriculum inventory and is not a recognized MIS student program code; identifies noncredit program categories eligible for enhanced funding

24. Taxonomy of Programs (TOP) Codes • TOP = Taxonomy of Programs • Created by the California Community Colleges Chancellor’s Office • Applied to courses and programs to identify those with similar outcomes • Exclusive to California Community College System • Structure: 6-digit codes • First two digits represent discipline (there are 24) • Third and fourth digits represents subdiscipline • Fifth digit (immediately behind decimal point) represents field (if it isn’t a zero) • Not all TOP codes have fields to select from • Asterisk (*) indicates vocational TOP code

26. TOP Codes, cont. • Determining the most appropriate TOP Code often begins with identifying the most appropriate SOC and/or CIP Code and then working backwards through the various crosswalks: • Appendix B2 in the CCC Taxonomy of Programs Manual • Center of Excellence TOP-CIP-SOC Crosswalk • O*Net CIP/SOC Crosswalk

27. TOP Codes, cont. • Uses include: • Chancellor’s Office • Identifying courses and programs within the state’s inventory that may have very different titles but similar outcomes • Reporting of noncredit courses & programs to determine eligibility for enhanced funding (CDCP) • MIS • Programs: Collecting and reporting information on certificates and degrees awarded • Courses: Collecting and reporting information on enrollment and FTES • Local use • Facility, Budgets, Faculty, Outcomes reports

28. TOP Codes, cont. • Other data systems • Student Success Scorecard – measures how well colleges are doing in remedial instruction, job training, student retention, graduation/completion rates • Data Mart – provides information about students, courses, student services, outcomes, faculty & staff • Salary Surfer – uses aggregate earnings of graduates to document what students earn 2 years and 5 years after receiving a certificate or degree in certain disciplines • LaunchBoard – provides data on enrollment, progress, success and employment outcomes for all community college pathways; includes dashboards and planning tools • Integrated Postsecondary Education Data System (IPEDS) – graduation/completion, transfer-out rates • Gainful Employment reporting – includes cost of program, financing options available (grants, scholarships, loans), median debt for graduates, length of program, prospective jobs for completers, job placement rates

29. Classification of Instructional Programs (CIP) Codes • CIP = Classification of Instructional Programs (https://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55) • Created by the U.S. Dept. of Education’s National Center for Education Statistics (NCES) • Used to organize, collect, and report fields of study and program completions • Used by all postsecondary institutions in the U.S. to code instructional programs • Structure: 6-digit codes • Two-digit codes (XX) represent summary groupsof related programs • Four-digit codes (XX.XX) represent an intermediate aggregationof programs • Six-digit codes (XX.XXXX) represent single instruction programs • There is at least one 6-digit code within every 4-digit series • *More than one CIP code can align to a TOP code • *Not all CIP codes are applicable for community colleges • Recent reporting addition for program awards in COCI beginning Fall 2018

31. CIP Codes, cont. • Uses include: • Eligibility for financial aid and veterans benefits • Gainful employment and accreditation reporting of CTE outcomes • Federal reporting (IPEDS) • Accreditation – to determine enrollment and completion rates • Baccalaureate degrees • Program awards in COCI

32. Standard Occupational Classification (SOC) Codes • SOC = Standard Occupational Classification • Created by the Bureau of Labor Statistics based on employer surveys • Used by federal agencies to classify workers into occupational categories for the purpose of collecting, calculating, or disseminating data • Occupations classified based on work performed and, in some cases, on the skills, education and/or training needed to perform the work • Structure: 6-digit codes • 867 detailed occupations (represented by the sixth digit & end with a number other than 0) are combined to form: • 459 broad occupations (represented by the fourth and fifth digits, end with 0) • 98 minor groups (represented by the third digit, generally end with 000, with a few exceptions) • 23 major groups (represented by first two digits, end with 0000) • Avoid 8-digit codes as there isn’t any labor market data for them

34. SOC Codes, cont. • Uses include: • Calculating supply and demand, developing labor market projections for job openings • Tracking program completers regarding whether they go on to a federally recognized occupation • TOP Code Alignment Project • Gainful Employment • Salary Surfer • Workforce Innovation and Opportunity Act (WIOA)

35. How Curriculum Changes Affect Financial Aid • It is the responsibility of colleges to continuously maintain a reconciled listing of the following: • College catalog • Program titles and awards in the college’s local curriculum management system • U.S. Department of Education (USDE) Program Participation Agreement (PPA) and Eligibility and Certification Approval Report (ECAR) • The PPA conditions the initial and continued participation of an institution in federal financial aid programs; it governs the ability for a school to participate in: Federal Pell Grant, TEACH Grant, Federal Work-Study, Federal Perkins Loan, and Federal Direct Loan Program among others • The ECAR lists the eligible programs approved by the Department of Education, which allows for schools to disburse funds to students • Eligibility doesn’t automatically include new programs – in some cases schools can self-determine program eligibility and report at next certification; in other cases schools must report and obtain approval prior to disbursing funds to students • USDE will ensure that CIP Code is consistent with name of new programs and that the program leads to a recognized occupation (SOC Code) where required • CCCCO Curriculum Inventory (COCI)

36. Things to Know Before Changing Codes • Before changing codes understand how the changes will affect college processes including: • Federal reports– Gainful employment, accreditation, and IPEDS • State reports– MIS reporting (term and annual data collection) • Accreditation – Accrediting Commission for Community and Junior Colleges (ACCJC) • ACCJC uses CIP codes to determine the content of programs • Funding – Strong Workforce, Perkins • Codes impact the tools that provide supply and demand data • Selecting a non-vocational TOP/SAM code can result in decreased funding • Coding a course as introductory excludes it from some metrics associated with Perkins and Strong Workforce funding • Students – Financial aid and veterans programs • Erroneous codes can jeopardize federal financial aid and veterans benefits because it may appear students are enrolled in programs that don’t exist

37. Things to Know Before Changing Codes, cont. • College processes affected include, cont. • College Planning– Facilities and program review; accreditation • Changes to TOP codes for courses and/or programs may affect program review and hiring priorities • Changes to TOP codes at the 2-digit or 4-digit level on courses and/or programs can affect space need calculations in the Facilities Utilization, Space Inventory Options Net (FUSION) planning system used for funding, managing, and completing facility projects • If codes are wrong, programs won’t show in tools like the LaunchBoard and metrics won’t be correct • When is it appropriate to change a code? • To correct coding errors • To reflect changes consciously made through the curriculum process intended to apply a more accurate code • In response to changes made to coding taxonomies (CIP and SOC codes are updated every 10 years)

38. Scenario 2: Reconciling MIS Errors • Following the end of the semester you receive notification from the individual that submits your district’s data to MIS that your college has the following MIS error for BUS 101 in Fall 2018: “TOP Code (CB03) Does Not Match MCF.” • What does this error message mean? • What type of error message is this (referential or syntactical)? • How do you resolve it?

39. Solution • What does this error message mean? • The TOP Code that was submitted for this course doesn’t match that in the MIS Master Course File (MCF) in Data Mart • What type of error message is this? • Referential: this check compares data reported by districts to the master course file in Data Mart (which receives information from COCI) and identifies discrepancies • How do you resolve it? • Validate the data across the course record in your local system that the data is pulled from, the course record in COCI, and the college’s MCF in Data Mart

40. Scenario 2: Reconciling MIS Errors, cont. • Unfortunately, that wasn’t the only MIS error the college had for the fall term. You also receive the following MIS error for ESL 123 (noncredit): “Noncredit category does not have a valid TOP Code.” • What does this error message mean? • What type of error message is this (referential or syntactical)? • How do you resolve it?

41. Solution • What does this error message mean? • The TOP Code that was submitted for this course doesn’t meet the validation requirement for CB22 (Noncredit Eligibility Category) • What type of error message is this? • Syntactical: CB03 doesn’t comply with the coding rules for CB22 in the Data Element Dictionary • How do you resolve it? • Check the Data Element Dictionary for the coding rules for CB22 to identify the valid TOP Codes for noncredit ESL courses:

42. Program Submission Requirements • New Credit Program – Certificate of Achievement, AA/AS Degree • Narrative Item 1: Program Goals & Objectives • Narrative Item 2: Catalog Description • Narrative Item 3: Program Requirements • Narrative Item 4: Master Planning • Narrative Item 5: Enrollment & Completer Projections • Narrative Item 6: Place of Program in Curriculum/Similar Programs • Narrative Item 7: Similar Programs at Other Colleges in Service Area • Course Report (CORs) • LMI and Analysis – CTE & Apprenticeship only • Advisory Committee Recommendation (minutes) – CTE Only • Regional Consortia Recommendation – CTE Only • California Division of Apprenticeship Standards Approval Letter – Apprenticeship Only • Transfer Documentation - *optional • New ADT • Narrative Item 1 • Narrative Item 2 (including SB1440 completion requirements) • Course Report (CORs) • Completed TMC Template (most recent version) • Transfer Documentation – AAM, BCT, GECC, AAM, C-ID • New Noncredit Certificate • Narrative Item 1 • Narrative Item 2 • Narrative Item 3 • Narrative Item 4 • Course Report (CORs)

43. Program Submission Requirements • Revised Credit Program – Certificate of Achievement, AA/AS Degree • Narrative Item 1: Program Goals & Objectives • Narrative Item 2: Catalog Description • Narrative Item 3: Program Requirements • Course Report (CORs) • Revised ADT • Narrative Item 1 • Narrative Item 2 (including SB1440 completion requirements) • Course Report (CORs) • Revised TMC Template (most recent version) • Transfer Documentation – AAM, BCT, GECC, AAM, C-ID • Revised Noncredit Certificate • Narrative Item 1 • Narrative Item 2 • Narrative Item 3 • Course Report (CORs)

44. COCI Version 3.1 Release (June 21, 2019) • New feature (currently optional) to apply C-ID status conditionally displays at course level if CB05 is coded as transferable – using this feature means CCCCO reviewers won’t need to search for the status of a course for a descriptor when reviewing ADTs and eliminates the need for the college submitter to attach supporting documentation for the course • One way integration with C-ID; once applied in COCI the system doesn’t send information back to C-ID and nothing is changed in C-ID in terms of history, status, or notes

45. COCI Version 3.1 Release (June 21, 2019) • New functionality added on “All Programs” tab to filter for course control number in order to identify all programs that contain a course record:

46. COCI Version 3.1 Release (June 21, 2019) • New Working Copy button added on course screen to allow users to make updates to courses over multiple sessions without overwriting the primary record so that the active version remains untouched while the editing process occurs • Users can toggle back and forth between the Working Copy and the Active Proposal • Working copies are visible to college submitters and the tech center • Once you’re ready to submit the changes click “Finalize Changes” and the following overlay will display: • Once you click “Confirm and Complete Validation” if no validation errors are found the database updates the active record with the information from the working copy because auto approval is instantaneous; the active course will change to “approved” status and the user will ultimately need to activate it

47. COCI Version 3.1 Release (June 21, 2019) • On the program screen the working copy feature includes identification of the changes made to the associated courses:

48. COCI Version 3.1 Release (June 21, 2019) • Fields exported for “All Courses” and “All Programs” reports expanded; if number of records exceeds 24,999 begin applying filters to reduce the size of the report • Substantial change tracking added to history for new course proposals originating from an existing course; for example, if course units (CB06 and CB07) are changed the following message is generated: • Currently the comment will only be added to the new course record that is generated as a result of the sub change; in a future release this functionality will extend to the course that the sub change was applied to so that the comment history will reflect the change

49. Scenario 3: When you Wish… • If you could request any feature or update in COCI what would it be and why?

50. What’s Next • Guided Pathways • Focus on Systems • Role of Curriculum in Guided Pathways • Importance of Curriculum Specialists in Guided Pathways • 7th edition of the PCAH • Date TBD • New CB Codes • Revising CB21 Rubrics • Noncredit Streamlining • Title 5 Changes