Basic Skills Curriculum: CB 21 Coding

1. Basic Skills Curriculum: CB 21 Coding • Welcome to the CCCCO CB21 Training! • Our session will begin promptly at 2:00PM. • Please type questions into the Chat area. These questions with answers will be published in a FAQ as quickly as possible. • Before we begin: •  Connect by phone to hear the lecture and question/answer: • Dial your telephone conference line: (888) 886-3951 • Enter your pass code, which is the same as the password you used to log into this session. • PARTICIPANT CONFERENCE FEATURES:*0 - Contact the operator for assistance.*6 - Mute/unmute your individual line with a private announcement.Technical Difficulty with seeing the presentation:CCC Confer Client Services is available Monday through Friday between 8:00 am - 4:00 pm at 760-744-1150 ext 1537 or 1554

2. Basic Skills Curriculum: CB 21 Coding Janet Fulks, ASCCC Myrna Huffman, CCCCO: MIS Stephanie Low, CCCCO: Academic Affairs

3. 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

4. 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)

5. 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

6. CCCCO MIS Database • Chancellor’s 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.

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

8. 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 • 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 (MIS) * Chancellor’s Office MIS Data

9. Purpose of Course Coding General Overview – • Curriculum represents the vehicle of our work. • Course data is used in ALL accountability reporting at the State Chancellor’s 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.

10. (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)

11. 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.

12. 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)

13. 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-applicable • 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

14. 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.

15. 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

16. 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.

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

18. 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.

19. 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.

20. 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.

21. TOP code changes

22. 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 don’t need to perfectly match all descriptors but should essentially match a level • You can have more than one course on a level • Don’t create levels to show improvement • Beware of the ladder length

23. 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

24. 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)

25. 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

26. 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

27. 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

28. 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. CODINGMEANING 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.

29. 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.

30. Course Coding Instructions for CB21

31. Course Coding Instructions for CB21

32. Course Coding Instructions for CB21

33. 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

34. 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

35. QUESTIONS • Janet Fulks jfulks@bakersfieldcollege.edu • Stephanie Low lows@cccco.edu • Myrna Huffman mhuffman@cccco.edu