STACKABLE CERTIFICATES – DETAILS, DETAILS, DETAILS

1. STACKABLE CERTIFICATES – DETAILS, DETAILS, DETAILS Dianna Chiabotti, Napa Valley College Leandra Martin, Mission College, CCCCC Committee, CIO President Stephanie Curry, ASCCC Executive Committee, ASCCC Curriculum Committee

2. Breakout Description Come to this session to learn why and how programs can develop stackable certificates or credentials to help Career Education students both build and document their skill levels. This presentation will demonstrate how stackable certificates can improve student success and completion while also meeting the regional workforce needs of our communities.

3. The Rules…. • Title 5, §55070 Credit Certificates

4. The Rules…. • Title 5, §55070 Credit Certificates If CO approved, called Certificate of Achievement CANNOT be called: Certificate of Achievement, Competency, or Completion

5. Background • 54% of all jobs in the U.S. require more than a high-school diploma, but LESS THAN a bachelor’s degree. • *Only 45% of working-age population (2012, National Skills Coalition) • Bachelor’s degree holders will continue to need short-term training as technology evolves • Earnings – 27% of individuals with post-secondary licenses or certificates EARN MORE than the average bachelor’s degree recipient. (Pathways to Prosperity: Meeting the challenge of preparing Young Americans for the 21st Century)

6. Data: Launchboard & CTE Outcomes Survey Completers Transfers Skills-Builders https://www.calpassplus.org/LaunchBoard/Home.aspx

8. So, Why Stack?

9. Stackable Certificates • Can be one or more courses (local vs. transcripted) • Align curriculum to workforce needs • Provide Employability Skills • Align with external certifications and/or licensure

10. Stackable Certificates • Design is INTENTIONAL • Gaps in current curriculum (program review) • Gaps in data (CTE Outcome Survey, Launchboard, Scorecard) • Employer need (lack of low to mid-entry talent) • Industry change

11. Where to Start? • Guided Pathway Meta Majors • Program Mapping • Local student demand • Instructional Faculty/Non-Instructional (Cross Functional Conversations) • Advisory Committee • Industry / Employers • DSN, SN • Other?

12. Where to Start? Q & A • Occupation-specific labor pool needs • Gaps in foundational skills • Gaps in technical and employability skills • Current industry challenges and operational obstacles • Projected changes to the industry that will impact curriculum • Partnership opportunities, including work-based learning experiences • Industry certifications most valued in and/or required of job applicants

13. CDCP/Non Credit CDCP: Career Development and College Preparation • Noncredit Courses are free, repeatable and not subject to 30 unit basic skills limitation. • Approved sequence of noncredit courses that culminate in a Certificate of Completion, Certificate of Competency or Adult High School Diploma • English as a Second Language • Elementary and Secondary Basic Skills • Short –term Career Technical Programs • Immigrant Education • Adults with Disabilities

14. CDCP/Non Credit CDCP: Career Development and College Preparation • Certificates of Completion, Certificate of Competency or Adult High School Diploma may be step one of a stackable certificate • Provide English Language Skills • Provide Elementary and Secondary Basic Skills • Provide Foundational Courses for Career Technical Programs

15. Think -- Building Blocks Occupation (Specific to job) Occupation (Specific to job) Occupation (Specific to job) Occupation (Specific to job) INDUSTRY RELATED (apply to a particular industry pathway) INDUSTRY RELATED (apply to a particular industry pathway) FOUNDATIONAL SKILLS (may apply to many careers; skills can apply to work and/or future schooling)

16. . . . with Specialty Blocks specialization specialization specialization specialization specialization specialization Occupation (Specific to job) Occupation (Specific to job) Occupation (Specific to job) Occupation (Specific to job) specialization INDUSTRY RELATED (apply to a particular industry pathway) INDUSTRY RELATED (apply to a particular industry pathway) FOUNDATIONAL SKILLS (may apply to many careers; skills can apply to work and/or future schooling)

17. . . . With Work Force / Industry S S S S S S Occ. Occ. Occ. Occ. S INDUSTRY RELATED INDUSTRY RELATED FOUNDATIONAL SKILLS

18. And transfer options…..

19. How high???

20. Examples • Health – LA Mission College • Early Childhood Education – Mission College • Horticulture – Statewide (Mapping Upward) • Child & Family Studies – Napa Valley

21. LA Mission College - Health

22. Horticulture

24. Other Considerations….. • Scheduling courses to accommodate working students • Offering courses online • Awarding credit for prior learning • Making college affordable • Assisting students with individualized pathways • Evaluate every year!

25. Mission College – Early Childhood Education Pathways Adult Education Pathway: • Identified a population of adults interested in a career in Early Childhood Education through our Adult Education Grant • The identified population of adults lacked foundational skills in English • Offered ESL Noncredit certificate offsite at Adult Education Site • Students come to Mission College to complete the Child Development Certificates

26. Mission College – Early Childhood Education Pathways

27. Mission College – Early Childhood Education Pathways English as a Second Language: • Beginning ESL (Noncredit) Certificate of Competency • and/or Child Development: • Associate Teacher (Credit): Certificate of Achievement • and/or • Early Intervention Assistant (Credit): Certificate of Achievement • and/or • Master Teacher: (Credit) Certificate of Achievement

28. Stackable Certificates . . . • Prepare students for • Can increase • Reflected in

29. “Sequence of credentials that can be accumulated over time to build up an individuals’ qualifications and help them move along a career path or up a career ladder to different higher-paying jobs” U.S. Department of Labor

30. Guided Pathways Application- Role of Certificates

31. GP META MAJOR SAMPLE

32. Focusing on Holistic Student Support Grounded in Equity MAPPING WORKSHOPS •2 Hours Cross Functional Conversations on Programs including Instructors, Deans, Counselors, Support Faculty and Staff •Focus on most efficient path for students to complete program including GE where applicable •Review potential support services and activities to support student success and engagement •Identify potential roadblocks or bottlenecks for students •Give students the information they need to make informed choices •Reviewing Achievement Data and Number and Types of Degrees and Certificates and Stackability

33. Mapping Outcomes •95% said they were satisfied with the Mapping Sessions •97% said they had a better understanding of the role of Counseling •100% said they had a better understanding of their program •100% said they thought the maps would be helpful to students

34. What They Said--COLLABORATION •“The collaboration between discipline faculty and counselors was much needed and helped to clarify the importance of scheduling certain courses in particular semesters. Overall, I think we are moving in the direction GP suggests: collaborative efforts across campus personnel (success teams) to promote student success.” •“One of the highlights of the mapping process is the collaboration and the different perspectives of all staff members, working together to develop plan that focus on student success” •“The collaboration between faculty and counseling. I think both learn quite a bit from one another. I hope this collaboration continues”

35. Questions Dianna Chiabotti, Napa Valley College dchiabotti@napavalley.edu Stephanie Curry, ASCCC North Representative stephanie.curry@reedleycollege.edu Leandra Martin, Mission College Leandra.Martin@missioncollege.edu

36. References • Center for Occupational Research and Development, for CCC-CTE Stackable Certificates Initiative; US Department of Education Stackable Credentials Toolkit (April 2018) • Community College Research Center, Columbia University. Stackable Credentials, Awards for the Future (May 2017)