Tracking Student Progress Through Basic Skills: A Discipline Framework

1. Tracking Student Progress Through Basic Skills: A Discipline Framework Please log into the phone as well as the computer with the same code 459192 Please put phones on mute *6 We will start at 11:00 Janet Fulks, Bakersfield College Marcy Alancraig, Cabrillo College ASCCC Basic Skills Webinar Series

2. Tracking Student Progress Through Basic Skills: A Discipline Framework Janet Fulks, Bakersfield College Marcy Alancraig, Cabrillo College ASCCC Basic Skills Webinar Series

3. Outcomes for this Session • Relate the story of CB 21 coding for basic skills • Demonstrate what this project might mean for your college

4. How do you define basic skills? Type the answer in the chat box. Title 5 math reading writing ESL

5. Basic Skills improvement was only 50% ESL improvement only 47.4% There was no movement for a decade. • THE MYSTERY • Why did the AARC report reveal that less than half the students in basic skills and ESL were progressing?

6. To find the clues • First we need some basics

7. CB Coding - Course Basic Data Elements Every course is described or defined by course basic codes (CB coding) that assign data elements to allow reporting and analysis according to specific curriculum functions. Some examples: • Course title (CB 02) • TOPs code (CB03) • Credit status (CB 04) • Transfer status (CB 05) • Basic skills/ Degree applicable (CB 08) • Repeatability (CB 12) • Course Prior to Transfer (CB21) • Noncredit Category (CB22) • Part of a Program (CB24)

8. Uses of Course Coding The following represent a few reports created purely on the MIS * coding without ever referencing the Course Outline of Record: • Allocation of funding to the colleges • Census data • FTES counts for apportionment • FTEF counts for staffing reports • Equity reporting • Reporting to the federal database IPEDS • Report to the California database CPEC • Report to the state legislature ARCC – Accountability report for California Community Colleges • * MIS = Management Information Systems

9. CCC 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.

10. How is the data used? The data, based upon the coding, can be used to • Justify funding increases or decreases • Provide a rationale for policies • Provide accountability for expenditures such as Perkins and Basic Skills Initiative Dollars • Program review • Educational improvement

11. ARCC Report Basic Skills Supplemental Report Basic Skills Success and Basic Skills progress by discipline Math (4 levels credit Reading (4 levels) Writing/English (4 levels) ESL (writing, reading, speaking/listening, 6 levels; integrated) Plus number of sections & assessment levels & noncredit • Basic Skills Success • Basic Skills Progress – progress up the levels CB A to B to C to college level

12. The Problem Discovered! • The Coding was Not Consistent with the Curriculum .

13. Student Success Conference 2009 CB 21 had no consistent definition • Used to mean “courses prior to college/transfer” but … • What is transfer level? • What is college level? • Prior to Fall 2009 – meant graduation requirements • Currently • graduation requirements = intermediate algebra (college level but not transferable) • Currently Title 5 allows Algebra as degree applicable which then dictates that this is equivalent to college level .

14. Sample Coding –Credit Courses

15. Coding Problems Some CB coding was incorrect • All coded at the same CB 21 level • CB 21 coded backwards or inconsistently • Some courses are incorrectly identified as transfer (CB 05) • Some courses are incorrectly identified as degree applicable – contrary to Title 5 (CB 08) • Some courses are NOT identified as Basic Skills when they were basic skills • Some courses were placed in the wrong TOP codes

16. Student Success Conference 2009 The solution to the Problem! • Gather Faculty to create rubrics to define what each level below transfer means

17. ASCCC Organized Meetings • English • Reading • Mathematics • ESL • Non-Credit

18. CB 21 Rubrics • Developed by over 350 faculty • Work included national literature research • Created CB 21 rubrics for statewide levels of all courses within common guidelines • Vetted by over 300 faculty • Shared with professional groups (CATESOL, ECCTYC, CMC3,CRLA) • Officially adopted by all 110 colleges April 2009 RESULTS…….. • Corrected existing coding inconsistencies • Involved collaboration of faculty, selected curriculum committee members, discipline faculty, CIOs and researchers

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

20. Student Success Conference 2009 Where are the Rubrics and Guidelines? • They can be found at http://www.cccbsi.org • And the CCCCO website

21. How can you use the rubrics? • Let’s answer a few key questions • Type in your answer to the questions below

22. ? This CB21 recoding process A. required new TOP codes for all ESL, basic skills math, English and reading B. corrected existing inaccuracies in CB 21 coding C. aligned statewide levels of basic skills courses D. helped correct other CB data elements E. did all of the above

23. ? Which of the basic skills courses are coded with CB 21? • Reading, math, ESL and writing (English) courses in a sequence • All reading, math, ESL and writing (English) basic skills courses • Study Skills courses • Transfer courses • None – all of the above are basic skills

24. ?Can a course be coded as both degree applicable (CB04) and basic skills (CB08)? • Yes • No • Under some specific conditions

25. ? Can you have more than one course on a specific CB21 level ? • Yes, it is allowable • No, it is not allowable • Yes, it is allowable but you should examine why

26. TOP code changes

27. ? When courses are coded, are you allowed to have gaps? For instance CB 21 D,C,A ? • Yes gaps are allowable • No gaps are not allowable • You may have gaps but this should result in discussions about your curriculum

28. Things to Consider • Student success: • Should you have more levels or fewer levels? • The longer the ladder the fewer students complete • Research indicates too many steps are a barrier to progress • There are TIPPING POINTS • Dialogue: • Stimulate discussions about basic skills and degree- applicable courses appropriate to your college vision, mission and culture

31. Student Success Conference 2009 Now that you know about CB 21, what might this information mean for your college specifically?

32. Coding Makes a BIG Difference in Outcomes Reports!What will you do at your college?How will you define basic skills? Thanks