DULCE DELGADILLO: Right, 10:00. Good morning, everyone. So happy to see so many participants, and interest in this webinar. Just to let you know, you are in the Noncredit 101 classroom. This is the Noncredit 101 classroom. So before we go, I want to thank everybody for spending some time with us this morning. 

We're going to go over some slides. We have a packed agenda, and we're really excited to cover this topic of Noncredit 101. We are the California Adult Education Technical Assistance provider, so the CAEP TAP on the side of the California Community College kind of coin side. 

So we are partners with the SCOE TAP, as well, who's been doing this work for the last couple of years for the California Adult Education Program. And we're really excited to be on board and partner, as both of us serve as the TAP for all of our consortiums across the state. So before we get started, we're going to go around and do some quick introductions. 

My name is Dulce Delgadillo. I am the Director of Institutional Research and Planning at North Orange Continuing Education. We are housed in the North Orange County Community College District, and we are a standalone noncredit institution. And we'll dive a little bit into a little bit about who we are further in this institution, but I'm going to hand it over to my colleagues. Dr. Lisa, go for it. 

LISA TAKAMI: Good morning, everyone. Thank you, Dulce. Dr. Lisa Mednick Takami, we are so delighted to have all of you with us on this Friday morning, to dive into credit Noncredit 101. We regret that our dear esteemed colleague Harpreet Uppal is not able to be with us this morning, so I will go ahead and hand it over to my other esteemed colleague, Jason Makabali. 

JASON MAKABALI: Good morning, y'all. I'm Jason Makabali, Senior Research Analyst over here at NOCE. Pleasure to meet you all, Happy Friday. 

DULCE DELGADILLO: Happy Friday, yes. Thank you. All right, Lisa, go for it. 

LISA TAKAMI: Before we do our opening poll, we also just wanted to take a moment as Dulce mentioned, we are CC TAP. We are one arm of the integrated CAEP office, along with our colleagues at the Sacramento County of Education. 

The other arm of the integrated CAEP office we wanted to acknowledge, the CAEP state leadership office, from the Chancellor's Office, Mayra Diaz, Cora Rainey, and Sanjay Mehta, as well as our leadership from the California Department of Education, Dr. Carolyn Zachary, Neil Kelly, and I believe Diana Batista was planning on being with us. 

So as you know, that we are an integrated CAEP office, TAP office, for our educational system, serving more than 480,000 students in the State of California. So as we begin to get to know you, the practitioners who have joined us this morning, I'm going to ask our colleague Pragyee Mool to cover a couple of housekeeping items. And then we're going to go into our opening poll, so that we can get to know a little bit more about you, Pragyee Mool. 

PRAGYEE MOOL: Hello, everyone. My name is Pragyee Mool. I'm an Administrative Assistant for the Office of Institutional Research and Planning, NOCE. I provide administrative support to OIRP, and I'm here today to support the team with today's webinar. 

And some housekeeping stuff, please share your name, institution, and job title in the chat for attendance purposes. And quick heads up, the webinar will be recorded and it will be available later. At the moment, all the participants are muted, but there will be a Q&A section towards the end of the webinar. 

If you wish to ask a question, please raise your hand and unmute yourself to participate. And one last thing, we would really appreciate if you could fill out the feedback survey at the end of the webinar. 

LISA TAKAMI: Wonderful, Pragyee. Thank you, and I saw Holly Clark, one of our SCOE colleagues who has joined. Holly along with Mandilee Gonzalez, and Renee Collins are our immediate colleagues at the SCOE TAP office. 

At this time, we invite you to conduct the poll. We have just a few questions, to learn a little bit about what part of the state you're in, the role that you may hold. And we will be able to visualize this, and then we will take a look at our agenda. 

DULCE DELGADILLO: All right, great. So we should have a chat, yeah. Let me see, so you can either take your cell phone and go ahead and scan this QR code, or we can go into this website-- and I'm going to go ahead and put it in the chat as well. And you can go through the series of the questions. 

Let me see. Where is the Submit? We're going to go ahead, yeah. I'm going to go ahead and put it in there as well, thank you. And yeah, if you could participate in this poll, just so that we can get a pulse of who is in our audience, that would be great. I'm going to go ahead and share my screen. All right, so we can see here, select your sector that you are in. OK, so we have 41 participants. 

Well, I'm a data person, so I always love it when that N is higher up. So please make sure that you are participating. So it seems we have around 27 representatives from the California Community College District. We have some colleagues from our K through 12 adult schools, colleagues from our county office of education. 

We know that CAEP consortiums are made up of also community partners, so we have some community partners in here and we have some others. Great, all right. Go ahead and take it to the next one OK, so if you can go ahead and take it to the next poll. And this is, how long have you been involved in the California Adult Education Program? 

So how long have you been here with us? Are you fresh and green in the CAEP world, less than a year? Are you the one to three years? Have you been here from its inception? That's 7 plus year time-frame. 

So if you can go ahead and use that QR code to go to the next question for this, that would be great. I'm going to go back to this one, we got some more here. All right, that's 59. We're going to see if we have some more on this end. 

JASON MAKABALI: And Dulce, I think you might have to hit something on your side to trigger the next question. 

DULCE DELGADILLO: I see, OK. All right, let me see. I may have to do this, yeah. OK, thanks for your patience, everyone. We appreciate it. 

All right, sorry about that. Go to my presen-- we're going to continue. Sorry for the advertisement. All right, so we're presenting here. 

OK, all right, so we're going to go to our next one. And we probably have two, so let's view the results. I'm going to see if we can. I don't know, so are you able to use this code here to be able to go in? Are we still having issues here? 

JASON MAKABALI: Mine are saying, please wait for the presenter to show the next slide 

PRAGYEE MOOL: Yeah, mine too. 

LISA TAKAMI: Yeah, that's where I'm at. 

DULCE DELGADILLO: Let me see. 

JASON MAKABALI: Looks like you've hit your 50 participant limit for this month, so you might not be able to-- 

LISA TAKAMI: No, we were-- 

DULCE DELGADILLO: Yeah, that's probably what it is. All right, so-- 

LISA TAKAMI: Actually, we were told that for this one poll, we could have up to 500, but apparently that may not be the case. So we appreciate your patience, and we may not be able to finish the poll. 

DULCE DELGADILLO: Yeah, so it is perfectly OK. We are really just trying to find out just a little bit about you. So maybe what we can do is-- yeah, great, I already see-- if you can actually just put in the chat, just how long have you been in the CAEP world. We can go ahead and do it that way, and I can see where we're at. 

So have you been here for four years, five years, seven years? Great, five and a half years. We see less than a year, two years, awesome. Since 2014, 15 years, that is amazing. The other piece that we're really interested in knowing is, what region are you from? So are you from the North, are you from Central, are you from down South? So thank you so much. 

Great, if you could just put in the chat, what region are you from, North, Central? If you want to put in the name of your consortium, you can go ahead and do that. We just wanted to get a sense of who our participants were, and who is in our audience? Because we know we always have diverse stakeholders in our audiences. 

So thank you so much for your understanding. And you got to love technology, but sometimes it doesn't work for you. All right, thank you so much. Antelope Valley, we got some South Bay, we got some partners from the North, from State Center. Great, thank you so much. East Bay, perfect, all right. 

LISA TAKAMI: OK, great. Thank you. So friends, we appreciate your patience. We are aware of Zoom polls. We've used them before. We wanted to be able to visualize some things for you, but when we send out some follow-up information, we will visualize everything that you put in the chat. We thank you kindly for it. 

Here is our agenda for today. We would like to be able to provide you all with a broad overview of noncredit programs. And students, here are some of the things that we hope that you will walk away with. Some of the legislative language, excuse me, tied to community college noncredit courses. Differences between noncredit and credit programs. 

Some funding basics for noncredit apportionment. An overview of what we call CDCP, Career Development College Preparatory . The role of the academic senate in terms of noncredit guidance, I'll be covering some slides on that. And overview of the MIS data process for noncredit, and an overview of the AEP dashboard. Next slide, and I'll turn it back over to Dulce. 

DULCE DELGADILLO: Great, thank you. So before we get started into the big buckets of noncredit, we really want to get started as to why noncredit was even created in the first place. So when we talk about legislative, we're talking about Ed Code Title 5. And so what you see up front right here, is really in the Ed Code. 

Noncredit is specifically called out as a part of the community college system, as part of the system of higher education. So noncredit was very intentionally built for a specific aspect of serving the community college community, and serving the community itself. We want to make sure that it is called out. And so what does this mean in terms of actual implementation? 

So right off the bat, we want to just point out some very big differences on credit versus non credit. So on the credit side, what we're doing is, we're awarding degrees and certificates of achievement. Whereas for noncredit, we're awarding certificates of completion and competency. So we have our CDCP certificates, chancellor approved certificates. 

On the credit side, we are generating apportionment. Similar, on the noncredit side, you are also generating apportionment but it's actually two levels. So we're going to be talking a little bit about, what does that look like? On the credit side, you have the student fees that are applied, noncredit, there is no financial aid. 

So students are not going through your typical financial aid onboarding process, they are going-- and their fees are kind of different, but technically, there are no student fees associated with the noncredit coursework. Degree applicable on the credit side, and non-degree applicable. For noncredit, you're looking at enhanced noncredit through that CDCP lens. 

So we'll talk a little bit about, what does that mean? Specifically, when we say sequence, what does that mean? And then also, there's no units associated with noncredit. Really our bread and butter is ours, but we will also discuss how that's also been flipped on its head. And it's repeatable. 

Many times, this is why noncredit is very enticing, because you can take it as many times as you can. Whereas on the credit side, it is unit bearing and it's not repeatable in certain circumstances. So the approval process for the credit side is through your curriculum committee, and that governing board. 

On the credit, noncredit side, you're looking at these limited 10 categories which noncredit can be offered. And the approval process is also going through this curriculum committee. It's also going through a governing board process, and it's going through a chancellor's office process as well. On the left hand side, you can see what your Title 5 noncredit categories are. 

So if you're going to be coding noncredit classes, overall in your program and in your institution, you're going to be coding them as one of these 10. So your ESL, immigrant education, ASE/ABE, which is your elementary, secondary basic skills. Health and safety, your course is for adults with substantial disabilities. 

So at NOCE, we have a pretty big program that has multi-tracks for our students with disabilities, parenting classes which has grown significantly within our CTE program. Home economics is also a part of this courses for older adults. And what we have seen as CC TAP is that older adults for some of those programs, makes up almost half of their noncredit programs. 

Short-term vocational, which is typically when we talk about those short-term certificates, career technical education, and workforce preparation. When we narrow down that umbrella of noncredit instructional areas to those seven areas where CAEP program areas are really focused in, you can see in a visual manner here, how they're aligned. 

So we're covering ESL in the similar manner with-- through civics and citizenship. We have ABE/ASE under that CAEP umbrella as well. CTE is broken up into this short-term CTE workforce prep and pre-apprenticeship, similar into some of the Title 5 areas. 

We also serve adults with disabilities, and then adults training to support child school success. So notice that there are some areas of the noncredit Title 5 areas, that are not encompassed in CAEP. And so really when we're thinking noncredit system-wide, we're talking about those 10 areas. 

When we're talking about CAEP, we're talking about these particular areas. All right, so let's get into the funding. How does noncredit get funded at your institution? Well, if you're a district that is receiving apportionment, typically what you're receiving is funding apportionment through your full-time equivalent student. So that is your FTES. 

If you're in a registrar office or maybe an IR office, I'm sure this very well. So FTES is not a headcount. FTES is actually equivalent to 525 hours of student instruction. So you can have one student who completes 525 hours of instruction, and that's one FTES or you can have 525 students that complete one hour of instruction in the entire year, and that would still be an equivalent to 525 hours. 

So typically again, what we are looking at is hours of instruction. How many hours of instruction is the student participating in, in their noncredit coursework? And that is what's giving you your FTES. Typically, this is gathered through a process called positive attendance, where we are actually capturing specifically what is the hours of instruction? 

Versus another method that has been introduced since the pandemic, which is called the alternative attendance accounting method. And I'm going to be tackling some of these questions in a bit, because I want to make sure that we do get through all of these. So once I get to a break, I can tackle some of these as well, unless someone on the team wants to respond to them. 

All right, so funding for noncredit continued. So again, why does enhanced funding matter? Well, you have two layers of funding for your noncredit courses, your noncredit FTES. And what you're seeing here is your reimbursement rates for your 22/23 academic year. 

So reimbursement rates were at around $4,000 per FTES, for your basic noncredit areas, which you see on the right hand side at the bottom. For your enhanced areas, which is your CDCP, which requires a curriculum process and sequence of courses. 

And there's another process for the courses and for the program itself, with an ESL basic skills, short-term vocational and workforce prep, those courses for each FTES gives you an enhanced reimbursement rate of $6,788, which is much more on par to your credit side. 

So when you're thinking about this, and thinking about implementing or scaling up your noncredit program and you're looking at it through a fiscal lens, you're really trying to understand, where is it that you want to offer your enhanced CDCP courses to get that $6,788 enhanced funding? Versus your basic noncredit courses. 

And what type of mixture between the two you want to offer, as part of your comprehensive noncredit program. So this is a visualization that we did locally for NOCE, as to explain to a variety of stakeholders as to why FTES is important and why it's tied to resource allocation. 

In 2020, this old alternative attendance accounting method really resurfaced, as a result of noncredit programs not being able to submit positive attendance hours to our MIS. So that is our management information system, as part of the Chancellor's Office. 

If you are a WIOA school and you use TOPSpro Enterprise, you are entering those hours potentially into that system. But on the community college side, where we are required to submit our management information systems or our MIS data to the Chancellor's Office for our apportionment funding. 

It was really kind of this puzzle piece that we needed to figure out as to, how are we going to be submitting hours for both our positive attendance hours, which we are recording and our alternative attendance accounting method? 

And so this is a calculation that was developed by the Chancellor's Office, that is allowable for apportionment funding for any distance education courses that are asynchronous. And what we see in the last couple of years since the pandemic, is the growth of distance education among noncredit programs. We have surveyed our students. 

This is something that they want, that they want as an option for all of their noncredit courses. And we see a growth in this across the system, across our state as well. And so as part of this alternative attendance accounting method, really what you're looking at is much more of a similar model to the credit side. 

Census-based, you're looking at two points at a census base, at your average contact hours based off of your course of record. So it's really much tied to your curriculum, but you're looking at, based off of what you had stated, that your hours are for the entire course, what was your average contact hours based off of your enrollment at the 20% of that course and at the 60% point? 

And if you know and you work in the credit world, you know that that's exactly where we have our census states, at this 20% mark. Where it is slightly different, is that we're actually for noncredit. We're looking at two census dates. We're looking at a 20% and a 60%. 

And so it does throw a little bit off, but I have many slides on this and I know this one's a little bit harder to process and digest, but it is something that has resurfaced in the noncredit world, that is an allowable methodology for apportionment. This is another visualization that I like to use, in order to explain the pieces of the alternative attendance accounting method. 

So when we're trying to derive your FTES and you're looking at, OK, how many FTES did this distance education noncredit class, asynchronous noncredit class to result in? You're looking at really, that attendance captured from those two census dates, but also, you're looking at your WSCH factor, which is your Weekly Student Contact Hours, which is your course of record hours. 

So this is again, tying back to your curriculum, how many hours did you say that noncredit course was going to be for the entire course? And you're dividing it by 54, and that's how you're deriving your weekly student contact hours. 

In addition, you're going to need to know, what is your course of record? So what does that mean? Your course of record is something that's being developed at the time of your curriculum development, and this is going to be your total number of hours of instruction. 

So how many hours of instruction is the student going to be participating, in addition to outside of classroom hours, such as labs or such as this scheduled outside of homework hours, in addition to scheduled instructor contact hours? 

So for this particular attendance accounting method for FTES, we're actually looking at course of record hours in three ways, total number of hours of instruction, outside of classroom hours and instructor contact hours. 

So one of the pieces you want to start with is, are you encompassing all three of those pieces in your course of record hours, when you are using this methodology for the FTES? And then the last piece that you want to look at, as you're kind of trying to figure out what FTES is being generated for these courses, is your term length multiplier. 

And this is really set at a district level. So again, if you are a single college district, then you're submitting as just one institution, one district. But for example, we are a multi-college district, and we submit our MIS data with Fullerton College and Cypress College. So you're going to want to know and have answers as to, what is your term length multiplier? 

And typically, it is those who submit your 320 or your MIS data at your institutions, who's going to know the answers to this. All right, so again, this is the same thing. There's three slides. It's pretty much the same information, but just presented in different ways. 

The for noncredit distance education, the method that is typically being used is going to be the alternative attendance accounting method, where you're going to be looking at your 20% point and your 60% point. 

All, right so we're going to shift gears a little bit from funding, and go into your career development college preparatory classes. So what does this mean? So this is actually outlined in your education code, and these are noncredit courses that are sequenced, leading to a certificate of completion. 

So you're looking at perhaps your short-term vocational certificates, or you're looking at your CTE, maybe longer apprenticeship. So you're going to want to make sure that they are a sequence class that are leading up to a certificate, and that's what's going to constitute those courses as CDCP. 

There is an approval process that they go through, but starting first, is making sure that they are sequenced. It also leads to improved employability and job placement opportunities. So this is a language that's very familiar in our CTE programs, and it leads to a certificate of competence in a recognized career field, as articulating. 

So when we're looking back at our CDCP courses and what they're qualifying here, we're looking at ESL, basic skills. And again, those preparatory CTE courses. All right, lastly, on CDCP, why are you doing this again? Well, it does result in that higher apportionment rate. They're sequenced, so it aligns much more into that guided pathway's framework. 

We have a journey for our students to be able to start and end, and they can see what that sequence looks like. And it's also vetted through the Chancellor's Office. So it goes through a curriculum process that is pretty rigorous. 

And so you're able to be able to say to your students, hey, these are CDCP and they have had to go through this process. So again, here are the groups in which the CDCP courses are able to-- these are the courses of groups that qualify. 

LISA TAKAMI: Thank you, Dulce. So everyone, I know that we've had some important questions about distinctions between programs. I'm answering questions as I can. Please note that all formal questions that we're not able to address, will be addressed in a document that we will send to the LISTSERV. 

And we will have instructions on how to join the Listserv- if you're not already on it, a little bit later. So why do students participate in noncredit education? There are wide variety of reasons. As those of us who work in adult Ed know, some of our students come-- many come to improve their English. 

Some come already with baccalaureate degrees, so adult Ed is really an onramp for students learning basic adult literacy skills, obtaining a high school diploma, building skills for a new job or a promotion, preparing for credit courses at the community college or at a four year university. 

All of them, I would say are building self-sufficiency, independence, personal enrichment, and really a pathway to upward social and economic mobility. Next slide, please. So the next few slides are taken from an excellent noncredit toolkit, a roadshow for success, from the California Academic Senate. 

And the California Statewide Academic Senate has sort of grouped noncredit courses into three different categories. And those are onboarding classes, college readiness, academic readiness, career exploration, some of the other ones that you see. Then there are another category of classes that are known as complementary. 

You'll be hearing more in our future presentations, about mirrored courses. So courses that exist on the credit side, that are then mirrored on the noncredit side, so that students can have a pathway from noncredit to credit. And then support courses. Finally, we have another third curricular area of capstone or industry courses, vocational career prep and sustainability. 

Next slide, please. There we go. Sorry, I was not seeing my arrows, that I'll be able to do that. Here are some of the pathways and outcomes from just general. Certainly you want to align courses, the noncredit, as well as the noncredit to credit side, to allow students to move through paths and towards their desired outcomes, both educational and workforce. 

Collaborating with colleagues to build and/or scale noncredit is crucial. And I know one of our colleagues, Heather Maloy is very interested in scaling up noncredit at San Joaquin Delta. And what we have learned working with our colleagues at the statewide senate, is it's so important to build this collaboration. 

So for example, those collaborations between credit and noncredit faculty, on designing pathways. Curriculum and program review committees, Dulce mentioned the curriculum review process a little bit earlier. And we're finding that noncredit instructors who participate in those curriculum committees, it's very crucial for creating that experience for students. 

And hiring full-time noncredit faculty is available. Many of our institutions-- so we are a standalone noncredit institution. We have full-time faculty members, and we also have a great number of part-time faculty. I'm having a problem bringing up my arrow. Dulce, do you mind-- there we go. Thank you. 

All right, so embedding noncredit into campus culture. Here are some of the critical inquiry questions that the statewide academic senate has posed. If you are a campus that is looking to either develop or scale, what skills would students need to have before entering your class, if you're creating a new class. 

How familiar are you with noncredit? And if you're not familiar, you're in a great place this morning. How many hours would the course be? And does the course fit into an existing pathway? And if so, how? So we really are not looking to create boutique programs. We're really looking at integrated pathways for students to be able to progress. 

If I could get the next slide, please. Here is the importance of noncredit in terms of pathways. noncredit leads students in a variety of directions. It could be into credit programs, so an ESL student who goes on to be a registered nurse for example. 

noncredit courses into CTE certificate programs. Dulce talked about CDCP, but there are also lots of CTE courses and certificates, programs and pathways on the credit side. Career track programs, vocational training, some of our students go directly into employment. 

And we know that a number of them are interested in gaining their ESL skills, and their ability to become citizens in this country. So we have a wide variety of educational goals among our noncredit students. Next slide, please. I'm not going to show this video, but the Chancellor's Office has system webinars that comes out each month. 

This particular link which you will receive, I believe it was to the August-- that was really linking what we're discussing about noncredit today, with the Chancellor's vision 2030 and how these two things are linked. So I encourage you to take a look at that webinar on another occasion. And I will hand it back to Dulce. 

DULCE DELGADILLO: Great, thank you, Lisa. Trying to answer questions. All right, and we will get to your questions as well once we can. OK, so what does noncredit look like? So like I mentioned earlier, we are a standalone noncredit institution, North Orange Continuing Education. 

And in fact, there's only two of us that exist in the entire system, that's a standalone noncredit. So that means we only offer noncredit courses. Typically, what is noncredit in the California community college system, is a kind of program in your institution, in your noncredit program. So sometimes we see it lives in ESL, sometimes we see it lives in career technical education. 

It depends in different areas. But as far as why we are unique in the sense of noncredit programs, it's that we are a standalone. We only offer noncredit programs. And therefore, our Office of institutional research and planning solely focuses on noncredit data. 

So we are very aware as to the flow and the processes, and how noncredit data flows through our California community college system. So as part of our institution, we actually have five main programs, career technical education, disability support services, ESL or high school diploma and GED HiSET. 

And then we have a life skills education advancement program, which is largely made up of our emeritus program, where we are in our residential facilities, community centers, and offering courses to our older adults. We have three main campuses, as you can see on the bottom. And we are in over 60 community sites. 

That has actually gone down because of COVID, but we are very much embedded in the community offering these courses for the community, in partnership with other community organizations. Just a little bit about our numbers, what does a noncredit institution look like demographically? 

So our students-- we are serving around 15,000 students or we actually just pulled our 22/23 numbers recently. So in our next iteration of this, we will most likely update this. But from the previous year, you can see that we're serving around 15,000 individual students. Our gender mirrors what our Orange County population is, in North Orange County. 

So mostly female, with about a quarter male. As you can see, in our age group, we have a large population that is older adults, 66% is 55 plus and then we have another 20% that's around 18 to 34 and, another 20% that's around 35 to 54. 

In regards to our race ethnicity makeup, about a quarter is Hispanic, about another quarter is White, with around almost 1 in 5 Asian Pacific Islanders and around 1% of Black African-American. In terms of enrollments, those 15,000 students yielded around 53,000 enrollments. And what we saw is that our student population is very diverse. 

We have students that are not graduates, and are coming to complete that coursework. We have around 11% of our students who have bachelor degrees, either achieved them here in the United States or achieved them internationally. Around 8% of our students are immigrants, and around 8% of our students are first time. 

And in fact, when we looked at this data, most recently, we saw that proportion of first time students has also really jumped up. In regards to educational goals, the top three goals for our students at noncredit is educational enrichment, basic skills, and career exploration. So what we see, is that a lot of our students are kind of doing multiple things. 

And having noncredit really support that pathway, whether it is, they're, taking coursework in the credit side. They are having a job, and gaining that experience and trying to gain some skills associated with that pathway, or transitioning careers and trying to get a new skill set to be able to transition to maybe a different sector. 

So in all of those pathways, we see our students really using noncredit as a support structure for their educational goals. And what you see on the right hand side, is an example of a pathway that North Orange Continuing Education has really tried to execute the last couple of years with our partner, Cypress College. 

So what we see here is, at NOCE, we offer a funeral services assistant certificate program. This is a CDCP certificate program that our students can start a pathway there. Then they have multiple options. They can go to Cypress College, where they can transition over to get an AA. They can also transition over to some support structures at Cypress College. 

And Cypress College has moved forward in not only awarding an associate's science, but they just got the ability to be able to award a bachelor of science in funeral services. So now, we have the potential to be able to build a full pathway, starting with noncredit being onramp for our students, and going all the way to potentially the baccalaureate, with a partner college within our district. 

So again, noncredit looks very different across our system. We know that. This is just one example of how a standalone noncredit institution has partnered with our credit institution, to be able to build those pathways for our students. And lastly, I just want to cover on this end, what are student services? So student services is a huge piece of this. 

We want to make sure that our students are supported. That they have the tools to be able to be successful in their journey. And so really at North Orange, we have a variety of student services that we focus on. Orientation is part of our onboarding process. 

Despite AB 705-- which is the assessments, going away, assessment is still very much a part of noncredit. With our CASAS testing, and potentially other types of assessments, potentially TABE, for high school. But what does that look like for your noncredit programs? 

Counseling and following up. And for our students with disabilities, we have a very comprehensive program, where that includes job placements, counseling, tutoring, and we assist them with registering. Now, I'm going to transition it over to Jason. 

JASON MAKABALI: Hello, all. So now we're going to go into noncredit data reporting. Primarily, noncredit data is reported through the California Community Chancellor's Office, Management Information Systems. There is no difference really, between the noncredit and the credit reporting. It's all integrated, much like our integrated CAEP office is integrated. 

There is no real distinction between what is noncredit versus what is a credit data reporting. All of them are files that are submitted together. And it's not even done at the institutional level, but rather at the district level. So all files are aggregated at the district, and then those are submitted through the Chancellor's Office. 

And then included on here, is a link to see the MIS division, of where you can find the data elements themselves. Next up is the MIS submission timeline. It's ongoing throughout the entire year. It isn't just a one and done kind of deal it is done at the end of every term and in between terms, depending on the files being reported. 

All files submitted, have their own student data that is required. Some have employment data, and they're all very important because they do impact funding in some regards, especially the stuff that is coming out of the Chancellor's Office side. 

For example, first week of August is a hard deadline for all categorical funding, for annual submissions. So all annual submissions should be cleaned up by then. For example, the student centered funding formula, that generally comes-- data needs to be finalized. 

So any sort of cleanup that must be done in terms of re-correcting prior submissions, should be done by mid-January the following year. There's the Perkins submission, which is generally validated on the first week of February. 

And for anyone who may be submitting IPEDS, those are usually done-- certificates and program awards are submitted by September 15 of the calendar year. Or there is an IPEDS reporting period, as of January 31 of the calendar year. So all the right deadlines, deadlines, deadlines, deadlines. 

Specifically for noncredit, although it is submitted as a district-wide project, there are a few MIS pieces that are specific to noncredit. Key variables that one might want to examine when submitting their MIS data, so that items could be identified as being noncredit. Whereas otherwise, it might be conflated with credit information. 

So in this case, we like to look at our noncredit course coding, this is through the course basic file, CB file. This is all of the course information. It includes items such as whether or not a course is noncredit, whether or not it may be enhanced funded. What type of category it is? Whether or not it's occupational. What taxonomy of program it might fall under? 

For those not familiar, the taxonomy of programs is a taxa for programming. It's what it says on the box. It is a description of what type of a course it might be, under which category it might be. Like for example, it might be a math course or it might be a knitting course, something to that effect. All of those have specific type codes as they're called. 

Additionally, there are spaces for the noncredit student services within the student services file, specifically SS 12 through 20 elements. Those are specifically for noncredit. They include items such as orientations, , assessments educational plans, any counseling and advising that's being done, any sort of career advising that might be done or any other counseling, or student services that may be rendered. 

So that is one thing to be mindful of as well. Additionally, within the student enrollment file, there is a variable called SX05, this is where noncredit programs are to submit their attendance hours. There will be guidance coming soon. 

I know it's been a difficult struggle, trying to determine enrollment in specifically distance education, noncredit asynchronous classes, where instruction may not be going on. But the Chancellor's Office does plan to release some guidance on how exactly we may be able to look at that, to report hours. 

NOCE has been reporting hours recently through this, so hopefully there is a fix to this insight soon. So that's kind of a plus. Additionally, there is one MIS file specific to noncredit, which is adult education assessment file. This includes information for any EFL gains, Educational Functioning Level gains. Specifically, through testing done by NRS approved tests. 

So you can submit that information there. Also, you may be able to submit your high school equivalency information in there as well. And then lastly, it's part of the credit file, but there is an MIS file for noncredit award certificates and high school diplomas, that is the student programs award file, SP. 

And they are just a subset of the elements within the credit file as well, but there are specific noncredit codings that do distinguish programs and awards as being noncredit specifically. So why do we have to submit all this data? Because we must be held accountable for all that we do. We live in an age of accountability. 

We want to see that our students are succeeding. The legislature wants to see that our students are succeeding, because otherwise, why would they be giving us money? So here we are. So as stated, the California community college districts receiving adult education program funding are required to use the MIS system, to track learner progress through key program areas. And this is legislated in ED code. 

So where exactly do we actually see this progress tracking? Next slide, please. On the LaunchBoard. This is the LaunchBoard suite. The LaunchBoard actually consists of many specific dashboards that track all the information system-wide, for the California community colleges district. 

They include the student success metrics, which is more closely aligned with guided pathways, and the students added funding formula. But you can see both credit and noncredit information within there, to see information such as who are served, what access rates look like for the colleges, persistence awards, transition into four year institutions, employment outcomes, all of those are within the student success metrics. 

We have dashboards specifically for the strong workforce program and workforce related outcomes. And there's one that actually does K-12 strong workforce. So that looks at it from more or less system-wide, across systems. 

In a, sense, it's kind of like a subset of what Cradle to Career intends to showcase. Cradle to Career, big project out of Governor Newsom's office or housed under Governor Newsom's office right now. And then the big one for us, for adult education practitioners is the adult education pipeline. 

That is where numbers are being reported from to the legislature, for the California Education Program. It includes both CASAS data from the K-12 side of the House, and the MIS data from the noncredit community college side of the House. 

And then lastly, there are a couple dashboards on Guided Pathways and other resources as well. So the big thing here we want to discuss, is the adult education pipeline dashboard. It is basically our scorecard to the legislature, about how well we're doing as an adult education system. 

So in total, it provides a snapshot of how many adults we serve, how many participants are within the system, how many students are within each of the different program areas, including some demographic breakdowns of who may be accessing these program areas. So we can do some equity work. 

Additionally, we'll see progress metrics, including whether or not students are gaining educational functioning levels. Whether students are meeting workforce or training milestones, any of those kinds of progress metrics are recorded as well. There are also transition matrix that are covered. 

There's transition-- primarily transition from adult Ed into post-secondary. Post-secondary does include both at K-12 and noncredit CTE, so please be aware of that. But it is transition to post-secondary, and there are actually metrics under development to look at transition further across systems. 

So into credit, into-- the transition to credit exists, but transition to four years is also something that is also being looked at. Yeah, lastly, there's also success metrics that are embedded within our report card, specifically how many students are awarded high school diplomas or earning workforce certificates credentialing, any of the big stuff that generally signifies a completion of a program or any higher educational pathway. 

And lastly, it does look at employment and earnings outcomes. This is separate from CASAS Employment and Earnings Survey, rather than a survey done by the schools themselves. This is matched against data from EDD, specifically the unemployment insurance wage file, which has its own limitations, but it is verified information. Now, back to Dulce. 

DULCE DELGADILLO: Thank you, Jason. Yes, so that is really where it comes down to. We are partnering as community colleges, who is in this land of MIS and FTES. We are partnering with K through 12 partners as a consortium. 

And so what we see is that, many of these initiatives across noncredit, we are partnering with different kind of partners across systems. So for California Adult Education, we're really partnering with our K through 12 partners and other community partners, for student equity, potentially those wraparound student services aspects. 

So food banks, housing insecurity, we got Perkins, Strong Workforce, that's very much focused on that career pathway for our students. And DSPS services, making sure that we are addressing those needs, and making sure that we are cutting out pathways for that student population. 

So really, the work that we are doing here as noncredit, expands across all of these, including those partnerships that we are building with our K through 12 partners, to serve students within our consortiums. All right, so we are here at the hour almost, and that was a lot of information. 

So just really quick, wrapping it up in terms of, what are some of the key takeaways from today's session? It was really around funding for noncredit apportionment. So we covered-- we started off with the heavy hitters here, what does funding for noncredit apportionment look like? How does it function? What is CDCP? And what is the 320? 

So those FTES numbers that are being submitted as part of your MIS reporting. We talked about noncredit programs, and that curriculum pathway and noncredit pathways. We know that even within our consortiums, those pathways could be warm handoffs from our adult schools into the noncredit programs, and a variety of other onramps across those partnerships. 

And for noncredit data tracking, we covered MIS. So Jason went over our big timeline of what that looks like. And then taking it down to how this is impacted in the California Adult Education Program, which is that AEP dashboard, that we know all of our data goes in there. It's for our K through 12, and our community college partners and anybody who is serving our students. 

So really what today we wanted to do, is to shed light on this process of these partners. If you're not a community college, shedding light on your partners. And for community colleges, if you're interested in trying to expand those programs and those pathways for our students as well. If you're interested, this is our second webinar. 

So we are going to keep going on this for noncredit, and really just expanding the box of these topics for the field, for everybody who wants to partner with noncredit. And so really, we ask you to subscribe to the CC TAP LISTSERV. 

You can either scan it through the QR code or you can also subscribe through the LISTSERV, through this website right here. If you need any technical assistance, like I mentioned earlier, we are one arm of the CAEP TAP. Our other partners at Sacramento County of education, SCOE TAP have been doing some great work, and we are here to both serve all of the field together. 

LISA TAKAMI: Wonderful, thank you, Dulce. Well, it has been a pleasure to be with all of you this morning. We do encourage you to fill out the survey. We appreciate your patience while we ran into some technical situations this morning, and we do take feedback very seriously. 

And we'll be responding to a few questions that we didn't quite have time for during our time together this morning formally, when we probably-- in advance of sending the PowerPoint, because that will take a little bit more time to remediate. 

Any questions that we weren't able to answer in detail during our time, we will certainly be able to respond to via response in the LISTSERV. So I think we actually do have four more minutes. Yes, go ahead. 

DULCE DELGADILLO: So I'm going to go ahead and respond to one. 

LISA TAKAMI: Great. 

DULCE DELGADILLO: Somebody had asked, what is the difference between short-term vocational and workforce prep? So one of the things I did-- what I ended up doing is, Modesto Junior was looking at-- because it's really tied to your program handbook, so I can put it on here. 

They had a great-- where this is actually being placed in, the difference is your course basic. So it's your top code. It's your taxonomy of programs code that you're really focusing on here. And so according to that, short-term vocational is really looking at-- included in an area, our noncredit apprenticeship program courses. 

And apprenticeship is defined as preparation for any profession, trade or craft that can be learned through a combination of supervised on the job training and off the job formal education. So short-term vocational, including that apprenticeship model. 

Workforce prep is another category, that is your J category, and that is going to be providing instruction for speaking, listening, reading, writing, mathematics, decision-making and problem-solving skills that are necessary to participate in job-specific technical training, so more on that side. 

So think short-term vocational, apprenticeship programs. We're the other one. But it's your taxonomy of programs manual, your top code manual, that's where you're going to be identifying where those differences are. And because you're not the first person to ask that, we'll make sure to include that in some of our Q&A as well. 

I also want to see if there's another one. What is the benefit of creating a noncredit course that mirrors a credit course? Yes, so we were actually having this conversation earlier this week, because we see that a lot of noncredit programs that are embedded in credit programs, want to do the mirrored courses. 

And so what they had seen is that, those that mirrored-- so we actually just saw the data. noncredit students who were taking mirrored courses were actually passing, and having a higher success rate in their credit-side courses. 

LISA TAKAMI: Exactly. 

DULCE DELGADILLO: Go ahead, Lisa. 

LISA TAKAMI: Yeah, it's really a matter of contextualizing a lot for ESL learners for example. So it gives them a higher success rate, because they're practicing what they're going to have in a credit graded class in a noncredit setting, which tends to be a little bit less intimidating. So that they can, for example, strengthen their language skills. 

DULCE DELGADILLO: And it's free, no financial need. 

LISA TAKAMI: It's free, that's right. 

DULCE DELGADILLO: All right, yes the slides will be available. We will make sure to share them out. We know that this is definitely-- start building your advocacy tool. These are resources that you can start using to start having those conversations, and to continue building partnerships with community partners, as you're serving students through your adult education programs. 

All right, so this slide, so we talked about this one. Let me see. OK, so I have one from Neil Kelly here. And we are at 11:00. We will look at this one really quick. I was wondering how much our adult school agencies and community colleges are collaborating on this project, since they share the same funding pot and also serve the same similar populations. 

It seems like adult schools offer the same noncredit as the community colleges, but maybe they are different in terms of transitions. Would the adult school noncredit courses be a stepping stone for the noncredit community college courses? Or would adult students have the choice of completing their basic education, NOCE in a community college, and bypass the adult school system altogether? 

So what I would say-- and it's from Mauren. I'm sorry if I-- I apologize if I mispronounced that, Moren. So really, we have seen a variety of models of what this partnership looks like. We've seen models where they do start an adult schools, and there's a pathway into the noncredit program. 

We've seen where there is curriculum and articulation. Conversations happening as to, what does that mean? We've seen partnerships with the credit side, and seeing, hey, what are we going to do in order to build the sequence from an onramp in the K through 12 system? 

Within our own consortium, with this North Orange consortium and the North Orange-- and we have K through 12 partners and we also have ROP, and other partners in the system, it's really been a lot around the student services component as well. And making sure that they have services, and access to the resources that they need on both sides. 

So that question looks very different at every consortium level, but I encourage you to have those conversations and to build those pathways, and see what works for your consortium within your student population. We also know that for 4K-- you may be looking at a different population. 

So really figuring out, who is your student population that you are serving is going to be critical. And so we are here at CC TAP as well, to help you identify what census data you could potentially use. What does your service area look like? 

And what are some changing demographics that you may need to take into consideration, as you build those pathways for your students and with your partners? All right, I think we're going to go ahead and wrap it up. All right, if you have any other questions, this is our contact information, always feel free. 

We're going to go ahead and say, please take our survey. We always value-- we are researchers at heart. We are researchers, so we love data. Which means, we encourage you to please give us your feedback and how we can improve this. 

How can we make these useful tools for you to be able to do the great work that you're doing on the ground? So thank you for your time. Thank you for spending your morning with us, and I look forward to continue to collaborating with all of you. Bye, everyone. 

LISA TAKAMI: Thank you, everyone. Bye-bye, have a wonderful weekend. 

DULCE DELGADILLO: Thank you. Have a good one. 

LISA TAKAMI: Thank you.