Lisa Mednick Takami: I'm Dr. Lisa Mednick Takami. We're so glad you could join us. We have a very packed agenda. Many of you have already started to put your name and affiliation in the chat, if you could please go ahead and do that.

At this time I would like to recognize our state leadership, both from the California Community College Chancellor's Office, Mayra Diaz, Cora Rainey and others who may be joining, including our Dean, Gary Adams. Also from California Department of Education, I believe Neil Kelly will be with us and Diana Batista and potentially Dr. Carolyn Zachry, I'm not sure. Welcome to our colleagues from SCOE Evangeline Gonzalez and Renee Collins. At this time I'm going to transition to my colleague, Chandni Ajanel, for housekeeping. Chandni.

Chandni Ajanel: Hello. We could take the next minute or so to introduce ourselves in the chat.

Lisa Mednick Takami: And then you were going to go over the housekeeping, right?

Chandni Ajanel: Yes, that would be the next slide.

Lisa Mednick Takami: OK, there we go.

Chandni Ajanel: So we just wanted to let you all know that this meeting is being recorded. The recording and the PowerPoint will be released on the Caladulted website following its remediation. And we wanted to ask that you please fill out the survey at the end of this webinar.

We really value your feedback, and we use it to improve our webinars. And then next slide, please. We just wanted to include this gentle reminder that we want to cultivate today a gracious space for lively, respectful, and professional discussions. Thank you.

Lisa Mednick Takami: Thank you, Chandni. And we'll go ahead and advance the slides, and I'll briefly review our agenda and objectives. So, really, our agenda this morning is compact and simple. We are going to review the memo from the chancellor's office. Mayra Diaz has graciously joined us for that purpose.

We have a wonderful panel presentation to look at MIS and review the three methods of alternate attendance accounting reporting. We're also going to spend some time on the FAQ that was developed from the part one of this webinar series, which took place on May 24, last spring. And we have allowed time for your questions and discussion.

Please note that if we do not get to all questions, again, today, our team will develop a secondary FAQ. The FAQ is among things that have been put in the chat. And I will go ahead and now transition to Dulce Delgadillo for an opening poll. Dulce

Dulce Delgadillo: Hi, everyone. I'm Dulce Delgadillo from North Orange Continuing Education and part of the CC tap team. Happy to be here and thank you for spending your Friday morning before a holiday weekend with us this morning. So thank you for spending time and this space with us among non-credit champions.

So we're going to do a quick poll, and Chandni is going to go ahead and put the form, so there's a form there. And, really, we're asking just what best describes your primary role in the CAEP ecosystem. CAEP is made up of many stakeholders at many levels, and so we're really asking just to get a pulse on our audience today as to really what is your role within that CAEP consortium ecosystem.

In addition, how familiar are you with MIS community college elements? So today we're not going to go too much into the nitty gritty of SX and MIS elements. You don't need to know all the acronyms and every single element, but we're going to be focusing in on the attendance data elements specifically so we just want to get a sense, again, a pulse of what is your familiarity so that we can tailor it as we go as well.

All right, and I'm going to go ahead and share my screen. So right now we are at-- hold on, I want to see how many participants-- we're at over 100 participants. So 25%, my little heart rate. Let's see if we can get maybe a 50% response rate here. So we have around 26 responses, but we can see that the majority right now, as of now, we are getting research analysts. So researchers are in the house. My tribe right there. And community college members.

Right now community college members-- we're going to get a tie here. But it seems like we also have some consortia directors in our audience and some other stakeholders as well. I love that I am seeing individual members within our admissions and records offices, in our T technology departments within our institutions.

Those roles are definitely some key stakeholders in this process and conversations around capturing non-credit attendance hours. In terms of familiarity-- I love it so keep it coming, keep it coming. We got 5,757% here. So in regards to familiarity and your comfort level with the MIS process, so specifically with your MS local process, we see that most of our audience members around 40 are somewhat familiar or comfortable, so that is great.

We have about one in five here that are either very comfortable, so please chime in. When we are getting into the nitty gritty, we have a huge over 100 person brain trust happening right now. So please chime in and bring in your expertise.

And then we have about 16% that are very unfamiliar and uncomfortable. So our goal at the end of this session is to make you feel less uncomfortable and less unfamiliar and to really potentially shift you into that second category.

But do not fear. We are here to guide you through this. This is a space for us to have some honest conversation as to what is happening out in the field and to share some best practices. Really looking at what are some steps in the right direction to be able to populate and capture efficiently, effectively, accurately attendance hours for our students.

So thank you so much. MIC, can we get one more? 70, thank you. Thank you. number 70. All right, so We got 70 responses. And I'm going to go ahead and hand it over to Mayra Diaz from the Chancellor's Office. And she's going to go over a little bit of a review as to-- actually, I think I have one more slide. I apologize. I do. I have one more slide. I have two more slides.

So really quick, let's shift gears a little bit into what was a session recap from the first one. So this is the second part. We do have our first webinar up. It's been remediated. It's on the Caladulted, so you're able to access it just to know the context of what we covered.

But if you didn't attend, that's perfectly fine. We're going to recover-- cover some of the pieces that we covered last time. So, really, what we're talking about is a specific MIS management information system. This is unique to our California Community Colleges in the system.

And if you are a CAEP provider or a CAEP partner and you are in partnership in your consortium, you have community colleges, then this data element is one of those pieces that is helping capture the count and the number of adult ed students who are serving at your consortium. So overall when you're looking at these metrics, you're looking at a consortium level.

SX05 is a data element that is very specific to our community colleges and the MIS process in which community colleges submit their data to the Chancellor's Office. So what you see here is there is a whole slew of data elements, but what we're going to really focus in on is SX05. And I'm going to provide a little bit of a timeline as to what happened with SX05 pre and post COVID.

So pre-COVID you see on the left hand side it used to be actually called positive attendance hours. So historically we'll go into a little bit about the definitions, but positive attendance hours for those veterans in non-credit you know it's clocking, clock out. You are capturing time in the classroom, time receiving instruction. And historically that's what's been populated in SX05 for our. institutions.

Well, what you see on the bottom is a referential check in. In MIS for California Community Colleges, we go through rigorous checks and balances in our data that's being submitted to the Chancellor's Office. And one of those is you can capture that in the referential check.

And so as part of that you can see some of the changes that happened, which was prior to COVID, courses that had an accounting method-- so an I, an independent study-- these were really used for distance education, asynchronous courses, correspondence courses. Courses that just were not capturing attendance as a synchronous portion were not must have a zeros or an 888. So we were not allowed to submit hours because of the referential checks on those pieces.

Well, we all know COVID just threw a huge curveball to our educational system and non-credit definitely felt that curveball. And part of that was shifting many of what we were offering in our non-credit programs from synchronous learning to what is non-credit distance education look like. And we know that looks like a variety of ways.

For some of us it's synchronous still in this type of method where we are still offering courses in real time to our students. For others, it's asynchronous coursework, utilizing Canvas as the shell to be able to capture that engagement among our non-credit students. And for others, it looks like other platforms.

Historically in California, when we think of these types of courses, we think of correspondence work. And it's really shifting our mindset-- And I'll go a little bit into this a little bit later-- but into more of a competency-based kind of framework as to how we're capturing the progress of our non-credit students.

So what we see on the right hand side is the adjustments, you see in the change history on the bottom side. Starting in summer of 2022, when the Chancellor's Office recognized this gap, they took the leadership step of adjusting this and allowing non-credit programs to be able to enter attendance hours. Not just positive attendance hours, but just attendance hours into the SX05.

So why does this matter? Well, why does this matter is because SX05 and the MIS file that community colleges submit to the Chancellor's Office is essentially the base file that is used for a variety of metrics that are used across the state system.

So not just for CAEP. So when we look at the LaunchBoard and it says how many participants and how many-- sorry, participants and how many students were served, there's that eight hour threshold or 12 hour threshold for CAEP and eight hours and some other aspect-- and some other metrics. But those hours are being pulled from SX05.

So if you're not populating those SX05 hours, then your students are potentially not being counted in a variety of metrics. And that includes your CAEP LaunchBoard, potentially your strong workforce program. These hours are also utilized for your CTEOS, that's your outcome survey that's ran through Santa Rosa, which is a great resource for some outcomes metrics for your non-CREDIT students. And essentially they're being used for counts in your data mart numbers.

So, really, it's about making sure that our non-credit students are being captured not just for CAEP and for your consortium, but across our system. So now I'm going to hand it over to Mayra Diaz from the Chancellor's Office.

Mayra Diaz: Thank you, Dulce. And good morning, everyone. Happy Friday. I hope you're all looking forward to your extended holiday weekend. Before I get started, I did just want to recognize we have Erik Cooper here with us today from the Chancellor's Office who is the Vice Chancellor for workforce and research. Thank you, Erik, for joining us this morning.

And so want to spend the next couple of minutes just covering the Chancellor's Office memo that was released back in early January of this year. And going to walk you through the background, the purpose of the memo, and, really, what the guidance entails. And then, lastly, how we're approaching the support that is going to be offered to the field. Next slide, please.

So as Dulce had set the stage for us, as a result of the emergency shift to distance education across the system that was the result of the COVID-19 pandemic, we had noticed unusual patterns in non-credit student attendance hours that had essentially been observed over the past to adult education pipeline bill cycles.

Those two cycles included the 2019, '20, and 2021 academic year of data, with most specifically data quality issues beginning in spring of 2020. Of course, that was when we had the emergency shift to distance education impact across the state.

So due to the increasing use of asynchronous distance education and non-credit instruction, a need had arisen for guidance to the issued by the State Chancellor's Office that essentially guides the community college institutions on how student level attendance hours for non-credit students should be reported through the Chancellor's Office MIS for the California Adult Education Program in SX05 enrollment attendance hours.

So you ask yourself, why is this level of reporting being required? Well, designated by education code section 84913 the California Adult Education Program requires all adult education program agencies, educational institutions receiving funding are required to track adult learner progress and report outcomes for the seven authorized program areas on an annual basis.

And, therefore, as CAEP funded recipients, community college districts are required to use the Chancellor's Office MIS to report their adult learner demographics, instructional hours, barriers, and program outcome information. regardless of whether colleges report through TOPSPRO Enterprise or WIOA Title II.

How does this impact me and why do I need to address this? The failure to enter all student data into MIS could result in underreporting of student data in the adult education pipeline. It also impacts the student success metrics.

And in the end of the year, reporting that we provide to the legislature as positive student learning outcomes essentially drive future funding in California's delivery system. So there is an impact that we want to make sure that we are addressing and providing guidance. Next slide, please.

So the purpose of the guidance memo, as I had mentioned, given the shifting landscape of non-credit course modalities and related accounting methods, this impacted capturing all non-credit community college students based on established hour thresholds in the adult education pipeline.

Therefore, the guidance memo provides clarification and interim guidance to all community college districts on how institutions should calculate and report student level attendance hours for students and non-credit distance education through the Chancellor's Office, MIS SX05 data element, regardless of DE instruction being synchronous or asynchronous.

And Dulce had covered this as well. The SX05 is an MIS data element that is used in the adult education pipeline dashboard to track student enrollment and outcomes, which in turn are reported annually to the legislature.

We want to highlight and raise for your awareness to please note that this guidance does not replace attendance accounting reporting requirements under the CCFS-320 as the Chancellor's Office recognizes that there are differences in methodology and reporting purposes. So we're here to talk to you specifically around the data that's required to be captured through-- and reported through SX05 MIS data element. Next slide, please.

So what is the guidance intel? I'm not going to cover everything in depth. We will be dropping a link. If you haven't already seen the guidance memo or if you've already had an opportunity to review, our focus today is really going to be walking through the three modalities.

But we want to first flag for you that for non-credit courses being taught in-person using positive attendance accounting methods as well as non-credit distance education courses being taught synchronously, actual hours of attendance should continue to be reported in SX05. So we wanted to make that clear.

However, for students enrolled in asynchronous non-credit distance education courses, institutions have the flexibility to adopt one of the three methods for calculating the specific type of attendance hours, as noted under the National Reporting System for adult education. And these hours should then be reported into the SX05 data element.

The three allowable methods which align to the Federal Workforce Innovation and Opportunity Act, WIOA Title II, grant reporting requirements under the NRS, are as follows. We're going to talk more about these three allowable methods more in depth throughout the remaining presentation, but essentially clock time model, teacher verification model, learner mastery model.

And most importantly, please note that colleges may create their own individualized processes to capture the data as long as they result in hours being reported into the MIS SX05 data element that could be validated under audit, utilizing one of the three allowable methods that are mentioned. Next slide, please.

And we recognize that colleges will need time to develop, refine, or implement these local processes. So you won't see a timeline that was necessarily included in the memo. However, what we are doing, we want to make sure that we are offering support. And the Chancellor's Office is collaborating and working with the California Adult Education Program technical Assistance Project, which was essentially enhanced.

We enhance the capacity of this technical assistance project to include both the expertise of Sacramento County Office of Education and North Orange Continuing Education to serve as a statewide hub, offering technical assistance and professional development.

The NOCE CAEP TAP branch has essentially been designated to offer technical assistance to non-credit institutions, specifically around this reporting requirement. And, lastly, given the issue that was-- or the guidance that has been issued and required reporting processes placed upon colleges, today's professional learning forum is a space for discussion and learning of best practices from practitioners willing to share their local processes.

So we want to thank our panelists that are here with us today. And I think I have one more slide so let's transition over to the next one. And, lastly, I would like to draw your attention to the beginning of the year letter that is released annually by the CAEP state leadership office. It was actually released earlier this week.

And the purpose of this guidance memo is to advise state-funded recipients of data accountability requirements. This applies to K-12 agencies and community college districts. There is guidance specific to community colleges which outlines the MIS reporting parameters, essentially what we have been covering in today's webinar, and around non-credit attendance hours to be reported in MIS through SX05 data element.

Lastly, please note that regardless of whether colleges report data through TOPSpro Enterprise for WIOA Title II, colleges are still responsible for reporting all student data elements into their MIS system. And I will kick it over to the next panelist. Thank you.

Dulce Delgadillo: Great. Thank you, Mayra. Yeah, so Chandni put the hyperlinks to those documents in the chat if you want to go ahead and access them. So I'm going to go ahead and run through the three methods again. Thank you, Mayra. Mayra really outlined in that memo we provide-- the State Chancellor's Office provides some guidance as to what each of those methods looks like.

And I do want to recognize that these slides and the methodology across-- as to how each of these NRS methods are measuring distance education comes from WIOA Title II guidelines and have also been informed by Jay Wright, who is our contact at CASAS TOPSpro because they are also the partners. So remember, we are looking at two data sources at inCAEP at both of those TOPSpro Enterprise and at MIS, which populate the LaunchBoard to present out those metrics.

So really quick overview as to what these three methods are. Clock time is just as you would anticipate, which is clocking in and clocking out or how many minutes or hours are you engaging in this face to face interaction.

Teacher verification is really assigning fixed numbers of hours of credit for each of the assigned based on the instructor. So you're going to be looking at how many hours, based off of our faculty or what we have agreed on as a department, we estimate that x amount of hours are tied when completing an assignment, when completing a quiz, all those pieces. So making sure-- and that's really determining that engagement component.

And then the last one is really learner mastery. So assigning a fixed number of hours of credit based on a participant passing a test on the content of each lesson. So, again, the previous one is really looking at assignments and engagement in that coursework, versus learner mastery is looking at passing a test or the faculty determining what is that tool that is going to be used to determine that the student has mastered that learning outcome within the course.

So, again, time completion, clocking in and clocking out. We're going to look at teacher verification, assigning hours to an assignment, or learner mastery, which is assigning hours to mastering a specific component of that coursework.

All right, so really quick, I mentioned this briefly but locally doing this work at North Orange continuing education and engaging in these conversations has really started with explaining a shift in mindset of where we have historically been in non-credit, which is the realm of positive attendance. Pre-COVID, that was pretty much everything that we did historically, and that was kind of the bread and butter of non-credit.

Well, come COVID and we really had to reinvent non-credit. And what does it look like in distance education to best serve our students during a time of pandemic. And so, really, what we saw is this growth of asynchronous distance education coursework that we saw across non-credit programs that were built to serve our students in the best way at the time.

And so, really, what that lent itself is to shift our mindset from positive attendance of these exact hours that a student engaged in that specific session or in that course, to competency-based and really tracking-- potentially looking at a method locally as to what does competency-based attendance look like. How are we going to involve our faculty? How are we going to involve our IT? How are we going to involve in our office of instruction? All of those components and all of those key stakeholders in determining those hours.

So a couple of things to consider and key stakeholders to involve at your local level. So, really, this is kind of where you want to start in identifying your non-credit champions, your faculty. Their role is really to track accurate attendance, making sure that the attendance is done in a timely manner, determining sufficient class engagement based off of your local drop policies.

IT is really going to be instrumental. If you're going to be using a technical-- like an a tech date or attendance tracking method and it's built and tied to how you're building your courses, you're most likely going to want to include your IT and I&R department to ensure. And I'll talk a little bit about that because we know that lesson very well as well.

IR, involve your researchers, they're going to be doing your auditing and your compliance piece and your A&R piece as well. So those drop policies, enforcing those, ensuring when your students are enrolled and dropped and how those hours are being populated through the mechanisms that you have employed locally, these are going to be your key stakeholders. So we're going to go and see what this looks like in practice. And I'm going to hand it over to Lisa to begin our panel.

Lisa Mednick Takami: Wonderful. Thank you, Dulce. I want to thank Erik Cooper not only for joining us but for addressing one of the questions in the chat about what would be required for an audit. We're running a few minutes behind so, again, if we don't get to all of your questions today, we certainly will be following up with an FAQ. And if we see the need for a third webinar, we will do a part three.

At this time, I'm delighted to introduce our panelists to you, Jesus Rivas who is visiting with us. He's an associate Dean at the San Diego College of Continuing Education, and Pam Mery who is a Dean of Institutional Effectiveness at the City College of San Francisco. So I'm now going to hand it over to Jesus.

Jesus Rivas: Hi, everyone. I'm happy to be here this morning. Can I share my screen? Good. All right, so this shouldn't take that much. Are you able to see my screen right now? No, not yet.

Man: Yes.

Jesus Rivas: OK, cool. All right, well, I don't have a lot of time but I'm still going to do a shameless plug and let people know in the room that San Diego College for Continuing Education is celebrating 110 years of greatness so we're very happy that we're hitting that milestone. If you think 110 years is not a lot, just think of how many brands you can think-- or institutions you can think that have been for that long. In fact, I was checking this morning and we were here before TV was invented, so that is huge.

Anyhow, so before I move forward, I also want to do a disclaimer. I have my-- thank god I have my admissions and records director in the room today. So thank you for leaving your Bakit. She's going to be here so she may jump in, hop in if she feels like whatever I'm saying-- I really checked these things with her but if you feel like things are going in a different direction, she's going to be jumping in.

Anyhow, so where are we in our institutions? And the College of Continuing Education, we're a very large institution, as you all know, and we have been submitting data, attendance data for MIS SX05 for a while, including the asynchronous online classes. And that is because the current policies and procedures that we have in place to track attendance include all types of online classes.

And I'll be talking a little bit more in a minute and then I'll show you the specific policy that we have been using. There are a number of specifics that are on a daily basis. Of course, the admissions and records and instructional services divisions are talking and teaching and working with the faculty, but hopefully just by having this policy that I'll be sharing with you is going to give you a lot of context of what's happening in our institution.

And, of course, we will continue to evolve as this memos are being released, new guidance from the Chancellor's Office continues to happen. We go, we check on them, and then we try to pivot accordingly. A couple of things that I want to mention is the current process aligns with the latest memo that was released by the CCO regarding reporting attendance hours for the SX05 asynchronous. Specifically, we are having something similar to the teacher verification model.

Now, how does this work in the institution? Faculty and staff in SDCCE must adhere to the College of Continuing Education Attendance Accounting Policy and Procedure. These policies are maintained by the Office of Admissions and Records in close communication with the Office of Instructional Services.

The current process does not make any distinction between synchronous and asynchronous classes, and you'll see in a minute why that is. The attendance hours capturing process is the same. And then as of right now is the SDCCE does not foresee making immediate changes to these processes. Again, we will be evolving as guidance is released, as changes are being made from the state level, of course, but as of right now there are not-- we don't foresee making any immediate changes.

And this is mainly because the implementation of the current policies and procedures has been challenging. I'm not sure how your backend systems that are working when people are entering attendance and rosters, but at least in our system we have in the same place for faculty the place where they enter the hours, the place where they enter-- whether the students satisfy the competence of a class, the actual-- whether the student will be dropped or not, the grades.

All those things are in the same place so any changes that we may make to these processes, we need to be very careful because they may impact all the other things that at the end of the day are connected to other reporting systems that we have. And that it may make it harder for us to claim funding, but also just being able to look at the outcomes of the institution.

So the next thing that I want to show you real quick is the actual policy that I'm talking about. And pretty much this is the policy. I think you can see, yeah, PDF document right now. So this is a policy. The last time that it was revised was in August 28, 2024 again, but these documents are evolving as they are needed.

This is something that is maintained from the Office of Admissions and records. This is for all the people, all the faculty and staff that are involved in attendance accounting for the institution. And then there's a section that talks about online classes. This is a teacher verification model in a way that faculty are expected to check on students' engagement in a way that they will check on them and then they will be dropping students at different points in time throughout the semester.

So in here we have a couple of things that we mentioned. For example, the importance of having hybrid and have high flux of online courses, they should have participated in some course activity prior to the census day.

So this is the engagement that we were talking about and having faculty check on this. Students that are not participating at a certain time in the class, they are dropped with zero hours. If we get to the first census and then there are level of participation, then students may or may not get dropped. If they are not dropped then a number of hours is entered into the system.

Second census is kind of the same. And then at the end of the class, all those students that actually made it that can continue to engage throughout the class, they are the ones who are getting the hours that they should have been receiving based on the method that we have.

So a couple of things that I want to mention-- and again, Livia, you are feel free to jump in if you want to provide any nuance-- but it's just the keeping it as simple as possible just because the systems are connected in a way that we try to make distinctions across the different departments, across the different modalities, then you have a little mess going on.

So it's really been challenging to implement this policy, even though you might see as simple site, this is relatively simple. Even with that there's a number of situations that I know the admissions and records office it's dealing with on a daily basis with faculty and staff having questions about how to deal with this.

I think there's a couple other things that are mentioned, a couple clarifications that are provided to folks about when are the census dates. And then this is also very important just to make sure that students understand that they are expected to be engaged because this is a teacher verification model. In the syllabi we need to include some narrative telling them you got to be engaging in the class, otherwise you'll be dropped because otherwise we cannot claim the fact that you're here.

And then also very important, the drops, making sure that we continue to have students being dropped at the right time and so that, again, we can follow the proper procedure. Now, this is pretty much what we have to show because I know we don't have that much of time.

What I'll be doing right now, I'm going to drop the link to this policy because it's a public policy. I'm going to drop it in the chat and then I'm going to check the questions just to see if there's anyone that I can address. And then if not, I'm going to be also asking Livia here to feel comfortable in addressing them.

Lisa Mednick Takami: We did have a question and someone-- your colleague did go ahead and drop the policy in the chat. We are behind on our time frame so I'm going to thank you. And if we are in a situation with questions, I sure hope that we can call on you and your colleague from admissions and records to help us answer questions. So at this time, I'd like to transition to Pam Mery.

Pam Mery: Hi. Thank you so much. And good morning, everyone. Happy Friday. I want to start by really thanking the State Chancellor's Office for creating this space and for engaging North Orange as a technical assistance provider in this area because we really have been struggling with how to deal with SX05, frankly, with the alternative attendance accounting method which we locally refer to as the two census method.

At City College of San Francisco we have implemented the drop rosters. And that is what we use for our 320 reporting. And I want to just really emphasize something that Dulcé said earlier, and I believe others said this as well, that what we're talking about with SX05 is really completely different than what we're talking about with apportionment and 320.

And that's something that I've had to say over and over again locally because it gets very technical and sometimes it's hard to distinguish between those two if you're not in those technical weeds, but they are separate. So just looking at SX05 and how we can look at hours, that would be reported in SX05 in accordance with the January 25, 2024 memo.

We have been investigating, looking at our Canvas data and the activity that students engage in Canvas if they are in those two census sections, the alternative attendance accounting section. So this is not for positive attendance sections, just for that two census.

So this is what that data looks like, and I've been spending some time looking at it. It is at the CRM level, so at the core section level. It also has student IDs. So this field here, you can see this is student ID, but I've constricted the column just to protect student privacy. But this is actual data and this is what the activity time looks like.

So we can see that the most the student has engaged in Canvas is 86 hours because this is just part of the course. This is not everything they're doing associated with that course, this is not simulating positive attendance, this is just this component of their activity associated with that course.

And so we see 86 here at the top. And then if we go all the way down, we do see there's a student who hasn't logged in. And I've been spending time looking at all of this data across all of the sections, and there are quite a few students when that happens at our college, I'm sure it happens other places as well where students have an intention to engage and they don't actually engage that semester.

We also see some examples where there are students who come in at the tail end of the semester because these are open entry courses. And so they may have dipped in and taken a look at what Canvas looked like. And they may be talking with the instructor, engaging with the instructor, engaging with the course material. But hopefully they'll continue in the next semester and in a different CRN, and in a different semester we would see this student engaging substantively.

So these would be translated into SX05. So this is time, this is total activity time in terms of hours in Canvas that would be translated over to SX05. We do have a number of constraints that we would put on that before using this type of information. So we would make sure that any outliers are removed. I have looked at this data and we have actually very few students who have crazy numbers of hours, 300 hours or something like that.

I know that that's something that folks have asked about. I'm actually not seeing that happen, but-- very much at all, but we would certainly strip those off because that's not credible. We would be comparing that to the course outline of record what actually is possible for the student to do. But what we're actually seeing, I think, is a reasonable reflection of what we would expect in terms of students' engagement in this part of the course in Canvas.

We do have drop roster policies. I don't have a document, as Jesus shared, I don't have a document to share with you here today but we do have policies and faculty are actively using the drop roster. So some next steps for us where we do pursue this avenue is to compare this to the drop roster is another constraint to make sure that faculty have verified the student is in fact engaged, actively engaged in the course.

And then this currently is an export from Canvas into Excel. So because of the size of our non-credit program and because MIS, our MIS gets pulled from Banner, we would most likely import this into Banner in some kind of way to make it easier to do the MIS reporting. We're not doing that just yet but that's a technical avenue.

Jesus, you were talking about all the different aspects of implementation. It's not easy so this is one of the things that seems like just take the Canvas data and put it in Banner. Simple to say but we would have to engage our IT department to do that. And in the interim, because we do have the student ID and we do have the CRM, we can do that outside of Banner, but ultimately we would want to make it a much more seamless process.

Lisa Mednick Takami: Pam, thank you so much for sharing that. I am now going to transition over to Dulce.

Dulce Delgadillo: Thank you so much to San Diego and to San Francisco to share their methods. I'm going to go into what's NOCE has been doing specifically within our ESL program. So we were not-- we were doing positive attendance and that has-- have historically used a homegrown system called I iTendance that we use to capture our own local attendance for our labs.

We have a clock in, clock out system that is being used for positive attendance, but then, again, post COVID, we really evolved our programming to serve our student needs. And part of those needs was developing online classes. So I'm going to talk a little bit about what our ESL department is doing currently right now.

So we have a variety of ESL programs. And what you can see is that as a district, because we are a multi-college district, we've had to come up with the same terminology to not confuse our students. So we've had to say an in-person class is defined as this, an online class is defined as this, a hybrid class is defined as this.

And so what you see here is that specifically for our online courses, our online courses, what it means is that it's completely online, but there may be some synchronous work in it and there may be some asynchronous work in it. So now on the side of 320, this course because it's asynchronous would be coded as I.

But when we flip the coin and we're talking about just the MIS, the other side of populating SX05, what we are starting this year is to have faculty utilize and still take daily attendance for classes that are being scheduled. And you can see here, specifically, I'll be pulling up what it looks like for our online class. So you can see that it's 12 hours in Zoom. And we have it scheduled from 6:30 to 9:20 PM, and then we have two hours of coursework in Canvas each week.

So the first thing that I really wanted to know as a researcher was, OK, well, where are they getting these 14 hours a week? And so what we were finding is that I pulled some of the COCI data, your Chancellor's Office Curriculum Inventory data, and we want to make sure that, first of all, these hours align with what we're reporting in our curriculum.

So Chandni, if you could please drop in the COCI. This is a great resource to make sure that what's in your system is aligning to what has been approved. And so I could see that we have an 18 week semester. We have 252 hours approved a part of this class, and you divide that by 18 and that adds to your 14 hours a week.

So right there is my first validation to make sure that the hours and how it's being built in our system is in alignment. One other verification check that I did was, well, this is an asynchronous class and therefore we do have to have potentially other components to this, such as outside of classroom hours or to our total learning student contact hours.

So this is we are a cookie net school, and so I was able to pull the curriculum. And what we needed to know specifically was that the in-class contact hours are 252. And that's what we are reporting in SX05. We are not touching the other components of this, but solely reporting that in-classroom hours. So that was an important process that we wanted to do internally to verify this.

And what you see here is exactly what we are setting up. So, again, this is a step in the right direction. What we are asking our faculty in these courses is to do a combination of daily and weekly attendance. So for each of those three hour sessions that the student attends, and you can see the data entry for one student here. So they met on Monday, Tuesday, Wednesday, Thursday for three hours.

And the faculty is going in once a week on every Tuesday here to determine whether or not the student engaged in that Canvas asynchronous work the previous week. And so that's where you're capturing those two hours.

Now, we still have to work and we're still in this building phase because what we noticed is that when we built our courses in Banner, they didn't fully translate in terms of those hours into our attendance tracking log. So what we are doing right now, in fact, is we are working with our IT and with our A&R and with the ESL department to ensure.

But at least it gives us a method and a starting point as to-- for these courses that have both that synchronous and asynchronous component, our faculty are then instructed to do both the weekly and the daily. And a couple of lessons learned from this locally that I hope you can take back to whatever method you can include is that faculty are the ones entering the data.

Faculty are those who are entering the data at a local level. So you really need at a local level to clarify the expectations, the reasons as to why we're doing this in the first place, and why we're asking them to do this and what they need to do. Whether it's making sure that they submit attendance in a timely manner, they are checking that the students are engaged in the courses, and that they are abiding by those policies as well.

Your faculty are really going to be instrumental in being in this process. Involve your IT and your IR non-credit champions early on. Even with us being involved early on, we still saw glitches and so that is something that we're going to have to work through.

When taking weekly attendance, what we noticed among the ESL faculty is that if you choose a day of the week to take that weekly attendance-- for example, if we were asking them on Tuesday, they weren't sure if that was the attendance for the previous week or the following week.

So just when you're looking at guiding your faculty to do weekly attendance, think of the structure of how it's being captured because it may impact how those hours are being reported, but also clarifying again for your faculty exact directions and expectations as to it's a previous week or the following week.

And then the last one is just I think San Diego did a great job, great example as to documenting those drop policies, what those expectations for online engagement in, and the timeliness and the expectations for those who are entering the data.

So we're going to go ahead and move along to the SX05 FAQ from part one. So this is very brief because I want to make sure that we have time for questions from our audience. But, really, what-- we did not have time, this was a really dense subject for our workshop one and so we had a lot of questions. And what we did from that is that we took those questions and we created an FAQ. So Chandni, thank you so much for dropping that FAQ in there.

And so, really, it's asking, we took common questions that our audience and we received through some requests as well. And you can see right off the bat it's clarifying some of the things that we really needed to clarify was the difference between 320 and SX05 and how they relate. So you can see here they are not-- this is not replacing 320 guidance. We are solely looking at the SX05 MIS side of the house. And so really focusing in on that aspect and those processes of submitting that data into SX05.

There's also various questions on there as to, how are we supposed to calculate? So can we take potentially-- how does this impact your hybrid classes? And so one of the themes among the FAQ was that HyFlex classes and hybrid classes, those aren't necessarily an accounting method that are being used. And so, really, what we're focusing on is how are you capturing attendance.