Dulce Delgadillo: Methodologies around. Thank you. And so really, why is this important? So next slide.

So really quick, MIS element-- so there is a link there. If you Google CCCCO MIS element or MIS, it'll take you to the MIS data system. And I'll have maybe Terrence if you could just go a little bit as to what MIS is. But I won't go too much into the details. But essentially, you hear COMIS is another term that is used or MIS. It's essentially just a management information system. How community colleges, community college districts more specifically are reporting their data to the state in all sorts of data?

So this is your course information, how your courses are coded, your student level information, many, many of these things. It tracks noncredit attendance hours. So again, SX05, do not associate it with positive attendance hours. No longer the game. Now, we are tracking attendance hours. And the distinction here is because the key word is they're both asynchronous and synchronous instruction. That's going to be very key in how we're tracking these pieces.

The very big takeaway here is that these metrics, this information, the tracking of your student's instructional hours, and you reporting it as a system to the state is what is being used for CAEP outcomes and for statewide metrics. And it's really if there's a failure of entering those type of data and those hours in that MIS element, what is going to result in is going to be the underreporting of student data in systems where our CAEP data is being tracked, such as DataVista.

It's also going to impact other things like student success metrics. But at the end of the year, CAEP actually submits a legislature report. And that is the one where we do not want to undercount. So it is very critical that we have local efforts within our institutions to ensure that those hours are being reported in some way, shape, or form through MIS for those attendance hours for noncredit programming.

Next slide.

Oh, really quick. So when we had the first two webinars, and at the time, the state rep or the representative Eric Cooper, joined us, great information that he provided, the big takeaway that we really focused on last year, around SX05 is that it is not the same as 320, and it's not the same as FTES. Those are two completely separate systems. In fact, MIS is being reported to the RAD and it's housed over there. 320, FTES, it's housed in finance. You are reporting to the State Chancellor's Office Finance Department.

The distinction here is that locally, at your local institutions, you may very well use the same data source to calculate both your MIS and the 320. That, I think, why there is very much people think of it as the same thing, but very critical distinction. It is not the same thing. In fact, two completely separate state departments-- Chancellor's Office departments.

Next slide. I was trying to move it on mine. OK.

Memory lane-- in the early months of 2024, you might have seen this memo. If you did not, the link is available on all of these slides. The slides will be shared. And in fact, one of the resources that we have put together for the field is a centralization of all of the resources that CC TAP and deliverables that we have provided for the field, we've put them all in a folder so that you can all access it. So if you are not here for SX05 part one or part two, don't worry, we have it recorded. We're going to give you the link. We'll have those resources for you.

But let's go back to what the memo said and why we had to do it in the first place. We had COVID. We had no way to report our SX05 hours. And then Chancellor's Office in 2022 said, we're going to adjust our system. And now, you're able to report the hours. 2024 came on and as a system, CAEP released this letter, and this memo indicating the three appropriate manners in which to capture asynchronous noncredit coursework. And it's very specific.

So if you're doing synchronous coursework, whether it's online or not online, whether it's in person or in distance education, synchronous education would still have you take positive attendance as to how many hours of instruction that student received within that class. Asynchronous-- obviously, you're not going to know when the student is in or not. You're not tracking it. The faculty isn't necessarily keeping track of every single hour that student is doing in that asynchronous coursework.

And so the guidance that was released out was really in alignment with WIOA guidelines. As we know, CAEP is very much driven at the inception of CAEP. The framework of WIOA was really was the driver of the framework of CAEP. And so in that spirit, the memo that was released in regards to the appropriate ways and how to capture asynchronous instruction for the purposes of CAEP reporting is these three methods.

So the three methods are in alignment with WIOA, with AEFLA. And those are clock time model, teacher verification model, and learner mastery model. So don't worry. We're going to deep dive into these. I'm going to keep these up right here really quick. We have the memo link here.

And I'm just going to respond here really quick. Who, if anybody, reconciles the 320 to MIS, specifically, SX05? That's a really great question, Mark Hopkins, I do not know if anybody does. We check, but I'm going to tell you right now, your 320 and your MIS are not going to match because of the nature of the methodology. And I'll give you an example, 320 for your alternative attendance accounting method is only going to look at students that are at census one and at census two.

If your student in that asynchronous course enrolled after census two, because in noncredit, we can't have open entry and open exit courses, that student would be submitted in MIS and not be submitted for 320 purposes. So those are very specific distinctions that we have to understand. And yes, I encourage you. Reconcile or, at least, look at what do my numbers look like for 320 versus those attendance hours in SX05.

Next slide.

So the first memo came out. And I'm sure we had lots of questions, lots and lots of questions. And so in August of that same year, the additional guideline that came from CAEP was really communicated through the beginning of the year letter. That is typically released early in the fall to all CAEP practitioners. And what it distinguishes, it literally just reminded us of the memo. Here's the memo. Here are the three methods that we've encouraged you.

Please make sure to report your hours in SX05. If you do not report your hours, this is what's going to happen. Enrollment demographics, these are not going to be reported in these systems. And even more importantly, it's going to lead to underreporting in these dashboards and in the end of the year legislative reports. That is the message.

And so this was really the guidance. And so as CC TAP, we really got working right in January of 2024 to really help out the field and distinguish what is everybody doing in this.

Next slide.

Latest guidance-- so we saw the memo that came out, January 2024, additional guidance that came out in August of 2024. And then the next time we saw, again, a memo was the beginning of the year letter, again, from CAEP leadership in October of this year. And it is reminding us again as to just the data and accountability requirements associated. But you can see that SX05, specifically, is not called out. And I think specifically because we are still in the process of navigating this as a system and what does this look like in the tools.

One other request that I've definitely had for the state is, what is the percentage of noncredit SX05 hours actually being submitted? What does that look like? Is it increasing? Is it decreasing? You could potentially-- you could do that at your local level. If you know, go and knock on your institutional researchers doors and say, hey, are we reporting hours in SX05? And is that going up? Or is that going down? And so really, it was over the last year once that memo came up, COVID hit.

2022-- State Chancellor's Office responded to the shift. 2024-- the memo came out. It was really about, what are some best practices? How are we, again, as noncredit inventing the wheel and how to figure this out? And what are the tools, lessons learned, best practices and questions and things that we also, as the field, need to communicate up to the state as to what is practical, what makes sense, what doesn't make sense for us as very complex institutions down on the ground?

Next slide.

So as you can see, while building this, I was definitely in a timeline mentality. So again, just wanted to go over this. 2020-- COVID hit. 2024-- it took us about two years. And I will tell you, I was the director of IR in 2020. And I was on the phone with noncredit practitioners, just saying keep track of the papers, keep track of the Excel files because we just did not know what to do with attendance in a period.

Fast forward, 2022-- I should have put that in here. 2022-- MIS data element is adjusted for community colleges to submit attendance hours. 2024-- the guidance memo comes out. May of 2024-- we hosted the first webinar, so you'll see it in that resource folder. But we really just went over, what is MIS? This was a very new topic to many, many individuals. If you were not in IR or in admissions and records, you weren't sure what SX05 even meant. And so hence, why from the field, we got a lot of feedback as to just call it attendance hour tracking.

May 2024-- CC TAP, we created an FAQ document to support the field. So again, we will share that out with all of you to remind and to share it out as a resource. August 2024-- we got the letter again. And we held a second webinar. In the second webinar, what we went over is, we actually-- what we went over was, what does it look like in practice? So we had City College of San Francisco come in. We had San Diego College of Continuing Ed come in. And we had NACA showcase. How are they doing this in practice?

So if you want to see that, we definitely have that recorded for you. March of 2025-- noncredit RP group, I chair that group. I've been sharing it for a couple of years. We held a meeting, specifically, with IR folks, noncredit champions on SX05. What are your needs? And we have a Padlet today to also gather that from you as well.

And we fast forward to October of 2025, which is the beginning of the year letter that we saw. So what is happening now? We are in 2026. We are hosting our third webinar as a resource. And we're releasing also an in-practice document, which I'm going to share later today, which is going to be a one-pager that you can use as a conversation starter to say, hey, how can we do this? Are we tracking this? These are the methods. This is how Santa Ana College is doing it this way.

We have put what in-practice it looks like as a resource, and, as most importantly, an advocacy tool for you to be able to take back to your institutions, to be able to have these conversations, to ensure, again, that those hours are being reported and that we are not underreporting to the legislature.

Next slide.

So really quick, I'm going to go over, with the five minutes that I have, about what are the approved methodologies for capturing asynchronous hours? So it's, again, in alignment with WIOA. We want to go back memory lane. Remember CAEP framework very much driven by WIOA framework.

And so the three methods that were released as appropriate aligned with the National Reporting System for adult education, which is NRS, and it is clock time, teacher verification, learner mastery.

Next slide.

Clock time-- when we say clock time, we are assigning contact hours based on the elapsed time that a participant is connected to or engaged in an online or standalone software program that tracks the time.

So think of it. I have at NOCE, in our labs, our students are clocking in. And then when they're done, they're clocking out. Another way we do clock in, clock out-- rosters. If you have a set assigned hours, set assigned contact hours, then you are tracking that. So a couple of methods.

Next slide.

And don't worry. After Terrence's piece, we're going to actually go into much deeper into what does this look like in practice. But I just wanted to refresh memories so that we can prepare our questions.

Teacher verification-- it assigns a fixed number of hours of credit for each assignment based on instruction or faculty. Determination of the extent to which a participant engaged or completed an assignment. I want you to think of this as, you take your syllabus. And you every piece on your syllabus, you are assigning hours to it. However that looks like at a local level, you need to start there. If that is a noncredit curriculum process, you need to start there. What this has looked like in practice is faculty doing the work of sitting down, looking at their curriculum, looking at their CORs and saying, this is how many hours this assignment should take.

If the student completes this, it should equate to five hours. And when the student completes it, the student receives the five hours. So again, curriculum-based. Mark? No. Clock time is not equivalent to Carnegie hours. It's literally time of instruction that's been received. So it's the closest to positive attendance as possible, I guess.

Next slide.

And the last one is learner mastery. Assigning a fixed number of hours of credit based on the participant passing a test or on the content of each lesson. And think of this as a module. A student completes a specific module in their class. And so the teacher, the faculty has assigned 16 hours to that module. When I was building the curriculum, I would determine that 16 hours would complete this assignment. The student completes the module. They are assigned 16 hours.

Yes. Steven Chan, this information would be documented in the COR. Yes, in the COR. That is where you want to go specifically.

Next slide.

So we went over those three methods-- clock time, learner mastery, teacher verification. So it is an honor-- we're going to shift gears a little bit because I want to make sure that we definitely have an opportunity for the field to ask their questions and for Terrence to provide any updates, but it is an honor. Please join me in welcoming the visiting Assistant Vice Chancellor for Research, Analytics, and Data, Terrence Willett.

He is a great colleague. I have known Terrence for, I think since recently when I went into the IR field. You are an IR treasure. So thank you very much for being here. And I'm just going to give Terrence a couple of minutes to introduce himself and just what his role is. And then if you can give us any updates or give us an overview of just MIS and how that data is submitted, and what happens in that verification process that people may need to understand as doing this work of, hey, let's make sure SX05 is being populated within our institutions.

Terrence Willett: Great. Thank you. A great introduction and apologies in advance. I'm going to start off with disappointing people. I do have to go to another meeting at 10:30, so you won't-- the good news is I tend to talk a lot, so that'll really constrain that. I'm going to put my email in here. And we do have two other CO people here so that if questions come up, feel free to email me.

And so I'm visiting. Where am I visiting from? I'm being borrowed from Cabrillo Community College, where I'm the dean of research and such. And in my portfolio was adult education, so I've got some experience here. One of the funny things about coming from the college to the Chancellor's Office is some of on the ground practicality starts to fade a little bit. One of my colleagues from Cabrillo is here to and can help out.

And in terms of updates, things are rolling along. Actually, I should check in. I'm not sure how many people have jumped over to the standardized attendance at this point, but everyone's supposed to do it by 2027, so that'll be an interesting little piece of information for me to get is how many people have done that transition.

And so in terms of MIS, for those of you who are new, it's a community college student level data system. If you're in the adult ed world, it's similar to TOPSpro Enterprise, in that it helps manage your students. So the students come in, they apply. The data starts going into that student information system on campus. And at the end of every term and every academic year, those unit records are submitted up to the state in a big central data warehouse.

And then we can run reports at the state level. And it standardizes the data collection. So even though every college can have differences in their student information systems and some of their reporting, it standardizes it through this MIS lens. And the SX05 is one of those elements that creates the standardization.

There is some-- as Dulce was pointing out, there is a difference between the 320 report and the SX05. The similarity is at the back end data should be the same source data in general. There are always exceptions to that, but the maintenance and data quality around that collection of enrollment and attendance is critical to feed both of those systems, and so they should have a lot of alignment. But there are some specialty rules in the 320 that are different than MIS.

And then I think as Jenny Moran was putting in the chat, you will get audited on the 320. So make sure you keep good records. That's important. And in general, I want to make, I guess, my last point would don't be shy. This stuff can be a little complicated. There's a lot of people here with a lot of experience. Don't do it alone. Don't do any of this alone.

Create cross-functional teams on your campus. Have your research, your IT, your program staff, your curriculum specialists make it fun. Make it a party. Make it regular so that you can have that ongoing consistency. So I think those are my major points. I'm going to be a little late to my next meeting because I don't want to completely split after I finish talking.

But again, feel free to pop questions in the chat. Email me. Again, a couple of CO colleagues are here. And if you're shy, just email me later, however you want to roll.

Dulce Delgadillo: Thank you so much, Terrence. Really appreciate you being here and sharing your contact information. Any dying questions? Is my--

Terrence Willett: All right. Joanne had a question. And as seen through the TOPSpro reporting--

Dulce Delgadillo: Yes.

Terrence Willett: Do K-12 adult schools. They do, Dulce.

Dulce Delgadillo: Yes, they do. Yes, they do. Yeah I got that one. So a K through 12 adult schools are required to do CAEP reporting through TOPSpro Enterprise. Adult schools do not report MIS data. This is solely a community college system data reporting system.

Terrence Willett: Yeah. And I guess-- and so I'm about to split. But my two final points, one will be Dulce knows everything, as you can see. So me leaving won't you will have no net loss in knowledge. But in terms of where do these systems reconcile, how do they relate to each other, at the local consortium level, we did get funded to do community pro that does some linking at the local level.

But then at the state level, there is the cradle-to-career system that is also helping with some of this linking. And I've got that meeting later today too. And so I'll be able to come back with updates on that. So we are working on a mechanism for people to request data from C2C. It should be ready soon. We'll keep you posted on that as well.

But there is a lot of interest in aligning the systems to the extent possible, while letting them do their distinct thing, because they've got different rules and regulations and funding parameters that they have to address.

With that, I guess I should go to my next meeting, but great seeing everyone. Hopefully, people have feel comfortable contacting me and my colleagues with questions and my CO colleagues who are here, Mayra and Jennifer, feel free to jump in as well. So nice seeing everyone. Sorry I have to be so swift.

Dulce Delgadillo: Thank you so much. No, you're good. You're good. Thank you for joining us. Happy Friday. Bye. All right. Yes. All right. So I'm going to address Steven Chan's question here. For SX05, do we report actual hours or hours stated in the COR? Both. Actually, you determine the methodology I'll go into. So essentially, at NOCE, we do both. We do actual hours of attendance for anything that is positive attendance. So anything that's instruction, in-person that you're capturing. You were here for one hour. We have 100. I report 100 hours. That is reported in SX05.

What else is reported in SX05 is the hours that we have calculated based off of attendance, based off of the COR. And I'll go into a deeper dive into how some institutions, specifically Santa Ana College, is doing a mixture as well. And I will be going over their methodology.

So can I go to the next slide, please?

I will give my questions to Terrence later. So next slide.

Methodologies-- so let's deep dive into this with the last about 30 minutes, we have, about 45, actually. We have about 15 minutes out at 11 for questions and answers.

Real implementation-- clock time. Refreshing the memory-- assigns contact hours based on the elapsed time that a participant is connected to or engaged in an online or standalone software program that tracks time.

So this is positive attendance. I'm sorry, not positive attendance. This is for asynchronous classes. So we're throwing-- I want you to not think about anything that you're using synchronous instruction for. This is solely asynchronous, noncredit instruction as to how you're capturing those hours. If it's synchronous, then you're capturing the hours because it's synchronous. And you're reporting those hours.

But SX05 and the big hurdle is really around asynchronous instruction. So how we have seen this in practice is a logging in of clock-ins and clock-outs. We've seen it in two ways. I will talk a little bit about City College of San Francisco. And I'll also talk a little bit about what we are doing at NOCE, which is actually a homegrown clock-in, clock-out system.

What is the pros? Its objective. I mean, you can't really argue with it. Auditor comes in. I have the evidence here. Cons-- very technology-dependent. We use a homegrown system at NOCE. At City College, they are using Canvas as their software to be able to do this.

Next slide.

So what does this look actually in practice? So like I mentioned, in City College of San Francisco, what we are doing-- what they are doing, and what they have showcased as a method for this specific methodology is going to be Canvas clock-in data extraction. So what does that mean? That means that students-- so I'll give you an example. It's a class, asynchronous class. And the modules are built in Canvas. And me, as an asynchronous, noncredit student, can go in whenever I want to complete my modules.

Well, those modules are in Canvas. And so what City College of San Francisco has done is every time the student clocks in, because in Canvas, it will track when you clock in, and then they take how long they were in there for. Now, it's tracking each activity for each course section. So in some systems, they were having trouble because it wasn't giving them student level data. It was saying, Dulce put in five hours across these five classes. You can't do it that way. It needs to be course-specific to where, Dulce put in five hours in this specific module class.

So they were able to extract the Canvas information. And to be able to assign hours and recognize that asynchronously, Dulce completed five hours of instruction based off of Canvas. What did they do to make sure that people weren't staying in there for 20 hours? They did validation checks.

So within their Office of Institutional Research, they are conducting regular integrity checks. And so when I actually spoke-- this is the example that is given in section-- in part two of the SX05. Pam Mery actually goes into how they ran the numbers to see if there were any outliers. And they're not finding outliers. They see a very common trend. And so that made their president feel comfortable to use that as a data source, as long as they were conducting regular integrity checks.

This has become an automated reporting approach now. So they're IT now extracts the hours, calculates the hours, submits it into SX05 based off of asynchronous instruction for their noncredit courses within Canvas.

I'm going to give the second example. And then I'm going to go to the questions. What does NOCE look like? So what we do is we actually have a homegrown attendance system. And we do a variety of pieces. We do two, which is clock-in, clock-out, but we also do a combination of daily and weekly capture. And I'm going to give you an example of our hybrid classes.

So this is two hours in-person. And then a series of five hours that they can do asynchronously on their own weekly. And so what is capturing is that-- and I'll show you in our homegrown attendance system, when they attend the in-person instruction, the faculty is tracking the hours in their attendance roster.

And then every week on a Friday, faculty are asked to check on student engagement on the asynchronous modules. And so once the faculty, every Friday confirm, OK, the student engaged in appropriate amount of time in this module, then they do a weekly attendance. And that assigns them the five hours in which. How do we know it's five hours? The COR and the schedule assign the hours. So it always goes back. So for those asynchronous hours, you always got to go back to the COR.

Let me see. I'm going to ask this question or answer these questions here. So I have Eva. What happens if the students clock in to Canvas is more than the max hours on the COR? Yes, I would confirm that. So for this one, if it's-- let me see. It should not max. It should not go out. This is going to be for them going in. And it shouldn't-- because I believe the way that they built it. And this is how we do it in ours, is that it's not able to do it in their audit checks to go beyond.

So if the student has-- that's part of that regular integrity check. They're making sure that those hours are not going beyond the COR. And if they are, then they're putting an audit check to making sure that it does not go over the COR. I hope that makes sense.

Oh, Carol. Carol is here from City College. Oh, thank you so much for jumping in. Yes. So that was that one. So do not have-- so yes. Confirm audit checks. If you're going to do clocking in and clocking out, you're going to have to do the audit checks because you're not going to want to report someone with thousand hours because they left the thing on.

So make sure you're checking your data and you're validating it up against those CORs. Again, the CORs is going to be your Bible there. How accurate is Canvas? Can't you log into Canvas and open it? Yes. Say, yes. So again, yes, that was the misconception actually. I remember when San Francisco was looking into this implementation, and one of the concerns was, well, aren't you just going to get people with thousands of hours, thousands of hours? And they said, we will run validation checks.

And when they did run the validation checks, they found there were minimal outliers. In fact, students were doing clocking in and clocking out at the appropriate rate. Let me see. Validation checks is seeing like, OK, so let's say that it's classes English 101, and it's asynchronous. I'm going to pull all those hours and I'm going to say, hey, are those hours-- are we reporting appropriate hours, essentially? You're checking your data right. And that's a validation check.

Are those hours beyond the COR hours? And then you go in and confirm and check why. Sometimes it's a technology issue, sometimes where the students were clocking in Canvas, it didn't actually clock them out. That's happened to us as well. So a really key person here is going to be your IR folks and your IT, folks, if you choose this methodology.

All right. Next slide.

I want to make sure we have time for the three. So this is an example of the NOCE one. This is an example that I also gave at part two. But we have a mixture. You can see here for our ESL class, we have 14 hours total a week, 12 of those hours are synchronous. They're synchronous in Zoom, Monday, Tuesday, Wednesday, Thursday. And then there's two hours that are required for them to do Canvas work each week. Again, how did we determine those hours? COR.

Go to the next slide, please.

Yes. So just a little bit. So we have these three types of programs. One of the pieces that we wanted to confirm here was COCI. So COCI is the Chancellor's Office Curriculum Inventory. This slide does have a way. So if you're like, I don't even know where to start. Where do I pull up my course of record hours? COCI will have it. You do not need to have a login. It is publicly available. Anybody can go in and check. And I believe, I want to say, in webinar part one or part two, I do believe we went over how to access it.

Next slide.

Oh, I'm sorry, Martha. I just saw that one. I'll try to slow down. Go back. Sorry.

So when we pulled COCI, this is what you're going to find. For my specific class, which is my course ID there, for my ESL beginning class, what you're going to find is you're going to find how many hours it's assigned. This is where that information is. And you can see there 252 hours is what the curriculum has assigned, the curriculum faculty have assigned to the specific class.

And so I validate, I validate. There's 14 hours a week plus the-- so 16 hours times the 18 weeks. Does that make sense? Is it an eight-week class or a 10-week class? And do those hours make sure? And then again, going back to clock in, are my clock-ins. if I'm doing clock-in, are they more than 252 hours for the entire semester?

Next slide.

This is what the form looks like. Again, our system is Curricunet. COR hours-- this is where you're going to be pulling it. And more specifically for asynchronous instruction, you need three sets of hours just to make it a little bit more complicated. You have in-class contact hours. You have outside of classroom hours. And you have student learning hours. So the total.

Next slide.

And so here, what you can see is that we're doing both a mixture of weekly and daily attendance. So on the 813, what you see here is-- and for this one the student is getting 1.25 hours. So you can see that they're going to class Monday, Tuesday, Wednesday, Thursday for three hours. Faculty is capturing their attendance. This is how we're reporting it.

So they're going into rosters. And that system is connected to our schedule. And so when the student-- when A&R is building the COR and says the core is 252 hours, those 252 hours are split by 18. And that's how we're calculating this. This is homegrown system. But you can see there's a lot of pieces built on the schedule tied to COR.

Next slide.

Clock in-- we got two more. We got two more. Teacher verification-- assigns teacher fixed numbers of hours for credit for each assignment based on instructor faculty determination. So essentially, you're taking your faculty and you're saying, take those courses. I need you to cut them up and assign hours to them in one way, shape, or form.

So this is very dependent on your faculty judgment. What is the process of your curriculum process for noncredit locally? It's going to take rubrics revisions potentially to COR. So you're probably looking at working with your office of instruction. And attendance is really going to be tied to participation. Not necessarily a clock-in, clock-out, I was in Canvas. You see me here. It's going to be a, I finished this. And the faculty says that it's worth five hours. So think of it that way.

Next slide.

So we have two examples here that we can see what teacher verification looks like in practice. So MT. SAC really hit the ground running on the train the trainer model for their faculty. So they got their faculty. And they said, we're going to train you on how you should be assigning these hours or how you should approach, or what does that look like. And they really found noncredit faculty champions to lead this effort within their curriculum process, to really look at their COR. And what are we doing with our hours? And what are we doing with our curriculum? And do we need to revise this?

And what is hours outside of classroom look like? So what they did is that, Santa Barbara City College actually has a rubric. I do not have it. I will try to hunt it down for all of you. But I was told that MT. SAC actually used a Santa Barbara City College rubric for a starting point that really guided faculty through that process of how you assign hours to assignments or modules, or if you're going to go through that teacher verification process.

And then they also did trainings as to, what does it mean to make sure that the student is engaged online? Is it that they just clocked in? Is it that they submitted it? So there was really in depth conversations as to what does online, asynchronous, noncredit student engagement look like? What are our policies on this? When are we supposed to drop them? When are we supposed to keep them? All of those pieces.

Santa Ana College, actually, did a great piece on this. They were at the forefront. VP Kennedy was really leading the charge as to really asking the state guidance as to, what are the expectations for us to report this? And so their story is really amazing. They went from a fully in-person, positive attendance high school diploma program to fully asynchronous online. And again, they went the approach of faculty assigning hours to each of the curriculum pieces.

And now, VP Kennedy was very vocal in saying, this is a heavy lift for our faculty. We're going to give our faculty a stipend for this additional work. And so they had leadership very much behind these efforts, which is very much a key component that we have found out in the field. But what ended up resulting in this is that they shifted their program from open entry, open exit to a managed enrollment. They went from a 16-week high school diploma course to an eight-week diploma course. And I'll explain a little bit as to why.

Next slide.

So from the State Chancellor's Office, VP Kennedy got some guidance as how to specifically report SX05 for these pieces. And so what their methodology has taken is that if the student is enrolled by census one, they will assign them an SX05 50% of the hours. So again, COR, very, very important, 252 hours.

My student was there by census one. They're going to get 50%. And then at census two, if they were in attendance, again, at census two, then they would receive 100% of the hours. Then I got a question, Dulce, what if the student just showed up for census two and they weren't there in census one, we let them in at census two? They don't let anybody in after census one.

If the student has not enrolled by census one, they need to wait for the other class. And that's why they chose to go with eight weeks. Because at 20% of an eight-week class, the student just has to wait another four weeks before the next set of classes start again. And they've had great success. You know why? Probably, because the need for online high school diploma was so high.

And so this is a way that they were able to transition their model of instruction in order to be able to ensure that reporting was accurate.

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Learner mastery-- press it again. This one's assigning fixed hours for credit based, so think of that model, modules assigning hours.

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Does anybody have any examples, because I have gone all over and we have yet to find a learner mastery? Learner mastery, very much, I think when we presented this, it's actually also very much mirrored in like a correspondence education. I remember reading things around in Texas with Texas jail education. It was very much, you submit a report, or you submit a kind of a booklet. And then when you receive it, they have assigned hours to that booklet as to how long they thought the booklet-- the curriculum determined how long the booklet should have taken for them to complete.

We have yet to find, really, what a learner mastery. And to be honest, all of these models that I've gone through isn't straight cut. I have seen and what we have heard from the field is that we've had to slightly modify it in order to adjust to it, or have done a mixture of the two. For NOCE, we are really doing a mixture of the two, which is clock in and teacher verification, in some sense.

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A couple key takeaways here. So just the three models, again, clock time verifica-- clock time, teacher verification, learner mastery. If you know anybody who is doing learner mastery or you yourself are doing learner mastery, please reach out. Let us know.

Let me see. So I'm going to go reach out here. Thank you, Garrett. I saw you were online. Thank you so much for sharing. Do we need to add hours to each content section of CORs? Right now, we have total hours on each COR, but we don't assign specific hours. So as part of the curriculum process, you do not. You do not need to submit for COR hours.

So what has happened at community colleges, such as MT. SAC, they go further in. So they're going deeper into that process. But in COR, what you're going to see is three lines, what you saw in the PowerPoint-- out of class, in-class, total. And so we won't go too much into the three assign-- three types of hours on all those pieces. But essentially, that's the first level of COR. If you want to dive in deeper and break that down into a syllabus, more power to you. But again, that is a heavy lift.

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All three methods are valid. The right choice is really going to depend on your local systems, your curriculum, and your staffing capacity.

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A big lesson learned here is that not one-size-fits-all. What we have found is that institutions, programs have had to be nimble, as we typically are in noncredit. We've had to adjust. IT and IR collaboration is essential. I would also throw in there office of instruction. I would also throw in there faculty training was a big hurdle. Making sure that our faculty were trained that if compensation was allowable, all of those pieces, how to fit it in on top of the already busy schedule they have.

Local clear policies mattered. We had many faculty ask, when am I supposed to drop our students? Now, you through a census one and a census two into my open entry open exit class. We had to have the conversations as to what is meaningful engagement in a noncredit online class look like and mean. And we had to have those conversations with our faculty and then establish policies around attendance.

And what we saw that was with Santa Ana College. Hey, we're going to shorten our classes. Instead of 16 weeks, we're going to do eight weeks. We're going to do manage enrollment and documentation. Like Terrence said, 320 will get audited. MIS-- track and document as much as you can. You are not here to do this alone. We have templates. We have a starting point in some way, shape, or form.

Next slide. And I see Lisa's hand.

Oh, sorry. Really quick, let me go through this one. So who you want to get involved in this conversation at your local campus? Oh, sorry. One more. You want to get your faculty involved because it's going to be impacting accurate attendance timing, timely data submission. It's going to determine sufficient class engagement. And you're going to have to communicate drop policies very clearly.

IT-- IT is going to be your best friend, if you're going to do clock in.

System setup and maintenance-- maintenance is a huge part of this. How are you validating? What is that annual validation look like? How are you reconciling all of those pieces? IR. We're the numbers people. We're going to tell you. Are you up? Are you down on your SX05 05? It's accurate or it's not accurate. We're going to tell you, hey, you're missing like 12 classes in SX05. Why aren't they being reported? So make friends with your IR folks.

And A&R-- A&R is going to be that entry point to make sure-- I always tell my VP, I said, if we're going to want to fix our class, our data, we got to find out where the data's been entered. And most of the time, it starts with our front facing staff in A&R that are entering the data, or your curriculum specialist who are entering your class information data.

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I actually think we do not have time for this one. So I'm going to actually go next slide. So this is the one. So we have a one-pager resource for you that I'm going to bring up. Actually, I don't know. Chandni, do you have it up here. I don't think so.

So I'm going to bring it up really quick. OK. I'm going to bring it up right now. I also have a Padlet in here. And I'm going to drop in, if Chandni or Jaspinder or if somebody can drop in this Padlet link into the chat. And this is really an opportunity for you, the field, to give us your feedback.

Again, you're not here to do this alone. We are here to support you. And it's really about making sure that we are sharing resources, sharing lessons learned, giving each other the tools so that we can be as accurate in reporting and give ourselves also accurate advocacy tools to be able to say, hey, are you reporting our data and to maybe put some fire underneath the people who can get some people moving. Definitely that.

And then the last one is CC TAP recordings and materials. We have centralized everything for you. We know this is a dense topic. We know that this is going to involve potentially some grassroots efforts at your local institutions. So we are giving you this information. We're going to centralize it. This is a living document, the FAQ.

So I do have to step out at 11. But we are going to transition to Lisa to do a Q&A for the last 15 minutes. And whatever questions you have that we may not be able to respond to today, we're going to add on to that FAQ. So we did this on part one. We did it in part two. We gather it through Padlet. We gather it through surveys. So please make sure to give us your feedback and share, where are you? Again, if you're at a one, that's perfectly fine. If you're at a three give us some lessons learned and what has worked for you. If you're at level four, you have templates? Send them my way.

Lisa Mednick Takami: Dulce, thank you so much. Are you able to answer two quick questions? Number one, does COCI list course hours?

Dulce Delgadillo: Yes.

Lisa Mednick Takami: OK. That's what I thought.

Dulce Delgadillo: Yes, if you can, if you do not access it right there, you may have to get the login information. So there's two ways to go into COCI, the public facing and the login. If you need a login for the hours, go to your Office of Instruction. They'll have that information.

Lisa Mednick Takami: OK. And then this is a question that David, we tried to ask that I had. The difference, I think, he means between learner mastery and competency-based education, CBE, do we know what the distinction is there?

Dulce Delgadillo: That's a great question.