ARE YOU TALKING ABOUT NONCREDIT ON YOUR CAMPUS? You Should Be! Diane Edwards-LiPera, Southwestern College Julie Nuzum, Butte College Jan Young, Glendale College Cheryl Aschenbach, ASCCC (facilitator)

Overview AB86 and the Adult Education Block Grant (AEBG), Task Force on Workforce, Job Creation, and a Strong Economy Recommendations, Basic Skills Initiative (BSI), Student Equity Plans, and Student Success and Support Program (SSSP). What do all of these initiatives have in common? Your college could be providing noncredit courses and programs in response to each of them. While noncredit has historically been underutilized by most districts, now is a great time to consider using noncredit courses to achieve outcomes for the listed initiatives. Presenters will explain noncredit basics including Career Development and College Preparation (CDCP) noncredit and suggest ways in which you should be considering noncredit course and program development on your campus.

WHAT ARE THE INITIATIVES WE’RE TALKING ABOUT?

AB86 / AB 104 Adult Education Block Grant (AEBG) ■2014 Adult Education Regional Planning / 2015 Adult Education Block Grant ■Collaborating to better serve the needs of adults in our communities ■Intent of Adult Education Block Grant is to expand and improve provision of adult education via our community consortia ■Established regional consortiums to better align services for adults including adult diploma and high school equivalency programs, career education and services, and community support services

Doing What MATTERS for Jobs and the Economy ■The Opportunity: For community colleges to become essential catalysts to California’s economic recovery and jobs creation at the local, regional, and state levels. ■The Strategy: A four-pronged framework to respond to the call of our nation, state, and regions to close the skills gap. The four prongs are: –Give Priority for jobs and the economy –Make Room for jobs and the economy –Promote Student Success –Innovate for jobs and the economy

Task Force for Work Force, Job Creation, and a Strong Economy ■Doing What MATTERS and Student Success Initiative provided the foundation to launch the Task Force for Work Force, Job Creation, and a Strong Economy ■California Community Colleges Board of Governors commissioned the Task Force in November 2014 with a goal to increase individual and regional economic competitiveness by providing California’s workforce with relevant skills and quality credentials that match employer needs ■This Task Force is to consider strategies and recommend policies and practices that would: –Prepare students for high-value jobs that currently exist in the State, –Position California’s regions to attract high-value jobs in key industry sectors from other states and around the globe, –Create more jobs through workforce training that enables small business development, and –Finance these initiatives by braiding existing state and federal resources. eeds and fuel a strong economy. ■The Task Force will follow a planned process to develop recommendations that engender flexibility, regional responsiveness, partnership with industry, and student portability.

Basic Skills Initiative ■The Basic Skills Initiative (BSI) was a grant funded initiative from the California Community Colleges Chancellor's Office (CCCCO) which began in 2006 as part of the strategic planning process. ■The goal of the BSI was to improve student access and success.

Student Equity Plans ■Plans focus on increasing access, course completion, ESL and basic skills completion, degrees, certificates and transfer for all students as measured by success indicators linked to the CCC Student Success Scorecard and other measures developed in consultation with local colleges. ■“Success indicators” are used to identify and measure areas for which disadvantaged populations may be impacted by issues of equal opportunity. ■Each college develops specific goals/outcomes and actions to address disparities that are discovered ■College plans must describe the implementation of each indicator, as well as policies, activities and procedures as they relate to improving equity and success at the college.

SSSP (3SP): Student Success & Support Program ■Result of Student Success Act of 2012 (SB 1456) which addressed recommendations of the Student Success Task Force ■Refocused “matriculation” on core services of orientation, assessment, counseling/advising, and education planning ■Changed the funding formula to include delivery of core services (60% of allocation) ■Changed MIS reporting elements to include reflect delivery of core services ■Requires students to complete SSSP process or risk having a hold on their records or loss of priority ■Requires colleges to participate in common assessment (when available) in order to receive SSSP funding

WHAT IS NONCREDIT?

Noncredit Basics: A Brief Overview ■Zero unit courses ■Limited to 10 categories: ESL, immigrant education, courses for adults with disabilities, parenting, courses for older adults, family and consumer sciences, health and safety, basic skills, short term CTE, and workforce preparation ■FTES generated through positive attendance rather than census ■Perception of reduced apportionment rate in contrast to credit apportionment rate –CDCP equalization has changed this! –80% of noncredit is CDCP

Noncredit Basics: A Brief Overview ■No cost to students ■May be managed enrollment or open entry/open exit ■CORs must be approved by locally and by Chancellor’s Office ■Minimum qualifications listed in the MQ Handbook ■Progress Indicators: P, NP, SP

Noncredit basics: Career Development College Preparation ■Noncredit courses in four of the ten noncredit categories: –ESL, Basic Skills, Short Term Vocational, Workforce Preparation ■Effective , CDCP apportionment equal to credit apportionment ■Two or more courses must be linked to a noncredit certificate –Certificate of Completion –Certificate of Competence

Noncredit basics: Certificates ■Certificate of Completion Related to college preparation ■Certificate of Competence Related to career development ■Certificates can be used for any combination of noncredit courses; not limited to CDCP ■However, for CDCP eligibility, courses in the four eligible categories must be linked to a noncredit certificate

HOW CAN WE USE NONCREDIT FOR INITIATIVES?

Serving Students with Noncredit ■No cost to students! ■Accessible to students ■Flexible scheduling ■Focus on skill attainment rather than on grades or units ■Repeatable ■Not affected by 30-unit basic skills limitation

Serving Students with Noncredit ■Elementary level skills in preparation for college or career –Bridge to further education –Entry level training for career pathways ■CTE: preparation, practice, and certification ■Access to college and matriculation resources ■Low risk opportunity to build skills or try new disciplines of interest

Barriers ■Concern that noncredit students do not earn credit – less understood by people outside CCC system ■Colleges do not want to offer classes at lower apportionment rate in those categories that are not CDCP eligible ■Not eligible for financial aid (but this could be seen as a barrier or a gateway) ■Different load/pay rates for noncredit faculty in some CCC districts ■Previous marginalization of noncredit courses, programs, students and faculty

Meeting the Focus of initiatives with Noncredit ■Workforce preparation – AB86/104, Doing What MATTERS ■Student Equity, Access, and Success – AB86/104, SEP, SSSP, BSI ■Noncredit can be developed to meet the goals of these initiatives ■Colleges can choose to use noncredit at lower apportionment rate to serve students OR ■Colleges can develop CDCP-specific courses and certificates to serve students AND earn equal apportionment to credit

What’s Next? ■Look at noncredit as an option for meeting student & initiative goals ■Engage credit faculty in conversations about noncredit courses – work in concert rather than isolation ■Look for models of noncredit use: –6 districts teach 90% of CDCP noncredit in the state ( ) –Noncredit taught in at least half of the 72 CCC districts –Ask around: Ask your Senate leaders, ASCCC leadership, initiative leaders or others to point you towards examples of noncredit in use at other colleges

QUESTIONS?

Julie Nuzum, Butte College – Doing noncredit with adults with disabilities Diane Edwards-LiPera, Southwestern College – Doing work with AB86/104 and workforce development Jan Young, Glendale College – Doing CTE-related and ABSE (adult basic & secondary ed) noncredit Cheryl Aschenbach, Lassen College – ASCCC Noncredit Committee Chair CONTACT US!