1. NONCREDIT CURRICULUM What’s in a name?
Barbara Adams, Curriculum Co-Chair
Letitia Miller, Articulation Officer
MJC Curriculum Committee
March 28, 2017

2. ORIGIN STORY: NONCREDIT
The roots of noncredit are found in adult education focused on providing basic, vocational, and English skills to immigrants.
CCC Master Plan (1960) distinguished transfer/occupational students from noncredit/adult education students

3. NONCREDIT: THE FINE PRINT OF ED CODE
CALIFORNIA EDUCATION CODE TITLE 3. POSTSECONDARY EDUCATION [ ] ( Title 3 enacted by Stats. 1976, Ch ) DIVISION 5. GENERAL PROVISIONS [ ] ( Division 5 enacted by Stats. 1976, Ch ) PART 40. DONAHOE HIGHER EDUCATION ACT [ ] ( Part 40 enacted by Stats. 1976, Ch ) CHAPTER 2. General Provisions [ ] ( Chapter 2 enacted by Stats. 1976, Ch ) ARTICLE 2. Comprehensive Mission Statement [ ] ( Heading of Article 2 added by Stats. 1991, Ch. 1198, Sec. 4. ) The missions and functions of California’s public and independent segments, and their respective institutions of higher education shall be differentiated as follows: (a) (1) The California Community Colleges shall, as a primary mission, offer academic and vocational instruction at the lower division level for both younger and older students, including those persons returning to school. Public community colleges shall offer instruction through but not beyond the second year of college. These institutions may grant the associate in arts and the associate in science degree. (2) In addition to the primary mission of academic and vocational instruction, the community colleges shall offer instruction and courses to achieve all of the following: (A) The provision of remedial instruction for those in need of it and, in conjunction with the school districts, instruction in English as a second language, adult noncredit instruction, and support services which help students succeed at the postsecondary level are reaffirmed and supported as essential and important functions of the community colleges. (B) The provision of adult noncredit education curricula in areas defined as being in the state’s interest is an essential and important function of the community colleges. (C) The provision of community services courses and programs is an authorized function of the community colleges so long as their provision is compatible with an institution’s ability to meet its obligations in its primary missions. (3) A primary mission of the California Community Colleges is to advance California’s economic growth and global competitiveness through education, training, and services that contribute to continuous work force improvement. (4) The community colleges may conduct to the extent that state funding is provided, institutional research concerning student learning and retention as is needed to facilitate their educational missions.

4. CCCCO Summarizes: WhaT DOES NONCREDIT DO?
Provides open college access to students with diverse backgrounds
Serves as a gateway and first point of entry to underserved students
Helps meet needs of special populations
Transition point to prepare students for credit instruction and the workforce
Offers students low and no cost courses
Allows students to repeat courses for the purpose of improving skills as opposed to a grade
Taken from California Community College Chancellor’s Office
Overview of Career Development and College Preparation Programs,
January 2017

5. THE NONCREDIT STUDENT
Often the neediest, most underserved members of our community
Wide range of goals, generally attempting to gain skills needed for:
Personal/family
Employment
Educational transition, pre-collegiate skills
From Solano Community College’s FLEX Presentation: Noncredit Courses, What are they, and how do they work?

6. 10 Noncredit Categories Categories eligible for state funding (§58160)
English as a Second Language
Immigrant Education (including citizenship)
Elementary and Secondary Basic Skills (incl. supervised tutoring)
Health and Safety
Courses for Adults with Substantial Disabilities
Parenting
Home Economics
Courses for Older Adults
Short-­Term Vocational (incl. apprenticeship)
Workforce Preparation
From the Program Course Approval Handbook, 5th Edition, p. 96, 190

7. Noncredit at a GLANCE pps 32-39: NONCREDIT COURSES MUST…
have a COR approved /periodically reviewed by the Curriculum Committee, and approved for adoption by the CCCCO, and be published in the catalog
be open for admission to all admitted students
be taught by an individual meeting minimum qualifications
demonstrate relevance to special populations on the COR (for courses in Immigrant Education, Parenting, Persons with Substantial Disabilities, Older Adults)
be open to all admitted students
must record actual hours of individual student attendance, which can be subject to audits for positive attendance compliance
must be delivered in adherence to the COR, including evaluative measures on the COR, despite the non-graded format
must be overseen by an instructor with no other concurrently assigned duty
charge no mandatory enrollment fees for students. Materials fees are allowed.

8. AB86⇢CDCP: CAREER DEVELOPMENT AND COLLEGE PREPARATION via NONCREDIT
AB86 orchestrated a robust, intersegmental inquiry into the state of noncredit/adult education across K-12 and CCCs
established a new, comparably-funded, evidence-centered, preparatory channel of noncredit: Career Development and College Preparation (CDCP), which would funded equivalent to the credit rate in FY [SB 860: Ed Code (d)(4)(A)(ii)]
CDCP curriculum shall be developed to give students formal recognition of college readiness or employability in a high-demand field through;
Certificates of Completion – college readiness, or
Certificates of Competency - employability

9. CDCP Noncredit: CATEGORIES ELIGIBLE FOR ENHANCED FUNDING
Noncredit courses eligible for state funding (§58160)
English as a Second Language
Immigrant Education* (including citizenship)
Elementary and Secondary Basic Skills (incl. supervised tutoring)
Health and Safety
Courses for Adults with Substantial Disabilities
Parenting
Home Economics
Courses for Older Adults
Short-­Term Vocational (incl. apprenticeship)
Workforce Preparation
Program Course Approval Handbook 5th Edition, p. 96, 190

10. Ed Code §84760.5(a) defineS courses eligible for CDCP enhanced funding
those for which no credit is given, and that are offered in a sequence of courses leading to a Certificate of Completion; and
those that lead to improved employability or job placement opportunities, or
to a Certificate of Competency in a recognized career field by articulating with college-level course work, completion of an associate degree, or transfer to a four- year degree program.

11. subdivision (b) of 84760.5 FURTHER LIMITS ELIGIBILITY
limits eligibility to the following:
classes and courses in elementary and secondary basic skills;
classes and courses for students eligible for educational services in workforce preparation classes in the basic skills of speaking, listening, reading, writing, mathematics, decision-making, and
problem-solving skills that are necessary to participate in job-specific technical training;
short-term vocational programs with high employment potential, as determined by the Chancellor in consultation with the Employment Development Department utilizing job demand data provided by that department; and
classes and courses in English as a second language (ESL) and vocational English as a second language (VESL).

12. WHAT IS SOUND CDCP Curricula
Courses must be sequenced and lead to a CDCP certificate
CDCP Certificates should be developed making evident their relevance in relation to college readiness goals or regional workforce training demand and goals
Compliance with regulatory parameters and participation in monitoring frameworks including but not limited to:
Positive Attendance Accounting
CTE/Perkins Regulations and Protocols

13. Developing CDCP CERTIFICATES TO FACILITATE SHORT-TERM VOCATIONAL & Workforce preparation OUTCOMES
Choose a vocational TOP code, or
TOP
TOP
TOP
TOP
TOP
Be prepared to follow program development review and reporting protocols for CTE per the Perkins Act
Regular meetings with advisory panels
Regional (Central/Motherlode) Consortium Approval
2-year program review
Student CTE Surveys each semester

14. MJC NONCREDIT : ASSESSING OUR OFFERINGS
What curricula do we offer that falls into the categories?
Do we have credit curriculum that might be well-suited for the many benefits of noncredit instruction?
Might we benefit from a noncredit conversation?

15. NONCREDIT at the CCCCO
CB01: DEPT #
CB02: COURSE TITLE
CB08: Basic Skills
CB09: SAM
CB22: NONCR CAT
ELW 901
Beginning English for Life and Work B E A
ELW 902
Elementary English for Life and Work
ELW 903
Higher Elementary English for Life and Work
ELW 904
Intermediate English for Life and Work
ELW 905
High Intermediate English for Life and Work
ELW 906
Low Advanced English for Life and Work
MATH 911
Whole Numbers C
MATH 912
Fractions
MATH 913
Decimals and Percents
MATH 921
Integers
MATH 922
Fractions, Decimals, and Integers
MATH 923
Percents, Ratios, and Proportions
MATH 924
Graphing and Measurement
MUSE 851
Masterworks Chorus N H
MUSE 861
Community Orchestra
MUSE 871
Concert Band
NURSK 800
Nursing Skills Development I
PEA 800
Adaptive Exercise for Mature Adults D
TUTOR 850
Supervised Tutoring
WKFSK 810
Skills to Succeed at a New Job J
3/28/2017: Current active data pulled/placed for illustrative purposes only.

16. 1160 Member Institutions Certified for Tutor Training
MODEL PROGRAMS
1160 Member Institutions Certified for Tutor Training
Including CCSF’s
Learning Assistance Center
CITIZENSHIP