1. ESL CB 21 Coding Webinar Welcome to the ESL CB21 Training!
Our session will begin promptly at 4:00PM.
Please type questions into the Chat area on the right of the screen.
If you do not have a copy of the ESL Frequently Asked Questions (FAQs) please print a copy at
You must occasional move your mouse so that your computer does not go to sleep or hibernate.
Before we begin:
 Connect by phone to hear the lecture and participate:
Dial your telephone conference line: (888)
Enter your pass code, which is the same as the password you used to log into the computer session
PARTICIPANT CONFERENCE FEATURES: *0 - Contact the operator for assistance. *6 - Mute/unmute your individual line to keep extraneous noise off the party line – REMEMBER we can hear everything you say and noise made.
DO not put your phone on hold! It interrupts the entire session with MUSAK Technical Difficulty with seeing the presentation: CCC Confer Client Services is available Monday through Friday between 8:00 am - 4:00 pm at ext 1537 or 1554
9/17/2018

2. ESL CB 21 Coding Webinar Janet Fulks, ASCCC – Bakersfield College
Alicia Munoz, Cuyamaca College
Nancy Frampton, Reedley College
Priscilla Butler, Santa Barbara City College
9/17/2018

3. Why recode ESL?
ESL had the poorest accountability reporting with regards to student progress – primarily because codes were wrong.
To correct this:
Use all new TOP codes for ESL
Correct existing in particularly CB 21
Align statewide levels of courses
Correct other CB data elements:
Provide opportunity to include reporting on ESL transfer courses prior to English 1A in a consistent manner
9/17/2018

4. What course codes need to be evaluated?
TOP code (CB 03)
Credit status (CB 04)
Credit – degree applicable
Credit – not degree applicable
Noncredit
Transfer status (CB 05)
Basic skills status (CB 08)
Course Prior to Transfer Level (CB21)
Noncredit Category (CB22)
This is a few ways that CB coding describes important details about courses. Some of these CB codes interact. If you code CB 04 as degree applicable – it can NOT be CB 08 basic skills – per Title 5.
In the past the person inputting the coding was often someone without the curricular details to do this. The task often fell to those least able to say no, a technician or secretary. Now that accountability reports are based on these data elements, we must relocate the authority and responsibility for these codes to the faculty discipline experts.
9/17/2018

5. Clarifying ESL Courses coding
ESL courses are put into all new TOP codes depending on the program within ESL
– ESL Writing
– ESL Reading
– ESL Speaking/Listening
– ESL Integrated
There is no TOP code for ESL grammar
ESL courses in a sequence prior to transferable English are coded with CB 21
Using one of four rubrics – whether noncredit and credit, degree-applicable and non-degree-applicable, transferable or not* (this last point is not true of any other discipline)
Non-sequential ESL courses, such as support courses, are coded CB21 Y
Janet
Transfer level courses are commonly accepted for credit when transferred to a four year college; it is a bright line. This means using “transfer level” provides a common statewide definition for levels prior. We know that many ESL are courses are transferred as electives – so they are transfer level – but we are targeting the pathway to the commonly agreed upon (nonbasic skills non ESL level) courses required for transfer and we used English 1A as the target for reading, writing and ESL.

6. TOP code changes 4930.80 – ESL–Intermediate 4930.81 – ESL–Advanced
Deleted T.O.P. codes
New T.O.P. Code or Existing Codes
– Writing
– Reading Skills Development
– Reading Skills, College Level
– English (writing)
– Reading
– Career Technical Computational Skills
– Pre-Algebra (Basic Math/Arithmetic)
– Elementary Algebra
– Mathematics, General
– Mathematics Skills
– Communication Skills
– Speech Communication
or – Learning Skills, Speech Impaired
or Other appropriate T.O.P. codes
– ESL–Intermediate
– ESL–Advanced
– ESL–Elementary
– ESL–Degree-applicable
– ESL Writing
– ESL Reading
– ESL Speaking/Listening
– ESL Integrated
– ESL Civics
or – Citizenship
Stephanie
Distribute Summary of T.O.P. code changes document and new pages for T.O.P. manual.
New codes: , , , , ,
9/17/2018

7. Guidelines use of the rubric work
The rubrics describe coding for basic skills levels.
The level descriptions ARE NOT comprehensive.
 The rubrics ARE NOT the final authority. They are a referential guide.
Each local college may code the basic skills courses appropriate to their curriculum and program descriptions.
This is a local decision and local process.
Janet
Guidelines or Philosophy for the Use of the CB21 Rubrics
These DRAFT rubrics were the result of collegial input from over 140 faculty in Math, English, ESL and Reading from across the state. The rubrics were created with the understanding that they would be vetted throughout the disciplines and discussed with the professional organizations associated with each discipline through April After fully vetting the rubrics, they will be considered for adoption at the ASCCC Spring Plenary Session.
The rubrics describe coding for basic skills levels. They DO NOT prescribe or standardize curriculum. They are not a comprehensive description of curricular activity in those courses, but rather describe a universal core of skills and abilities that the faculty could agree should be present at the end of each of those levels.
The level descriptions ARE NOT comprehensive. There are many other outcomes or skills developed in the courses at individual college locations, but which are not necessarily represented statewide and therefore not included as a part of the rubric.
The rubrics DO NOT dictate anything regarding the classification of the course as to transferability, degree applicability or even coding as a basic skills course or not.
The rubrics ARE NOT the final authority. They are a referential guide representing what we have determined is common practice statewide; they do NOT dictate any course’s assignment to any particular level. Coding of the course levels IS a local decision.
There is no obligation to use the CB 21 coding as indicated in the rubric; it is merely a guide or reference indicating agreement among colleges in the state regarding a core commonality. Each local college may code the basic skills courses at their college appropriately to fit their student population, curriculum and program descriptions. If their basic skills course looks like a level 2 on the rubric, but the college decides to code the course at level 1 or level 3 or any other level, it may do so. This is a local decision.
Faculty will continue to develop and determine what they teach as discipline experts about their student audiences, retaining curricular and program primacy.
This process is not designed as an obstacle to curriculum, curricular or programmatic development. It WAS developed as a data coding activity to improve the data reported to the legislature and available to local institutions concerning student success and improvement in basic skills.
The final process for recoding the CB 21 courses will be developed by the ASCCC and the Chancellor’s Office MIS division. This process will include collaboration between the person locally responsible for coding courses and the appropriate discipline faculty.

8. CB 21 Rubrics Created to Describe Levels Courses Prior to TRANSFER
Discipline
Credit
Noncredit
Likely bridge to credit
Math
Four levels CB 21 A, B, C, D
Six levels CB 21
A, B, C, D, E, F
Levels C & D
English
Seven levels CB 21
A, B, C, D, E, F, G
Level B or C
Reading
Four levels CB 21
A, B, C, D
Five levels CB 21
A, B, C, D, E
Level A or B
ESL
6 levels ESL Reading CB 21
8 levels ESL Integrated CB 21
A,B,C,D,E, F, G, H
Includes vocational and Cultural skills
Most noncredit end 2 levels prior to English 1 A at Level B
6 levels ESL Writing CB 21
6 levels ESL Speaking & Listening CB 21
Janet
Student Success Conference 2009

9. Special Considerations with ESL
ESL integrated
life skills and vocational columns are experimental use other columns for core content
developed by noncredit faculty; can be used for credit; comparable to levels of discrete courses
Movement from integrated to discrete courses counted; or discrete courses to integrate. Movement between ESL reading4 and ESL writing 3 – not counted
VESL courses can use left column on ESL integrated rubric (4931)
Citizenship and ESL Civics ( )
Janet
9/17/2018

10. Principles for correctly coding
Involve adequate curriculum experts
Check TOP codes then other codes CB 04, 05, 08
Target English 1A and transferable math and look at levels prior to these
Consider prerequisites as a way to determine sequential levels (for courses that are equivalent such as geometry etc.)
Remember the graduation requirements changed this fall
Use the rubrics to show levels and progress comparable across institutions
Courses don’t need to perfectly match all descriptors but should essentially match a level
You can have more than one course on a level
Don’t create levels to show improvement
Beware of the ladder length
Janet
9/17/2018

11. Principles for correctly coding
Credit – start with the transfer course and work down
Noncredit – start with the lowest course and work up towards transfer
Include noncredit courses*
Check CB 22 coding
Identify linkages between credit and noncredit to show progress from noncredit toward credit and transfer
Janet
9/17/2018

12. CB21 – Course Prior to Transfer Level
CB21 COURSE-prior-to-TRANSFER- level X(01)
This element indicates course level status for:
ESL, writing, reading and mathematics courses.
CODING MEANING
Y = Not applicable.
A = One level below transfer.
B = Two levels below transfer.
C = Three levels below transfer.
D = Four levels below transfer.
E = Five levels below transfer.
F = Six levels below transfer.
G = Seven levels below transfer.
H = Eight levels below transfer.
9/17/2018

13. Things to Consider Consider student success:
Colleges with more levels or fewer levels
The longer the ladder the fewer complete
Research indicates too many steps are a barrier to progress
There are TIPPING POINTS
Stimulate discussions about basic skills and degree- applicable courses appropriate to your college vision, mission and culture
Janet
9/17/2018

14. Things to Consider Levels must mean the same thing across colleges
Student movement between colleges does not preclude you from getting credit for success elsewhere…
…provided your neighbor is coding properly and uniformly as well
Noncredit – for lower level courses
Be cognizant of where the noncredit ladder “ties in” with credit
Progression into credit levels also shows progress
Janet
9/17/2018

15. CB21 – Course Prior to Transfer Level
Only courses with a TOP code listed in the coding instructions can have a value of A through H. All other courses will have a value of Y.
Credit courses with a TOP code listed in the coding instructions will have a code of Y if they are transferable.
Noncredit courses with a TOP code listed in the coding instructions will have a code of Y if they are not basic skills.
The rubrics for coding CB21 can be found at
9/17/2018

16. Course Coding Instructions for CB21
9/17/2018

17. Course Coding Instructions for CB21
9/17/2018

18. Making Changes
The results of your work will provide new clarity to this data element
System Office/ASCCC will promote workshops on the new meanings and how to use the rubric
Subsequent MIS submissions will be superior
Success Rates should reflect accurately and uniformly
Janet
9/17/2018

19. Who does/should do the course coding?
Who determines the CB coding for your curriculum?
It should be the discipline expert in conjunction with the curriculum committee.
Who inputs the coding?
It can be anyone but they must not decide the coding.
Myrna
In the past the person inputting the coding was often someone without the curricular details to do this. The task often fell to those least able to say no, a technician or secretary. Now that accountability reports are based on these data elements, we must relocate the authority and responsibility for these codes to the faculty discipline experts.
9/17/2018

20. Resources Data Element Dictionary T.O.P. Manual – CB 21 coding –
Office 
» Divisions 
» Tech. Research & Info. 
» MIS 
» Data Element Dictionary (right links)
T.O.P. Manual –
» Divisions
» Academic Affairs
» Taxonomy of Programs (TOP), 6th Edition (left links)
CB 21 coding –
Stephanie
9/17/2018

21. QUESTIONS Janet Fulks jfulks@bakersfieldcollege.edu
Stephanie Low
Myrna Huffman
9/17/2018

22. CCCCO MIS Database Courses Emp. Assign. EOPS DSPS Emp. Demo. Matric.
Student
Demographics
(SB)
VTEA
Calendar
Assignments
Enrollments
(SX)
Sessions
PBS
Sections
Pgm.
Awds.
Fin.
Aid
Courses
Cal-
WORKs
Assess.

23. How do we use COMIS* data?
Accountability Reporting
Justification & Funding
Matriculation
EOPS
DSPS
Career Technical Education
Perkins Core Indicator Reports
Perkins Allocations
BOGW Administrative Funding
Federal Integrated Postsecondary
Education Data System
(IPEDS) Reporting
CCC Data Mart
Annual Staffing Report
Research Questions
Legislative Analyst Office
Department of Finance
California Postsecondary Education Commission
California Student Aid Commission
Public Policy Institute
UC/CSU
Legislature – Committees and individual members
Community College Organizations
Newspapers
Labor Unions
Data Matches
Transfer to UC/CSU/NSC match
Dept. of Social Services
EDD/UI Match/Wage Study
Mandated Reporting
Other Reporting
Accountability Reporting (ARCC, ARCC supplemental, etc)
Career Technical Education (CTE)
Perkins Core Indicator Reports
Perkins Allocations
Justification & Funding
Matriculation
EOPS
DSPS
BOGW Administrative Funding
Federal
Integrated Postsecondary Education Data System (IPEDS) Reporting
CCC Data Mart
Annual Staffing Report
*CCCCO -Management Information Systems (MIS)
* Chancellor’s Office MIS Data