Core Indicator Cohort Selection

www.cccco.edu

Core Indicator Cohort SelectionCarl D Perkins (Perkins IV)Career and Technical Education ActDr. W. Charles WiseleySpring 2011

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Core Indicator Target Negotiation Workshop1This is the core indicator cohort selection presentation. The presentation lasts just over 22 minutes. This session provides information on the cohort selection for the core indicator reports. If youve ever asked, How could those be my numbers? then this session is for you.

AgendaPerkins IVData,Cohort Selection,Core Indicator Denominators


Core Indicator Target Negotiation Workshop2In this session, I will be talking about how we collect and use the MIS data from the colleges and then how we take that data and put it through a cohort selection mechanism for the Perkins core indicators. And then, how for each indicator we select subgroups of that population.

Types of dataData collection

Data Flow: College


The data flow from the colleges comes from across your campus. Your district collects it from your classrooms, admissions and records, financial aid, and student services areas. They package it into the file structure that is predefined for the MIS system and then submits it to the chancellors office.

Example: data related to the classroom includes Grades, Units, TOP, SAM, SSN (GUTSS)Data Flow: Chancellors OfficeMIS databaseDSS: CalWORKsEDD: UI wagesNSC: transfersSSN based data matchesResearch & Accountability Advisory Committee Perkins IV - USDE/OVAEState PlanNon regulatory guidanceOMB Official DocumentsConsolidated Annual Report Accountability Framework &Report SpecificationsCO MIS ProgrammingFunding ReportsAccountability ReportsDistrict MISChancellors Office MIS


When the chancellors office receives the data, they take the SSN based data and match it across the system database of all colleges, the department of social services CalWORKs data, the employment development department unemployment insurance data, and the national student clearinghouse data to identify transfers. We interpret the requirements in Perkins and the regulations put out by the United States Department of Education through the approved regulations and official documents of the office of management and budgets, the Chancellors Office, in collaboration with the research and accountability advisory committee, and developed the accountability framework and report specifications that we then submited to the chancellors office MIS programming group. They, in turn, generate the funding reports and accountability reports for Perkins.

Core Indicator Target Negotiation Workshop4The magic happens here!Perkins countsDistrict dataChancellors Office

Management Information

Systems (MIS) Group


So, in essence the district submits data to the chancellors office, are MIS Group packages it thats where all the magic happens, and out pops the Perkins reports.

Core Indicator Target Negotiation Workshop5Core Indicator DataMIS DataData ElementsFundingAccountability


Next I want to talk about the MIS data elements that are used for Perkins funding and accountability.

Core Indicator Target Negotiation Workshop6Defining the DataSAM CodesTOP CodesData ElementsCore IndicatorsDefinitionsNegotiated Performance TargetsDenominator SelectionFunding


Core Indicator Target Negotiation Workshop4/16/20087These are the four things well be talking about to describe the data; well discuss how we use data to drive dollars and to generate core indicator performance.

TRAINERS: Control the amount of discussion and questions at this point. Easy to get bogged down here.

We are not going to go into detail on defining TOP or SAM Codes here they are defined in the VTEA Report and Indicator Descriptions and Methodology. Dont spend time in the workshop.

First I want to talk about SAM Priority codes. Then Ill talk a little bit about the TOP codes and their structure. Ill mention a few of the other data elements that are used for both accountability and funding. But most important, I will talk about the data elements used in the core indicators. I will mention the negotiated performance targets because theyre in one of the reports that we will look at. And, most importantly of talk about how the denominator selection process shrinks the group that were looking at so we look at the appropriate group for each indicator.

Student Accountability Model (SAM) & Taxonomy of Programs (TOP)Priority A - Apprenticeship Must have the of the Division of Apprenticeship Standards approval Priority B Advanced VocationalUsed sparingly, no more than two courses in any one programB level courses must have a C prerequisite in the same program areaPriority "C" Clearly OccupationalGenerally taken in the middle stage of a program, detracts "drop-ins."


Core Indicator Target Negotiation Workshop4/16/20088Review only as the SAM priorities;

See Appendix G of the 2008-2012 California State Plan for CTE

Development in the 1980s

Modularization and Career laddering

SAM C is the critical point of identifying a vocational student for accountability purposes. We use it to identify students who have met a threshold of coursework.Student Accountability Model (SAM) & Taxonomy of Programs (TOP), ContinuedPriority "D" Possibly OccupationalTaken by students in the beginning stages of their occupational programsCan be survey coursePriority E = Non-Occupational

Vocational Flag on TOP codeDesigned to identify vocational Programs for federal reporting (*) - see Taxonomy of Programs, Sixth Edition, July 2007


Core Indicator Target Negotiation Workshop4/16/20089See Appendix 10 of the 2000-2004 California State Plan for VTEA

* Asterisk Indicates vocational programs and flags them as vocational for program approval

This (THE TOP Code) goes on BOTH courses AND programsData ElementsMIS SystemStudents, Courses, Degrees, ServicesStudent VTEA Data ElementsEconomically DisadvantagedSingle ParentDisplaced HomemakerCooperative Work Experience EducationTech PrepMigrant Worker - Implementation SU 09


Core Indicator Target Negotiation Workshop4/16/200810There are 110 colleges and 110 ways of sourcing the data (e.g., classroom surveys, CalWorks office, EOPS office) and thats just fine!!

NOTE TO TRAINERS: DO NOT GO INTO MUCH DETAIL ON THIS SLIDE WILL COVER LATER

The term migrant means migratory agricultural workers, including migratory dairy workers, or migratory fishers, and who, in the preceding 36 months, in order to obtain or to accompany such parents or spouses to obtain temporary or seasonal employment in agricultural or fishing work have done at least one of the following: - moved from one local education agency (LEA) to another.- moved from one administrative area to another in a state that is comprised of a single LEA.- resided in an LEA with an area larger than 15,000 square miles and migrated a distance of 20 miles or more to a temporary residence to engage in a fishing activity. References - 34 CFR 200.81; Federal Register: December 2, 2002 (Volume 67, Number 231), Rules and Regulations, Pages 71737-71738; and California Education Code sections 54440-54445

Section IE-D2011-2012


Cohort Definitions Used for MeasurementParticipant:Counts: - Any enrollment in a CTE course (SAM A-D)NT Participation: Concentrator using assigned majorConcentrator: All other indicatorsCohort of participants enrolled during the cohort year* andSuccessfully completed at least one course in the middle or end of a program (SAM A-C) and 12 vocational units (SAM A-D) within a single discipline (two digit TOP) in the last three years orProgram completion as indicated by receipt of ANY vocational credit certificate or degree in the cohort year (or subsequent year /wo *)Leavers: Not enrolled in the year following the cohort yearLife-Long-Learners (LLL): Previously Earned Certificate or Degree


Core Indicator Target Negotiation Workshop4/16/200812Before we go into Core Indicator denominator definitions we want to identify who is counted in the Core Indicators

(e.g. , Participants SAM A-D, concentrators) While faculty see lots of students in their courses, a student only falls into the accountability system after successfully completing about four CTE courses in a two digit TOP. That restriction is in response to the questions: How many courses/units does a student need to take before your coursework impacts employment, transfer, completions and skill attainment? In other words, how many courses, do you the faculty feel need to be completed, before your program should be held accountable for the student outcomes?

Assigning a Program to a StudentAward TOP code of CTE Certificate or DegreeConcentrators (no CTE award)Hierarchy based on SAM Priority codeAssigned to the TOP where most CTE units occurred


Core Indicator Target Negotiation Workshop4/16/200813The number fo students that appear in a program are is also influenced by what TOP is assigned to the student.Concentrator = 12 voc units in two digit TOP (discipline) & one SAM C successfully completed

The theory is that a SAM C course would add to the intro course in that area and out weigh other intro courses in the discipline.

Perkins IV (2006) Core Indicator DenominatorsTechnical Skill AttainmentUnduplicated Concentrators w Grades A-F (GPA)Completions Leavers & Completers: not non-completing Persisters or Life-Long-LearnersPersistence & TransferConcentrators who were not completers (unless transferring) Placement Concentrators who were leavers or completers (certificates and degrees).Gender Equity -- Nontraditional Fields Only students in nontraditional TOP coded programs


Core Indicator Target Negotiation Workshop4/16/200814This is how we interpret and operationalize the measure denominatorss. We go through this in detail in the indicator presentation.

Note: applies to all CTE students not just programs that receive funding

Completions will include Transfer Ready and Retention is Persistence to us. Apprenticeship will be counted in both numerator and denominators.My Numbers Dont Look Right- RecapReasons for 80 in the Total, rather than the 500 students I see in my classes:12 CTE units (SAM A-D) within a 2-digit TOP in the last 3 yearsPlus, At least one course at a SAM A-CAssigning a TOP by highest SAMDenominator selection: e.g., excluding Life-Long-Learners


Access to Detailshttp://www.cccco.eduChancellors Office Divisions > CTE >> Core IndicatorsImportant DocumentationAccessing Negotiation ReportsAccountability FrameworkAssigning majorsState Negotiated TargetsAccountability System Documentation


Core Indicator Target Negotiation Workshop4/16/200816Questions?Comments or Questions:Your Regional MonitorChuck Wiseley - [email protected],916.327.5895


Core Indicator Target Negotiation Workshop17