Collecting Special Pops Data in California

1. Collecting Special Pops Data in California Chuck Wiseley CCC Chancellor’s Office Data Quality Institute – Phoenix 2006

2. Agenda • Why bother • VTEA requirements • Students • Money • Data • What data? • Data sources • Ways of Collecting the data • Auditable sources

3. Vocational & Technical Education Act (VTEA) requirements • Carl D. Perkins Vocational and Technical Education Act of 1998 (VTEA) • Special Populations • Program Improvements – Student Success • Funding distribution formula

4. VTEA Special Populations • Groups identified with special barriers • Earmarks assuming service Reporting outcomes • Special Population: Source • individuals with disabilities: DSP&S Office; • individuals from economically disadvantaged families, including foster children: Multiple sources; • individuals preparing for nontraditional training and employment: California LMI Data – Occupation to CIP; • displaced homemakers: Supplemental Data Collection (SDC); • single parents, including single pregnant women:SDC; and • individuals with other barriers to educational achievement, including individuals with limited English proficiency: Enrollment in ESL course

5. VTEA Student Performance Skill Attainment 2004-5

6. VTEA Student Performance Skill Attainment 2004-5 Feds

7. Why focus on performance? • Helping students succeed • Eliminating/Reducing Barriers • We can only help students succeed when we know who needs our help. • It is the “right thing to do” • Reauthorization of Perkins • No Child Left Behind (NCLB) • Program Improvement Status • Annual Yearly Progress (AYP) • Negotiated Performance Targets • Applications must address low performance areas • On ALL measures for all populations

8. VTEA funding distribution requirements • The Act (VTEA) • Section 132(a) • (2) - Pell grant & Bureau of Indian Affairs assistance recipients • (b) Waiver • California State Plan – Appendix J - Waiver 1. Board of Governors Grant (BOGG) 2. Pell Grant 3. CalWORKs (TANF formerly AFDC) 4. WIA/JTPA (Workforce Investment Act) 5. Supplementary Security Income (SSI) 6. General Assistance 7. Bureau of Indian Affairs assistance 8. An adult who is eligible for economic public assistance or student fund aid and/or an annual income below the poverty line as defined by the county of eligibility 9. Other economically disadvantaged individuals

9. VTEA Report 1

10. VTEA Report 2 Financial Aid; CalWORKs; JTPA / WIA; Supplemental data - self declared, Docs & data matches auditable; Other – Eligible for; CDSS???

11. VTEA Rpt 1, Column 6 # Goes here

12. Data resubmission timeline • November • Timeline memo • December or January • Preliminary Reports run • January • Data resubmission window • Accountability reports published • February • Final Report run

13. Validating MIS submissionsCCCCO – MIS – Data Submissions – Annual Headcounts

15. The Data: CCC Management Information System (MIS) Data to Reports • Student Accountability Model (SAM) Codes • TOP/CIP Codes • Data Elements • Data Flow • Maximizing identification of Special Pops Funding

16. Data ElementsMIS System • General Elements • Student Characteristics • Demographics • Academic • Program Status • DSP & S • EOPS • Financial Aid

17. Data Elements, ContinuedMIS System • Course Elements • Section Elements • Session Elements • Enrollment Elements • Program Award

18. Data Elements, ContinuedMIS System • Student VTEA Data Elements • Economically Disadvantaged • Single Parent • Displaced Homemaker • Cooperative Work Experience Education • Tech Prep

19. Data Flow: College Data collection Types of data

20. Data Flow: Chancellor’s Office

21. Data Summary • All of the MIS data is important • Relational database • Data Integrity • Complete • Accurate • Reliable • Timely • Your Data • http://www.cccco.edu/divisions/tris/mis/dedmain.htm

22. Data types • Static • Gender (determining nontrad) • Limited English Proficient • Disabilities • Temporal • Single Parent including single pregnant female • Displaced Homemaker • Economically Disadvantaged

23. Data sources • Student Services • CalWORKs (TANF) • DSP&S • EOPS • Financial Aid • County Matches • Meds, SSI/SSP, Public benefits • Student self reporting

24. Ways of Collecting Self-reported data • Self reported data • Supplemental data collection • Classroom Surveys • Paper (scanned) • Electronic • Registration • Web, Phone, Paper (scanned) • Student Services • Financial Aid, EOPS, DSP&S, CalWORKs • Vocational courses or all students

25. Supplemental data collection Classroom surveys • Faculty participation • Buy-in (& deans) • Letters (process) & Scripts • Labor intensive • Logistics • Distribution, collection, & input • Coverage • 70% of faculty agree • 70% of students complete survey • 49% coverage • Impacts the learning process

26. Supplemental data collectionAt Registration • Maximizes coverage • Least impact on learning process • Requires collaboration across campus • Students complete “as if” a requirement to enroll • Who? • Required for Voc course enrollment only • All students at registration • Gap analysis possible for all program areas • Free up resources for analysis • Service gaps • Performance gaps and exceptional practices

27. Considerations for questions • VTEA • 3-4 questions • Single parent • Displaced homemaker • Economically disadvantaged • Household/Family size • Household/Family Income • Use BOG family/income standards for eligibility • Change annually • Market BOG waiver • In 5 – Eligibility & receipt • Collecting Data for Special Populations: VTEA Supplemental Data Collection Study– Early Results (Wiseley, 2002) • Avoid labeling (e.g., Are you Economically Disadvantaged?)

28. Collecting Data for Special Populations – Early Results Table of Contents excerpt • Impact on Economically Disadvantaged Counts • VTEA Survey Administration Process • Sample Questions: Introductions - Directions Economic Disadvantagement • BOG fee waiver questions • Forms of public assistance Single Parent / Single Pregnant Women Displaced Homemaker

29. In one question: (current BOG table goes to 8 members) Collecting Data for Special Populations excerpts…

30. Another example in one question…

31. Some do both • Household size & income • Determine eligibility • BOG fee waiver standards • Receipt of financial assitance

32. Determine Eligibility

33. Self-reported receipt

34. Retention of paper surveys after scanning or key entry • Title 5 sections 59022-59027 apply. • Keep a master copy of the survey, • Document the scanning/input of the surveys into the database, • Verify & certify that the database accurately reflects the hard copy, • Keep sample and printed database records used to validate scanning with certification, • Keep electronic records seven years after use, • Dispose of the surveys.

35. Certification of Auditable sources • Validating MIS submission • Rejected records • Duplicate counts in local data • Validated scanning documents on file • Copies of supplemental data collection instruments • Change each year – Keep BOG income standards • Certification of auditable sources

36. Questions? • Collecting Data for Special Populations - Early Resultshttp://www.cccco.edu/divisions/esed/cte/resources/resources.htm • Chuck Wiseley • (916) 327-5895 • cwiseley@cccco.edu