Ensuring the Accurate Collection Interpretation and Reporting of

Ensuring the Accurate Collection, Interpretation and Reporting of Dual Credit Data Presented by Eastern Lakeshore Regional Planning Team SCWI Symposium Humber College May 10 th, 2016

Adriana Mc. Donough Financial Services Coordinator, Durham College William Howe Manager, Dual Credit Operations, Fleming College Introductions in order of appearance! Sue Hawkins SCWI Administrative Coordinator, Durham College Karin Savage SCWI, Records and Registration, Durham College Stephen Mc. Bride Pathways Consultant, KPR District School Board and Co-Chair of ELRPT

Importance of Accurate Data Collection Models of Data Collection by the Eastern Lakeshore Regional Planning Team Over the Years Agenda Ongoing Issues Roundtable of Best Practices

• Good data provides good rationales at proposal writing time. • Enables sound (smart) decisions regarding proposals. Importance of Accurate Data Collection • Drives approvals! • Allows colleges and boards to advocate for increased supports, programming and/or funding for students in the primary target group. • Enables Student Management Systems and ONSIS to be in sync. • Provides positive feedback for your RPT and board and college partners (Admin councils, trustees, presidents, deans…).

Model 1 The handwritten form

Model 1 (cont’d) The one-man show

Field WHAT GETS ENTERED? CONTACT INFORMATION Success: up to 6 fields #�Program OF STUDENTS WHO STARTED and FINISHED (by age and gender) Up to 39 fields of data need to be entered PROFILE OF STUDENTS (by 4 boards x 39 fields = 156 pieces of data. gender) PROGRAM SUCCESS (including SWAC) totals # of entries 7 16 10 6 39

BREAKDOWN OF ELRPT: • 48 PROJECTS (many with multiple boards in each project) • 5 SCHOOL BOARDS • 3 COLLEGES BACK TO MODEL 1… • 3, 800 STUDENTS 48 PROJECTS TRANSLATE TO: 194 individual credit reports… 96 collated board reports 39 potential entries per board report 96 x 39 =

UP TO 3, 744 PIECES OF STUDENT DATA TIME TO REVIEW MODEL 1….

• Missing information Model 1 • Inconsistencies Key Issues and Concerns • Errors/incorrect information

Model 2 The collaborative process www. earndualcredits. ca

• Students register electronically through earndualcredits. ca • All dual credit teacher forums now include information about data collection (importance, accuracy… Model 2 Process • Formal meetings are now officially on the calendar (2 days per semester) where board and college partners examine the data together before entering information into EDCS • Board and college partners bring class lists to compare accuracy of data. In case of discrepancies, we defer to the college as their admissions records are very detailed.

Model 3 • Board coordinators are encouraged to in-service dual credit teachers, guidance, VPs… about the characteristics of students in the primary target group • Data collection forms are distributed to all dual credit teachers well in advance of the end of semester. • Forms now contain specific information and direction for each of the data entry cells. • All completed forms are submitted first to the Board coordinators to ensure they are completed accurately and in full

RPT 6 Model of Data Collection Model 3 Adobe Live. Cycle The electronic form that collates! https: //kprecadobelive. kprdsb. ca: 8443/workspace/Main. html? ap=1 %26 start. Endpoint=SCWI/Processes/SCWI%20 Final%20 Reporting%20 Form. Dual%20 Credit%20 Final%20 Reporting%20 Form

Model 4 Ongoing tweaks… (Durham College) The electronic registration form on earndualcredits. ca automatically populates a custom database

Model 4 Ongoing tweaks… (Durham College)

Subject Model 4 Ongoing tweaks… (Fleming College) CULN CULN CULN CULN CULN CULN Catalog 31 31 31 31 31 31 Did not start W Fail Section Name L 03 L 03 L 03 L 03 L 03 L 03 Beausoleil, Brooke Ann Boos, Fiona Irene-Dianne Cavanagh, Kaitlin Teresa Cooligan, Kaitlyn Eileen Czarnik, Katya Margerat Gemmiti, Olivia Carolyn Jean Gibb, Maya Allegra Gibson, Addison Mary Gillis Bateman, Madison Mary Teresa Green, Nick James Hickie, Leah Keating, Chloe Teresa M Kilborn, Cassandra Jane Nora Moodie, Ryan Scott Winston Oettinger, Mallory Quinn Paschalis, Kristian Anthony Powers, Matthew Glen Proulx, Victoria Irene Rappos, Marrie Leah Shirley Sorichetti, Edie Ruth Stephen, Andrew Matthew Wilke-Whittington, Emma Mereka-Francisca Grade Drop Dt 79 72 74 79 80 80 80 74 80 80 79 65 71 74 82 71 Group ST ST ST ST 18/09/2015 ST 74 ST 79 ST 74 ST 82 ST 79 ST PETER PETER PETER PETER PETER PETER Seats Start 23 Finish 21 Credits 21 21

Project Model 4 Ongoing tweaks… (Fleming College) School Subject Catalog Section Group # Seats # Start # Finish # Credits Avg Grade Success Rate % > 70% Retention Seat % 602 BUS CULN 31 L 03 ST PETER 23 21 21 21 77 100% 95% 100% 91% 606 SENR ECOS 13 L 79 PORT PERRY 25 18 18 18 88 100% 72% 606 SENR TOUR 39 L 62 ST THOMAS 14 12 12 12 87 100% 86% 606 SENR COMM 78 S 60 ST THOMAS AQUINAS 16 12 12 7 86 58% 100% 75% 607 JCD SOCI 25 C 15 ST PETERS&HOLY CROSS 15 18 18 16 61 89% 28% 100% 120% 608 BUS CULN 31 L 04 NORWOOD 15 19 15 15 73 100% 67% 79% 100% 610 HW COSM 9 L 50 HALIBURTON HIGHLANDS 18 17 14 14 83 100% 93% 82% 78% 610 SENR TOUR 39 L 63 HOLY TRINITY 20 7 6 6 74 100% 83% 86% 30% 640 GAS MATH 18 S 04 ST PETES 18 15 14 14 79 100% 86% 93% 78% 640 GAS MATH 18 S 03 COURTICE SS 14 14 82 100% 86% 100% 640 GAS MATH 130 S 60 LCVI 20 23 20 18 67 90% 40% 87% 100% 640 GAS MATH 130 S 09 ST STEPHEN 24 14 14 14 67 100% 50% 100% 58% 652 STT MECH 255 L 06 ST PETER-X 22 20 20 20 75 100% 75% 100% 91% 652 STT MECH 255 L 04 COURTICE-X 22 22 21 21 74 100% 71% 95% 652 STT MECH 255 L 05 ST STEPHENS-X 20 20 70 100% 65% 100% 652 STT CNST 161 L 01 CLARKE HS 18 18 81 100% 94% 100% 652 STT CRPT 18 L 03 CRESTWOOD 20 18 18 18 88 100% 90% 652 STT CRPT 19 L 01 CRESTWOOD 20 18 18 16 75 89% 83% 100% 90% 652 STT MECH 201 L 06 LCVI 20 17 12 12 85 100% 92% 71% 60% Total 733 666 593 566 77 96% 77% 88% 81%

The 10 day count! What does this mean? • 10 days after registration? Ongoing Issues • 10 days after the first college class? • Business days, calendar days, hours? • Once a week, twice a week, compressed? • Late registrations? • Do all colleges follow the same 10 -day rule?

Counting the double tech credit? • 20 students in a double period construction class: Do we count them as having earned 40 high school credits and 20 college? Or 20 and 20? Ongoing Issues Withdrawals: Let’s clarify… • If a student withdraws before the 10 day count, they do not count as having started. • If a student withdraws after the 10 days, they are counted as “started” but not “finished”. • Approvals vs actuals are based on the 10 day count (number started) • Retention and success are based on the numbers who finished the dual credit.

Over Enrollment: Ongoing Issues (continued) • Do we count students that are over the approved number of seats? Ex: 15 seats are approved but 18 students were actually in the dual credit. Do we count the extra 3 students?

SHARING OF BEST PRACTICES: Roundtable Discussion of Best Practices

From ELRPT… Thank you