Transcript Plus 50 Reporting: How C-PAD Makes Your Job Easy Submitting Questions  To submit a question, type the question in the text field and.

Plus 50 Reporting:
How C-PAD Makes Your Job
Easy
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Access to Webinar Materials
This session will be recorded and made available on the
Plus 50 website: http://plus50.aacc.nche.edu.
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Presenters
• Mary Sue Vickers, AACC Plus 50, Initiative Director
• Nancy Latham, PhD, Chief Learning Officer, LEA
Group
• Kim Larson-Cooney, Executive Director, Community
& Workforce, Arapahoe Community College
• April Heitfield, Nursing Facility, Northern Oklahoma
College
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Learning Objectives
• Review the reporting process and requirements
• Present an overview of C-PAD
• Highlight the available reporting tools and
resources
• Provide an opportunity to get answers to your
reporting questions
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Guidelines for Plus 50
Encore Completion Colleges
Evaluation and Reporting Role
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Plus 50 Completion Program
Reporting
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Plus 50 Encore Completion Programs:
Formative Evaluation Toolkit
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Chapter 3: Data Collection:
Process and Outcome Data
Tasks you Will Undertake with
Guidance from this Chapter Are:
In this Chapter You will Learn:
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What process data are, and the
importance of tracking process
data
What outcome data are, and the
importance of tracking outcome
data
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Tool 2: Data Choices Table

Completing the Process Data
Collection Plan Worksheet
Tool 3: Process Data Collection
Plan Worksheet

Completing the Outcome Data
Collection Plan Worksheet
Tool 4: Outcome Data Collection
Plan Worksheet
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Tool 5: Options for Collecting
Employment Data

Data Storage Workbook
(available for download)
Determining which data
elements you need to collect
The important distinction
between “extractable data” and
“real-time data”
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How to develop plans for
collecting process and outcome
data
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Collecting data on workforce
courses
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Collecting data on math, English,
and computer courses
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Collecting outcome data
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Storing the data you collected

Submitting process and outcome
data to C-PAD
Ways to store the process and
outcome data you collect
The Tools you will Use are:
Collecting real-time data on
workshops and one-on-one
support services
Encore College Home Page
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How to Use C-PAD Training
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First 5 Tabs Cover the Interactions
Between Encore and Champion
Colleges
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Submit Reports
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Financial Report
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SEMI-ANNUAL PROGRESS REPORT
MAY 10 AND NOVEMBER 12
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Outcome and Process Data
Collected August 31
 8 Steps in
Process and
Outcome Data
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Step 1: Education
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Step 2: Health
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Step 3: Social Services
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Step 4: Workforce Courses
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Step 5: Refresher Courses
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Step 6: Tailoring Strategy for
Math, English, and Computer
Courses
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Step 7: Support Services
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Step 8: Outcomes
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How does our reporting of process and outcome
(P&O) data fit in with other reporting
requirements?
• You have three types of reporting
requirements:
– A semi-annual progress report
– A semi-annual financial report
– Annual P&O data reporting
• You submit all three into C-PAD, but on
different schedules.
If I am not sure how to submit my P&O outcome
data into C-PAD, should I include these data in my
semi-annual progress report?
• No. Each type of reporting needs to be submitted
using the proper process.
• If you are not sure how to submit your P&O data using
C-PAD, please refer to the table on pp. 16-17 of the
Plus 50 Encore Completion Program Formative
Evaluation Toolkit that gives instructions for where to
go in C-PAD to enter your data, and walks you through
the eight data entry steps.
I know that in the Planning and Implementation Map,
the information about P&O data is part of Phase V:
Continuous Improvement. I know we need to submit
P&O data every year, but my program hasn’t gotten to
Phase V yet. This is a little confusing, can you help?
• Yes! Submitting P&O data is a grant reporting
requirement – you need to do this every August 31st
no matter where you are in the Plus 50 planning and
implementation process.
• The reason that P&O data are addressed in Phase V
is that evaluation leverages and builds on data you
already need to collect as part of your required grant
reporting.
Should we be thinking about the non-P&O data
parts of evaluation if we are still working through
Phases I-IV?
• Yes! Collecting data for the purpose of continuous improvement will be
much easier if you are thinking about it from the beginning: begin with
the end in mind!
• There are some simple steps you can take to get started.
– If you have not already identified someone to be in charge of evaluation,
choose someone on your team to be the Evaluation Team Manager.
– The Evaluation Team Manager should read the first and second chapters of
the toolkit (only six pages!): “Overview,” and “Getting Organized for
Formative Evaluation.”
– Once the Evaluation Team Manager and IR Partners sit down and start
planning, data collection should seem much less overwhelming. You will
see the road ahead and it will not be too bad!
Is there a place in C-PAD where I actually
track my P&O data as I go – for example, a
place to enter the names of students who
attend a career development workshop?
• No. When you enter data in C-PAD, you will be
entering your data in the aggregate – for example,
the total number of students who attended your
Plus 50 career development workshop.
• C-PAD will never ask you for lists of individual
students, and it will certainly never ask for student
names or student IDs.
Is there a tool that I can access that will
help me to track and store data, as I’m
collecting it throughout the year?
• Yes. In the Formative Evaluation Toolkit, on page 15, there is a
link to an Excel Data Storage Workbook that you can download
and use for the purpose of tracking and storing data as you go.
• You are not required to use the workbook.
– We provide it only for your convenience so that you don’t need to
develop a system from scratch.
– This is a workbook where you can do things like store a list of students
who visit your Plus 50 Advisor.
– Note that the Data Storage Workbook is a large file; for this reason, it
will save time for you to save the workbook on your computer first, and
then open it from the saved location.
P&O data collection includes collecting data on
“workforce courses:” the number of courses taught,
and the number of program participants taking these
courses. Should we count every course students need
to take to complete a workforce program, even if those
courses include general education courses? Or should
we count only the courses that are teaching the actual
workforce knowledge and skills content?
• We understand that your program participants will take some
general education courses (e.g. a writing course or a history
course) that are required to complete their workforce
programs.
• However, please count only those courses that are teaching the
particular skills and knowledge required to complete the
program (e.g. a course on medical coding (for healthcare
occupations) or a course on counseling troubled youth (for
social services occupations).
P&O data collection includes collecting data on math,
English, and computer refresher courses tailored for the
plus 50 student population. We have developmental/
remedial math and English courses that students are
required to take if they fail a placement exam – but these
courses are standardized and we cannot tailor them. Can
we count the plus 50 students who attend these courses?
• No. The idea behind this program component is that Plus 50
programs offer some sort of course, workshop, or tutoring
service that is truly tailored to plus 50 students.
• Examples of this might be:
– A short course or workshop that helps them to place out of the
developmental or remedial courses;
– A for-credit math, English, or computer course in which one section is
taught specifically for plus 50 students; or
– Tutoring designed for plus 50 students that they can take concurrently
with a developmental or remedial course to ensure that they don’t get
“stuck” at this level.
Where do I go to find:
The downloadable version of the Formative Evaluation Toolkit?
You can find a link to the toolkit in multiple places in C-PAD; it is the helpful resource listed in the
last step of Phase IV, and in every step of Phase V. Here is the link to the last step in Phase IV:
http://sp2010.aacc.nche.edu/encore_sites/encore_src/Pages/resources.aspx?cat=4&res=16
The Excel workbook that we can use to track and store data internally?
The link to this tool is on p. 15 of the Formative Evaluation toolkit, and also here:
http://plus50.aacc.nche.edu/Documents/Plus50_Data_Storage_Workbook.xls
A list of Plus 50 program component definitions?
You can find a link to the program component definitions in Phase III of the Planning and
Implementation Map. It is the first resources listed under “Helpful Resources” in the first step
(“Prepare for Program Development”). You can also link directly to it here:
http://plus50.aacc.nche.edu/Documents/Plus%2050%20Encore%20Completion%20Program%20C
omponent%20Definitions.pdf
Questions & Answers
Please enter any questions you may have about the
content covered in today’s session in the chat room.
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For More Information
Visit the Plus 50 website at http://plus50.aacc.nche.edu.
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To View a Recording of this
Webinar
Today’s session was recorded and will be available on
the Plus 50 website: http://plus50.aacc.nche.edu.
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Thank You!
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