Transcript: DataVista Official Release Webinar | 10/31/24
WEBVTT
Video Title: 10/31/24 DataVista Release Webinar
Time: 1:30 pm - 3:00 pm (PST)
Introduction music is being transcribed from 00:00:00.180 --> 00:02:25.830. Speaker transcription begins at 00:02:31.090.
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To my surprise.
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I say.
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did the monster man?
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It was a graveyard smell
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caught on in a flag
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the monster
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tour in the Castle, East
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master bedroom, where the vampires piece
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wolves all came from their humble abodes
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to get a jolt from my electrode.
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They did the monster man
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doors of graveyards.
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Well, thank you.
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The monster man
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zombies were having
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you
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watching. It
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gets to
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assume the
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Dracula and his son.
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The scene was rocking, or we're digging the sound
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on chains. Backed by his baying homes. The Coffin Bangers were about to arrive with their Velcros.
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the crypt Kicker 5.
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They played the monster match
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graveyard smack.
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not haul, no fly
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played them monsters.
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Drummer's coffin. Rack's voice did ring
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Blue bar
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and more.
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and shook his fist and said.
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whatever happened to my Transylvania twist. It's now the night
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now, the monster man.
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and it's a graveyard smile.
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Pop on in the flowers.
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It's now the monster match.
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Everything's cool tracks are part of the.
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and in my monster mash
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hit of the land
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living, the smash was meant to
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you. Get to my door. Tell them borising
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broken monster man.
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And you, my graveyard, sir. Thank you very much.
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Catch on and on
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comes to marriage.
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My!
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You're in.
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John Hetts (CCCCO): Good afternoon, everybody.
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John Hetts (CCCCO): Welcome to our introduction to data vista. This is our new
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John Hetts (CCCCO): data visualization platform for the California community colleges. We're super excited that so many of you are here with us. One of the things the most common question that we get asked on all these webinars is, can I get a copy of the slides? And you have an answer right in front of you right now? You can either use the QR code, or the link that was placed in chat.
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John Hetts (CCCCO): or the link that is on the slide to go ahead and get those slides right away
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John Hetts (CCCCO): if one of the things to note actually, let me just go on to the next slide.
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John Hetts (CCCCO): Just a couple of quick reminders for all of you. The chat is disabled, as is common with our California community colleges, webinars we will be using the chat to post links and other information for all of you. If you have questions, please use the Q. And a feature to ask questions. As as is appropriate. Some of them might be answered, live, or we will answer in the Q&A at the end of the webinar, or potentially in the chat directly.
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John Hetts (CCCCO): The link to the slide deck has already been placed in the chat, and close captioning is available. Just click the CC. Button that should be near the bottom of your screen
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John Hetts (CCCCO): kind of the bottom right hand side. If we could go to the next slide. So these are the presenters today. My name is John Hetz. I'm the Executive Vice Chancellor for the office of innovation data
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John Hetts (CCCCO): evidence analytics here at the Chancellor's office. There's a large team of folks, both at the Chancellor's office and at Wested, that have been working diligently over the last year and a half to bring this project to fruition, and so I just want to give them each an opportunity to quickly come on camera and introduce themselves. Starting with Dr. Eric Cooper.
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Erik Cooper: Good afternoon, everybody. My name is Eric Cooper, Vice Chancellor for workforce and research. Happy to see so many of you here today.
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Karen Beltramo: I'll go next, I guess. Or, Chris, do you want to go next? Since you're next on the little
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Karen Beltramo: tabs? Sure.
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Chris Ozuna: Hi, everyone. My name is Chris Ozuna, and I'm a research data specialist with the Chancellor's office, and I've been working in between the Chancellor's office research team and the West Ed team on this project.
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Karen Beltramo: And I'm Karen Bell Trammo. I'm a senior project manager at Wested, working closely with the Chancellor's office on this project, and I'll pass over to Adrian.
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Adriel Garcia: Hello, everyone. I am Adriel Garcia, a program associate here with West Ed, and we're very excited to kick this off and show you all data vista today.
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John Hetts (CCCCO): Right. I think the next slide is me. So we're gonna have a little bit of an introduction and some background of how we got here an overview of the data that is in the new platform. We're gonna take you to the website a couple of different times and do some demos of the data views, and then we'll take some time to do questions and answers at the end next slide.
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John Hetts (CCCCO): So
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John Hetts (CCCCO): what is data? Vista? Many of you are going to remember that we had a previous platform, and that platform is still there. That is the launch board that. We used for a lot of our data visualization.
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John Hetts (CCCCO): we decided to think about how we can most effectively rebuild that
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John Hetts (CCCCO): that platform in a way that promotes greater understanding of student achievements and outcomes, better supports, evidence based decision making. And that actually does a lot of the things that many of you have been asking of all of us. In order to improve your experience and the utility of the available data. And so I'm super excited by the work that's been done one of the things I will note
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John Hetts (CCCCO): you know, going I I don't tend to quote the Greeks a lot, because a, they're old. Partly they get quoted a lot because they got there first, st and partly they get quoted a lot, because, you know, there was a fair number of people in the kind of Renaissance era that became very, very enthused about keeping the Greeks at the front center of our culture. But
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John Hetts (CCCCO): one of the things I did do think that's relevant is, there's this great quote by Socrates, about what the secret of change is, and the secret of change, according to Socrates, was focusing your energy, not on fighting the old, but on building the new. And so what's been really exciting about this project is watching this team come together
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John Hetts (CCCCO): to understand what we had before, but to build it fresh and new on a new modern data architecture. With, you know, new modern data, visualization tools that will make many of the things that you
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John Hetts (CCCCO): had before easier to use and much more functional. So I'm super excited to hand it over to Dr. Eric Cooper to share. You know. Kind of a little bit of a deeper introduction to the platform.
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Erik Cooper: And what you'll notice today is that we're gonna bounce back and forth a little bit between our Powerpoint slides and data vista itself. And so for the 1st time.
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Erik Cooper: if you haven't already gone there, let's go ahead and take you to data vista right now
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Erik Cooper: for a live view.
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Erik Cooper: Semi live view. Here we go.
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Erik Cooper: Thank you. So we want to highlight a few features before you begin. So 1st you can see this has the live slides.
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Erik Cooper: Live information right going on behind you 1st thing off. If you're not somebody who wants to watch those videos, you can pause those. Let's wait for the B to fly. Oh, never mind.
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Erik Cooper: and say we'll wait for our friendly be to fly in, and then pause it with the B live? So if you don't want to watch that video going on behind you, you can, of course, pause that and and save some bandwidth
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Erik Cooper: up at the top. You've got some navigation
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Erik Cooper: that we do want to highlight data views which we'll talk about a little bit more in just one moment.
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Erik Cooper: Resources which, if you are accessing the slides, you can actually get the there already from the resources page. We'll explore that a little bit later. News and events. If there are data Vista related events that are coming up, you can find out more information there about is kind of what it says it is, tells you a little bit about data vista its purpose, and then contact that'll get you connected.
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Erik Cooper: And then last, certainly not least, if you are. Somebody who really wants to watch
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Erik Cooper: really wants to learn how to use data vista outside of a webinar. You can go to that, take a tour button, and they'll bring up a nice video. You can listen to the sultry sounds of our narrators as they take you through an excellent journey into data vista and really show you in depth how to explore.
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Erik Cooper: We, of course, are going to do that a little bit today during this webinar, and let's go ahead and show you a little bit how to do that. Starting down below.
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Erik Cooper: you've got 3 primary options to get into data vista.
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Erik Cooper: If you are somebody who wants that big picture. We can go to reports and insights which we're going to spend a little bit of time doing today. Let's go ahead and click that one layer in if you would. Let's go to that 1st layer of reports and insights. So if you're looking for things on adult education, guided pathways, student equity and achievement data, strong workforce, or, of course, vision 2030. You can find that summary data right here
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Erik Cooper: not gonna spoil the surprise for you. We're gonna come back to that in just a minute. Let's go back back out a layer if we can. If you're somebody who is used to looking at the student success metrics. And you really want to see that student journey from application all the way to workforce. You can go to our metric themes.
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Erik Cooper: Let's go ahead and go that 1 1 click in if we could.
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Erik Cooper: You've got a couple of different options just like before we've got a cohort view. So we're gonna be following students who begin at a certain time at the California community colleges following them forward. We also have our snapshot view, which is just point in time what is happening in an individual year.
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Erik Cooper: We can go into either of those options and start looking at what's happening to students through that journey.
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Erik Cooper: Let's go ahead and go back one layer if we could
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Erik Cooper: last, certainly not least. If you are somebody who wants to get super Nerdy with the data. This is your opportunity in the single metric view, to go in and take a look in in a great deal of detail, and let's go ahead and go that that look.
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Erik Cooper: We might even be able to answer a question. We'll go ahead and go to the non special. Admit Snapshot as well.
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Erik Cooper: That one more layer again. We're gonna go into a big, big, a little bit more of a demo in just a minute
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Erik Cooper: And so
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Erik Cooper: what you can see on on that left in that blue box are all the different ways. You can start to disaggregate the data. So right now, it's just it's starting with our 1st level of data. Basically, how many students do we have? And we've gotten the opportunity to look at our metrics. So different metric options, drill downs.
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Erik Cooper: We've got all of the same things that you are used to using in launch board. So age, race and ethnicity, disability status, veteran status 1st generation. All those good things are there for you. You also have the option to look at it in different ways, not gonna steal the thunder for some of our later presenters. But just want to show you single metric view. If you want to get
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Erik Cooper: deep into the data, this is where you can see multiple years and lots of information.
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Erik Cooper: Let's go ahead and go back.
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Erik Cooper: I believe that completes this, the brief tour of data vista. So let's go ahead and talk about our philosophy.
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Erik Cooper: For those of you who are big users of launch board, whether it was for adult Ed or strong workforce or community college pipeline data
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Erik Cooper: this is gonna feel pretty different to you. This is a pretty big redesign from the point of the view. The user.
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Erik Cooper: our team and our partners at Wested went through a pretty big user center design process trying to talk to really the power users, the regular users of this data, folks at the centers of excellence, institutional researchers across the State folks, the Chancellor's office.
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Erik Cooper: and a variety of other folks to really see like, where are those
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Erik Cooper: those things that people need? And how can we make sure that this is accessible to as many different users as possible?
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Erik Cooper: They did a big assessment of needs and goals. So looking at the different pinch points looking at the things that folks might want in A in a tool conducted a lot of user focus groups and then developed a variety of prototypes to really get into
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Erik Cooper: how this information was going to be displayed.
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Erik Cooper: Let's go ahead and go to the next slide, please.
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Erik Cooper: However, this isn't just a pretty new tool.
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Erik Cooper: This also has a very large investment in data infrastructure.
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Erik Cooper: One of the big challenges with any kind of large data set is getting information into and out of it and making things processes as quickly as possible.
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Erik Cooper: So we have moved to a cloud based system using very modern tools, we feel this is a really up to date tool and are excited to be using it. At the Chancellor's office big things that we're looking for
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Erik Cooper: one more scalability.
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Erik Cooper: So we're going to be able to handle larger data sets, which is good. If you were somebody who was familiar with the
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Erik Cooper: the community college pipeline data on the launch board, that was something like a billion rows of data.
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Erik Cooper: It's a lot
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Erik Cooper: it's it's a case of sometimes it was faster just to like, pick up a hard drive
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Erik Cooper: and drive it to a college as opposed to like transferring it via the Internet. No joke.
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Erik Cooper: We're hoping that this also helps us enhance reliability. One of the nice things about cloud storage and cloud tools. They've got lots of redundancy. So we're hoping for less downtime.
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Erik Cooper: We're also hoping.
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Erik Cooper: and we expect that this will allow us to have swifter swifter updates as data becomes available.
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Erik Cooper: I will say right now, you're going to ask, hey, Eric, when's this data going to come out.
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Erik Cooper: It still relies on Mis. It still relies on Edd. It still relies on transfer information from Csu Uc national student Clearinghouse. So there's a limit in how quickly we can refresh the data because of our built in cycles of data collection from the colleges. So even though we're going to be able to process the data swifter.
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Erik Cooper: and we'll make it available as soon as it is processed. We still have those lags that are built into our system.
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Erik Cooper: And then, finally, we've got simplified access to results in Snowflake. It's a data management tool for the Chancellor's office and some of our partners. So we're hoping to make this data a little bit easier to use for external researchers, for internal researchers such as myself, and really have a very modern data infrastructure that's going to support good visualization in a timely, timely fashion.
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Erik Cooper: Next slide, please.
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Erik Cooper: One of the challenges in statewide data that
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Erik Cooper: may not be. you know, totally apparent if you haven't worked at the Chancellor's office or a big research organization is, hey? Our students move around a lot.
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Erik Cooper: Internal Chancellor's office research says, about 40% of our students attend more than one college. About 20% attend more than one district. And so we get a lot of different information with student identifiers. So one of the things that we're working on through the system is a golden record to better identify those students who maybe don't have a social security number, or who attend multiple colleges
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Erik Cooper: or change their name. So we're really trying to make sure that we've got a good tool that is helping us identify where students are the same student attending multiple colleges.
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Erik Cooper: We're also using some different methods of identification.
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Erik Cooper: To help support cte outcome students. Excuse me, cte outcome survey.
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Erik Cooper: and also help support our adult education program and providers. So trying to make sure that we've got student Id from our K, 12 and adult school partners built in. So we get really good information across all of our systems.
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Erik Cooper: This is getting a little bit more nerdy than probably some of you are gonna care about. But
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Erik Cooper: we have to do a lot of transformations, this data as it comes in right. Because if we're talking about completing math and English. We have to identify those math and English courses. We have to identify a student. We have to see if they took that math or English course at multiple colleges. So that exchange extract load and transform of the data set
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Erik Cooper: is going to be faster literally, under our older older system. Sometimes that process would take weeks we are now getting that down to hours. So we're really excited about that part of it.
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Erik Cooper: So the overall impact decrease complexity of the data sets that folks are gonna have to access.
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Erik Cooper: We're gonna have increased accuracy of reporting but it does lead to
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Erik Cooper: potential shifts in outcomes. So
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Erik Cooper: you know, you're gonna look at that. We've got some documentation that explores where those are
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Erik Cooper: some other high level takeaways on the next slide
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Erik Cooper: data vista is a big step forward for the Chancellor's office, for our adult Ted partners
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Erik Cooper: for us to have a modern, robust, cloud-based platform for data and metrics.
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Erik Cooper: So big things again, takeaways.
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Erik Cooper: same data sources. But we've got improved loading and transforming processes. We've got new visualizations. We're super excited to show those off to you a little bit more in just a couple of minutes and more access points to the data for different audiences. So we're gonna explore and talk about those a little bit more later on as well. But we are super excited to to share everything with you today. And with that
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Erik Cooper: let me turn. Turn this over to Chris Azuna.
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Chris Ozuna: Hi, everyone. I will be talking you through a little bit about the data itself and what's included in data vista. So if you can go to the next slide
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Chris Ozuna: this table shows the availability of data that is in data vista right now, and looking forward over the next year or so. So if you look at the left handmost column called Launch Board dashboards. If you think about what what was in the launch board, what's still currently there.
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Chris Ozuna: The second hand column, the second column over from the left shows
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Chris Ozuna: what's being included in the data vista 2024 release. That's the release that's currently live that went public a couple of days ago. Not all of these tools are going to be referred to with the exact same names as they are in launch board. But the the actual metrics and data that make those launch board products up are included in data vista 2024. So that would be everything from the student success metrics, the student success metrics, cohort view.
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Chris Ozuna: the strong workforce program, dashboard.
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Chris Ozuna: for the adult education
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Chris Ozuna: program and pipeline. Currently, it includes the scorecard metrics and drill downs.
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Chris Ozuna: It includes everything. Excuse me. All the 6 student success metrics. From the community college pipeline program. The K 12 strong workforce program is not included in this initial release. We're we're still in discussions with what that will look like moving forward.
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Chris Ozuna: One thing to note
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Chris Ozuna: the 2024 release that's currently available right now, what we're calling data vista, 1 point oh, does include updated data for the 2223 academic year, and those data are not going to be added into launch board. So
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Chris Ozuna: now, if you visit the former launch board pages, you will see a notice, a message at the top of the page letting you know. That current updates moving forward will only be available on data vista. So if if you have a habit of using launch board for for certain metrics, that's just an important thing to note that moving forward, you won't be seeing any new data on launch board. It will all be on data vista. As this table lays out.
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Chris Ozuna: we will have another series of updates to data vista this calendar year, specifically targeting to add all the remaining metrics and drill down to the adult education pipeline
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Chris Ozuna: and then looking forward into 2025 all metrics will be updated with the 2324 academic year data we'll also be adding in a new special admit cohort view to help people keep track of special admits specifically, dual enrollment is of a great interest to a lot of folks, so that will be coming in 2025
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Chris Ozuna: and then all the remaining metrics and drill downs for Community college pipeline will be coming in 2025 as well.
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Chris Ozuna: if you could go to the next slide.
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Chris Ozuna: just to
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Chris Ozuna: describe the product roadmap moving forward. So the plan for data vista is to include additional data and features on a regular basis to help improve the platform. We do hope that you'll start to think of it more as a as a living tool. Something that is worth visiting repeatedly because it will add new information and new features over time.
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Chris Ozuna: Major releases will coincide with the annual data release. So this 1st version that it just came out on Tuesday. We're calling data vista. 1 point. Oh, as I mentioned,
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Chris Ozuna: as we add the additional adult education program metrics that I described before. That will be 1.1 coming later this year. And then next year, when the 2324 data are added. That will be the start of data vista 2.0 and kind of moving forward here. We do have kind of a
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Chris Ozuna: short list of features. That we are working on adding over these subsequent releases. And we also do hope to get feedback from the field, moving forward here. So we can make sure that this tool is useful. For people, for people on the ground.
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Chris Ozuna: In our partnership with Wested. We're also working on data, governance plans and strategies at the Chancellor's office. As Eric mentioned, earlier data vista is a significant evolution in the way that we are
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Chris Ozuna: processing and holding and presenting data. So we're reviewing the way that this affects all of our other projects and initiatives as well.
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Chris Ozuna: On the next slide.
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Chris Ozuna: I'd just like to note specifically for folks that do work at ir offices, at colleges and districts, student level data and student equity program data for the 2023 report year, including the disproportionate impact calculations, will be coming via data on demand the week of November 11.th So that's something that if you are at a district or college. Ir Office will be relevant to you.
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Chris Ozuna: And we are also working on supporting documentation to help you with the interpretation and use of those of those data.
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Chris Ozuna: on the next slide.
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Chris Ozuna: I will talk through some of the data sources. So especially in this 1st launch of data vista. This data vista 1.0, we really just want to drive home that it really is the same underlying data sources that are feeding this tool. So we are modernizing and improving the way that we process and and hold this data. But ultimately it's coming from the same sources.
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Chris Ozuna: So the Comus annual and term files are a large source of data for many of the metrics that we use, and those are coming from colleges and districts themselves, and being fed up into the Chancellor's office systems. We have the existing partnerships with the Csu and Uc systems, and the National Student Clearinghouse with the California Edd.
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Chris Ozuna: the Department of Apprenticeship standards. Cost is provided tops pro enterprise, file
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Chris Ozuna: the Ccc apply system, the Cte outcome survey and the insight center for community economic development.
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Chris Ozuna: So everything that's feeding into data vista is coming from the same sources and the same partners. So we just want to reassure you that the data itself is not, is not changing in the way that it's arriving to us.
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Chris Ozuna: That being said on the next slide.
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Chris Ozuna: especially as you become more familiar with data vista itself. There may be instances where you do notice some differences between what is on data vista for a specific metric or a specific, you know report or visualization, and what you have seen on launch board. In the past, or that's still available there. Now,
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Chris Ozuna: the data sources, as I just mentioned have not changed. The metric definitions themselves have also not changed at this time, so the values and denominators should be the same, or very, very similar. If you do see differences, it's likely due to one of these 3 main buckets of reasons. So the 1st could be resubmitted. Data. Colleges and districts do have opportunities to resubmit their mis data files
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Chris Ozuna: after the cut was taken for what's on launch board now? So if colleges or districts do resubmit different numbers that will change things in what you may see on data vista. Now.
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Chris Ozuna: the second large category of reasons for differences would be updated processing. We are working always to improve our own internal processes. So at times we may improve the way that we match students, for example, to an external data source. So you might see an update that's reflecting that improved match rate and could change the values one way or another.
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Chris Ozuna: And then the the last major category would be due to updated coding as data. Vista was being built. You know.
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Chris Ozuna: our team is working through kind of
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Chris Ozuna: re
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Chris Ozuna: visiting all of the coding for existing metrics, existing reports, all that sort of thing, as we find opportunities to improve the code, or as we find mistakes to be fixed. That might be responsible for changes that you see in values as well.
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Chris Ozuna: All of the the changes that that we have uncovered in the process of creating data vista. We are documenting in a changes document that is available on the website.
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Chris Ozuna: If or as new issues do arise or we find new differences, we'll continue to document those so that we can leave that open to the public, so that that you have a record as to why you're seeing differences between data vista and launch board
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Chris Ozuna: on the next slide.
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Chris Ozuna: I'll show you a an infographic that can be helpful in starting to make that transition
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Chris Ozuna: from launch board to data vista. So this infographic is available on the website. Now, it's on the homepage. You can also find it in the Resources library.
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Chris Ozuna: We know that many of you are relying on launch board in in your own work. So to help you kind of make the transition from launch board into data vista. We've created this infographic
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Chris Ozuna: along the right side in the Chancellor's office. Gold. There you'll see. It's labeled Coming from Launch board.
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Chris Ozuna: you can find one of the the traditional dashboards that you are used to using, and you can follow where you would be able to find that same information on data Vista.
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Chris Ozuna: You'll see this in the tour here in a few minutes, and Eric alluded to it at the at the beginning. There's 3 main ways to enter into the data itself on data vista, and those are on the left side of that infographic. The reports and insights, the metric themes and the single metric view, the underlying metrics and data are always the same. It's essentially the way that they're being grouped. The theme that they're trying to present, or the reason that you may be looking at them. We are trying to shift
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Chris Ozuna: the way that data vista is structured so that it keeps and programs and student outcomes and and initiatives at the center. So for that reason there is some reorganization of the way the metrics were presented on launch board.
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Chris Ozuna: on the next slide.
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Chris Ozuna: This is a kind of a more focused infographic, specifically about student success metrics. This will probably be one of the largest differences that you'll see there's not a standalone student success metrics dashboard in data vista in the same way that there was in launchboard. However, the student success metrics are underpinning most of of what you see on data vista. So this infographic helps. You find
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Chris Ozuna: where you might helps. You find specific student success metrics that you may be looking for, and where you can find them in data vista
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Chris Ozuna: as as Eric also mentioned earlier, the metric themes view is probably the most analogous to what was the student success metrics dashboard, where you can look at at students by segments of their journey over time.
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Chris Ozuna: At this point we will. I'll hand it over to Karen, and she'll actually walk you through a demo of some of the different reports that are on data vista.
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Karen Beltramo: Yeah, thanks, Chris. Happy Halloween. Everybody doesn't really feel like Halloween. But I thought perhaps we'd be dressed up. Had some costumes ready to go. Yeah. So I'll be doing this demo with my colleague, Adriel Garcia. I've been working a launch for for quite a while.
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Karen Beltramo: And so it's pretty exciting to be here today with you all to show you the new platform. And so I think April I mean, Eric did a great job of, I think. Look looking at some of the homepage. But why don't you explain a little bit more about the homepage scrolling down maybe a little bit further, a little bit more about the ribbon.
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Adriel Garcia: Yeah, no happy to do so. And thank you, Karen. As Eric mentioned earlier, we do have this ribbon. So I do just wanna highlight it once more. But as we stay on our homepage I will go into a couple of the portions that we have highlighted that
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Adriel Garcia: maybe we won't dive into into a lot today. But I want to make sure that, as you all are exploring, you have a little bit of context to what you're seeing right? So underneath the ribbon in which Eric just mentioned earlier we do have our quick links. So this would be direct access. And again. I'm not going to go into one of these reports, but do note that the quick links are gonna house, the reports and insights that you'll see in that tile in just a bit.
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Adriel Garcia: So if you want to go directly into that scorecard and not hit the the landing page, this would be a great way to go ahead and access. One of those reports we see the the tiles that we will go ahead and go into in in a deeper, just a bit
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Adriel Garcia: but underneath the tiles which you all have maybe not yet got a chance to see is our data explorer. So this is a great way to explore data by maybe a set of metrics or a group of students and kind of operates as a mad lib. So
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Adriel Garcia: do note that for some of these selections there might be some fixed groups of students that you can only look at, but for other options. You'll get a direct outcome for a student group. You can kind of play around with that and go directly to like. As we said, a group of of metrics for those highlighted.
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Adriel Garcia: we have our updates which will sort of be our spotlight area. We heard a lot from our focus groups of this idea of creating a community. So whether that's in the resource library or or in our news and events, page we really want to make sure that you all stay informed that you all understand. Maybe some announcements, some featured resources, resources. Chris just highlighted the resource that is mentioned above as a featured one
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Adriel Garcia: as as well as with future webinars or future ongoings. You'll have a great opportunity to go ahead and access and register for our upcoming events.
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Adriel Garcia: Lastly, you can go ahead and stay in the know with all things data vista by subscribing to the mailing list that's provided here. So. This was just a quick overview of our homepage. There's going to be some dynamic resources that come here from time to time or offering. So just please make sure as you land here. Just take a quick look at what we're offering.
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Adriel Garcia: I'm gonna now segue, into our 1st demo. So we did a little bit of an overview of the reports and insights tile. Let's go ahead and click once more in here and Karen, let's let's get into our 1st report.
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Karen Beltramo: Yeah, just I'll pause to say we appreciate all the questions in the QA. We'll pause once in a while to see if there's anything in there about the demo. Meanwhile everyone's madly answering those questions, and of course there'll be time at the end as well to ask questions.
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Karen Beltramo: yeah. So for the 1st release, as you saw that Eric show, we have 5 reports available. I know this was a question to chat about the student equity achievement program. That report will give you the 5 metrics that are in the step. But it will be all purpose, suppress right? And then all the calculations for impact and all that, and not seeing it. The data purpose oppressed is delivered through data on demand, like it always has been
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Karen Beltramo: to to the district Ir offices. So I'm just paused to say that about that report today. What we're gonna focus in on most is the vision. 2030 report. If you'll notice this toolkit
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Karen Beltramo: that's over on the right.
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Karen Beltramo: This is where we're providing information, resources, guidance, terminology to help you either make a selection on the data view here or to help you interpret data that's displayed. You're going to see that toolkit update, and we'll show you that a little bit as we go. And so April, do you want to click into vision 2030
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Karen Beltramo: great this is our most complex report of the 5.
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Karen Beltramo: Angel's going to show you another report. That's a little bit more straightforward. There's a landing page for vision 2030. If you notice the toolkit on the right. Someone was asking about a metric dictionary. Right there. You can see there's 2 dictionaries here, because there's 2 groups of students actually in this report for overall progress. It's all students for all non special. Admit, not duly enrolled in K. 12. And then for the cohort for the equity progress. It's cohort students. We're looking at
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Karen Beltramo: our 1st time credit students tracking them over time. So in the toolkit you'll see it's going to take you directly to that full metric definition dictionary. And then you'll see there's links to the Chancellor's office. Vision 2030 website. And we're hoping that just with by providing you right there.
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Karen Beltramo: With your selections. It kind of helps. You have to not have to go navigate to another site. But right here is like, Angel was saying. It's helping you kind of as a way to get sort of a sense of outside of just this data. Where else to go to get information.
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Karen Beltramo: so, as you can see, there's the 3 main goals in vision 2030, equity and success, equity and access, equity and support which is reminding you what those goals are.
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Karen Beltramo: And let's drill down, then 1st April into overall progress, noting that you can print the full report here.
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Karen Beltramo: yeah, you want to click on that first.st We'll just look at that really quickly, so you can select a report year. We'll talk about that in just a second you can select a locale, a college, a district, a macro, a micro region, and then you can print a full report for the year you've selected, and it's it's quite a few pages. So just make sure it's what you want.
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Karen Beltramo: But let's 1st start with overall progress.
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Karen Beltramo: Yeah. So when we land here, you can see how much this looks more like a report. Just at 1st 1st glance we've got the status definitions here with some sort of ways. We're saying that a college right now we're looking at statewide is exceeding on track progressing or developing by each metric.
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Karen Beltramo: Notice on the right. Then toolkits updated a bit with a report once again. It's probably the same as that landing page. But to give you context, and then the terminology is going to give you those student definitions. Of the students that are included. And then we're over time. We'll add more to that conversation starter in the toolkit
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Karen Beltramo: so it's gonna default always to the most recent year available. And this report year is really is really, you need to understand the context of the metric. It's the latest year available for each metric.
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Karen Beltramo: And so let's just start with that top metric earned an award or the vision, gold completion, definition, April. If you can hover over that goal. So you can see that in the vision 2030, the increase, the goal is to increase 30% from baseline. And if you scroll down a little bit more to that transfer metric Adrill
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Karen Beltramo: down a little bit further, there we go
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Karen Beltramo: and hover over. You see that that metric has a 20% increase from baseline. So let's go think about what is baseline. And so if you go back up to the top.
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Karen Beltramo: if you go back a year and click that report you can see right there. It says 2022 is our baseline year.
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Karen Beltramo: So that is a year we're starting with determine what is the goal to increase from that year to 2030. So based on the number of students, Statewide, who attained that 1st outcome, one about 149,000 students by 2030. We need about 194,000 students to make that it's just
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Karen Beltramo: 30% increase over a hundred 49
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Karen Beltramo: so as you can see that that status went away, the legend, because this is the baseline year.
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Karen Beltramo: And so let's just make a note that goal about 194,000 for that 1st metric. And, Adrian, let's go back to our 1st real report year of 2023, when we're measuring progress here.
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Karen Beltramo: And as you can see, that goal has stayed the same right? It's based on 2022. However, Adriel's hovering over
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Karen Beltramo: 2223 data, which is now 143,000, almost 144,000 students. Now that are completing, and the hover is telling you that, flagged as we're in progress, which you can see how that's defined between 5 and 24.9 9% away from the expected progress in the selected year.
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Karen Beltramo: And we're telling you how many additional students each year need to meet this metric outcome to attain that that goal, that 30% increase by 2030.
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Karen Beltramo: And as we add more data, we'll be adding more years into the report year. And I just want to add one last thing to make sure. You notice, that's 2223 data for this metric. But April, can you scroll? Can you hover over 2D. The transfer to a 4 year institution?
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Karen Beltramo: Just note that this data is 2122 data. This is the most recent data available, because I have to make sure our students have exited community college colleges before we count them for transfer. So this metrics delayed by a year. Right? But it's the most recent year for report year 2223. So please just make a note of that.
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Karen Beltramo: if you scroll up just a little bit more, I'm gonna talk a little that left hand navigation. So I think Eric talked about this a little bit when he showcase the 1st view into the site. But you're gonna get really used to the left hand is where you're selecting locales. And then if you just show that upper right hand menu, if you scroll up a little bit, that right hand menu is to be a little bit new to you. It's a way you can kind of navigate between options that are available. So in the locale selection, if you click that drill down, you'll see expands.
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Karen Beltramo: And then, yeah, we can see what our certain types are which are the same as Launch Board, Statewide Macro Micro District college. If you don't quite know what you're looking for, you can start typing in the locale, search
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Karen Beltramo: to find a college or a district or a region. It'll give you your your availability. That's actually a district you can see when Adrill hovered over it says the district is San Jose Evergreen, but there's also a college that's Evergreen Valley. We're just gonna stay at Statewide for right now. And then, just quickly. One thing to note is that also you'll see the hide, success, hide, access, hide, support metrics. That's a lot of metrics. If you scroll down, if you want to just like limit to just a subset of them.
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Karen Beltramo: you can easily
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Karen Beltramo: close hide one of those sections or 2 of those sections and just really focus in on access, or really focus in on support, which is April doing right now. And just look at those 4 out, those 4 metrics we have right now. For support.
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Karen Beltramo: So that's just another way. We heard loud and clear from our user focus groups that people really want to have a bit more control of how the data is displayed. And so I feel like this is another way. One way. We're giving you the ability to do that.
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Karen Beltramo: Can I pause just a little bit to see if there's anything from our vendor, from QA.
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Karen Beltramo: Yeah, we'll keep going then with vision 2030, because I want to show you the trend. So age drop in that menu there and just make a quick note always. You see that Pdf. Button almost always there in the upper right where you could. Pdf, the metrics here it would be the full report. But just this overall progress view. But yeah, let's go into trend.
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Karen Beltramo: This is sort of a unique trend view.
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Karen Beltramo: We got our goal here, our our goal. That's gonna stay static. Our 193,800 students. Plus that need to complete by 2030. For this metric. To meet that vision, 2030, 30% increase. We have our baseline year of 2122 for this metric right? As we saw for transfer, that baseline year would be 2021, because it's lagged
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Karen Beltramo: and then we have our new year of data 2223, right? You can see there was a little decrease there from baseline year, which would mean, then you need the more additional students right? To meet that 20, that vision, 2030 goal that we saw in that hover over information. So as we get more years of data. You'll see the data added. The bars added. 2324 would be added, and we start building up to see how we're progressing to meeting that the goal set by vision 2030
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Karen Beltramo: and as you note here, you can easily scroll to metrics here, if you don't know quite what metric you're looking for. We've got success metrics organized here, and then we've got the access metrics organized
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Karen Beltramo: and then finally, the support metrics organized there. So you can toggle between metrics as well as you can toggle between locales.
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Karen Beltramo: okay, so you could go back to the report here. But I think we're gonna go into fine. Let's go back to the report
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Karen Beltramo: and I'll take you back to what we were just looking at on our overall progress view. But let's say, now, we we want to think about the vision 2030 in terms of equity.
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Karen Beltramo: and what the Chancellor's office has decided. If you want to click on that equity button. Now, Adriel, is that to look at equity? We could just disg those metrics that are for all students, but by having a cohort view. Of the data
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Karen Beltramo: that that's a way to say, okay.
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Karen Beltramo: students who started in the same year. Let's look and see how those different student groups are progressing towards these metrics. So we're going to take a subset of students which are 1st time
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Karen Beltramo: credit students and and look at them in terms of equity. So first, st you have to select a metric.
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Karen Beltramo: And let's just let's select that earn an award vision goal completion, definition. And then this is just like the separate part. Whenever you're talking about equity, we want you to intentionally make a selection based on a student group that you're interested in exploring. So we're asking you here. Select a student population. Why don't we select 1st generation to start with.
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Karen Beltramo: and then just notice there. There's a disaggregate by gender. We have overall and we have gender. So this is where we're getting to the next level disaggregation. So if we wanted to see like female 1st generation versus male 1st generation students. We can do that here with the cohort data. That's the only data we have. This disaggregation built for.
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Karen Beltramo: it really explodes the the amount of data available, and it's necessary for Sep. We'll show you that in just a second. But we're gonna stick there at the the overall level, and let's just stick with statewide. We don't need to change locale, and then, if you want to hit view, report
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Karen Beltramo: so quickly. You see that for this metric, and it's telling you right there in the title, it's a 3 year timeframe.
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Karen Beltramo: This is how 1st generation are comparing to not 1st generation to unknown reported. And now you're going to notice over in that left-hand navigation we've got something that's a cohort length.
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Karen Beltramo: So right now, if you want to click on that April, you can see we have a 2, 3, 4, 6, 6 years available. The default is going to be 3 years. And if you hover over Ageril's showing you, what does that mean?
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Karen Beltramo: That means that students that started in 2,01920, we have a full 3 years available of data. Right? So students that started in spring 2022,
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Karen Beltramo: we have the fall, 2023 data. Now, I'm sorry. The spring we've got, you know, fall 22 data. Say, okay, they've had the full 3 years to complete.
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Karen Beltramo: And so that gives you complete count. Allowing these students a full 3 years. If we go to the 4 year View
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Karen Beltramo: and, Adriel, if you hover over again, you can see now that's a 2,01819 cohort. They start in 2018 19. They've been allowed 4 years to complete. If you notice that gap between the
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Karen Beltramo: 1st generation and not 1st generation went down slightly with 6%. Now it's 5, right? So we've given more time for students to complete. You see that gap narrowing a bit, and then April, do you want to do 6 years?
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Karen Beltramo: And you can see that that gap narrowing a little further, so that now that there's only 4% between 1st generation, not 1st generation. Possibly there's a data story here, like once again.
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Karen Beltramo: And we try to always say, this is directional signage for for people to kind of understand, give you indicators of where you might want to explore further, have further conversations at your college in your region. Talk to your students, etc, explore a bit further. But you know what it seems like. Here is allowing 1st generation students longer longer to complete. You're seeing that gap narrow a bit, and then why don't we go into that student population? Drill down and look at that secondary drill down
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Karen Beltramo: perfect. So down there at the bottom. Adriel's gonna click on gender
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Karen Beltramo: to now we can see how this looks comparing
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Karen Beltramo: male female. All of the values
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Karen Beltramo: is combines non-binary multiple values reported and unknown, unreported for gender. And that's partially because the non-binary is a new data value. And if we started to just egg too much, you'd see a lot of the data disappear because it would be suppressed for Ferpa reasons. So we combine them together. And so you can see, then, that the difference is comparing female to male all other values, to show those differences for gender.
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Karen Beltramo: And if you want to scroll up to the very top.
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Karen Beltramo: let's make a quick note about this and again that you can. Pdf.
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Karen Beltramo: you can go back to overall. You can go to a tie, a trend. We're not gonna do that right now, but there's again a a trend display just like we saw on overall progress.
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Karen Beltramo: You can go back to that landing page if you like.
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Karen Beltramo: And that pretty much covers the what is that vision? 2030 report that I understand is, there's a lot to it, because you've got those 2 ways of viewing the data, the overall progress and that equity progress.
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Karen Beltramo: And with that
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Karen Beltramo: we'll pause to see if there's any questions to answer.
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Karen Beltramo: Okay.
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Karen Beltramo: then, let's continue, Adriel, with a like a view of another report. That's a little bit, I think, a little bit more straightforward.
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Adriel Garcia: Yeah, I think that's a great idea, Karen. So I'm going to return back to that data views. Tab.
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Adriel Garcia: click on reports and insights.
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Adriel Garcia: And I'm actually going to enter the California Adult education program scorecard.
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Adriel Garcia: Now, the reason we're selecting this is because there was an intentional design with the California adult education program scorecard, the Strong workforce program report and the guided pathways report to contain some consistency across how you're going to view view and visualize the reports and metrics that are for each program. So you'll note that as you go into those 3 reports that I just mentioned, they'll have a similar feel. A similar look.
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Adriel Garcia: The sidebar will have some different options, just depending on the report that you select. And then, similarly, as we said, the toolkit will be dynamic, so you'll see some shifting in the guidance. You'll see some shifting in terminology.
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Adriel Garcia: I do wanna hit a little bit more on this toolkit just a bit. So let's say, we have this participants metric. And we just wanna get a little bit more of an understanding of this. 2 0, 2, a participants. Right? We click on the terminology. We have an overlay that pops up on this site directly, right? So keeping you in the same range of where you're viewing all of your data, right? You're not being taken to some other area. Now, if you want a bit more context, you're gonna hit this hyperlink below.
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Adriel Garcia: and this will take you to another tab that's still located in Data vista in our resource library. You're able to download this resource and just give you a bit more information on this reportable individual similar to you know how we've seen in previous metric definition dictionaries. So that's a great functionality that you'll see across all the reports, and even across some of these other views.
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Adriel Garcia: Now for this report, Scorecard again, it looks a little bit more like a report right now we do want to highlight some notes at the bottom. So the most recent year of data in contains incomplete metrics due to not enough time. So
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Adriel Garcia: there's a couple of metrics that we have to allow for students to exit or just give an additional year. So that would be Median annual earnings and Median change in annual earnings. So in order to see these metrics on our Cape Scorecard, we would actually have to go back one year.
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Adriel Garcia: Once we go back a year we'll have all the Cape Report metrics that are required for 3 year planning, and that are to report it to see legislature. So this would be a great way to maybe just quickly do a quick pdf, and if you want to go into statewide or local, which I'll go into just a little bit on these drill downs. You'll have that option.
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Karen Beltramo: Hey, idol! Do you want to pause and just say why, those I'm not sure I heard why, those metrics might be not showing.
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Adriel Garcia: Yeah, I I just mentioned like it. It is metrics that we want to give students a little bit more time, or we have to wait a year, so they might have to wait a year to exit college. They're typically having to be done with the appointment. And earning metrics.
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Adriel Garcia: different difference from the vision. 2030 report that we see on this Cape Scorecard is that you'll see this? Why, right now the vision 2030 had a lot of measurements in terms of a baseline goal. Now this report will have a year over year measurement for metrics. So that's why you're seeing this 2%. Yi, right? There won't be a baseline measurement. This will be year over year.
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Adriel Garcia: I'm gonna go ahead and manipulate the data just a bit. So I'm gonna stay at statewide. But I what I do want to really highlight is that, as we were saying, this left hand sidebar does become dynamic. So in this Cape report, we are, gonna see some different locale types. You're gonna know, consortia which is specific to this program itself. We have community, college, district, college and institution.
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Adriel Garcia: We also do have the 6 ae program drill downs. So those are also listed right here. I'm gonna for this purpose. Click on Cte.
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Adriel Garcia: and what you'll see is you'll see your your selection reflected both in terms of the numbers changing, and you'll also get a nice little dynamic change on the title. So that way you're you know that your your selection has been reflected.
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Adriel Garcia: And then, lastly, we have different types of drill downs. Now, I do want to note that there's this subtext that does say, select one group of students for this portion of the scorecard we can only select one group of students. I will go into just a bit of where you can select multiple. But do note for this selection. One group of students is only allowed.
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Adriel Garcia: So let's go gender male, and we can have this reflected.
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Adriel Garcia: Now let's say you want to dive a little bit more and get a time trend of over the years. Right? Have an understanding of what that looks like as a year over year progress. I'm gonna click on this little emblem, this up arrow.
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Adriel Garcia: and this is where we'll be able to view our time trend.
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Adriel Garcia: So you'll have again. Some additional options that I want to point out right here, and I'm not gonna go into them too much, because because we'll have some time in the single metric to see the full scope of these. But there's some options that you have to adjust the X-axis for time and show a table underneath
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Adriel Garcia: at this portion. What I do want to show is if you want to be able to, maybe look at multiple student groups, right? So let's say we want to do all genders. I can click on this left blue rectangle.
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Adriel Garcia: And this will give me multiple student groups displayed on one graph.
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Adriel Garcia: Now, if I want to, maybe just look at a couple of these. Right? Let's just say female, male and non binary. What I'm gonna do is I'm gonna hold control on my on my keyboard for those that are using. Mac. This will be command. And for those using a windows, this would be control. I'm gonna click on each selection that I want. So I want female male and non binary. And in this case you'll see the data reflected on the selections that were made.
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Adriel Garcia: You can also do a little bit of a highlight at this portion. So if I want to just look at female on this report. I can just go ahead and click on female on this little emblem, and that will be reflected. And there was a great intentional effort. In the past to just provide a lot of context for some of these Cape reports and metrics. So
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Adriel Garcia: we did want to make sure we create similar functionality. So if you hover over the notes that contain some information about what is displayed, for this group of students, you'll have some additional context, just to help build you and understanding the visualizations and metrics that you're working with.
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Adriel Garcia: So I'm gonna go ahead and return now back to the Cape report.
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Adriel Garcia: Karen, do we want to go ahead and now move into the metric themes? Or do we want to do a little bit of a specific highlight of a group of students. With this report.
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Karen Beltramo: Yeah. Why don't we go into the why don't?
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Karen Beltramo: Why don't we go into a program?
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Karen Beltramo: Yeah. Correct activities. Mail? Okay?
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Karen Beltramo: what else do we do? Oh, you want to? You did the trend with the drill down? So I was multitasking by answering a question in QA. So yeah, I think we're good. Right? I think you've covered everything that the trend.
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Adriel Garcia: No, I think this will be a nice, and this is going to be a little bit of a reorientation. So
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Adriel Garcia: there are for a lot of these reports. Specific metrics based on the program and initiative, metric themes and single metric are going to give you a little bit more functionality and and control over your visualizations, which was mentioned earlier. But you're also going to be able to pull some of these same metrics in these views. So, even though these exist in the report of view, you can pull some of these metrics and do some even expanded manipulation in the single metric and metric them. So let's go ahead and demonstrate that right now.
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Karen Beltramo: Yeah. So just to like reemphasize what I think, Eric said very clearly, the same data is available in those 3 views.
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Karen Beltramo: But it's really. And it's kind of behind the scenes, report and insights, although you saw in vision 23. There's 2 groups of students in that report, and this is where it's you start with metric themes in the single metric view. You're going to be taken to this kind of page where it's you have to really make the decision. What students?
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Karen Beltramo: Why am I here? What students do? I want to view data for? And for the 1st release, there's 3 groups of students. We've got our all of our students not special admin that's not duly enrolled in K 12. Our Cape adult learners, right? That would be included in that Cape Scorecard report
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Karen Beltramo: that combine the Casas data with the Comus data as well. To create that full picture of adult Ed in in California. And then we've got our cohort view. We talked about that are 1st time credit.
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Karen Beltramo: non-special admin or not duly enrolled in K 12 students. And then we are planning on adding a new cohort view for 1st time. Special admit students who are duly enrolled in K. 12
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Karen Beltramo: and just notice that that toolkit again, is going to give you some some updates. There's the metric definition dictionaries here for the 3 students. That terminology is going to have
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Karen Beltramo: the definitions of students for keep adult learners. It's really important to understand reportable individuals as well participants. And then, of course, we've got our 1st time non special Admin students. And then our non special Admin students. And this is going to be something that may have people get have to get used to. But for strong workforce program.
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Karen Beltramo: That's just a subset of the non special admit students. Now, it's basically a cte view. We're going to see that in just a moment. What I'm talking about. That's why, with the Swp definition there as well. So why don't we go into non special admits, and we're just gonna take a quick peek at these, and this this will feel the most familiar in terms of the launch board. The way the launch board organized the data. You'll see those tiles, and depending on the student group that was selected, these tiles would would change a bit. And so you can see here.
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Karen Beltramo: if you let's say. For example, we have this landing page because we want to make sure that it's clear where, if you're looking for a particular merit trick where you might find it and so like. Let's say you're looking for course, success. You think it might be in progress. So if Adrian clicks in that little, that little dropdown and clicks on progress. We get kind of a preview of what metrics are in each segment.
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Karen Beltramo: and then we can kind of scan and see. Oh, here is core success rate. I do indeed want to go into the progress segment. So Adriel's going to click into progress.
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Karen Beltramo: And I'm gonna make a note.
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Karen Beltramo: and this is a lot of data when you select all students. So it does take a little bit longer to load. But just make a note that you can toggle between the different
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Karen Beltramo: segments here if we decided. Oh, no, really, I want to go to success, Angel. You can go over there and show, and then that will update with those success metrics. As you can see, we've had to put them on a couple of pages because we get the long scroll just like happened in launch for it. And so yeah, it's just scrolling down.
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Karen Beltramo: you know. You can see there's quite a number of metrics, but at least here now you have.
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Karen Beltramo: These are the metrics.
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Karen Beltramo: success metrics. There's 2 pages right? For all students or students who are not enrolled in K. 12, not duly enrolled.
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Karen Beltramo: And let me just stay here and let's just explore that left hand bar. Well, let's do that more in the single metric view. This is gonna look very similar to the single metric view. We're not gonna do too much here. Let's just show that options. Tab here, if you want to click on that.
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Karen Beltramo: this is where we're giving you some we're not going to show anything. You can show a table. We're not gonna do anything right here. We'll show you in the single metric view. But just know that that's up there. When you see options, please click on it. It'll allow you to see what's available again for the report view. And for this view we're sort of limiting options. This is the idea that
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Karen Beltramo: you know, different users come here. There's different, or there's different reasons why you come here. All the bells and whistles in terms of the functionality are available in that single metric view. And that's where we're gonna go next, unless I forgot to say anything, Adriel. But I think you're not okay, you're saying, no, thank you. Okay. So let's go to single metric. That's our 3rd and last data view. And this is looking very familiar. This landing page again, you're selecting the student group
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Karen Beltramo: depending on the student group that you select will
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Karen Beltramo: change that left hand navigation as well as the metrics available. The drill downs available. The the guidance that's available, right? Everything in the toolkit that's available. So once again, we're asking you to make a real conscious decision. Now, a lot of you that just work
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Karen Beltramo: in Cape right? You're just adult, Ed, you would, you know, always be going to a Cape adult learner. So it might seem like a little bit of an extra step. But for others who go across a lot of programs, I know a lot of people. You're across strong workforce program. You're across adult learner, adult Ed, as well.
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Karen Beltramo: you know, just making sure that you understand. This is one platform to do very similar metrics, sometimes different, depending on the student group. Right? But you have to just make sure you're clear about which students you're here to view data for. So why don't we stick with that non special. Admit, students, and we'll start to look at that left hand navigation again for this student group. And so right here at the top, where you see student type, let's say you accidentally clicked
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Karen Beltramo: one of the student groups. You can easily go toggle over to look at Cape adult learners here, and we'll take you straight to the metrics in that that are available for that student view. Locale is going to be the same as we've seen across the reports that's going to feel very, very much similar. Why don't we look at the journey?
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Karen Beltramo: So in the student success metric dashboard. That was a snapshot view. We had.
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Karen Beltramo: These journeys are based on goals or noncredit course. Taking patterns. Students can be placed in more than one journey. A student might say, Hey, I'm a degree transfer student, but they're exhibiting noncredit course, taking. That's also putting them in a short term career, or maybe one of those adult education or Esl students. So just be aware you can't add up the journeys to equal all students at whatever locale you're at.
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Karen Beltramo: And so that's just a way to explore the data. I did see a question quickly in the Q. And a. About what if I only want to look at my degree. Transfer students. Yes, but just be clear. That degree transfer is based on their goal. Right? That's from Ccc apply and then comes into the system, and I've understood from some colleges and gets updated once they've come into your into your college, to what their actual goal might be at the college once they are enrolled at your college
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Karen Beltramo: and then why don't we look at program? This is really important. I want to make sure people understand this
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Karen Beltramo: by adding this drill down. This should appear very similar to what was the community college pipeline. So you had. You had the Ssm dashboard. There was no drill down by program. You had to go over to community college pipeline
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Karen Beltramo: and do an explore by program there. We brought it all together to be really clear. The student success metrics were always there in community college pipeline. But this way, bringing it all together into one view. Now, it's really clear, you can view this different data like, if you want to see strong workforce program, you just click on Cte.
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Karen Beltramo: and then right away, when I go ahead, you can go ahead and click Adriel on. Cte.
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Karen Beltramo: this is going to give you the same data that you have for your strong workforce program. And let's say that
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Karen Beltramo: you want to explore by a sector. A sector is a map. They've mapped top 6 codes that are playing vocationally to a sector. So let's say, you want to explore sector, or let's just say you don't quite sure what you want. You can start typing in that program search. Why don't we? Yeah, let's do business. Because when we have a lot of offerings in business.
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Karen Beltramo: and you can see there's a sector for business, you can see the top 4 that have business in the title as well as the top 6, for you decide, you know, based on. If you just selected maybe your college, your district, your region, what you want to explore? April just clicked on the sector. You can see that's gonna update them and clearly show you have all non special admin students. So no journey selected in the business and entrepreneur sector at statewide
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Karen Beltramo: and then let's let's let's continue down to that metric drill down. Let's say we wanted to find that. That this would be a long scroll of metrics. So we have this way to search. And so you have age also. Just start typing in earned.
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Karen Beltramo: and we'll see what metrics have that in the title. We got our earn 9 plus career education units, and we got our other earn and award metrics, and you can scroll down and see what metrics have.
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Karen Beltramo: Are there for completion, or the 9 plus units. There's our vision goal
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Karen Beltramo: completion, definition, metric that we saw in the vision 2030. Report, if you hover over 2023, we'll get familiar. There's about 144,000 students right? Oh, we're at the business entrepreneurship sector. So that's less. So. That's just a way that you can start exploring metrics. But again, it's 1 at a time.
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Karen Beltramo: because we're allowing you a lot more functionality and you know, can get quite overwhelming to really focus and here's where that that drill down to look very similar to what Adriel showed in the in the Cape Report, where you can select either
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Karen Beltramo: that left hand like you select age, you'd see all the subgroups for age, or you can do that control or command to select multiple groups
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Karen Beltramo: and just know there's a lot of disaggregations available for this group of students. Angel was showing that earlier where he was scrolling down the list. And you can see we have a lot of ways to view. We have students who attempted credit. Esl, we have our disability, of course, ethnicity.
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Karen Beltramo: 1st generation. These are all the dis eggs that were available before? Foster youth? Yeah, gender
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Karen Beltramo: homeless
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Karen Beltramo: And so why don't we go back to why don't we just go back and click on first.st Why don't we click on 1st generation again? We'll stick with us that to say thanks, Adrill.
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Karen Beltramo: or you can click on the whole, on the whole group. If you want great and let's let's now look at what's available in that top navigation menu. Now you always will see. Pdf.
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Karen Beltramo: let's note here that Csv is available. So let's click on that
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Karen Beltramo: and this will have to be by year. So it's not a bulk export.
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Karen Beltramo: but the reason we have to do year by year is you'd be waiting a long time to be able to. It gives you all metrics, or we we hope it does. I think there might. Someone might have put in a bug. But it gives you all metrics
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Karen Beltramo: for the locale
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Karen Beltramo: and program or top code that you've selected, or if you want to stay with all programs, that's just all programs. But it gives you all metrics all dis eggs.
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Karen Beltramo: For the year selected, understanding that you wouldn't have some of the employment metrics if you select the most recent year right? Because we have to wait to make sure students have exited before we want to show their their employment and earnings.
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Karen Beltramo: So there's where you can print a Csv, and if yeah, let's go back
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Karen Beltramo: and let's show a little bit of the more of the functionality under options.
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Karen Beltramo: I don't know. Did you toggle. Did you show the years displayed the way you can navigate that? Okay, let's so let's say you had an initiative or something that targeted this sector for your students. And maybe it started in 2,017. You could adjust that X-axis to only show those years. And we hear this really clearly in our user focus groups that people imagine imagine they want control over the way the data is visualized. So that's 1 way.
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Karen Beltramo: and then you can show or hide all labels. Sometimes it's kind of busy when you've got several student groups, and it's
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Karen Beltramo: just like when you're in excel, and you try to do something that's gonna hide some of the labels right if it's going to be overlaid. So there's that availability. But say, you want it really clean, just wanna hide and then for metrics that are percents.
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Karen Beltramo: you can adjust the Y-axis. Actually, the default now is an auto adjust. Not 100% like we had in launch board. But if you want to go back to the 100, you select 100% for those metrics that are displayed by percentage, and you'd have that y-axis, then go from 0 to 100
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Karen Beltramo: we can show the table. We showed that earlier. I think
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Karen Beltramo: maybe not. So this was actually available in
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Karen Beltramo: in the community college pipeline and the adult education pipeline. And can you scroll over a little bit? Yeah. So I really like the table, because I can just quickly see
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Karen Beltramo: what is my student. That's the denomin is my student population. Out of how many 1st generation students. Let's just start with 1617 out of my 72,500 plus 1st generation students, 5,000 over 5,000 in the business sector. Right. Completed this metric. Attain the vision goal definition. That's 7%.
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Karen Beltramo: If I want to compare to my not 1st generation, that's 98,000. So that's my my denominator, my universe sort of students. I looked at 6,383 completed or attained the metric outcome. That's a little bit lower at 6%. So it's just a really nice way people. We understood from our user focus groups.
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Karen Beltramo: people are different and how they like to visualize and think about the data. If you like a table, then this might be for you. And then, if you scroll back up the one last thing we have in options
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Karen Beltramo: is, you can show a bar graph. And I don't think we need to show that just turns that line graph into a bar graph
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Karen Beltramo: and with that we have a couple more minutes
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Karen Beltramo: before we're gonna go over to see if there's any Q&A to answer, live and to finish out. Adriel, why don't you show us the top 5 function up there? And if you notice
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Karen Beltramo: really quickly that the compare and top 5 are only available in the single metric view. They're new. They just popped up.
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Karen Beltramo: And so just make sure that you know to go here. If you want to do this kind of functionality.
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Adriel Garcia: Yeah, I I think a unique way to really build in that customization within single metric is just noting that if you want to do these compare and Top 5 like, Karen said, you wanna make sure you're in this view. Right? But you do get a lot of options to go ahead and view.
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Adriel Garcia: Your top 5 just based on local. We're not right now. We're looking at statewide. This is for our our all non special admit, students. So do note that the selections that you made before you are gonna have to go ahead and make the selections once again. So those didn't get carried over into this top 5.
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Adriel Garcia: So I'm gonna stay at the statewide. But I do want to note that there is macro as well and micro and district. So
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Adriel Garcia: you're gonna at times whenever you need to select something. Or throughout some of these views, you're gonna get these nulls right? And that might be frightening. Oh, I don't know what to do. What happened to all my data. There was a very intentional effort by our developers just to make sure that there's signage as well. So there is a little disclaimer underneath. If you're seeing a null or you're not seeing your data is pick an earlier academic year or just make sure a local is selected. So I'm gonna go ahead and select my macro locale. You're gonna see that reflected.
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Adriel Garcia: You're gonna see that there is the total number of students that are provided.
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Adriel Garcia: in some cases we are. Let let me go ahead and choose a metric or a journey. So I'm gonna go ahead and do all non special admin students against all students. I like as I'm doing this to go ahead and collapse this side nap because it does get really lengthy. So as you're utilizing this, I would go ahead and collapse these, and that would be my recommendation to you. I'm gonna do the sector of business and entrepreneurship.
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Adriel Garcia: Let me look at the metric of of just earn 9 plus career education units. So you're gonna see that everything switched to percent in this case. But if you still want to see the counts and the total you just hover over. And they're also there displayed. So
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Adriel Garcia: again, just multiple ways to kind of view the data. And just note that there is some signage that's across to kind of help you digest in what you're seeing.
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Karen Beltramo: So, angel, these are the top 5 in the bay region, and then, if I wanted to go, look at the top 5 in. In statewide. I go back to Locale right.
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Adriel Garcia: Back to locale.
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Karen Beltramo: It's a little bit like, and just go to statewide. And now I've got okay, and just make sure
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Karen Beltramo: great. So you have to select it.
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Karen Beltramo: telling you that. But I know it's a couple. It's like an additional step
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Karen Beltramo: and just make sure that you see now, like, because these are the percentages April showed. They're ranked by percentage, right? But then hovering over tells you how many students right are being included.
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Karen Beltramo: And then you can also do that by micro region to see the top 5 in the micro region. Just try to make that sorry, really clear.
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Adriel Garcia: Yeah. And we can drill down even further. Right, Karen, we can even look at it.
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Karen Beltramo: Yeah.
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Adriel Garcia: Let's say we want to look at female students.
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Karen Beltramo: Yeah, let's say, we thought, like, who's who's serving female students statewide in terms of this metric earning 9 plus career education students. Right? You can only look at one Pop student population at a time. Now, you can look to see. Okay across the state.
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Karen Beltramo: These are the top colleges in terms of the percentage right of students, 47% looks at the higher that are getting that 9 plus earning 9 plus cte units in the district. In the year.
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Karen Beltramo: Which is an important sort of milestone for engagement.
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Karen Beltramo: Based on like research. That's been done. So I think that's just a really
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Karen Beltramo: powerful way to think about how to explore some ways to kind of compare yourself, or look at some of the top colleges in the state or region micro region or micro region.
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Karen Beltramo: And do you wanna do you wanna show the really fast.
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Adriel Garcia: We're we're running a little bit out of time. And we wanna make sure we get to all questions. But let's just provide again the last functionality that's specifically found in the single metric. This will be your comparison view. So we're not gonna fully go through it. But for those of you that are on your own, and just curious about doing the comparison. There is a nice little overlay that can help guide you and walk you and we're happy to also support and and being able to utilize this function because it's a great one that we wanna make sure all users
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Adriel Garcia: feel comfortable doing so, and we went to get went ahead and built this. But if you'll have continuous questions about it, please feel free to reach out.
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Adriel Garcia: And with that, Karen. I think we've hit everything. So I am going to go ahead and stop my share and return it back to our presenters for the remaining portion of the Q. And A.
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Erik Cooper: And I'll actually maybe jump in because we did have one QA. That is worth, I think, addressing right off the top
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Erik Cooper: and so some folks were asking about methodology. And if you do want to know more about the methodology
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Erik Cooper: for those the
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Erik Cooper: Mdd. Metric definition.
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Erik Cooper: metric Definition dictionary is available on the the website under resources. So you can see that right away, you'll be able to see. You know, how is the denominator being calculated. How's a numerator being calculated?
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Erik Cooper: If it's related to an mis metric?
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Erik Cooper: That is telling you exactly what are the codes from mis that were applied to that. If it's coming from some of the other data sources like Edd wage file, it may not have
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Erik Cooper: quite as much specificity, but wherever possible, we're giving quite a bit information about how that metric was calculated, based on what was submitted.
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John Hetts (CCCCO): Thanks, Eric. I'll just hit a couple of meta questions that I get a lot.
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John Hetts (CCCCO): one. Is this going to replace data, mart. And the answer is, no
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John Hetts (CCCCO): data. Mark continues to provide a variety of meaningful information to the field, and importantly, does so right away after submission. So one of the key things that data Mart provides for is the ability for colleges to see what's submitted and how it gets represented in a variety of ways.
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John Hetts (CCCCO): As always, these tools tend to have different purposes.
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John Hetts (CCCCO): A second thing that I wanna that comes up a lot is what's the relationship between this and cradle to career. And that comes up with a lot of things.
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John Hetts (CCCCO): So people have to recognize that cradle to career is not going to be the one dashboard to rule them all, for the State of California is built with a very specific set of purposes in mind.
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John Hetts (CCCCO): which is to examine
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John Hetts (CCCCO): students, journey across segments
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John Hetts (CCCCO): in education and to bring bring in other data where possible.
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John Hetts (CCCCO): They are not going to do things like satisfy needs that each of the individual segments have for representation of data outcomes things like that. Some of that will be there in the part of the cradle to career data system that includes the California community college data that comes from Mis, just like data vista does but they are going to be building it from a snapshot
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John Hetts (CCCCO): in the way that we have historically built these types of dashboards. But so I would say they are aimed at different purposes. The 3rd set of questions we get a lot is, how is this related to the visual line reporting so visual line reporting is designed to to tackle a different mechanism which is helping to streamline
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John Hetts (CCCCO): our reporting around individual programs data from data vista that the data vista platform around the vision. 2030 goals will be pulled in
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John Hetts (CCCCO): to the visual line reporting platform. As part of that. There will also be other reporting elements that will be going in through Mis. During the normal mis submission process. You'll be hearing more about that soon through the normal update to the mis submission process. But those those are remain 3 distinct.
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John Hetts (CCCCO): entities. The the 3rd question I I see a lot of is that data vista is not replacing the full calpass plus platform and so I think we just got another one. The K 12 Swp dashboard, as well as the submission of data for that dashboard. Continue to live on that platform the mechanism for submitting data, there remains the same the calpads plus. I'm sorry the Calpads data
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John Hetts (CCCCO): continue to can continue to be submitted to the calpass plus platform. And if you have questions about that. You can send your emails to calpass@ccco.edu.
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John Hetts (CCCCO): One of the things that you've seen one of the the core members of the team. We're vendor Singh posting in chat quite frequently is the feedback survey. We really appreciate all the feedback that you guys have provide provided over the years? And one of the things I think hopefully, at least a few of you have seen is that we have worked to build in a lot of your feedback into the evolution of this tool.
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John Hetts (CCCCO): It's something that the the team really takes. Seriously. Obviously we cannot make this a 1 tool to rule them all. We would love to be able to do that. But there are many different needs. And we have to make some choices
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John Hetts (CCCCO): and I think one of the things that we always have to be cognizant of
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John Hetts (CCCCO): is not veering too far into the places that some of our cars are headed. Where when you want to look at a dashboard and understand what's happening in your car. You now may have a visual display that's doing a couple of
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John Hetts (CCCCO): 1,000 different things and being able to navigate that while trying to get a sense of where you are how fast you're going, and whether or not your car is operating can be very challenging. So we are still trying to stay to the
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John Hetts (CCCCO): the overall
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John Hetts (CCCCO): goal of designing a dashboard that helps folks understand where they are
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John Hetts (CCCCO): and how their students are doing while trying to increase the functionality without dramatically increasing the complexity.
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John Hetts (CCCCO): Anything else, team that you wanna to surface from the QAII notice we don't have any other open questions remaining.
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John Hetts (CCCCO): Alright so we'll go ahead, and you have a last couple of minutes as I do the last slide here. If you have a a burning question. So you may have noticed the data vista list. Serve. Sign up is actually maxed out right now. The the service providers had some challenges with some cyber attacks, so they've essentially throttled
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John Hetts (CCCCO): the ability to sign up. So if you've had a challenge signing up and have tried you can either try the link again later, or you can send us your contact information to the data vista@ccco.edu, and you can also use the data vista contact page on the platform.
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John Hetts (CCCCO): So that I think oh, and I'll just say it again. So Ravinder has been encouraging you to complete the feedback form on the webinar. Please do so. You know, for those of you who have questions want things to change over time. This is the opportunity to make sure that
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John Hetts (CCCCO): we're attending to those things. I always encourage you also to reach out to. You know your various leadership. In your area. They bring those things to us as well. But you know
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John Hetts (CCCCO): this is going to iterate over time. This is our 1st re-release of the platform we're super excited by
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John Hetts (CCCCO): I I couldn't be more excited. Like.
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John Hetts (CCCCO): as we've gotten close to this, it's been a combination of nervous excitement. And you know, like super high energy, excitement. I'm really glad that all of you are there all of you here to to share this kind of moment with us. I think we're gonna see a a lot higher utility out of this platform than what we've been able to deliver in the past. And we're gonna continue to to build it better based on your feedback.
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John Hetts (CCCCO): I think that brings us to the wrap up for today. I haven't seen any additional questions come through. So I
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John Hetts (CCCCO): let me just close with this. I was having a a recent conversation with a friend of mine about an old John Mulaney comedy bit about canceling plans we were talking about a plan that we had and canceling how good that felt, and it reminded me of a a different bit. A different part of that bit in which
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John Hetts (CCCCO): you know, doing things is hard attending things is hard. Change is hard. Learning is hard. So I wanted to make sure to thank you all for coming to today's webinar and embarking on this journey forward with us together. I really appreciate you coming to a thing, especially a thing
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John Hetts (CCCCO): about data, because well, you didn't have to. And it's really really easy not to go to things. It's so much easier not to go to things than than to go to them that. Often we would attend anything else. You know. The fact that we go to anything is, you know, in some ways quite remarkable. I think the way Mulaney put it is percentage wise. It's a hundred percent easier not to do things than it is to do them.
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John Hetts (CCCCO): So I really appreciate that all of you have spent your Halloween afternoon with us to you know. See this new tool. We are gonna continue to be rolling out information and support and resources in support of this tool. But just again, thank you all for joining us today, and I hope you all have a wonderful and safe Halloween, and, you know, find the full size bar candy of your choice, or if you're one of those folks that happen to be in one of those neighborhoods
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John Hetts (CCCCO): that your kids have the opportunity to ask for and receive a potato, which is one of my favorite new memes going around for people giving kids choices at Halloween. I'm not sure I would have chosen that as a kid, but I definitely would as a grown up. So I hope you guys all have a fantastic rest of the day and an excellent rest of the year.
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John Hetts (CCCCO): Thanks. Everybody
462
01:23:02.750 --> 01:23:03.989
John Hetts (CCCCO): used to say.
463
01:23:05.060 --> 01:23:08.630
John Hetts (CCCCO): what's impossible. They've forgotten.
464
01:23:09.720 --> 01:23:13.339
John Hetts (CCCCO): This world keeps spinning, and with each new day
465
01:23:14.950 --> 01:23:17.940
John Hetts (CCCCO): feel a change in everything.
466
01:23:19.150 --> 01:23:21.340
John Hetts (CCCCO): and as the surface breaks.
467
01:23:21.490 --> 01:23:22.699
John Hetts (CCCCO): actions fade.
468
01:23:24.140 --> 01:23:27.360
John Hetts (CCCCO): but in some ways they remained the same.
469
01:23:28.620 --> 01:23:31.990
John Hetts (CCCCO): and as my mind begins to spread its wings
470
01:23:33.110 --> 01:23:37.050
John Hetts (CCCCO): there's no stopping curiosity.
471
01:23:37.870 --> 01:23:39.390
John Hetts (CCCCO): I wanna turn
472
01:23:39.560 --> 01:23:41.850
John Hetts (CCCCO): thing upside down.
473
01:23:42.560 --> 01:23:45.029
John Hetts (CCCCO): I'll find the things they say just
474
01:23:45.780 --> 01:23:46.530
John Hetts (CCCCO): prefer.
475
01:23:47.190 --> 01:23:48.730
John Hetts (CCCCO): I'll share this love.
476
01:23:51.880 --> 01:23:54.390
John Hetts (CCCCO): We'll sing and dance to Mother Nature.
477
01:23:54.460 --> 01:23:55.880
John Hetts (CCCCO): Your song.
478
01:23:57.190 --> 01:23:59.140
John Hetts (CCCCO): this feeling to go away.
479
01:24:17.700 --> 01:24:19.000
John Hetts (CCCCO): Still sing.
480
01:24:19.910 --> 01:24:22.320
John Hetts (CCCCO): I can't do everything.
481
01:24:22.890 --> 01:24:23.560
John Hetts (CCCCO): Try.
482
01:24:24.950 --> 01:24:27.960
John Hetts (CCCCO): And as I roll along I begin to.
483
01:24:29.300 --> 01:24:32.939
John Hetts (CCCCO): Things aren't always just what they seem.
484
01:24:34.060 --> 01:24:35.600
John Hetts (CCCCO): I want to turn
485
01:24:36.530 --> 01:24:37.960
John Hetts (CCCCO): side down.
486
01:24:38.730 --> 01:24:40.690
John Hetts (CCCCO): I'll find the things that saved.
487
01:24:43.420 --> 01:24:45.060
John Hetts (CCCCO): I'll share this love off.
488
01:24:48.060 --> 01:24:49.020
John Hetts (CCCCO): We're singing.
489
01:24:51.180 --> 01:24:52.090
John Hetts (CCCCO): So
490
01:24:52.690 --> 01:24:54.370
John Hetts (CCCCO): this Wilkie's family.
491
01:24:54.590 --> 01:25:00.979
John Hetts (CCCCO): I appreciate that there's about 40 people still hanging out to see whether or not there's anything left.
492
01:25:02.139 --> 01:25:11.429
John Hetts (CCCCO): There is not. You're still here. Go home! Thanks, everybody.
493
01:25:11.520 --> 01:25:14.119
John Hetts (CCCCO): I don't want this feeling to go away.
494
01:25:20.850 --> 01:25:23.460
John Hetts (CCCCO): Please don't go away.
495
01:25:23.720 --> 01:25:24.820
John Hetts (CCCCO): and then.