SUPPORT FOR YOUR STUDENT EQUITY PLAN Presented by the Institute for Evidence-Based Change October 10th, 2014

Presenters Brad C. Phillips President IEBC Jordan E. Horowitz Vice President IEBC

Engaging in the Student Equity Plan Welcome to the webinar! Three areas Mapping your intervention to your findings Implementing your interventions faithfully Evaluating your progress

Assumptions About Your Plan Already analyzed your data Set criteria for innovations Reviewing current efforts Have a list of innovations you are considering

Cycles of Continuous Program Improvement Assessment Planning Implementation Evaluation

Cycles of Continuous Program Improvement Assessment Planning Implementation Evaluation

Cycles of Continuous Program Improvement Assessment Planning Implementation Evaluation

Cycles of Continuous Program Improvement Assessment Planning Implementation Evaluation

Cycles of Continuous Program Improvement 6 7 5 1 3 2 4

Cycles of Continuous Program Improvement Assessment Planning Implementation Evaluation

Cycles of Continuous Program Improvement Assessment Planning Implementation Evaluation

Your Data Will Suggest Paths to Improving Equity Remediation Preparation Persistence Special Populations Student Services Instruction

Mapping your Findings to Policy and Practices Policies Practices Basic Skills Completion: Generally low completion outcomes. Alpha group has lower outcomes than reference group Students must complete Basic Skills course before enrolling in Degree applicable courses (Phase in) Embedded tutoring in all levels of Basic Skills coursework Accelerated coursework piloted in 1 level below college linked with college level course

Use Project Management to Ensure Effective Roll Out of the High Impact Practice

Effective innovations + Effective implementation Increased Student Success!

IEBC Project Management Plan RASIC Responsible Accountable Support Inform Consult

Example: Expanded Tutoring in Basic Skills Responsible Accountable Support Inform Consult Who Department Chairs: Language Arts and Math VPI Tutoring Center and staff, Faculty teaching in Basic Skills, IT, and IR, Counselors All faculty, Deans and department chairs, Counselors How Develop a project management plan including staffing, resources, space and IT integration Approve plan, communicate to President ‘’ When Begin: 1/1/2015, Implement Fall, 2015

Monitor and Evaluate the Effectiveness of the Policy/Practice

Era of Accountability What gets measured gets done If you don’t measure results, you can’t tell success from failure If you can’t see success, you can’t reward it If you can’t reward success, you’re probably rewarding failure If you can’t see success, you can’t learn from it If you can’t recognize failure, you can’t correct it If you can demonstrate results, you can gain support for the work Adapted from: Reinventing Government, Osborne and Gaebler, 1992

Evaluation Questions Are we reaching our target population? Are we able to describe our program and policy changes and their implementation? Is what we’re doing effective? Is what we’re doing efficient?

Evaluation Steps Decide what you need to know (data from student information systems, student voice, faculty input, etc.) Make things measurable (start with a logic model, identify metrics to be used, identify data elements to measure the metrics) Design the evaluation (when will data elements be collected, by whom, how to store and record, who will analyze) Put the evaluation into practice Generate a report Obtain feedback

Some Things to Consider Develop data collection methods before the start of the intervention Include both process and outcomes measures Describe the context—issue of fit Include the student voice Decide what success would look like Collect data often Use the outcome data in both a formative and summative way

Building a Logic Model For Evaluation Situation Inputs Activities Outputs Outcomes/ impacts What problem are you trying to solve What resources go into a program What activities the program undertakes What is produced through those activities The changes or benefits that result from the program

Building a Logic Model: An Example Situation Inputs Activities Outputs Outcomes/ impacts What problem are you trying to solve What resources go into a program What activities the program undertakes What is produced through those activities The changes or benefits that result from the program Students in basic skills courses are not moving to college-level courses

Building a Logic Model: An Example Situation Inputs Activities Outputs Outcomes/ impacts What problem are you trying to solve What resources go into a program What activities the program undertakes What is produced through those activities The changes or benefits that result from the program Students in basic skills courses are not moving to college-level courses Tutors Awareness campaign Support curricula Space for tutoring

Building a Logic Model: An Example Situation Inputs Activities Outputs Outcomes/ impacts What problem are you trying to solve What resources go into a program What activities the program undertakes What is produced through those activities The changes or benefits that result from the program Students in basic skills courses are not moving to college-level courses Tutors Awareness campaign Support curricula Space for tutoring Student identification process Tutoring Assessment of student knowledge & skills

Building a Logic Model: An Example Situation Inputs Activities Outputs Outcomes/ impacts What problem are you trying to solve What resources go into a program What activities the program undertakes What is produced through those activities The changes or benefits that result from the program Students in basic skills courses are not moving to college-level courses Tutors Awareness campaign Support curricula Space for tutoring Student identification process Tutoring Assessment of student knowledge & skills How many student served? How many sessions? How many tutoring hours? How many tutors?

Building a Logic Model: An Example Situation Inputs Activities Outputs Outcomes/ impacts What problem are you trying to solve What resources go into a program What activities the program undertakes What is produced through those activities The changes or benefits that result from the program Students in basic skills courses are not moving to college-level courses Tutors Awareness campaign Support curricula Space for tutoring Student identification process Tutoring Assessment of student knowledge & skills How many student served? How many session? How many tutoring hours? How many tutors? Improved academic achievement More students transitioning from basic skills to college-level courses Greater persistence to degree in shorter time

Questions and Answers

Thank You for Attending! For Further Information… Brad C. Phillips 619-252-8503 bphillips@iebcnow.org Jordan E. Horowitz 562-743-7920 jhorowitz@iebcnow.org www.iebcnow.org We’re happy to help as you move forward!