Implementation and Planning for Student Success Rebecca Martin NASH

Systemwide Goals for Student Success in Math Reduce the number of students taking remedial math Increase the percentage of students who successfully complete remedial math within the first year of college Increase the percentage of first year freshmen who successfully complete a credit-bearing math course in the first year Develop math pathways to place students in appropriate courses for their degree programs Provide better advising for incoming freshmen to support these goals

However, “a goal without a plan is just a wish.” Antoine de Saint-Exupéry

To achieve their lofty ambitions, systems and campuses are doubling down on implementation and planning http://scs.georgetown.edu/departments/5/center-for-continuing-and-professional-education/news/1052/report-recovery-2020-job-growth-and-education-requirements-through-2020 Recovery 2020 finds that: There will be 55 million job openings in the economy through 2020: 24 million openings from newly created jobs and 31 million openings due to baby boom retirements. By educational attainment: 35 percent of the job openings will require at least a bachelor’s degree, 30 percent of the job openings will require some college or an associate’s degree and 36 percent of the job openings will not require education beyond high school. STEM, Healthcare Professions, Healthcare Support, and Community Services will be the fastest growing occupations, but also will require high levels of post-secondary education. Most jobs will require some type of post-secondary education, and individuals that only possess a high school diploma will have fewer employment options. Employers will seek cognitive skills such as communication and analytics from job applicants rather than physical skills traditionally associated with manufacturing. The United States will fall short by 5 million workers with postsecondary education – at the current production rate – by 2020.

Successful implementation and planning starts with asking the right questions often and earnestly… 1 2 What are we trying to do? 3 How are we engaging others? Are we using data to monitor and track progress? 4 How do we sustain the effort? Are our actions moving forward the vision? 5

. . . and focusing on the right elements Agree on measurable targets and trajectories Collect the data Use the data to make decisions Build strategies to support the aspirational goal Discuss the vision and goas as frequently as possible Align other activities with this effort Designated & empower a convener Host routine meetings and data analysis sessions Create accountability mechanisms Plan for sustainability and continuous improvement Agree on where you want to go Understand the status quo Set aspirational goals Make big plans 2 3 4 1 Collaboration & Communication 5 A. Build a network of champions B. Communicate and engage frequently & effectively C. Work across organizational boundaries Common Vision Shared Analytics Mutually Reinforcing Activities Defining Success Identifying and confirming aspirational goals and a set of priority strategies to clearly focus the work (ensure that this includes headline metrics) Designating system and campus leaders and teams to drive the implementation efforts of SUNY and its campuses Developing a clear plan on how to reach identified goal(s) that designates unique and complementary system and campus roles Establishing and conducting routines with at the system and campus levels, with a focus on including Provosts and designated team members Including both quantitative and qualitative data Hosting a system wide, regional, sector and campus specific workshops Backbone Support

Developing plans is a crucial component of achieving system and campus goals Strategies Actionable Data Champions and Actors Implementation Plans + + =

A foundation for successful planning starts with the following questions: Is there a clear definition of success? Is there accountability for the success of your collective efforts across the organization? What is the supply chain and who is involved? What are the major risks and how will they be mitigated? Who are the key actors and what are the key actions? What is the anticipated impact? What data will you need, and how will you use it? What is the resource strategy? DCO-AAA123-20100809-

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If you have questions, please contact Thank You! If you have questions, please contact Rebecca Martin Rebecca Martin rebecca@nash-dc.org