SUPPORT FOR YOUR STUDENT EQUITY PLAN Presented by the Institute for Evidence-Based Change September 5, 2014

Presenters Richard Duran President of Oxnard College Jordan Horowitz Vice President IEBC Brad Phillips President IEBC

Engaging in the Student Equity Plan Welcome to the webinar! The changing face of California The importance of this work Colleges need to welcome and embrace this opportunity This is not a “check the box” plan Develop an authentic, doable plan

Data Use and Your Student Equity Plan Analytics data collection data storage data linking data analysis data reporting Organizational Habits strategic data use data committees everyday operations accreditation Human Judgment information processing decision making

 How much data is really actionable? Some Overarching Considerations

Typical Student Tracking Outcomes

 How much data is really actionable?  Don’t forget about the overall numbers Some Overarching Considerations

Transfer Rate by Age Group

 How much data is really actionable?  Don’t forget about the overall numbers  If your reports indicate that a majority of your students are underperforming—that all or most of your percentages are low, then it’s your systems and not the students Some Overarching Considerations

Syste ms Stude nt

 How much data is really actionable?  Don’t forget about the overall numbers  If your reports indicate that a majority of your students are underperforming—that all or most of your percentages are low, then it’s your systems and not the students  Identify your key themes Some Overarching Considerations

Persistence Remediation Preparation

 How much data is really actionable?  Don’t forget about the overall numbers  If your reports indicate that a majority of your students are underperforming—that all or most of your percentages are low, then it’s your systems and not the students  Identify your key themes  It’s not just about programs, don’t forget about policies Some Overarching Considerations

Innovations Impact of culture and habit on organizational change Setting criteria for innovations Reviewing current efforts High impact policy and practice innovations Using project management to support implementation Monitoring and evaluate the effectiveness of innovations

The Landscape What is your College already doing to address gaps in student equity? What populations are being served? What evidence exists to support the efficacy of the practices? Of these, what can be scaled, modified or eliminated? What new initiatives can be employed that have a research basis for improvement?

Considerations and Criteria No BOUTIQUE practices No small grants for innovation Think big, start small Not about restoring what was lost in the cuts Must be able to go to scale Must be researched-based Must be able to implemented properly Must be adequately resourced Think systemically Modest gains can be made with student services alone, Large gains can be made with instructional interventions and student services combined

Policies/Practices Barrier removal Eliminate late registration First time in college strategies Authentic orientation Align HS and college coursework Supplemental instruction Summer boot camp Purposeful mentoring Focus on retention strategies Learning communities at scale Structured Academic Pathways

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

Effective innovations + Effective implementation Increased Student Success!

Project Management Plan RASIC Responsible Accountable Support Inform Consult

Monitor and Evaluate the Effectiveness of the Policy/Practice

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 Era of Accountability

Evaluation Steps Develop data collection methods before the start of the intervention Include both process and outcomes measures 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 SituationInputsActivitiesOutputs 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

Questions and Answers

Thank You for Attending! For Further Information… Brad C. Phillips Jordan E. Horowitz We’re happy to help as you move forward!