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SUPPORT FOR YOUR STUDENT EQUITY PLAN
Presented by the Institute for Evidence-Based Change October 10th, 2014
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Presenters Brad C. Phillips President IEBC Jordan E. Horowitz
Vice President IEBC
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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
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Assumptions About Your Plan
Already analyzed your data Set criteria for innovations Reviewing current efforts Have a list of innovations you are considering
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Cycles of Continuous Program Improvement
Assessment Planning Implementation Evaluation
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Cycles of Continuous Program Improvement
Assessment Planning Implementation Evaluation
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Cycles of Continuous Program Improvement
Assessment Planning Implementation Evaluation
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Cycles of Continuous Program Improvement
Assessment Planning Implementation Evaluation
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Cycles of Continuous Program Improvement
6 7 5 1 3 2 4
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Cycles of Continuous Program Improvement
Assessment Planning Implementation Evaluation
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Cycles of Continuous Program Improvement
Assessment Planning Implementation Evaluation
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Your Data Will Suggest Paths to Improving Equity
Remediation Preparation Persistence Special Populations Student Services Instruction
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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
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Use Project Management to Ensure Effective Roll Out of the High Impact Practice
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Effective innovations + Effective implementation
Increased Student Success!
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IEBC Project Management Plan
RASIC Responsible Accountable Support Inform Consult
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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
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Monitor and Evaluate the Effectiveness of the Policy/Practice
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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
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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?
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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
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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
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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
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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
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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
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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
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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?
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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
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Questions and Answers
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Thank You for Attending!
For Further Information… Brad C. Phillips Jordan E. Horowitz We’re happy to help as you move forward!
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