1. Terri Manning – Central Piedmont Community College and Data Facilitator Bobbie Frye – Central Piedmont Community College Mary Millikin – Tulsa Community College Ken Gonzales – University of San Diego and Data Facilitator Strategy Institute February 9, 2011

2.  Looking for a way to kick off AtD in a big way  Want the entire college to understand “Achieving the Dream” and what will happen next  Want to include as many faculty and grassroots level staff as possible  Want to begin looking at data and creating the “culture of evidence”  Want to introduce the coach and data facilitator (if possible)

3. Achieving the Dream is a multi-year, national initiative to improve student success, especially among low-income students and students of color. It is a unifying set of overarching principles aimed at improving student success. Principles: (the change model) 1. Committed leadership 2. Use of evidence/data 3. Broad engagement 4. Systemic institutional improvement Process: 1. Commit to making changes 2. Identify gaps in student achievement and use data to prioritize actions 3. Engage stakeholders to develop a limited set of focused strategies 4. Implement, evaluate, and improve strategies STUDENT SUCCESS 1. Completion of developmental courses 2. Completion of gateway courses 3. Completion of all courses with C or better 4. Fall-to-spring retention rate 5. Graduation rate Enrollment Management Other Major Initiatives Accreditation Strategic Planning Institutional Effectiveness Source: Jim D Tschechtelin 6/23/09

4.  You will hear from two colleges who conducted similar yet different data summits during their first semester in AtD  Get step-by-step instructions for pulling one together  Learn from our mistakes – what we would have done differently  Look at a data set and draw your own conclusions

5.  Start with an overview of Achieving the Dream (can use videos online)  Go over the goals and the principles  Make a brief presentation on the college’s student success issues (make an impact, can be dramatic)  Create 4-6 data sets on critical issues  Give assignments to tables (one topic per table)  Have them answer a set of questions about the data  Collect the data back from faculty and staff  Post it for the college community  Begin Core Team and Data Team work with the data from the summit

6. 1. Continental Breakfast 2. Overview and purpose (TCC President and VP) 3. ATD Overview (ATD Coach) 4. ATD Process Fundamentals (Data Coach) 5. Data Summary and Score Card – IR 6. Lunch 7. Table Discussions regarding Data from Score Card (Faculty and Staff at tables)  Four questions – one for each quadrant of tables 8. Motivational speakers  Faculty with specialty in high risk students  National author from high risk background 9. Next Steps and Adjournment

7. Enroll in and Successfully complete gatekeeper courses (success = “C” or better)

8. Gatekeeper Course Success 931753681189272

9. Gatekeeper Course Success 182312519741345394

10. What differences exist based on gender, ethnicity, age, enrollment status, or degree type?

11. Intro to Psychology by Ethnicity 144281018424331

12. Freshman Comp II by Age 990117685125

13. Psychology by Enrollment Status 899290

14. College Algebra by Degree Type 30213349

15. Gatekeeper Course Summary 10 Gatekeeper courses were identified based on enrollment frequency and/or success rate Female students were more successful in Freshman Comp I and II African Americans, and more specifically African American males were most at risk

16. Degree or Certificate Completion (within 3 years)

17. Persist or Graduate 19721485989968781717

18. Graduation Rate by Number of Developmental Areas Required 591789329263

19. Graduation Rate By Writing Placement 1628126218

20. Graduation Rate by Reading Placement 1404263305

21. Graduation Rate By Math Placement 648481431133

22. http://assessment.tulsacc.edu/IRAWeb Tulsa Community College Office of Planning and Institutional Research web site under Quick Links Achieving the Dream TCC Score Card: IR

23. CPCC Data Summit Agenda Theme: Finish What You Start! 8:30-9:00 Continental Breakfast 9:00-9:02 Welcome 9:02-9:05 Introduce our Coach 9:05-9:25 Overview of Achieving the Dream 9:25-9:45 ATD as a National Initiative 9:45-10:05 Creating a Culture of Evidence 10:05-10:15 What Happens to our Students? 10:15-10:30 Snapshot of CPCC Retention Data 10:30-10:45 Break 10:45-10:50 Explanation of Table Top Exercise 10:50-11:10 Table Discussions of Data Set - All 11:10-11:30 Tables report out on “What” we have learned - All 11:30 – 11:40 Next Step: Discuss ways to uncover the “Why’s” 11:40-11:55 Q&A from Cards 11:55-Noon Closing Video

24. At CPCC: What happens to our students? Sample Presentation from Data Summit – August 10, 2010 CPCC – Fall 2010 new cohort

25. Every Fall at CPCC:  Approximately 4,000 new students begin their higher education career  54% are female  64% are 21 and younger (big change)  50% are minority students  25% are CMS graduates from the previous year Who are They?

26. They enter the pipeline Where they enter and where they go…. depends on where they have been and what they have done Where they enter and where they go…. depends on where they have been and what they have done.

27. Degree seeking, college ready in all subjects Undecided, need remedial in all three subjects Casual student, no placement tests on file Transfer in – credit in math and English Transfer out – only taking 12 hours

28.  In Fall 2007, 3,718 new full and part-time students entered CPCC. Here is what happened to them.

29. For every 100 new students who entered CPCC (full and part-time)…

30. 88 are left by the end of the first term (12 didn’t make it).

31. Only 60 return in the next spring term.

32. Only 42 come back the next fall.

33. After two years, 27 are still with us.

34. Within three years, seven graduate with a degree, certificate or diploma.

35.  27 are still enrolled  21 transferred to another institution  45 remain unaccounted for What happened to the other 93 students?

36.  http://www.cpcc.edu/AtD  Click on Data Summit  The full PowerPoint presentation is there  All the data sets are there.

38.  Locate a facility large enough for all  TCC Rented Tulsa Convention Center  CPCC used their Harris Conference Center  Assign an event director/planning team for logistics  Logistics of discussion tables  Stuffing data packets  Media staff for microphones and videos  Continental breakfast and lunch  TCC - Total spent on Data Summit - $20,000  CPCC – Total spent on Data Summit $6,300

39.  Have a clear agenda that is available early  Consider optimum length of event  Communicate event clearly from the president and VPs  Work out schedule details with guest speakers  ATD coaches  Faculty speakers (with specialty in student success of low income and students of color)  Motivational speaker

40.  Tables are going to have data sets to review.  Give them a set of questions for all data sets  CPCC used one set of questions for all data sets:  Each table had flip-chart paper to record answers to the following questions:  What’s the story line (state the obvious/no brainers)?  What surprises you the most?  What additional data sets would you like to see?

41. Goal 2: Enroll in and successfully complete gatekeeper courses  1. Is the overall performance of gatekeeper courses acceptable? Why or why not?  2. Which gatekeeper courses appear most problematic? Rank these in order of critical need to student success.  3. If there are specific cohort sub-groups who are experiencing greater performance gaps, which are they and rank these in order of most critical need.  4. What additional data would be important to analyze in meeting this goal?

42. Goal 5: Earn certificates and degrees  1. Is overall completion of certificates and degrees over the last three year period acceptable? Why or why not?  2. If there are specific cohort sub-groups who are experiencing greater persistence problems, which are they, and rank these in order of most critical need.  3. What additional data would be important to analyze in meeting this goal?

43.  Evaluation  Informal feedback (Oops!)  Follow up  Communicate results of table discussions back to college community  Engage early adopters  Keep college community data informed  Annual Convocation  Update sessions  Information table

44.  Don’t try to do this all yourself.  Enlist the aid of a team  Make sure you select a date that both coaches can make  Would have been even more beneficial for Data Coach to attend in person (faculty connected to him)  Don’t make the event invasive in faculty and student schedules or too long an event.  Remember to allow for event evaluation  Faculty and staff feel heard

45.  Have no errors – check and recheck (especially Excel formulas).  If they find one mistake, they write off the entire event.  Faculty wanted to see it broken down for their program – not the big picture stuff.  Define and clarify terms in tables (e.g. non- resident aliens).  Let your knowledge of your faculty and staff drive the level of detail in the data sets.

46.  Embrace the Four Component Process 1 as your way of doing business. Data and information is at the core of Achieving the Dream and student success 1 González, K.P. (2009). Using data to increase student success: A focus on diagnosis.

47. Reference:Gonzalez, K. P. (2009). Using data to increase student success: A focus on diagnosis. Achieving the Dream Inc. www.achievingthedream.org Component One Component Two Component Three Component Four “What’s Wrong?” (Outcome Measures) “Why?” (Underlying Factors) Intervention(s)Evaluation & Modification Use Longitudinal, Disaggregated, Cohort data to assess Student Success Outcomes (e.g., Persistence, Course Completion rates, Degree comp. rates) to determine: 1) Which student groups are less successful than others (Equity Gaps in Student Success). 2) Which high enrollment courses have the lowest success rates. Collect, analyze, and use second set of LOCAL data to identify the underlying factors (barriers or challenges) impeding student success: Focus Groups Surveys Literature Reviews Learning Outcome Assessment Use data from Component Two to revise or design new interventions to effectively address the underlying factors impeding student success. Review and consider changes to existing college policies that impact the underlying factors impeding student success. Collect, analyze, and use evaluation data to answer: 1) To what extent did the interventions (or policy changes) effectively address the underlying factors impeding student success? 2) To what extent did the interventions increase student success? Make modifications based on evaluation results. Many Colleges: (a) Skip (b) Loosely rely on national literature (Engagement) (c) Lack a local understanding based on qualitative data

48.  Why a Data Summit is a good thing.

49. Not everything that counts can be counted, and not everything that can be counted counts. Albert Einstein