2016 annual reflection & leader college application · reflection. leader college applicants...

2016 Annual Reflection

& Leader College Application

Due June 1, 2016

Instructions

All Achieving the Dream institutions (except for the 2015 Cohort, which must submit an Implementation

Plan) are required to submit an annual reflection. The annual reflection is an opportunity to consider

your institution’s student success work over the past year and to plan for the coming year with an

emphasis on your success in system changes that will sustain and integrate your efforts into the student

experience. Your institution’s reflection helps inform Achieving the Dream’s work as we collect data,

identify common themes, and build our knowledge of the institutional change process.

Annual Reflection

To complete the annual reflection, your institution should engage a representative group of

stakeholders to review and discuss the institution’s student success and equity work including progress

made, challenges faced, current priorities, and goals for the coming academic year. Your institution

should emphasize your efforts to achieve the scale and full adoption necessary for sustained success of

the changes you seek to implement.

Leader College Application (if applicable)

Institutions submitting an annual reflection have the option of applying for initial Leader College status

or Leader College recertification by completing the Leader College application at the end of the annual

reflection. Leader College applicants must also submit student success outcomes data using the ATD

Data Template.

Coach Satisfaction Feedback

Institutions should complete this very short survey conducted by Achieving the Dream on their

satisfaction with their assigned coaches. This feedback will help ATD provide better, more personalized

coaching services. We encourage your institution to fill this survey out as a group so as to facilitate

discussion about coach satisfaction, but multiple individual entries may be submitted. Survey responses

http://achievingthedream.org/sites/default/files/resources/2016_atd_data_template.xlsx


are confidential and will only be seen by Achieving the Dream staff. The survey can be completed by

visiting http://bit.ly/ATDcss16.

Interventions Showcase

Each college should document their student success work by updating existing interventions or adding

new interventions to the Interventions Showcase. This is an important aspect of participation in the

Achieving the Dream Network and an important resource for other institutions. Interventions Showcase

users can log into the Interventions Showcase at www.achievingthedream.org/user.

Submission

The annual reflection and Leader College application is an online form, and each institution’s

individualized link will be sent to Core Team Leaders by mid-April. You are encouraged to use this

worksheet to collaborate and draft your responses before completing the online form. The annual

reflection and Leader College Application must be submitted by the June 1 deadline.

Questions

For more information about the annual reflection, visit ATD Connect. Please send an email to

[email protected] if you have any questions.

http://bit.ly/ATDcss16

http://www.achievingthedream.org/user

http://connect.achievingthedream.org/

mailto:[email protected]

2016 Annual Reflection

Worksheet

Contributors

Please identify the stakeholders who contributed to the 2016 annual reflection with their name and title.

Dawn DeWolf, Vice President, Academic and Student Affairs

Jennifer Frei, Executive Dean, School of Arts and Sciences

Mary Jeanne Kuhar, Executive Dean, School of Professional and Technical Education

Bill Schuetz, Chief Information Officer

Craig Taylor, Director, Institutional Research, Assessment and Planning

Greg Evans, Chief Diversity Officer

Dave Oatman, Dean, Business and Computer Information Technology

Jennifer Steele, Strategic Planning Director

Molloy Wilson, Institutional Researcher

Lida Herburger, Director, Student Success

Ben Hill, Faculty, Mathematics

Student Success Vision

a) Briefly outline your institution’s current student success vision. Note that this vision should be your

ideal for how students will experience your college. It should include overarching, achievable goals

that will act as key milestones as your college moves towards your student success vision.

Suggested word count: 300-500 words

b) Briefly describe your systemic change priorities that help your institution achieve its student success

vision. We recommend you identify 2-3 priorities. Each priority is likely comprised of multiple

student success efforts that work together to achieve systemic change.

Note: A student success effort is defined as a policy, practice, or procedure designed to reduce or

A broad group of Lane stakeholders defined student success as follows:

Student success is the journey through which our students develop, progress toward, and achieve

their goals. Lane supports student success by providing high quality and accessible teaching and

learning experiences, structures, and practices to support our students in reaching their goals.

Our strategic focus for the next five years is to build upon Lane’s history of student success work to

ensure that effective and proven practices are integrated throughout the college.

eliminate barriers to students’ progress and ultimate success in education and the labor market.


c) What key metric(s) are you using to measure progress on achieving your student success vision?

Data source(s)

Select all that apply:

☐ Aspen Prize for Community College Excellence

☐ Complete College America

☐ National Community College Benchmarking Project

☒ National Student Clearinghouse

☐ Predictive Analytics Reporting Framework

☒ State community college system data

☐ Student Achievement Measure

☒ Voluntary Framework of Accountability

Our goal will be achieved by developing a shared sense of ownership in student success, improving

customer service across all areas of the college, recognizing that student success is predicated on

student learning, and fully supporting faculty and staff in developing and improving curricula, co-

curricular activities, and services to support our students in achieving their goals. Through our strategic

planning process, we have developed the following key strategies:

Develop and implement practices that support student learning and success

Define and implement a specific set of student success practices that support Lane students in

progressing toward and achieving their educational goals. Develop and implement a holistic advising

and academic planning model that engages multiple units of the college in providing students with

clear pathways and proactive interactions from their first point of entry through completion of their

educational goal at Lane.

Provide Seamless Transitions for Students

Ensure that application, enrollment, and transcript evaluation systems and practices support successful

transitions from high school, prior college and continuing education (including ABSE and ESL) to credit

programs at Lane as well as successful transitions to transfer institutions.

In addition to sources checked above, Lane draws from our student information system to populate a cross-

sectional data set for the state (D4A) which also serves as raw data for many analyses and automated

reports (ARGOS). We also use Community College Survey of Student Engagement (CCSSE). Through our

participation in ATD we developed longitudinal data for analysis of student success, which is now being

modified to include all Lane students.

Specific indicators of success include progress metrics such as initial retention, credit completion milestones,

rates of transfer and credential attainment, longer term persistence metrics, rates of utilization and

satisfaction with support services, assessment of college readiness, completion of developmental and

gateway courses, and other transitions to college-level work (e.g., for ABSE and ESL students) and

employment. Examples are listed below. Our institutional research department routinely disaggregates

student success metrics by demographic factors and other key covariates such as placement levels and

prior college experience.

In addition to these high-level success metrics, we are increasingly putting data into the hands of our

stakeholders through web-based dashboards (https://dashboard.lanecc.edu/) and internal customizable

reports (via ARGOS). Examples include the following:

SEM: https://blogs.lanecc.edu/strategicenrollmentmanagement/info/sem-plan/

% of IESL Students Transitioning from NC ESL to Credit Program

Early persistence: Fall to Winter, Winter to Spring, and Fall to Fall

Registration Momentum Points (credit completion thresholds in 1st and 2nd year)

Academic progress metrics of GPA and credit completion (SAP and APS)

Rates of transfer and award completion

Core Theme Indicators:

https://www.lanecc.edu/sites/default/files/institutionaleffectiveness/lanes_core_themes_2015.pdf

Employer feedback on student skill and preparedness for the workplace

Course and program success rates disaggregated by demographic factors

% of students completing developmental credit courses and continuing on to pass required

program-level courses

Student awareness of, and satisfaction with, high-impact practices on campus

% of degree-seeking students using advising and academic planning

% of students completing gateway math in two years

% of degree/certificate-seeking students who progress to their second year

% of students in ABSE or ESL transitioning successfully to post-secondary education

% of award-seeking students who complete credentials within 3 years

Transfer rates to 4-year institutions

State certification pass rates for allied health professions

% of students enrolled in ABSE or ESL who become employed

Strategic Plan: https://www.lanecc.edu/sites/default/files/conversation/draft_lane_strategic_plan_2016-

2021_5-11.pdf The Strategic Plan has recently been drafted and we are in the process of selecting

assessment metrics.

Other Forums: Departments and programs include data elements during program review and in their annual

self-evaluation process, including direct measures of learning outcomes, course pass and completion rates,

and metrics similar to college-wide indicators but targeted to program participants.

https://dashboard.lanecc.edu/

https://blogs.lanecc.edu/strategicenrollmentmanagement/info/sem-plan/

https://www.lanecc.edu/sites/default/files/institutionaleffectiveness/lanes_core_themes_2015.pdf

https://www.lanecc.edu/sites/default/files/conversation/draft_lane_strategic_plan_2016-2021_5-11.pdf

https://www.lanecc.edu/sites/default/files/conversation/draft_lane_strategic_plan_2016-2021_5-11.pdf

As part of our research agreement with the National Student Clearinghouse, Achieving the Dream has

access to your institution’s NSC data and calculated outcomes. If you would like to share data from

other sources, we encourage you to do so. There will be an opportunity to upload data at the end of

the form.

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Progress Update

Reflect with your group on your institution’s progress in improving student success over the past

academic year. Describe this progress for each area and consider both the positive factors and

challenges affecting the student success efforts at your institution.

Leadership & Vision

The commitment and collaboration of the institution’s leadership with respect to student success and the

clarity of the vision for desired change.

Is this area part of your strategic plan? ☒ Yes ☐ No

Did your college pursue any strategies in this area during the past academic year? ☒ Yes ☐ No

Progress

Suggested maximum word count: 300 words

There are many campus initiatives already in progress which support student success. Some of this

work includes strategic enrollment management, assessment of student learning outcomes,

strategic planning, comprehensive review of academic and department programs, and community

and campus conversations.

Drawing upon the college’s work in these initiatives, our focus over the next five years is to

continue developing and aligning strategic and operational planning structures that support

success.

The institution’s leadership, from the Board of Education, President, and Executive Team, are

committed to student success initiatives at the college, including participating in ATD’s Relaunch.

The college President, Vice President for ASA, and Executive Dean for School of Arts and Sciences

along with three faculty members in math, writing, and developmental education will attend ATD’s

June Relaunch event. Attendance at the Relaunch will allow the team to continue to strengthen our

work around student success.

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Challenges


Goals for 2016-2017 Academic Year [Optional]

Based on the analysis of your institution’s progress and challenges over the past year in this area,

identify one or two goals for the coming academic year for leadership and vision. What are some action

steps your institution plans to take to achieve these goals?


What resources or assistance can Achieving the Dream provide to assist you in reaching these goals?

Operationalizing new plans and processes

o Resource and capacity limitations

o Ensuring we have the valid evidence to inform our decision making

Leadership changes

o Presidential retirement

o Multiple new members of the Executive Team

o New lead for ATD coming in the next year

Improve Planning and Institutional Effectiveness

Support the continued development and implementation of department planning, program

review, governance council plans, and other planning processes. Facilitate meaningful

engagement with faculty and staff, align with budget development and resource allocation,

and include systematic assessment and adaptation.

Increase Adaptive Capacity

Develop and implement strategies to enhance the resilience and adaptive capacity of our

staff, students and community through education, professional development, and

emergency preparedness. Utilize scenario planning tools to cultivate long-term strategic

thinking and planning despite external uncertainties.

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Promising Practice

Does your institution have a promising practice in this area that other Achieving the Dream institutions

would benefit from?

☐ Yes ☐ No

[IF YES] Please describe the promising practice:

Please include data that illustrates the success of this promising practice (data submission is voluntary, but

encouraged). There will be an opportunity to do so at the end of the form. Data should be disaggregated

by race/ethnicity, gender, and Pell status if appropriate to the intervention.

Data & Technology

The institution’s capabilities to collect, access, analyze and use data to inform decisions, and to utilize and

leverage technology to support student success.



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Progress


Challenges




identify one or two goals for the coming academic year for data and technology. What are some action

steps your institution plans to take to achieve these goals?


Strengthening the Culture of Evidence throughout the college was a stated goal for our ATD Team this

year. We met this goal by implementing our planned action steps.

We developed and disseminated TIPSS - Timely Information Promoting Student Success, a series

of data graphics designed to spark interest and inspire conversation around student success

data.

A blog site was created to post data and host comments about the TIPSS.

A data dashboard for faculty and staff was developed and launched at our Data Summit

A Board Scorecard is in development providing big picture metrics and rubrics

We held a Data Summit, a broadly attended campus event where discussion centered on data

and evidence-based reform

ARGOs reporting has been increased and reports have been widely distributed

Data use is integrated into Program Review

The demand for data and analysis stresses our capacity.

Our systems and processes are changing and users are on a steep learning curve

Challenges with data validation at entry points

Engage in the steps and process of continuous assessment and improvement of our newly

developed data dashboards to achieve effective implementation and use.

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Promising Practice


would benefit from?

☐ Yes ☐ No





Equity

The commitment, capabilities, and experiences of an institution to equitably serve low-income students,

students of color, and other at-risk student populations with respect to access, success, and campus

climate.



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Progress


Challenges


Lane’s Core Values include Diversity, Integrity and Accessibility, our emerging Strategic Directions point

to A Diverse and Culturally Inclusive College, and Accessible and Equitable Learning Opportunities is one

of our new Core Themes.

We often view, analyze, and respond to disaggregated data on underprepared and

underrepresented student populations.

We have multiple areas of exemplary practice and behavior such as:

o Rites of Passage programs

o Native American Longhouse

o Multicultural Center

o Veteran Center

o TRiO and TRiOSTEM programs

o Women in Transitions program

Lane’s Board of Education has established a policy regarding Cultural Competency.

o Establishment of a Cultural Competency Professional Development Committee designed to

implement Board policy through comprehensive resources and ongoing training

opportunities for staff.

o This year’s annual Spring Conference was titled “Are We Walking Our Talk: Diversity, Equity

and Inclusion,” and featured Dr. Julianne Malveaux as our keynote speaker.

Many of our students lack the knowledge, skills and abilities (KSAs) to effectively use technology

yet we often expect students to have those KSAs.

We need to improve our recruitment and retention of diverse students and staff.

We are still struggling to engage all of our different institutional constituencies in our training

efforts.

o Outreach center staff

o Part time faculty and staff

o Evening workers

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identify one or two goals for the coming academic year for equity. What are some action steps your

institution plans to take to achieve these goals?



Promising Practice


would benefit from?

☐ Yes ☐ No





Teaching & Learning

The variety of educational programs, learning experiences, instructional approaches, and academic and

non-academic supports strategies designed to facilitate student learning and success



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Progress


Challenges




identify one or two goals for the coming academic year for teaching and learning. What are some

action steps your institution plans to take to achieve these goals?


Our emerging Strategic Directions include A Culture of Learning, Assessment and

Innovation.

Lane has a robust Assessment Team who has developed our Core Learning Outcomes

and is leading the effort to help faculty infuse and assess these outcomes across

programs and courses.

We have developed and implemented a faculty-led academic program review structure

Students who fall below our Academic Progress Standards are provided progressively

more rigorous interventions to get them back on track academically.

Academic advising is mandatory for all new degree-seeking students before they are

allowed to enroll in classes.

We continue to increase our online offerings to meet diverse student needs

While we are exploring options as part of our Strategic Enrollment Management plan, we do not

have an early alert system that would facilitate an early, continual and consistent monitoring of

student attendance and success in classes.

Declining enrollment has strained resource allocation

Transcript and degree evaluation is done at the end of a student’s academic journey

Multiple barriers to students in the admissions and enrollment processes.

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Promising Practice


would benefit from?

☐ Yes ☐ No





Engagement & Communication

The process of enabling key external stakeholders, such as K-12, universities, employers and community-

based organizations, and internal stakeholders across the institution to participate in the student success

agenda and improvement of student outcomes.

Is this a high priority area for your institution? ☒ Yes ☐ No

Learning, assessment, and innovation rely on engaging and supporting faculty in their role

as agents for learning and change; supporting the advancement of teaching and learning;

providing meaningful professional development opportunities for faculty, staff, and

managers; and developing and sustaining structures that support regular, systematic review

and adaptation.

A goal of our Strategic Plan is to create a new center to support the advancement of

teaching and learning, cross-disciplinary efforts, enhanced faculty community and

engagement, curricular improvement, and ongoing faculty professional development.

We are redesigning Student Affairs Division to improve processes and remove barriers for students

Provide examples and best practices from other college’s institutes for Teaching and Learning to

help guide our efforts.

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Progress


Challenges




identify one or two goals for the coming academic year for engagement and communication. What are

some action steps your institution plans to take to achieve these goals?


Proactively meeting the needs of the multiple communities we serve involves collaborative

relationships; effective communication with internal and external communities; shared resources; and

the practice of balancing visionary thinking while serving present needs. Examples of our collaboration

and out reach to our internal and external stakeholder include:

Advisory Committees

Community Conversations

Campus Conversations

High School Connections

ConnectED Lane County (regional achievement compact)

Data Summit

The upcoming implementation of required elements for the Oregon Promise students

o First Year Experience

o Extended Orientation

o Staff training and professional development

o Capacity and resources

o Data collection

During the 2016-2017 academic year we plan to repeat and build on this year’s work with another

Data Summit. We intend to make this an annual event promoting better use of data, broader

engagement in data based reforms, and data support for current student success projects.

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Promising Practice


would benefit from?

☒ Yes ☐ No





Lane created the Campus and Community Conversation Kit as a tool to help explore,

connect, and give feedback about important issues at the college. The kit has two

components:

A physical, paper document that can be used as a reference, distributed, and referred back to

for important information, and

This online component that allows stakeholders to give feedback to decision-makers and

learn more about the ideas being discussed.

The paper component of the kit includes all the basic information needed to participate in

the conversation, including names and contact information for responsible parties,

timelines, and methods and deadlines for feedback. The goal is to put everything together

in one, easy-to-reference document to make it as simple as possible to locate the

information needed to schedule and participate in the work. The kit includes a list of

questions that can be used to gather feedback from groups of all kinds, both on and off

campus. For example, the kit could be taken to a department meeting, or to a community

or neighborhood group to discuss and collect feedback.

By removing barriers to participation, the hope is to involve more voices in the decision-

making process on campus. Participants can come to a live meeting, send an email, submit

comments on the website, or write ideas on paper and send them via intercampus mail;

whatever is easiest. What’s more, if someone doesn’t feel comfortable bringing the kit to a

group, they can receive help to schedule someone to come facilitate a discussion.

https://www.lanecc.edu/conversation/strategic-plan-2016-2021

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Strategy & Planning

The alignment of the institution with the umbrella goal of student success and the institution’s process for

translating the desired future into defined goals and objectives and executing the actions to achieve them.



Progress


Challenges




identify one or two goals for the coming academic year for strategy and planning. What are some

action steps your institution plans to achieve these goals?


We are currently in the process of updating our comprehensive 2016 – 2021 Strategic Plan using

broad-based input and a diversity of perspectives.

The many goals and objectives identified by the College through our strategic planning have been

described in the sections above.

Ensuring alignment of planning processes and that they are visible and transparent

Shared vision and responsibility.

Engage everyone in the plan

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Promising Practice


would benefit from?

☐ Yes ☐ No





Policies & Practices

The institutional policies and practices that impact student success and the processes for examining and

aligning policies and practices to remove barriers and foster student completion.



Finalize Lane’s new Strategic Plan and obtain Board of Education approval. Begin implementation of

the many goals and objectives identified in the Plan, many of which are noted in the sections above.

Roll out and operationalize the Plan

Analyze and assess our effectiveness in meeting Plan goals

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Progress


Challenges




identify one or two goals for the coming academic year for policies and practices. What are some action

steps your institution plans to achieve these goals?



The college has been involved in an extensive review and analysis of Student Affairs including an

external reviewer from AACROA. With broad engagement, we have examined multiple processes

including student touchpoints, online tools, website, academic advising, and admissions processes

with the goal of reorganizing to best serve student needs.

We partner with $alt in providing free financial education resources to our students to help them

take control of their finances and student loans

Every term, all students who are in a degree program are tracked to see if they earned at least a

2.0 GPA and completed at least 67% of the credits they attempted that term. Those who fall

below these standards must complete an intervention before they are allowed to enroll in

subsequent terms.

First term student attrition rate

Admissions process is cumbersome for students

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Promising Practice


would benefit from?

☐ Yes ☐ No





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2016 Leader College Application

Worksheet

For more information or questions about the Leader College application, please contact Samaad Wes Keys

at [email protected].

Selection & Review:

Each application for Leader College status will go through a blind-selection process and will be

reviewed by a panel of experts both internal and external to Achieving the Dream.

Applications will be assessed on their ability to provide the following:

1. Evidence of growth or an upward trend for the metric your institution selected over the course

of the last four years

2. Both qualitative and quantitative evidence to support the institution’s success

3. A clear link between the impact of the specific intervention(s) and the success the institution has

experienced.

Note: Colleges will not be granted Leader College status solely because they have exhibited growth

over a period of time. Successful applications will incorporate each of the items above and applications

will be reviewed holistically to determine if a college received leader college status.

Institutions applying for initial Leader College certification will apply on one measure; institutions

applying for Leader College recertification will apply using two measures.

Section I

Student Success Measure

Of the measures below, please select the measure(s) for which you would like your institution to be

considered for Leader College status (one for initial certification applicants, two for recertification

applicants). Definitions for the measures are provided in Appendix A of this document.

☐ Successfully complete developmental courses and advance to credit-bearing courses

☐ Enroll in and successfully complete the initial college-level or gatekeway courses in subjects such as

math and English

☐ Persistence from year-to-year or term-to-term

☐ Credential attainment within four years (degree or certificate)

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☐ Institution-defined metric

Data Analysis

Describe the outcomes of the measure your institution has selected to be considered for Leader College

status. This could be for the overall student population or for a specific target population (e.g., African

American men, Latina women, first-generation, etc.) at any time within the past three academic years

(2011-2012, 2012-2013, 2013-2014, and 2014-2015).

Evidence can include both quantitative and qualitative measures, but should include, at a minimum,

metrics for the target population that shows improvement that can be reasonably explained by an

intervention.

To demonstrate the impact of the interventions and the improvements achieved, data for periods

before, during and after the implementation of the initiative(s)/ program(s) should be provided.

Colleges are encouraged to submit data from peer institutions or national data as points of

comparisons. If the initiative(s) or program(s) targets a subset of students at the institution, also provide

parallel metrics for all students at your institution.

In addition to the required data template, we encourage all institutions to include in an appendix any

additional charts and figures that can support the explanation of their success in this section.

Section II

In this section, describe the initiative(s) or programs(s), which contributed to your institution’s

improvement in the measure selected any time in the last four academic years (2011-2012, 2012-2013,

2013-2014 and 2014-2015). Please include the following information:

Outline the future goals and objectives of the initiative(s)/program(s).

What was the biggest challenge in implementing the initiative(s)/program(s), and how was the

challenge overcome or mitigated?

Do you believe the program(s)/initiative(s) can be successfully replicated or transferred to other

institutions? Why or why not?

What are the most important considerations for an institution wanting to replicate the

initiative(s)/program(s)?

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Section III

Please provide a letter of endorsement from your institution’s President/Chancellor that further explains

why your institution should receive Leader College status.

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APPENDIX A

Student Success Measures & Definitions

General Student Success Data Specifications

Achieving the Dream requires:

That each institution analyze at least four years of disaggregated data for its student success

measure.

That data be disaggregated on at least three levels:

Ethnicity/race

Gender

Income status (Pell recipient status)

Analyzing Your Data

Achieving the Dream has developed the Achieving the Dream Data Template to assist institutions with

tracking student success data and presenting results.

Institutions applying for initial Leader College status or Leader College Recertification must submit a

completed ATD Data Template along with the Leader College application and annual reflection.

Defining the Cohort

The ATD Cohort includes all students who are first-time degree- or certificate-seeking students new to

your institution during the fall term, including full-time and part-time students.

Measure 1: Successfully complete developmental instruction and advance to credit-bearing

courses

Number and percentage of students successfully completing developmental course requirements in

two years

Institution may report the developmental education course completion in one of three subject area:

(1) Math

(2) English

(3) Reading


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Measure 2: Enroll in and successfully complete college-level or gateway courses (math

and/or English)

Number and percentage of students successfully completing gateway courses within three years

Institution may report gateway course completion in one of three ways:

(1) Math

(2) English

(3) Math and English

Measure 3: Persistence from year-to-year or term-to-term

Number and percentage of students persisting from year-to-year (fall-to-fall) or term-to term (fall-

spring).

Measure 4: Credential attainment

Number and percentage of students attaining a degree or certificate within four years

Measure 5: Institution-defined measure

Metric from national voluntary or state postsecondary data systems that provides evidence of

institutional success

This measure is subject to the same guidelines as the other four measures (disaggregated on three

levels, four years of data, etc.). Example sources include but are not limited to:

Aspen Prize for Community College Excellence

Complete College America

National Community College Benchmarking Project

National Student Clearinghouse

Predictive Analytics Reporting Framework

State community college system data

Student Achievement Measure

Voluntary Framework of Accountability

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APPENDIX B

Data Template Example

2016 annual reflection & leader college application · reflection. leader college applicants...

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