UNIT SIXUSING DATA-DRIVE DECISION-MAKING TO CREATE ACTION PLANS

Louis CabuhatDean of Education

TEACHER THE TEACHER

“If you don’t know where you are going, any road will get you there”

- Richard S. Sagor

Connecting Your Actions to the Target

IMPROVED OUTCOMES

Performance Targets (INDIVIDUAL OUTCOMES) Ask yourself, “What are students

expected to gain from our ‘actions”? Improved motivation √ Improved engagement √ Realistic goal-setting √ Improved achievement √

Process Targets (TECHNIQUES or STRATEGIES)

Development of an Early Warning System

Training Targets(Sagor, 2011)

Unit One dealt with Motivation is driven by emotion

According to Chickering (2006), “motivation is the key to persistence, moving through successfully, and learning that lasts” (p. 13).

Unit two dealt withLearners who are Involved, Interested and Connected are more likely to persist.

engagement

motivation

Recap: The path taken

Unit three dealt with“Learners who are unable to form positive motivational “attitudes” towards goal fulfillment are at greater risk of dropping from program”

goal-setting

Recap

(Morrow & Ackermann, 2012)

Unit Four dealt with Chickering’s Nonlinear Stages of

Development

Achievement

Recap

developing competence

managing emotions

moving through autonomy toward independence

developing mature interpersonal relationships

establishing identity

developing purpose

developing integrity.

Unit Five dealt with “Technology enables students to accomplish more than they could without the use of technology” (Heafner, 2004, p. 48).

technology

Recap

Unit Six: Using Data-Driven Decision-making to Create Actions Aimed at Student Persistence

Learners will be able to: Define ‘attrition’ as it relates to a

postsecondary environment Apply knowledge of ‘Susan’ to offer actions

that influence her outcome(s) Build a simple, yet effective action plan

using a S.W.O.T. (strengths, weaknesses, opportunities and threats) approach

Compose a ‘Data-Driven Decision-making’ model that will be used with Susan

Attrition – What We Know

“…student departure from all forms of postsecondary education prior to completion of a credential or degree” (Wellman & Steel, 2012, p. 2) No one form of behavior adequately

labels all dropouts (Tinto, 1987) Enrollments are on the rise; completion

remains flat (Morrow & Ackerman, 2012)

Attrition – A Call to Action

Discovering answers to explain attrition all depends on ‘who’ is doing the questioning.

Plan of Action: Use history to guide action Apply a methodical approach Create flexible plans Request assistance as needed Include all stakeholders in the process

How do you begin to write an action plan?

Create a Mindset Keeping Up! Not Giving Up! Doing It! Connecting(Williams, 2010, p. 364)

Adopt a universal framework

Methodical Approach to Data-Drive Decision-making in Education

BE AWARE!

DO NOT FLY BY THE SEAT OF YOUR PANTS!

‘SWOT’ Approach: Enter Info before making decisions

SWOT Analysis Template:

Problem: ____________________________________________________________________________

(motivation, engagement, and achievement)

Strengths:

Anchored to Motivation

1)

2)

3)

4)

5)

Weaknesses:

Anchored to Engagement

1)

2)

3)

4)

5)

Threats:

Anchored to Goal-setting

1)

2)

3)

4)

5)

Opportunities:

Anchored to Achievement

1)

2)

3)

4)

5)

Return to EduOs.net – This week, your job is to read the

evolving scenario and select information that will be used to draft

‘your’ action plan aimed at addressing outcomes.

Susan’s Case

Susan is a new student who is attending classes at Bryman College – A for-profit organization. As a new enrollment to the school, Susan has demonstrated that she is able to satisfy some assignment deadlines, but she also submits assignments late. Additionally, Susan evidently arrives to class on-time, but there are also several instances when she is not exactly prepared to participate. Recently, Susan explained to her classmates that she is attending college because her ‘parents are paying her way’. Now, after failing her mid-term examination, Susan has agreed to meet with her advisor (YOU) to discuss the situation. You are anxiously awaiting the encounter and, in preparation, you choose to speak with other colleagues at the college to present what you know about Susan (so far). And, to her surprise, several of the other staff members are dealing with a ‘Susan’ of their own. The instructors remind each other of the facts (as known) related to postsecondary student attrition, and then they help you plan an action plan to address Susan’s learning needs.

Reference List

Balduf, M. (2009). Underachievement among college students. Journal of advanced academics, 20(2), 274-294. Retrieved from http://www.eric.ed.gov/PDFS/EJ849379.pdf

Baxter, J. (2012). Who am I and what keeps me going? Profiling the distance learning student in higher education. International review of research in open and distance learning, 13(4), 107-129. Retrieved from http://www.eric.ed.gov/PDFS/EJ1001708.pdf

Chickering, A. W. (2006, May/June). Every student can learn - if... Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=dd514ab9-a85f-48c3-9d53-3d83ca6df5e0@sessionmgr112&vid=15&hid=122

Heafner, T. (2004). Using technology to motivate students to learn social studies. Retrieved from http://editlib.org/d/21905

Reference List

Ikemoto Schuyler, G., & Marsh, J. A. (n.d.). Cutting through the data-driving mantra: different donceptions of data-driven decision making. Retrieved from https://post.blackboard.com/bbcswebdav/pid-904317-dt-content-rid-5675546_1/courses/EDU515.901034056062/EDU515.901034056062_ImportedContent_20120611073529/MasterCourseEDU515_ImportedContent_20120319113654/MasterCourseEDU515_ImportedContent_20111015103835/Unit 1/Unit 1 - Introduction to Measurement, Metrics and DDDM/embedded/What is DDDM - Ikemoto and Marsh.pdf

Laskey, M. L., & Hetzel, C. J. (2010, August 30). Self-regulated learning, metacognition, and soft skills: the 21st century leaner. Retrieved from http://www.eric.ed.gov/PDFS/ED511589.pdf

Morrow, J. A., & Ackermann, M. E. (2012). Intention to persist and retention of first-year students: The importance of motivation and sense of belonging. College student journal, 46(3), 483-491. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=efc82f3b-eac7-4d11-91da-acc4e88f76d0@sessionmgr15&vid=7&hid=113

Reference List

Sagor, R. (2011). The action research guidebook: a four-stage process for educators and school teams. (2 ed.). Thousand Oak, California: Corwin.

Tinto, V. (1987, November). The principles of effective retention. Fall conference of the Maryland college personnel association. Retrieved from http://www.eric.ed.gov/PDFS/ED301267.pdf

Wellman, J., & Steele, P. (2012, September). Measuring (and managing) the invisible costs of postsecondary attrition. Retrieved from http://www.eric.ed.gov/PDFS/ED536120.pdf

Williams, M. G. (2010, November). Attrition and retention in the nursing major: Understanding persistence in beginning nursing students. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=44bc7424-c2fd-431c-bbcc-e0891e243b25@sessionmgr15&vid=5&hid=19