support for your student equity plan
DESCRIPTION
SUPPORT FOR YOUR STUDENT EQUITY PLAN. Presented by the Institute for Evidence-Based Change October 10th, 2014. Presenters. Brad C. Phillips President IEBC. Jordan E. Horowitz Vice President IEBC. Engaging in the Student Equity Plan. Welcome to the webinar! Three areas - PowerPoint PPT PresentationTRANSCRIPT
SUPPORT FOR YOUR STUDENT EQUITY PLAN
Presented by the Institute for
Evidence-Based Change
October 10th, 2014
Presenters
Jordan E. HorowitzVice President
IEBC
Brad C. PhillipsPresident
IEBC
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
Assumptions About Your Plan
• Already analyzed your data
• Set criteria for innovations
• Reviewing current efforts
• Have a list of innovations you are considering
Assessment
Planning
Implementation
Evaluation
Cycles of Continuous Program Improvement
Assessment
Planning
Implementation
Evaluation
Cycles of Continuous Program Improvement
Assessment
Planning
Implementation
Evaluation
Cycles of Continuous Program Improvement
Assessment
Planning
Implementation
Evaluation
Cycles of Continuous Program Improvement
Cycles of Continuous Program Improvement
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Assessment
Planning
Implementation
Evaluation
Cycles of Continuous Program Improvement
Assessment
Planning
Implementation
Evaluation
Cycles of Continuous Program Improvement
Persistence
Remediation
Special Populations
Student Services
Preparation
Instruction
Your Data Will Suggest Paths to Improving Equity
Mapping your Findings to Policy and Practices
Findings 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
Use Project Management to Ensure Effective Roll Out of the High Impact
Practice
Effective innovations+
Effective implementationIncreased Student Success!
IEBCProject Management Plan
•RASIC•Responsible•Accountable•Support•Inform•Consult
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
‘’ ‘’ ‘’ ‘’
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 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?
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
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
Building a Logic ModelFor 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
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
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
TutorsAwareness
campaignSupport
curriculaSpace for
tutoring
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
TutorsAwareness
campaignSupport
curriculaSpace for
tutoring
Student identification process
TutoringAssessment of
student knowledge & skills
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
TutorsAwareness
campaignSupport
curriculaSpace for
tutoring
Student identification process
TutoringAssessment of
student knowledge & skills
How many student served?How many sessions?How many tutoring hours?How many tutors?
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
TutorsAwareness
campaignSupport
curriculaSpace for
tutoring
Student identification process
TutoringAssessment 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
Building a Logic Model: An Example
Questions and Answers
Thank You for Attending! For Further Information…
Brad C. Phillips
619-252-8503
Jordan E. Horowitz
562-743-7920
www.iebcnow.org
We’re happy to help as you move forward!