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
• 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
Cycles of Continuous Program Improvement
Assessment
Evaluation
Planning
Implementation
Cycles of Continuous Program Improvement
Assessment
Evaluation
Planning
Implementation
Cycles of Continuous Program Improvement
Assessment
Planning
Evaluation
Implementation
Cycles of Continuous Program Improvement
Assessment
Planning
Evaluation
Implementation
Cycles of Continuous Program Improvement
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2
3
4
5
6
7
Cycles of Continuous Program Improvement
Assessment
Evaluation
Planning
Implementation
Cycles of Continuous Program Improvement
Assessment
Evaluation
Planning
Implementation
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 implementation
Increased Student Success!
IEBC
Project 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
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
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 Model
For Evaluation
Situation
What problem
are you trying
to solve
Inputs
What
resources go
into a program
Activities
Outputs
Outcomes/
impacts
What activities
the program
undertakes
What is
produced
through those
activities
The changes
or benefits
that result
from the
program
Building a Logic Model: An Example
Situation
What problem
are you trying
to solve
Students in
basic skills
courses are not
moving to
college-level
courses
Inputs
What
resources go
into a program
Activities
Outputs
Outcomes/
impacts
What activities
the program
undertakes
What is
produced
through those
activities
The changes
or benefits
that result
from the
program
Building a Logic Model: An Example
Situation
Inputs
What problem
are you trying
to solve
What
resources go
into a program
Students in
basic skills
courses are not
moving to
college-level
courses
Tutors
Awareness
campaign
Support curricula
Space for
tutoring
Activities
Outputs
Outcomes/
impacts
What activities
the program
undertakes
What is
produced
through those
activities
The changes
or benefits
that result
from the
program
Building a Logic Model: An Example
Situation
Inputs
Activities
Outputs
Outcomes/
impacts
What is
produced
through those
activities
The changes
or benefits
that result
from the
program
What problem
are you trying
to solve
What
resources go
into a program
What activities
the program
undertakes
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
Building a Logic Model: An Example
Situation
Inputs
Activities
Outputs
Outcomes/
impacts
The changes
or benefits
that result
from the
program
What problem
are you trying
to solve
What
resources go
into a program
What activities
the program
undertakes
What is
produced
through those
activities
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?
Building a Logic Model: An Example
Situation
Inputs
Activities
Outputs
Outcomes/
impacts
The changes
or benefits
that result
from the
program
What problem
are you trying
to solve
What
resources go
into a program
What activities
the program
undertakes
What is
produced
through those
activities
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
Questions and Answers
Thank You for Attending!
For Further Information…
Brad C. Phillips
619-252-8503
[email protected]
Jordan E. Horowitz
562-743-7920
[email protected]
www.iebcnow.org
We’re happy to help as you move forward!