The Data Made Me Do It: Lessons Learned from DEI and CbD

1. The Data Made Me Do It:Lessons Learned from DEI and CbD Presenters: George Fouts – Senior Partner for Completion by Design, former Director of Developmental Education Initiative Debbie Smith – Interim Division Chair, Student Development and Learning Alison Wiers – Associate Vice President, Student Support Services Clark Wright – Institutional Research Associate for Completion by Design Workshop B February 6, 2013

2. Welcome to AtD Community College

3. Math Placement Exam Exercise • Scrap paper and calculator allowed • Five minutes to complete

4. Math Placement Question #1 • What is the average (arithmetic mean) of 8, 7, 7, 5, 3, 2, and 2? • A. 3 • B. 4 • C. 4 • D. 5 • E. 6

5. Math Placement Question #2 • Phillip charged $400 worth of goods on his credit card. On his first bill, he was not charged any interest, and he made a payment of $20. He then charged another $18 worth of goods. On his second bill a month later, he was charged 2% interest on his entire unpaid balance. How much interest was Phillip charged on his second bill? • A. $8.76 • B. $7.96 • C. $7.60 • D. $7.24 • E. $6.63

6. Math Placement Question #3 • What is the equation of the line that contains the points with (x,y) coordinates (-3,7) and (5,-1)? • A. y = 3x – 2 • B. y = x + 10 • C. y = - X + 8 • D. y = - X + • E. y = -x + 4

7. Math Placement Question #4 • For i= , if 3i (2 + 5i) = x + 6i then x = ? • A. -15 • B. 5 • C. 5i • D. 15i • E. 27i

8. Math Placement Question #5 • For positive real numbers x, y, and z, which of the following expressions is equivalent to X1/2 Y2/3 Z5/6? • A. • B. • C. • D. • E.

9. Overview • Data is used to inform decisions • Major initiatives at Guilford Technical Community College: DEI & CbD • Link DEI lessons learned to CbD efforts • Design intervention at AtD Community College

10. Using Data to Inform Decisions

11. Uncover Major Areas with Solvable Problems Using Data • What is the question? • Data analysis • Focus Groups • Engaged faculty, staff, administrators, and students • Synthesized information gained from discussions

12. Engaging the College Using Data • Focus groups and forums vital to identify weak areas • For DEI, two areas within developmental education were identified early: • Lack of preparation by students for placement test • New student confusion about developmental courses and navigating them alongside curriculum college courses • For CbD, all groups reported similar issues

13. CBD Engagement Feedback • More info up front and opportunity to opt out of developmental. • Lack of preparation with placement tests leading to lower scores. • Placed in developmental education, making it difficult to access core curriculum. • Lack of follow up advising. Using Data

14. CBD Engagement Feedback • Online registration process is not explained. • Academic advising to include relationship building with faculty and soft skills. • No advisor assistance. • Ability to track progress. • Students don’t know where and how they are doing (progress alert, early alert). Using Data

15. Engagement Process Using Data • BIG things we learned: • Advising needs to continue past orientation. • Students need to continually know how they are progressing. • Remedial courses impact student motivation.

18. Data Analysis Using Data • IR assistance supported areas of concern and analyzed results • Weekly “data team” meetings for DEI and CbD • Discussed data results, issues, and ideas • Highlights were taken to stakeholders

19. Major Initiatives at GTCC

20. DEI Initiatives Major Initiatives • Specialized Student Orientation, Advising, and Registration (SSOAR) • Modified version of SOAR for students needing 2+ developmental subjects • COMPASS review • Scaled up and improved existing face-to-face review • Created online version • Promoted to students

21. DEI Results – COMPASS Review Major Initiatives Average point increase (scale of 0-99) in test scores during the implementation year when a workshop was taken between first and second attempt.

22. DEI Results – COMPASS Review Major Initiatives % of Students placing out of one or more classes after taking the COMPASS workshop and retesting.

23. Data Analysis Major Initiatives • Face-to-face and online sessions had similar success • F2F scaled down, online scaled up • Students retaking COMPASS test must first complete review

24. Data Analysis Major Initiatives • Build on success of COMPASS review • Summer bridge program with extended COMPASS review • Will potentially include study skills and student orientation information

25. SSOAR – Specialized SOAR

26. SSOAR Initiative Evaluated using Student Persistence Rate Specialized SOAR (SSOAR) is a specialized student orientation, advising and registration session designed to provide in-depth one-on-one advising sessions to new students who test into two or more developmental areas. Major Initiatives

27. Research Question Major Initiatives • What is the impact of SSOAR on persistence among developmental education students? • Is there a significant difference in persistence rates between developmental education students who attended SSOAR and those who did not attend SSOAR? • Is the improvement in persistence rates of developmental education students who received SSOAR consistent across cohorts?

29. Result Implications Major Initiatives • Developmental education students who attended SSOAR have a 1 year persistence rate about 10% higher than those who did not attend SSOAR. • The 1 year persistence rate for the 2010FA cohort also show a similar trend. • Beginning 2011FA GTCC instituted a policy that all new students must attend regular SOAR and all developmental education students will have to attend a SSOAR session prior to registration.

30. Result Implications Major Initiatives • For the 2011FA cohort the proportion of developmental education students who attended SSOAR increased by 30%. • The real projected benefits are that at least 270 more developmental education students will persist after the second Fall from the 2011FA cohort.

31. DEI Results - SSOAR Major Initiatives • Problem collecting SSOAR data • “Checkbox” method not effective • Preventing SSOAR students taking SOAR • CbD to integrate SSOAR information into redesigned orientation process • Many more required online modules • All students receive information emphasizing developmental education and placement testing

32. Developmental Placement – Multiple Measures Major Initiatives • Lack of efficacy of student developmental placement • High school GPA may be better placement indicator • Local analyses and literature review resulted in formation of new state policy

33. Local Analysis:Can high school GPA predict success despite developmental reading level? Major Initiatives

34. Local Analysis:Does that effect continue with other developmental courses? Major Initiatives

35. CCRC - Severe Error Rate Major Initiatives

36. CCRC - Next Steps Major Initiatives • Reduce stakes of placement testing • Focus on those who fail placement tests • Use better information from other sources: • Student-level high school information • Institutional information: Schools and local education agencies • ACT • Non-cognitive tests

37. Resulting Policy Change Major Initiatives • NCCCS has developed proposed policy change • Allow placement of students scoring above certain HSGPA into college courses • Policy targeted for Fall 2013 semester • Exact numbers still in debate • Last proposal allowed students with HSGPA ≥ 2.6 graduating within the last 10 years

38. Linking the Lessons Learned

39. Use Previous Knowledge to Drive New Ideas Lessons Learned • SSOAR CbD’s proposed new orientation process • COMPASS Review CbD’s work with policymakers • First-year-experience findings driving new QEP and PRESS for Completion

40. Overlap and Connection Lessons Learned • Overlaping key members • Connections between members • DEI members frequently contacted and shared knowledge with CbDmembers • Sharing across administrative staff, team members, and IR staff

41. Promote Culture of Completion Lessons Learned • Gain buy-in through frequent and open sharing of information • Hold all-personnel meetings • Create larger intervention sub-teams involving individuals across the entire campus community

42. Keep Channels of Communication Open Lessons Learned • Weekly meetings held for various teams • Planning team, implementation team and sub-teams, and a data team • GTCC’s CbD directors attend all meetings, members attend multiple meanings

43. Intervention Design

44. AtD Community College Intervention Design • You will be assigned to a department at AtDCC: • Administration • Institutional Research • Faculty • Student Services Staff • Notecards • Knowledge known to your position • Speak to those around you from different departments to come up with a solution to the problem • Solve big issues using lessons learned • 15 minutes then report out

45. Summary • Discussed how data is used to inform decisions • Major initiatives at Guilford Technical Community College: DEI & CbD • Linked DEI lessons learned to CbD efforts • Designed intervention at AtD Community College