Changing How We Work! @Ac hi eve TheDream

Changing How We Work! @Ac hi eve TheDream

Changing How We Work! @Ac hi eve TheDream # ATD_ Net work # Hol isti cS tu den tS up port s OUR NATIONAL NETWORK & SERVICE REACH @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts THE EVOLVING STUDENT SUCCESS AGENDA % of colleges Phase 1:

Student completion Phase 2: Student economic gains Phase 3: Community economic wellbeing Mainstream Leaders

Laggards Time Today: Some Network colleges have already launched Phases 2 and 3. ATD can help accelerate that work. @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts OUR COLLECTIVE GOAL ATD and our Network colleges will help all studentsparticularly the most

underservedrealize substantial value from their postsecondary experience and their earned credentials, thereby strengthening their communities. @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts theres no single defining action, no grand program, no single killer innovation, no solitary lucky break, no miracle moment. Rather it is like turning a giant, heavy

flywheel. ---Jim Collins @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts SUCCESSFUL COLLEGES Build strong fundamentals and know that this commitment is enduring. Adopt an organizing framework (culture and context matters) to bring alignment to all the work necessary to advance accelerated improvements. Advance their own unique theory of change (culture and context matters) around the lever that will drive scaled gains at their institution. Move with patience and a sense of urgency.

@ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts WHAT IS THE INSTITUTIONAL CAPACITY ASSESSMENT TOOL (ICAT)? An online self-assessment to help colleges assess their strengths and areas for improvement in the seven key dimensions encompassed in the Institutional Capacity Framework. Asks a broad range of college stakeholders to assess their institutions capacity across four levels, from minimal to exemplary. Once completed, participants engage in a large group dialogue (Capacity Caf) using the Institutional Capacity Framework and

discussion prompts to celebrate strengths, prioritize areas for improvement and identify concrete actions for building capacity to support student success efforts. @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts DOUBLE CLICK: EQUITY In higher education, equity refers to ensuring that each student receives what they need to be successful through the

intentional design of the college experience. @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts Different Every All Individual Ensuring different

identities and cultures represented are reflective of the communities and nations in which we live Affirmative practices and mindsets that enable

participation across identities that make people feel valued Treating students the same without regard to differences when developing or implementing

policies, etc. Policies, practices, procedures, and mindsets that ensures all students have the supports needed to succeed @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts

ALIGNMENT WITH PATHWAYS @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts Capacities are Essential Conditions for Implementing Guided Pathways @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts GUIDED PAT H WAY S SCALE OF ADOPTION A S S E S S M E N T A N D PL ANNING TOOL

@ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts GUIDED PATHWAYS EQUITY QUESTIONS CONNECTION ENTRY From interest and application to first enrollment

From entry to program choice and entry Is the college reaching out to help underrepresented students in high schools, adult education, and noncredit programs explore the colleges pathways and pursue a program of study?

PROGRESS / COMPLETION From program entry to completion of program requirements Are entering underrepresented students entering programs leading to higher remuneration

degrees/fields? Do patterns of student program switching result in more or less equitable representation in programs leading to high-remuneration degrees and careers? Are high- and lowremuneration CC awards being conferred

equitably? @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts ADVANCEMENT From completion of credential to career advancement and further education Are post-graduation employment outcomes equitable? Are transfer and

bachelors completion outcomes equitable? P U R P O S E OF THE ASSESSMENT To help colleges reflect on where they are and develop a plan for next steps To gather information about colleges activities, practices, & challenges To s e e what other colleges are doing, to learn from other colleges To design coaching, workshops, and technical assistance activities

Track colleges progress over time; re-assess college needs and challenges What it is not: An evaluation of college practices @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts THE PROCESS IN WHICH A TOOL IS USED IS MORE IMPORTANT THAN THE TOOL ITSELF @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts DATA: KEY PERFORMANCE INDICATORS @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts

DATA: EARLY MOMENTUM METRICS @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts TEACHING & LEARNING EXCELLENCE Full-time and adjunct faculty are using inclusive, evidence-based instructional practices to foster student learning. Full-time and adjunct faculty are key collaborators in the colleges student success efforts with staff and administrators in academic affairs and student affairs. Faculty and students engage as active learners in an accessible, empowering, personalized, and supportive academic community.

Institution embraces professional learning for continuous improvement and aligns these activities and related expectations in hiring, evaluation, promotion. @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts HOLISTIC STUDENT SUPPORTS Defined as the cohesive suite of services that help students address the academic and nonacademic factors vital to retention and completion. Embody intentional focus on the types of services, the ways in which those services are delivered, and how the students are connected to the services

More than a large quantity of disparate services @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts UNDERSTANDING THE STUDENT PERSPECTIVE Working adult Parttime @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts GETTING TO KNOW YOUR STUDENTS 1.What percentage of students at your college work more

than 20 hours a week? 5.What percentage of students come to campus knowing what career they are seeking? 2.What percentage of students are eligible for Pell Grants? 6.What percentage of students come to campus understanding the possibilities of what they can become in life?

3.What percentage of students say they live paycheck to paycheck? 4.What percentage of students struggle to feed themselves and/or their families? @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts 7.What percentage of students have unstable living conditions? 8.What percentage of your

faculty and staff have an accurate view of the needs of ALIGNMENT OF THE WORK @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts FOUNDATION FOR TRANSFORMATIVE CHANGE STRUCTURA L PROCESS ATTITUDINAL

@ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts http://ccrc.tc.columbia.edu/publications/how-colleges-use-ipass-transform-student-support.html QUESTIONS ARE THE ANSWERS What can you do as an individual? How will you work horizontally? How are proposed solutions improving student success results AND closing opportunity gaps? @ Ac h i e v e T h eD re a m # AT D _ N e tw o r k # H o l i s ti cS t u d e n tS u p p o r ts

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