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2016 Annual Reflection
& Leader College Application
Due June 1, 2016
Instructions
All Achieving the Dream institutions (except for the 2015 Cohort, which must submit an Implementation
Plan) are required to submit an annual reflection. The annual reflection is an opportunity to consider
your institution’s student success work over the past year and to plan for the coming year with an
emphasis on your success in system changes that will sustain and integrate your efforts into the student
experience. Your institution’s reflection helps inform Achieving the Dream’s work as we collect data,
identify common themes, and build our knowledge of the institutional change process.
Annual Reflection
To complete the annual reflection, your institution should engage a representative group of
stakeholders to review and discuss the institution’s student success and equity work including progress
made, challenges faced, current priorities, and goals for the coming academic year. Your institution
should emphasize your efforts to achieve the scale and full adoption necessary for sustained success of
the changes you seek to implement.
Leader College Application (if applicable)
Institutions submitting an annual reflection have the option of applying for initial Leader College status
or Leader College recertification by completing the Leader College application at the end of the annual
reflection. Leader College applicants must also submit student success outcomes data using the ATD
Data Template.
Coach Satisfaction Feedback
Institutions should complete this very short survey conducted by Achieving the Dream on their
satisfaction with their assigned coaches. This feedback will help ATD provide better, more personalized
coaching services. We encourage your institution to fill this survey out as a group so as to facilitate
discussion about coach satisfaction, but multiple individual entries may be submitted. Survey responses
are confidential and will only be seen by Achieving the Dream staff. The survey can be completed by
visiting http://bit.ly/ATDcss16.
Interventions Showcase
Each college should document their student success work by updating existing interventions or adding
new interventions to the Interventions Showcase. This is an important aspect of participation in the
Achieving the Dream Network and an important resource for other institutions. Interventions Showcase
users can log into the Interventions Showcase at www.achievingthedream.org/user.
Submission
The annual reflection and Leader College application is an online form, and each institution’s
individualized link will be sent to Core Team Leaders by mid-April. You are encouraged to use this
worksheet to collaborate and draft your responses before completing the online form. The annual
reflection and Leader College Application must be submitted by the June 1 deadline.
Questions
For more information about the annual reflection, visit ATD Connect. Please send an email to
[email protected] if you have any questions.
2016 Annual Reflection
Worksheet
Contributors
Please identify the stakeholders who contributed to the 2016 annual reflection with their name and title.
Dawn DeWolf, Vice President, Academic and Student Affairs
Jennifer Frei, Executive Dean, School of Arts and Sciences
Mary Jeanne Kuhar, Executive Dean, School of Professional and Technical Education
Bill Schuetz, Chief Information Officer
Craig Taylor, Director, Institutional Research, Assessment and Planning
Greg Evans, Chief Diversity Officer
Dave Oatman, Dean, Business and Computer Information Technology
Jennifer Steele, Strategic Planning Director
Molloy Wilson, Institutional Researcher
Lida Herburger, Director, Student Success
Ben Hill, Faculty, Mathematics
Student Success Vision
a) Briefly outline your institution’s current student success vision. Note that this vision should be your
ideal for how students will experience your college. It should include overarching, achievable goals
that will act as key milestones as your college moves towards your student success vision.
Suggested word count: 300-500 words
b) Briefly describe your systemic change priorities that help your institution achieve its student success
vision. We recommend you identify 2-3 priorities. Each priority is likely comprised of multiple
student success efforts that work together to achieve systemic change.
Note: A student success effort is defined as a policy, practice, or procedure designed to reduce or
A broad group of Lane stakeholders defined student success as follows:
Student success is the journey through which our students develop, progress toward, and achieve
their goals. Lane supports student success by providing high quality and accessible teaching and
learning experiences, structures, and practices to support our students in reaching their goals.
Our strategic focus for the next five years is to build upon Lane’s history of student success work to
ensure that effective and proven practices are integrated throughout the college.
eliminate barriers to students’ progress and ultimate success in education and the labor market.
Suggested word count: 300-500 words
c) What key metric(s) are you using to measure progress on achieving your student success vision?
Data source(s)
Select all that apply:
☐ Aspen Prize for Community College Excellence
☐ Complete College America
☐ National Community College Benchmarking Project
☒ National Student Clearinghouse
☐ Predictive Analytics Reporting Framework
☒ State community college system data
☐ Student Achievement Measure
☒ Voluntary Framework of Accountability
Our goal will be achieved by developing a shared sense of ownership in student success, improving
customer service across all areas of the college, recognizing that student success is predicated on
student learning, and fully supporting faculty and staff in developing and improving curricula, co-
curricular activities, and services to support our students in achieving their goals. Through our strategic
planning process, we have developed the following key strategies:
Develop and implement practices that support student learning and success
Define and implement a specific set of student success practices that support Lane students in
progressing toward and achieving their educational goals. Develop and implement a holistic advising
and academic planning model that engages multiple units of the college in providing students with
clear pathways and proactive interactions from their first point of entry through completion of their
educational goal at Lane.
Provide Seamless Transitions for Students
Ensure that application, enrollment, and transcript evaluation systems and practices support successful
transitions from high school, prior college and continuing education (including ABSE and ESL) to credit
programs at Lane as well as successful transitions to transfer institutions.
Suggested word count: 300-500 words
In addition to sources checked above, Lane draws from our student information system to populate a cross-
sectional data set for the state (D4A) which also serves as raw data for many analyses and automated
reports (ARGOS). We also use Community College Survey of Student Engagement (CCSSE). Through our
participation in ATD we developed longitudinal data for analysis of student success, which is now being
modified to include all Lane students.
Specific indicators of success include progress metrics such as initial retention, credit completion milestones,
rates of transfer and credential attainment, longer term persistence metrics, rates of utilization and
satisfaction with support services, assessment of college readiness, completion of developmental and
gateway courses, and other transitions to college-level work (e.g., for ABSE and ESL students) and
employment. Examples are listed below. Our institutional research department routinely disaggregates
student success metrics by demographic factors and other key covariates such as placement levels and
prior college experience.
In addition to these high-level success metrics, we are increasingly putting data into the hands of our
stakeholders through web-based dashboards (https://dashboard.lanecc.edu/) and internal customizable
reports (via ARGOS). Examples include the following:
SEM: https://blogs.lanecc.edu/strategicenrollmentmanagement/info/sem-plan/
% of IESL Students Transitioning from NC ESL to Credit Program
Early persistence: Fall to Winter, Winter to Spring, and Fall to Fall
Registration Momentum Points (credit completion thresholds in 1st and 2nd year)
Academic progress metrics of GPA and credit completion (SAP and APS)
Rates of transfer and award completion
Core Theme Indicators:
https://www.lanecc.edu/sites/default/files/institutionaleffectiveness/lanes_core_themes_2015.pdf
Employer feedback on student skill and preparedness for the workplace
Course and program success rates disaggregated by demographic factors
% of students completing developmental credit courses and continuing on to pass required
program-level courses
Student awareness of, and satisfaction with, high-impact practices on campus
% of degree-seeking students using advising and academic planning
% of students completing gateway math in two years
% of degree/certificate-seeking students who progress to their second year
% of students in ABSE or ESL transitioning successfully to post-secondary education
% of award-seeking students who complete credentials within 3 years
Transfer rates to 4-year institutions
State certification pass rates for allied health professions
% of students enrolled in ABSE or ESL who become employed
Strategic Plan: https://www.lanecc.edu/sites/default/files/conversation/draft_lane_strategic_plan_2016-
2021_5-11.pdf The Strategic Plan has recently been drafted and we are in the process of selecting
assessment metrics.
Other Forums: Departments and programs include data elements during program review and in their annual
self-evaluation process, including direct measures of learning outcomes, course pass and completion rates,
and metrics similar to college-wide indicators but targeted to program participants.
As part of our research agreement with the National Student Clearinghouse, Achieving the Dream has
access to your institution’s NSC data and calculated outcomes. If you would like to share data from
other sources, we encourage you to do so. There will be an opportunity to upload data at the end of
the form.
Page 8 | 28
Progress Update
Reflect with your group on your institution’s progress in improving student success over the past
academic year. Describe this progress for each area and consider both the positive factors and
challenges affecting the student success efforts at your institution.
Leadership & Vision
The commitment and collaboration of the institution’s leadership with respect to student success and the
clarity of the vision for desired change.
Is this area part of your strategic plan? ☒ Yes ☐ No
Did your college pursue any strategies in this area during the past academic year? ☒ Yes ☐ No
Progress
Suggested maximum word count: 300 words
There are many campus initiatives already in progress which support student success. Some of this
work includes strategic enrollment management, assessment of student learning outcomes,
strategic planning, comprehensive review of academic and department programs, and community
and campus conversations.
Drawing upon the college’s work in these initiatives, our focus over the next five years is to
continue developing and aligning strategic and operational planning structures that support
success.
The institution’s leadership, from the Board of Education, President, and Executive Team, are
committed to student success initiatives at the college, including participating in ATD’s Relaunch.
The college President, Vice President for ASA, and Executive Dean for School of Arts and Sciences
along with three faculty members in math, writing, and developmental education will attend ATD’s
June Relaunch event. Attendance at the Relaunch will allow the team to continue to strengthen our
work around student success.
Page 9 | 28
Challenges
Suggested maximum word count: 300 words
Goals for 2016-2017 Academic Year [Optional]
Based on the analysis of your institution’s progress and challenges over the past year in this area,
identify one or two goals for the coming academic year for leadership and vision. What are some action
steps your institution plans to take to achieve these goals?
Suggested word count: 150-300 words
What resources or assistance can Achieving the Dream provide to assist you in reaching these goals?
Operationalizing new plans and processes
o Resource and capacity limitations
o Ensuring we have the valid evidence to inform our decision making
Leadership changes
o Presidential retirement
o Multiple new members of the Executive Team
o New lead for ATD coming in the next year
Improve Planning and Institutional Effectiveness
Support the continued development and implementation of department planning, program
review, governance council plans, and other planning processes. Facilitate meaningful
engagement with faculty and staff, align with budget development and resource allocation,
and include systematic assessment and adaptation.
Increase Adaptive Capacity
Develop and implement strategies to enhance the resilience and adaptive capacity of our
staff, students and community through education, professional development, and
emergency preparedness. Utilize scenario planning tools to cultivate long-term strategic
thinking and planning despite external uncertainties.
Page 10 | 28
Promising Practice
Does your institution have a promising practice in this area that other Achieving the Dream institutions
would benefit from?
☐ Yes ☐ No
[IF YES] Please describe the promising practice:
Please include data that illustrates the success of this promising practice (data submission is voluntary, but
encouraged). There will be an opportunity to do so at the end of the form. Data should be disaggregated
by race/ethnicity, gender, and Pell status if appropriate to the intervention.
Data & Technology
The institution’s capabilities to collect, access, analyze and use data to inform decisions, and to utilize and
leverage technology to support student success.
Is this area part of your strategic plan? ☒ Yes ☐ No
Did your college pursue any strategies in this area during the past academic year? ☒ Yes ☐ No
Page 11 | 28
Progress
Suggested maximum word count: 300 words
Challenges
Suggested maximum word count: 300 words
Goals for 2016-2017 Academic Year [Optional]
Based on the analysis of your institution’s progress and challenges over the past year in this area,
identify one or two goals for the coming academic year for data and technology. What are some action
steps your institution plans to take to achieve these goals?
Suggested word count: 150-300 words
Strengthening the Culture of Evidence throughout the college was a stated goal for our ATD Team this
year. We met this goal by implementing our planned action steps.
We developed and disseminated TIPSS - Timely Information Promoting Student Success, a series
of data graphics designed to spark interest and inspire conversation around student success
data.
A blog site was created to post data and host comments about the TIPSS.
A data dashboard for faculty and staff was developed and launched at our Data Summit
A Board Scorecard is in development providing big picture metrics and rubrics
We held a Data Summit, a broadly attended campus event where discussion centered on data
and evidence-based reform
ARGOs reporting has been increased and reports have been widely distributed
Data use is integrated into Program Review
The demand for data and analysis stresses our capacity.
Our systems and processes are changing and users are on a steep learning curve
Challenges with data validation at entry points
Engage in the steps and process of continuous assessment and improvement of our newly
developed data dashboards to achieve effective implementation and use.
Page 12 | 28
What resources or assistance can Achieving the Dream provide to assist you in reaching these goals?
Promising Practice
Does your institution have a promising practice in this area that other Achieving the Dream institutions
would benefit from?
☐ Yes ☐ No
[IF YES] Please describe the promising practice:
Please include data that illustrates the success of this promising practice (data submission is voluntary, but
encouraged). There will be an opportunity to do so at the end of the form. Data should be disaggregated
by race/ethnicity, gender, and Pell status if appropriate to the intervention.
Equity
The commitment, capabilities, and experiences of an institution to equitably serve low-income students,
students of color, and other at-risk student populations with respect to access, success, and campus
climate.
Is this area part of your strategic plan? ☒ Yes ☐ No
Did your college pursue any strategies in this area during the past academic year? ☒ Yes ☐ No
Page 13 | 28
Progress
Suggested maximum word count: 300 words
Challenges
Suggested maximum word count: 300 words
Lane’s Core Values include Diversity, Integrity and Accessibility, our emerging Strategic Directions point
to A Diverse and Culturally Inclusive College, and Accessible and Equitable Learning Opportunities is one
of our new Core Themes.
We often view, analyze, and respond to disaggregated data on underprepared and
underrepresented student populations.
We have multiple areas of exemplary practice and behavior such as:
o Rites of Passage programs
o Native American Longhouse
o Multicultural Center
o Veteran Center
o TRiO and TRiOSTEM programs
o Women in Transitions program
Lane’s Board of Education has established a policy regarding Cultural Competency.
o Establishment of a Cultural Competency Professional Development Committee designed to
implement Board policy through comprehensive resources and ongoing training
opportunities for staff.
o This year’s annual Spring Conference was titled “Are We Walking Our Talk: Diversity, Equity
and Inclusion,” and featured Dr. Julianne Malveaux as our keynote speaker.
Many of our students lack the knowledge, skills and abilities (KSAs) to effectively use technology
yet we often expect students to have those KSAs.
We need to improve our recruitment and retention of diverse students and staff.
We are still struggling to engage all of our different institutional constituencies in our training
efforts.
o Outreach center staff
o Part time faculty and staff
o Evening workers
Page 14 | 28
Goals for 2016-2017 Academic Year [Optional]
Based on the analysis of your institution’s progress and challenges over the past year in this area,
identify one or two goals for the coming academic year for equity. What are some action steps your
institution plans to take to achieve these goals?
Suggested word count: 150-300 words
What resources or assistance can Achieving the Dream provide to assist you in reaching these goals?
Promising Practice
Does your institution have a promising practice in this area that other Achieving the Dream institutions
would benefit from?
☐ Yes ☐ No
[IF YES] Please describe the promising practice:
Please include data that illustrates the success of this promising practice (data submission is voluntary, but
encouraged). There will be an opportunity to do so at the end of the form. Data should be disaggregated
by race/ethnicity, gender, and Pell status if appropriate to the intervention.
Teaching & Learning
The variety of educational programs, learning experiences, instructional approaches, and academic and
non-academic supports strategies designed to facilitate student learning and success
Is this area part of your strategic plan? ☒ Yes ☐ No
Did your college pursue any strategies in this area during the past academic year? ☒ Yes ☐ No
Page 15 | 28
Progress
Suggested maximum word count: 300 words
Challenges
Suggested maximum word count: 300 words
Goals for 2016-2017 Academic Year [Optional]
Based on the analysis of your institution’s progress and challenges over the past year in this area,
identify one or two goals for the coming academic year for teaching and learning. What are some
action steps your institution plans to take to achieve these goals?
Suggested word count: 150-300 words
Our emerging Strategic Directions include A Culture of Learning, Assessment and
Innovation.
Lane has a robust Assessment Team who has developed our Core Learning Outcomes
and is leading the effort to help faculty infuse and assess these outcomes across
programs and courses.
We have developed and implemented a faculty-led academic program review structure
Students who fall below our Academic Progress Standards are provided progressively
more rigorous interventions to get them back on track academically.
Academic advising is mandatory for all new degree-seeking students before they are
allowed to enroll in classes.
We continue to increase our online offerings to meet diverse student needs
While we are exploring options as part of our Strategic Enrollment Management plan, we do not
have an early alert system that would facilitate an early, continual and consistent monitoring of
student attendance and success in classes.
Declining enrollment has strained resource allocation
Transcript and degree evaluation is done at the end of a student’s academic journey
Multiple barriers to students in the admissions and enrollment processes.
Page 16 | 28
What resources or assistance can Achieving the Dream provide to assist you in reaching these goals?
Promising Practice
Does your institution have a promising practice in this area that other Achieving the Dream institutions
would benefit from?
☐ Yes ☐ No
[IF YES] Please describe the promising practice:
Please include data that illustrates the success of this promising practice (data submission is voluntary, but
encouraged). There will be an opportunity to do so at the end of the form. Data should be disaggregated
by race/ethnicity, gender, and Pell status if appropriate to the intervention.
Engagement & Communication
The process of enabling key external stakeholders, such as K-12, universities, employers and community-
based organizations, and internal stakeholders across the institution to participate in the student success
agenda and improvement of student outcomes.
Is this a high priority area for your institution? ☒ Yes ☐ No
Learning, assessment, and innovation rely on engaging and supporting faculty in their role
as agents for learning and change; supporting the advancement of teaching and learning;
providing meaningful professional development opportunities for faculty, staff, and
managers; and developing and sustaining structures that support regular, systematic review
and adaptation.
A goal of our Strategic Plan is to create a new center to support the advancement of
teaching and learning, cross-disciplinary efforts, enhanced faculty community and
engagement, curricular improvement, and ongoing faculty professional development.
We are redesigning Student Affairs Division to improve processes and remove barriers for students
Provide examples and best practices from other college’s institutes for Teaching and Learning to
help guide our efforts.
Page 17 | 28
Progress
Suggested maximum word count: 300 words
Challenges
Suggested maximum word count: 300 words
Goals for 2016-2017 Academic Year [Optional]
Based on the analysis of your institution’s progress and challenges over the past year in this area,
identify one or two goals for the coming academic year for engagement and communication. What are
some action steps your institution plans to take to achieve these goals?
Suggested word count: 150-300 words
Proactively meeting the needs of the multiple communities we serve involves collaborative
relationships; effective communication with internal and external communities; shared resources; and
the practice of balancing visionary thinking while serving present needs. Examples of our collaboration
and out reach to our internal and external stakeholder include:
Advisory Committees
Community Conversations
Campus Conversations
High School Connections
ConnectED Lane County (regional achievement compact)
Data Summit
The upcoming implementation of required elements for the Oregon Promise students
o First Year Experience
o Extended Orientation
o Staff training and professional development
o Capacity and resources
o Data collection
During the 2016-2017 academic year we plan to repeat and build on this year’s work with another
Data Summit. We intend to make this an annual event promoting better use of data, broader
engagement in data based reforms, and data support for current student success projects.
Page 18 | 28
What resources or assistance can Achieving the Dream provide to assist you in reaching these goals?
Promising Practice
Does your institution have a promising practice in this area that other Achieving the Dream institutions
would benefit from?
☒ Yes ☐ No
[IF YES] Please describe the promising practice:
Please include data that illustrates the success of this promising practice (data submission is voluntary, but
encouraged). There will be an opportunity to do so at the end of the form. Data should be disaggregated
by race/ethnicity, gender, and Pell status if appropriate to the intervention.
Lane created the Campus and Community Conversation Kit as a tool to help explore,
connect, and give feedback about important issues at the college. The kit has two
components:
A physical, paper document that can be used as a reference, distributed, and referred back to
for important information, and
This online component that allows stakeholders to give feedback to decision-makers and
learn more about the ideas being discussed.
The paper component of the kit includes all the basic information needed to participate in
the conversation, including names and contact information for responsible parties,
timelines, and methods and deadlines for feedback. The goal is to put everything together
in one, easy-to-reference document to make it as simple as possible to locate the
information needed to schedule and participate in the work. The kit includes a list of
questions that can be used to gather feedback from groups of all kinds, both on and off
campus. For example, the kit could be taken to a department meeting, or to a community
or neighborhood group to discuss and collect feedback.
By removing barriers to participation, the hope is to involve more voices in the decision-
making process on campus. Participants can come to a live meeting, send an email, submit
comments on the website, or write ideas on paper and send them via intercampus mail;
whatever is easiest. What’s more, if someone doesn’t feel comfortable bringing the kit to a
group, they can receive help to schedule someone to come facilitate a discussion.
Page 19 | 28
Strategy & Planning
The alignment of the institution with the umbrella goal of student success and the institution’s process for
translating the desired future into defined goals and objectives and executing the actions to achieve them.
Is this area part of your strategic plan? ☒ Yes ☐ No
Did your college pursue any strategies in this area during the past academic year? ☒ Yes ☐ No
Progress
Suggested maximum word count: 300 words
Challenges
Suggested maximum word count: 300 words
Goals for 2016-2017 Academic Year [Optional]
Based on the analysis of your institution’s progress and challenges over the past year in this area,
identify one or two goals for the coming academic year for strategy and planning. What are some
action steps your institution plans to achieve these goals?
Suggested word count: 150-300 words
We are currently in the process of updating our comprehensive 2016 – 2021 Strategic Plan using
broad-based input and a diversity of perspectives.
The many goals and objectives identified by the College through our strategic planning have been
described in the sections above.
Ensuring alignment of planning processes and that they are visible and transparent
Shared vision and responsibility.
Engage everyone in the plan
Page 20 | 28
What resources or assistance can Achieving the Dream provide to assist you in reaching these goals?
Promising Practice
Does your institution have a promising practice in this area that other Achieving the Dream institutions
would benefit from?
☐ Yes ☐ No
[IF YES] Please describe the promising practice:
Please include data that illustrates the success of this promising practice (data submission is voluntary, but
encouraged). There will be an opportunity to do so at the end of the form. Data should be disaggregated
by race/ethnicity, gender, and Pell status if appropriate to the intervention.
Policies & Practices
The institutional policies and practices that impact student success and the processes for examining and
aligning policies and practices to remove barriers and foster student completion.
Is this area part of your strategic plan? ☒ Yes ☐ No
Did your college pursue any strategies in this area during the past academic year? ☒ Yes ☐ No
Finalize Lane’s new Strategic Plan and obtain Board of Education approval. Begin implementation of
the many goals and objectives identified in the Plan, many of which are noted in the sections above.
Roll out and operationalize the Plan
Analyze and assess our effectiveness in meeting Plan goals
Page 21 | 28
Progress
Suggested maximum word count: 300 words
Challenges
Suggested maximum word count: 300 words
Goals for 2016-2017 Academic Year [Optional]
Based on the analysis of your institution’s progress and challenges over the past year in this area,
identify one or two goals for the coming academic year for policies and practices. What are some action
steps your institution plans to achieve these goals?
Suggested word count: 150-300 words
What resources or assistance can Achieving the Dream provide to assist you in reaching these goals?
The college has been involved in an extensive review and analysis of Student Affairs including an
external reviewer from AACROA. With broad engagement, we have examined multiple processes
including student touchpoints, online tools, website, academic advising, and admissions processes
with the goal of reorganizing to best serve student needs.
We partner with $alt in providing free financial education resources to our students to help them
take control of their finances and student loans
Every term, all students who are in a degree program are tracked to see if they earned at least a
2.0 GPA and completed at least 67% of the credits they attempted that term. Those who fall
below these standards must complete an intervention before they are allowed to enroll in
subsequent terms.
First term student attrition rate
Admissions process is cumbersome for students
Page 22 | 28
Promising Practice
Does your institution have a promising practice in this area that other Achieving the Dream institutions
would benefit from?
☐ Yes ☐ No
[IF YES] Please describe the promising practice:
Please include data that illustrates the success of this promising practice (data submission is voluntary, but
encouraged). There will be an opportunity to do so at the end of the form. Data should be disaggregated
by race/ethnicity, gender, and Pell status if appropriate to the intervention.
Page 23 | 28
2016 Leader College Application
Worksheet
For more information or questions about the Leader College application, please contact Samaad Wes Keys
Selection & Review:
Each application for Leader College status will go through a blind-selection process and will be
reviewed by a panel of experts both internal and external to Achieving the Dream.
Applications will be assessed on their ability to provide the following:
1. Evidence of growth or an upward trend for the metric your institution selected over the course
of the last four years
2. Both qualitative and quantitative evidence to support the institution’s success
3. A clear link between the impact of the specific intervention(s) and the success the institution has
experienced.
Note: Colleges will not be granted Leader College status solely because they have exhibited growth
over a period of time. Successful applications will incorporate each of the items above and applications
will be reviewed holistically to determine if a college received leader college status.
Institutions applying for initial Leader College certification will apply on one measure; institutions
applying for Leader College recertification will apply using two measures.
Section I
Student Success Measure
Of the measures below, please select the measure(s) for which you would like your institution to be
considered for Leader College status (one for initial certification applicants, two for recertification
applicants). Definitions for the measures are provided in Appendix A of this document.
☐ Successfully complete developmental courses and advance to credit-bearing courses
☐ Enroll in and successfully complete the initial college-level or gatekeway courses in subjects such as
math and English
☐ Persistence from year-to-year or term-to-term
☐ Credential attainment within four years (degree or certificate)
Page 24 | 28
☐ Institution-defined metric
Data Analysis
Describe the outcomes of the measure your institution has selected to be considered for Leader College
status. This could be for the overall student population or for a specific target population (e.g., African
American men, Latina women, first-generation, etc.) at any time within the past three academic years
(2011-2012, 2012-2013, 2013-2014, and 2014-2015).
Evidence can include both quantitative and qualitative measures, but should include, at a minimum,
metrics for the target population that shows improvement that can be reasonably explained by an
intervention.
To demonstrate the impact of the interventions and the improvements achieved, data for periods
before, during and after the implementation of the initiative(s)/ program(s) should be provided.
Colleges are encouraged to submit data from peer institutions or national data as points of
comparisons. If the initiative(s) or program(s) targets a subset of students at the institution, also provide
parallel metrics for all students at your institution.
In addition to the required data template, we encourage all institutions to include in an appendix any
additional charts and figures that can support the explanation of their success in this section.
Section II
In this section, describe the initiative(s) or programs(s), which contributed to your institution’s
improvement in the measure selected any time in the last four academic years (2011-2012, 2012-2013,
2013-2014 and 2014-2015). Please include the following information:
Outline the future goals and objectives of the initiative(s)/program(s).
What was the biggest challenge in implementing the initiative(s)/program(s), and how was the
challenge overcome or mitigated?
Do you believe the program(s)/initiative(s) can be successfully replicated or transferred to other
institutions? Why or why not?
What are the most important considerations for an institution wanting to replicate the
initiative(s)/program(s)?
Page 25 | 28
Section III
Please provide a letter of endorsement from your institution’s President/Chancellor that further explains
why your institution should receive Leader College status.
Page 26 | 28
APPENDIX A
Student Success Measures & Definitions
General Student Success Data Specifications
Achieving the Dream requires:
That each institution analyze at least four years of disaggregated data for its student success
measure.
That data be disaggregated on at least three levels:
Ethnicity/race
Gender
Income status (Pell recipient status)
Analyzing Your Data
Achieving the Dream has developed the Achieving the Dream Data Template to assist institutions with
tracking student success data and presenting results.
Institutions applying for initial Leader College status or Leader College Recertification must submit a
completed ATD Data Template along with the Leader College application and annual reflection.
Defining the Cohort
The ATD Cohort includes all students who are first-time degree- or certificate-seeking students new to
your institution during the fall term, including full-time and part-time students.
Measure 1: Successfully complete developmental instruction and advance to credit-bearing
courses
Number and percentage of students successfully completing developmental course requirements in
two years
Institution may report the developmental education course completion in one of three subject area:
(1) Math
(2) English
(3) Reading
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Measure 2: Enroll in and successfully complete college-level or gateway courses (math
and/or English)
Number and percentage of students successfully completing gateway courses within three years
Institution may report gateway course completion in one of three ways:
(1) Math
(2) English
(3) Math and English
Measure 3: Persistence from year-to-year or term-to-term
Number and percentage of students persisting from year-to-year (fall-to-fall) or term-to term (fall-
spring).
Measure 4: Credential attainment
Number and percentage of students attaining a degree or certificate within four years
Measure 5: Institution-defined measure
Metric from national voluntary or state postsecondary data systems that provides evidence of
institutional success
This measure is subject to the same guidelines as the other four measures (disaggregated on three
levels, four years of data, etc.). Example sources include but are not limited to:
Aspen Prize for Community College Excellence
Complete College America
National Community College Benchmarking Project
National Student Clearinghouse
Predictive Analytics Reporting Framework
State community college system data
Student Achievement Measure
Voluntary Framework of Accountability
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APPENDIX B
Data Template Example