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Stitch-In ReportTutoria
l
• John West – Career Coach, Pueblo Community College
• Jeremy Mares – Data Analyst, CHEO Team• Heather McKay – Chief Evaluator, Rutgers
University
Introduction• Rollout of the Stitch-in instrument - John
• Introduction to instrument training - Jeremy• How this work fits in the overall evaluation -
Heather
What is a “Stitch-In Report”?An everyday, Excel-based tool for career coaches
to easily track their students’ progress.
A time-saving way to document the progress of
each participant and to build an accurate record.
An efficient means for collecting data for grant
analysis.
Your new best friend.
Why use this tool?Stitch-in refers to the
important process by which each student is sewn into their CHEO program and given the best opportunity for success.
Like the quilt pictured here, each piece of the student experience is stitched together in a step-by-step process.
Benefits of this toolA career coach’s tool;
designed to create a useful student case file.
Provides a useful balance of superb coaching and efficient data collection.
Designed to evolve over time, ensuring that it meets the needs of our career coaching professionals.
Live Demonstration
Become familiar with how the tool works
(handouts)
Learn necessary protocol needed for data
collection
Gain time-saving tricks to increase
productivity
Codebook resource tool provided for easy
reference
Questions?
How do I get started?Where is this student data coming from?
Institutional Research is your friend for directory information.
Create a listserv/BCC Distribution List.
Begin filling in the appropriate fields as you work with your students.
Best PracticesHandy Tools:
Autofilter - “Shift + CTRL + L”
Edit a Cell - F2/Double Left Click
Collapsible/Sizeable columns
Save As – keep the original safe and only work in the original
Print the Codebook, display it somewhere for easy reference
GuidelinesColor Nomenclature
IR Supplied Sections Yellow – Generic student identifiers Red – Student identifiable (FERPA protected)
Coach Supplied Sections Blue – Gained through your work Green – Detailed narrative log
Delimiters – the way to separate “green” text; essential for data collection.
Please retrofit any previous data from previous semesters.
Guidelines [con’t]Beware of FERPA. Use caution when sending
those group e-mails. The Listserv/BCC option will help with this tremendously.
Each year has its own tab.
Submissions – Name the file YYYYMMDD Campus Stitch-In.xslx (i.e. 20130822 PCC Stitch-In.xslx
Each college will receive their own template at the end of the conference via e-mail.
Weekly SubmissionsThis is a non-evaluative process.
Helps coaches to stay current and back up their work.
Coaches only need to submit their stitch-in report “as –is” (minus red columns) on Fridays before you leave for the weekend.
This will also help close that feedback loop where you can voice your opinions as our work gets underway.
You’re not alone!Call me, don’t be afraid to just call me.
Continual support will be provided throughout the life of the project.
Follow-up training will be scheduled.
Sounding boards – weekly submissions
Evaluate and refine – evolve as needed
Questions?
CHEO EvaluationRutgers University,
School of Management and Labor Relations
Heather McKayDirector, Innovative Training and Workforce
Development Research
Rutgers CWW and EvaluationConducted numerous evaluations and
research projects in education, training and workforce throughout the US and abroad
Rutgers CWW has worked in Colorado since 2008
Conducted three research projects in Colorado to date: online learning project, sectors project evaluation, TAACCCT Round 1
Rutgers TeamHeather McKaySuzanne MichaelDebbie Borie-HoltzSara HavilandLaura BarrettRenee EdwardsJoseph Rua
Why Evaluate?• Federal grant and an evaluation is required• Understand the type and degree of impact of TAA on program
development, academic success and employment• Identify best strategies/practices• Collect observations, insights and lessons learned to inform,
refine and/or develop more effective programs/services to meet existent and emergent needs of students, colleges and industries
• Identify issues/needs that can inform academic practice and public policy
• Provide feedback to colleges throughout the lifetime of the grant so that changes can be made mid-course
• Share information between the colleges• Tell Rutgers what you need from this evaluation
• Attending group Sessions/calls
• Career Coach Sessions
• College Site Visits• NANSLO Meetings
•College Administrators
•Grant Personnel – CC •Partner Employers •State-level Stakeholders
•Faculty•Students•NANSLO partners
•Historical and Current Academic & Student Profile Data from College Data Sources
•UI Data
•Career Coach data •Pre & Post Course Surveys
•Interviews•Focus Groups
Individual Student Data
Comparative Cohorts
ObservationsInterviews & Focus Groups
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COETC EVALUATION QUALITATIVE AND QUANTITATIVE ANALYSES
DATA PROCESS: INDIVIDUAL QUANTITATIVE DATA
Student Variables
Banner/or state
equivalent
Career Coach
reporting
Wage Data
Possible workforc
e data
Data Sources Cross-walked
Data Reported Individual & Group Level(Individual Level Data: Identifiers Removed)
