ANNUAL REFLECTION
NARRATIVE
DUE: MAY 8, 2014
Contents
Instructions
2
Introduction
Completing and Submitting the Annual
Reflection
Feedback
Annual Reflection Narrative Questions
4
Appendix A:
Student Success Measures & Definitions
21
Appendix B:
ATD Data Template Example
24
Annual Reflection: Table of Contents
Questions
1
Instructions
INTRODUCTION
All Achieving the Dream institutions are required to submit an Annual Reflection (except
colleges that entered ATD in 2013 that will submit an Implementation Plan). The Annual
Reflection provides an opportunity to consider your institution’s student success progress
over the past year and to plan for the coming year. The Annual Reflection includes several
components to guide your institution in this reflective process: the Principles Assessment
Survey, Annual Reflection Narrative, Interventions Showcase Update, and Leader College
Application (if relevant).
COMPLETING AND SUBMITTING THE ANNUAL
REFLECTION
A. Principles Assessment Survey: To facilitate your review and reflection process,
Achieving the Dream provides the ATD Principles Assessment Survey, which should be
used to solicit stakeholder feedback and group reflection as well as discussion. We
recommend that your institution administer this survey to a representative group of
stakeholders (administrators, faculty, staff, students, etc.) who have been involved in your
reform work.
Administer the online survey by sharing the link (http://adobe.ly/1b9S6gt) and ask
stakeholders to submit their survey by April 10, 2014. Achieving the Dream will collect
the results for your institution and send an aggregated response summary to your Core
Team Leader by April 23, 2014. Please note that individual survey responses will be
anonymous to both the institution and Achieving the Dream. Even individual survey
responses will be identifiable only by an institution’s IPEDS Unit ID.
the Dream suggests that your institution engage a representative group of stakeholders to
review and discuss your student success and equity work, the results of the Principles
Assessment Survey, and your outcomes data for the five Achieving the Dream student
success measures. This discussion will be informative as you complete the Annual
Reflection Narrative.
B. Annual Reflection Narrative: Complete the Annual Reflection Narrative document and
save the document as “Institution Name_2014 Annual Reflection_Date” [ex: Mountain
Annual Reflection: Instructions
Once you have completed the survey and received the aggregated responses, Achieving
2
College_2014 Annual Report_5.10.14]. Return to the Annual Progress Site
(www.achievingthedream.org/annualprogress) where you will find a link to the Submission
Site. Click on the Submission Site link and sign in with your email address and your
institution’s IPEDS number, and upload the saved document.Also, be sure to have your
chart or graph ready to upload (see Question 5 and Appendix A). The file should be saved
as “Institution Name_2014 Annual Reflection_Data_Date” [ex: Mountain College_2014
Annual Reflection_Data_5.7.2014].
C. Interventions Showcase Update: Add new interventions and update existing
interventions by going to the Annual Progress Site and following the link to the
Interventions Showcase.
D. Leader College Application (if relevant): Institutions applying for initial Leader
College status and institutions required to apply for Leader College recertification must
also submit a Leader College Application with their Annual Reflection. More information
about the Leader College Application can be found at the Annual Progress Site.
FEEDBACK
Institutions will receive feedback on their Annual Reflection by early fall of 2014.
QUESTIONS
Annual Reflection: Instructions
If you have a question about the Annual Reflection, please send an email to
info@achievingthedream.org or call 240-450-0075.
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Annual Reflection Narrative Questions
Please enter your responses directly into the spaces provided below.
Note that the period covered by this Annual Reflection is May 2013 - April 2014. Please reflect on
activities during this time period throughout the narrative.
Institution Name: University of Hawai‘i Maui College (UHMC)
1) Contributors to the Annual Reflection
Achieving the Dream suggests that your institution engages a representative group of stakeholders to review
and discuss your student success and equity progress, the results of the Principles Assessment, and data for
the five Achieving the Dream student success measures (as described in Question 5 below).
Names of Contributors to this Annual
Reflection
Titles of Contributors to this Annual Reflection
Benjamin Guerrero
Title III Project Director, Campus Leader- Student
Success Committee
John McKee
Vice Chancellor Academic Affairs
Kristine Korey-Smith
Director-The Learning Center
Samantha Bowe
Math
Laura Nagle
English
(You may add more rows to this table as necessary)
2) Student Experience
In what ways is your reform work transforming the way students experience college?
In an effort to get to know our students better and improve scheduling and course offerings, a pre-registration update
checklist, a system initiative in Banner was initiated - pop up optional questions - will be required for 10 campuses for
fall 2014, Maui and UH Mānoa are piloting in spring 2014. This Banner data gave us the following results:
 Of 3446 students who were surveyed about their immediate and highest educational goals, 1595 students
said that their highest educational goal was the Bachelor's degree. 908 out of 1595 students (57%) said that
they plan to do so at their home campus, Maui. This indicates there is a strong desire from Maui students to
pursue their bachelor's degree on Maui as opposed to going away and also indicates a need for more
baccalaureate options.
 62 students were identified by instructors as a “no-show” (did not attend class on the first day) and were
administratively withdrawn
 In round 1, 510 surveys were sent out. 94 were viewed and 74 were completed and submitted. 251 flags
resulted from those completed surveys. (18 % response rate)
 In round 2,507 surveys were sent out. 82 were viewed and 66 were completed. 225 flags resulted from those
completed surveys. (16 % response rate)
 Implementation team to survey faculty to get feedback
 Possibly do a faculty focus group to inform the campus wide launch
Annual Reflection: Narrative Questions
Question 2: Student Experience (2-3 Paragraphs)
4

Targets: Fall 2014- 30%, Fall 2015 50%, Fall 2016 70%
Annual Reflection: Narrative Questions
New department structure-TLC, Developmental math and English
We have established a new department structure by combining developmental math and English into The Learning
Center that will be managed by the 11-month faculty Learning Center Director. The new department will be involved
with scheduling, assessment of instructors, faculty and lecturer development, integration of academic coaching and
supplemental instruction, providing tutoring services and building a stronger team toward improving services for our
most vulnerable students. Meanwhile, the math and English faculty will continue to work separately on curricular
matters, since it is important for developmental and college curricula to be in alignment.
In fall 2013, to serve part-time evening students, the college began a new cohort, Degree-in-3, which guarantees
block scheduling to assist working, part-time students to achieve an AA in Liberal Arts within three years, including
summer. For fall 2014, to serve part-time day-time students, a new cohort will be offered to allow part-time students to
earn an AA degree in three years, including summer. The college has secured a grant to purchase laptops to be
placed in open lab space for cohort students to use.
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3) Progress Statement
Please describe your institution’s progress in improving student success and completion over the past
academic year. Consider both the positive factors and challenges affecting the student success efforts at your
institution. This summary may include aspects related to the institution’s culture and environment such as
leadership changes, engagement of full and part-time faculty, staff additions or transitions, state or federal
influences, budget reductions, and reaffirmation of accreditation efforts.
Question 3: Progress Statement (No more than 2 pages; 1 page preferred)
2012 ATD Cohort Data
UHCC Success-raw/percent
UHMC Success-raw/percent
Comments
Goal 1: Dev Writing 1 level
below college
1141/1848=62
154/236=66
UHMC up 8% from 2011-
Dev Writing 2 levels below
343/555=62
111/142=78
UHMC up 17% from 2011
Dev Writing 3 levels or more
below
220/338=65
69/91=76
UHMC up 10% from 2011
As seen in the Table above, Developmental writing is showing improvement in all three levels below college level
when comparing 2012 data to the previous year’s data. Success rates are higher overall, with the two lowest writing
level courses exceeding the avg. success rates by double digit increases vs. the other 6 UHCC campuses.
The College leveraged TAACCCT round 1 funding to increase student success in developmental courses. To this end,
the College, with grant funds, hired two full time instructors to teach developmental math and developmental writing
courses. The college also invested in two targeted interventions that increased student success and engagement: 1)
academic coaching and 2) in class tutoring.
Academic Coaching is based on one-on-one executive -style coaching to help students balance the demands of
school, work, and family life. The coach challenges the student to think about his or her personal and/or professional
goals in order to relate them to his or her academic/educational goals. In the learning process, the coach encourages
the student to become more self-aware by understanding his or her strengths, values, purpose, and passions as well
as behaviors that impede success. Coaching supports students in developing the skills and habits they need for longterm success. The College, with grant funds, contracted an outside company to deliver coaching services and also
train UHMC faculty and staff to provide coaching. The fall 2012 to fall 2013 persistence rate for the coached group
Annual Reflection: Narrative Questions
Developmental math continues to be a problem area for the Maui campus but some of the following changes have
shown some improvements and hopes are high that these successes will be greater in the upcoming academic year.
Upon deeper analysis, the math department identified student barriers with learning linear equations, which were
taught early in the semester; engagement with instructors in computer-based classrooms; and difficulty keeping up
with the amount of assigned problems throughout the semester. The following actions were initiated:
1) Created a Math Task Force to analyze curriculum and research best practices
2) Created a survey for current and past math students to understand challenges they were having
3) Changed approaches to lesson sequences because students were having challenges
with linear equations early in the semester
4) Adapted the current Emporium model (purely computer-based instruction) to incorporate more lectures and
activities for student engagement. In fall 2014, students will attend classes 2 times per week; currently they meet with
instructors only 1 time per week with one session in the math lab.
5) Providing student orientation for Math 18 students prior to taking computer-based
math courses
6) Created instructional videos to assist students with challenging course content
7) Accepted alternative placement method to COMPASS test, such as high school GPA
and transcript of math courses, as well as ACT and SAT scores
8) Reviewed the quantity of math problems assigned to maintain rigor and quality. As a result, reduced the number of
mandatory homework problems in Math 18 from 1511 to 900 and reduced the number of mandatory homework
problems in Math 82 from 900 to 838 during course of semester
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was 57.2% whereas the comparison group persistence rate was 52.3%.
In fall 2013, the campus provided in-class tutors who assisted students enrolled in developmental math and English
courses during class or lab time. Many of the math and writing faculty modified their instruction to provide a
“workshop” environment where tutors worked with students one on one or in small groups. The in-class tutoring
greatly impacted the number of students enrolled in developmental education that are benefiting from tutoring
services. 64.4% of students who regularly engaged with their in-class tutor perceived the tutoring sessions as helping
them to improve their math and writing skills.
4) Principles Assessment
For each principle listed below, please provide a brief analysis of your institution’s aggregate responses
regarding the principles inherent to the Achieving the Dream Student-Centered Model of Institutional
Improvement.

You may access complete definitions of each of the Five Principles here.
Principles Assessment Survey: Your answers to this question should be informed
by the Principles Assessment Survey, which assists institutions in gathering
stakeholder feedback.

Achieving the Dream recommends that your institution solicit feedback via this
survey to a representative group of stakeholders (faculty, staff, students, etc.)
who have been involved in your reform work.

All surveys should be submitted by April 10, 2014. Achieving the Dream will
provide a summary of the results by April 23, 2014 for institutions to use when
completing their Annual Reflection Narrative.

For more information about how to administer the survey, see the
Instructions section of this document.
Each principle summary should be no longer than 3 paragraphs and may also include a synopsis of your
institution’s group discussions regarding each principle.
How many people from your institution submitted an online Principles Assessment?
Annual Reflection: Narrative Questions
15
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Question 4: Principles Assessment Analysis
Principle 1: Committed Leadership (2-3 Paragraphs)
The Vice Chancellor of Academic Affairs has identified that the low number of full-time math faculty members as a
barrier to student success. For the past several years UH Maui College has employed four full time math faculty
members with only one of this group teaching at the developmental math level, despite over 700 developmental
math student enrollments each semester. To date the VCAA has successfully hired a second full-time
developmental math faculty member and has a goal of finding the resources to hire one to two more thereby
increasing the number of Developmental Math faculty from one to four. He is also pursuing hiring additional college
level math faculty with the overall goal of growing the size of the math department from four to nine or ten full time
faculty members.
The UHMC VCAA is also the VCAA representative to the system ATD Core team. In this role he attends system
meetings and serves as a liaison between ATD and the System VCAA group.
Administration from UHMC and the UHCC Systems Office of the VP have continued their commitment of funds for
strategies to increase Developmental Education, increase student access through improvements in Financial Aid
processes, Innovations to increase Student success, and reduced summer tuition rates for developmental math and
English, and courses that have a tie to a developmental education course.
We also must commend our UHCC Systems Office VP Morton who has set aside funds for ATD Innovations;
improve Financial Aid services and participation, and improvements in developmental English and math. The UH
system is also supportive of developmental course rate reductions during the summer. Students who decide to take
these courses pay the same rates per credit hour as the previous semester. Usually summer courses cost 3 times as
much when compared to the fall and spring semester.
NSO has yet to be institutionalized even though we have evidence from 2008-2013 that shows that no matter how
NSO has been changed in its curriculum, or pedagogy, regardless of staff changes, and assuming all other related
support services (counseling, advising, etc.) remained similar over these time periods, NSO has a positive, lasting
effect on retention, even more so for Native Hawaiian students. Our new, Interim VC Student Affairs will approach
administration about institutionalization of NSO.
Assessment Survey results showed that (100%) of those surveyed believe that faculty leaders are increasing or fully
support a broad-based student agenda.
A UHMC representative who attended the DREAM Institute in 2013 brought back a strategy from Guilford Technical
Community College: Developmental Education Initiatives & Completion by Design that showed data for students
who bypassed developmental math, enrolled in college level math and were successful. Our campus decided to
implement this strategy and started a pilot to allow incoming students from the graduating class of 2013 who had a
cumulative high school GPA of at least 2.6 and had passed Algebra II with a C or better to immediately enroll in an
entry level college math course regardless of COMPASS score. We had 20 students whose COMPASS test placed
them into developmental math who chose to be members of the pilot.
The following table shows students who qualified for the Alternative Placement Pilot and chose to self-place into a
college level math course either in summer 2013 or fall 2013, even though their COMPASS placement was 18 or 82.
Maui Data
Course taken Participants
Successful
(C or better)
Success
Rate
Number of
MAU historical SR
students for MAU
(Fall 05 - )
historical SR
Math 100
2
1
50%
56%
1220
Math 103
18
12
67%
66%
816
Total
20
13
65%
-
-
Annual Reflection: Narrative Questions
Principle 2: Use of Evidence to Improve Policies, Programs, and Services (2-3 Paragraphs)
8
NH success rate was 62%. This pilot will continue and the math dept. is looking to scale up the pilot to include all
students who meet the qualifications the opportunity. As mentioned previously, currently only graduating high
schoolers entering the college who meet the requirements can take this course.
Assessment Survey results showed that 1) (60%) of those surveyed believe that Little/No policies and procedures
are in place to ensure integrity of the data, 2)(60%) of those surveyed believe that IR staff capacity is inadequate to
meet demand for data and research, 3) (53%) of those surveyed DO NOT think IR staff effectively educate and
assist college personnel to use data and research to improve programs and services, 4) (47%) of those surveyed
think that the college should conduct more surveys and focus groups with students, faculty, and staff to identify
weaknesses in programs and services and opportunities for improvement, (see Goals and Plans for 2014-2015 for
action plans).
Principle 3: Broad Engagement (2-3 Paragraphs)
In summer 2013, the UHMC Achieving the Dream campus team reorganized into a new committee that analyze and
discuss college student success initiatives. This committee has been charged with developing a system for
assessing and prioritizing student success initiatives to help determine which strategies should be given support and
be institutionalized. This ongoing assessment will help the college understand which of the numerous initiatives have
the most impact in student learning. The plan was to reach out to others in the campus community to increase the
scope/reach of student success strategies.
Outreach Centers from Moloka‘i, Lahaina, Hana, and Lāna‘i centers are now included in monthly meetings. Other
new members include, C3T (a Dept. of Labor grant ) coordinators from Rounds 1 & 2, The Learning Center Director,
Interim Assistant Dean, and we have average 18-20 attendees per meeting. We are able to coordinate more of our
efforts in this new venue.
The Student Success Committee has been tasked with establishing two college goals for the next year re: student
success that are achievable, realistic and measurable. SSC will recommend college goals to Strategic Planning and
Assessment Committee. This is a dynamic and ongoing process and relationship with goals being revisited on an
annual basis. There are a total of 42 members on our SSC, including our Chancellor, VC Academic Affairs and VC
Student Affairs, and a Student Government Representative.
A final example of broad engagement is with our high participation rate at the 2014 ATD Hawai‘i Strategy Institute
this year where 76 faculty and staff attended. Since 2011, when we held our first institute, we have sent a total of
110 faculty, including a small number of extramural faculty, and staff to this event, (unduplicated count). UH Maui
College employs 117 full-time faculty so we have been successful in involving a high number of key faculty in ATD
and the student success agenda. The UHCC Systems office is to be commended for setting aside funds to support
this event.
2) (46%) of those surveyed think that the college DOES NOT secure active student participation in efforts to improve
student outcomes. This perceived problem will be discussed with the Vice Chancellor of Academic Affairs and the
Vice Chancellor of Student Affairs to determine next steps.
Principle 4: Systemic Institutional Improvement (2-3 Paragraphs)
Our college began a Pilot called Lamakuhi: EARLY ALERT/STARFISH. The following is the timeline used for
implementation
 VCSA sends out email to all faculty to identify students who may be in need of an intervention
 We will pilot this semester with the following programs: ECET, ECED, AJ, FT, ACC, HOST, AG, and HWST
 Two rounds of Early Alert
 Feb 3 to Feb 7 AND Mar 3 to Mar 7
 Starfish Retention Solutions
 UHCC System purchased this year
 Two main components that we are looking at implementing this spring 1) No Show Survey 2) Early Alert
Rounds 1 & 2
 Reasons for referrals
 In Danger of Failing
Annual Reflection: Narrative Questions
Assessment Survey results showed that 1) (47%) of those surveyed believe that part-time or adjunct faculty are NOT
actively engaged in institutional efforts to improve student success. This perceived problem will be discussed with
the Vice Chancellor of Academic Affairs to determine next steps.
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 Missing/Late Assignments
 Attendance Concern
 Low Quiz/Test Scores
 Struggles with Coursework
 General Concern (requires comments to be entered)
 Personal Issues
Results so far: 400 duplicated flags were raised. Counselors working on follow-up.
Summer Success Data in Developmental English and Developmental math
 Through data we learned that summer success rates from 2011 and 2012 that success rates in summer vs.
fall or spring were higher. We decided to try to increase summer enrollment.
 Action: Marketed summer courses in 2013
 Results: As seen in Table 1, there were small increases in developmental math enrollment, but large
increases in developmental English.
 The UHMC Marketing department is editing the marketing tool and campus will institutionalize this
intervention. Since developmental summer courses are offered at the same rates as the previous fall and
spring, this is considered a cost-saver for all of our developmental students. For First Time in College (FTIC)
students who attend in the summer, they are one step closer to college readiness before they even attend
their first fall.
RESULTS-Summer 2013 Marketing Plan Developmental Math and English
Summer Math Enrollment 2012 vs. 2013 (includes Title III Cohorts)
UHMC
Math
Enrollment
Table 1.
Summer
2012
2013
Increases
MATH 18
66
77
17%
MATH 82
74
86
16%
Total
140
163
16%
Total
Summer English Enrollment 2012 vs. 2013 (includes Title III Cohorts). *An ENG 15 course which would usually be
cancelled was added.
UHMC English Enrollment Summer
2012
Enrollment
ENG 19
8
12
50%
ENG 22
17
32
88%
Total
25
50
100%
ENG 15
Total
Enrollment
6
100%
Added*
Additionally, here is an overview of another program that may have contributed to the increases in 2012 ATD Cohort
Data and for years to come called Reading Across the Disciplines and Writing Across the Curriculum (WAC).
Workshops were introduced at the 2013 ATD HSI and have gained UHCC system-wide interest from faculty to
attend and are under consideration for these projects on their own campuses. Incentives are also being made are
being made available to some participating students.
The following are 2013 RAD achievements, along with a preview of more activities planned for 2014:
 In the two years since RAD started, Maui reps have reached 47 faculty and 1100 students, including faculty
on O‘ahu and Maui
 100% of faculty who participated in RAD workshops agreed that these strategies improved students’ reading
comprehension
 All gatekeeper faculty who participated saw a marked increase in student retention
Annual Reflection: Narrative Questions
2013
Increase
by
percent
10


We have worked to fine tune and expand resources available to all RAD faculty in our RAD Laulima site
Maui reps will be having two RAD workshops in 2014: One will be on Maui from May 19-21st, and another
will be on O‘ahu in the first week of August
Assessment Survey results showed that (53%) of those surveyed DO NOT think that decisions about budget
allocations are based on evidence of program effectiveness and linked to plans to increase rates of student
success, 2) (53%) of those surveyed DO NOT think the College uses external grant funds strategically to
support systemic efforts to improve outcomes for students broadly, not just for isolated projects that benefit small
numbers of students. This came up as a recommendation to address at our WASC visit in April 2014, 3) (60%)
of those surveyed DO NOT think that the college actively works to scale up and sustain pilot programs or
practices that prove effective,(see Goals and Plans for 2014-2015 for action plans) 4) (60%) of those surveyed
DO NOT think the College provides training to faculty and staff on using data and research to improve programs
and services.
Principle 5: Equity (2-3 Paragraphs)
Our math dept. and Vice Chancellor for Academic Affairs (VCAA) have been conferring with the Title III program
about lessons learned through this NH grant. Title III also had success with their cohorts in accelerated summer
bridge courses that included increased meeting times and tutors in all developmental classes. The math dept. and
VCAA have worked together to integrate tutors in all classes and in the fall 2014, will increase face to face meeting
times between students and instructors from once per week to two times per week.
The English dept. has also supported accelerated learning for our NH cohorts by supporting pilots that included
combined ENG 19/22 courses to allow students an opportunity to pass both courses during the summer and be at
English 100 by their first fall semester.
In fall 2014, the Title III grant is funding a professional development opportunity to integrate strategies and pedagogy
from the Ethnomathematics and STEM Institute at the College of Education, University of Hawai‘i at Mānoa. The
goal of this institute is to acknowledge cultural systems and frameworks that have existed since the beginning of
time and to help teachers discover new pathways that foster student engagement through developing and
supporting a high-quality teaching force. A strong proponent of finding relevance in real world applications, this
program builds experiential and service learning into each field study. Our hope is that participating UHMC Math and
possibly STEM faculty will be able to weave NH culture into their lessons to increase engagement of our NH
students.
We are hoping that future collaboration and sharing of best practices for NHs will start showing up as increases in
NH data and a closing of the gaps with non-NHs but more work is needed to broaden engagement in this area.
Please review and discuss your institution’s disaggregated data trends for the five Achieving the Dream
student success measures (see Appendix A)
 In an effort to better guide institutions in student cohort tracking, Achieving the
Dream has clarified the five Achieving the Dream student success outcome
measures. Please be sure to review Appendix A: Student Success Outcome
Measures and Definitions before running your data analysis to acquaint
yourself with these new specifications.
 Achieving the Dream recommends that each institution analyze at least four
years of disaggregated data for each measure.
 We realize that some of the newer Achieving the Dream institutions may not
have four years of disaggregated data available for each measure. If your
institution is not able to analyze at least four years of data for a measure,
we ask that you simply indicate this in the summary you give below.
Annual Reflection: Narrative Questions
5) Student Success Data Trends
11
.
I. For at least one measure, your institution will provide a chart or graph, which should be uploaded along with
this narrative as a separate document. Achieving the Dream has several tools to assist institutions with
creating charts and graphs that track student cohorts.
Please indicate by typing “x” next to the tool your institution will use in generating its chart/graph:
Achieving the Dream Data Template: An excel template that institutions can use to enter data and
track student cohorts. You can access the ATD Data template on the Annual Progress Site and see an
example of a completed template in Appendix B.
Note: Institutions that are applying for Leader College Status or Leader College
Recertification must use the ATD Data Template* and complete the accompanying Leader
College application.
 Institutions applying for Initial Leader College Status must complete the ATD Data
Template for at least ONE ATD measure (one tab)
 Institutions applying for Leader College Recertification must complete the ATD Data
Template for at least TWO ATD measures (two different tabs).
X Achieving the Dream Data Products: Your institution has access to Achieving the Dream data
products. These data products are based on all student data submitted to Achieving the Dream
database by your institution. One of these data products is an Excel workbook provides summarized
data for ATD student outcome measures by student cohort and by subgroups (gender, ethnicity, Pell
recipients). To access these data products, please log on to the data submission site:
www.dreamwebsubmission.org.
X Institution-generated chart or graph: Institutions may submit a self-generated chart or graph.
II. Please provide one response per outcome measure that includes the following:
(a) Description of your institution’s progress in comparison with previous year outcomes
(b) Explanation of your institution’s progress in closing achievement gaps among the disaggregated
student groups
Question 5.ii: Data Analysis Summary
UHCC Success-raw/percent
UHMC Success-raw/percent
Comments
Goal 1: Dev Math 1 level below
college (Math 82)
604/1154 (52%)
88/207 (43%)
UHMC-Down 4 % from 2011
Dev math 2 levels below
804/1525 (53%)
86/245 (35%)
UHMC-Up 13 % from 2011
Goal 1: Dev Writing 1 level
below college(ENG 22)
1141/1848 (62%)
154/236 (66%)
UHMC Up 8% from 2011
Dev Writing 2 levels below
(ENG 19)
343/555 (62%)
111/142 (78%)
UHMC Up 17% from 2011
(Math 18)
ATD Cohort data from UHMC is used in Table 1 and what is shown is that in 1 of 2 levels of developmental
math, our campus has shown improvement when comparing 2012 data to 2011 data. Math 18 has the lowest
success rates (35%) when compared to math 82 (43%). Large success gaps of (9%) for math 18 and (18%) for
math 82 exist when comparing UHMC vs. the UH Community College success rates which compares Maui’s
success rates to the other six campuses avg. success rates. Both courses have very low success rates.
Implications of these finds and Action Plans that are currently in progress are discussed in Question 3. Progress
Statement. Future Goals are included in in 6) Goal One: Increase Developmental math success.
Annual Reflection: Narrative Questions
Measure 1: Completion of remedial or developmental instruction (2-4 Paragraphs)
Table 1. 2012 ATD Cohort
Data
12
Although Table 2 shows an upward trend in success rates in developmental Math compared to 2011, a large
disparity exists between NH and non-Hawaiians as depicted in the table below; 14 percent lower success for NH
math 82 students (32%) vs (46%) Non-NHs; and 11 percent for NH math 18 students (29%) vs. (40%) for NonNH students.
Table 2.
Ethnicity
Native Hawaiian
Non-Native Hawaiian
Course Level
Attempters
1 Level Below
2 Levels Below
1 Level Below
2 Levels Below
Successful
Completers
53
111
154
134
Percent
Successful
17
32
71
54
32.08%
28.83%
46.10%
40.30%
Our math dept. and Vice Chancellor for Academic Affairs (VCAA) has been conferring with the Title III Project
Director about lessons learned through this NH grant. Title III had success with their cohorts in accelerated
summer bridge courses that included increased meeting times and tutors in all developmental classes. The math
dept. and VCAA have worked together to integrate tutors in all classes and in the fall 2014 will increase face to
face meeting times between students and instructors from once per week to two times per week. We are hoping
that future collaboration and sharing of best practices for NHs will start showing up as increases in NH data and a
closing of the gaps with non-NHs.
Measure 2: Completion of college-level gateway courses (2-4 Paragraphs)
Table 3. 2012 Course Level Success in Academic Year By 2012 Cohort StudentsGatekeeper Writing
Attempters
371
Ethnicity
Native Hawaiian
Non-Native Hawaiian
Attempters
115
256
Successful Completers
256
Successful Completers
65
191
Percent Successful
69.00%
Percent Successful
56.52%
74.61%
Table 4. 2011 Course Level Success in Academic Year By 2011 Cohort StudentsGatekeeper Writing
378
Ethnicity
Native Hawaiian
Non-Native Hawaiian
Attempters
133
245
Successful Completers
251
Successful Completers
74
177
Percent Successful
66.40%
Percent Successful
55.64%
72.24%
As shown in Tables 3 and 4 above, Gatekeeper English is compared by success rates comparing 2012 ATD
Cohort Data vs. 2011 Cohort Data, Combined, with NHs and Non-NHs disaggregated. All success rates from
2012 are slightly improved compared to 2011.
There are several changes that have been implemented in developmental English that may have helped to
better prepare students to pass this course- Source: draft response WASC 2013
Learning Gap identified: low retention rates (success rates in subsequent courses) in developmental English
courses. Upon deeper analysis, the English department identified students were having challenges with the
length of developmental courses—sometimes requiring three semesters before getting to college-level English. In
particular, students were often unprepared for the challenges of college life.
Action plans:
Repackage and redesign English developmental courses to condense pre-college-level courses into one
semester.
Annual Reflection: Narrative Questions
Attempters
Increase individualized instruction with instructor through use of flipped classroom model with tutors, computer-
13
based grammar instruction, and increased writing feedback
Incorporate college-life skills content to curriculum
Measure 3: Course completion with a grade of “C” or better (2-4 Paragraphs)
Table 5. Cohort 2012 - Success in First Academic Year
Cohort
879
Ethnicity
Native Hawaiian
Non-Native Hawaiian
Gender
Female
Male
Cohort
289
590
Cohort
488
391
Pell Recipient
Pell Recipient
Non-Pell Recipient
Cohort
517
362
Successful
286
Successful
60
226
Successful
179
107
Successful
140
146
Percent Successful
32.54%
Percent Successful
20.76%
38.31%
Percent Successful
36.68%
27.37%
Percent Successful
27.08%
40.33%
Table 6. Cohort 2011 - Success in First Academic Year
959
Ethnicity
Native Hawaiian
Non-Native Hawaiian
Cohort
374
585
Successful
273
Successful
63
210
Percent Successful
28.47%
Percent Successful
16.84%
35.90%
As seen in Tables 5 and 6, Native Hawaiians and non-NHs in the ATD cohort for AYs 2012 and 2011 are
displayed. Success for all students in their first AY has increased by (5%) when comparing 2012 (33%) to 2011
(28%) respectively; the avg. rate for the other six campuses was (33%) for 2012 so Maui’s rate is comparable.
However, a (17%) gap exists between Non-NHs (38%) and NHs (21%). According to the most recent UHCC
Strategic Planning ATD Cohort data from 2011, (65%) of NHs who took the Compass test placed in
developmental math and (84%) of NHs placed in developmental writing. With numbers this high it’s no surprise
that NHs are trailing all other students in success in their first academic year.
The Learning Center is offering Compass Brush Ups. Online brush up is free. It is still part of a grant; therefore
pre and post test scores are needed. Project uses MyFoundationsLab (MFL). Researching if MFL can improve
scores on math COMPASS. Math Refresher Course is for 10 weeks (access). Students are asked to put in 30
hours minimum in order to get retested for FREE within a 2 year period. With this refresher, students may be able
to place in a higher level and also be better prepared for the classes they are placed into.
The Title III grant and the UHCC systems office is taking a look at the Academy for College Excellence program
that was presented at our 2014 ATD Hawai‘i Strategy Institute for possible implementation that could help our
most challenged group-NH Developmental students.
academyforcollegeexcellence.org/
(ACE) is a one-semester program that bridges developmental education students successfully into community
college.
Annual Reflection: Narrative Questions
Cohort
14
Measure 4: Term-to-term and year-to-year retention (2-4 Paragraphs)
Table 7.
2012 ATD Cohort
Data
Goal 4: Retention
st
Return after 1 semester
UHCC Successraw/percent
UHMC Successraw/percent
Comments
5238/7216=73 All
621/879=71 All
UHMC Down 5% from 2011
3648/4919=74 Non-NH
1590/2297=69 NHs
434/590= 73 Non-NH
187/289= 65 NHs
8% gap between Non-NH
and NHs at UHMC
As depicted in Table 7 above, retention rates for 2012 ATD Cohort of non-NHs are compared to NHs students
who return after their first spring. The avg. retention rates for the six other UHCC campuses are compared to
Maui; Maui rates trail for both non-NHs and NHs. The Maui retention rate for all students is also lower by (5%) in
2012 (71%) vs. 2011 (76%). There was also a (9%) negative gap in retention for NHs in 2012 (65%) vs. non-NHs
(74%). This first term data is an indicator that retention rates need to be a campus priority for long term success.
Concern: NSO has yet to be institutionalized even though there is evidence from 2008-2013 that shows that it
has a positive, lasting effect on retention, even more so for Native Hawaiian students. First Year Experience and
NSO institutionalization should come up as a campus priority at an upcoming Campus Planning event on
4/25/14.
Table 8. fall to
fall Retention
2011 ATD
Cohort
Combined
462/959 (48%)
NH
Non-NH
2010 ATD
Cohort
2009 ATD
Cohort
Gap from 2011
to 2010
AVG Retention
over 3 yrs.
456/899 (51%)
502/943 (53%)
Down (3%)
1420/2801(51%)
162/374 (43%)
101/257 (39%)
128/249 (51%)
Up (4%)
391/880 (44%)
300/585 (51%)
355/642 (54%)
374/694 (54%)
Down (3%)
1029/1921(54%)
As seen in Table 8 above, retention rates from fall to fall using 3 years of ATD cohort data from 2009-2011 are
compared. The retention rates from the three most recent cohorts are averaged since some of the NH data are
smaller when compared to Non-NHs. The data shows that although NHs from 2011 are returning for their second
fall at higher rates when compared to 2010, the average rate over three years shows a (10%) gap in retention
with Non-NHs returning at a higher rate, (54%) vs. (44%).
Annual Reflection: Narrative Questions
Measure 5: Completion of certificates or degrees (2-4 Paragraphs)
15
Table 9.
As seen in the Table 9 above, UHMC exceeded the goals of expected number of certificates and degrees earned for the
academic year by a significant margin. In 2012,165 certificates/degrees were earned as compared to 120 (37.5% more)
than in the previous year, which is (37.5%). 165 certificates/degrees is (101%) above the expected goal of 82. It appears
that the focus on NH success is showing promise especially since 2010. Source: UH Institutional Research Analysis
Office (IRAO).
As seen in Table 10 above, UHCC campuses are compared for how well they achieved their strategic planning goals for
earned certificates and degrees. UHMC had the highest percentage over strategic plan goals when compared to all six
sister campuses in the system in 2012. Source: UH IRAO.
Our Title III program has been working with the counseling dept. to create an advising template for the Academic Subject
Certificate (ASC)–Hawaiian Studies to determine the number of students pursuing the ASC and to track their progress.
Annual Reflection: Narrative Questions
Table10.
16
The template is also a way of identifying students who have nearly completed their ASCs, making them aware their
status.
Additionally, in May 2013, the UH Board of Regents approved an AA in Hawaiian Studies (HWST) so between gathering
more interest in the ASC HWST and the new AA. Students are being tracked and advised to complete the LBART, the AA
HWST, and also the ASC in HWST.
III. After reviewing your analysis of each of the five measures, outline your institution’s plans for sustaining and
building increases and addressing decreases and achievement gaps.
Question 5.iii: Continuous improvement plans for building increases and addressing
decreases (No more than 1 Page)
After reviewing your analysis of each of the five measures, our campus will continue to monitor
Developmental math and look for better strategies to engage our students and to assist adjunct faculty in
improving their delivery of the course material by integrating lectures into what is an Internet based, self-paced
course called. The math dept. wrote a RFP to the UHCC Systems for developmental Ed funds for professional
development for lecturers, and a second RFP for tutor training, awaiting approval. The dept. also plans to
improve the MATH 18 Orientation and increase attendance. Additionally, they are planning to be more active
recruiting for the Alternative Placement Pilot, so we are hopeful that more “developmental” students will be
able to bypass developmental math all together.
Our focus from early on in our ATD implementation focused on improving success in Developmental
Education as opposed to Gatekeeper Success. Although we have shown increases over last year, we will
follow our ATD coaches’ recommendation:
It is time to carefully look, once again, at the gatekeeper courses (high enrollments, low pass rates) and
especially the learning strategies occurring in those courses. Students will not be able to graduate or
transfer if they are not passing their courses. Improving success rates of students, particularly, NH
students should be paramount in the near future.
Success in the First Year continues to be an area of high concern at our campus. UHMC had 76 faculty and
staff who attended the 2014 ATD Hawai‘i Strategy Institute in HNL in March were introduced to Diego Navarro
who was one of our Keynote Speaker who shared the successes of the Academy of College Excellence
(ACE). ACE includes a 2-week immersion program to create a transformational change, a “lighting of the fire”
in students to help them to develop internal motivation. The remaining weeks of the semester offer continued
support in a Student Success or Foundations course. The most exciting aspect of this program is that the data
shared shows that the activities implemented are directly correlated with a long-term change in behavior for
some of their highest risk students. Administrators at our UH Community College Systems office are trying to
get Navarro to come to Hawai'i. Many UHCC campuses want the ACE training too and systems office thinks
bringing him out to train groups from campuses may be the most cost-effective way to do that. Suzette
Robinson, Academic Affairs Program Officer, UHCC Systems office, is also in the process of gathering and
convening a small planning committee made up of reps from interested colleges—Leeward CC, Hawai‘i CC,
Kapiolani CC, UHMC.
Title III at UHMC is also discussing ACE implementation and a possible first pilot by summer 2015. Need to
educate campus on the approach. Hope to assess/build faculty interest and then get volunteers who will be
willing to be trained in the ACE process as “Master Mentors” soon.
Term-to-Term, and Year-to-Year Retention continues to be a challenge for UHMC. Institutionalization of the
New Student Orientation (NSO) would be a good first step. The college has collected data that shows that all
students have benefited from NSO since it was implemented in 2008 but that NH students are affected even
more by establishing that first connection with college faculty, staff and other students at NSO. NSO also
needs to be taken to scale. Currently NSO is only for current graduating high school seniors. Our Interim Vice
Chancellor of Student Affairs is negotiating with the Chancellor to approve institutionalization.
Annual Reflection: Narrative Questions
We will use campus resources to focus on Gatekeeper Success.
17
Completion of certificates or degrees
Although UHMC is commended for exceeded their strategic planning goals in this area, graduation rates,
especially for NHs are low.
The Native Hawaiian/Pacific Islander group has a graduation rate of 7%.
Annual Reflection: Narrative Questions
Analysis: This rate is consistent with graduation and time-to-degree rates of Native Hawaiian students across
the UH System. As a result of consistently low graduation rates across the UH System, and in alignment with
the UH System and UHMC missions, success of Native Hawaiian students has become a priority. For FY
2011 and FY 2012, UHMC has exceeded the UHCC System target for Native Hawaiian graduation. Recent
increases in Native Hawaiian student enrollment due to recruitment initiatives may have affected graduation
and retention rates for Native Hawaiian students. The college continues to work on strategies to address this
increase in numbers of Native Hawaiian students, many of whom are unfamiliar with academic culture.
18
6) Goals and plans for 2014-2015:
Based on analysis of your progress over the past year, including your student success data and stakeholder
input, please identify at least three goals for your institution’s student success work, 2 to 3 planned action steps
to advance these goals in the 2014-15 academic year.
Goal 1: (Enter Goal Here)
Increase Developmental math success
Actions:

Increase instructional time from 1 time per week (current) to 2 times per week in fall 2014

Add lecturing component to classes

Developing more comprehensive tutor and faculty training

Hiring 1 more full time permanent developmental math faculty

Recruiting a cohort for a learning community including MATH 18/ENG 22/PSY 170

Developing implementation plan for Statway (Carnegie) with vocational disciplines

Continued improvements to the MATH 18 Orientation
Goal 2: (Enter Goal Here)
Increase IT and IR capacity

Assessment Survey results showed that (60%) of those surveyed believe that current IR staff capacity is
inadequate to meet demand for data and research

Assessment Survey results showed that (53%) of those surveyed DO NOT think IR staff effectively
educate and assist college personnel to use data and research to improve programs and services

Assessment Survey results showed that (60%) of those surveyed DO NOT think the College provides
training to faculty and staff on using data and research to improve programs and services.

Discussion and vetting will occur at the Student Success Committee meetings to see if this can become a
campus and budget priority to meet campus demands for data and research and related training

Discussion and vetting will occur at the Strategic Planning and Assessment meetings will occur to see if
this can become a campus and budget priority to meet campus demands for data and research and
related training
Goal 3: (Enter Goal Here)
Improve Budget Allocation Process

Assessment Survey results showed that (53%) of those surveyed think that decisions about budget
allocations ARE NOT based on evidence of program effectiveness and linked to plans to increase rates of
student success

Assessment Survey results showed that (53%) of those surveyed DO NOT think the college uses external
grant funds strategically to support systemic efforts to improve outcomes for students broadly, not just for
Annual Reflection: Narrative Questions
Actions:
19
isolated projects that benefit small numbers of students. Improved sustainability came up as a
recommendation for the college to address at our recent WASC visit in April 2014 and will be addressed by
the institution this year

Assessment Survey results showed that (60%) of those surveyed DO NOT think that the college actively
works to scale up and sustain pilot programs or practices that prove effective
Actions:
Per WASC recommendations, budget allocations will be tied more closely to strategic planning improvements
College priorities and will include broad participation strategic and budget planning including input from
Academic Senate beginning summer 2014
Due diligence will be given to closing student success gaps, and use opportunities for reallocation of positions
to improve programs and services and increase student success
7) Sharing
If you would like to share additional information about your institution’s progress and reflection process,
please use the space below.
Question 7
Annual Reflection: Narrative Questions
The Principles Assessment Survey data needed to be open to respondents earlier, compiled and sent back by
ATD to the campuses earlier to allow enough time to really write the report with the survey results in the forefront.
As it turned out, the data never reached this report writer until 4/25/14 but the deadline to submit on behalf of our
campus was 4/28/14 so that the report could be compiled with our (6) sister campuses to create one
comprehensive report.
20
Appendix A:
Achieving the Dream Student Success
Measures & Definitions
GENERAL STUDENT SUCCESS DATA SPECIFICATIONS
Achieving the Dream recommends:
 That each institution analyze at least four years of disaggregated data for each
measure.

We realize that some of the newer Achieving the Dream institutions may not
have four years of disaggregated data available for each measure. If your
institution is not able to analyze at least four years of data for a measure,
we ask that you simply indicate this in the summary you give below.
 That data be disaggregated on at least three levels:
 Ethnicity/race, gender, and income status (Pell or non-Pell recipients).
For an example of how to disaggregate data within a cohort please see Appendix B: ATD
Data Template Example.
ANALYZING YOUR DATA
Achieving the Dream has developed the following tools to assist institutions with tracking
student success data and presenting results:
 Achieving the Dream Data Template
 Achieving the Dream Data Products
Institutions applying for initial Leader College status or Leader College Recertification must
submit a completed ATD Data Template along with the appropriate Leader College
Application and Annual Reflection narratives. You can learn more about the Leader
College application and recertification processes here.
Achieving the Dream has identified three ways for institutions to define their cohorts when
analyzing data for the Annual Reflection. It is expected that you would also disaggregate
data on at least three levels: ethnicity/race, gender, and income status.
 The ATD Cohort includes all students who are first-time degree or certificateseeking students new to your institution during the fall term, including students who
were previously enrolled as dual-enrollment high school students.
 First Time in College (FTIC) refers to any students who are in college for the first
time (any college)
 First-Time to Institution refers to any students who are new to attending your
institution
Annual Reflection: Appendix A
DEFINING COHORTS
21
STUDENT SUCCESS MEASURES
In an effort to better guide institutions in student cohort tracking, Achieving the Dream has
clarified the five Achieving the Dream student outcome measures. Below you will find the
specifications for each.
Measure 1:
Successfully complete remedial or developmental instruction
Definition: Number and Percentage of Students Successfully Completing Developmental
Course Requirements within 2 years
 Successful completion is defined as earning a “C” or better.
Cohort Definition Options: Institutions should define the cohort of students that they
track in this measure by choosing one of the following cohorts:
 All students in the ATD Cohort referred to Developmental Math, English, and/or
Reading
 All FTIC students referred to Developmental Math, English, and/or Reading
 All First Time to Institution students referred to Developmental Math, English,
and/or Reading
Measure 2:
Enroll in and successfully complete the initial college-level or
gateway courses
Definition: Number and Percentage of Students Successfully Completing Gateway
Courses within 3 Years
 Successful completion is defined as earning a “C” or better in gateway English
and/or Math.
Measure 3:
Complete the courses they take with a grade of "C" or better
Definition: Number and Percentage of Students Successfully Completing Courses with a
“C” or Better
The measure is calculated as a ratio of all credit hours successfully completed to all credit
hours attempted.
Cohort Definition Options: Institutions should define the cohort of students that they
track in this measure by choosing one of the following cohorts:
 All students in the ATD Cohort
 All FTIC students
Annual Reflection: Appendix A
Cohort Definition Options: Institutions should define the cohort of students that they
track in this measure by choosing one of the following cohorts and report gateway
completion in either English and/or Math:
 All students in the ATD Cohort
 All FTIC students
 All First Time to Institution students
22
 All First Time to Institution students
 All students in your institution
Measure 4:
Persistence
Definition: Number and Percentage of Students Persisting from Term-to-Term or Year-toYear
Institution may define persistence in one of two ways:
(1) Term-to-term: first enrollment term to next major term (e.g. Fall to Spring)
(2) Year-to-Year (e.g. Fall to Fall)
Cohort Definition Options: Institutions should define the cohort of students that they
track in this measure by choosing one of the following cohorts:
 All students in the ATD Cohort
 All FTIC students
 All First Time to Institution students
 All students except those graduating or transferring
Measure 5:
Attain a certificate or degree
Definition: Number and Percentage of Students Attaining a Degree or Credential within 4
Years
Annual Reflection: Appendix A
Cohort Definition Options: Institutions should define the cohort of students that they
track in this measure by choosing one of the following cohorts:
 All students in the ATD Cohort
 All FTIC students
 All First Time to Institution students
23
Appendix B:
Annual Reflection: Appendix B
Achieving the Dream Data Template Example
24