Coach Feedback Worksheet: Annual
Reflection
Deadline: July 3, 2015
Overview
Each Leadership/Data Coach pair should complete a feedback form for each college they coach. Only
one completed feedback form per college should be submitted.
There are two parts to the coach feedback:
1) A confidential form that will only be seen by ATD staff. Use this section to give a frank
assessment of the institution.
2) A draft of the feedback letter, which will be edited by ATD staff and sent directly to the college’s
president. We encourage you to use diplomatic language when crafting the letter to expedite
our process for getting feedback to the colleges as soon as possible.
The 2015 Coach Feedback Form must be completed online via the Coach Portal. This Word document
has been provided as a worksheet to facilitate collaboration between you and your partner coach. If you
are using this worksheet to draft your responses, please copy and paste your answers into the online
form when you are ready and click “submit.” The ATD team will receive a notice of your submission and
can begin working on the college’s feedback letter.
Questions regarding this form can be directed to mmulvey@achievingthedream.org.
General Information
Leadership Coach Name
Leadership Coach Email
Data Coach Name
Data Coach Email
Is this institution currently a Leader
College?
Is this institution applying for Leader
College status (initial or recertification)?
_ Yes
_ No
_ Yes (initial certification)
_ Yes (recertification)
_ No
Page 1 of 19
Principles Assessment
Use the scale provided to indicate the extent to which the given college has implemented the
practices listed under each principle (e.g., 1 - committed leadership, 2 - commitment, etc.) and
sub-principle (e.g., 1.1, 1.2, 2.1, 2.2, etc.) of the Achieving the Dream institutional improvement
model. At the end of each section of principles, please write a brief justification for your ratings.
ATD encourages coaches to discuss their ratings with their colleges either in-person during site
visits or through conference calls.
Note for coaches of colleges applying for Leader College status: Colleges should meet the
minimum requirements listed below to meet the criteria for practice for designation as a
Leader College. If you are completing this assessment for a college applying for initial Leader
College designation or Leader College recertification, we ask that you provide a narrative
justification if a rating falls below the minimum requirement for specific sub-principles that
ATD will use for assessment. Space is provided under these sub-principles for this response.
Colleges granted initial Leader College status in 2009 and 2012 are required to undergo
recertification this year. For a list of these colleges, go to http://bit.ly/LCyears15.
Indicator
Practice
Minimum Score
(Initial)
Minimum
Score (Recert)
1.1a
CEO support for improving student outcomes
4
4
1.1b
Commitment to achieving equity in outcomes
3
3
2.2a
Longitudinal tracking of students
4
4
2.2b
College disaggregates student cohort data
3
3
3.1a
Engagement of faculty in the improvement process
3
3
4.1a
Strategic planning process that relies on data to set
goals
No minimum
3
4.1f
College works to scale up and sustain effective pilot
programs or practices
3
3
4.1g
The student success agenda and the accreditation
activities are aligned and integrated
No minimum
3
5.1b
College consistently demonstrates a commitment to
equity
3
3
At least one practice under every sub-principle (1.1,
1.2, 2.1, etc.)
3
3
Page 2 of 19
PRINCIPLE 1: COMMITTED LEADERSHIP
1. VISION AND VALUES
1.1a CEO and leadership team actively support efforts to improve student learning and
completion, not just increase enrollments. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
If a Leader College applicant (initial and recertification) is rated below a 4, please give
evidence for your rating:
1.1b CEO and other senior leaders have made an explicit policy commitment, communicated
to faculty, staff, students and community, to achieve equity in student outcomes across racial/
ethnic and income groups. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
If a Leader College applicant (initial and recertification) is rated below a 3, please give
evidence for your rating:
1.1c College communications, including website and news releases, emphasize a student
success agenda. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
Page 3 of 19
1.2 COMMITMENT
1.2a The board expects, and the CEO provides, regular reports on student outcomes and the
impact of efforts to improve success rates. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
1.2b Senior leaders demonstrate willingness to support changes in policy, procedures, and
resource allocation to improve student success. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
1.2c Faculty leaders actively support a broad-based student success agenda. (Mark X in the
appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
Justification/Evidence for Principle 1 ratings in general:
Page 4 of 19
PRINCIPLE 2: USE OF EVIDENCE TO IMPROVE POLICIES, PROGRAMS, AND
SERVICES
2.1 IR AND IT CAPACITY
2.1a IT capacity is adequate to meet the demand for data and institutional research. (Mark X
in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
2.1b Policies and procedures are in place to ensure integrity of data collected. (Mark X in the
appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
2.1c IR staff capacity is adequate to meet demand for data and research. (Mark X in the
appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
2.1d IR staff effectively educates and assists college personnel to use data and research to
improve programs and services. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
Page 5 of 19
2.2 PROCESS FOR IDENTIFYING ACHIEVEMENT GAPS
2.2a College routinely collects, analyzes, and reports longitudinal data on cohorts of students
to chart student progression and outcomes. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
If a Leader College applicant (initial and recertification) is rated below a 4, please give
evidence for your rating:
2.2b College routinely disaggregates student cohort data by age, race, gender, income, and
other factors to identify gaps in achievement among student groups. (Mark X in the
appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
If a Leader College applicant (initial and recertification) is rated below a 3, please give
evidence for your rating:
2.2c College regularly conducts surveys and focus groups with students, faculty, and staff to
identify weaknesses in programs and services and opportunities for improvement. (Mark X in
the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
Page 6 of 19
2.3 PROCESS FOR FORMULATING AND EVALUATING SOLUTIONS
2.3a College routinely engages personnel from across the campus community to review data
on student achievement and help develop and refine strategies for addressing priority
problems. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
2.3b College routinely evaluates the effectiveness of efforts to improve student success and
uses the results to improve policy and practice. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
Justification/Evidence for Principle 2 ratings in general:
Page 7 of 19
PRINCIPLE 3: BROAD ENGAGEMENT
3.1 FACULTY AND STAFF ENGAGEMENT
3.1a Faculty meet regularly to examine course and program outcomes and develop strategies
for addressing achievement gaps and improving student success. (Mark X in the appropriate
box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
If a Leader College applicant (initial and recertification) is rated below a 3, please give
evidence for your rating:
3.1b Faculty routinely assesses academic programs and teaching strategies from the
perspective of current research on effective practice. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
3.1c Part-time or adjunct faculty are actively engaged in institutional efforts to improve
student success. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
3.1d There is alignment and extensive collaboration on efforts to improve student success
between academic/instructional affairs and student services. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Page 8 of 19
Extent of
Adoption/Implementation
3.1e Student services staff routinely assesses student success strategies from the perspective of
current research on effective practices. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
3.2 STUDENTS AND EXTERNAL STAKEHOLDER ENGAGEMENT
3.2a College secures active student participation in efforts to improve student outcomes.
(Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
3.2b College secures input from external stakeholders to identify causes of achievement gaps
and inform the development of strategies for improving student success. (Mark X in the
appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
Justification/Evidence for Principle 3 ratings in general:
Page 9 of 19
PRINCIPLE 4: SYSTEMIC INSTITUTIONAL IMPROVEMENT
4.1 INSTITUTIONAL MANAGEMENT
4.1a College has established strategic planning process that relies on data to set goals for
student success and measure of goal attainment. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
If a Leader College recertification applicant is rated below a 3, please give evidence for your
rating:
4.1b Plans for a given year are driven by a limited set of strategic priorities that have a focus on
student success. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
4.1c College regularly evaluates its academic programs and student services to determine
how well they promote student success and how they can be improved. (Mark X in the
appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
Page 10 of 19
4.1d Decisions about budget allocations are based on evidence of program effectiveness and
linked to plans to increase rates of student success. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
4.1e 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. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
4.1f College actively works to scale up and sustain pilot programs or practices that prove
effective. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
If a Leader College applicant (initial and recertification) is rated below a 3, please give
evidence for your rating:
4.1g The student success agenda is integrated with on-going accreditation activity. (Mark X in
the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
Page 11 of 19
If a Leader College recertification applicant is rated below a 3, please give evidence for your
rating:
4.2 ORGANIZATION
4.2a The college has a standing committee or committees responsible for guiding and
monitoring efforts to improve student outcomes. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
4.2b Major meetings, organizational units, and work groups regularly focus on student
success. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
4.3 PROFESSIONAL DEVELOPMENT
4.3a The college offers faculty and staff professional development that reinforces
efforts to improve student success and close achievement gaps. (Mark X in the
appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
4.3b Induction and orientation activities for new faculty and staff foster a commitment to
student success. (Mark X in the appropriate box)
Page 12 of 19
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
4.3c College provides training to faculty and staff on using data and research to improve
programs and services. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
Justification/Evidence for Principle 4 ratings in general:
PRINCIPLE 5: EQUITY
5.1 Institutional Equity
5.1a The institution has a climate of respect for inclusiveness. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
5.1b The institution consistently demonstrates a commitment to equity for all students. (Mark
X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
Page 13 of 19
If a Leader College applicant (initial and recertification) is rated below a 3, please give
evidence for your rating:
5.1c The institution's staffing reflects the demographic composition of its service area's
population (community or region). (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
5.1d The institution routinely creates opportunities for all students, especially those who have
traditionally faced the most significant barriers to achievement, to voice opinions about their
college experience. (Mark X in the appropriate box)
5.2 Equity in the Classroom
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
5.2a Faculty members proactively create a learning environment that promotes the success of
all students. (Mark X in the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
5.2b Multicultural perspectives are integrated throughout the curriculum. (Mark X in the
appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Page 14 of 19
Extent of
Adoption/Implementation
5.2c Adjunct and full-time faculty, staff (including front-line and student support services), and
administrators have experience or knowledge of how to work with students from diverse
backgrounds and are sensitive to the unique needs of culturally diverse students. (Mark X in
the appropriate box)
1 - Little/
None
2
3Increasing
4
5 - A Lot
Extent of
Adoption/Implementation
Justification/Evidence for Principle 5 ratings in general:
Interventions Showcase Assessment
Please review this college's interventions:
1. Go to http://www.achievingthedream.org/our-network/colleges to access a list of all ATD
colleges.
2. Click on your college's name. This will take you to their profile.
3. Under "What Are We Doing" you will see a section that says "Interventions" with a list of
your college's submissions to the Interventions Showcase.
What specific comments do you have about this college's interventions? What interventions do
you think show the most promise? What specific support could you provide in the upcoming
year to help with the adoption or scaling of the college's promising interventions?
Page 15 of 19
Overall Ratings of Progress
1. How would you rate the institution’s progress this year? (choose one – highlight, bold, or
underline your response)
OUTSTANDING: The institution accomplished most of what it planned this year.
GOOD: The institution had some setbacks, but showed substantial progress.
FAIR: The institution showed only fair progress this year.
POOR: The institution showed minimal progress this year.
2. Please describe your rationale for your progress rating above.
Page 16 of 19
Feedback Letter
Instructions
Each year, Achieving the Dream creates a feedback letter to each college’s president, citing the
college’s progress on meeting its student success goals, highlighting areas for further
development, and offering resources to support the college’s efforts. The letter is primarily
based on coaching teams’ feedback. Thus, we ask that each coaching team prepare one Coach
Feedback Form per institution. The template acts as a guide to ensure feedback relates directly
to the Annual Reflection Review that you have just completed, which includes review of the
college’s Annual Reflection Narrative, Chart or Graph, and Interventions Showcase entries.
In the bulleted sections, please write 1-2 full sentences per bullet. After the standard
introductory paragraph provided below, the body of the feedback letter will consist of bulleted
observations on the college’s successes, challenges, and opportunities for next steps on ATD’s
five improvement principles. If there is additional feedback that doesn’t fit neatly in this
template, please provide it in the first paragraph of the “Final Thoughts” section. Given that
these letters are addressed to college presidents, we want the language and content of the
letter to hone in on what is working and to offer constructive feedback on areas in which the
college needs to improve.
Thank you for the time and effort you spend to make this feedback process authentic and
useful for the colleges and for supporting the goals and mission of ATD!
Letter Template
Dear INSERT PRESIDENT/CEO NAME:
We are delighted to have your institution as part of the Achieving the Dream National Reform
Network and are deeply appreciative of you and your colleagues’ continued commitment to
student success and equity. After reviewing your 2015 Annual Reflection and receiving input
from your coaching team, we offer several observations in this letter about your institution’s
progress to date. We have arranged the review using the five broad principles that ATD views
as key to institutional transformation, which also serve as the sections for your Principles
Assessment Survey. Should you have any comments, questions, or reflections after reviewing
our feedback, we encourage you to discuss these observations with your coaches or with ATD
staff. This feedback is offered in support of your institution in its efforts to achieve the student
success and equity goals identified by your team.
Page 17 of 19
Reflections on the Five Achieving the Dream Principles
Committed Leadership

Strength 1

Strength 2 (Optional)

Challenge 1

Challenge 2 (Optional)

Next Step 1

Next Step 2 (Optional)
Use of Evidence to Improve Policies, Programs, and Services

Strength 1

Strength 2 (Optional)

Challenge 1

Challenge 2 (Optional)

Next Step 1

Next Step 2 (Optional)
Broad Engagement

Strength 1

Strength 2 (Optional)

Challenge 1

Challenge 2 (Optional)

Next Step 1

Next Step 2 (Optional)
Systemic Institutional Improvement

Strength 1

Strength 2 (Optional)

Challenge 1

Challenge 2 (Optional)

Next Step 1

Next Step 2 (Optional)
Equity

Strength 1
Page 18 of 19

Strength 2 (Optional)

Challenge 1

Challenge 2 (Optional)

Next Step 1

Next Step 2 (Optional)
Final Thoughts
Additional Comments (Optional): Enter additional comments here
ATD is continuously building upon the institutional change lessons learned from our network
over the last ten years and, as a result, we have recently released the next iteration of our
institutional change framework. This framework identifies seven core capacity areas essential to
growing colleges’ abilities to impact student outcomes through systemic and sustainable
practices. In the fall, ATD plans to release a new suite of tools and other resources to undergird
colleges’ implementation of and maturation in the core capacity areas. We urge you to make
the most of the new framework and resources as you take your student success work to the
next level.
We appreciate the hard work, time, and resources that your institution devotes to your
Achieving the Dream efforts. We encourage you to discuss the feedback in this letter with your
Leadership Coach and Data Coach, who are ready to support and guide you moving forward.
It may assist you in shaping the direction of your ongoing student success efforts. We look
forward to working with you in the coming year and welcome your questions and comments
along the way.
Sincerely,
Cindy Lenhart
Vice President for Community College Relations
Achieving the Dream, Inc.
Page 19 of 19