The 2014 Pathways to Progress Institute
Texas Success Initiative
Institute Action Plan
Part I: Texas Success Initiative Data
PART I A: TO BE REVIEWED AND PARTIALLY COMPLETED PRIOR TO THE INSTITUTE
PART I B: TO BE REVIEWED AND AUGMENTED DURING ACTION PLANNING SESSION #1
(Monday, September 22, 2014, 10:45 a.m. – 12:45 p.m.)
Part 1 A. Pre-Institute TSIA Data Review (Refer to Homework 2):
1. Students Assessed at Levels 1-2
It is recommended that students testing in the Level 1-2 range in ALL THREE areas should be referred to Adult Education and Literacy Programs (formerly
known as Adult Basic Education (ABE)). Given the results shown in your data, A) How will referring these students impact your IHE’s enrollments, and B) Are
there appropriate local resources to serve this population?
A)
B)
2. Students Assessed at Levels 3-4
Students scoring on the ABE diagnostic in the Level 3-4 range demonstrate proficiencies below secondary school levels. Using background questions from the
TSIA, what are some characteristics of students testing at this level?
3. Students Assessed at Levels 5-6 (Indicating student is classified as Developmental Education)
Note: This item was excluded from TSIA Data Review – Homework 2. An addendum asking for this information is found at
http://www.tacc.org/pages/texas-success-center/news-and-convenings/texas-success-center-convenings/institute-homework-downloads
4. Students Assessed at College-Ready (CR) and DE in Spring 2013
Compare Spring 2013 CR levels to Spring 2014 CR levels. A) Did the number and/or percent of students testing college ready change? What does this
comparison reveal? B) If you have seen data for Fall 2014 test-takers, how do they compare to Spring 2014 test-takers or Fall test-takers from previous years?
What does this comparison reveal?
A)
B)
*Students scoring on the ABE diagnostic in the Level 5-6 range (equivalent to secondary school levels) should be referred to DE coursework and interventions.
Part I B: TSIA Data
Learning Outcomes:
Upon successful completion of this session, participants will:
1. Identify and understand how and where to obtain TSIA data, including ABE results and responses to TSIA background questions.
2. Review and complete TSIA data homework and questions, including classifications of CR/DE/ABE students (by subject area).
3. Review and understand Coordinating Board Management (CBM) institutional DE Pipeline data.
4. Identify and list gaps between TSIA data (i.e., DE/ABE classifications) and courses/interventions, including non-traditional, based on DE Course Inventory
Session 1
Review Steps
DE Pipeline
Data
Review Success
Points Data
DE Statewide
Plan – Vision
Statement
TSIA Testing
Process
&
Understanding
Your TSIA Data
DE Course
Inventory
Guiding Questions
1) Why are we so entrenched in DE reform and change?
Response(s)
2) How is your IHE faring?
3) What are your goals in 3 years? 5 years?
4) How will you get there?
5) What is your IHE’s plan to meet the statewide vision for
serving underprepared students by 2017?
6) What have you learned about your incoming, non-exempt
student population in terms of CR/DE/ABE distributions?
7) What % of students tested 5 or 6 on the ABE Diagnostic?
Were you classifying this group as DE or ABE? How will
you classify?
8) What % of students tested 1 or2 in all three areas? Are
you/will you refer these students?
9) Estimate of number and % of students without HS
completions? (TSIA background question #2)
10) How many DE courses in each subject area (math,
reading, writing, IRW) and by semester are nontraditional?
11) How do you utilize holistic factors when determining
placement for students in traditional and non-traditional
courses?
12) Has your IHE defined “bubble-range”? How?
13) What percentage of students could be placed in nontraditional?
Institution Name:
Pathways to Progress Institute 2014 – Institute Action Plan
Page 2 of 10
Part II: Non-Traditional Interventions Strategies
TO BE COMPLETED DURING ACTION PLANNING SESSION #2
(Monday, September 22, 2014, 3:00 p.m. – 5:00 p.m.)
Learning Outcomes:
Upon successful completion of this session, participants will:
1. Understand non-traditional models, including non-course competency based options.
2. Explain institutional gaps in courses/interventions (from Session 1).
3. Identify common and uncommon characteristics of various interventions or processes.
4. Determine if/how various interventions/processes address your institution’s population and capacity.
5. Determine which Panel interventions/processes may address gaps identified at your institution.
6. Identify and list potential challenges in current intake processes for non-traditional interventions.
Session 2
Review Steps
Understand NonTraditional Models
 IRW
 Modular/Emporium
 Mainstreaming
NCBOs
Questions to consider during panel session:
1) What are characteristics of non-traditional interventions and
who might be best served for each?
2) What are some common and uncommon characteristics of
various interventions or processes?
3) How do various interventions/processes address your
institution’s population and capacity?
4) Which panel interventions/processes may address gaps
identified at your institution?
5) What are your challenges in current intake processes for nontraditional interventions?
6) What are your challenges in your holistic advising process?
What are potential solutions for challenges identified?
Response(s)
Identify one new non-traditional intervention or enhancement to an existing non-traditional intervention learned from this session that you would
consider implementing in your college. Factors to consider include professional development, faculty buy-in, institutional policies, data review and
analysis, and funding.
Institution Name:
Pathways to Progress Institute 2014 – Institute Action Plan
Page 3 of 10
Part III: Intake/Advising Strategies
PART III A: TO BE COMPLETED PRIOR TO THE INSTITUTE
PART III B: TO BE COMPLETED DURING COLLEGE TEAM STRATEGY SESSION #3
(Tuesday, September 23, 2014, 10:00 a.m. – 12:00 p.m.)
Part 3 A. Intake/Advising Strategies
1. Review and understand your institution’s current intake process, including orientation/pre-assessment activity (PAA). (No documentation necessary)
2. Review and understand your institution’s current advising process, including holistic advising protocols. (No documentation necessary)
Part 3 B. Intake/Advising Strategies
Learning Outcomes:
Upon successful completion of this session, participants will:
1. Review and understand current intake process, including orientation/pre-assessment activity (PAA).
2. Review and understand current advising process, including holistic advising protocols.
3. Identify one focus area to address institutional gap (homework from previous session).
4. Identify ways to enhance PAA/orientation.
5. Identify ways to use the diagnostic profile.
6. Identify ways to use TSIA background questions.
7. Identify ways to capture and use additional factors.
Session 3
Review Steps
Review you institutions intake
and advising process
Questions to consider during panel session:
1) Given all the developmental education reform, TSI
changes, Achieving the Dream initiatives, New
Mathways Project implementation, Texas Completes
participation, how are intake, assessment, and
advising changing at your institution?
2) Based on the non-traditional intervention identified,
what factors exist in current institutional intake and
advising policies and practices that support or
challenge implementation of the intervention?
3) How can your institution use the TSIA PreAssessment Activity, TSIA diagnostic profile, TSIA
background questions, holistic advising, and/or
orientation to align student’s academic abilities and
Institution Name:
Pathways to Progress Institute 2014 – Institute Action Plan
Response(s)
Page 4 of 10
goals with instructional options and student support
services?
4) What additional factors can be used to enhance your
holistic advising?
5) What challenges are similar to those at your
institution?
6) How can potential solutions work at your
institution?
Identify one new intake and holistic advising strategy or enhancement to an existing strategy learned from this session that you would consider
implementing in your college. Factors to consider include professional development, faculty buy-in, institutional policies, data review and analysis, and
funding.
Institution Name:
Pathways to Progress Institute 2014 – Institute Action Plan
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Part IV: Action Plan and Next Steps
TO BE COMPLETING DURING COLLEGE TEAM STRATEGY SESSION #4
(Tuesday, September 23, 2014, 2:30 p.m. – 3:45 p.m.)
Learning Outcomes:
Upon successful completion of this session, participants will:
1. Complete a draft Action Plan.
2. Understand follow-up and next steps.
List one focus/intervention your college
may take to address your plan.
What Student Success Point Measure(s)
will potentially be impacted through this
focus? (See SSDR measures)
Activities
/ Tasks
Based on these measures, what are the
metrics you will use to determine
progress to your goal?
What tasks are required to accomplish
your goal(s)?
Responsible
Person(s)
Metrics
Student
Success
Points
Intervention
From Session 1 : What is your IHE’s plan to meet the statewide vision for serving underprepared students by 2017?
(Insert response from Session 1, Part I B, #5):
Response:
Who will be assigned leadership
responsibility?
Institution Name:
Pathways to Progress Institute 2014 – Institute Action Plan
Page 6 of 10
Timeline
Resources
Potential
Issues /
Concerns
Communication
Plan
Outline implementation, evaluation, and
benchmark dates.
What resources will you need to achieve
implementation? (Data, Tools, IT/Web,
Personnel)
What are your anticipated challenges &
potential solutions?
What is your communication strategy for
initiating, planning, executing,
controlling, and closing the project?
From Session 2: What is one new non-traditional intervention or enhancement to existing non-traditional intervention that your college should implement?
Student
Success
Points
Intervention
Response:
List one focus/intervention your college
may take to address your plan.
What Student Success Point Measure(s)
will potentially be impacted through this
focus? (See SSDR measures)
Institution Name:
Pathways to Progress Institute 2014 – Institute Action Plan
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Metrics
Activities
/ Tasks
Who will be assigned leadership
responsibility?
Communication
Plan
Potential
Issues /
Concerns
Resources
Timeline
What tasks are required to accomplish
your goal(s)?
Responsible
Person(s)
Based on these measures, what are the
metrics you will use to determine
progress to your goal?
Outline implementation, evaluation, and
benchmark dates.
What resources will you need to achieve
implementation? (Data, Tools, IT/Web,
Personnel)
What are your anticipated challenges &
potential solutions?
What is your communication strategy for
initiating, planning, executing,
controlling, and closing the project?
From Session 3: What is one new component or enhancement to both your college’s current intake and holistic advising process that your college should
implement?
Institution Name:
Pathways to Progress Institute 2014 – Institute Action Plan
Page 8 of 10
List one focus/intervention your college
may take to address your plan.
What Student Success Point Measure(s)
will potentially be impacted through this
focus? (See SSDR measures)
What tasks are required to accomplish
your goal(s)?
Who will be assigned leadership
responsibility?
Resources
Timeline
Activities
/ Tasks
Based on these measures, what are the
metrics you will use to determine
progress to your goal?
Responsible
Person(s)
Metrics
Student
Success
Points
Intervention
Response:
Outline implementation, evaluation, and
benchmark dates.
What resources will you need to achieve
implementation? (Data, Tools, IT/Web,
Personnel)
Institution Name:
Pathways to Progress Institute 2014 – Institute Action Plan
Page 9 of 10
Potential
Issues /
Concerns
Communication
Plan
What are your anticipated challenges &
potential solutions?
What is your communication strategy for
initiating, planning, executing,
controlling, and closing the project?
Texas Success Center Next Steps and Follow Up
The Texas Success Center plans to follow up with each TSI college’s Action Plan by taking the following steps:
Next
 Collect revised Action Plans from colleges by Friday, October 17, 2014.
Steps
 TSC will analyze focus/intervention strategies to determine common statewide issues and interventions, or other special concerns. This
information will be reported to the Texas Student Success Council (TSSC) on October 28, 2014 (http://www.edtx.org/postsecondary-accessand-success/postsecondary-success/texas-student-success-council).
 The reports will also be shared with Institute partners (Texas Higher Education Coordinating Board, Texas Completes, The University of Texas
at Austin Charles A. Dana Center, Achieving the Dream, and Texas Association of Community Colleges) for their own use. THECB, in particular,
has expressed interest in collaborating with the TSC to hold Institute follow-up professional development sessions related to the TSIA
throughout Texas.
 In addition to the analyzed data presented to the TSSC on October 28, 2014, the TSC will share each college’s individual focus and intervention
strategies with all college presidents during the October 29, 2014 TACC Quarterly meeting.
 TSC will use Institute evaluations and monitor follow-up activities for organization of a Pathway conference or Institute in Fall 2015.
Institution Name:
Pathways to Progress Institute 2014 – Institute Action Plan
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