Measuring Student Success Can we work together to improve our performance? 58 colleges think we can Program Focus 3 Facilitate institutional improvements and boost student success through the sharing of best practices Help colleges identify institutional strengths and opportunities Assist in the development of strategies and tools Utilize and help colleges better understand performance measure data Ensure program is college-driven, ongoing, voluntary, and open to all colleges Hope Opportunity Jobs Coordinate collaborative relationships To share in Each Others Success! Program Focus continued Components 5 Performance Partnership Summit Peer Mentoring Action Plans Summit 6 One-day showcase of best practices and forums associated with performance improvement related to performance measures and other topics associated with student success Inclusive of all colleges and held annually during the summer Mark Your Calendars 2015 Performance Partnership Summit Tuesday, July 28 Embassy Suites, Cary Peer Mentoring 7 Collaborations to facilitate institutional improvements and increased success rates for our students across the state Mentees choose a willing Mentor Mentors Share best practices/strategies Campus visits or other interactions Collaboratively develop an action plan for improvement Measures being discussed today: Measure G: Licensure and Certification Passing Rate 8 Mentor Colleges for Measure G: Beaufort County CCCrystal AngeVice President of Cleveland CCDr. John LattimoreDean, Business & Allied College of the AlbemarleRobin Harris Dean of Health Sciences and Wellness Forsyth Tech CCDr. Bonnie PopeDean, Health Gaston CCDennis McElhoe Vice President, Economic and Work Force Halifax CCDr. Adrian Leche Dean of Institutional Effectiveness, Planning & Robeson CC Sheila Regan and William Locklear AVP for University Transfer and Health Sciences, and AVP for Public Health and Applied Technology Programs Stanly CCRobin McCree Exec Vice President of Educational High Performance on Specific Licensure Exams: BLET Blue Ridge, Central Carolina, Cleveland, COA, Davidson Cty, McDowell, Robeson, Surry, Wayne, Western Piedmont Dental Hygiene Catawba Valley, CPCC, coastal Carolina, Forsyth, Wayne Massage & Body Work Cape Fear, Gaston, Pitt, Tri-County, Wake Tech Nuclear Med Tech Pitt Radiation Therapy Forsyth Radiography AB Tech, Cape Fear, Fayetteville Tech, Pitt, Rowan-Cabarrus, Southwestern, Stanly, Wake Tech Real Estate Sales CPCC, Wilkes Cosmetology Apprentice Blue Ridge, Cape Fear, COA, Isothermal, Lenoir, Stanly Cosmetology AB Tech, Catawba Valley, Coastal Carolina, Davidson County, Fayetteville Tec, Mitchell, Southwestern, Stanly Esthetician Cape Fear, Fayetteville Tech, McDowell Tech Detention Central Carolina, Coastal Carolina, Craven, Gaston, Halifax, Lenoir, Mayland, Nash, Sandhills, Surry, Vance- Granville, Western Piedmont, Wilkes EMT Cape Fear, CPCC, Coastal Carolina, Davidson Cty, Durham Tech, Halifax, Southwestern, Wake Tech, Western Piedmont EMT-I Cape Fear, Davidson Cty, Durham Tech EMT-P Cape Fear, Coastal Carolina, Durham Tech, Gaston, McDowell Tech, South Piedmont, Surry, Wake Tech Physical Therapist Assistant Caldwell Tech, Guilford Tech, Nash Practical Nursing Brunswick, Cape Fear, Cleveland, Coastal Carolina, COA, Craven, Durham Tech, Edgecombe, Forsyth, Gaston, Mayland, Rowan-Cabarrus, Sampson, Southeastern, Wayne, Wilson Registered Nursing Beaufort Cty, Caldwell, Cape Fear, Carteret, Catawba Valley, Central Carolina, Forsyth Tech, Gaston, Mitchell, Randolph, Robeson, Sampson, Wilkes Vet Med Tech AB Tech, Central Carolina, Gaston How to find a potential Mentor for a specific Exam:Scroll to back of report for detailed info on all exams for all colleges (Tables G1-G6) Notes from the Performance Partnership Summit What are some common themes and best practices? 12 Wake Tech Success Tips: Faculty are up-to-date on content of national examinations Capstone courses utilize mock registry/licensure/certification exams Post clinical conferences are scheduled to review prior material is reviewed Post conferences are utilized to allow students to brainstorm and ask questions without any punitive action Utilization of individual advising for prior test review, clinical remediation, and referral for tutoring, counseling on study skills, etc. Heavy use of student support services Heavy utilization of skills labs for remediation Smaller lab groups to allow for more instructor face time Separate time for lab and lecture Early alerts for students who are struggling prior to mid semester our thanks to Molly Curry and colleagues Forsyth Tech Top 10 Success Tips...Nursing: TEAS testing in 2006 for both RN and LPN candidates. The TEAS tests counts for 50% of criteria for admission ( the cut score is ). The other 50% are the grades made on the related courses for the AD N or PN programs. These 2 scores are added together to get a composite score and the applicant pool is ranked using this data. NCLEX test data ( from NSBN) which is analyzed by the program faculty and then the curriculum is mapped to identify any gaps or areas that need more remediation. Curriculum is assessed and evaluated by curriculum committee ( meets monthly) and discussed at faculty meetings for feedback. Close attention is paid to evaluation criteria, such as weighting of unit tests, final exams and other evaluative methods to avoid inflation of grades. Tests are collaborative in nature, from development of questions to assessment of results post testing to identify areas of concern. Collaborative posttest de-briefing is done with students in both programs. Students are assigned to groups to discuss questions and answers to test questions. ATI end of course testing to identify individual student areas of strengths or opportunities. Faculty follow up with students who have areas of concerns. Incentive is given for non-proctored attempts at tests ( giving experience with NCLEX type of questions and for reinforcement of learning concepts). ATI Comprehensive given at beginning of capstone nursing course ( NUR 213) with feedback as to predictor of passing NCLEX, and structured remediation with students. ATI Comprehensive given again at 6 weeks from completion with same feedback/remediation. Prep U: computer adaptive testing that provides rationales for answers and identifies common knowledge gaps for faculty/students. Integrated in both nursing programs. Faculty referral to Health Technology Retention Manager after 2 nd failed test. Students can self- refer to Retention Manager at any time. Retention Manager provided feedback to faculty concerning interventions suggested with follow up. Software available that assists with test taking techniques, managing test anxiety, as well as time management skills, Irlen screening. Mentoring of new faculty in effective teaching methodologies. Forsyth Tech Top 10 Success Tips...Dental Mentoring of new faculty in effective teaching methodologies Summer boot camps: gives students insight into what they can expect and provides an early and important connection to the dental faculty. Open labs where faculty are available for remediation. Mock exam reviews facilitated by faculty Exam questions are patterned after testing done for licensure and include critical thinking case scenarios. Faculty referral to Retention Manager after every test of D. Instrumentation skills practice: students have access to models they take home to practice skills. Blackboard enhanced class with extra reading, power points discussion boards to prep for class or lab. Faculty meetings where issues with gaps in knowledge base are discussed and interventions are collaboratively identified and implemented. Integrating gaming into classes to encourage interactive learning and enhance critical thinking skills. our thanks to Bonnie Pope and colleagues Gaston College Health & Human Services Strategies For All Programs: Great administrative support. Enough faculty to handle the load of contact and student. Faculty work daily to increase rigor and stay up to date on topics. Utilization of enough part time clinical instructors to enhance learning in the clinical area. Partnerships with local hospitals and community agencies. Nursing Programs: (ADN, LPN-RN, PN) There is an in-depth test review for all course tests and exams immediately following each test with rationale given for correct as well as incorrect answers. Gaston College follows a concept-based curriculum which was a part of a curriculum based improvement project across the state of NC about 3 years ago. All nursing programs use ATI testing throughout the entire program. Students must achieve a level 2 or 3 (scale 1-3) on each proctored online ATI test. There is one free retake for each test. A fee is charged for each additional retesting. If students cannot score a 2 or 3, they are not allowed to participate in the required clinical facility experiences until they can score a 2 or 3. All students have the ATI textbooks that follow our curriculum. If students can score a 2 or 3 on the ATI review test, research shows students will be successful on NCLEX. Rigor increases in each class as student progress using Blooms Taxonomy so the last semester is focused on application and analysis testing. Two weeks prior to graduation, ATI representative comes to our campus and does a focused NCLEX review based on ATI testing data specific for Gaston College students. Medical Assisting & Phlebotomy: There is a strong testing policy for all core classes; all students must score an 80 or higher and retest until they can score an 80. An educational software, Prep U for Medical Assisting, is available for all students in the Medical Assisting program. This software provides practice quizzes for all curriculum content. As the student successfully completes each quiz, they will advance to the next level of testing. This software is available for all semesters in the program. Gaston College Success Strategies Detention Officer Certification Both Gaston and Lincoln County Sheriffs Offices carefully select the most qualified applicants to attend the school. This includes mandating their applicants to demonstrate a minimum of an 8 th grade reading level before being hired. The DOCC School Director holds a thorough review prior to the student taking the state exam. All DOCC instructors hired by Gaston College are required to be certified through the Criminal Justice Education and Training Standards Commission as a General Instructor, in addition to being required to hold DOCC Instructor Certification through the Sheriffs Education and Training Standards Commission. Most of our DOCC instructors have an average of 10 years service and are considered subject matter experts in the topics they teach EMT-Paramedic EMS Education has experienced faculty who focus on pathophysiology and critical thinking. Paramedic Program incorporates EMS education standards (state and national), early alerts, student tracking, and assessment of student progression. Faculty give each student individual attention to be successful and teach beyond knowledge while focusing preparing students to successfully transition into the workplace as paramedics. Use of educational tools to measure success including educational gaming, EMS testing including cut scores, attendance and tracking, as well as technology for student learning. our thanks to Don Ammons and colleagues More Success Strategies from Across the State: Coastal Carolina CC Dewey Lewis, Chief Academic Officer Cape Fear CC: Jason Chaffin, Director of Assessment and Quality Enhancement Regina McBarron, Chair of Health Sciences A Success Story from CCCC CCCC: Identify your marginal students CCCC: Our path to success Use state exam results to zero in on topics with high failure rates Re-write tests to accurately reflect topical objectives Focus test questions on hypotheticals that force students to apply their knowledge Provide additional tests, remediation tests and practice tests Get students into the mindset of paying attention to detail Test Review Add test prep resources Add instructor availability near state exam time (Exam review, open 6am to 10pm for week before, instructor always available) Use practice tests to locate weaknesses and then remediate that specific subject matter for that student CCCC: The 3 Components for Facilitating Learning 1.Knowledge/Education 2.Life/Professional Experience 3.Heart Robert Powell, BLET Director, CCCC, What have you done on your campus to improve student success as it relates to this measure? What has been the impact? Whats working? What isnt working? 23 What follow-up questions do you have for those who have discussed their efforts? 24 What strategies are you considering as you move forward? 25 What challenges have you faced at your college in attempts to implement new strategies? 26 What comments and feedback do you have on todays call? What would you like to discuss during the next conference call for this measure? 27 If youd like a copy of todays PowerPoint and notes, pleaserequest to: Dr. Linda Scuiletti, Central Carolina CC Next conference call discussion on this measure will be: Wednesday, April 1, pm-4:30pm 28 Other Questions? 29 Thank you For all you do to enhance student success! Performance Partnership Advisory Team Wesley Beddard, AVP, Programs, NCCCS Doris Carver, VP of Continuing Education, Piedmont CC Nancye Gaj, CCR Director of Program & Professional Development, NCCCS Deborah Grimes, Vice President of Academic and Student Services, Lenoir CC Deryl Davis Fulmer, Vice President of Academic Affairs/CAO, Halifax CC Mark Kinlaw, President, Rockingham CC Patricia Phillips, Associate Dean, Foundational Studies, Davidson County CC Bill Schneider, AVP for Research and Performance Management, NCCCS Linda Scuiletti (Chair), AVP, Student Learning & Strategic Planning, Central Carolina CC Kim Sepich, AVP, Student Services, NCCCS Kristie Sullivan, Dean of Planning and Research, Sandhills CC Kenny Weatherington, Quality Assurance Specialist/Public Safety Training, NCCCS Bob Witchger, Director of Career & Technical Education, NCCCS