Maximizing Student Success with the Stitch-In Report Tool

1. Stitch-In Report Tutorial • John West – Career Coach, Pueblo Community College • Jeremy Mares – Data Analyst, CHEO Team • Heather McKay – Chief Evaluator, Rutgers University

2. Introduction Rollout of the Stitch-in instrument - John Introduction to instrument training - Jeremy How this work fits in the overall evaluation - Heather

3. What is a “Stitch-In Report”? • An everyday, Excel-based tool for career coaches to easily track their students’ progress. • A time-saving way to document the progress of each participant and to build an accurate record. • An efficient means for collecting data for grant analysis. • Your new best friend.

4. Why use this tool? • Stitch-in refers to the important process by which each student is sewn into their CHEO program and given the best opportunity for success. • Like the quilt pictured here, each piece of the student experience is stitched together in a step-by-step process.

5. Benefits of this tool • A career coach’s tool; designed to create a useful student case file. • Provides a useful balance of superb coaching and efficient data collection. • Designed to evolve over time, ensuring that it meets the needs of our career coaching professionals.

6. Live Demonstration • Become familiar with how the tool works (handouts) • Learn necessary protocol needed for data collection • Gain time-saving tricks to increase productivity • Codebook resource tool provided for easy reference

7. Questions?

8. How do I get started? • Where is this student data coming from? • Institutional Research is your friend for directory information. • Create a listserv/BCC Distribution List. • Begin filling in the appropriate fields as you work with your students.

9. Best Practices • Handy Tools: • Autofilter - “Shift + CTRL + L” • Edit a Cell- F2/Double Left Click • Collapsible/Sizeable columns • Save As – keep the original safe and only work in the original • Print the Codebook, display it somewhere for easy reference

10. Guidelines • Color Nomenclature • IR Supplied Sections • Yellow – Generic student identifiers • Red – Student identifiable (FERPA protected) • Coach Supplied Sections • Blue – Gained through your work • Green – Detailed narrative log • Delimiters – the way to separate “green” text; essential for data collection. • Please retrofit any previous data from previous semesters.

11. Guidelines [con’t] • Beware of FERPA. Use caution when sending those group e-mails. The Listserv/BCC option will help with this tremendously. • Each year has its own tab. • Submissions – Name the file YYYYMMDD Campus Stitch-In.xslx (i.e. 20130822 PCC Stitch-In.xslx • Each college will receive their own template at the end of the conference via e-mail.

12. Weekly Submissions • This is a non-evaluative process. • Helps coaches to stay current and back up their work. • Coaches only need to submit their stitch-in report “as –is” (minus red columns) on Fridays before you leave for the weekend. • This will also help close that feedback loop where you can voice your opinions as our work gets underway.

13. You’re not alone! • Call me, don’t be afraid to just call me. • Continual support will be provided throughout the life of the project. • Follow-up training will be scheduled. • Sounding boards – weekly submissions • Evaluate and refine – evolve as needed

14. Questions?

15. CHEO EvaluationRutgers University, School of Management and Labor Relations Heather McKay Director, Innovative Training and Workforce Development Research

16. Rutgers CWW and Evaluation • Conducted numerous evaluations and research projects in education, training and workforce throughout the US and abroad • Rutgers CWW has worked in Colorado since 2008 • Conducted three research projects in Colorado to date: online learning project, sectors project evaluation, TAACCCT Round 1

17. Rutgers Team • Heather McKay • Suzanne Michael • Debbie Borie-Holtz • Sara Haviland • Laura Barrett • Renee Edwards • Joseph Rua

18. Why Evaluate? • Federal grant and an evaluation is required • Understand the type and degree of impact of TAA on program development, academic success and employment • Identify best strategies/practices • Collect observations, insights and lessons learned to inform, refine and/or develop more effective programs/services to meet existent and emergent needs of students, colleges and industries • Identify issues/needs that can inform academic practice and public policy • Provide feedback to colleges throughout the lifetime of the grant so that changes can be made mid-course • Share information between the colleges • Tell Rutgers what you need from this evaluation

19. \ COETC EVALUATION QUALITATIVE AND QUANTITATIVE ANALYSES

20. DATA PROCESS: INDIVIDUAL QUANTITATIVE DATA

21. Contact Information and Questions Heather McKay hmckay@work.rutgers.edu 609-850-9424