{"id":481,"date":"2015-02-27T11:16:28","date_gmt":"2015-02-27T11:16:28","guid":{"rendered":"http:\/\/ct-test-wp.taftcollege.edu\/govcouncil\/?p=481"},"modified":"2015-02-27T11:16:28","modified_gmt":"2015-02-27T11:16:28","slug":"february-27-2015-retreat-notes","status":"publish","type":"post","link":"http:\/\/committees.taftcollege.edu\/govcouncil\/february-27-2015-retreat-notes\/","title":{"rendered":"February 27, 2015 Retreat Notes"},"content":{"rendered":"

FEBRUARY 27, 2015<\/strong><\/p>\n

GOVERNANCE COUNCIL RETREAT NOTES:\u00a0\u00a0 <\/strong><\/p>\n

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Guest Speaker:\u00a0 Dr. Brad Phillips, President\/CEO of the Institute of Evidence-Based Change<\/strong><\/p>\n

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Dena Maloney, Superintendent\/President, welcomed and thanked everyone for attending the Governance Retreat.\u00a0 Last year, the GC focused on \u201cStudent Success\u201d and what we are currently doing and what we could do to assist with student success.\u00a0\u00a0 This year, the District would like to focus on tools and how to use data to evaluate if strategies are working.<\/p>\n

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Tony Thompson expressed his gratitude for Dr. Phillips being able to speak at the GC conference and share his knowledge with Taft College and the GC members.<\/p>\n

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Dr. Phillips stated he had 25 years of experience with community colleges<\/p>\n

Dr. Brad C. Phillips, president\/chief executive officer of the Institute for Evidence-Based Change (IEBC) and has 25 years of experience with community colleges.\u00a0 He leads the organization\u2019s focus on improving educational practice and outcomes in schools, colleges and universities, including its facilitation of Tuning USA. Dr. Phillips has pioneered the collaborative collection and sharing of data across educational segments; the effective use of meaningful data; and its connection to faculty use and institutional change.\u00a0 Dr. Phillips is also the founder of both the California Partnership for Achieving Student Success (Cal-PASS) and IEBC.<\/p>\n

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Today\u2019s topic is \u201cData Use\u201d.<\/em><\/strong> Improving student success begins with using data to understand which teaching, learning and support strategies work well and which do not, and identifying changes that will lead to better results.<\/p>\n

 <\/p>\n

Dr. Phillips began his discussion with the \u201cRules of the Road\u201d:<\/p>\n

    \n
  1. Have Fun!<\/li>\n
  2. Vegas Rule- be honest\/open<\/li>\n
  3. Everyone needs to participate and ask questions<\/li>\n<\/ol>\n

    The group was then asked to turn to their neighbor and ask them what brought them to the education field.\u00a0 Volunteers were asked to share the information with the group.\u00a0 This activity allowed individuals to feel connected, also known as effective priming<\/em><\/strong>.\u00a0 The use of data allows you to engage in a conversation and helps get you thinking.<\/p>\n

    Today\u2019s Learning Objectives:<\/strong><\/p>\n

      \n
    1. Understand good data use principles<\/li>\n
    2. Determine what data is useful<\/li>\n
    3. Work as a team to identify the information required for effective decision-making<\/li>\n
    4. Learn to develop a plan to get data<\/li>\n<\/ol>\n

      Dr. Phillips stated great organizations are built around great data.\u00a0 Data allows organizations understand their needs.\u00a0 Data is used to address needs, allocate resources, and tweak areas to get a great impact.<\/p>\n

      Increasing Data Use:<\/strong><\/p>\n

        \n
      1. Psychology<\/li>\n
      2. Neuroscience<\/li>\n
      3. Behavioral Economic<\/li>\n<\/ol>\n

         <\/p>\n

        It takes a combination of each of these tools to increasing data use among individuals and a group.\u00a0 It may even require you to change organizational habits in how you present and use data.\u00a0 Presentation of data is important to capture your audience attention and make them feel connected to the data being presented.\u00a0 If the data being presented is negative or bad, then your audience may feel like they are being attacked, they may feel you are indicating they are not doing their job, and make them feel the data is incorrect or wrong.\u00a0 This is also known as the \u201cfight or flight\u201d<\/em><\/strong> response.\u00a0 The date can put your audience in shock or denial.<\/p>\n

        Cautionary Tale of Data Use:<\/u><\/strong>\u00a0 The reception and acceptance of data can be similar to the \u201cstages of grieving\u201d.\u00a0 The presentation of data can lead to shock\/denial \u2192 anger \u2192 depression \u2192 dialogue\/bargaining \u2192 acceptance.\u00a0 Keeping this in mind, it is important to present the positive data first.<\/p>\n

        Traditional Assumptions:<\/strong><\/p>\n

          \n
        • people are eager to discuss student performance (the reality is they are not eager to discuss)<\/li>\n
        • There will usually be disagreement about the extent of a problem<\/li>\n
        • We know how to fix the problem<\/li>\n
        • Organizations can change practices and policies (it\u2019s not as simple)<\/li>\n
        • Staff are willing and eager to make improvements or changes (It\u2019s human nature to keep things the same)<\/li>\n
        • We have control over our students (you really do not have control of your students)<\/li>\n
        • You can control your data (data can be manipulated)<\/li>\n<\/ul>\n

          Model of Data:<\/strong><\/p>\n

            \n
          • Data needs to be useful, clear, and on-time<\/li>\n
          • You must first determine what you are going to do with the data before asking for the data<\/li>\n
          • The best comparison group is what has happened \u201chistorically\u201d<\/li>\n
          • Presentation of data makes a difference such as using a theme, picture, or being entertaining (i.e. Hans Rosling<\/em><\/strong>, a presenter, uses cool data tools and graphics to present data)<\/li>\n
          • Progression is key. You need to start and carry through; make a decision.<\/li>\n
          • How we title the data or charts is important; titles can be negative or misleading.<\/li>\n
          • Make a connection with the data (i.e. Center for Student Engagement (CSE) presents impactful data with pictures, using face of people and blocking them out as the numbers decrease.<\/li>\n
          • Make data available and display for everyone to view; the data needs to be talked about not hidden<\/li>\n<\/ul>\n

            How to Review Data:<\/strong><\/p>\n

              \n
            1. Is this information accurate? First, data has to be bullet-proof.<\/li>\n
            2. What jumps at you and why? What are the themes?<\/li>\n
            3. Is there comparison data or historical data?<\/li>\n
            4. Does this information challenge current assumptions at this population?<\/li>\n
            5. What might be contributing or detracting from success? And think of the \u201cwhys\u201d.<\/li>\n
            6. Is it the right data to make a decision? Is this the data we need?\n
                \n
              1. What is the most important information?<\/li>\n
              2. What is missing?<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n

                 <\/p>\n

                 <\/p>\n

                Road Blocks:<\/strong><\/p>\n