1. Resource Allocation and Closing the Assessment Loop
January 10, 2017

2. Today Accreditation Requirements
Identifying Activities to Improve SLOs as Part of the Program Review Process
Considering Funding Sources
Local Examples
Closing the Loop
Discussion

3. Why Use SLO Data to Drive Resource Allocation?
Why is it important to reassess to determine the impact of resource allocations?

4. Recommendation # 4
“. . . The team recommends the college fully integrate the assessment of course and program SLOs into the program review process, including analysis and dialog of the results at the department/program level. . . “

5. Recommendation #4 (con’t.)
“ The team also recommends the college systematically assess the effective use of financial resources and the impact of program changes as a result of implemented program review recommendations.“

6. Complete Cycle Takes over One Year
Assess
Discuss and Publicize Results
Analyze and Dialogue
Reassess to Evaluate Impact of Interventions
Implement Changes for Improvement

7. Use SLO Data to Determine Program Goals
Is there one CSLO or PSLO that students are having the most difficulty achieving?
What do disaggregated SLO data reveal? Is one specific subgroup disproportionately impacted?
What type of activity could be applied to bolster the outcome?
What resources would be desired to do so?

8. Possible Actions to Improve Outcomes
Tutoring
SIs
Embedded Student Equity Workers
Professional Development
Retreats with Adjuncts
Technology
Software
Curricular Redesign
Course Scheduling
Faculty-Led Workshops
Student Activities/Field Trips
Open Educational Resources

9. Consider Existing Funding Sources
Very little of the general fund is not already spoken for annually
Are there relevant resources/activities in our Equity Plan, 3SP Plan, Basic Skills Plan, our Strong Workforce Funding Application, or existing grant that could be applied to your program?

11. Note the Alignment in Your Goal Form

12. Capture the Relationship between the SLO Data and the Goal
In the Program Review Form (IIA-II2c)
On the Goal Form (IIA-IIC)

13. Build a Plan to Measure the Effectiveness of the Activity

14. New Budget Allocation Rubric
Use Section II of APR form to show link between SLO data and program goal

15. New Budget Allocation Rubric
Aim for a score of 13!

16. TC Examples Redesigned ENGL 1500 based on PSLO Data
Embedded Student Equity Workers in English Courses
Increased Academic Support for Writing in Psychology AA-T

17. ENGL 1500 Redesign
2014 PSLO Data showed that research skills were deficient compared to other outcomes.
INCO 1548 had been pre/corequisite
ENGL 1500 overhauled to include for more development of research SLO and remove co-requisite
Assessment is Ongoing

18. Embedded Student Equity Workers in English
2015 disaggregated PSLO data revealed that Hispanic females were disproportionately impacted and had more difficulty exhibiting the SLO “Apply cultural/historical context to the reading of literary texts.”
Student Equity Workers embedded in English classes, beginning in spring of 2016
Time to reassess to evaluate impact

19. Psychology AA-T
SLO data used as basis of 2015 goal: “Increased academic support for writing.”
Proposed Activities in 2015 APR:
Writing:
Professional development for full-time and part-time instructors of lower-level Psychology program courses in teaching writing.
Professional development for full-time and part-time instructors of Psychology (or any Social Science division) program courses in teaching APA Style.
Workshops for students on APA Style.
Tutoring and proofreading that is easily accessible for students in Psychology program courses.
This may be in the Writing and Language Lab or not.
Behavioral Statistics:
Workshops for students on using calculators and Excel.
Tutoring that is easily accessible for students in PSYC 2200 courses.
This may be in the Math Lab or not.
Supplemental Instructors Assistants who understand behavioral statistics, the SI model, and how to reach students.

20. Psychology AA-T Resources requested in 2015 APR Goal Form:
• Professional development for faculty (full-time and part-time)
• Professional development for tutors, SI assistants, and employees in the math and English labs
• Improved funding and quality of Learning Resource Center academic supports
• Student workshops
How did it go?

21. Closing the Loop

22. Closing the Loop
Activities to improve outcomes require implementation and monitoring
Update the status of the prior year’s goals in the subsequent APR
Measure as you planned to in the goal form
It is alright to fail
Use results to inform next steps

23. Discussion