tutorial john west – career coach, pueblo community college jeremy mares – data analyst, cheo...

Stitch-In ReportTutoria

l

• John West – Career Coach, Pueblo Community College

• Jeremy Mares – Data Analyst, CHEO Team• Heather McKay – Chief Evaluator, Rutgers

University

Introduction• Rollout of the Stitch-in instrument - John

• Introduction to instrument training - Jeremy• How this work fits in the overall evaluation -

Heather

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.

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.

Benefits of this toolA 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.

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

Questions?

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.

Best PracticesHandy 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

GuidelinesColor 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.

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.

Weekly SubmissionsThis 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.

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

Questions?

CHEO EvaluationRutgers University,

School of Management and Labor Relations

Heather McKayDirector, Innovative Training and Workforce

Development Research

Rutgers CWW and EvaluationConducted 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

Rutgers TeamHeather McKaySuzanne MichaelDebbie Borie-HoltzSara HavilandLaura BarrettRenee EdwardsJoseph Rua

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

• Attending group Sessions/calls

• Career Coach Sessions

• College Site Visits• NANSLO Meetings

•College Administrators

•Grant Personnel – CC •Partner Employers •State-level Stakeholders

•Faculty•Students•NANSLO partners

•Historical and Current Academic & Student Profile Data from College Data Sources

•UI Data

•Career Coach data •Pre & Post Course Surveys

•Interviews•Focus Groups

Individual Student Data

Comparative Cohorts

ObservationsInterviews & Focus Groups

\

COETC EVALUATION QUALITATIVE AND QUANTITATIVE ANALYSES

DATA PROCESS: INDIVIDUAL QUANTITATIVE DATA

Student Variables

Banner/or state

equivalent

Career Coach

reporting

Wage Data

Possible workforc

e data

Data Sources Cross-walked

Data Reported Individual & Group Level(Individual Level Data: Identifiers Removed)

Contact Information and Questions

Heather McKay hmckay@work.rutgers.edu

609-850-9424