AGENDA - MSU-GF by zhouwenjuan



CPBAC Meeting 
College Planning, Budget & Analysis Committee
December 3, 2010 
10 am – 12 pm 
      Approval of Minutes from 10.20.10 – Heather 

     I.     HR Update – Mary Kay  
     II.    IT Presentation – Ken (30 minutes) 
     III.   Sub Committee Updates 
            a. Analysis – Joe 
                  1. Presentations  
            b. Planning –Ken  
            c. Budget – Deby 
                  1. Due Date  


     I.     Achieving the Dream Proposal Submission – Joe  
                                                CPBAC Meeting 
                                    College Planning, Budget & Analysis Committee 
                                                 October 20, 2010 
    Voting Members Present:
    Judy Hay, Assistant Dean for Student Services              Ryan Schrenk, Extended Learning Division 
    Jeff Brown, Director, Business, Technology, and            Director 
    Trades                                                     Mary Kay Bonilla, Human Resources Director 
    Dr. Greg Paulauskis, Director, Health Sciences             Leonard Bates, Faculty Senate Chair 
    Mary Ellen Baukol, CFO                                     Dr. Heidi Pasek, Associate Dean/CAO 
    Dr. Bill Krieger, Director, Arts and Sciences               
    Kathy Meier, Professional Staff at‐large 
    Non‐voting Members Present:
    Joe Schaffer, Dean/CEO 
    Heather Palermo, Executive Assistant to the Dean 
    Deby Gunter, Budget Officer 
    Student Government President                               Dustin Ratliff, Classified Staff at‐large 
    Dena Wagner‐Fossen, Registrar                              Ken Wardinsky, Chief Technology Officer 
    Pam Parsons, Executive Director, College                   Laura Wight, Weaver Library Director 
    Relations and Advancement 
    Lorene Jaynes, Assistant to the Associate Dean/CAO 
   I. Approval of Minutes from 7.13.10 
          No changes were submitted, so the minutes were accepted as presented.  
   I. HR Update 
      Ms. Bonilla noted the new hires. Below are the new hires since the last meeting: 
       Leslie Olson, Dental Clinic Manager 
       Megann McDonald, Health Sciences Division Assistant 
       Lee Ann Myllymaki, Financial Aid Specialist 
       Greg Stivers, Academic Transfer/Advisor 
       Wendy Dove, Executive Director of Institutional Research and Planning 
      In addition, there are three positions open: Medical Transcription Program Director/Faculty, Cashier 
      and Records Management, and SET Faculty.  
      Dean Schaffer noted he was excited the Executive Director of Institutional Research and Planning has 
      been hired. Ms. Wendy Dove will start on January 3, 2011. 
    II. Inventory of Fees  
        Ms. Baukol noted a notice regarding fees will be sent out with spreadsheets to be completed by 
        January 15. Ms. Gunter asked everyone to review their current balances when the spreadsheet is sent 
        out. Some programs assess the fees to pre‐students, while others do not.  Program fees were created 
        to help even out the fees to the students. If there is a better way to do this, then it would be good to 
        explore other options. Mr. Brown noted there are dual students who do not pay the fees, while some 
        students do but never use the materials. It was suggested to start examining this now. Dr. Paulauskis 
        offered to help Mr. Brown with this, since the Health Sciences department has been doing this for a 
        The Commissioner's office will go through this with a fine tooth comb, so Dean Schaffer wants to be 
        sure to be educated on them. Last year, the Regents pulled out all new fees to examine closely. If there 
        is a big increase in fees, then the College needs to be able to explain them.  In some health programs, a 
        course fee is assessed for board exams. These are pass‐through fees and the Regents did not question 
       Mr. Shrenk asked about a proposed online fee. This needs to be brought to the students for their 
       opinions. How the fee will be used, the amount, and how it is assessed needs to be explained. The fees 
       range in price and are used in various ways ‐ staffing, support, new programs, etc. Mr. Schrenk will 
       make some recommendations, but ultimately it would be the decision of the CPBAC and Cabinet. The 
       general fund has been supporting this. Mr. Brown believes it makes sense to have this fee and to use it 
       toward the distance education program. Ms. Hay noted the students will want to see the fees used in 
       ways that help them. Dr. Paulauskis thinks the fee needs to be tied to anything online. The amount 
       generated would be significant for this campus. Dean Schaffer asked for this to be discussed in the 
       divisions and send any suggestions to Mr. Schrenk. A proposal could be brought forward in November.  
       Dean Schaffer believes tuition should not be raised. There are ways to look at the different tuitions 
       available to non‐resident students and how to use these to help the College. This is a conversation to 
       have when tuition is discussed in the future. Another thing to consider is Canadian students and 
       offering the WUE rate. Dental Hygiene is going to have two spots open to non‐residents. In addition, it 
       is important to consider having 'super' tuition for some programs. This should be based on demand 
       and cost.  
       Mr. Bates commented that the College is at the top of tuition costs according to the National 
       benchmarking report.  
    III. Sub Committee Updates 
            a. Analysis  
                 1. Community College Benchmark Project Report 
                      One of the projects the College joined last year is the National Benchmarking Project. 
                      This is run by Johnson Community College in Kansas. Only community colleges have 
                      participated in the project. The report will be used to provide benchmark data for the 
                      core indicators. Ms. Hay noted the project lists other surveys the College participates in. 
                      Ms. Gunter will be creating a dictionary of terms used in the project report.  
                      Dean Schaffer reviewed some of the findings from the report. For example, the College 
                      has more developmental course hours than peer institutions. How the data is used can 
                       be difficult to understand. Dean Schaffer asked CPBAC members to go through the 
                       report and ask any questions or suggest ideas for new core indicators.  
                  2.   Review Core Indicators 
                       Dean Schaffer asked if new core indicators should be added and if the current ones 
                       should be used. The Benchmarking project has some data that can be used to help with 
                       new core indicators.  
          b. Planning  
                1. Strategic Plan Update & Future Review 
                The process for next fiscal year will begin soon. Part of this cycle is to review how the 
                College is doing in terms of the strategic plan. Since, the strategic plan is a fluid document, 
                each year a document will be produced showing the College's performance. The 2009‐10 
                Performance Report Card was distributed. This was brought forward as a place to start the 
                discussion on updating the strategic priorities. Dean Schaffer asked members how to 
                proceed. Ms. Bonilla thought it would be good to get broad input. Mr. Brown suggested 
                having a discussion at academic senate and others agreed with this. It would be good to 
                have this type of cross section involvement. The strategic priorities should reflect what 
                divisions are spending time on. Dean Schaffer will do a presentation to the divisions/faculty 
                senate on how the College is doing and use this as a precursor to a discussion on strategic 
          c.   Budget  
               At this time, the College is about 30% through the year. The phone and computer maintenance 
               fees have been charged. Ms. Gunter suggested looking at individual accounts to make sure 
               expenses don't exceed the amount budgeted. Also, it was requested that areas move budget 
               dollars throughout the year to keep all sub‐accounts balanced. Ms. Gunter noted the process 
               for the next fiscal year will start earlier. The templates will be sent out in December.  
   I. Medical Assisting Equipment Request 
      Dr. Paulauskis brought forward a request for equipment in the medical assisting program. After 
      considering the accreditation requirements, there are some supplies that are necessary for the spring 
      semester. For the fall semester, Dr. Paulauskis found a way to purchase the equipment needed, but 
      money isn't available for the rest of the materials. Ms. Baukol noted this should be taken to the 
      equipment committee. There is a fund they oversee for emergency needs and this would qualify.  
      If the equipment committee does not fund this, it was asked where the money would come from. 
      There are a couple of pools it can come from.  
           Dean Schaffer motioned for the request to go before the equipment committee and for CPBAC to 
           endorse it. Ms. Hay seconded. All approved.  
Meeting adjourned at 2:25 pm.  
Minutes respectfully submitted by Ms. Heather Palermo. 
                                      Montana State University-Great Falls COT
                              Recruitment Report Fiscal Year 2010/2011 as of 12/03/2010

New Hires
                                                                                                                       Date of
  New Employee       Division/Department              Position Title             New/Refill      Opened     Offered     Hire
                                           Respiratory Care Program
                                           Faculty and Director of Clinical
Brian Cayko         Health Sciences        Education (tenure)                       Refill       01/06/10   02/19/10   08/16/10
                                           Medical Assistant Program
Pamela Christianson Health Sciences        Director/Faculty (tenure)                Refill       01/14/10   04/21/10   08/16/10
                                                                                 filled as lab
Shannon Walden      Arts & Sciences        Biology Faculty (tenure)                   tech       01/15/10   04/21/10   08/16/10
                                           Electronic Health Records
Kathryn Peterson    Health Sciences        Faculty (non-tenure)                     New          05/04/10   06/25/10   08/16/10
                                           Surgical Tech Clinical Faculty
Keely Hall          Health Sciences        (part time 0.68 FTE, non-tenure)         New          05/04/10   06/25/10   08/16/10
                                           Administrative Associate II -
Leslie Olson        Health Sciences        Dental Clinic Manager                    Refill       06/07/10   07/19/10   08/02/10

                                           Administrative Associate III -
Megann McDonald Health Sciences            Health Sciences Division Assistant       Refill       06/25/10   08/02/10   08/09/10

Lee Ann Myllymaki   Student Services       Financial Aid Specialist II              Refill       07/16/10   09/03/10   09/20/10

Greg Stivers        Student Services       Academic Transfer/Advisor                New          07/30/10   10/08/10   11/10/10

                                           Executive Director of Institutional
Wendy Dove          Dean's Office          Research & Planning                      New          07/30/10   10/12/10   01/03/11
New Hires since 10/20/2010 meeting:
                                           Medical Transcription Program
                                           Director/Faculty (part time 0.5
Jacki King          Health Sciences        FTE, non-tenure)                    New        08/20/10   10/29/10   11/08/10

                    Student Accounts /     Administrative Associate II -
Amelia Ward         Student Services       Cashier & Records Management        Refill     09/10/10   11/08/10   11/22/10

Open Positions

  New Employee       Division/Department             Position Title          New/Refill   Opened     Offered    Status

                    Business Technology & Sustainable Energy Technician
                    Trades                Faculty (tenure)                     New        10/07/10                 open
                                   NIVERSITY – GREAT FAL
                    MONTANA STATE UN
                          A                            LLS
                    COLLEGE OF TECHNO
                               affer, Dean/CEO 406.771.43
                    Dr. Joe Scha                          310                
                               venue South, Great Falls, MT 59405
                    2100 16th Av             G            T
Dece ember 3, 201  10 
Achieving the Dr  ream 
MDC  C, Inc.  
PO B Box 17268 
Chap              27516‐7268 
     pel Hill, NC 2
Dear r Achieving tthe Dream P  Proposal Rev  viewers: 
On b behalf of thee faculty, stafff, and stude                                       great pleasu
                                              ents of MSU – Great Fallls, it is with g           ure that I sub  bmit our 
application to jooin the 2011 Cohort of Achieving the      e Dream inst             ver the past f
                                                                        titutions. Ov             few years M  MSU – Great 
Falls has begun a  a transforma ation from a an average‐p performing in             o what we ho
                                                                        nstitution to             ope will become a high‐
perfo orming one. .  Our early pprogress has  s resulted in the implem entation of a campus‐w   wide resource     e planning 
proc cess and the establishme   ent of a cultuure of data‐ddriven decis ion making.  We recognize we have       e much work 
     to do. Our primary challenge is over
left t                                        rcoming our own infancy   y in this movvement.  In sshort, the de  esire is 
stronng, but the rresources are still undev  veloped.  I caan speak for the campus   s when I say,               s reason we 
                                                                                                  , it is for this
hope e to join the Achieving th he Dream in  nitiative.  
Achieving the Dr  ream is focused on helping more minority and lo        ow‐income students suc   cceed in the  eir 
educ cational purs              ugh Montan
                   suits.  Althou            na in general does not ha  ave the diveersity of manny other stat                e 
                                                                                                                 tes, I feel we
     his target we
fit th            ell.  Great Falls has the laargest population of non  n‐reservation American Indians in th     he state, andd 
our s student body compositio   on reflects this. In addition, the vast t majority off our studennts come from    m low‐
income families.   . Over 75% o of students w who receive financial aid d at MSU – GGreat Falls qualify for Pe  ell grants. In 
addition, our com  mmunity has household     d incomes we   ell below thee state average, and Mo ontana’s median 
hous sehold incom me falls well below the n   national average.  A colleege educatio             y to the future for so 
                                                                                     on is the key
many of these st   tudents, and d it is our goal to help more of them  m succeed.  
In clo            U – Great Fa
      osing, if MSU            alls is chosenn to participaate in Achievving the Dream, we wou   uld not only be able to 
bette er serve ourr students an nd community, but would serve as a      a positive contributor to the Achieving the 
Drea am movement.   The faculty, staff, and students of MSU – G        Great Falls join me in my   earnest hop   pe that we 
are cchosen to pa articipate in this importa  ant project.    
Since erely, 

Dr. Joe Schaffer 

                                                         ives     ving dreams
                                               changing li - achiev
                               Our Mission is to foster the su               tudents and the communitie
                                                              uccess of our st             eir         es
                  hrough innovat
                 th                             arning opportu
                               tive, flexible lea             unities for peop of all ages, backgrounds, and aspiration
                                                                             ple                                      ns
                               lting in self-fulf
                           resul                              ompetitiveness in an increasin global soc
                                                fillment and co                            ngly         ciety.
November 29, 2010

Dear reviewers of proposals for Achieving the Dream:

On behalf of the Montana University System, I am pleased to submit
this letter of support and commitment for MSU-Great Falls’
application to join the 2011 Achieving the Dream cohort of
institutions. In Montana, we are eagerly embracing the
reinvention of higher education to see more of our students
succeed. I would like to note a few examples, and then conclude
this letter with perspective on how MSU-Great Falls’ application
to Achieving the Dream is so complimentary to the overall efforts
of our state.

Montana is tackling continuous improvement in our two-year
colleges through the state’s two-year agenda titled COLLEGE!Now.
COLLEGE!Now is a multiyear initiative led by the Montana
University System to make two-year higher education more
accessible, better coordinated, better understood and, as a
result, better utilized statewide. The initiative is supported by
Lumina Foundation for Education, which selected Montana as one of
seven states to participate in a national effort to develop
innovative, cost-saving strategies for delivering high-quality
education to greater numbers of students. Integral in all of
these efforts is the need to establish coordinated data systems so
we better utilize evidence to improve our policy decisions and
system practices.

The Board has also recently established its “Montana Success
Agenda,” which is a multifaceted agenda to increase the overall
educational attainment of Montanans and provide an efficient,
effective system of higher education. Our Success Agenda includes
10 key elements to achieve significant improvement in the Montana
University System. These elements are very similar to those found
in Lumina’s productivity agenda, and, I believe, within the
Achieving the Dream framework. They include leveraging the
community and two-year colleges more efficiently, using data to
drive strategic activities that improve student success,
performance-based funding, and more.
As chair of the Montana Board of Regents of Higher Education, I see the Achieving
the Dream mission as a perfect fit with Montana’s COLLEGE!Now project and the
“Montana Success Agenda.” MSU-Great Falls has been one of the leader institutions
in these efforts, and I would welcome the opportunity to have the Montana
University System learn from MSU-Great Falls’ experience in the Achieving the
Dream initiative. In Montana, and Great Falls specifically, many of our learners
are first-generation, non-traditional, and low-income students. Achieving the
Dream will help MSU- Great Falls better use its resources in helping these
students succeed. MSU-Great Falls will then be able to help our entire state
system do the same.

I enthusiastically confirm that the Montana University System will provide its
support and commitment as MSU-Great Falls moves forward in the application
process and when the College is chosen to join the 2011 cohort. Thank you for


Clayton T. Christian, Chairman
Montana Board of Regents of Higher Education
       ng    D
Achievin the Dream: Commu       olleges C
                         unity Co       Count
                   mber 20
               Decem     010

                            J          11
                Proposal to Join the 201 Cohort

                            bmitted by

      tana State University – Great Fall College of Technolog
   Mont          U                     ls         f         gy
                      2100 16th Ave Souuth
                  Great Falls, Montana 59405
                        www w.msugf.eduu
                         (406 771-43000
                                                       Table of Contents

CONTACTS ................................................................................................................................... 2 
CORE TEAM.................................................................................................................................. 2 
NARRATIVE ................................................................................................................................. 4 
   Committed leadership. ................................................................................................................ 4 
   Use of evidence to improve programs and services.................................................................... 6 
   Broad engagement. ..................................................................................................................... 7 
   Systemic institutional improvement. .......................................................................................... 8 
   Sustainability............................................................................................................................. 10 
   Data Analysis Capacity. ............................................................................................................ 10 
ENROLLMENT DATA ............................................................................................................... 12 
GRADUATION RATE DATA .................................................................................................... 12 
VISION, MISSION, VALUES & CORE THEMES .................................................................... 13 
CORE INDICATORS OF INSTITUTIONAL EFFECTIVENESS ............................................. 14 
CORE TEAM BIOGRAPHIES .................................................................................................... 15 
                                     CO     S
Name                  Dr. Joe Schaffer
Title                 Dean/CCEO
         on                  na
                      Montan State Univ            eat       llege of Tech
                                       versity – Gre Falls Col           hnology
Address                      6
                      2100 16 Ave Sout th
City/State/Zip Code
                  e         F          9405
                      Great Falls, MT 59
Telephon ne           406-771-4305
Fax                   406-771-4317
Web add dress         www.m

         CT       N,         OM
                     ERENT FRO ABOVE
City/State/Zip Code
Telephon ne

Name                       E
                     Mary Ellen Baukol
Title                      ate        A
                     Associa Dean of Admin and F            O
         on                na
                     Montan State Univ            eat       llege of Tech
                                      versity – Gre Falls Col           hnology
Address              2100 16th Ave Sout
                            6         th
City/State/Zip Code
                  e  Great Falls, MT 59
                           F          9405
Telephon ne          406-771-4321

                                      RE   M
                                    COR TEAM
Name                   Dr. Joe Schaffer
Title                  Dean/CCEO
         on                   na
                       Montan State Univ            eat       llege of Tech
                                        versity – Gre Falls Col           hnology
Address                       6
                       2100 16 Ave Sout th
City/State/Zip Code
                  e          F          9405
                       Great Falls, MT 59
Telephon ne            406-771-4305

December 3, 2010                          alls        al
                               MSU-Great Fa ATD Proposa                                17
                                                                             Page 2 of 1
INSTITU           R
Name                Wendy Dove
Title                      ive                   onal      ch
                    Executi Director of Institutio Researc and Planning
         on               na
                    Montan State Univ             eat       llege of Tech
                                      versity – Gre Falls Col           hnology
Address                    6
                    2100 16 Ave Sout th
City/State/Zip Code
                  e       F          9405
                    Great Falls, MT 59
Telephon ne         406-771-4305
E-mail              wdove@ @msugf.eduu

        A        C
Name                      idi
                    Dr. Hei Pasek
Title                     ate        A
                    Associa Dean of Academic A  Affairs/CAO
         on               na
                    Montan State Univ            eat
                                     versity – Gre Falls Col            hnology
                                                            llege of Tech
Address                   6
                    2100 16 Ave Sout th
City/State/Zip Code
                  e       F          9405
                    Great Falls, MT 59
Telephon ne         406-771-4301
E-mail              hpasek@@msugf.eduu

        S         S        O
Name                Judy Hay
Title                     ant        S
                    Assista Dean of Student Affaairs/CSAO
         on               na
                    Montan State Univ            eat       llege of Tech
                                     versity – Gre Falls Col           hnology
Address             2100 16th Ave Sout
                           6         th
City/State/Zip Code
                  e       F          9405
                    Great Falls, MT 59
Telephon ne         406-771-4304

Name                  Jana Caarter
Title                        h         ommunicatio and English Chair
                      English Faculty/Co           on
         on                  na
                      Montan State Univ             eat       llege of Tech
                                        versity – Gre Falls Col           hnology
Address                      6
                      2100 16 Ave Sout  th
City/State/Zip Code
                  e   Great Falls, MT 59
                             F          9405
Telephon ne           406-771-4363
                      jcarter@         u

December 3, 2010                         alls        al
                              MSU-Great Fa ATD Proposa                                 17
                                                                             Page 3 of 1
                                          NAR     E

     tted   rship.
Commit leader

What is the college’s vision for student suc  ccess?
          xt         M            te
In the nex decade, Montana Stat University    y-Great Falls College of Technology (herein afte
                                                            s           f             y             er
“MSU-G                            l
        Great Falls”) will play a leading role in transform               s
                                                           ming the lives of our stud dents, their
                      e            p           f           by          ng
communities, and the economic prosperity of Montana b respondin to learner and commun               nity
needs thr              e
         rough the use of partnersships, innova            ach
                                               ation, outrea and techn                e
                                                                         nology. We believe all
                                  th           s                          nal          s
students come to the College wit aspirations to achieve an education goal. As varied as th          hose
goals ma be, we do not believe students asp to fail. Y we also know stude come to us
         ay                                   pire          Yet,                      ents
         riad         ges,                    d
with myr challeng some academic, and others dispo           ositional or situational. However, w   we
         ome          ges          ents
realize so challeng our stude encount are those created by t institutio itself. Th
                                               ter         e             the          on           hus,
once enro olled at MSU            ls,         ve           nt
                      U-Great Fall we believ the studen and our ins                    er
                                                                          stitution ente into a
         hip,                                  ible         are
partnersh a union, where both are responsi and all a focused o the achievon            vement of th hat
         s            l            v           t            e           nue
student’s educational goal. Our vision is that the College will contin to better understand
          es          t
challenge to student success, im mplement stra ategic activit to impro our pract
                                                            ties        ove                         te
                                                                                       tices, allocat
          s            y,                    ve             s             ent
resources accordingly and ultimately achiev continuous improveme in assisti our stude  ing          ents
in achiev             ucational goals.
         ving their edu

What is the college’s vision for equity?
Our miss                           ess
         sion is to foster the succe of our stu              heir
                                                udents and th commun                  gh
                                                                          nities throug innovativ ve,
         l                         or           a
flexible learning opportunities fo people of all ages, bac               and           ns
                                                            ckgrounds, a aspiration resulting in
                      c            ness
self-fulfillment and competitiven in an inc     creasingly gl            y.            ve
                                                             lobal society We believ access to
higher edducation should be prese              dividuals from all walks of life, regar
                                   erved for ind            m                                     cial,
                                                                                      rdless of soc
          r            s
ethnic, or economic status. Neve   ertheless, we are not so n
                                               e            naïve to beli             dents’ socio-
                                                                         ieve that stud            -
demograp differen                   w          cial
                       nces do not warrant spec consider    ration, especcially when aaspiring to help
them ach              ducational go
         hieve their ed             oals. The College has a vision that s             all
                                                                          students of a ages,
         es,          c            s            nd          c
ethnicitie academic and social standings, an economic situations, should be su        upported in tthe
         b            o             s
manner best suited to help them succeed. In Montana, di                  sts
                                                             isparity exis primarily within two
                                   o            lass        s
groups – individuals from poor or working cl families (often iden        ntified as Pell eligible
students) and Ameri
         ),                        s
                      ican Indian students. MS – Great F
                                                SU                       ud
                                                            Falls is prou to serve la arge populatiions
         g                          ize                     one          e
of both groups, although we reali much is still to be do for these groups to su                   he
                                                                                       ucceed at th
same rate as individ              m            y            ds
                      duals from more wealthy background and our w                    t
                                                                        white student body. Our
vision is to continue reducing the disparity gap for both g groups.

How is the Presiden or Chance     ellor mobili             rt
                                              izing suppor for this v  vision in the college and d
commun   nity?
        p             ars,
For the past three yea the Dean                e           n            the          s
                                  n/CEO of the College (in Montana, t Colleges of Technology
         y           ho
are led by Deans, wh hold equiv   valent positions to most community college pres    sidents), has led
                     m            e
an effort to transform the College from an or             driven by his
                                              rganization d                          ons,
                                                                        storical actio to one
embodyin the parad   digm of continuous impr              As            on           t
                                              rovement. A our missio statement asserts, we
         he           f           ts
“foster th success of our student and comm   munities” firs and forem
                                                           st          most. The De  ean/CEO has  s
         ally        d           s
strategica engaged individuals from all con                                          f
                                               nstituencies to establish a culture of evidence onn
campus, where institu                         tegrated, and ultimately focused on t achievem
                      utional processes are int           d                          the         ment

December 3, 2010                               alls        al
                                    MSU-Great Fa ATD Proposa                                        17
                                                                                          Page 4 of 1
         udents and th attainmen of our mis
of our stu            he          nt           ssion. More s             ,             as         d
                                                             specifically, the Dean ha mobilized the
         i            d
campus in this regard and accom                 f
                                 mplished the following:
    ‐ Established a comprehens
        E                                      unctioning sh
                                   sive, high-fu            hared govern              p
                                                                          nance group for the cammpus
         this        w             e           C
        (t group would become the ATD Core Team);
    ‐ du  uring the 2008-2009 aca              ,            s            y            n
                                  ademic year, the campus community engaged in an analysis and
         evision of th College’s mission;
        re           he
    ‐ fr                          e
         rom this analysis and the updated mi              College estab
                                               ission, the C             blished its vision stateme
         s            iculated the values we be
        as well as arti                                     d
                                                elieve in and live by;
    ‐ using the com                                         del,
                     mprehensive community college mod the College establish four Cor  hed        re
        T             d           r
        Themes and defined their goals/purpo   oses;
    ‐ re efined and foormally estabblished 14 Core Indicato of Institu
                                               C            ors          utional Effec            sed
                                                                                      ctiveness bas
          n          ore
        on the our Co Themes; and
    ‐ im mplemented a new plann                             es
                                  ning process that include the develo   opment of a fluid three-yyear
         trategic plan and an annu campus plan compris of unit g
        st           n            ual          p             sed                       ves
                                                                         goals/initiativ targeted at
         ontinuous im
        co           mprovement.   .

         nd                       h                        ’s
Vision an goals are important; however the Dean/CEO’ actions illu                   roader
                                                                        ustrated a br
commitm to mobi                   ts           o           esults associa with the campus’
                     ilizing effort that lead to tangible re            ated        e
         ns.         e                        h             ted         s
aspiration Over the past years, his efforts have illustrat his focus on results, looking
         ntly        o            d
consisten at data to understand where impr                               n          g       nd
                                               rovement is needed, then employing planning an
resource allocation processes des             vest
                                  signed to inv in that im mprovement   t.

How is the vision re             he                       lan
                    eflected in th college’s strategic pl (or equi    ivalent docuument)?
                    gic                                  d.
The College’s strateg plan is a simple one, but focused Strategic p               manate from t
                                                                      priorities em           the
        s           nd
College’s Mission an Vision sta              entified prev
                                 atements (ide                        well
                                                         viously), as w as flowing from the  e
        s          mes,                      ors
College’s Core Them Values, and Indicato of Institu      utional Effecctiveness.

         es           ge’s         ng
How doe the colleg plannin process cu                        e
                                                 urrently use data in plaanning and decision
making?  ?
         G            h             nted
MSU – Great Falls has implemen a two-ti         iered approa to institu
                                                            ach         utional plann              fficult
                                                                                     ning. It is diff
         guish the pla
to disting                         ess
                      anning proce as a funct                elf         it
                                                tion onto itse because i exists as one compone in  ent
an integr              o
         rated model of planning, assessment of institutio nal effective             esource
                                                                         eness, and re
          n.           lly,
allocation Historical the instit                onducted stra
                                    tution had co                       ning as an ind
                                                             ategic plann             dependent
process from the day                 k
                      y-to-day work of the Coll             al           re           d,
                                                 lege. Specia groups wer developed extensive
brainstor               ns          ,
         rming session occurred, and comple document were prod
                                                ex           ts         duced that inccluded strate egic
goals, ob             tivities, and persons resp
         bjectives, act             p           ponsible. Mo of these w exciting and approp
                                                            ost         were          g             priate
activities for the Coll             ue,                       and        ce
                       lege to pursu but their connection a relevanc to the mis      ssion or
          te           re          W
immediat needs wer suspect. Worse still, because of th complex n
                                                b            he                      ese
                                                                         nature of the plans, the   ey
         und           y           b             d          o            ves
often fou their way on to the bookshelf and rarely into the daily liv of the Co       ollege’s
employee  es.

Today, however, the College util                 a
                                  lizes macro and micro-le                 g           titution, guid
                                                              evel planning for the inst            ded
                      rm          s.             cro           e
by using data to infor decisions At the mac level, the MSU – Gr Falls’ sh reat        hared govern nance
group dri             tegic plannin process. This process is focused o addressin big-pictur
         ives the strat           ng             T            s           on          ng           re
opportun              ats
        nities or threa to the abi               nstitution to improve or sustain the d
                                   ility of the in                                                  l
                                                                                       desired level of
effectiven as meas                ta
                      sured by dat generated for the Colle                Indicators of Institutiona
                                                               ege’s Core I           f            al

December 3, 2010                                alls        al
                                     MSU-Great Fa ATD Proposa                                        17
                                                                                           Page 5 of 1
Effective                          n
         eness. The strategic plan does not pr  rovide progrram, operatio             get
                                                                         onal, or budg details fo  or
         a            r            o           R            lan                      ng
specific activities, or unit-level objectives. Rather, the pl provides over-archin institution     nal
                       early linked to the mission and share vision of the organiza
strategic priorities cle                                     ed                       ation’s futuree,
which is driven by as              f
                       ssessment of the performmance measu  ures. The stra            priorities cre a
                                                                          ategic plan p            eate
         f            nal                       d
context for operation planning and budget decisions. B                   he           sed
                                                            Because of th broad-bas perspect       tives
        he            p
within th strategic plan, the College has cho                            es
                                               osen to limit the prioritie to a few (t              )
                                                                                      three to five) that
span mul ltiple years.

                       he         d             a
At the micro-level, th College develops an annual opera   ational plan. The operati  ional plan is the
                                   n’s         at
nuts and bolts of the organization work tha address str   rategic plan p             mprovement on
                                                                        priorities, im
          ution’s Core Indicators of Institution effective ness, and ult
the institu           e            o            nal                     timately mis ssion
achievemment. The op               an           he        initiatives or activities va
                      perational pla outlines th specific i            r             arious units of
the Colle are work                              he        ment
                      king on to contribute to th improvem of insti    itutional effeectiveness.
                      w           an            i         mpleted, and evaluated a part of an
Activities outlined within the pla are often initiated, com            d             as
annual pr              ndem with th macro-lev strategic plan, the mi
          rocess. In tan           he           vel                     icro-level opperational pllan
allows in             nd
         ndividuals an groups to link their im            ork
                                               mmediate wo to the str  rategic direct            y
                                                                                      tion and key
performa               es
         ance measure of the inst  titution.

This appr             titutional pla
          roach to inst             anning is uni            e           plicity of the strategic plan
                                                  ique because of the simp            e
and the connection of the operati                            e’s         es’           rk
                                    ional plan to the College employee daily wor and the
assessme of data fr                  e
                      rom our Core Indicators of Institutio nal Effective eness. The rresult is a
strategic plan with cllear, big pictture priorities addressed through the individual ggoals of eachh
division and departm                an            i          ed           ed          nual
                     ment. The pla is fluid – it is reviewe and update on an ann basis,
removing strategic pr               t            m           se                       and
                       riorities that have been met and thos no longer of interest a adding n      new
ones. All of these pro               d            e
                      ocesses and decisions are data-inform  med.

       e         o         p                 ces.
Use of evidence to improve programs and servic

                      c                                     and           m
How is the college currently using student unit data a program and policy evaluation to y           ns
         e                         nd
improve programs, services an create sys        stemic instittutional imp provement?   ?
Currently MSU-Great Falls is tra     ansforming our culture iinto a continnuous improv  vement
organizat tional paradi              t
                       igm. It must be noted th hough, our ef             d
                                                             fforts started at the over-arching,
institutional level. We began this work by re               ng            on,
                                                e-establishin our missio accompa                   hared
                                                                                       anied by a sh
vision for the campus future, and most impo                 m
                                                ortantly from a data pers              alized this w
                                                                          spective, fina           work
                                   nce          w            to
by identifying the key performan metrics we measure t ascertain mission atta           ainment, our Core
Indicator of Instituti ional Effecti            e
                                    iveness. The indicators p                          hich
                                                             provide the statistics wh measure the  e
College’s overall per               T
                      rformance. The Core Ind    dicators hav become th guideposts for the cha
                                                            ve            he            s          anges
the Colle is undert                  v
                      taking in its various proccesses and prrotocols. Be              ata
                                                                          ecause all da for the Co  ore
         rs                        nt            el
Indicator is derived from studen record leve data, the C     College has t opportun to “drill-
                                                                           the          nity
down” in the indica                              nce
                       ators to assess performan and effe                              els
                                                            ectiveness at several leve and in va   arious
processes For exam                  ly
                     mple, currentl MSU-Gre Falls is ne completi of compr
                                                eat          ear           ion                     eform
                                                                                        rehensive re
to the Coollege’s Prog             w
                      gram Review process. Using student unit data in each acade
                                               U              t           n                         m
                                                                                       emic program or
         ent,          ege          t
departme the Colle has built an objectiv review pro
                                               ve            ocess to anal             ectiveness in
                                                                           lyze the effe           n
          s            e
programs through the Core Indic                 uggests areas for improv
                                   cators, and su            s            vement and o overall
contribut                           nt.                      r             s           d
          tion to mission attainmen In addition, a similar approach is used to aid in the facul     lty

December 3, 2010                                alls        al
                                     MSU-Great Fa ATD Proposa                                        17
                                                                                           Page 6 of 1
        on          o          n             a           mise                  ults     ore
evaluatio process, to drill down to specific areas of prom or challenge in resu of the co
        rs          ining specifi
indicator (i.e. exami                        ccess in rem
                                ically the suc                      matics cours
                                                        medial mathem          ses).

What ob               he
         bstacles is th college exxperiencing in using ev vidence to im mprove prog              vices
                                                                                       grams, serv
         ate          c            al
and crea systemic institutiona improvem                   y)?
                                               ment (if any How wo      ould involve  ement in
         ng            m           c
Achievin the Dream help the college over                  e
                                               rcome these obstacles?
         reat         s
MSU-Gr Falls is still in its inf  fancy of evolution to a cuulture of eviidence. The will is there the
         um            a
momentu is there, and the prog    gress is mounnting. Howe               gest          e
                                                           ever, the larg obstacle the campus     s
continues to face is in           nfancy. We have attemp
                       ndeed our in             h         pted to not “rreinvent the wheel” and
         o            ses
engage other campus and resou      urces in guid
                                               ding our wor However there are f resource
                                                           rk.           r,            few       es
and even fewer in ou region that can provide this level o support (f example, there is not an
         n            ur           t            e          of           for
ATD Col                           M          W
          llege within the Rocky Mountain West). Interna                s
                                                           ally, there is a lack of huuman resourcces,
         vel          tise        a
or the lev of expert in data analysis, rese    earch design, and suppor for faculty and staff w
                                                            ,           rt            y         who
        mprovement in our practi through greater under
desire im              i          ice          g                        f
                                                            rstanding of the data. B  Becoming an
ATD Col               onnect us to the resources and expert we desir and need, while also
          llege will co            t                       tise         re
          g                                                who
becoming a resource for other institutions in our region w seek to j                  he
                                                                          join us in th continuous
improvem movem        ment.

      e       nt.
Broad engagemen
How is the college currently en  ngaging stak              n
                                              keholders in problem so                or
                                                                        olving and/o leadershi   ip
We have established solid proces for the int                planning, res
                                               tegration of p           source alloca            e
                                                                                     ation and the
assessme of institut              tiveness. In October 2006, the Colleg formally established t
                      tional effect            O                        ge                        the
College Planning, Bu udget and An  nalysis Commmittee, or th “CPBAC” (pronounce sip-back) The
                                                            he          ”            ed          ).
                                   t          on’s
CPBAC was formed to serve as the institutio shared g        governance ggroup and is comprised o of
individua represent               or                        pus.
                     ting all majo constituencies on camp It is ins                 ed
                                                                       stitutionalize to ensure t the
work nee             eve
         eded to achie the Colle                            et,         and
                                   ege’s mission is on targe tracked, a appropriately funded     d.

Shared governance is achieved th               C
                                   hrough the CPBAC by ( 1) communi                   rocess to the
                                                                         icating the pr           e
campus stakeholders and constitu                            nd           ng           nal
                                   uencies, (2) gathering an interpretin institution data to
evaluate performance and effecti                e            ,           nd
                                  iveness at the institution, division, an departme                (3)
                                                                                     ental levels, (
         he          ment
leading th developm and agg                     b
                                  gregation of budget proje              tegic and operational goals
                                                            ections, strat
and objec                          w
         ctives, and (4) working with the Col              ership to allo
                                               llege’s leade                         ces
                                                                        ocate resourc strategica   ally
to improv overall in              e            s            e                         he
                     nstitutional effectiveness and achieve the goals set forth by th strategic plan.

In 2008, three standin sub-comm     mittees – ana            ning, and bud –were f
                                                 alysis, plann            dget        formed to be etter
          t           e                          h,
conduct the work the CPBAC is charged with while ens uring broad individual r        representatio on,
participat            pport. The an
          tion, and sup             nalysis sub-ccommittee is responsible for initial c
                                                              s           e           collection annd
assessme of data as                 th
                      ssociated wit the Core Indicators of Institutiona Effectiven (this gro
                                                 I            f           al          ness         oup
would se             A
         erve as the ATD Data Te   eam). The bu udget sub-co             responsible f facilitatin
                                                             ommittee is r            for          ng
          et         ment                       al
the budge developm process of individua areas on ca           ampus, prov            ort
                                                                         viding suppo for those a   areas
in completing require forms, ex                 eas
                                   xamining are for efficie   ency or need and initia forming the
                                                                         ds,         ally
          s           b             p
College’s complete budget. The planning sub      b-committee works with divisions an departme
                                                             e           h            nd           ents
to craft annual and sttrategic initia
                                    atives, as we as the app
                                                ell          propriate bud           uests to fund
                                                                          dgetary requ            d
them as needed. Coll               ese
                      lectively, the sub-comm    mittees form a process q
                                                             m                       r             itizen
                                                                         quite similar to a state ci

December 3, 2010                                alls        al
                                     MSU-Great Fa ATD Proposa                                        17
                                                                                           Page 7 of 1
         re.      n                         rs          espective pro
legislatur They own dual roles as facilitator of their re                       ll         ors
                                                                    ocess, as wel as educato of
        pus                    e            t
the camp community who are engaged in the total plan                et,         ysis
                                                        nning, budge and analy process.

What ob               ngaging sta
         bstacles to en                                    e                        ng
                                 akeholders is the college currently experiencin (if any)?
How wou particip     pating in Acchieving the Dream help the colleg overcome these
                                                           p           ge           e
obstacles s?
Stated pr             e          nd           s           ers
         reviously, the College an its various stakeholde are comm                   ng
                                                                       mitted to livin a culture of
evidence and striving for continuuous improve ement. Enga               sn’t        e
                                                           agement has been the challenge, b     but
          cess       n
rather acc to the needed exper   rtise and reso
                                              ources to sup            ansformation and guide t
                                                           pport the tra            n           the
          t           nal
changes to institution policy, pr rocesses, and structure, h been the primary ob
                                              d            has         e                         s,
                                                                                    bstacle. Thus we
          b                      D           u                           help
feel that becoming a part of ATD will help us access the network to h us succ       ceed.

      ic         onal impro
Systemi institutio        ovement.
How has the college improved student success within the last sev years? W
         s          e             s                                  ven                       ges
                                                                                   What chang in
       ms,                       r           p           he          d
program services, policies, or practices produced th improved success rat          te?
Most proogress on imp             ent
                     proved stude success at the Colleg has occurr within th past five y
                                              a           ge           red        he            years.
        ds                                                t
In regard to outcomes, here are a few of the most recent improveme    ents:
    ‐ The College’s fall-to-fall retention rat increased six percent last year, a are up 16
        T                                      tes         d           t          and          6
        percent from last year.
    ‐ Our graduate numbers ha increased at twice the rate of our enrollment. Last acade
        O                        ave          d            e          r            .           emic
        year, we awar            gest                     and          als
                     rded the larg number of degrees a credentia in the Co                     ory
                                                                                  ollege’s histo - a
                    ent           o
        near 30 perce increase over the 200  08/2009 acad demic year.
    ‐ The success of students in remedial English class increased 11% last ye
        T           o             n          E            ses         d            ear.
    ‐ Licensure and certificatio pass rates remain near perfect. Despite the re
        L            d           on                        r                                   r
                                                                                  ecession, our in-
        fi job placement for gr  raduates rem                         cent
                                             mains strong with 70 perc of our g   graduates repporting
         n-field emplo
        in                        f            y
                     oyment the fall after they graduate.
    ‐ The total num
        T                        ents
                    mber of stude who tran                 m          eat
                                              nsferred from MSU-Gre Falls to a four year ca     ampus
         ncreased 13 percent in 20
        in           p            009. Last ye enrollme in our A
                                              ear,         ent                    Arts
                                                                    Associate of A and Ass     sociate
                    egree program increased 22 percent The total n
        of Science de             ms          d           t.          number of trransfer degreees
         warded is up 27 percent.
        aw          p             .
    ‐ Last year the number of adult student on campus increased s
        L                        a            ts           s                      y,
                                                                      significantly up 21 perc cent
         rom the prev
        fr                       I
                    vious year. In addition, the number o degrees aw
                                              t            of          warded to ad            sed
                                                                                   dults increas 32
                    w             1                       to
        percent and we awarded 182 college credentials t adult stud  dents.

Working under the in
        g            nstitutionaliz model of continuous improveme over the past few years, the
                                  zed        f           s           ent,
         h                       c
College has made considerable changes that we believe h  have contrib             improvemen in
                                                                     buted to our i         nt
                     me           c
student success. Som of these changes inclu  ude:
    ‐ A complete re               f          e’s         c           and          ents
                     estructure of the College academic divisions a departme to stream      mline
       or            al           s
         rganizationa operations and provide better conn
                                             e           nections betw           nts
                                                                      ween studen and acade emic
       re            es.
    ‐ Established a “one-stop” location of all critical st
       E                                     a                       ces.
                                                         tudent servic
    ‐ Im                           c         he
         mplemented significant changes to th tutoring p program, wh                        ship,
                                                                     hich include new leaders
        utor                      a          d
       tu training programs, and improved facilities.

December 3, 2010                              alls        al
                                   MSU-Great Fa ATD Proposa                                      17
                                                                                       Page 8 of 1
    ‐   M                                         ng          ew
        Made policy changes such as requirin that all ne students h                     ment
                                                                            have placem scores b    before
         nitial registra
        in             ation, refinin dates for the addition and droppin of courses at the start of the
                                    ng            t                        ng            s
         emester, etc.
        se             .
    ‐   A
        Aggressively advising inc    coming stud dents to enrol in math/w
                                                               ll                        ir          ster
                                                                          writing in thei first semes so
        th general ed  ducation reqquirements of degree com
                                                  f                         not
                                                              mpletion do n hinder su               oal
                                                                                         uccessful go
    ‐   E                           C             d           ng
        Established a free Math Camp offered to incomin students p                       and
                                                                           prior to fall a spring
         emesters to allow them to brush up on lower lev math cour skills and possibly re
        se             a            t             o           vel            rse         d          etest to
        place into higgher levels of math cours   ses.
    ‐    nstituted new student ori
        In            w                                       ositive relatio
                                    ientations to initiate a po             onship with the College, the
         aculty, and other student
        fa            o             ts.
    ‐    mplemented a comprehe
        Im                                        ce          ment
                                    ensive Scienc Improvem Plan to target impro          ovement in
        gatekeeper co                            y
                       ourses, such as Anatomy and Physio     ology, in the College’s he ealthcare
    ‐   E                                        ent
        Established a multidisciplinary Stude Success A       Advisory Co  ouncil to reseearch and
         ecommend promising str
        re            p                           mproving stu
                                     rategies to im                         ion
                                                               udent retenti and succ   cess.

How wer these cha     anges evalua ated?
These ch               b
        hanges have been, and co                e
                                   ontinue to be evaluated t                           s.
                                                            through two mechanisms First, because
         r             u           t
all of our efforts are undertaken to improve our effective
                                                o                        nstitution, w
                                                            eness as an in           which we mea   asure
through our Core Ind               nstitutional Effectiveness we evalua changes t those
                      dicators of In            E            s,          ate           to
         s            ual          hile
measures on an annu basis. Wh we cannot suggest d                        ity
                                                            direct causali between e               e
                                                                                       each change and
the outco             l
         ome, we do look for corr              ween the two Complime
                                   relation betw            o.                         utional
                                                                          enting institu
         on            ve),
evaluatio (summativ we also utilize initia                   c            to
                                                ative-specific measures t evaluate e   efficacy of our
          (                        ce,          t           the          of
changes (formative). For instanc our plan to improve t success o students in gatekeepern            r
         c            b
science courses has been accomp    panied by evvaluation mea                           ng
                                                             asures such as monitorin success ra    ates
in course on examin                 h           d
                       nations (both lecture and in lab), commparisons be              ents
                                                                          etween stude with
different academic pr              e
                       reparation, etc. In other change initi            re            ve
                                                             iatives wher quantitativ measures are
                       ,           t            nd
not readily available, we conduct informal an more qua                    uation.
                                                            alitative evalu

         s            e            o             d           se
How has the college scaled-up or improved upon thes programs services, p  s,          policies or
practices s?
Because so much cha   ange has hap               e                                    d
                                   ppened at the College in a relatively short period of time (mo  ost
         g            ast
occurring over the pa three yea                  it          ng
                                  ars), we admi that scalin of change efforts has b               d.
                                                                                       been limited In
some instances the ch             e
                       hanges have been implem   mented insti                         e           on
                                                              itution-wide (such as the organizatio
restructur            a
          ring of the academic uni              fa
                                   its), and in fact those chaanges have p             her
                                                                          prompted oth re-
organizat tion discussi            ly           y.
                       ions currentl underway One good example, th                    w           o
                                                                         hough, is how changes to the
intake ad             nd           n            rch          ed
         dvisement an orientation and resear conducte by the Stu                      ss
                                                                         udent Succes Advisory
          h           a
Council have led to an institution                           mester semin for stude to exten
                                   n-wide pilot of a first sem            nar         ents        nd
         entation to re
their orie                        d
                      esources and services available on ca               lp
                                                              ampus to hel them succ  ceed.

Did the changes rein                l              ch
                       nforce and leverage eac other to bring about systemic in        nstitutional l
improve                            gely
         ement or were they larg indepen                       ch
                                                  ndent of eac other?
Two spec               h                          ege
          cific things have benefited the Colle in connec                  ange strategies and strategic
                                                               cting our cha
                                    tution, it is easier to ensu initiative are workin in concer
initiatives. First, as a small instit             e            ure         es          ng          rt,
with appr              rlap         an
          ropriate over in huma resources leading the initiatives. Second, MS         SU-Great Fa  alls

December 3, 2010                                alls        al
                                     MSU-Great Fa ATD Proposa                                         17
                                                                                            Page 9 of 1
                                overnance model that en
operates under a strong shared go          m             nsures broad engagement and
understan            en         er          o
         nding of eve the smalle activities on campus. These two a                e
                                                                      aspects have ensured tha at
                                b           s            aborate on in
areas are crossing departmental boundaries/ silos to colla            nitiatives. Fo example, the
Student Success Adv  visory Comm
                               mittee is com
                                           mprised of bo faculty an staff from areas acros
                                                         oth           nd          m            ss
campus, and their wo has reinf                           ertaining to r
                                forced other activities pe                         ategies,
                                                                      retention stra
placemen and diagnostic testing of students, and establis
         nt                                 ,             shing an extended orient             e
                                                                                   tation course for
new stud             C
        dents to the College.

What ob              a
        bstacles, if any, are hind            i
                                  dering full implementa              ven
                                                          ation of prov program andms
        ?            uld
services? How wou participa      ating in Achhieving the D            p           e
                                                           Dream help the college overcome t    these
        reviously, the primary ob
Stated pr             e                       f
                                 bstacles we face are our own inexper              nfancy in the
                                                                       rience and in           e
         us          ment        y.           e           he                      e
continuou improvem journey Where we struggle th most is in building the expertise an            nd
                     st          y            r                                    evidence at
resource base to mos effectively support our efforts in e stablishing a culture of e
        reat                     p
MSU-Gr Falls. Becoming a part of the Ac                   e
                                               chieving the Dream netwwork would be extremel   ly
        al                        a
beneficia to helping us develop as an institut            ercome the o
                                               tion and ove                        limited resou
                                                                      obstacles of l           urces
        ted           ce,        ain                      we          ar
and limit experienc and susta the early successes w have so fa been able to achieve.

                                              w             ial
What relationships does the college have with potenti funding s                         t
                                                                          sources that could supp    port
ATD bey              ur            t
          yond the fou years of the grant pe                 at            lan
                                               eriod? Wha is your pl for secu         uring or
repriorit                          a
          tizing funding to scale and sustain successful i               s             ted
                                                             innovations that result from
participa ating in ATDD?
          e          as            s
While the College ha access to some fundin sources ou
                                              ng            utside of trad            enue streams (e.g.
                                                                          ditional reve             s
developm ment/foundat             hropy, and sy
                      tion philanth                         tive          ),           ur
                                               ystem initiat funding) it is not ou intent to
                                   o          e
consider new, external funding to sustain the activities as              ith           uite
                                                            ssociated wi ATD. Qu the cont           trary,
as eviden             c            t
         nced by our commitment to investing $225,000 o
                                               g                         xt            s
                                                            over the nex three years to support t    this
                     i             e
initiative. Our plan is simple; we believe this work is cri itical to conttinuous impr rovement an  nd
ultimatel mission at               hus,
                     ttainment. Th support                 fforts will be accomplish though
                                               ting these eff                         hed
continued and comm  mitted realloccation of exis
                                               sting resourc Hence, s
                                                            ces.                        y            e
                                                                          sustainability will not be a
                     ple                       s            .             st
concern. One examp of our commitment is as follows. For the pas two years, as with ma   ,           any
          d           c          w
states and colleague campuses, we have been under cons
                                               n            siderable bud dgetary restrrictions, reduucing
         s                        w                         s             nt,
positions rather than creating new ones. Yet even in this environmen the Colle communiege            ity
          ely        ed
collective supporte the realloc   cation of resoources to hir MSU – G
                                                            re                        first
                                                                        Great Falls’ fi institutio  onal
                      l           y
research professional specifically to guide thhese efforts.

      nalysis Cap
Data An        apacity.

        e          e’s          o            i          al
Describe the college current or planned institutiona research c                  facilitate the
                                                                     capacity to f
         o         c
mission of ATD to create a cult ture of evideence to info
                                                        orm decision             How
                                                                     n-making. H will th     his
       y            ed         g            ng
capacity be sustaine beyond grant fundin for ATD?        ?
        y,          t           o
Presently we are in the process of establishin an Office of Institutio Researc and Plann
                                             ng         e            onal       ch           ning.
                                ive                     onal        ch
The College has hired an Executi Director of Institutio Researc and Plann       ning. In addittion,
                    p           nstitutional research exp
we have established pockets of in            r          pertise amongst individuals on campu  us

December 3, 2010                                alls        al
                                     MSU-Great Fa ATD Proposa                                        17
                                                                                          Page 10 of 1
        f          gistrar, budg analysts, information technology specialists, and the
ranging from the Reg           get

       reat        p         r
MSU-Gr Falls is part of a four campus sub  b-system and one of 12 campuses in the Montan
                                                        d                       n          na
        ty          W        s
Universit System. We share a student inforrmation syste (Banner) with four M
                                                        em         )            Montana Statte
        ty         s         e
Universit campuses and include our institut
                                          tional data in the Montan University System da
                                                       n           na            y         ata
        se.         ult,     ege
warehous As a resu the Colle has cons     siderable sup            titutional res
                                                       pport on inst                        the
                                                                                search from t
       a           he
Montana Office of th Commissi              her
                             ioner of High Educatio    on.

Regardle of successful ATD fu               a            ed        ing        tutional rese
                                 unding, we are committe to sustaini our instit           earch
        ,            ntinue to fin ways to st
capacity, and will con           nd          trengthen it.

          pes                                             for
What typ of data analyses are routinely produced fo use by fa                         f,
                                                                        aculty, staff, or
administ  trators?
For the past three yea data for the 14 Core Indicators o Institution Effective
        p             ars,                                of            nal           eness has beeen
dissemin              t            f           ll
        nated across the campus for use by al constituen                ake            y,
                                                          ncies. For sa of brevity these
indicator include me              h
                      easures such as: enrollmment, graduattion rates, ret            s,           tes,
                                                                          tention rates transfer rat
         a           r,
success after transfer job placemment, success in remedial and subseq
                                               s            l           quent coursew  work, and deegree
         on.          f            a
productio Many of these data are incorporated into var     rious processes and proc   cedures across
        ege,         s            e
the Colle and thus the data are filtered and refined for appropriate use where t
                                               d          r             e              they are mosst
                     n,                        d
relevant. In addition other data are collected and distribbuted for inst               e.
                                                                         titutional use These inc clude
data gene            articipation in the Kansas Study, Nat
         erated for pa             n           s           tional Comm  munity Colle  ege
Benchma               ct,         nity
         arking Projec Commun College Survey of St          tudent Enga agement, the Survey of
Entering Student Eng              he          um          ent           n
                      gagement, th Consortiu for Stude Retention Data, and I           IPEDS repor rting.
Finally, an annual Re                         nal                        ted           y
                      eport Card on Institution Effective ness is creat to clearly communicate
         y                         ell                     on           ures
internally and externally, how we the campus is doing o its measu of institu           utional
effectiven and stra               p
                      ategic plan priorities.

        es          ge           ate
How doe the colleg incorpora these data into decis           sion-making processes (if at all)?
        ed                        cro         e
Mentione previously, at the mac level, we have succe                                 e
                                                            essfully incorporated the analysis of our
       dicators of In
Core Ind                         E            s             he            and         e
                    nstitutional Effectiveness into both th planning a resource allocation
         s           itution. With departme and divi
processes of the insti            hin          ents                      e                       ment
                                                             isions, these data guide the developm
         l           i           L            ese                        hin
of annual goals and initiatives. Likewise, the data are utilized with academic programc
        a           ents         he
review, are compone within th faculty ev      valuation pro              uide
                                                            ocess, and gu the cont    tinuous
        ment         ies
improvem activiti with all le     evels of the institution.

What dif              o           pate (if any) in meeting Achieving the Dream’s expectati
          fficulties do you anticip           )          g                                  ions
of colleges regardin the submi                nual studen cohort da the evalu
                                  ission of ann          nt          ata,        uation of
student success inte              a           ection, anal
                      erventions, and the colle                      resentation of student
                                                         lysis, and pr
outcome data?
                       t          a                      ng
The College does not anticipate any difficulties in meetin the ATD expectations. We have
recognize the time, resources, and commitm necessa to collect analyze, an present
          ed                     a           ment        ary          t,         nd
                      dent        e          w
institutional and stud outcome data, and while our res                                      e
                                                         sources may be strained at times, we are
committe to meeting all expecta              TD.
                                  ations of AT

                                             arrative sect
                                       (End na           tion)

December 3, 2010                               alls        al
                                    MSU-Great Fa ATD Proposa                                        17
                                                                                         Page 11 of 1
                                          LMENT D
                                     ENROLL     DATA
       Sec                                     C
                                          2009 College                    09
                                                                        200 College
                                          Enrollm (#)*                    rollment (%)*
      Blac                                                         38                       2%
       merican Indian
      Am                                                          139                       6%
      Asia                                                         33                       1%
      Hisp                                                         87                       4%
      White                                                      2025                      83%
      Unkknown                                                    120                       5%
      Tot                                                        2442                     100%

        ment    s           fr          08       s           by          ns
* Enrollm figures are taken from Fall 200 IPEDS as submitted b institution

9. Provid the follow
        de                                  tion’s Fall 20 cohort g
                   wing data on your institut            006                  ate.    te
                                                                  graduation ra Complet the
         ow,       ng          ples
table belo followin the examp provided.

                                 GR           TE
                                        ION RAT DATA
                        Sector                 G             e            n              me,
                                               Graduation rate (%) Based on 2006 First Tim Full-
                                                                 Time Cohoort**

      Blac                                                            0%
      Ammerican Indian                                                0%
      Asia                                                            0%
      Hisp                                                           20%
      White                                                          18%
      Unkknown                                                       38%
         titution Gradu
      Inst                          **
                       uation Rate **                                16%

** Gradu              a            n            ght         w               ,
         uation rates are based on Student Rig to Know definitions, as reported on 2009 IPE         EDS
         is           he            f           06
files. Thi includes th percent of the fall 200 first-time , full-time st                 rt
                                                                            tudent cohor who comp   pleted
          ,                        p            p              hin          f
a degree, certificate, or transfer preparatory program with 150% of normal pro          ogram time.
*** Institution graduuation rates in            ull-time, first
                                    nclude all fu              t-time degre             e-seeking
undergra              nts           t
         aduate studen entering the institutio either dur
                                                on                          term or durin the acade
                                                              ring the fall t            ng         emic
year 2006 6-2007.

10. AGR
       e           y          tments descr
We agree to abide by the commit          ribed in this proposal.

________                  __________
                ___________        ___________          ___________
                                               __________         ______
CEO nam                              Signature                    Date

__________________            __________
                    ___________        ___________          ___________
                                                   __________         ______
        l           me/title
Financial contact nam                    Signature                    Date

December 3, 2010                                alls        al
                                     MSU-Great Fa ATD Proposa                                         17
                                                                                           Page 12 of 1
                     SION, MI
                   VIS              V             THEMES
                            ISSION, VALUES & CORE T    S
                                hanging Live – Achievin Dreams
                               Ch          es         ng

         xt        M           F          ay
In the nex decade, MSU-Great Falls will pla a leading role in trans                        r
                                                                   sforming the lives of our
                   munities and the economi prosperity of Montana by respond
students, their comm            t         ic           y           a          ding to learneer
and comm           ds          he
         munity need through th use of part            nnovation, ou
                                           tnerships, in                       technology.
                                                                   utreach and t

Our Miss               ster       ess
          sion is to fos the succe of our stuudents and ttheir commu              gh        ve,
                                                                     unities throug innovativ
         l                       or          a           ckgrounds, a aspiration resulting in
flexible learning opportunities fo people of all ages, bac           and          ns
                       c         ness
self-fulfillment and competitiven in an inc  creasingly gl            y.
                                                          lobal society

    Accountabili –We ensu our decis
       A             ity          ure                     ta-informed and grounde in the bes
                                              sions are dat                        ed           st
        nterest of our students an their com
       in             r          nd         mmunities.
    In ntegrity – We value civic responsibility, high ac
                    W                                     cademic stan            cal           ,
                                                                      ndards, ethic practices, and
        he           o
       th courage to act.
    Lifelong Lea
       L                         e
                    arning – We believe edu ucation is a li
                                                          ifelong nece
                                                                     essity and coommitment; w   we
       personify this belief by en          d                        om
                                  ngaging and reengaging students fro all genera                rning
                                                                                   ations in lear
    Respect - We value differences and treat others w civility, encouragin open and
       R             e                       t            with        ,          ng
       honest comm  munication.
    Responsiven – We rec
       R            ness          cognize and act upon op             to
                                                         pportunities t be innova               e,
                                                                                  ative, flexible
        nd           e
       an adaptable to our students’ and co ommunities’ needs.
    Student Succ – We ar dedicated to student su
                     cess        re                       uccess and a            t;
                                                                      achievement we strive t  to
       meet the educ             ds         udents and th commun
                     cational need of our stu            heir        nities.

Core Th hemes
At MSU-  -Great Falls we live the community college expe            ugh
                                                        erience throu an open-access
admissions policy, a comprehens educatio program a focus on teaching an learning, and
                                 sive       onal       m,           n         nd
        ophy of stude
a philoso            ent-centered
                                dness. We str to attain our Mission through th core theme
                                            rive       n            n        he         es
and goals of:

    1. Workforce Developmen Through applied prog
       W            D            nt:           a                       ur
                                                           gramming ou students s  successfully
        ttain a credential leading to life susta
       at                        g             aining careerrs;
    2. Transfer Pre              O
                    eparation: Our students complete tr                ramming and successfull
                                                           ransfer progr           d            ly
        ransfer towar a four-yea degree;
       tr            rd           ar
    3. Academic Pr  reparation: We prepare individuals for success in college co    oursework
        hrough devel
       th            lopmental (rremedial) ed ducation and adult basic e           and
                                                                        education; a
    4. Community Development: As the co                                e           cial
                                               ommunity’s college, we support soc and
        conomic dev
       ec           velopment th hrough outre               g          and
                                              each, lifelong learning, a active pa artnership.

December 3, 2010                              alls        al
                                   MSU-Great Fa ATD Proposa                                       17
                                                                                       Page 13 of 1
           CORE IND     RS                  FFECTIV
                                      ONAL EF     VENESS
MSU - Great Falls College of Te
         G           C           echnology (M                        to
                                              MSUGF), is committed t the evalua ation of
                      eness and the assessment of student l
institutional effective           e            t                     tcomes. This commitmen is
                                                          learning out          s          nt
                                  o                       es          g
reflected through an assortment of activities and processe emanating from the C            ssion,
                                                                               College's mis
vision, va             hemes, and strategic pla
          alues, core th          s           an.

         rive       me
As we str to becom more per    rformance ba             allocation of resources an create a
                                            ased in the a           f             nd
mission-c           el         ent
         centric mode to docume our effec  ctiveness, M SUGF has e  established a set of measures
to guide our processe These me
                    es.        easures, know as core in
                                            wn           ndicators of institutional effectivene 1,
                                                                    f                         ess
        o           y                       s           k                        ent
support our everyday operations and assist us as we seek continuous improveme towards
mission achievement t.

MSUGF’s core indic cators of inst             fectiveness2 s
                                 titutional effe                        he
                                                           stem from th Montana Board of
Regent’s system mea             fectiveness, federal accou
                   asures of effe             f                         w          y
                                                           untability law and policy and the
        s          es             s.                                    al
College’s core theme and values The core indicators o f institutiona effectiven areness
summariz and grou                f
                   uped in the following:

        ation & Stu
Participa          udent Succes  ss
       dicator 1: Enr
Core Ind            rollment Rat tes
       dicator 2: Reg
Core Ind                        ket         on
                    gional Mark Penetratio Rates
       dicator 3: Per
Core Ind                        etention)
                    rsistence (Re
       dicator 4: Gra
Core Ind            aduation Rat tes
       dicator 5: Dem
Core Ind            monstration of Abilities

Academic Preparation
       dicator 6: Suc
Core Ind                       medial Stude in Devel
                    ccess of Rem          ents               Coursework
                                                   lopmental C
       dicator 7: Suc
Core Ind                       medial Stude in Subse
                    ccess of Rem          ents                Related Cour
                                                   equent and R          rsework

Workfor Develop     pment
       dicator 8: Wo
Core Ind                        gree
                    orkforce Deg Product     tion
       dicator 9: Pla
Core Ind            acement Ratees
       dicator 10: Li
Core Ind                        d            on        es
                     icensure and Certificatio Pass Rate
       dicator 11: Em
Core Ind                                     th
                     mployer Satisfaction wit Graduates s

Transfer Preparatio
        r           on
       dicator 12: Tr
Core Ind                        ree
                    ransfer Degr Productio on
       dicator 13: Tr
Core Ind            ransfer Rates
       dicator 14: Pe
Core Ind                        a          er
                    erformance after Transfe
  A core indi                   ularly produced measure that descr
             icator is "...a regu                 m                                    condition or resul that is central ( foundational) to the
                                                                     ribes a specified c                  lt              (or
achievement of a college's mi   ission and to mee                   nd                 y
                                                  eting the needs an interests of key stakeholders" (A                    nd
                                                                                                         Alfred, Shults, an Seybert, 2007, p. 12).
Alfred, Shult and Seybert (2007, p. 23) iden                        re
                                                  ntified sixteen cor indicators of ef ffectiveness for co                ges.
                                                                                                          ommunity colleg If applied
comprehensi  ively, these indica                   sh
                                 ators will establis the foundation for a model of in                    tiveness that will allow us to document
                                                                                       nstitutional effect
our performa ance. We have ad   dapted those core indicators and th are divided in five componen related to our mission: student
                                                                    hey               nto                 nts
progress; devvelopmental educ                       w
                                cation; outreach; workforce develo                     sfer
                                                                    opment; and trans preparation (                                         p.
                                                                                                         (Alfred, Shults, & Seybert, 2007, p 23).
  Core Indica                    nal               s
             ators of Institution Effectiveness are assessed at the institutional le                                      d                ain
                                                                                       evel. In addition departments and divisions mainta and
             e                  h
assess their effectiveness with unit-level indica  ators.

December 3, 2010                                              alls        al
                                                   MSU-Great Fa ATD Proposa                                                             17
                                                                                                                             Page 14 of 1
                                ORE TEAM BIOGR
                               CO      M     RAPHIES
Dr. Joe Schaffer
Dean/CE EO
A Minne                          affer moved to Montana in 1996 to p
        esota native, Dr. Joe Scha           d            a                      great outdoor
                                                                      pursue the g           rs
        llege educati
and a col                                    y             s                      ate
                     ion. For the past eight years, Joe has worked at Montana Sta Universi   ity-
         lls         o           gy,
Great Fal College of Technolog a compre                   ral        r            e
                                              ehensive, rur two-year college. He has held
        s            ctor
positions of the Direc of Outre               ant
                                 each, Assista Dean of Outreach & Workforce Developmen       nt,
and Asso             a
        ociate Dean and Chief Academic Off    ficer. In Jun 2008, Joe assumed the role of inte
                                                          ne                      e          erim
Dean and Chief Exec              er
                     cutive Office of the Col llege, and wa formally a
                                                           as                     s         O
                                                                      appointed as Dean/CEO in
Novembe 2010.

Recently Joe comple  eted his Docctorate in Ed
                                             ducation Lea             The       sity
                                                          adership at T Univers of Mont      tana’s
                    on          o            n            n           His
Phyllis J. Washingto College of Education and Human Sciences. H scholars         ship interests and
                                 al          s           icipation and success of adult studen in
research focus is on sociopolitica deterrents to the parti            d         f             nts
higher education, sp             c
                    pecifically community colleges. J                 s
                                                         Joe also has studied a              ed
                                                                                and presente on
                     n                      d
community coalition building, youth and family de        evelopment community asset map      pping,
leadershi development and tech  hnical commu  unication.

        y,         vically engag and activ on many community groups, such as the Ci of
Currently Joe is civ           ged       ve        y         y                    ity
        alls        g
Great Fa Planning Board/Zon                         he       of         t         cher’s
                               ning Commission, on th boards o the Great Falls Teac
        C           n,         er       lls
Federal Credit Union the Greate Great Fal Area Cha           ommerce, an the Great Falls
                                                   amber of Co         nd
Developm Author     rity.

Wendy Dove
Executiv Director of Institutio    onal Research and Plan     nning
        D             E
Wendy Dove is the Executive Di                   stitutional R
                                    irector of Ins           Research and Planning at MSU-Great      t
       W              d                           d                         and
Falls. Wendy earned a Bachelor of Science degree in M athematics a a Master of Arts de  r’s          egree
in Teachi at the Un                 P            d
                       niversity of Puget Sound (Tacoma, W                  een
                                                              WA). Betwe 1991 and 2007, she
        ollege mathematics cours including statistics, c
taught co                           ses           g                         d
                                                              calculus, and computer a  applications at
the Unive             get          nd
          ersity of Pug Sound an Pierce Co       ollege (a commmunity coll  lege in Puyaallup, WA).
          08          b            g            d             onal          h,
Since 200 she has been working in the field of institutio research first as an analyst at th        he
          ty          S
Universit of Puget Sound and now as the di                    stitutional research at MS – Great F
                                                 irector of ins                          SU          Falls
         o             gy.           p
College of Technolog She has participated in national c                                 onal
                                                               conferences of institutio research   hers
         n            eral         ools
of other national libe arts scho and has been a mem          mber of the T Technology S Support Adv visory
         tee           S
Committ at Puget Sound, as well as a comm                     ged
                                                  mittee charg with asse                limate for
                                                                            essing the cl
                      so                          ng
diversity. Wendy als has experience workin as an ana                       ate
                                                              alyst in priva industry.

Dr. Heid Pasek
Associat Dean/Chief Academi Officer
        te                       ic
Dr. Heidi Pasek is the Associate Dean of Inst              d
                                               truction and Chief Acad             er
                                                                      demic Office at Montana
State Uniiversity-Great Falls. Dr. Pasek’s car in highe education spans twent years, dur
                                               reer        er                      ty         ring
        me          w
which tim she has worked in stu                             ure        ulty        r
                                 udent affairs, earned tenu as a facu member in psycholo     ogy,
and serve as an adm              P
                    ministrator. Prior to her calling as a c
                                              c                        ator, Dr. Pas worked i the
                                                           college educa           sek         in
human se             m
        ervices and maintains lic             he
                                 censure in th state of M                           l
                                                          Montana as a professional counselor.

December 3, 2010                                alls        al
                                     MSU-Great Fa ATD Proposa                                        17
                                                                                          Page 15 of 1
She earne her Docto orate in Educ                      ate      ity
                                 cation from Montana Sta Universi in Bozem  man. Her
                    lude a B.S. in Psycholog from Utah State Univ
previous degrees incl           i            gy        h        versity and a Master’s in
Counseli from Uni
        ing                     G
                    iversity of Great Falls.

Judy Ha  ay
Assistan Dean of St   tudent Affa             t
                                 airs/Student Affairs Off   ficer
         y           ear          n            na          ty
Judy Hay has a 20 ye history in the Montan Universit System, st          tarting 1990 at the Univeersity
         ana         a                        y
of Monta – Helena College of Technology when that c        college was starting its tu
                                                                                     utorial and
developm mental progr             w
                     ramming as well as disab              es.          5
                                              bility service In her 15 years with UM-Helena she  a,
set up the Learning Center, man                C           s            ked          ulty
                                  naged their Carl Perkins grant, work with facu on an
advising program, an set up serv
                     nd                       udents with d
                                  vices for stu                                     e
                                                           disabilities. At the same time, the
         w           g                         d            and
College was creating its Related Instruction department a recogniz                   d
                                                                         zing the need for
developm mental educa            ramming. Ju worked w the facu to set up a
                     ational progr            udy           with         ulty        p
developm             ram                      w            d
         mental progr that was integrated with Related Instruction and the Lea      arning Center and
                                 C             p
utilized the Asset test and then Compass for placement.

Judy earn her Bach    helor of Scie
                                  ence degree in Elementar Education in 1980 fro Montana
                                                i          ary            n            om           a
State Uni             n
         iversity, then a minor in Special Edu             m
                                               ucation from The Univer    rsity of Monntana in 1982 2.
After teaching in the K-12 arena briefly, she started a pri               g
                                                            ivate tutoring business, s serving studeents
                                  racks but stil needed sp ecial educational service After
who fell through the eligibility cr             ll                                     es.
                       i          ge
working with adults in the Colleg of Techno                 g
                                               ology setting for a few y years, she puursued a Mas  ster
of Educa              lt                                    ana
        ation in Adul and Higher Education from Monta State Un           niversity, fini            03.
                                                                                        ishing in 200
In 2005, she moved from UM-He      elena to Mon             University-G
                                                ntana State U            Great Falls CCollege of
Technolo to assist in the expan   nsion of two-year educat               ces          man,
                                                             tional servic in Bozem Montan         na.
        s             t                        A            cer
Judy was then hired to be the Chief Student Affairs Offic for MSU                      s
                                                                        U-Great Falls in 2006, an  nd
                      n           resent. In this capacity, she is a mem
has held that position until the pr                                      mber of the D Dean’s Cabin  net
                      dent        f            r            e,            the         op”
and oversees the stud affairs functions for the College including t “one-sto center (called
         C            ere
Student Central) whe the Regis    strar, Financ Aid, Adm
                                              cial                       d            ent
                                                            missions and New Stude Advising        g,
        R             nd          S                         lso          e
Career, Retention, an Transfer Services are located. Al under the Assistant D         Dean’s direct tion
        bility Service and the Learning Cen
are Disab             es,         L            nter.

Jana Carter
English Faculty/Com               on
                     mmunicatio and Engl Chair lish
         ter         ht           ion
Jana Cart has taugh Compositi at Monta State Unana                      eat          ce          d
                                                            niversity Gre Falls sinc 2004, and she
currently serves as English Depa artment Chair. Prior to m moving to Mo              taught English as
                                                                         ontana, she t
        d            a                                      t           e
a Second Language and Composition from 2002-2004 at Palo Verde College in C                       She
                                                                                      California. S
also taug Composit                M
                     tion for the Maricopa Co  ommunity C               rict
                                                           College Distr in the Ph  hoenix metro  o
area. Jana is a 2010 National Inst             aff
                                  titute for Sta and Organ              Development (NISOD)
                                                             nizational D            t
                                 na            M            ish
Excellence Award Recipient. Jan holds an MA in Engli from Ariz                      University an a
                                                                         zona State U             nd
TESOL certificate from the Univ  versity of Ca               s
                                               alifornia, Los Angeles.

December 3, 2010                               alls        al
                                    MSU-Great Fa ATD Proposa                                        17
                                                                                         Page 16 of 1

                      Achieving the Dream: Community Colleges Count 
                                      November 2010 
Proposal Submission Deadline: December 3, 2010 
Table of Contents 
       I.     Achieving the Dream Background 
       II.    Benefits of Participating in Achieving the Dream  
       III.   Description of Funding Commitments 
Detailed Description of Achieving the Dream 
       IV.    Values and Principles of Achieving the Dream 
       V.     Expectations of Colleges Participating in Achieving the Dream  
       VI.    Policy and Adding Value to the Field 
       VII.   Expected Outcomes  
       Proposal Submission Process 
       Proposal Form 
       Attachment 1‐ Implementation Proposal Information  
I.    Achieving the Dream Background 
      Achieving the Dream: Community Colleges Count is a national nonprofit organization that 
      helps more community college students succeed, particularly students of color and low‐
      income students. The organization works on multiple fronts — including efforts on 
      campuses and in research, public engagement and public policy — and emphasizes the use 
      of data to drive change. Launched as an initiative in 2004 with funding provided by Lumina 
      Foundation for Education, Achieving the Dream is built on the belief that broad institutional 
      change, informed by student achievement data, is critical to significantly improving student 
      success rates. Today, Achieving the Dream’s network includes 130 institutions in 24 states 
      and the District of Columbia, reaching more than one million students. Achieving the Dream 
      continues to work closely with founding partners: the American Association of Community 
      Colleges; the Community College Leadership Program at the University of Texas‐Austin; the 
      Community College Research Center, Teachers College, Columbia University; Jobs for the 
      Future; MDC; MDRC; and Public Agenda.  
      Achieving the Dream’s student‐centered vision is focused on creating a culture of evidence 
      on community college campuses in which data and evidence drive broad‐based institutional 
      efforts to improve student outcomes. Achieving the Dream provides extensive supports to 
      colleges in collecting and analyzing student data; in designing, implementing, and evaluating 
      intervention strategies; and in broadening knowledge among stakeholders about policies 
      and programs that contribute to student success. For more information, please visit  
      Achieving the Dream’s research‐based framework and five‐step process for increasing 
      student success through institutional improvement (see page 7) have led to significant 
      innovations in teaching and learning and critical public policy changes around the country. 
      Through Achieving the Dream, colleges are able to bolster their data collection and analysis 
      to better measure and track student progression, allowing for greater accountability, and 
      leading, ultimately, to identifying priority strategies to allocate student success resources. 
      Achieving the Dream colleges have demonstrated systemic institutional improvement with 
      measurable impact on issues such as enhancing the experience of first‐year students, 
      improving developmental education, closing achievement gaps, strengthening academic 
      and personal advising for students in need of additional support, strengthening links to high 
      schools and four‐year institutions to improve student preparation, and increasing retention, 
      persistence, and the number of certificate and degree recipients. The policy work 
      undertaken by Achieving the Dream has created public policy environments that encourage 
      innovation and reward institutions for moving greater numbers of students to degrees and 
      credentials. These institutional and policy improvements have fortified the colleges’ efforts 
      in strategic planning, reaccreditation, professional development, and programmatic 

 November 2010              Achieving the Dream Request for Proposals              Page 2 of 20
          Longitudinal and institution‐based research have found that colleges that adhere to 
          Achieving the Dream’s student‐centered framework are better able to maximize 
          institutional resources and create a campus‐wide culture that fosters student success. 
II.       Benefits of Participating in Achieving the Dream  
          Achieving the Dream expects that by following its model of continuous institutional 
          improvement over a sustained period of time, participating institutions will be able to 
          increase the rates at which their students succeed and close gaps in performance among 
          different student demographic groups. 
          Colleges that participate in Achieving the Dream receive assistance from experienced 
          practitioners in building a culture of inquiry and evidence, using data to identify problems, 
          set priorities, and measure progress toward increasing student success. Achieving the 
          Dream colleges make lasting changes in policies, programs, structures, and services that 
          work in an integrated fashion to support success for all students. Additionally, Achieving the 
          Dream colleges gain expertise in improving success among diverse student populations.  
          Achieving the Dream provides each college with support from a highly‐skilled and 
          experienced coach and data facilitator who have been carefully screened and chosen to fit 
          the needs of each institution. The coach will dedicate 10 days and three site visits during the 
          first year and eight days and two site visits during years two and three.  The data facilitator 
          will dedicate 12 days and four site visits during the first year and eight days and two site 
          visits during years two and tree.  They will guide the college through a process that begins 
          with data collection and analysis for the purpose of identifying performance gaps and 
          barriers to student success. The process also includes support in conducting institutional 
          policy analysis and designing comprehensive, evidence‐based institutional improvement 
          and evaluation plans. Other phases of the process incorporate assistance with crafting an 
          institutional culture of inquiry and evidence and establishing an institutional practice of 
          evidence‐based decision making and resource allocation. This team will raise questions and 
          facilitate discussions of tough issues to identify areas where the college is succeeding and 
          where it needs to improve. 
          The national Achieving the Dream database, which includes cohort data from all Achieving 
          the Dream colleges and national student data, is a tool for peer benchmarking and analysis 
          of disaggregated student data. A dynamic website provides tools and information that can 
          support institutional change and policy development. Through the ATD website, colleges 
          are able to disaggregate and drill down into the data sets they submitted to the national 
          Participating institutions will also become part of a national community of like‐minded 
          leaders and learners deeply committed to student success and closing achievement gaps. 
          All colleges in this community are expected to be active learners and are expected to 
          disseminate lessons learned and successful data and service tools at their institutions. 
          Members of this community of learners interact directly and indirectly. Colleges entering 

      November 2010              Achieving the Dream Request for Proposals              Page 3 of 20
    Achieving the Dream participate in a Kickoff Institute which provides an opportunity to 
    meet colleagues from other institutions who will be following similar steps of data analysis, 
    information gathering, planning, and experimenting. All Achieving the Dream colleges 
    participate in an annual Strategy Institute that connects their team members to others from 
    across the country to share lessons from their work and to analyze stubborn challenges. We 
    value learning from each other’s mistakes and successes.  
    All participating institutions have access to the members‐only section of the Achieving the 
    Dream website, which contains resource materials from national partner organizations and 
    participating colleges. Colleges are able to submit material to be posted on the website and 
    can view descriptions and evaluations of interventions each college has implemented.  
    Achieving the Dream is also developing data tools for colleges, and supporting training and 
    professional development for institutional researchers at community colleges.  
    Multiple projects and funders have found value in tapping into the Achieving the Dream 
    network of Community Colleges as a laboratory for additional student success and equity 
          In 2009 the Developmental Education Initiative recruited 15 Achieving the Dream 
            Colleges to identify and develop programs that increase the number of community 
            college students who complete preparatory classes and successfully move on to 
            college‐level studies. Funded by the Bill & Melinda Gates Foundation and the Lumina 
            Foundation for Education, it includes 15 colleges and six states that were early 
            participants in the Achieving the Dream: Community Colleges Count initiative. 
         Several Achieving the Dream colleges are participating in the Center for Working 
          Families project to bundle services and offer financial coaching to low‐income 
          students in an effort to increase retention and completion. 

November 2010             Achieving the Dream Request for Proposals             Page 4 of 20
III.       Description of Funding Commitments 
           Up to thirty community and technical colleges will be invited to participate in Achieving the 
           Dream for three years, starting in spring 2011. The ATD participation fee is $75,000 each 
           year for these three years. Participation fees are due on or before March 1 of 2011, 2012, 
           and 2013. The participation fee paid to Achieving the Dream will support numerous 
           services, including the following: 
           Year One  
            A Kickoff Institute for five core team members in summer 2011. 
            12 days of data facilitation, plus opportunities to work with an assigned data facilitator 
               during the Kickoff Institute and the annual Strategy Institute; the data facilitator will visit 
               the campus four times during the academic year. 
            10 days of coaching, plus opportunities to work with an assigned coach during the 
               Kickoff Institute and the annual Strategy Institute; the coach will visit the college thrice 
               during the academic year. 
            Complimentary registration for four team members at the annual Strategy Institute to 
               be held in early 2012. 
            Access to the national database and eSTATS data mining and analysis tools. 
            Access to all Achieving the Dream publications, tools, communication materials via a 
               members‐only section of the Achieving the Dream Web site. 
           Year Two  
            8 days of site‐based coaching plus opportunities to work with an assigned coach during 
               the annual Strategy Institute; the coach will visit the college twice during the academic 
            8 days of site‐based data facilitation plus opportunities to work with an assigned data 
               facilitator during the annual Strategy Institute; the data facilitator will visit the campus 
               twice during the academic year. 
            Complimentary registration for four team members at the annual Strategy Institute to 
               be held in early 2013.  
            Access to the national database and eSTATS data mining and analysis tools. 
            Access to all Achieving the Dream publications, tools, communication materials via a 
               members‐only section of the Achieving the Dream Web site. 
           Year Three  
            8 days of site‐based coaching plus opportunities to work with an assigned coach during 
               the annual Strategy Institute; the coach will visit the college twice during the academic 
            8 days of site‐based data facilitation plus opportunities to work with an assigned data 
               facilitator during the annual Strategy Institute; the data facilitator will visit the campus 
               twice during the academic year. 
            Complimentary registration for four team members at the annual Strategy Institute to 
               be held in early 2014.  

       November 2010               Achieving the Dream Request for Proposals                Page 5 of 20
       Access to the national database and eSTATS data mining and analysis tools. 
       Access to all Achieving the Dream publications, tools, communication materials via a 
        members‐only section of the Achieving the Dream Web site. 
    Selected institutions are responsible for paying for the following: 
    Year One: 
     Travel and lodging for five core team members to participate in the June 2011 Kickoff 
        Institute. (Estimate lodging at $175 per night for three nights for five team members.) 
     Travel and lodging for four team members to participate in the 2012 Strategy Institute. 
        (Estimate lodging at $175 per night for three nights for four team members) 
     Travel, lodging, and registration for any additional team members to participate in the 
        2012 Strategy Institute. (Estimate registration at $550 per person.) 
     Planning costs – these could include meetings and retreats, faculty release time or 
        stipends; community, faculty, and student engagement activities; site visits to other 
        colleges for professional development or other learning opportunities. Institutions will 
        determine what costs and activities best serve their needs. 
    Year Two 
     Travel and lodging for four team members to participate in the 2013 Strategy Institute. 
        (Estimate lodging at $200 per night for three nights for four team members.) 
     Travel, lodging, and registration for any additional team members to participate in the 
        2013 Strategy Institute. (Estimate registration at $550 per person.) 
     Implementation costs – these could include new programs and services, evaluation 
        costs, professional development and other expenses associated with implementing the 
        four‐year student success plan. 
    Year Three 
     Travel and lodging for four team members to participate in the 2014 Strategy Institute. 
        (Estimate lodging at $200 per night for three nights for four team members.) 
     Travel, lodging, and registration for any additional team members to participate in the 
        2014 Strategy Institute. (Estimate registration at $600 per person.) 
     Implementation costs – these could include new programs and services, evaluation 
        costs, professional development and other expenses associated with implementing the 
        four‐year student success plan. 
    Annual reports of expenditures supporting an institution’s Achieving the Dream work will be 
    required annually.  
    Sustainability is vital. Significant improvement in student outcomes is not likely to be 
    achieved in just three years. Colleges should be prepared to continue their Achieving the 
    Dream work over the long term and to secure sufficient resources to assure successful 
    systemic institutional improvement strategies are taken to scale and sustained.. Achieving 

November 2010             Achieving the Dream Request for Proposals             Page 6 of 20
      the Dream encourages colleges to reach out to investors and their local community 
      foundation for support. With an in‐depth knowledge of local resources and initiatives, your 
      community foundation could potentially be an important partner for both financial and 
      technical assistance. 
    Detailed Description of Achieving the Dream 
IV.    Principles and Values of Achieving the Dream 
        Achieving the Dream adheres strongly to the core values that permeate our work with 
       community colleges. The polestar guiding every aspect of Achieving the Dream is a student‐
       centered vision in which partners, funders, colleges and states are committed to the goal of 
       improving student success. That vision is predicated on an equally strong belief in the dual 
       principles of equity and excellence, in which the best that higher education has to offer 
       must be made available to all students. The notion of “equity” does not imply treating all 
       students the same; some students may need extra help in meeting their goals. 
       Administrators, faculty, and policy makers alike examine hard evidence and data to pursue 
       policies and practices that are most likely to improve outcomes for all students.  
       The framework that guides our work on the college campuses is based on four principles of 
       the Achieving the Dream model for institutional improvement: committed leadership, using 
       evidence to improve programs and services, promoting broad engagement, and creating 
       systemic institutional improvement.  
            Committed leadership. Presidential leadership is essential to bring about institutional 
               change that will improve student outcomes. The president or chancellor must have a 
               vision for student success and equity and must be able to mobilize broad support for 
               that vision throughout the college and community. The college’s board and faculty 
               leadership also need to support an agenda for improving student outcomes. 
            Use of evidence to improve programs and services. Achieving the Dream is data‐
               driven and outcomes‐driven. Colleges will cultivate the practice of using data to 
               drive their decision‐making, program evaluation and resource allocation. Decisions 
               about how to organize, manage, and fund instruction and student support services 
               should be made based on evidence of what works to facilitate student success.  
            Broad engagement. While strong leadership from the top is necessary to change an 
               organization, it is not sufficient. Achieving the Dream recognizes that to bring about 
               lasting change, the behavior of people across the institution must change. To tackle 
               an issue as important and complex as improving student success, a college must 
               engage faculty, staff and administrators throughout the institution. Simply securing 
               input from faculty and staff is not enough. Institutions should encourage faculty and 
               staff to take responsibility for student success and invite them to take the lead in 
               efforts to improve the effectiveness of their programs and services. Working 
               collaboratively to enhance student success can be a powerful form of professional 

  November 2010              Achieving the Dream Request for Proposals              Page 7 of 20
            development for faculty and staff. Colleges should also seek input from students and 
            the larger community. Your local community foundation may be able to assist with 
            the broad community engagement through funding and/or by playing the role 
            of community convener.  
           Systemic institutional improvement. Achieving the Dream seeks to help colleges 
            bring about changes that go beyond specific programmatic interventions and affect 
            the culture and strategic operation of the institution. Participating institutions will 
            make significant and continuing changes in policies, budgetary and organizational 
            structures, programs, and services to improve student outcomes. Institutionalizing a 
            process of continuous, systemic improvement requires a commitment to 
            reallocating resources (financial, human, etc.) in support of policies and practices 
            found to be effective in improving student success.  
    The four principles of leadership, evidence, engagement, and systemic institutional 
    improvement underlying the framework for institutional improvement also inform 
    Achieving the Dream’s theory of action, which posits that if a college has the institutional 
    will for change and systematically uses hard data and collaborative strategies to address 
    barriers to student success, improved student outcomes should result. Achieving the Dream 
    therefore asks participating colleges to undertake a five‐step process of institutional 
    1. Commit to improving student outcomes: The college’s senior leadership, with support 
       from the board of trustees and faculty leaders, commits to making the changes in policy 
       and resource allocation necessary to improve student outcomes, and organizes a team 
       to oversee the process. 
    2. Identify and prioritize problems: The college uses longitudinal student cohort data and 
       other evidence to identify gaps in student achievement. A key premise of this approach 
       is that once faculty and staff see that certain groups of students are not doing as well as 
       others, they will be motivated to address barriers to student success. To ensure that 
       they focus their resources to greatest effect, colleges are encouraged to prioritize the 
       student achievement problems they plan to address. 
    3. Engage stakeholders in developing strategies for addressing priority problems: The 
       college engages faculty, staff, students, and other internal and external stakeholders in 
       developing strategies for remedying high‐priority student achievement problems based 
       on a diagnosis of the causes and evaluation of previous attempts by the institution and 
       others to address such problems. 
    4. Implement, evaluate and improve strategies: The college then implements the strategies 
       for addressing priority problems, being sure to evaluate the outcomes and using the 
       results to make further improvements.  

November 2010              Achieving the Dream Request for Proposals              Page 8 of 20
         5. Institutionalize effective policies and practices: The college takes steps to institutionalize 
            effective policies and practices. Particular attention is placed on how resources are 
            allocated to bring to scale and sustain proven strategies to achieve systemic institutional 
            improvement, and how program review, planning, and budgeting are driven by evidence 
            of what works best for students.  
         These steps are designed as an iterative process in which institutions continually evaluate 
         the effectiveness of strategies in improving student success.  
V.       Expectations of Colleges Participating in Achieving the Dream  
         Achieving the Dream colleges begin by forming a core team of key administrators, faculty 
         and staff leaders, and other stakeholders who lead the institution’s overall change efforts. A 
         data team of institutional research staff, faculty, and other staff members conducts an in‐
         depth examination of qualitative and quantitative data on student outcomes — 
         disaggregated by race, ethnicity, gender, and other characteristics — to diagnose 
         institutional strengths and weaknesses in student achievement. The data team works with 
         the core team in developing institutional strategies. 
         The coach and data facilitator team will interact with their assigned colleges through a 
         combination of campus visits, e‐mail correspondence, telephone conversations, and web‐
         mediated communication. Coaches and data facilitators will also attend the Kickoff Institute 
         and the annual Strategy Institute. Coaches and data facilitators guide colleges as they 
         analyze their student data, set priorities, develop strategies, and implement and evaluate 
         institutional improvements. During the planning year, they will help the data and core 
         teams craft an implementation proposal that lays out a research‐based implementation 
         plan for overcoming identified student success challenges and achieving systemic 
         institutional improvement. They will aid the institution in engaging students, faculty, 
         community members, and other stakeholders in dialogue about the analysis and proposed 
         plans, and they will help the college set performance targets and benchmarks to monitor 
         college progress.  
         The core team participates in a national Kickoff Institute that grounds the team in the 
         values, goals, and expectations of Achieving the Dream. Each winter, colleges from around 
         the country send teams to an annual Strategy Institute where national experts and 
         Achieving the Dream teams share information about strategies that have proven effective in 
         increasing student success. Optional learning events may include an annual trustees’ 
         institute, pre‐Strategy Institute workshops, and online courses in institutional research. 
         Colleges are required to submit a budget and work plan for the first year in Achieving the 
         Dream as soon as feasible after the Kickoff Institute and no later than August 31, 2011. The 
         budget defines projected expenditures toward Achieving the Dream work between the 
         Kickoff Institute and June 30, 2012. The work plan displays the tasks that will be completed 
         during this same time frame, task deadlines, and responsible parties. Colleges are urged to 

     November 2010              Achieving the Dream Request for Proposals               Page 9 of 20
          wait until they have participated in the Kickoff Institute to finalize their budgets and work 
          During the planning year, the teams engage students, faculty, and the community in data 
          analysis and conversations that lead to the development of a four‐year implementation 
          proposal that includes a work plan, evaluation plan, and budget. The plan includes up to five 
          priority areas for improving student success. Institutions may adapt strategies from other 
          institutions or design new approaches to address their priority areas. They set measurable 
          goals and integrate the Achieving the Dream plans and priorities into their strategic and 
          annual planning, as well as budgeting and resource allocation processes.  Continued 
          participation is contingent upon receipt of an acceptable implementation proposal for 
          achieving systemic institutional improvement after year one. For more information on the 
          implementation proposal and expectations of Achieving the Dream colleges, please see 
          Attachment 1.  After the first year, the college is expected to submit an annual report of 
          successes, challenges, and progress each summer. Continued participation in ATD is 
          contingent upon receipt of an acceptable annual report each year. 
          Colleges submit annual student cohort data for inclusion in the national Achieving the 
          Dream database, which is used for evaluation and analysis across Achieving the Dream. 
          These data submissions will be required through the duration of a college’s participation in 
          Achieving the Dream. Colleges will then have access to analysis and reports that are created 
          using the ATD national database.  
VI.       Policy and Adding Value to the Field 
          In addition to the institutional change component detailed in the section above, Achieving 
          the Dream has a state and national policy component and a component for adding value to 
          the community college field. 
          Influencing Public Policy  
          The state policy component of Achieving the Dream promotes changes in state‐level 
          priorities, rules, regulations, and resource allocation that can make it easier for participating 
          colleges to improve student outcomes. The work is designed to use effective practices 
          developed by colleges to inform policy development in order to help take them to scale and 
          sustain them more broadly. Driven in large part by the absence of a clear public policy 
          commitment in most states, this aspect of Achieving the Dream work seeks to establish 
          data‐driven state (and ultimately national) policies that make community college student 
          success — especially for underserved students — a priority public policy goal. 
          Achieving the Dream’s approach holds that institutional change and state policy inform 
          each other to their mutual benefit. Having college and state leaders work together builds 
          the capacity of colleges to understand the policy process and participate as effective 
          advocates for meaningful policy change. This process allows policy agendas to be built with 
          far better understanding of the colleges’ real needs and promotes buy‐in by the colleges. 
          Achieving the Dream has become a powerful convening and learning opportunity for all 

      November 2010              Achieving the Dream Request for Proposals              Page 10 of 20
           constituencies, bringing colleges, states and other stakeholders together around such issues 
           as statewide performance indicators, financial aid practices, and accreditation.  
           ATD’s policy work is focused on key states where low income students or students of color 
           are a significant proportion of the community college student population. Achieving the 
           Dream also works at the national level to secure an environment that encourages 
           innovation and replication of proven strategies for increasing student success. 
           Achieving the Dream in Action: Adding Value to the Field  
           Achieving the Dream has produced several research reports including a literature review of 
           effective practices for increasing student success at community colleges, case studies of 
           colleges to explore institutional characteristics and practices that affect student outcomes, 
           and a cost study that shows what it costs colleges to adopt ATD principles and practices. 
           Other studies of the institutional change process, an analysis of barriers to student 
           achievement, and additional documentation of effective practices are underway.  
           Several policy briefs—on topics such as placement testing for developmental education, 
           access to community colleges by undocumented immigrants, and privacy concerns within 
           state data systems—have been widely disseminated. Policy audits in selected Achieving the 
           Dream states provide baseline information on state policies that affect student access and 
           Many of the resources listed in the Benefits of Participation section are available to the 
           public through the Achieving the Dream website. 
VII.       Expected Outcomes  
           Ultimately, the initiative seeks to help more students reach their individual goals – which 
           may include obtaining a better job, earning a community college certificate or degree, or 
           attaining a bachelor’s degree. Institutions participating in Achieving the Dream are required 
           to submit longitudinal student unit record data on cohorts of students that will document 
           over at least four years the rates at which students: 
                Complete college remedial or developmental courses 
                Complete gatekeeper courses, particularly first college‐level or degree‐credit courses 
                   in math and English 
                Successfully complete the courses they attempt with a grade of C or better 
                Persist from term‐to‐term and year‐to‐year 
                Complete credentials 
           Specifically, after four or more years of implementation, we expect colleges to show 
           measurable improvement in success rates among the targeted groups, with no reduction in 
           enrollment for these populations. We expect progress in closing achievement gaps between 
           demographic groups and progress toward the expected outcomes each college includes in 
           their implementation proposal. 

       November 2010             Achieving the Dream Request for Proposals            Page 11 of 20
Proposal Submission Process 
   1. Step One:  Complete the proposal  
        Provide all the information requested on the Proposal Form, including the requested 
           signatures. When complete, the narrative section of this form should not exceed 8 
           pages. Narrative text should be single‐spaced in 12‐point font with one‐inch 
             o  We encourage colleges to convene a group that includes the ATD team leader, 
                 financial contact, president or CEO, faculty member, institutional researcher, 
                 chief academic officer, chief student services officer, a student, a community 
                 representative, and grant writer to discuss questions 3 through 7 before 
                 submitting the proposal. We encourage colleges to use inclusive processes that 
                 incorporate representatives from different parts of the college to complete this 
          Include a statement of commitment from the institution’s board of trustees. (If a 
           resolution by the full board is not feasible by the proposal due date, a letter from 
           the chair of the board will be accepted.)  
          Attach a copy of the college’s mission statement. 
          Provide a biography of each of the five required core team members. Bios should be 
           no more than 250 words. 
   Note: Achieving the Dream will host a webinar at 3:00 Eastern on November 12, 2010 to 
   answer any questions colleges have about Achieving the Dream or the proposal process. To 
   reserve a spot during the webinar, follow this URL  
   2.  Step Two:  Submit the proposal 
       Proposals should be submitted electronically as a single Word or PDF document that 
       includes a cover letter on letterhead to by December 3, 
       2010. Please use the subject line “[College Name] ATD Proposal.”  
   Selection and Notification 
        Since Achieving the Dream’s mission is to improve student success at the nation’s 
           community colleges, particularly for students of color and low‐income students, 
           special consideration will be given to those colleges serving high percentages of 
           students of color and/or low‐income students. However, these special considerations 
           do not disqualify any eligible college from responding to the request for proposals. 
        A team of reviewers will rank the proposals, looking for strong evidence of 
           commitment to increasing student success and equity. Reviewers will also be looking 
           for the college’s vision of how participation in Achieving the Dream will improve the 
           college, willingness to look critically at the college’s current efforts and outcomes, 
           and openness to change. Reviewers will weigh the college’s readiness for this work 
           equally with the college’s need for the work and growth potential. 

November 2010             Achieving the Dream Request for Proposals            Page 12 of 20
           Achieving the Dream will notify the contact person for each submitted proposal via 
            email by early January of their proposal’s standing. 
    Dates and Deadlines: 
        November 12, 2010, 3:00 Eastern Time– Webinar for interested colleges with 
           questions. To reserve a spot during the webinar, follow this URL 
        December 8, 2010‐ Proposal due 
        Early January 2011 – Achieving the Dream notifies applicants of standing 
Dates and Deadlines for Selected Colleges: 
Date       Year  Report/Event 
March 1  2011  $75,000 Participation fee due 
June       2011  Kickoff Institute 
August     2011  Planning year work plan and budget due 
Sept. 15  2011  2007‐08 and 2008‐09 cohort data due 
Nov. 15    2011  2009‐10 cohort data due 
February   2012  Strategy Institute 
March 1  2012  $75,000 Participation fee due 
March 31   2012  DRAFT implementation proposal narrative due   
April      2012  You will receive feedback on your draft implementation proposal that will help you 
                  submit a stronger final implementation proposal. 
May 15     2012  FINAL implementation proposal narrative, budget, and contact sheet due  
Aug. 31   2012  Planning year expense report due 
Sept.      2012  Strategy Institute workshop proposals due (optional) 
Nov. 15    2012  2010‐2011 cohort data due 
February  2013  Strategy Institute 
March 1  2013  $75,000 Participation fee due 
April 30   2013  Annual narrative and financial reports due. Intervention Online Tool entries due 
Aug. 31    2013  Final expenditure report due 
Nov. 15    2013  2011‐2012 cohort data due 
February  2014  Strategy Institute 
April 30   2014  Annual narrative and financial reports due. Intervention Online Tool entries due 
Aug. 31    2014  Final expenditure report due 
Nov. 15    2014  2012‐2013 cohort data due 
   Questions?  Send an e‐mail to with the subject line “ATD 
   Proposal Question.” 

November 2010              Achieving the Dream Request for Proposals          Page 13 of 20
                                           Proposal Form 
Public two‐year community colleges and technical institutions seeking to apply for participation 
in Achieving the Dream: Community Colleges Count during the 2011‐2012 through 2013‐20 14 
period should submit this completed proposal by December 8, 2010 to with the subject line “[College Name] ATD Proposal.”   
Enter proposal information and narrative directly on this form. When complete, the narrative 
section of this form should not exceed 8 pages. Narrative text should be single‐spaced in 12‐
point font with one‐inch margins. Signatures of core team members are requested to confirm 
willingness to play a leadership role in this work. 
City/State/Zip Code        
Web address                
City/State/Zip Code        
City/State/Zip Code        

November 2010             Achieving the Dream Request for Proposals            Page 14 of 20
 2. CORE TEAM. Please provide the names of the five required members of your core team. 
     Attach a 250‐word (or less) biography for each of these five members. Also identify 
     additional core and data team members, if available at this time. Describe how additional 
     members from the institution and community will be involved in the Achieving the Dream 
     activities and decision‐making.  
City/State/Zip Code          
b. INSTITUTIONAL RESEARCHER (person responsible for institutional research or institutional 
City/State/Zip Code          
City/State/Zip Code          

November 2010             Achieving the Dream Request for Proposals            Page 15 of 20
City/State/Zip Code        
e. FACULTY (e.g., person responsible for programs and curricula in key areas such as remedial or 
    developmental education, mathematics and English)  
City/State/Zip Code        
f. OTHER TEAM MEMBERS Optional:  Enter names and titles of other team members who have 
     agreed to serve on either the core team or the data team.  
City/State/Zip Code        
Describe how               
additional members 
from the institution 
and community will be 
involved in the 
Achieving the Dream 
activities and decision‐

November 2010             Achieving the Dream Request for Proposals           Page 16 of 20
Begin narrative section   
3. Committed leadership. Please answer each question. 
     What is the college’s vision for student success? 
     What is the college’s vision for equity?   
     How is the President or Chancellor mobilizing support for this vision in the college and 
     How is the vision reflected in the college’s strategic plan (or equivalent document)? 
     How does the college’s planning process currently use data in planning and decision 
4. Use of evidence to improve programs and services. Please answer each question. 
     How is the college currently using student unit data and program and policy evaluations 
        to improve programs, services and create systemic instiutional improvement? 
     What obstacles is the college experiencing in using evidence to improve programs, 
        services and create systemic institutional improvement (if any)?  How would 
        involvement in Achieving the Dream help the college overcome these obstacles? 
5. Broad engagement. Please answer each question. 
     How is the college currently engaging stakeholders in problem solving and/or leadership 
     What obstacles to engaging stakeholders is the college currently experiencing (if any)?  
        How would participating in Achieving the Dream help the college overcome these 
6. Systemic institutional improvement. Please answer each question. 
     How has the college improved student success within the last seven years?  What 
        changes in programs, services, policies, or practices produced the improved success 
         How were these changes evaluated? 
         How has the college scaled‐up or improved upon these programs, services, policies 
            or practices?   
         Did the changes reinforce and leverage each other to bring about systemic 
            institutional improvement or were they largely independent of each other? 
         What obstacles, if any, are hindering full implementation of proven programs and 
            services?  How would participating in Achieving the Dream help the college 
            overcome these obstacles?  
NOTE: Colleges will be expected to use student outcome data to drive decision‐making about 
interventions that may need to be abandoned and others that hold promise for greater success. 
Colleges are cautioned against jumping to selection of intervention strategies prior to 
conducting a thorough analysis of ongoing activities and challenges during the planning period.  

November 2010             Achieving the Dream Request for Proposals           Page 17 of 20
7.   What relationships does the college have with potential funding sources that could support 
     ATD beyond the four years of the grant period?  What is your plan for securing or 
     reprioritizing funding to scale and sustain successful innovations that resulted from 
     participating in ATD?   
8a. Data Analysis Capacity. Please answer each question. 
      Describe the college’s current or planned institutional research capacity to facilitate the 
        mission of ATD to create a culture of evidence to inform decision‐making.  How will this 
        capacity be sustained beyond grant funding for ATD? 
      What types of data analyses are routinely produced for use by faculty, staff, or 
      How does the college incorporate these data into decision‐making processes (if at all)? 
      What difficulties do you anticipate (if any) in meeting Achieving the Dream’s 
        expectations of colleges regarding the submission of annual student cohort data, the 
        evaluation of student success interventions, and the collection, analysis, and 
        presentation of student outcome data?  
End narrative section   
8b. Provide the following data on your institution’s enrollment based on your Fall 2009 data 
submission for IPEDS. Complete the table below, following the examples provided.  
                    Sector                           2009 College                  2009 College 
                                                    Enrollment (#)*               Enrollment (%)* 

      Black                                                          11,540                      21.01%
      American Indian                                                    27                        .05%
      Asian                                                             622                       1.13%
      Hispanic                                                       35,056                      63.82%
      White                                                           5,549                      10.10%
      Unknown                                                         2,132                       3.88%
      Total                                                          54,926                       100%
 * Enrollment figures are taken from Fall 2008 IPEDS as submitted by institutions  
       Sector                                2009 College                     2009 College 
                                             Enrollment (#)*                  Enrollment (%)* 
      American Indian  

November 2010                 Achieving the Dream Request for Proposals                      Page 18 of 20
9. Provide the following data on your institution’s Fall 2006 cohort graduation rate. Complete 
the table below, following the examples provided.  
                            Sector                                  Graduation rate (%) Based on 2006 
                                                                      First Time, Full‐Time Cohort** 

       Black                                                                          20.9
       American Indian                                                                0.0
       Asian                                                                          34.5
       Hispanic                                                                       19.4
       White                                                                          27.0
       Unknown                                                                        53.8
       Institution Graduation Rate ***                                                21.0

** Graduation rates are based on Student Right to Know definitions, as reported on 2009 IPEDS 
files. This includes the percent of the fall 2006 first‐time, full‐time student cohort who 
completed a degree, certificate, or transfer preparatory program within 150% of normal 
program time.  
*** Institution graduation rates include all full‐time, first‐time degree/certificate‐seeking 
undergraduate students entering the institution either during the fall term or during the 
academic year 2006‐2007.  
                            Sector                        Graduation rate (%) Based on 2006 First Time, Full‐
                                                                           Time Cohort** 
       American Indian  
       Institution Graduation  
       Rate ***  
We agree to abide by the commitments described in this proposal.  
CEO name/title                                                Signature                                        Date  
Financial contact name/title                            Signature                                         Date   

November 2010                      Achieving the Dream Request for Proposals                              Page 19 of 20
Attachment 1‐ Implementation Proposal Information  
All Achieving the Dream colleges are required to submit an implementation proposal narrative, 
work plan, and budget at the end of their planning year.  Continued participation in Achieving 
the Dream is contingent on receipt of an acceptable implementation proposal. These proposal 
guidelines provide a framework for organizing qualitative and quantitative data and creating a 
four‐year implementation plan. 
Institutions applying to join Achieving the Dream should NOT submit an implementation 
proposal during this proposal process. 
Successful proposals will provide evidence of the following: 
     The institution has conducted a rigorous analysis of student outcomes (using data 
         disaggregated by race, ethnicity, gender, age and other characteristics as appropriate); 
         assessed current policies and practices influencing student success; and authentically 
         engaged students, faculty, and the community to identify barriers to student success 
         and strategies for overcoming them.  
     The institution has identified an ambitious yet manageable set of priorities for 2011‐15 
         based on its data analysis.  
     The institution will build on demonstrated successes, discard inefficient policies and 
         practices, and adopt, adapt, or test strategies that fit the institution’s analyses of 
         student outcomes and current policies and practices. 
     The institution will seek to improve itself as a system, not simply initiate projects. The 
         institution will have a resource allocation plan for taking successful strategies to scale 
         across the institution. 
     The institution will leverage internal and external sources of funding to support 
         institutional improvement.  
     The institution will have an evaluation plan for each intervention and apply new 
         understandings to drive lasting change in core policies and practices.  
     The institution will have plausible plans for maintaining momentum, institutionalizing a 
         culture of evidence and inquiry, and engaging stakeholders in problem‐solving activities. 
     The institution will have strong presidential and board commitment to keeping an 
         institution‐wide focus on student success. 
Suggestions for conducting your planning work can be found in the Field Guide for Improving 
Student Success published by Achieving the Dream and available on  
Draft implementation proposals and related materials are due March 31, 2012. Coaches, data 
facilitators, and ATD will provide critical feedback that may help strengthen final proposals. 
Final proposals and documentation materials are due May 15, 2010. All applicants will be 
notified of their second‐year standing by ATD on or around July 1, 2012. 

November 2010              Achieving the Dream Request for Proposals             Page 20 of 20

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