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Success Teams

A success team is a cross-functional team of faculty, staff, students, and administrators, responsible for oversight and engagement of a particular group of students throughout their educational journey at our institution. The goal of success teams is to ensure equitable student success by coordinating campus-wide efforts, including evaluation and development of effective onboarding, curriculum and support services, throughout the students’ pursuit of their academic and career goals.


Role Description
  • Schedule periodic meetings with the success team  
  • Determine measures of student success 
  • Collaborate with campus-wide services  
  • Identify current challenges to student success 
  • Address barriers to student success 
  • Measure outcomes of current services  
  • Seek resources to promote student success 
  • Initiate referrals to other services and disciplines as deemed appropriate for the student population 
  • Report success team activities and outcomes
  • Keep team membership information on website current
Data Coach
  • Gather data on use of program-specific counseling services 
  • Gather data of course and program attrition and completion rates  
  • Collect data on use of financial aid services, veterans, etc.  
  • Seek additional data on student access to services
  • Report data on outcomes related to specific success interventions (student survey, feedback, etc.)  
Student Services Experts (i.e. counselors, financial aid specialists, LAP, etc.) 
  • Provide reports on outreach and onboarding activities as these relate to enrollment   
  • Provide report on student access/use to services – counseling, learning assistance, financial aid, and supplemental instruction (writing and math laboratory, Early Alert, and library)  
  • Report on identified student barriers to success   
  • Gather data on completion of graduation requirements, educational plans, and petition for graduation 
  • Recommend success interventions  
  • Establish realistic and appropriate timelines
Program Experts
  • Provide reports on completion and attrition rates at the course-level. 
  • Identify student issues at the course- and program-levels.  
  • Determine student success needs. 
  • Recommend success interventions 
  • Establish realistic and appropriate timelines  
  • Provide feedback regarding currently available and accessed services  
  • State ongoing needs and barriers to success  
  • Provide feedback on innovative interventions and program-related activities  

Launching your Team:

Meeting Schedule Activities
Week 1
  • Review Roles & responsibilities
  • Establish roles for members
  • Create meeting schedule and structure
Week 4
  • Discuss team goals
  • Identify/review data sources, campus resources, etc.
  • Assign "data dive" homework
Weeks 5- 10
  • Engage in data discovery (qualitative and quantitative)
  • Discuss and analyze as a team to identify barriers
  • Brainstorm interventions
Week 11
  • Plan interventions & timelines
Weeks 12- 15
  • Work on implementing interventions
  • Set next semester meeting schedule and goals


Maintaining Your Teams:

Meeting Schedule Activities
Pre-Semester Summit
  • Deep dive data
  • review address goals
  • set timeline
Weeks 1-13
  • Meet 1-2 times/month
  • Work on interventions
  • Discuss goals 
  • Collaborate with other success teams
Weeks 14-16
  • Set goals and meeting dates for next semester,
  • Confirm team membership,
  • Plan data collection method(s)
  • Plan evaluation method of interventions implemented


Success Teams are formed by Area of Interest

Area of Interest Co-Leads Members
Business & Finance

Rick Rantz (dean)

Marie Comstock (faculty)


Data Coach: Brent Darwin

Counselor: Maria Arvizu-Rodriguez

Program Expert(s): Robert Bryant,  Carmen Montanez- Rodriguez

Creative Arts

Rick Rantz (dean)

Sydney Sorenson (faculty)

Data Coach: Nancy Jo Ward

Counselor: Carissa Perales

Student: Vivian Lake

Health Sciences

Tom Lamica (interim dean)

 Larry Manalo (faculty)

Data Coach: Eileen Donnelly


Program Expert(s):  Christine Bisson, Cheo Munoz, Jenn Melena, Erin Krier

Food, Fashion, Fitness

Kim Ensing (dean)

Ron Lovell (faculty)

Data Coach: 


Lainey Campos

Program Expert(s): 

People, Culture, & Languages

Mary Patrick (dean)

 Brian Stokes (faculty)

Data Coach: Thesa Roepke


Ben Britten

Program Expert(s): Melinda Nishimori, Chellis Ying Hood

Public Services

Mitch McCann (dean)

John Cecena (faculty)

Data Coach: John Cecena

Program Expert(s): Ken George, Suz Roehl

Sciences & Technologies

Sean Abel (dean)

Loren Bradbury (faculty)

Data Coach: Brian Youngblood

Counselor(s): Christine Reed, David Hernandez

Program Expert(s): Erin Krier, Patrick McGuire



Tools for your Teams

assessment graphic

AHC Data Dashboards

Use the AHC Data Dashboards to access co-hort information for your success team. 

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CCC Launchboard

California Community College Launchboards allow you to use data to make regional and state comparisons. 

Becoming Data -Informed

Information adapted from West Ed professional development seminar.  For complete training access, contact your Guided Pathways Coordinator. 

Use quantitative data (from dashboards) to identify problems. Ask questions like:

  • how large of a problem is this?
  • for whom is this a problem? Disaggregate data by student populations. 
  • What did you learn from the data and what do you still need to know? 

Qualitative Data Sources: AHC Dashboard, California Community Colleges Launchboard, & Additional Data Resources 

Use quantitative data to identify trends.  Then, gather qualitative data to understand WHY an issue is happening. 

What information is missing? What else do you want to know? How can you get it? 

Collecting Qualitative Data:

This video gives an introduction to conducting qualitative analysis. 

Based on qualitative & quantitative analysis identify a specific problem to focus on.  What can be done to solve this problem? 

  • Focus on changing the institution, not the student.
  • Rely on systems, programs, and policies that in place - don't reinvent the wheel if not needed
  • Utilize available funding sources (Title V, SEAP, Guided Pathways, etc.) 
  • Categorize potential solutions into what's feasible (high vs. low) and what's going to have the highest impact.  Work with what's within possibilities.  Small progress is better than no progress! 

impact vs. feasibility graphic

This is a "practice" meaning it should be repeated over and over again.  Continually assess student data to measure effectiveness of programs and interventions. 

Additional Resources