Post on 09-Aug-2015
transcript
Persistence versus Return-to-Program
‘The Plan’
San Francisco – Bryman College
Two Camps
• Planning for Persistence
• Planning for Return-to-Program (pre-separation, post-separation)
Content for Maintaining Persistence
Persistence
• The plan involves:– Early access to student resources– Early integration within college culture– Early Identification of Potential Persistence Pitfalls
(PPP)– Early intervention
Early Access to Student Resources• Day-Two Freshman Seminar: http://eduos.net/welcome/?page_id=512• Creation of a digital connection
– Use of Facebook, Twitter and online discussion boards: http://eduos.net/welcome/?page_id=1286
– Introduction to the College Code of Conduct: http://eduos.net/welcome/?page_id=690
– Completion of College Honor Code prior to each exam and during Freshman seminar: http://eduos.net/welcome/?page_id=1505
– Connection to Program Director(s): http://eduos.net/welcome/?page_id=649; http://eduos.net/welcome/?page_id=652; http://eduos.net/welcome/?page_id=647
– Connection to Student Affairs/Student Services: http://eduos.net/welcome/?page_id=684
Early Integration into College Culture
• Director-led orientation on day-2 of every new term. – Methods on using social media for learning – Learning activity aimed at problem-solving with the
DoE– Deep dive into key areas of the campus responsible
for supporting persistence
Early Identification of Potential Persistence Pitfalls
• Implementation of a well-structured Early Warning System (EWS) to identify unique drivers of career college attrition (at BCSF):– variable motivation– failure to engage– setting unrealistic goals– unable to tangibly define achievement
Early Warning System:
• Part One: – Individual-specific data collected and communicated on
Day One of every new term: http://eduos.net/welcome/?page_id=718
– Cohort = first-term students only • Part Two: – Individual-specific data collected and communicated on
Day-two of every new term. – Cohort = first-term students only – Use of a defined rubric:
http://eduos.net/welcome/?page_id=736
EWS Rubric: Motivation
25 50 75 100
Frequently late to
class
Frequently lacks
interest
Frequently avoids eye
contact
Frequently dependant
Frequently submits
late work
Frequently troubled
by criticism
Infrequently late to
class
Infrequently interested
Infrequently makes eye
contact
Infrequently dependant
Infrequently submits
late work
Infrequently troubled
by criticism
Routinely late to class
Routinely interested
Routinely makes eye
contact
Routinely works
independently
Routinely meets
deadlines
Routinely accepts
criticism
Consistently arrives early
Consistently interested
Consistently makes eye
contact
Consistently
interdependent
Consistently meets
deadlines
Consistently accepts
criticism
Rating
Rate Student 'Motivation'
EWS Rubric: Engagement
25 50 75 100
Never participates
Never socializes
Never a team player
Never positive
(cheerful)
Never asks questions
Infrequently
participates
Infrequently socializes
Infrequently a team
player
Infrequently positive
(cheerful)
Infrequently asks
questions
Routinely participates
Routinely socializes
Routinely a team player
Routinely positive
(cheerful)
Routinely asks questions
Consistently participates
Reliably socializes
Consistently a team player
Consistently positive
(cheerful)
Reliably asks questions
Rate Student 'Engagement'Rating
EWS Rubric: Goal-setting
25 50 75 100
Rarely excited by
his/her future
Rarely completes
simple tasks
Rarely exchanges
contact info with
others
Rarely takes chances
Infrequently excited by
his/her future
Infrequently completes
simple tasks
Infrequently exchanges
contact info with
others
Infrequently takes
chances
Routinely excited by
his/her future
Routinely completes
simple tasks
Routinely exchanges
contact info with others
Routinely takes chances
Always excited about
his/her future
Always completes simple
tasks
Always exchanges contact
info with others
Reliably takes chances
Rating
Rate Student 'Goal-setting'
EWS Rubric: Achievement
25 50 75 100
Never demonstrates
confidence
Never copes with
circumstance
Never recognizes a
need-to-improve
Never mentors
others
Infrequently displays
confidence
Infrequently copes
with circumstances
Infrequently recognizes
a need-to-improve
Infrequently mentors
others
Routinely confident
Routinely copes with
circumstances
Routinely recognizes a
need-to-improve
Routinely mentors
others
Consistently confident
Consistently copes with
circumstances
Consistently recognizes a
need-to-improve
Consistently mentors
others
Rate Student 'Achievement'Rating
• Each student is graded on a 100 point scale. • A cumulative score of less than 200 or an
individual score of less than 50 triggers a series of academic and staff responses
Scoring Responses (25 – 49)
• 25-49– Weekly Progress Reporting• Instructor; program director; DoE
– Advising session • Student Services Coordinator; program director, DoE,
Finance Director; other
– Academic Assignment• Remedial coursework• Library session (online) • Mind mapping activity
Scoring Responses (50-75 and 76 - 100)
• 50 – 75– Scores discussed in daily SOS
• 76 – 100– Offer to join to student government – Discussion about the mentoring program
Planning for Return-to-Program
Managing the ‘Drop’ Pipeline
• Data located in one centralized, commonly accessible location: http://eduos.net/welcome/?page_id=1454
• Prioritizing ‘stopped-out’ versus dropped out– Stopped-out: ineligible to return to same program
(SAP, academic, social conduct)– Dropped-out: voluntary or involuntary – Numerical Scale from 0-2
Numerical Scale from 0-2
Mods - Needed OR Crd
Completed
LDA PRIORIT
Y
Drop Alvarado, Laura MMAEmail 11/5 - VM 11/8 - Direct mail 11/12 - Email to Dept Chair/AD
Rep for assistance. 11/18 0 5/15/2013 1
1/29/2014 Drop Johnson, Sherine MMA Student is planning to return in January 0 5/16/2013 1
Drop Harmon, Brandy MMAEmail 11/5 - No working # 11/8 - Direct mail 11/12 - Email to Dept
Chair for assistance 11/18 6 1/15/2013 1
Drop Li, Qiping MMA Email 11/5 - Unable to leave VM 11/8 - Direct Mail 11/12 12 1/7/2013 1
Drop Truijilo, Luis DAD
Email 11/5 - VM 11/8 - Email to Dept Chair/AD Rep for assistance
11/12 - Direct mail 1/18 Extern 8/7/2013 1
RE-ENTERS IN PROCESS - ATTEMPTING CONTACT
A dropped student is immediately added to the master monthly workbook along with:- Name of program- Activity notes- Module(s) completed versus remaining- LDA- Priority scale• (0) indicating that the student is not returning• (1) desire expressed by the student to return; plans being made to return; appointmentswith FA are planned• (2) RE team is reaching out to discuss opportunity to return
Return-to-Program Team
• Student Services Coordinator• Academic Program Director• Director of Education • Admissions Representative
Return-to-Program Activities
• Mailers (ground mail, E mail)– based on priority scale assigned
• Social media (Facebook)– used for all priority 1 cases
• www.EduOs.net– Resources updated routinely for Dropped students who
check-in for information – Post-drop survey to gather data from student– Documents Request form:
http://eduos.net/welcome/?page_id=1203• Telephone calls
Post Return-to-Program Activities
5 days (within) 10 days (within) 15 days (within) 20 days (within)
Print AND Send
"Welcome Returning Student"(see below)
Launch
"Weekly Progress Report (WPR)"(see below)
Launch
"Academic Progress Plan (APP)"(see below)
Launch
"Evaluation of Progress"(see below)
INSTRUCTIONS INSTRUCTIONS INSTRUCTIONS INSTRUCTIONS
INTERVENTIONS FOR REINSTATED STUDENTS (LOA AND REENTERS)
1) This particular step will be launched
by the Student Services Coordinator (or
designee)
→ Mail the "Welcome Returning
Student" packet via ground mail, UPS.
2) "Welcome Returning Student" packet
shall consist of:
→ Contact Message (see below)
→ Copy of Academic Advising form
drafted during academic meeting to RE
→ Business cards for DoE, DOSF,
Student Services Coordinator
1) This particular step will be launched
by the DoE (or designee)
2) The WPR will be sent electronically
to:
→ Assigned Instructor (on ground)
→ Extern Coordinator (on externship)
→ Program Director
→ Student Services
3) The WPR will be discussed in the
daily SOS meeting (weekly)
1) This particular step will be launched
by the DoE (or designee)
2) The completed "Academic Progress
Plan (APP)" will be sent electronically
to:
→ Assigned Instructor (on ground)
→ Extern Coordinator (on externship)
→ Program Director
→ Student Services
3) The "Academic Progress Plan" will be
discussed in the daily SOS meeting
(weekly)
1) This particular step will be launched
by the DoE (or designee)
2) The completed "Evaluation of
Progress" will be sent electronically to:
→ Assigned Instructor (on ground)
→ Extern Coordinator (on externship)
→ Program Director
→ Student Services
3) The "Evaluation of Progress" will be
discussed in the daily SOS meeting
(weekly)