Developmental Advising Coordinator Areas of Responsibility

1. Developmental Advising Coordinator Areas of Responsibility • Advising: • at point of assessment • during early advising • 1st week of classes

2. Developmental Advising Coordinator Areas of Responsibility • Advising: • at point of assessment • during early advising • 1st week of classes • Scheduling Advisors: • at point of assessment • EAR advising • OAR advising

3. Developmental Advising Coordinator Areas of Responsibility • Advising: • at point of assessment • during early advising • 1st week of classes • Scheduling Advisors: • at point of assessment • EAR advising • OAR advising • Tracking & Record-Keeping Under Placement Policy: • proper placement of students • predicting # of developmental classes needed

4. Developmental Advising Coordinator Areas of Responsibility • Advising: • at point of assessment • during early advising • 1st week of classes • Scheduling Advisors: • at point of assessment • EAR advising • OAR advising • Tracking & Record-Keeping Under Placement Policy: • proper placement of students • predicting # of developmental classes needed Coordinate Advising Training and maintain advising manual

5. Developmental Advising Coordinator Continued Areas of Responsibility Early Identification of At-Risk Students & Early Intense Intervention of At-Risk Students

6. Early Identification and Intervention – At-risk Students • How soon is early? Students- • form pivotal impressions about the institution they attend during the first week of school • make decision to leave in first 3 to 6 weeks of class

7. Phase I: Early Identification and Intervention – At-risk Students • At-Risk Identification Instruments • Online and Paper Referral: Reading, Study Skills, Math, Writing, & Acad. Supp. • Learning Skills Workshops – Learning Center • Theatre Class Cooperation: Plays, Faculty Role Play • Counseling Referral Plan • Academic Support Plan

8. Phase II: Early Identification and Intervention – At-risk Students PROBLEMS LEADING TO AT-RISK COURSES: Organization Teaching Content Testing and Grading Inflexibility Climate Perception of Class Expectations Behavior Personal Conditions

9. Phase III: Early Identification and Intervention – At-risk Students • Techniques and Strategies for Teaching At-Risk • Issues in Teaching At-Risk • Processes in Teaching At-Risk • Working with Adult (non-traditional) Learners • Profiles of Helpless and Mastery Students

10. Why Reading/Academic Success Program Ideal for Retention Focus 74% to 84% of new college freshmen come through program 40% of 2nd semester freshmen will be in program Slightly more likely to obtain a degree than the typical community college student. First –year experience program built in Early identification & intervention plan Developmental Advising Program Program academic support – Alt & Supp Learning Center, Learning Center, Tutoring Program Professional Development which focuses on quality instruction and thereby retention In-Program counseling