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2012 Innovations Conference March 4, 2012

Designing an Effective Intervention System for At-risk Students: A proactive, dynamic, and data-informed approach. 2012 Innovations Conference March 4, 2012. Cheoleon Lee & Pamela Wallentiny. Who is in our audience?. Administrators Faculty Advisor Student services staff Counselor Other.

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2012 Innovations Conference March 4, 2012

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  1. Designing an Effective Intervention System for At-risk Students:A proactive, dynamic, and data-informed approach 2012 Innovations Conference March 4, 2012 Cheoleon Lee & Pamela Wallentiny

  2. Who is in our audience? • Administrators • Faculty • Advisor • Student services staff • Counselor • Other

  3. Does your campus have an early warning system in place? • Yes • No • In progress

  4. How do you identify at-risk students? • Early alert system • Academic policy • All of the above • None

  5. Topics • Background • Review of Academic Standing Policy • Connecting Campus Resources • Analysis of At-Risk Group Data • Who are At Risk? • Predictors of At-Risk Group • Outcomes Assessment • Advising makes difference? • Tutoring makes difference? • Summary and Discussion

  6. Background • Need new academic standing policy (2007) Implemented (2009) • Research and best practices Theories of Retention & Student Success • Astin (1985): I-E-O Model & Theory of Involvement • Pascarella (1985): General Model for Assessing Change • Bean (1990): Psychological Model of Retention • Tinto (1993): Theory of Student Departure Retention is a function of how the student and the institution interact with one another. Identification : Early Alert Intervention : Student advising, counseling, & other student services

  7. Seidman’s (1996) retention formula* R = E(Id) + (E + I + C)(Iv) “Retention equals early identification & early, intensive, and continuous intervention.” *Seidman, A. (1996, Spring). Retention Revisited: RET = E Id + (E + I + C)Iv. College and University, 71(4), 18-20.

  8. Academic Standing Policy Makeover

  9. Satisfactory Academic Progress(Good Standing) under new policy • Cum GPA of at least 2.0 • If a student’s Cum GPA is below 2.0, the standing is determined by both attempted credits and Cum GPA:

  10. Advising Process Warning Probation Suspension • Students receive letter, followed up by phone call • Students receive letter • Students receive letter • If enrolled in more than 8 credits, then call placed by Academic Advisor • First suspension, opportunity to file a written appeal • Students completes • Self assessment • Required to meet with an • Academic Success • Coordinator • One semester suspension • Or, appeal approved for • probation • Meet with Academic Advisor • Recommendations made • Recommendations made • Second suspension, no • opportunity to file a • written appeal and • required to serve • a one year suspension • All classes dropped if • Registered for > 8 credits • Hold flag on record until • meeting with Academic • Success Coordinator

  11. Connecting Campus Resources • Academic & Transfer Advising • Counseling & Career Services • Disability Support Services • Financial Aid Services • Tutoring: Learning Assistance Center (LAC) • Step-Up • Peer Mentor Program • Silas Craft Collegians Program • Children’s Learning Center • Use of Technology

  12. Designing an Effective Early Intervention System for At-risk Students Study Historical Data Identify Patterns & Predictors of At-risk Perform Simulation with different Intervention Points Implement Intervention Programs: (Academic Standing Policy, Early Alert Program, Advising, Tutoring, Counseling) Pilot Study Outcomes Assessment

  13. At-Risk Group Trend Over TimeProportion of Warning formula applied cases(First-time Full-time) “Fresh Load” of At-Risk Cases Incl. (PT) 191 20 219 24 204 28 215 12 238

  14. At-Risk Group Trend Over TimeProportion of Warning formula applied cases(All Students) “Advising Work load/term : new + old cases (Base figure)”

  15. FA09 Academic Standing % At - Risk (N=8,778) * Unknown: Mostly ‘N’ (audit) grades with missing or zero Term GPA

  16. Retention(% came back in SP2010) by FA2009 Standing At-Risk (N=6,022 : Enrolled in Both FA09 & SP10)

  17. Comparison of Formula Scenario 1 Scenario 3 Scenario 2 Good Standing At Risk * DEAN: This student had 3.7 Term GPA, 1.85 Cum GPA, and 36 Cum Attempted Credits **DSTN status is based on Term GPA of 3.5 or higher (part-time) *** Strictly based on the formula. Slightly different from the final standing.

  18. Who are at-risk?What are the predictors?

  19. Comparison of “At-Risk” vs. “Good Standing” 8 Terms: FA06~SP10 (First-Time Full-Time) Diff. 10 12 18 6

  20. Predictors of being At-Risk Group among First-Time Full-time Students(Multivariate Analysis) Age Odds Ratio .97*** Male N=4,791 FTFT students 8 terms (FA06-SP10) 1.6*** Asian FTFT At Risk (Warning) Black 1.8*** White: reference category Hispanic 1.5* Other Race 2.2*** Math Dev Ed Writing Dev Ed *** : sig at .001 ** : sig at .01 * : sig at .05 Reading Dev Ed Fin. Aid Rcvd

  21. Characteristics of FA09 “At-Risk” Group (n=1,092) -Cont.

  22. Characteristics of FA09 “At-Risk” Group -Cont. (n=1,092)

  23. Analysis of Self-Assessment Data(318 of 759 Warning Cases)Listening to Students’ Voices Self Assessment http://www.howardcc.edu/students/academic_support_services/retention_services/academic_warning_form.html

  24. Analysis of FA09 Self-Assessment DataReasons for being unsuccessful (N=318)

  25. Analysis of FA09 Self-Assessment DataReasons for being unsuccessful by Gender (N=318)

  26. Analysis of FA09 Self-Assessment DataReasons for being unsuccessful by Race (N=313)

  27. Outcomes Assessment • Does advising make difference? • Does tutoring make difference?

  28. Does advising make difference? • Retention • Cum. GPA Change

  29. Retention Analysis (Warning cases) Advising

  30. Mean Cum GPA Change(Warning cases) Advising

  31. Advising Makes Difference! • Higher Retention Rates • Bigger Cum. GPA improvements

  32. Does tutoring make difference? • Retention • Cum. GPA Change

  33. Retention Analysis Tutoring

  34. Mean Cum GPA Change Tutoring

  35. Tutoring doesn’t seem to be making difference yet.

  36. It’s Your Turn… Build your own intervention system for at-risk students. • Carefully remove all the pieces from your packet. • Design your system by placing the pieces on the template. 3) Draw arrows to connect the pieces to show the flow of the system.

  37. Early Intervention System for “At-risk” Students Assessment Early Alert Assessment Counseling Advising Academic Standing Academic Warning Tutoring Assessment “Retention equals early identification & early, intensive and continuous intervention.”

  38. Discussion & Suggestions • Questions? • Observations? • Suggestions/Recommendations? • Ideas to share? • Policy Implications?

  39. Contact Info. • Cheoleon Lee, Ph.D. Associate Director of Institutional Research, PROD Howard Community College 443-518-4289, CLee@howardcc.edu • Pamela Wallentiny, M.Ed. Retention Specialist Howard Community College 443-518-4144, PWallentiny@howardcc.edu

  40. Self Assessment Survey

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