This is what I used to do with report cards when I was an instructor. It was a good idea and the students loved to see it on paper before the midterm or final. Some of the instructors still perform this way. Yes, only the A's and B's students check their portal. Others know what they have made due to performances for the class such as reports, clinical check-offs, quizzies, test and homework assignments.
The instructor for that particular student or students is the first chain of command. Then if improvement is not accomplished, this is when I , as the Program Director, assist with this issue. The student receive a probationary sheet and we conversate confidential and review what the instructor has written for the student to be on academic advising.
This is great because we have the same at our institution for academic advising.
Students are watched very closely with their performances to acquire grades. If a student is failing, the instructor will conversate with the student in confidential and inform him/her that improvement has to be accomplish. If the improvement has not been accomplish within a time frame then a written probationary is given to the student and then if student give up, I will assist the student in all ways in which is considerate within my limitations.
Tough question, Leslie. When students don't/won't take responsibility for their behavior and problems, it is virtually impossible to achieve a positive outcome. Unfortunately, they don't seem to learn from previous experience either.
Have you tried peer mentors who have overcome similar problems and can serve as role models?
Loren Kroh
Victoria, who monitors performance re: the action plan? How is progress monitored?
Loren Kroh
We also have a student portal, but I have found that the only students who check their grades are the A & B students. The students who need to check the grade books to see if they are passing or missed an assignment do not check it and are shocked when they fail.
I have started passing out weekly report cards. It's a sheet of paper that says the student's current grade, their grade goal from the course (which on learn on the first day from a background form and student contract), one thing they did well that week, and how to improve to make their grade goal. I also include any missing work that can still be made up. It is time consuming to fill this form out, but it does make a difference.
The students who are doing well, meeting their grade goal, and who do not need to improve really appreciate seeing a "Good job" on their report card.
We have a Student Action Plan (SAP) that instructors fill out with the students if they are failing the course, have poor attendance, or on academic probation.
The goal is for the instructor to sit down with the student and work out a plan together to get the student to pass the class. This is very good in theory; however, I have only seen it help a few students change their behaviors to succeed in the course. Most times, the student will tell me what the problem is, but he/she still doesn't take any responsibility for his/her actions or for the problem. The student will not actively change.
How can we make this process more effective and help our students realize that if things are going poorly, and nothing is changed, nothing will get better?
For any student that is performing below a satisfactory level or shows a low participation rate, the instructor intervenes and reaches out to the student via email and phone. Specific areas of struggle are identified within the classroom and the student is asked to communicate any concerns he/she may have.
An action plan is devised between the student and instructor where a promise to commit is the intended outcome.
Extra assignments for a failing student? Don't they see that as water on a person who's drowning? If the assignments are for extra credit, how do the other students feel about that? What if they would like an extra credit assignment to improve their grade from a B to an A?
Loren Kroh
We use advisement to see on how the students are doing in class and we get their attention if they are on the verge of failing and we give them extra assignments so they can cope up.
By calling the students when they are not present we are assisting in academic erosion.
Jeff, how often do students take advantage of the Friday tutoring? Don't many of them work then? Are there other alternatives if Friday isn't possible for them?
Loren Kroh
James, do you have a sense of how much the students check their grades? I have been hearing conflicting reports. Is use generational?
Loren Kroh
Gene, I hope you don't have strangulation problems. I think you meant stagnation.
Having a MSW available must be very useful. Has your institution seen a drop in attrition since this person has been available?
Loren Kroh
We offer a number of academic strategies to help students who are experiencing difficulty. We have student tutors that we pair with students who need help based on the particular program area in which they are enrolled. Most of the lead teachers or program directors offer tutoring, as well, on Fridays since our students are not schedule for classes on that day. We have an electronic grading system in which the students can access their grades in any class at anytime during the quarter. Additionally, students are given a hard copy of their mid-term reports. We also offer academic advisement for those students who are not making adequate progress.
We have a professional social worker- MSW type, on staff. She can immediately address often complex erosion or strangulation issues.
We do weekly updates one on one with each student, and we also have a student portal where they can go to see their grades on a daily basis. If a student is struggling, we have a department that meets with them to see how our school can help them to succeed.
We have a mid-term grade to let the student know how they are progessing,and if a student is doing poorly the advisor call the student and see how can they help him or her in class. Also I talk with the student to see what is the problem, and how can we help.
The students meet several times with Academic Advising. Many times you can find them walking in the halls right before class starts. The students are greeted by name and asked how they are doing. If there is an issue they will not only meet with Academic Advising but they will also meet with the Dean of their program and work out a plan.
