Timing is everything. Being able to diagnose problems from the beginning is the best scenario. This can be done in a number ways: web based retention; newsletters; surveys; scheduled interaction with counselor; student advisors; group sessions; mentoring; periodic orientations; and following up to make sure you've nipped the problem in the bud!
At my school we have early alerts that we send throughout the semester. If a student has missed say three classes in a row, I can get on the early alert system and have an email sent to them saying that they need to meet with the instructor immediately. I can also include notes to make the alert more personal. We are required to do these the second week of the semester and then again halfway through the semester, but the system is available the entire semester whenever you want to use it. We also are given students' phone numbers if we want to attempt to call them.
Our school is small. We are all on a first name basis and interact with our students regularly. I think being so personable and consistant is proactive intervention.
At my school we have early alerts that we send throughout the semester. If a student has missed say three classes in a row, I can get on the early alert system and have an email sent to them saying that they need to meet with the instructor immediately. I can also include notes to make the alert more personal. We are required to do these the second week of the semester and then again halfway through the semester, but the system is available the entire semester whenever you want to use it. We also are given students' phone numbers if we want to attempt to call them.
We do progress reports and give them updates on the grades weekly.
Nikki, are there procedures beyond the mid-term review to handle students with problems?
We have mid-term progress reports to see who might be in trouble so we can help get them on the right path. They then meet with a lead to discuss what we can do to help and let them know what could happen if they don't get their grades or attendance up. We also have students who are on academic probation or attendance probation assigned to a leader on the campus so we can track their progress with the instructor.
What's a PIP, Hilary? Who monitors it and does follows up with the student, if needed?
Aurora, who attends the weekly meetings? Is there a limit to the number of times a student can be warned? Do you have many repeat offenders?
Kevin, do other students complain about some of their classmates being able to raise their grades, even if it means more work?
We have different levels of student concern. When the student is starting to show signs of random attendance the instructor is a key player in making sure that the student is reached out to. At the end of the module based on trend of completion, either the instructor will complete a PIP with the student. If a behavior pattern is starting develop then the student is handled by either a lead or the program director. If other concerns arise we also have a very strong student services program.
At our weekly meetings, we keep track of students that are under the required attendance and GPA. Each student is then advised by either the Campus Director, Night Manager or myself. If they do not meet the requirements by the end of the class, they will either be on probation the next session or may have to repeat the class. We will try to get the assistance they need in order to complete the class.
We normally have one on one meetings with students if there are any difficulties (missed papers, failing tests) and contact the students personally through email.
Extra credit assignments are a method we use to address erosion -- in some cases we can bump a student's grade up a letter grade if they agree to and complete the work required.
Joseph, what do you mean by the phrase "greeting/meeting"? How many people are involved?
We utilize probing and often greeting/meetings with our at risk students to try to prevent thier withdrawl. We do this at midterms or anytime that it seems apparent.
Kristina, how often does the Dean get involved with student issues? Do the students welcome his/her involvement or find it an embarrassment or imposition?
leigh , is the person who identifies an issue also the person responsible for developing a correction plan and then monitoring it?
The instructors keep in good communication with the program supervisors in regards to the academic and personal behavior of the students in their classrooms. When something seems to be changing from the norm the instructor will meet with the student to reaffirm to them that they are an important part of the program and find out where they can help them to get excited about school again. The program supervisor will also follow-up with the student to help. If the student sill os having a hard time the Dean of Students will be notified to see if they can help resolve any issues the student may be having.
we have a early warning for that allow s the instructor to communicate issues the student may have of behaviors they are exhibiting that may prevent them from acheiving success in the program and we reiterate that success is what we want for each of our students and we are able to put a correction plan into action and work together to try and ensure the students academic success
Good practice, Annette. Interacting with recent graduates and employers is a powerful motivator. Do the students usually ask questions during these presentations?
