How often are the worksheets distributed, Amy? Who is responsible for creating them and monitoring follow up?
All students get an academic advisement worksheet that indicates problems with classroom performance, attitude or other conduct violations. This helps us identify students with small issues before they become large ones. The advisement topics are discussed with each student and a follow up plan is set to check on progress.
Thomas, I hope other Forum participants will respond to your question about repercussions. Each situation is unique and it will be valuable to hear how others have dealt with personal issues that impact classroom performance.
I wonder if the students realize and appreciate the extra effort involved in helping them avoid failure. They sure won't get this extra effort in the traditional sector, yet our sector is the one getting all the criticism about student success rates.
We have part time students and that can be a problem. They have class twice a week at night and most times cannot have Friday extra help because of work. We have tried to have extra help two hours before their class begins and/or two hours after class ends. We try to accomodate as much as possible.
I am not sure about this approach. As an instructor I have to teach them every day. I don't think I should be the one to address concerns , unless by student request. I have found many students don't like you getting personal and could reflect how they react to you in the classroom professionally. I would prefer to have student services intervene after I consult them. Have you found any repercussions from students ?
Our students are given extra help time on an off day. We have an instructor prepare students that had absences for the material they missed. We might have three or four different courses that we cover. Students who are behind in grades are encouraged to attend. It's mandatory for students who are behind in attendance.
David, what do you mean by 'time necessary to benefit from our core classes'?
We give our students the time necessary to benefit from our core classes (including hands-on, real-world experiences). This program is time-consuming at first, but it spares the student the frustration that comes from academic stagnation and the boredom that is the end product of typical, textbook-centered curricula. Faculty benefits from PD opportunities.
Garry, aren't there any indicators before mid-term grades? What sort of support do you provide your students?
One intervention practice is to catch students that are challenegd at a mid-term grade and intervene before they fail the class. We reach out to the student and instructor with practices that offer support to the learner.
At our school if students are not attending school regularly or maintaining Satisfactory Progress they will be counciled on both of these issues.
Rebecca, is the "plan of attack" written? Are actions and results recorded?
I work at a "trade school" So we have clinic and class room time. This is done every Tuesday morning before clinic.
At our institution we have weekly meeting with every instructor. During those meetings the instructors tell us about any students that are struggling or who have had a sudden decrease in performance or engagement. During these meetings we devise a "plan of attack" for addressing and correcting the issues.
What's the format for the weekly advising sessions, Sara? Is this done in class?
We monitor students attendance weekly and meet with them if there attendance seems to be lacking. We also have weekly advising sessions to update the students on there grades.
Carrie, "first available staff member" seems to be a hit or miss kind of plan; far too easy for me to say "I thought you talked with them". How do you monitor success to assure no one falls through the cracks?
Karen, timely feedback is important. Good to hear that this is a priority at your campus.
How often do they accept the offer of additional help? Have you tracked long term success to their responses?
