We have a one on one with each student every time something happens in class that they get a grade on. This way students are comepletely up to date on their progess. If a student is not doing well, we/I help them make a plan to bring their grade up. We also have free tutoring, and I can set them up with a tutor if necessary.
We use academic advising, that we recently bumped up to once every 5 weeks to help communication between students and program chair.
We begin with having the student state in a small written report why they want to be there. Then as problems arise we refer back to this reason. We can ask the student if they feel that any problem they have has the reason for being there. Usually when they look at it from this perspective they see that thins really have not changed and the problem is not as great as they thought it was.
The intervention strategies, in our school, starts with the instructors. If we, the instructors, think the situations are getting out of hand the program directors intervene. Most of the time, the instructors resolve the issues; otherwise, the director of education steps in to solve the issues.
We use counseling forms for varies reasons; attendance,grades,and/or behavior concerns. I find that if I sit with a student,explain my concerns and how I worry that it will affect their success in this class but also how it will affect their future jobs they tend to listen. I let my students know I am human, not perfect but I am more than willing to listen to their problems/concerns with repect to their confidentiality.When students feel they can trust you they are more likely to discuss their problems, and how those problems are affecting them at school.
Our facility advisement time is at the end of the quarter. I like the idea of having them sooner. They're done by each Program Director. I meet with the students individually at mid-quarter to discuss grades and what, if any, improvements they/I/we can make for the remaining half of the quarter. I meet with my Program Director on a weekly basis at least to see if there is any feedback from them on ways I need to improve/change/deliver the course content more effectively.
One of the things that we have recently begun to do is having our students prepare a resume approximately half way through the course. This has always been done but it was done more towards the 90 percent completion range of the course. By moving it more towards the middle it helps to focus the students toward their end result and combating some of the stagnation. It also allows them to start to submit those resumes and tailor the end of the course to possible employment opportunities.
We have weekly meeting with students who do not meet our Satisfactory Academic Progress "SAP" requirements. We meet individually with the student, pull up each class, and go through each assignment. We ask questions about the classes and how they feel it is going so far and if they are having any issues. We reach out to instructors if needed and talk out any issues that might causing them to have stress. We set goals for what they want to strive for by the next time we meet.
If a student exhibits signs of acedemic erosion, often the instructor will attempt to identify whether the student is having concerns & difficulties with current course material or whether the problem stems from outlying sources. If the concern is from an outside influence, attempts are made to resolve the concern, either through discussion with the student or (in the more likely scenario) intervention with the Student Services department.
Pamela, when do these advisements occur? Who is responsible for doing them and following up?
Academic performance is monitored on a daily basis and attendance is promoted by scheduling important assignments and exams on certain days.
I strongly agree with that statement.The students really want to know their midturn grade an what they can do to improve it.However most often the student failing is the ones do not commit seriously to the course tho being givin the same book work, qizes an shop test as the other students.
Intervention begins before the student is through their first class(I have students for six months in one-month modules on a rotating basis). That first day in class I "interview" each new student and learn something about them by asking open-ended questions. I ask about their educational background, their work experience and why they selected this particular program. Additionally, I ask what makes them "tick" and what I can specifically do to help them succeed.
This process enables me to identify potential situations before they even become an issue. This is part of a pro-active approach that has worked well. If they make it through the first month, then they have better than a 90 per cent chance of completing the program.
This "pre-intervention" strategy enables me address issues when I see them or when they are brought to my attention by the student. The groudwork is already complete.
When students miss so many days within the course, an excessive warning is found on the attendance roster. At this point, it is the instructors responsibility to discuss with the student the frequencies of their absences and to provide the reason for the absences. The instructor is to listen to the students concerns and provide the student with a warning form that documents the conversation between the instructor and student. The form also outlines what steps need to be taken in order to help the student from not continuing to be absent from class. This practice addresses Academic Erosion as the it lets the student know that there are individuals that are concerned about their recent absences and want to take steps to correct the issue, to help the student feel less like they are shrinking.
When student is behind in assignments,emails are sent to the students reminding them that their assignments are overdue. The students are also offered any help they need. If the students have not responded even after repeated attempts by the faculty, they are referred to their student advisers who in turn follow up with the students and help them in any way they can.
we give the students a mid term grade and thats a good time for us to sit individualy with each student and discuss were they are at and any struggles that they are dealing with
Calling the students when they Are out.
Direct communication with a student is a key link to helping them and making them feel like they can be successful.
We do a progress every 4th class period. This is vital since our classes are fast-paced and students might get easily overwhelmed. At each progress extra tutoring is assigned. If satisfactory progress is not reached the student is referred to administration for intervention.
Our school is small so we have the advantage of knowing exactly who the student must be referred to. The instructor receives verbal follow-up.
The first step is for the immediate instructor to discuss thee issue with the student. If the instructor cannot accurately assess the situation or needs additional help, the student will be referred to the next level, the department head. We continue to seek the level that provides the help the student needs, assuming that the student is comfortable with each level, of course.
