Improving Success Rates for At-Risk Students

Patrick Gill, Carolyn Gunn, Scott Markland, Ph.D.

Pathways to Completion

Learning OutcomesParticipants will learn…• How Sinclair Community College has shifted coaching of students

from an access model to an access and completion model• About a year-long process that led to the Pathways to Completion

Model (technology, theory, partnerships across campus and in the community)

• About serving at-risk students and best practices to support their learning and development

• More about the role technology can play in assisting students, faculty, and counselors/coaches

Individualized Learning Plan (ILP)

Model developed

in 2003- Title III

Preventative and

proactive support

Belief that students should:

•Get accurate and timely information•Receive consistent services and appropriate referrals•Develop an action plan•Have a consistent relationship/Know they matter

Emphasis of ILP

Population• New, degree seeking students taking two or more developmental

education classes• Income at or below federal poverty level• UndecidedGoals• Identify, support, and monitor these students• Implement systematic, comprehensive counseling intervention process• Develop a comprehensive community and college resource/referral

guide• Develop a web-based case management system

Increase persistence, success, and graduation rates of at-risk students

Areas of SupportRelationship with Academic Coach

Orientation to college life

Self knowledge of preferences, study skills, learning styles

Goal clarification

Securing funding

Setting realistic expectations

Creating a successful schedule

Locating campus and community resources

Origin and Development

ILPIndividual Learning Plan-Plan created by student and coach for student’s success

SSPStudent Success Plan-Software used to create plan and to track student progress

PTCPathways to Completion-Model built around ILP-Acknowledges other pathways to begin -Services continue until completion

ILP Meeting Activities

•Initial Appointment •Follow up (Phone Call)Prior to

Term

•Follow Up (2-3 Weeks)•Follow Up (3-7 Weeks)During

Term

•Case Management•Transition (3 Weeks)Second

Term

Technology• SSP System

– Award winning– Open sourcing

• Early Alert• Resources

SSP Student Intake: Demographics

SSP Student Intake: Education Goal

SSP Student Intake: Education Plan

SSP Student Intake: Funding

SSP Student Intake: Challenges

SSP Action Plan

SSP Action Plan (ctd.)

SSP Journal Notes

SSP Caseload Management

Resources

Outcomes• Quarter to Quarter SSP Retention (Fall 10 to Winter 11)

– Transitioned SSP students (students who have completed the SSP process) had a 37% higher rate of retention compared to students who qualified for the program but did not participate and a 26% higher rate of retention than students not designated “at-risk”.

• Fall to Fall SSP Retention (Fall 09 to Fall 10)– Transitioned SSP students (students who have completed the SSP process) had a 27% higher rate of

retention compared to students who qualified for the program but did not participate and a 12% higher rate of retention than students not designated “at risk”.

• Next Quarter Retention Rate of Minorities (Fall 10 to Winter 11)– Minority Transitioned SSP students had an 8% higher rate of retention compared to minority

students not designated “at risk”.• First Term Course Success Rates (Fall 10 to Winter 11)

– Transitioned SSP students had first term success rate of 97% compared to 59% for students who qualified for the program but did not participate and 79% for students not designated “at risk”.

• Five times more likely to graduate within 6 years (2005-2011)*Transitioned SSP = students who have completed their SSP process and have met the transition criteria (Challenge issues resolved such as

childcare and transportation, decided on a major, GPA 2.0 or higher, passed 1st quarter Academic Foundation classes )

ILP ConclusionsMore likely to: • Return next term• Complete courses successfully• Have higher G.P.A.• Be enrolled two years later• Graduate

Need for Pathways to Completion • Need for connection with community partners• Drop off of success rates after transition• Students returning to Academic Coach after transition• Correlation between relationships and student success• State and national agenda shift from access to access and

completion• College-wide changes

Theoretical FrameworkCounseling Adults in Transition: Linking Practice with Theory. Goodman,

Schlossberg, & Anderson

• Transition Theory– “A transition, broadly, is any event or non-event that results in

changed relationships, routines, assumptions, and roles” (p. 33).– Anticipated transitions- Normal events in life cycle: marriage, birth

of a first child, starting a first job, retiring (p. 34).– Unanticipated transitions: Crises and eruptive circumstances: being

laid off, death of a loved one, divorce– Non-event transitions- Events expected that do not occur: not having

children, not being able to retire due to need to work (p. 35).

Goodman, J., Schlossberg, N. K., & Anderson, M. L. (2006). Counseling Adults in Transition: Linking Practice with Theory (3rd Ed.). New York: Springer.

Support

Strategies

Situation

Self

Potential Resources – 4 S’sAssets/liabilities

The Individual Transition

The Transition ProcessChanging Reactions over Time

Approaching Transitions:Events or Non-eventsResulting in Change

TypeContextImpact

Goodman, Schlossberg, & Anderson, 2006, p. 33

4 S Activity with StudentsSelf, Situation, Support, Strategies

What do you see as your strengths and areas of improvement? (Self)

What are your plans for balancing school and personal life? (Situation)

Who will help you on your path toward graduation? (Support)

How will you deal with challenges along the way? (Strategies)

In Practice• Winter 2011 Start (3 Coaches in control group)• Summer 2011 All Coaches using PTC

Academic Coach guides student

through process

Moving In, Moving Through,

Moving Out

Planned activities based on

student’s situation

Milestones: Students achieve at different

stages of completion

Student becomes increasingly independent throughout

Milestones• PTC (First Term): Student will initiate process, create realistic expectations,

be receptive to available services, and take control of learning.• Milestone 1 (DEVs): Student will maintain academic progress, complete

DEV’s, be engaged in academic and career planning, and reflect on growth since beginning college.

• Milestone 2 (25%): Student will enter a major program of study, identify current motivational strategies and develop new ways of thinking and acting.

• Milestone 3 (50%): Student will make progress toward academic goals, develop autonomy, and make use of available resources to achieve independence and establish identity.

• Milestone 4 (Completion): Student will be ready for transition to Bachelor’s or career, acknowledge accomplishments, and take final steps in planning future.

Activity: Adopting Model

• What would benefit at-risk students at your institution? • In what ways can you create a similar model? (Can be practical or

theoretical)

Community Partners

• Community Partnership Initiative for PTC– Two-way connections

• Adult Basic Literacy Education• Catholic Social Services• Daybreak (runaway and homeless youth)• East End Community Services• Montgomery County Job & Family Services (foster care)• Montgomery County Juvenile Court• South Community Behavior Healthcare• YWCA Teen Services

OutlookWhat we anticipate from shift to PTC model:

• Double the number of participants who complete a credential (within 5 years)• Strengthen student pathway guidance through technology• Further scale program to reach more eligible students• Strengthen partnerships with high poverty school districts• Strengthen partnerships with partner community agencies• Strengthen relationships with Academic Foundations (DEV) faculty

Questions/Ideas

– Thank you for your participation. We hope the ideas shared will benefit all.