This document discusses advising strategies for at-risk students. It begins by contrasting the current advising model, which is reactive and isolated, with a proposed proactive and student-driven model. It then identifies various groups of at-risk students who could benefit from improved advising. Key players in advising are identified as the student, advisor, administration, instructors, and registrar. The document outlines a advising process and discusses challenges like time and staffing, as well as opportunities to provide peer tutoring, study materials, and proactive check-ins. It emphasizes the importance of building relationships and ensuring students feel supported.

1. ADVISING FOR RESULTS
Managing the
Success of
At-Risk Students
Louis Cabuhat, M.Ed.

2. What does it look like now?
 Required
 Reactive
 Routine
 Rote
 Isolated event
 Results-driven?

3. What could it be?
 Proactive
 Useful
 Unique (no photocopies)
 Living document
 Student-driven

4. Who could it support?
 ATB students
 GED students
 SAP NOT MET students
 SAP Probates
 Attendance policy violators
 Learning challenged
 Re-entry students
 Returns from LOA
 Program shifters
 Barrier students
 New students

5. Who are the players?
 Student (partner / agreement)
 Advisor (“expert” / partner)
 DoE (approver / manager)
 Instructor (crux - a vital, basic,
decisive, or pivotal point)
 Registrar (compliance /
documentation)
 Anyone else?

6. What is the process?
 Creating a culture of feedback
 Creating an environment of
support
 Notification
 Meeting with Student
 Follow-up
 Documentation
 Registrar

7. What are the roadblocks?
 Time
 Staff
 Space
 Priority
 Training
 Other??

8. What are the opportunities?
 Support structures
 Peer tutoring
 Tutoring/Advising “center” – copies of study
guides, materials for study skills, flashcards,
education resource page training
 First week test
 Random, proactive advisings
 Form for the student – daily/weekly check-offs
 Other?

9. What are the potential outcomes?
 Connection / Relationship
 When the student leaves the advising they
should feel there is someone who personally
cares for them
 She has someone to call or go to for help
(hand out business cards)
 Knows who they can call on or go to for help
(contact sheet, tutoring schedule, etc.)
 Leave the advising confident that he will
graduate and be a success!

10. DO NOT JUST
CHECK THE
BOX!!!

11. What is your
plan!!!