A natural disaster is a major adverse event resulting from natural processes of the Earth; examples include floods, volcanic eruptions, earthquakes, tsunamis, and other geologic processes.
This session answers the following questions: (1) What are the implications of the 4IR on Educational Assessment and Education as a whole? (2) What skills do we need to assess given the landscape of the 4IR? (3) How do we assess such skills to prepare students in the 4IR? (4) What standards should schools adapt to prepare students in the 4IR?
A natural disaster is a major adverse event resulting from natural processes of the Earth; examples include floods, volcanic eruptions, earthquakes, tsunamis, and other geologic processes.
This session answers the following questions: (1) What are the implications of the 4IR on Educational Assessment and Education as a whole? (2) What skills do we need to assess given the landscape of the 4IR? (3) How do we assess such skills to prepare students in the 4IR? (4) What standards should schools adapt to prepare students in the 4IR?
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
Steve Vitto Response to Intervention (RTI)Steve Vitto
A recent presentation on Response to Intervention and relating the three tier model to evidenced based behavioral supports (i.e., as it applies to classroom management , strategic interventions and interventions for intensive behaviors).
Dr. Hill Walker, Co-Director at the University of Oregon Institute on Violence and Destructive Behavior, at the 2011 Local Public Safety Coordinating Council of Multnomah County's "What Works" conference, "Juvenile Justice Grounded in Youth Development" December 9, 2011, Portland, OR. Audio concludes at slide #24.
Webinar that discusses the "Tenacity, Grit, and Perseverance" report released by the U.S. Dept of Education. Highlighted two SmarterMeasure clients schools and how they use the tool to improve their programs.
ReviewThere are 13 categories of special education as define.docxronak56
Review
There are 13 categories of special education as defined by the
Individuals with Disabilities Education Act (IDEA). In order to
qualify for special education, the IEP team must determine that a
child has one of the following:
• Autism
• Blindness
• Deafness
• Emotional Disturbance
• Hearing Impairment
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impaired
• Specific Learning Disability
• Speech or Language Impairment
• Traumatic Brain Injury
• Visual Impairment
SLDs Seen Most Often in
School:
-Written expression (language)
-Math calculation
-Math problem solving
-Reading fluency
-Reading comprehension
TOPICS:
Response to Instruction and
Intervention (RTII)
Multi-Tiered Systems of Support
(MTSS)
The Discrepancy Model
Progression
Response
to
Intervention
Response
to
Instruction
and
Intervention
Multi-Tiered
Instruction
and
Support
Response to Instruction and
Intervention
• RTIII is the practice of (1) providing high-
quality instruction/intervention matched to
student needs and (2) using learning rate
over time and level of performance to (3)
make important educational decisions.
(Batsche, et al., 2005)
• Uses problem-solving to develop effective
instruction/interventions.
5
1. Criterion-Referenced Benchmark
The benchmark represents a level of proficiency needed for
later school success. A good example of a commonly used
set of benchmarks for reading are those that were
developed for use with the DIBELS [Dynamic Indicators of
Basic Early Literacy Skills].
Using the DIBELS benchmarks, for example, 3rd-grade
students are at ‘low risk’ for reading problems if they reach
these reading-fluency goals:
– Start of School Year: 77 Correctly Read Words Per Min
– Middle of School Year: 92 Correctly Read Words Per Min
– End of School Year: 110 Correctly Read Words Per Min
6
2. Determine the likely reason(s) for the
student’s depressed academic
performance:
There can be several possible underlying reasons why
a student is doing poorly in an academic area. It is
crucial to determine the reason(s) for poor
performance in order to select an appropriate
intervention:
• Skill Deficit: The student lacks the necessary skills to
perform the academic task.
• ‘Fragile’ Skills: The student possesses the necessary
skills but is not yet fluent and automatic in those skills.
• Performance (Motivation) Deficit: The student has
the necessary skills but lacks the motivation to
complete the academic task.
7
3. Select a scientifically-based intervention
likely to improve the student's academic
functioning:
Any intervention idea chosen for the student
should be backed by scientific research (e.g.,
research articles in peer-reviewed professional
journals) demonstrating that the intervention is
effective in addressing the student’s
underlying reason(s) for academic failure.
8
4. Monitor academic progress frequently to
evaluate the impact ...
Similar to Designing Academic Intervention Initiatives to Enhance Student Success and Persistence (20)
This lesson is provided to UNIV 101 Peer Leaders at the University of South Carolina to facilitate an alcohol risk reduction lesson in their first-year seminar course. 75% of U101 Peer Leaders tackle this conversation without their instructor present. For this reason, University 101 Programs dedicates significant time and energy to preparing peers to lead these conversations.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Designing Academic Intervention Initiatives to Enhance Student Success and Persistence
1. Designing Academic
Intervention Initiatives
to Enhance Student
Success and
Persistence
Mike Dial
University Advising Center
University of South Carolina
Paige McKeown
University Advising Center
University of South Carolina
2. Agenda for
Our Time Together
• Welcome and Introductions
• Defining Early Intervention
• History, Purpose, and Value of Early Intervention
• Early Intervention on the National Landscape
• Theoretical Underpinnings
• Mission and Goals
• Identifying Red Flags at Your Campus
• Drafting Intervention Plans
• Assessment
• Conclusions
3. Learning Outcomes
• Understand the history, purpose, and value of early alert programming
• Explore recent research/data on the national landscape of early alert
programming
• Identify key components for early intervention at their institutions
• Design and facilitate a systematic early alert program
• Develop and sustain a network of faculty and staff dedicated to
supporting students at various bottlenecks in the first-year experience.
• Prepare faculty to monitor student behaviors predictive of negative
academic consequences
• Prepare student support staff to respond and intervene with flagged
students
• Evaluate and assess early alert programs for continued improvement
6. “A systematic method of recording
and communicating student
behaviors that contribute to student
attrition” and “effective
intervention at the first indication of
academic difficulty.” (Tampke, 2013)
7. More
Definitions
(Lynch-Holmes, Troy, and Ramos, 2012)
• “A formal, proactive feedback system
through which student-support agents are
alerted to ‘red flags’ regarding student
success as early as possible.”
Alerts
• “A strategic method of outreach to
positively respond to red flags or alerts in
order to provide intrusive and
individualized interventions to students in
need.”
Intervention:
10. Rationale
• Pushback against ”Academic Darwinism”
• Belief that intervention can make a
difference
• Monitor all students and not just those that
enter at-risk
• High-touch, high-impact interventions model
care promised in admissions and orientation
11. Causes
• What are the immediate
signs
Proximal
• What are the factors
behind the immediate signs
Distal
• Ask 5 “Whys”
• Build relationships of trust
Tips to get to
the root cause
13. 2017 National Survey on The First-
Year Experience
• Administered Feb – Aug 2017
• 3,977 Institutions invited to participate
• 537 responses (13.5% response rate, lower than
anticipated)
• Often the VPSA or the person most responsible for first-year
programs
• Covers broad range of initiatives designed to support
success in the first college year
Young, D. (2019)
14. Most Common FYE Programs/Initiatives Freq. %
First-year academic advising (ADV) 422 80.4
Early alert systems (EA) 415 79.0
Pre-term orientation (OR) 396 75.4
First-year seminars (FYS) 386 73.5
Placement testing (PT) 346 65.9
Peer education (PE) 327 62.3
Student success center (SSC) 290 55.2
Developmental education (DEV) 286 54.5
General education (GE) 284 54.1
Convocation (CNV) 276 52.6
Notes: n = 525.
Young, D. (2019)
15. Prevalence
• Two Year: 64.2%
• Four Year: 83.6%
• Public: 77.2%
• Private: 82.0%
Young, D. (2019)
16. Students Targeted
Which types of first-year students are monitored through an early
warning/academic alert system? Freq. %
All first-year students 291 76.0%
Other, please specify 49 12.8%
Students on academic probation 26 6.8%
Student athletes 24 6.3%
Students enrolled in developmental or remedial courses 17 4.4%
Students with at-risk factors such as GED, low ACT scores, etc. 14 3.7%
Students eligible for federal or state equal opportunity programs (EOP) 11 2.9%
Provisionally admitted students 10 2.6%
First-generation students 7 1.8%
Learning community participants 7 1.8%
Science, technology, engineering, and math (STEM) students 7 1.8%
Young, D. (2019)
17. Students
Targeted
• Differences by Institution
Characteristics
• Two-year: Developmental
education, Other
• Four-year: All first-year students
• Public: Student athletes, students
on probation, other
• Private: All first-year students,
students at risk
19. Timing
• How “early” is “Early Alert”?
• Midterm?
• First signs of issues?
• Between terms?
20. Timing
Only before
midterm
Only at or after
midterm
Ongoing
throughout the
term
Ongoing
throughout the
first year
Other
Two-year 8.5% 1.4% 46.5% 38.0% 5.6%
Four-year 7.1% 6.7% 22.8% 57.4% 6.1%
0%
10%
20%
30%
40%
50%
60%
Percentage
of
Institutions
Timing of Monitoring or Response of Early-Warning or Academic Alert System
Young, D. (2019)
21. Timing
Only before
midterm
Only at or after
midterm
Ongoing
throughout the
term
Ongoing
throughout the
first year
Other
Public 9.3% 6.0% 28.2% 50.0% 6.5%
Private 4.8% 4.8% 25.5% 59.4% 5.5%
0%
10%
20%
30%
40%
50%
60%
Percentage
of
Institutions
Timing of Monitoring or Response of Early-Warning or Academic Alert System
Young, D. (2019)
24. Relational Intervention
As effective intervention efforts
are scaled outreach should be
facilitated by institutional staff
with the closest relationships to
at-risk students.
At-Risk
Student
Academic
Advisor
Seminar
Instructor
Athletics
Advisor
Program
Advisor
Honors
Advisor
25. Academic Advisors and Early
Alert Academic advisors responding
to early alerts benefit students
by:
• Connecting them to
resources
• Ensuring they are in majors
and courses that align with
their strengths, values, and
goals
• Showcasing an institutional
ethic of care for students and
their success.
This Photo by Unknown Author is licensed under CC BY-SA-NC
26. Using Peers
in Academic
Intervention
Benefits
• Cost-Efficient
• Scalable
• Peer relationships are in the literature as
predictive of success
Drawbacks
• FERPA
• Lack of specialized training
• No name recognition with at-risk students
• Potential to create problematic power
dynamics
28. Recap
• “A systematic method of recording and communicating student behaviors that contribute to student attrition” and
“effective intervention at the first indication of academic difficulty.” (Tampke, 2013)
• RET = E ID + (E + IN + C) IV
• High quality early alert programs can improve equity on campus for students in “graduation gap” populations
• Best Practices
• Systematic, collaborative approaches
• Primary intervention agents = full-time staff with existing relationships to students (academic advisors, athletics
advisors, program advisors, seminar instructors, etc.)
• Referrals/alerts should be available throughout the academic year
• Early alert programs should target all students, not just those in specific populations/courses
32. Data Collection
• Precollege Data
• Student Self Reports
• Survey Responses
• Faculty submitted grades and/or
attendance
• Learning Management System Analytics
33. Role of
Technology
In other words, sending up a red light isn’t likely
to influence retention. But if that red light leads
to advisers [or other student support personnel]
reaching out to students and providing targeted
support, we might see bigger impacts on student
outcomes.
(Karp, 2014)
36. 3 Postulates of Intrusive Advising
1. Faculty and staff can be
trained to identify students
who need assistance
2. Students DO respond to direct
contact in which their
concerns are identified and
help is offered
3. Deficiencies in a student’s “fit”
can be treated
(Earl, 1987)
37. Choice Architecture
A choice architect has the responsibility for
organizing the context in which people make
decisions.
(Thaler and Sunstein, 2009)
38. Choice Architecture
Poor Choices
• Inexperienced
• Poorly Informed
• Slow or Infrequent
Feedback
Good Choices
• Experience
• Good information
• Prompt Feedback
(Thaler and Sunstein, 2009)
39. Transtheoretical Model (TTM) of Intentional
Human Behavior Change
(Miller and Rollnik, 2012)
Pre-contemplation
Contemplation
Preparation
Action
Maintenance
Relapse
40. Types of Pre-Contemplators
Precontemplator Type Hallmarks Intervention/Motivation
Strategies
Reluctant Lack of Knowledge
Do not want to consider change
Be patient
Listen and provide empathic feedback
Rebellious Aware of the problem
Often invested in the problem/problem behavior
Invested in making their own decisions – “don’t
tell me what to do”
Provide options and allow them to choose for
themselves.
Redirect rebellious energy into positive energy
focused on change.
Resigned Lack of energy or investment
Given up on the possibility of change
Overwhelmed by the problem
Instill hope and help them explore and identify
the barriers to their change.
Accentuate their positive steps – acknowledging
their successes will help build self-efficacy.
Assure them that relapse is common and does
not have to be final.
Rationalizing Appears to have all the answers
Not considering change because of personal risk
May believe their problems are someone else’s
fault
Empathy and reflective listening.
Help the student lay out a decisional balance of
pros and cons to remaining the course and/or
behavior change.
41. Table Talk
• What theories or approaches currently guide
your early intervention initiatives?
• What from today’s session do you want to
learn more about?
• What theories or approaches discussed
today do you see yourself wanting to
incorporate in your early intervention
planning/facilitation?
43. Signals for Early Alert
• Academic performance
• Behavior
• Disruption in class
• Skipping class
• Conduct
• Affect
• Others?
44. Red Flags
• Formal, proactive feedback systems
that alert students and staff to red
flags.
• (Cuseo, n.d.)
45. A Possible Model for Intervention/Communication
Active
Passive
Negative
(Punitive)
Informational
(Just the Facts)
Positive
(Motivational)
(Dial and McKeown, 2022)
47. Class Attendance = Highly Predictive of
Persistence
1.98
2.96
0
0.5
1
1.5
2
2.5
3
3.5
Average First-Year GPA
More Than Three Absences in One Classs No Attendance Problems
64%
89%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Retention to Sophomore Year
More Than Three Absences in One Class No Attendance Problems
http://www.pathfinders.msstate.edu/findings.html
48. The Non-Registered Initiative
Advisors are assigned Cases in EAB Navigate for all their students who are eligible to return in the upcoming
semester but aren’t registered, graduating, or suspended
Advisors conduct outreach to support students in registration barriers
Advisors encourage the student to register and document reasons students are
not returning in the case close reason (if known)
50. Holds prevent students from
registering on time
Student resolves hold but
misses first choice classes
Failure to sequence classes correctly
increases time to degree
Student in classes in which
they are less likely to succeed
academically
Additional semesters
increase college cost,
academic difficulty
decreases GPA
Student resources, perseverance, and
academic self-efficacy exhausted before
degree completion
Hold “Death Spiral”
(Venit, Mason, & Hlavac, 2009)
51. A Possible Model for Intervention/Communication
Active
Schedule Advising
Global Communications
Registration Holds Outreach
Ensuring Degree-Applicable Credit
Non-Registered Initiative
At-Risk Progress Reports
Passive
Registration Holds Probation Outreach Student Kudos
Negative
(Punitive)
Informational
(Just the Facts)
Positive
(Motivational)
(Dial and McKeown, 2022)
54. Developing Goals for Your Early Intervention
• Starting with the end in mind helps create
cohesiveness and buy-in
• Lean on your institutional and/or unit mission
statement
• Starting with an established mission helps
define vision-inspired goals, value, and
impact
• Goals should…
• Detail how the program aligns with the
mission
• Detail overarching expectations
• Reflect the operation efforts of early
intervention
55. Questions as
You Develop
Goals
• What’s the purpose of
your program?
• What need are you
trying to fill on your
campus?
• What are your intended
outcomes?
• Who is your student
population
(institutional,
departmental, or
program)?
• Who are your
stakeholders?
• How will your program
impact those
stakeholders?
• When are monitoring of
students and
interventions going to
occur?
56. Proactive vs.
Reactive
• Both are valid!
• Must serve your target population(s) and
identified red flags/crisis points
• Proactive interventions may be geared towards
“historically” at-risk populations
• Help to preempt and support students
through acclimation challenges
• Most early interventions ARE reactive
• Based on a referral/alert or concerning
behavior
57. Drafting the Intervention
Plan – Who?
WHAT RESOURCES ARE
AVAILABLE TO YOU AT
YOUR CAMPUS?
WHO ARE YOUR
STAKEHOLDERS/
COLLABORATORS?
WHO WILL BE YOUR
ALLIES?
BIGGEST
CHALLENGERS?
WHO DO YOU NEED
BUY-IN FROM?
59. Return on
Investment
Low Medium High
Two-year 26.7% 18.3% 42.2%
Four-year 13.2% 18.3% 58.0%
0%
10%
20%
30%
40%
50%
60%
70%
Percentage
of
Institutions
Return on Investment
Young, D. (2019)
60. Drafting the
Intervention
Plan – Campus
Culture
• How do students engage with existing services
on campus?
• How do offices engage with each other?
• Who has existing, “assigned” relationships with
students?
• What services address the “red flags” on your
campus?
• How are students funneled to those services?
• What communication are students receiving
about these services?
61. Collaboration and Communication
• Who is involved?
• Who should be involved?
• What systems exist to allow
communication
Advising
Student
Success
Centers
Housing
Financial Aid
Emergency
Aid Programs
Peer Mentors
First-Year
Seminars
Gateway
Courses
Orientation
Writing
Intensive
Courses
Career Centers Counseling
64. Student Reaction
If students perceive early warnings
as a reprimand rather than an
opportunity to get help, they may
ignore the signals or avoid efforts
of college personnel to contact
them (Karp, 2014)
65. Psychologically Attuned Communication
Describe academic challenges as a process of learning, not a label
Describe
Acknowledge factors that contribute to academic difficulty
Acknowledge
Communicate that is it not uncommon to face academic difficulty
Communicate
Offer hope and support
Offer
Waltenbury, M., Brady, S., Gallo, M., Redmond, N., Draper, S. & Fricker, T. (2018). Academic Probation: Evaluating the Impact of Academic Standing Notification Letters on Students.
66. Drafting Intervention
Plan - Technology
What does it need to
do?
•Pie-in-the-sky:
given your goals,
what would it
ideally do?
Would this
technology enhance
workflow, or
overcomplicate?
Do you have a
platform on campus
with this capability?
If so, how can
existing technology
be utilized
effectively?
If not – how can
existing technology
be used to fit your
needs?
Is piloting or scaling
an option if the
current tech doesn’t
fit your needs/goals?
Who are your
collaborators in
technology?
67. All the Choices!
• Complexity of modern colleges and
universities
• Proliferation of products
• Philosophy of student support staff
• Sources of information
• Modes of communication
69. Training Staff for Early
Intervention
Engage staff to be the subject
matter experts in their setting
Academic support
Counseling
Housing
Career services
Advising
Faculty
What training do staff need to
respond to the red flags?
Depends on which staff are
responding
70. Increasing
Faculty
Participation
Messaging during faculty orientation
Focus on first-year courses
Make the case with data
Encouragement from the provost
Periodic email prompts
Close the loop on reporting
Effective early alert has an opportunity
to be a great “equalizer”
Align faculty and staff in the
collaborative work of supporting
student success
(Venit, Mason, & Hlavac, 2009)
71. Referral Matrices
• Alerts staff to appropriate referral
• May go beyond traditional early
intervention to include student well-being
72. Assessing Early
Intervention
“Assessment is the process of gathering and discussing
information from multiple and diverse sources in
order to develop a deep understanding of what
students know, understand, and can do with their
knowledge as a result of educational experiences; the
process culminates when assessment results are used
to improve subsequent learning”
- Huba and Freed, 2000
https://www.northwestern.edu/searle/assessment-of-student-
learning/assessment-process/index.html
73. Assessing
Early
Intervention
What data already exists on your
campus that would be useful to you in
early intervention programming and
assessment?
Utilize Schuh’s Eight Questions to
simplify the assessment process to a
manageable level
74.
75.
76. Write down 3 things you want to
do or start doing when you get
“home” from the conference.
77. Write down 3 things you want to
do or start doing when you get
“home” from the conference.
Write down 3 things you want to
stop doing when you get “home”
from the conference.
78. Write down 3 things you want to
do or start doing when you get
“home” from the conference.
Write down 3 things you want to
continue doing when you get
“home” from the conference.
Write down 3 things you want to
stop doing when you get “home”
from the conference.
Share Learning Outcomes
Goals for today
Please take a moment, to fill out five personal goals for our time together today in your packet.
Think, Pair, Share (small group):
Introduce yourself to those around you.
Share: What are your goals for today’s workshop?
Have participants share out in large group to find common themes
Drop the link to the workbook in the slide.
MD
Open Discussion:
What does Early Intervention mean to you? What are we talking about?
Breakout rooms – Redesign Slides
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“Formal, proactive, feedback system through which students and student-support agents are alerted to early red flags.” (Cuseo, n.d.)
“A systematic method of recording and communicating student behaviors that contribute to student attrition” and “effective intervention at the first indication of academic difficulty.” (Tampke, 2013)
Programs that “seek to identify students at-risk for dropping out or for poor academic performance early in the term so that appropriate interventions can help the student recover early enough to raise their grades.” (Habley, Bloom, and Robbins, 2012)
In this session we will further expand these definitions to identify and explore non-academic warning signs of attrition.
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Seidman (2012) proposed a formula for student retention RET = E ID + (E + IN + C) IV (p. 272).
He suggested that student retention may be achieved by early identification of student needs plus early, intensive, and continuous intervention.
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Grades (midterm) and instructor feedback
Massification in higher education
Proliferation of network/internet infrastructure
Term starts popping up in literature in the 1980s, with increasing frequency in the 90s and really coming on strong in the 2000s
Development of tools
Comprehensive institutional data management (e.g. Banner, PeopleSoft)
Course management systems
Student retention platforms (e.g. Starfish, EAB, Civitas)
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Look Left, Look Right
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Describe the Jefferson Memorial example
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The first-year seminar continues to be a common structure for supporting student success in higher education, yet it represents only one of many first-year programs.With this in mind, the 2017 National Survey on The First-Year Experience marks a change from previous surveys administered by The National Resource Center for The First-Year Experience and Students in Transition by exploring a broad range of initiatives designed to support success in the first college year.Recognizing that individual first-year programs are connected to extensive bodies of literature and practice, authors representing diverse professional networks focused on college student success contribute their voices to the analyses and presentation of results. The report includes an overview of institutional attention to the first year and the prevalence of and connections between first-year programs, a review of the results relating to selected first-year programs, and implications for practice and future research.
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From 2017 survey – reminder could select multiple answers
First year students as a “special pop” in and of themselves are most prevalent
Not until we get to development/remedial courses do we see academic risk factors
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Difference in institution focus/resources
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Q73. What is the approximate percentage of first-year students on your campus who are reached by early warning/academic alert systems?
Either happening en masse or not at all at 2-year
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Q73. What is the approximate percentage of first-year students on your campus who are reached by early warning/academic alert systems?
Private – resources, most likely smaller – all students fit into specific populations
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Importance of Calendaring – intentionality
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EAB – Midterm Grades are too difficult to collect, occur to late in the semester to be effective as an intervention tool, and offer too little information.
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During fall 2010, the John Gardner Institute (JNGI) administered a national survey to 1,373 chief academic officers at four-year universities to examine the use of selected student success and transition initiatives nationwide. The survey received a 38.4% response rate (n=52). The results of this survey were published in the report, Enhancing Student Success and Retention throughout Undergraduate Education: A National Survey (Barefoot, Griffin, and Koch, 2012).
Then in spring 2017, the National Resource Center for the First-Year Experience and Students in Transition administered the National Survey of the First-Year Experience. The instument was sent to 3,977 two- and four-year institutions and received a 13.5% response rate (n=537). For the first time, this survey included a focus on multiple first-year experience programs and
Relational Advising
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PM - Part of tech selection is it’s ability to connect to the data you need/want access to.
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MD - In developing programs for students on probation, you are in effect designing a series of choices that they will make – including choosing not to choose or act.
There is no such thing as neutral design = arbitrary decisions that you make in initiative design/redesign will have subtle influence on the choices your students make. In fact, something you do that seems small may have great impact on your student’s behavior.
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Stages of Change
Behavior change involves a process that occurs in increments and that involves specific and varied tasks is at the heart of the transtheoretical model of intentional human behavior change.
Stages
Precontemplation
The earliest stage of change. Students in precontemplation are either unaware of problem behavior or are unwilling or discouraged when it comes to changing it
Many first-year students enter the university in the precontemplative stage of change. They are unaware of their own need to make changes or seek help.
Contemplation
A person acknowledges that he or she has a problem and begins to think seriously about solving it. Contemplators struggle to understand their problem, to see its causes, and to think about possible solutions.
The individual knows where he or she wants to be and maybe even how to get there, but he or she is not quite ready to make a commitment.
Many of our offices in the Division of Student Affairs are set up for students in this stage of change
Preparation
The person is ready to change in the near future
Individuals in this stage of change need to develop a plan that will work for them
Commitment to change does not necessarily mean that change is automatic, that change methods used will be efficient, or that the attempt will be success in the long term
Action
In this stage of change, students most overtly modify their behavior
They make the move and implement the plan for which they have been preparing
Maintenance
Final stage in the process of change
The person works to consolidate the gains attained during the action stage and struggles to prevent relapse
Students may “recycle” through the stages many different times before reaching success; thus, a “slip” should not be considered an utter failure but, rather, a step back
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Given what we’ve chatted through so far, what’s on your minds?
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Red flags is part of the definition – this helps us develop what our students need
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Process for faculty to submit alerts for SI supported courses (prompted twice a semester, via EAB) AND for all faculty to be able to submit alerts of students who are absent or disengaged directly to advisors
Bursar and financial aid – outside offices have come to the UAC asking to utilize the relationship that advisors have with students in reaching out to those who could be impacted – piloting right now for scalability
Highlight not all UAC
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Pathfinders Program (Mississippi State University)
usually Around 3 weeks after registration times
List comes from campus data warehouse – students enrolled in current term, not suspended, compared to next term
Advisors will consider special populations – co-op and internship students, study abroad, clinical placements, etc
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Prioritization Structure
Political Mechanism
Considerations
Resources
Money
Personnel
Time
Capacity
Tech vs Touch
Timing
How early is early intervention?
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Time to write on page 6 of workbook
Table talk – what are you thinking?
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Workbook time on page 7
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Early alert programs may be a key to creating formal, systemic networks joining offices in the work of connecting first-year students to appropriate campus resources.
The collaboration required to facilitate these programs effectively has the potential to create cooperative networks on campus to support first-year student success.
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Add information on Psychologically attuned letters.
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In your workbook – worth thinking about in developing your plan or revisiting what you already have
Workbook Time
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Workbook
What is the issue at hand? (What question are you trying to answer?)
2. How should we collect data? (Where will you get the information?)
3. What is the purpose of the assessment? (What outcome are you trying to determine?)
4. What instrument should we use? (Any special tools needed to collect information?)
5. Who should be studied? (What populations are you going to look at?)
6. How should we analyze the data? (How will you make meaning of it?)
7. What is the best assessment method? (How are you going to answer your question?)
8. How should we report the results? (How will you tell others?)