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Measuring Learning Readiness for TRIO Students
The document discusses the importance of measuring learning readiness for TRIO students through the Learning Readiness Indicator (LRI), which assesses various factors affecting student success, including life factors and individual attributes. It emphasizes the need for customized support plans based on individual student circumstances and highlights the success of students after using the LRI assessment. Additionally, it provides statistics showing improved academic performance for those who engaged with the assessment compared to those who did not.
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Measuring Learning Readiness for TRIO Students
- 1. Measuring Learning Readiness for TRIO Students Carol Moody,Solutions Consultant, SmarterServices Julie Owen, Chief Sales & Marketing Officer, SmarterServices Autumn Scott, Director TRIO Student Support Services, Carl Sandburg College Velia Mendoza, SSS Tutoring Coordinator Garden City Community College
- 2. POLL What motivates youto do your job? Paycheck Colleagues Knowing that I am making a positive impact What? I’m not motivated The success stories I witness with students
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- 4. TRIO=SUCCESS John Quinones Primetime TV FranklinChang Díaz, first Hispanic Astronaut Kevin Shibilski, Wisconsin State Senator Angela Bassett, Academy Award Nominated Actress Gwen Moore, US Congresswoman
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- 6. FACTS FACT 1:Assessment of student needs is important. In order to create a customized plan of success for each student we must first understand their unique situation FACT 2: Many readiness tools focus on academic ability Accuplacer Transcripts ACT/SAT FACT 3: We need to determine the right fit for that student Higher Ed no longer one size fits all Traditional classroom Online programs Competency based programs
- 7. KNOWN Socio- economic status First generation college student Previous academic performance Student with potential who may have previously droppedout Veteran with no previous college experience KNOWN
- 8. UNKNOWN • Hours workingper week • Effective support system (at home and work) • Motivation to complete degree • Place to study Life factors/situation Individual attributes Technology skills/competency Technology resources Reading ability/informational text Keystroking ability
- 9. QUESTION (type youranswers in the question area) What do you think are some of the top 10 reasons why students do not complete their degree?
- 10. TOP 10 REASONSSTUDENTS DON’T COMPLETE DEGREE Money Job Family Stress Unsure of major Don't need it Unprepared/not ready College atmosphere not a good fit Too much extracurricular activities Lack of support/advising
- 11. What Do Non-CognitiveAttributes & Soft Skills Have To Do With It?
- 12. POLL-In your experience,have you noticed a stronger success rate for TRIO students in a traditional classroom vs. an online environment? http://www.achievingthedream.org/sites/default/files/resources/Online-Learning-Practitioner- Packet.pdf
- 14. Julie Owen ChiefSales & Marketing Officer SmarterServices 334.491.0427 julie@smarterservices.com LinkedIn - https://www.linkedin.com/in/julieowen4
- 15. • Completely hosted,Web-based, assessment engine that delivers The Learning Readiness Indicator (LRI) • LRI-diagnostic assessment that measures student readiness and non-cognitive attributes. 1. Life Factors – external to the learner (environmental factors) 2. Individual Attributes – internal to the learner (noncognitive) 3. Learning Styles 4. Technical Competency 5. Technical Knowledge 6. On Screen Reading Rate & Recall 7. Typing Speed & Accuracy
- 16. 6 of the10 are measured on the Learning Readiness Indicator 1. Money 2. Job 3. Family 4. Unprepared/Not Ready 5. Too much extracurricular fun 6. Lack of support/advising
- 17. BENEFITS STUDENTS Aha! Moment Commitment Myth Buster Confidence Builder Resource Connector ADMINISTRATORS Insight to students Proactive Support Improve Practices Discover Gaps Find Correlations
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- 19. BENEFITS STUDENTS Aha! Moment Commitment Myth Buster Confidence Builder Resource Connector ADMINISTRATORS Insight to students Proactive Support Improve Practices Discover Gaps Find Correlations
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- 25. FOLLOW UP Reflection paper Discussion/chatw/peers Target conversation w/advisor Work through Resources for Support Personalized Learning Path
- 26. STATISTICS 11% reductionin failure rates in online courses Online grades of those who had taken the LRI were, in fact, significantly higher (average GPA of 2.87), than the grades of those who had not taken the assessment (average GPA 2.44). Less than 10% of students classified w/low readiness went on to achieve academic success Life Factors & Individual Attributes are the most predictive sections regarding academic success http://www.smarterservices.com/resources/case-studies/
- 27. TRIO Client Schools Garden City Community College North Hennepin Community College, Metropolitan Community College Carl Sandburg College Columbia Basin College Imperial Valley College Northeastern Oklahoma A&M Central Wyoming College
- 28. Autumn Scott Director TRIOStudent Support Services Carl Sandburg College 309-341-5462 anscott@sandburg.edu LinkedIn - http://linkedin.com/in/autumn- scott-30a61991
- 29. Student Access A linkto the SmarterMeasure log-in page is stored on the institution’s website We have a separate log-in for TRIO SSS students so that we can track our own assessments TRIO Program Assistant sets up student to take SM- LRI prior to the intake interview with the TRIO Program Director Students can review the SM-LRI report stored in their file or they can access it online with the log-in they create
- 30. How SM-LRI isUsed SM- LRI Part of our intake process for new participants Assists with identifying academic need Conversation tool for discussing potential obstacles resources Enabled the features that are most relevant to our intake process
- 31. FOLLOW-UP SM-LRI report isstored in participant file Director reviews results in combination with other factors (application, personal interview, transcripts, placement tests, etc.) to determine whether placement in TRIO SSS program is appropriate Student meets with TRIO Academic Advisor to review SM- LRI report and develop Student Success Plan Student Success Plan is reviewed at 6-week mark of the semester with new participants
- 32. Velia Mendoza SSS Tutoring Coordinator GardenCity Community College Velia.mendoza@gcccks.edu
- 33. Student Success Comments After completingthe assessment, students Stated they really enjoyed taking it Discovered their own style of learning Loved the Resources for Support that it gives at the end of each section of the report Realized they need more practice on typing speed Loved the explanation and helpful feedback of each section on the report
- 34. The results willhelp the SSS staff to develop workshops based on the students’ needs.
- 35. RESOURCES http://www.dailyprogress.com/father-daughter-take-classes-together-at- community-college/article_e2e45fd6-041c-576c-a831-6c00f9cdc53e.html http://blogs.wsj.com/economics/2016/10/04/soft-skills-give-workers-a-big- edge-its-time-to-start-focusing-on-them-in-school-report-says/ http://www.epi.org/publication/the-need-to-address-noncognitive-skills-in- the-education-policy-agenda http://www.hamiltonproject.org/ http://blogs.wsj.com/economics/2016/10/04/soft-skills-give-workers-a-big- edge-its-time-to-start-focusing-on-them-in-school-report-says/ http://www.smarterservices.com/resources/case-studies/ http://www.achievingthedream.org/sites/default/files/resources/Online- Learning-Practitioner-Packet.pdf http://www.thedialogue.org/resources/untangling-the-soft-skills- conversation/
- 36. Q&A • Slidedeck &recording of webinar will be sent to all participants and listed at http://www.smarterservices.com/resources/webinars/ • Closing survey – We appreciate your feedback!
Editor's Notes
- #4 Ella & Gerad – John Wood CC "I know things he doesn't. He knows things I don't," Ella said. "He's a little better at the book work. I'm better at the other stuff. It makes things really easy.” Gerad, who became a father at an early age, basically had a 10th-grade education. A placement test for JWCC offered some encouragement, and so did help available through the school. "I wish I'd done it 20 years ago," he said. "If you think there's even a slight chance you might want to do it, you need to jump in. There's nothing to fear. This place will work with you to get you through anything.” Ella struggled in the traditional classroom and found success. She'd already decided to attend JWCC, and a First Year Experience class offered by JWCC during her senior year in the Regional Safe Schools program provided even more encouragement, along with so-called soft skills such as writing resumes and filling out job applications. "I thought I'd be far behind, and some things I probably could have known better when I started, but it's been a whole lot easier academically than I thought it would be," said Ella, who hopes to major in clinical psychology.
- #12 It starts EARLY According to a paper released by The Hamilton Project there are 7 Facts which have emerged relating to the importance of Non-cognitive Attributes and Soft Skills. The U.S. economy is demanding more noncognitive skills There are strong labor-market payoffs to both cognitive and noncognitive skills The labor market is increasingly rewarding noncognitive skills Those in the bottom quartile of noncognitive skills are only about one-third as likely to complete a postsecondary degree as are those in the top quartile. Noncognitive skill development interventions improve student achievement and reduce behavior-related problems. Preschool interventions emphasizing cognitive and noncognitive skill development have long-term economic benefits for participants. A teacher’s ability to improve noncognitve skills has more effect on graduation rates than does her ability to raise test scores. Economic Policy Institute – “The Need to Address Noncognitive Skills in the Education Policy Agenda http://www.epi.org/publication/the-need-to-address-noncognitive-skills-in-the-education-policy-agenda/ http://www.hamiltonproject.org/ http://blogs.wsj.com/economics/2016/10/04/soft-skills-give-workers-a-big-edge-its-time-to-start-focusing-on-them-in-school-report-says/