By Alyson Krawchuk - American Honors Staff Regional Program Director, NJ and Texas Co-Presenter: Shelley Johnson - American Honors Staff Co-Presenter: Melisa Ziegler - American Honors Staff Visit facultyconference.americanhonors.org

1. Document TitleSpotting and Supporting At-Risk Students

2. Session Facilitators
Welcome
Alyson Krawchuk
Program Director,
NJ/PA/TX
Melisa Ziegler
Program Director, WA
Shelley Johnson
Instructional Designer

3. Session Outline
Opening Activity: Case Studies
Spotting At-Risk Students
What does an “at-risk” student mean to you?
What’s your Action Plan?
AH’s Action Plan: Academic Success Planning
Q&A and Wrap-Up

4. Before we begin…
Who gets accepted?
We take a holistic approach when considering student
applications for the American Honors program.
Perseverance, Determination, and “Grit”
Potential and Aspirations: Personal and Professional
Grades and Test Scores
Upward Trends: Is this student Dreaming Big?
These are some things to keep in mind as we do our next
activity…

5. Let’s Get Started!
Opening Activity: Admissions Team Case Studies
On your table, you’ll find one sample student packet in the folder.
Designate one Record Keeper and one Reader for the group.
The Reader should provide a summary of the student packet to the
group. Ask questions to ensure you have a good understanding of the
student. (5 minutes)
After the summary is complete, discuss the following questions:
• What are you excited to see in the packet?
• What risks or red flags do you identify?
• Would you accept or reject this student?
The Record Keeper should tally responses and provide the larger
group with your decision.

6. Let’s Get Started!
Opening Activity: Case Study Debrief
The Record Keeper will share your decision and
reasoning with the larger group.
Would you accept or reject this student? Why?
What else would you have liked to know about the
student?
How would you expect things to go for this student?
Would anything you find in this packet cause you to
consider this student to be at risk?
We’ll share the outcomes of these student case studies
at the end of our session today.

7. Spotting At-Risk Students
What does an “at-risk” student mean to you?
What is your action plan when you do identify an at-
risk student?
• Set up appointments with on-campus resources
• Reach out to school officials
• Contact AH on-campus staff
• What else?

8. AH’s Support Plan for At-Risk Students
The Academic Success Plan (ASP)
• Provides clear guidelines and a pathway to
achieve good academic standing
• Addresses both academic and personal issues
that are preventing the student from achieving
success
• Ensures accountability because of collaboration
with advisors

9. Community College Retention of At-Risk Students

10. ASP Review
Readers: In the folder at your table, open the sealed
envelope to find the ASP for the student you
evaluated during the case study.
Share the information from the ASP with the group.
Is there anything you’d add or change about the
success plan?
Were you surprised or were you correct in your
estimations about student performance?
Is the information that AH gathers and shares in
an ASP helpful for you to know as faculty?

11. We’re Better Together!
It’s a fact that FTFT students have a really
challenging transition to make and can quickly be
identified as an at-risk student during their first term.
Across the network, most ASPs are done after the
first term, so advisors are very dialed in to specific
student issues and performance.
How can AH and faculty work together to ensure
that an at-risk student’s first term isn’t their last?