Improving Success Rates for At-Risk Students

1. Pathways to Completion • Improving Success Rates for At-Risk Students • Patrick Gill, Carolyn Gunn, Scott Markland, Ph.D.

2. Learning Outcomes Participants 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

3. Individualized Learning Plan (ILP) • Get accurate and timely information • Receive consistent services and appropriate referrals • Develop an action plan • Have a consistent relationship/Know they matter

4. Emphasis of ILP Increase persistence, success, and graduation rates of at-risk students Population • New, degree seeking studentstaking two or more developmental education classes • Income at or below federal poverty level • Undecided Goals • 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

5. Areas of Support

6. Origin and Development

7. ILP Meeting Activities

8. Technology • SSP System • Award winning • Open sourcing • Early Alert • Resources

9. SSP Student Intake: Demographics

10. SSP Student Intake: Education Goal

11. SSP Student Intake: Education Plan

12. SSP Student Intake: Funding

13. SSP Student Intake: Challenges

14. SSP Action Plan

15. SSP Action Plan (ctd.)

16. SSP Journal Notes

17. SSP Caseload Management

18. Resources

19. 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”. • Fivetimesmore 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 )

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

21. 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

22. Theoretical Framework Counseling 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.

23. The Individual Transition Potential Resources – 4 S’s Assets/liabilities Approaching Transitions: Events or Non-events Resulting in Change Situation Support Type Context Impact Self Strategies The Transition Process Changing Reactions over Time Goodman, Schlossberg, & Anderson, 2006, p. 33

24. 4 S Activity with Students

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

26. 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.

27. 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)

28. 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

29. Outlook What 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

30. Questions/Ideas • Thank you for your participation. We hope the ideas shared will benefit all.