building academic skills for at risk and early alert students

Building Academic Skills Building Academic Skills for At Risk and Early Alert for At Risk and Early Alert

StudentsStudents

Dorothy WilliamsDorothy Williams

Academic Skills Learning Academic Skills Learning SpecialistSpecialist

Antelope Valley CollegeAntelope Valley College

Who are the students we serve?

• The poor chooser

Who are the students we serve?

• The poor chooser

• The adult learner

Who are the students we serve?

• The poor chooser

• The adult learner

• The learning disabled student

• The physically disabled student

Who are the students we serve?

• The poor chooser

• The adult learner

• The learning disabled student

• The physically disabled student

• The mentally disabled student

Who are the students we serve?

• The poor chooser

• The adult learner

• The learning disabled student

• The physically disabled student

• The mentally disabled student

• The Limited English Proficiency Learner

Who are the students we serve?

• The poor chooser

• The adult learner

• The learning disabled student

• The physically disabled student

• The mentally disabled student

• The Limited English Proficiency Learner

• The User

What is the difference between an “at risk” and an “early alert”

student?

What is the difference between an “at risk” and an “early alert”

student?• At risk

– Low assessment scores or H.S. GPA– Limited English proficiency– First generation– Employed more than 20 hours per week– Part time student– Financial problems– Family obligations– Physical or learning disabilities– Student athlete

What is the difference between an “at risk” and an “early alert”

student?• Early Alert

– Poor attendance in a course– Not submitting homework or other assignments– Frequently tardy– Poor test performance– Lack of motivation or interest– Indications of emotional distress– Change in level of performance– Test anxiety– Appears tired or ill

What is the difference between an “at risk” and an “early alert”

student?• At Risk – proactive response and services

• Early Alert – reactive response and services

How do we identify these students?

How do we identify these students?

• At Risk students

How do we identify these students?

• At Risk students

• Early Alert

Early Alert Referral Systems

• Informal– Anecdotal– Faculty or counselor phone call, email, or visit

• Formal– Referral slips– Surveys– Midterm Reports

Paperless Early Alert System

How do we assess their needs?

How do we assess their needs?

• Study Skills (time management, textbook reading, note taking, memorization, critical thinking, test taking, etc.)

• Learning Style (visual verbal, visual non-verbal, auditory, tactile kinestitic, social/individual, learning environment, etc.

• Content assessments (knowledge gaps)

How do we assess their needs?

• Informal assessment

• Formal assessment

How do we access their needs?

• Study Behaviors Inventory

• Learning Styles Inventory

• Motivated Strategies for Learning Questionnaire

How do we access their needs?

• Study Behaviors Inventory– Customized prescription – Explanation of each behavior– Suggestions for improvement– Referral to specific campus resources

Resources for Instruments

http://www.pvc.maricopa.edu/~lsche/resources/lrnr_asses/lsc_assess.htm

Resources for more instruments

• http://www.pvc.maricopa.edu/~lsche/resources/lrnr_asses/lsc_assess.htm

• http:www.ulc.arizona.edu/quick_mslq.htm

• http://www.ucc.vt.edu/stdyhlp.html

• http://www.ulc.arizona.edu/self_assessments.htm

How do we assist these students to build their skills?

• Individual instruction• Study Skills classes• Handouts• Computer assisted instruction• Web resources• Videos or DVDs• Workshops• Peer Mentors• Tutors

How do we measure the student’s progress?

• Formal

• Informal

Where do tutors come in?

• Reinforcement and modeling of good study behaviors within the tutorial

• Observation and recording of student study behaviors

• Referrals to workshops and other resources

What other resources can we use?

• Counselors

• Disabled Student Services

• Programs for Special Populations

• Others?

References

• Hardin, C.J. (1988). Access to higher education: Who belongs? Journal of Developmental Education, 12, 1-6.

• Mencke, R. (2000). How do I assess the needs of individual students? Starting a Learning Assistance Center. Monograph, College Reading and Learning Association. H & H Publishing, Clearwater, Florida

Other Resources

Biggs, J.B. (1993) What do inventories of students’ learning processes really measure? A theoretical review and a clarification. British Journal of Educational Psychology, (63), 3-19.

Clowes, D. (1981) Evaluation methodologies for learning assistance programs, In C. Walkever (ed) Assessment of Learning Assistance Services. New Directions for College Learning Assistance, San Francisco: Jossey-Bass, 17 -32.

Dawson, S. J., Nold, D.M. and Greigo, O.D. (2003) Developing a computerized study skills placement test: Lessons learned and recommendations for further study. Research in Developmental Education, Vol. 18. Issue 2