building academic skills for at risk and early alert students
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Building Academic Skills for At Risk and Early Alert Students. Dorothy Williams Academic Skills Learning Specialist Antelope 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?. - PowerPoint PPT PresentationTRANSCRIPT
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