Pathways to Completion Improving Success Rates for At-Risk Students Patrick Gill, Carolyn Gunn, Scott Markland, Ph.D. 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 Individualized Learning Plan (ILP) Model developed in 2003Title III Preventative and proactive support Belief that students should: •Get accurate and timely information •Receive consistent services and appropriate referrals •Develop an action plan •Have a consistent relationship/Know they matter Emphasis of ILP Increase persistence, success, and graduation rates of at-risk students Population • New, degree seeking students taking 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 Areas of Support Relationship with Academic Coach Orientation to college life Self knowledge of preferences, study skills, learning styles Goal clarification Securing funding Setting realistic expectations Creating a successful schedule Locating campus and community resources Origin and Development PTC Pathways to Completion -Model built around ILP -Acknowledges other Student Success Plan pathways to begin -Software used to create -Services continue until completion plan and to track student progress SSP ILP Individual Learning Plan -Plan created by student and coach for student’s success ILP Meeting Activities Prior to Term • Initial Appointment • Follow up (Phone Call) During Term • Follow Up (2-3 Weeks) • Follow Up (3-7 Weeks) Second Term • Case Management • Transition (3 Weeks) Technology • SSP System – Award winning – Open sourcing • Early Alert • Resources SSP Student Intake: Demographics SSP Student Intake: Education Goal SSP Student Intake: Education Plan SSP Student Intake: Funding SSP Student Intake: Challenges SSP Action Plan SSP Action Plan (ctd.) SSP Journal Notes SSP Caseload Management Resources Outcomes • Quarter to Quarter SSP Retention (Fall 10 to Winter 11) – • Fall to Fall SSP Retention (Fall 09 to Fall 10) – • 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 (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) – • 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”. 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”. Five times more 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 1 st quarter Academic Foundation classes ) ILP Conclusions More likely to: • Return next term • Complete courses successfully • Have higher G.P.A. • Be enrolled two years later • Graduate 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 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. The Individual Transition Potential Resources – 4 S’s Assets/liabilities Approaching Transitions: Events or Non-events Resulting in Change Type Context Impact Situation Self The Transition Process Changing Reactions over Time Goodman, Schlossberg, & Anderson, 2006, p. 33 Support Strategies 4 S Activity with Students Self, Situation, Support, Strategies What do you see as your strengths and areas of improvement? (Self) What are your plans for balancing school and personal life? (Situation) Who will help you on your path toward graduation? (Support) How will you deal with challenges along the way? (Strategies) In Practice • Winter 2011 Start (3 Coaches in control group) • Summer 2011 All Coaches using PTC Academic Coach guides student through process Moving In, Moving Through, Moving Out Planned activities based on student’s situation Milestones: Students achieve at different stages of completion Student becomes increasingly independent throughout 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. 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) 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 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 Questions/Ideas – Thank you for your participation. We hope the ideas shared will benefit all.