Persistence versus Return-to-Program

‘The Plan’

San Francisco – Bryman College

Two Camps

• Planning for Persistence

• Planning for Return-to-Program (pre-separation, post-separation)

Content for Maintaining Persistence

Persistence

• The plan involves:– Early access to student resources– Early integration within college culture– Early Identification of Potential Persistence Pitfalls

(PPP)– Early intervention

Early Access to Student Resources• Day-Two Freshman Seminar: http://eduos.net/welcome/?page_id=512• Creation of a digital connection

– Use of Facebook, Twitter and online discussion boards: http://eduos.net/welcome/?page_id=1286

– Introduction to the College Code of Conduct: http://eduos.net/welcome/?page_id=690

– Completion of College Honor Code prior to each exam and during Freshman seminar: http://eduos.net/welcome/?page_id=1505

– Connection to Program Director(s): http://eduos.net/welcome/?page_id=649; http://eduos.net/welcome/?page_id=652; http://eduos.net/welcome/?page_id=647

– Connection to Student Affairs/Student Services: http://eduos.net/welcome/?page_id=684

Early Integration into College Culture

• Director-led orientation on day-2 of every new term. – Methods on using social media for learning – Learning activity aimed at problem-solving with the

DoE– Deep dive into key areas of the campus responsible

for supporting persistence

Early Identification of Potential Persistence Pitfalls

• Implementation of a well-structured Early Warning System (EWS) to identify unique drivers of career college attrition (at BCSF):– variable motivation– failure to engage– setting unrealistic goals– unable to tangibly define achievement

Early Warning System:

• Part One: – Individual-specific data collected and communicated on

Day One of every new term: http://eduos.net/welcome/?page_id=718

– Cohort = first-term students only • Part Two: – Individual-specific data collected and communicated on

Day-two of every new term. – Cohort = first-term students only – Use of a defined rubric:

http://eduos.net/welcome/?page_id=736

EWS Rubric: Motivation

25 50 75 100

Frequently late to

class

Frequently lacks

interest

Frequently avoids eye

contact

Frequently dependant

Frequently submits

late work

Frequently troubled

by criticism

Infrequently late to

class

Infrequently interested

Infrequently makes eye

contact

Infrequently dependant

Infrequently submits

late work

Infrequently troubled

by criticism

Routinely late to class

Routinely interested

Routinely makes eye

contact

Routinely works

independently

Routinely meets

deadlines

Routinely accepts

criticism

Consistently arrives early

Consistently interested

Consistently makes eye

contact

Consistently

interdependent

Consistently meets

deadlines

Consistently accepts

criticism

Rating

Rate Student 'Motivation'

EWS Rubric: Engagement

25 50 75 100

Never participates

Never socializes

Never a team player

Never positive

(cheerful)

Never asks questions

Infrequently

participates

Infrequently socializes

Infrequently a team

player

Infrequently positive

(cheerful)

Infrequently asks

questions

Routinely participates

Routinely socializes

Routinely a team player

Routinely positive

(cheerful)

Routinely asks questions

Consistently participates

Reliably socializes

Consistently a team player

Consistently positive

(cheerful)

Reliably asks questions

Rate Student 'Engagement'Rating

EWS Rubric: Goal-setting

25 50 75 100

Rarely excited by

his/her future

Rarely completes

simple tasks

Rarely exchanges

contact info with

others

Rarely takes chances

Infrequently excited by

his/her future

Infrequently completes

simple tasks

Infrequently exchanges

contact info with

others

Infrequently takes

chances

Routinely excited by

his/her future

Routinely completes

simple tasks

Routinely exchanges

contact info with others

Routinely takes chances

Always excited about

his/her future

Always completes simple

tasks

Always exchanges contact

info with others

Reliably takes chances

Rating

Rate Student 'Goal-setting'

EWS Rubric: Achievement

25 50 75 100

Never demonstrates

confidence

Never copes with

circumstance

Never recognizes a

need-to-improve

Never mentors

others

Infrequently displays

confidence

Infrequently copes

with circumstances

Infrequently recognizes

a need-to-improve

Infrequently mentors

others

Routinely confident

Routinely copes with

circumstances

Routinely recognizes a

need-to-improve

Routinely mentors

others

Consistently confident

Consistently copes with

circumstances

Consistently recognizes a

need-to-improve

Consistently mentors

others

Rate Student 'Achievement'Rating

• Each student is graded on a 100 point scale. • A cumulative score of less than 200 or an

individual score of less than 50 triggers a series of academic and staff responses

Scoring Responses (25 – 49)

• 25-49– Weekly Progress Reporting• Instructor; program director; DoE

– Advising session • Student Services Coordinator; program director, DoE,

Finance Director; other

– Academic Assignment• Remedial coursework• Library session (online) • Mind mapping activity

Scoring Responses (50-75 and 76 - 100)

• 50 – 75– Scores discussed in daily SOS

• 76 – 100– Offer to join to student government – Discussion about the mentoring program

Planning for Return-to-Program

Managing the ‘Drop’ Pipeline

• Data located in one centralized, commonly accessible location: http://eduos.net/welcome/?page_id=1454

• Prioritizing ‘stopped-out’ versus dropped out– Stopped-out: ineligible to return to same program

(SAP, academic, social conduct)– Dropped-out: voluntary or involuntary – Numerical Scale from 0-2

Numerical Scale from 0-2

Mods - Needed OR Crd

Completed

LDA PRIORIT

Y

Drop Alvarado, Laura MMAEmail 11/5 - VM 11/8 - Direct mail 11/12 - Email to Dept Chair/AD

Rep for assistance. 11/18 0 5/15/2013 1

1/29/2014 Drop Johnson, Sherine MMA Student is planning to return in January 0 5/16/2013 1

Drop Harmon, Brandy MMAEmail 11/5 - No working # 11/8 - Direct mail 11/12 - Email to Dept

Chair for assistance 11/18 6 1/15/2013 1

Drop Li, Qiping MMA Email 11/5 - Unable to leave VM 11/8 - Direct Mail 11/12 12 1/7/2013 1

Drop Truijilo, Luis DAD

Email 11/5 - VM 11/8 - Email to Dept Chair/AD Rep for assistance

11/12 - Direct mail 1/18 Extern 8/7/2013 1

RE-ENTERS IN PROCESS - ATTEMPTING CONTACT

A dropped student is immediately added to the master monthly workbook along with:- Name of program- Activity notes- Module(s) completed versus remaining- LDA- Priority scale• (0) indicating that the student is not returning• (1) desire expressed by the student to return; plans being made to return; appointmentswith FA are planned• (2) RE team is reaching out to discuss opportunity to return

Return-to-Program Team

• Student Services Coordinator• Academic Program Director• Director of Education • Admissions Representative

Return-to-Program Activities

• Mailers (ground mail, E mail)– based on priority scale assigned

• Social media (Facebook)– used for all priority 1 cases

• www.EduOs.net– Resources updated routinely for Dropped students who

check-in for information – Post-drop survey to gather data from student– Documents Request form:

http://eduos.net/welcome/?page_id=1203• Telephone calls

Post Return-to-Program Activities

5 days (within) 10 days (within) 15 days (within) 20 days (within)

Print AND Send

"Welcome Returning Student"(see below)

Launch

"Weekly Progress Report (WPR)"(see below)

Launch

"Academic Progress Plan (APP)"(see below)

Launch

"Evaluation of Progress"(see below)

INSTRUCTIONS INSTRUCTIONS INSTRUCTIONS INSTRUCTIONS

INTERVENTIONS FOR REINSTATED STUDENTS (LOA AND REENTERS)

1) This particular step will be launched

by the Student Services Coordinator (or

designee)

→ Mail the "Welcome Returning

Student" packet via ground mail, UPS.

2) "Welcome Returning Student" packet

shall consist of:

→ Contact Message (see below)

→ Copy of Academic Advising form

drafted during academic meeting to RE

→ Business cards for DoE, DOSF,

Student Services Coordinator

1) This particular step will be launched

by the DoE (or designee)

2) The WPR will be sent electronically

to:

→ Assigned Instructor (on ground)

→ Extern Coordinator (on externship)

→ Program Director

→ Student Services

3) The WPR will be discussed in the

daily SOS meeting (weekly)

1) This particular step will be launched

by the DoE (or designee)

2) The completed "Academic Progress

Plan (APP)" will be sent electronically

to:

→ Assigned Instructor (on ground)

→ Extern Coordinator (on externship)

→ Program Director

→ Student Services

3) The "Academic Progress Plan" will be

discussed in the daily SOS meeting

(weekly)

1) This particular step will be launched

by the DoE (or designee)

2) The completed "Evaluation of

Progress" will be sent electronically to:

→ Assigned Instructor (on ground)

→ Extern Coordinator (on externship)

→ Program Director

→ Student Services

3) The "Evaluation of Progress" will be

discussed in the daily SOS meeting

(weekly)