Developmental Advising Coordinator Areas of Responsibility Advising: at point of assessment during early advising 1 st week of classes

Developmental Advising Coordinator Areas of Responsibility Advising: at point of assessment during early advising 1 st week of classes Scheduling Advisors: at point of assessment EAR advising OAR advising

Developmental Advising Coordinator Areas of Responsibility Advising: at point of assessment during early advising 1 st week of classes Scheduling Advisors: at point of assessment EAR advising OAR advising Tracking & Record-Keeping Under Placement Policy: proper placement of students predicting # of developmental classes needed

Developmental Advising Coordinator Areas of Responsibility Advising: at point of assessment during early advising 1 st week of classes Scheduling Advisors: at point of assessment EAR advising OAR advising Tracking & Record-Keeping Under Placement Policy: proper placement of students predicting # of developmental classes needed Coordinate Advising Training and maintain advising manual

Developmental Advising Coordinator Continued Areas of Responsibility Early Identification of At-Risk Students & Early Intense Intervention of At-Risk Students

Early Identification and Intervention – At-risk Students How soon is early? Students- form pivotal impressions about the institution they attend during the first week of school make decision to leave in first 3 to 6 weeks of class

Phase I: Early Identification and Intervention – At-risk Students At-Risk Identification Instruments Online and Paper Referral: Reading, Study Skills, Math, Writing, & Acad. Supp. Learning Skills Workshops – Learning Center Theatre Class Cooperation: Plays, Faculty Role Play Counseling Referral Plan Academic Support Plan

Phase II: Early Identification and Intervention – At-risk Students PROBLEMS LEADING TO AT-RISK COURSES: Organization Teaching Content Testing and Grading Inflexibility Climate Perception of Class Expectations Behavior Personal Conditions

Phase III: Early Identification and Intervention – At-risk Students Techniques and Strategies for Teaching At-Risk Issues in Teaching At-Risk Processes in Teaching At-Risk Working with Adult (non-traditional) Learners Profiles of Helpless and Mastery Students

Why Reading/Academic Success Program Ideal for Retention Focus 74% to 84% of new college freshmen come through program 40% of 2 nd semester freshmen will be in program Slightly more likely to obtain a degree than the typical community college student. First –year experience program built in Early identification & intervention plan Developmental Advising Program Program academic support – Alt & Supp Learning Center, Learning Center, Tutoring Program Professional Development which focuses on quality instruction and thereby retention In-Program counseling