Intervention: Becoming
“College Material”
We
have identified four levels of students in developmental classes in terms of
techniques for intervention when they start to struggle. We want to take a proactive approach to their
education, giving them appropriate supports and setting up a path for success
for every type of student.
Category
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Description
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Additional strategy required
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Level 4
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Mature learners who take responsibility for their own education Flying Ducks
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None really. These students are the ones who are already attending
class, doing assignments, and getting help when they need it. We may see some struggles if there is a cultural disconnect, for example first generation students who have high test scores but run into other non-academic challenges that threaten their ability to succeed. See FGS interventions.
|
Level 3
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“floating ducks” these
students may test just below the cut-off score for college credit courses and
may have motivation issues, test anxiety or just need a quick refresher of
math techniques/skills. This student gets
frustrated by having extended review of foundational skills (like fractions)
and wants “accelerated” or individualized instruction.
|
Developmental coursework /teaching techniques are generally
successful with these students, but students may benefit from a “Math Jam” or
“Essay skills review” during orientation to refresh those skills prior to a
placement test which boosts them up to the next course. Some students need a “wake-up-call” to snap
them into the “College Mindset”. As
developmental students, they are enrolled in the additional tutoring time and
may work independently on computer-based instruction. If the student maintains 80% or higher in
the course, he/she no longer must attend tutoring. Motivated students may work ahead in the
coursework and perhaps test up at the end of the term.
|
Level 2
Classwork +
Scheduled group tutoring and “group therapy”
|
“sinking ducks” these students require foundation skills AND may also
display affective/social/avoidance behavior related to the material (math
anxiety/fear/shame) and/or a traumatic educational experience related to
content (“Mrs. Bailey said I’d never pass math”)
|
Developmental Coursework PLUS tutoring/small group support. Students sign up for “math lab” (like a
chemistry lab model) to attend 1 hour per week in the tutoring center (SSS if
applicable/available) in conjunction with the developmental course. If the student maintains an 80% or higher
in the class, he/she no longer is required to attend weekly lab time (has
become a “floating duck”). Some of the
small group tutoring time can address test anxiety and other emotional issues
related to success in the subject.
|
Level 1
Intensive Support/ Flexible Schedule/
Individualized
Learning Plan
|
Absent—these students do not have the attendance habit required to
successfully pass coursework. They may
even have advanced skills in some areas but lack the life structure/support
for childcare, transportation, work shift flexibility, time management, etc
to attend a traditional class regularly.
|
FlexStart program “always an open door”—if the student has not shown
regular attendance before the census date (or the student signs up for
classes after orientation and tests into developmental classes), student is
dropped from classes and instead meets 1 hour per week in the GTLC (SSS if
applicable/available) to take assessments (Learning Styles, Study Behavior
Inventories, Time Management, Math, English, etc) and work on personalized
computer-based instruction in basic skills.
For example, the math test identifies which math skills are deficient so the student works
independently or with a tutor on those specific skills. Students must demonstrate mastery of
required skills in the computer-based instruction software. Students “pay as
you go” $10 per session. Students may even test up out of developmental
coursework during FlexStart. If the student successfully completes the FlexStart
curriculum, he/she receives a $50 certificate towards next semester’s tuition
and hits the ground running for appropriate coursework the following term.
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