C O N N E C T I N G W I T H , E N G A G I N G & S U P P O R T I N G S T U D E N T S W H O D O N ’ T T H I N K T H E Y N E E D Y O U

IT’S ALL ABOUT RELATIONSHIP

WHO AM I & HOW DO I KNOW WHAT I’M TALKING ABOUT?

• 20+ years working with at-risk populations

A SNAPSHOT OF DAYTON & SINCLAIR COMMUNITY COLLEGE

Population: 535,000 County Seat-Dayton: 141,500 Median Income: $41,600 Below Poverty: 16.2%

Ethnic Breakdown Caucasian: 74% African-American: 21% Native American: 0.2% Hispanic: 2.3% Asian/Pacific Islander/Other 1.7%

Montgomery County, Ohio

Demographics

• Headquartered in Dayton, Ohio

• 125 years of providing affordable, accessible, high-quality college and workforce training

Sinclair Community College has been recognized as a Vanguard Learning College by the League for Innovation

2003 TITLE III HOLISTIC APPROACH TO STUDENT SUPPORT

I N D I V I D U A L I Z E D L E A R N I N G P L A N T O PAT H WAY T O C O M P L E T I O N

INDIVIDUALIZED LEARNING PLAN (ILP)

Model developed in 2003- Title III

Preventative and

proactive support

Belief that students should:

1. Get accurate and timely information

2. Receive consistent services and appropriate referrals

3. Develop an action plan

4. Have a consistent relationship/Know they matter

EMPHASIS OF ILP

Population• New, degree seeking students in 2 or more DEV courses• Income at or below federal poverty level• UndecidedGoals• Identify/Support/Case Manage• Implement systematic, comprehensive counseling

intervention process• Develop a comprehensive community and college

resource/referral guide• Develop a web-based case management system

Increase persistence, success, and graduation rates of at-risk students

AREAS OF SUPPORTRelationship with Academic Coach

Orientation to college life

Improve Self-Awareness

Goal clarification

Securing funding

Setting realistic expectations

Creating a successful schedule

Locating campus and community resources

ORIGIN AND DEVELOPMENT

ILPIndividual Learning Plan-Plan created by student and coach for student’s success

SSPStudent Success Plan-Software used to create plan and to track student progress

PTCPathways to Completion-Model built around ILP after Title III ended-Acknowledges other pathways to begin -Services continue until completion

PATHWAY TO COMPLETION

• A National Award Winning Holistic support model for academically at risk, economically challenged students

• Connects students to integrated support systems tailored to their specific needs

• Provides targeted, customized coaching to help students navigate the enrollment process, develop a plan of action and overcome obstacles to their success

• Students who participate in the PTC program have a 98% term to term retention rate (28% higher than college avg.) and 79% year to year (40% higher than college average)

SSP AWARDS

• 2012 ITC Awards for Excellence in eLearning - Outstanding Student Services

• 2010 NASPA Grand Gold (for Early Alert)• 2009 NASPA Grand Silver, Gold in Category • 2008 NACADA Program Merit Award• 2007 Bellwether Finalist Award - CC Futures Assembly• 2006 MetLife Best Practice College Award• 2005 Macromedia Higher Education Innovation Award• 2005 National Council for Student Development Exemplary

Practice Award• 2005 League for Innovation Terry O’Banion Shared Journey First

Place Award• 2004 Educause Excellence in Information Technology Solutions

Award

Fund

ing,

Par

tner

s, Su

ppor

ters

STUDENT CENTERED APPROACH

HOW WE DO WHAT WE DO

KEEP THEM ACTIVE

• Texting Agreement• Survey what they know/Assess your program

(GPA/College/Lingo/SAP/MY.SINCLAIR/Orientation/Attendance)• Question of the Month (prize drawing)• Video Tutorials of common college tools• Streaming quotes on digital screen• Candy bowl• Front staff cross trained to answer questions

about campus• Dream Wall (coming fall 2014)

HOW DOES THE SSP PROCESS WORK?

• Students are identified• Diagnostic Tools, Predictive Models, Demographics• Student Intake

• Identified students are provided holistic Coaching,

Counseling & Advising• Journal, History• Individual Plans of Action• Academic Plans/MAP (my academic plan)

• Web-based support systems and intervention techniques assist in removing barriers to success• Early Alert (Faculty, Coaches, Staff)• Student Self Help Tools

Case Management

MAP – MY ACADEMIC PLAN

CHALLENGES FOR FIRST GENERATION STUDENTS

Overwhelmedby College Processes

Not AcademicallyPrepared

Difficulty Adapting to Instructional Pace

Financial Barriers

Minimal FamilySupport

Adapting toCollege Policies

AttendanceIssues

Reactive not proactive

LimitedTransportation options

Poor Planners

ParentalObligations

Unclear orUnrealisticGoals

No Self AdvocacySkills

No home Computer or Internet

Trouble Assimilating

Minimal PeerSupport

Don’tCommunicate

Tend toProcrastinate

Won’tAsk forHelp

AcademicallyApathetic

HOW THEY DERAIL

Homeless Family steals bus

pass

Raising 3 siblings

House fire

Car stolen

Lost Title XX

Criminal charge

Victim ofBreak in

DomesticViolence Pregnanc

yParent won’t

cooperate W/ FAFSA

Custodychange

Room mate

moved out

Death in family

Boyfriend shot

2 ID’s for bus pass

Section 8 Voucher

JobLoss

WarrantArrest Hospitaliz

ed Turtle

SyndromeStop

AttendingSickChild

CampusConduct

NoChildcare

TOP 5 REASONS STUDENTS WITHDRAW

1. Personal Issues2. Not doing well3. Work conflicts4. Medical problems5. Missed too many classes

ON COURSE COACHING FOCUSCHOICES OF SUCCESSFUL STUDENTS

SUCCESSFUL STUDENTS... STRUGGLING STUDENTS...ACCEPT SELF-RESPONSIBILITY, see themselves as the primary cause of their outcomes and experiences.

SEE THEMSELVES AS VICTIMS, believe that what happens to them is determined by external forces such as fate, luck, and powerful others.

DISCOVER SELF-MOTIVATION, Find purpose in their lives by discovering personally meaningful goals and dreams.

HAVE DIFFICULTY STAYING MOTIVATED often feeling depressed, frustrated, and/or resentful about a lack of direction in their lives.

MASTER SELF-MANAGEMENT, plan and take purposeful action in pursuit of their goals and dreams.

SELDOM IDENTIFY WHAT’S PRIORITYto accomplish a desired outcome. And when they do, they tend to procrastinate.

EMPLOY INTERDEPENDENCE, build mutually supportive relationships that help them achieve their goals and dreams (while helping others to do the same).

ARE SOLITARYseldom requesting, even rejecting offers of assistance from those who could help.

GAIN SELF-AWARENESS, consciously employing behaviors, beliefs, and attitudes that keep them on course.

MAKE IMPORTANT DECISIONS UNCONSIOUSLY, being directed by self-sabotaging habits and outdated life scripts.

ADOPT LIFE-LONG LEARNING, finding valuable lessons and wisdom in nearly every experience they have.

RESIST LEARNING NEW IDEAS AND SKILLS, viewing learning as fearful or boring rather than as mental play.

DEVELOP EMOTIONAL INTELLIGENCE, effectively managing their emotions in support  of their goals and dreams.

LIVE AT THE MERCY OF STRONG EMOTIONSsuch as anger, depression, anxiety, or a need for instant gratification.

BELIEVE IN THEMSELVES, seeing themselves capable, lovable, and unconditionally worthy as human beings.

DOUBT THEIR COMPETENCE & PERSONAL VALUE, feeling inadequate to create their desired outcomes and experiences.

DATA DRIVEN PRACTICE10 YEARS OF DATA

ILP

No Sho

w/Non

Par

ticipat

ing

Non IL

P0%

10%20%30%40%50%60%70%80%90%

100%

74%65% 67%

Individualized Learning Plan (ILP)

Term to Term Retention

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100% 98%

70% 70%

Pathway to Completion (PTC)Term to Term Retention

PTC No Show/Non Non-PTC Participat-ing

0%10%20%30%40%50%60%70%80%90%

100%

49%

32%40%

Individualized Learning Plan (ILP)

Year to Year Retention

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

79%

22%

39%

Pathway to Completion (PTC)Year to Year Retention

PTC No Show Non PTC

QUESTIONSSSP OPEN SOURCE h t t p : / /www.S t uden t successp lan .o rg /