Transcript Early Alert Team: Connecting Support Networks for Retention June 7, 2007 1

Early Alert Team: Connecting
Support Networks for Retention
June 7, 2007
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Background
Kay Stokes, Director of the Learning
Center, Assistant Professor of English
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Hanover College
 Liberal Arts with Presbyterian
affiliation.
 Enrollment around 1,000.
 Residential (including many faculty)
 Small-town location.
 Academically challenging.
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Background:
A Tale of Four Periods
1.
2.
3.
4.
Retention Grant: 1996-1999
Loss of Focus: 2000-2003
Vision Implementation: 2004-5
Early Alert Team: 2005-6
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Retention Rate by Entering Cohort
100
90
Retention Rate
80
70
60
1st-Year
2nd-Year
3rd-Year
50
40
1994
1995
1996
1997
1998
1999
1st-Year
82
81
84
82
86
84
2nd-Year
73
70
74
71
75
73
3rd-Year
71
68
70
69
72
70
A Tale of Four Periods
1.
2.
3.
4.
Retention Grant: 1996-1999
Loss of Focus: 2000-2003
Vision and Focus: 2004-5
Early Alert Team: 2005-6
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Retention Rate by Entering Cohort
100
90
Retention Rate
80
70
1st-Year
60
2nd-Year
3rd-Year
50
40
1994
1995
1996
1997
1998
1999
2000
2001
2002
1st-Year
82
81
84
82
86
84
78
75
75
2nd-Year
73
70
74
71
75
73
68
64
62
3rd-Year
71
68
70
69
72
70
67
60
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A Tale of Four Periods
1. Retention Grant: 1996-1999
2. Loss of Focus: 2000-2003
3. Vision: 2004-5
4. Early Alert Team: 2005-6
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Vision Implementation: 2004-6

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Marketing focused on “Challenge.”
Price restructuring to address “fit.”
Enrolled huge, talented class.
Vision:
 August Experience.
 LADR curriculum and small classes.
 Great Works first-year sequence.
But…A rough transition.
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Retention Rate by Entering Cohort
100
90
Retention Rate
80
70
1st-Year
2nd-Year
3rd-Year
60
50
40
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
1st-Year
82
81
84
82
86
84
78
75
75
78
77
2nd-Year
73
70
74
71
75
73
68
64
62
65
3rd-Year
71
68
70
69
72
70
67
60
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The Early Alert Team
Katy Lowe Schneider, Associate Dean
and Director of First-Year Programs
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Goals of the Early Alert Team

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


Help students
Retain students
Inform advising
Inform Admissions
Gather and interpret accurate
retention information
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Early Alert Team Personnel
 Registrar
 Assoc. Dean of Students and Director
of First-Year Programs
 Faculty Liaison for the First-Year
Experience (Associate Professor of
Psychology)
 Special Assistant to the President
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What we do:
 Work behind the scenes to connect
students with support
 Receive reports about individual students
 Meet weekly and stay in contact frequently
throughout the week
 Gather additional information about the
reported students
 Suggest possible approaches appropriate
persons might use to help students
 Maintain spread sheet
 Share information with relevant groups
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Early Alert Team: Year 2

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
Registrar
Assoc. Dean of Students
Faculty Liaison
Special Assistant to the President
(half-
year)
 Learning Center Director
 Dean of Admission & Financial
Assistance
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EAT Spreadsheet
Name
ID
Class
Alert
Level
Advisor
Report
Issue
Action
Who
Action
What
Joe Smith
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F-Y
1
Jones
Stokes
Miss 3
tutor
appts
Coach
Change
Appt
TimeAttend
Mon,
Friday
Results
Skip Dine Young, Faculty Liaison to
First-Year and Associate Professor of
Psychology
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Retention & Graduation Rates
(First-year cohorts by year of entry)
90
80
70
60
1st-Year
50
2nd-Year
3rd-Year
40
30
Grad (5-yr)
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
1st-Year
83
82
81
84
82
86
84
78
75
75
78
77
85
84
2nd-Year
64
73
70
74
71
75
73
68
64
62
65
68
78
3rd-Year
63
71
68
70
69
72
70
67
60
59
63
65
Grad (5-yr)
62
69
67
70
67
71
69
64
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Early Alert Team Activity
Year
Fall 2005
Winter 2006
Fall 2006
Winter 2007
Students
69
60
121
103
First-Year
46
31
57
48
Percent
67%
52%
47%
46%
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Early Alert Team ‘Hit’ Rate
The % of students who left who were on
EAT list:
 Fall 2005—11 of 17 (65%).
 Winter 2006—11 of 23 (48%).
 Fall 2007-23 of 28 (82%).
 Winter 2007- 19 of 25 (76%).*
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‘Types’ of Students Referred
 Academically Struggling:
 Lack of Motivation
 Lack of Skills (Writing, Reading,
Mathematical, etc.)
 Learning Disability
 Socially Struggling:
 Lack of peer group/Isolated
 Lack of direction
 Emotional problems
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‘Types’ continued
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Medically Struggling
Financially Struggling
Family Issues
“Thinking about Transferring”/Needs
not Being Met
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Case Studies
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“Alicia”
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Almost 1400 SAT.
Self-styled “Rebel.”
Several minor judicial violations.
“Bad attitude” in class.
“Asking” to be dismissed.
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“Alicia” Results
 Connected with the theater
department.
 Connected with new advisor.
 Retained; making friends; cum GPA
rose from 2.0 in fall to 2.5 in winter.
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“Nettie”
 Sheltered; only child.
 Trauma history (couldn’t sleep in
room).
 Medical problems (missed some
classes).
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“Nettie” Results
 Connected with Counseling Services.
 Professors informed; worked with her
individually on catching up.
 Retained; currently working way off
probation, but becoming more
secure.
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“Henry”
 Not strong academically (but well
within Hanover’s range).
 From out of state; close to mother.
 Football player.
 Struggled to make friends outside of
football.
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“Henry” Results
 Got a tutor; made appointments with
faculty for help.
 Dropped class.
 Met regularly with advisor; worked
with coach.
 Retained; cum GPA rose from 1.11 to
1.81.
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“Scarlet”
 First-year student; solid academic
abilities.
 “Overwhelmed” by second day of
class; not sleeping because of reading
load.
 Problems with roommate.
 Going home every weekend.
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“Scarlet” Results
 Advisor contacted; communicated
with course professors.
 Tutor helped with study skills and
reading tips.
 RA and Peer Advisor contacted;
offered encouragement and advice.
 Began seeing Counselor, stayed on
campus, peer group.
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What We’ve Learned
Kay Stokes
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Interdepartmental Collaboration
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Student’s Faculty
Great Works Faculty
Faculty Advisor
Student Life Staff
Athletic Staff
Chaplain’s Office
Financial Aid and Business Office
Peers
Learning Center
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Student Privacy
 Broad Terminology
 Eating disorder- “Sarah is struggling with some
difficult issues in her personal life.. . ”
 Academic- “John has had some challenges
making the transition to Hanover’s academic
expectations. . .”
 Unmotivated- “Jill has missed several of her
classes this past week. . .”
 Use Phone or Personal Visits for
Confidential Information
 EAT Invisible Network of Support
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Individualized Treatment
 Discuss each student and the Players
Specifically
 Level of Alert Determines Nature of
Response
 Each student initially entered as “1”
 Remains at “1” –target connections specifically
 Moves to “2”- revisit on bi-weekly basis for
updates
 Moves to “3”- revisit at key times- mid-terms,
advising and finals
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Key Times
 Mid-term Grades
Two or more Ds or Fs
 Course Scheduling
Advising Appointment
 Deposits for Next Year
 First Few Weeks of the Year
First-year students first six weeks
Faculty/Staff reminders
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Questions and Answers
15 Minute Break- Return to Working
Session
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Working Session
Skip, Kay and Katy together with you
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Getting Started
 Identify an Organizer/Initiator
Enrollment Management, Advising Center, FirstYear Programs
 Assemble a Team
Who’s affected by student retention?
Who has direct contact with students?
Who provides support services?
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Getting Started continued
Garner Support
Logistical
Conversations
Statistics/Information
Create Urgency
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Support Continued
Cultural
Why it Matters?
Address Concerns
“Big Brother”
Hand-Holding
Too Complicated
Too Much Time
Privacy Issues
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Getting Started continued
 Infrastructure
Staff/Faculty Time
Budget
Jurisdiction/Purview
 Organizational
Contact Procedure
Sharing Info w/Team
Meeting Time
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Contact Information
 Dr. Skip Dine Young
[email protected], 812-866-7319
 Kay Stokes
[email protected], 812-866-7215
 Katy Lowe Schneider
[email protected], 812-866-6840
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