Pathways to Completion

Pathways to Completion
Improving Success Rates for At-Risk Students
Patrick Gill, Carolyn Gunn, Scott Markland, Ph.D.
Learning Outcomes
Participants will learn…
• How Sinclair Community College has shifted coaching of students
from an access model to an access and completion model
• About a year-long process that led to the Pathways to Completion
Model (technology, theory, partnerships across campus and in the
• About serving at-risk students and best practices to support their
learning and development
• More about the role technology can play in assisting students,
faculty, and counselors/coaches
Individualized Learning Plan (ILP)
in 2003Title III
Belief that
•Get accurate and timely
•Receive consistent
services and appropriate
•Develop an action plan
•Have a consistent
relationship/Know they
Emphasis of ILP
Increase persistence, success, and graduation rates of at-risk students
• New, degree seeking students taking two or more developmental
education classes
• Income at or below federal poverty level
• Undecided
• Identify, support, and monitor these students
• Implement systematic, comprehensive counseling intervention
• Develop a comprehensive community and college resource/referral
• Develop a web-based case management system
Areas of Support
Relationship with Academic Coach
Orientation to college life
Self knowledge of preferences, study skills, learning styles
Goal clarification
Securing funding
Setting realistic expectations
Creating a successful schedule
Locating campus and community resources
Origin and Development
Pathways to Completion
-Model built around ILP
-Acknowledges other
Student Success Plan
pathways to begin
-Software used to create -Services continue until
plan and to track
student progress
Individual Learning Plan
-Plan created by student
and coach for student’s
ILP Meeting Activities
Prior to
• Initial Appointment
• Follow up (Phone Call)
• Follow Up (2-3 Weeks)
• Follow Up (3-7 Weeks)
• Case Management
• Transition (3 Weeks)
• SSP System
– Award winning
– Open sourcing
• Early Alert
• Resources
SSP Student Intake: Demographics
SSP Student Intake: Education Goal
SSP Student Intake: Education Plan
SSP Student Intake: Funding
SSP Student Intake: Challenges
SSP Action Plan
SSP Action Plan (ctd.)
SSP Journal Notes
SSP Caseload Management
Quarter to Quarter SSP Retention (Fall 10 to Winter 11)
Fall to Fall SSP Retention (Fall 09 to Fall 10)
Minority Transitioned SSP students had an 8% higher rate of retention compared to minority
students not designated “at risk”.
First Term Course Success Rates (Fall 10 to Winter 11)
Transitioned SSP students (students who have completed the SSP process) had a 27% higher rate of
retention compared to students who qualified for the program but did not participate and a 12%
higher rate of retention than students not designated
“at risk”.
Next Quarter Retention Rate of Minorities (Fall 10 to Winter 11)
Transitioned SSP students (students who have completed the SSP process) had a 37% higher rate of
retention compared to students who qualified for the program but did not participate and a 26%
higher rate of retention than students not designated
Transitioned SSP students had first term success rate of 97% compared to 59% for students who
qualified for the program but did not participate and 79% for students not designated “at risk”.
Five times more likely to graduate within 6 years (2005-2011)
*Transitioned SSP = students who have completed their SSP process and have met the transition criteria (Challenge issues resolved such as
childcare and transportation, decided on a major, GPA 2.0 or higher, passed 1 st quarter Academic Foundation classes )
ILP Conclusions
More likely to:
• Return next term
• Complete courses successfully
• Have higher G.P.A.
• Be enrolled two years later
• Graduate
Need for Pathways to Completion
Need for connection with community partners
Drop off of success rates after transition
Students returning to Academic Coach after transition
Correlation between relationships and student success
State and national agenda shift from access to access and
• College-wide changes
Theoretical Framework
Counseling Adults in Transition: Linking Practice with Theory.
Goodman, Schlossberg, & Anderson
• Transition Theory
– “A transition, broadly, is any event or non-event that results in
changed relationships, routines, assumptions, and roles” (p. 33).
– Anticipated transitions- Normal events in life cycle: marriage,
birth of a first child, starting a first job, retiring (p. 34).
– Unanticipated transitions: Crises and eruptive circumstances:
being laid off, death of a loved one, divorce
– Non-event transitions- Events expected that do not occur: not
having children, not being able to retire due to need to work (p.
Goodman, J., Schlossberg, N. K., & Anderson, M. L. (2006). Counseling Adults in Transition: Linking Practice with Theory (3rd Ed.).
New York: Springer.
The Individual Transition
Potential Resources – 4 S’s
Events or Non-events
Resulting in Change
The Transition Process
Changing Reactions over Time
Goodman, Schlossberg, & Anderson, 2006, p. 33
4 S Activity with Students
Self, Situation, Support, Strategies
What do you see as your strengths and areas of improvement? (Self)
What are your plans for balancing school and personal life? (Situation)
Who will help you on your path toward graduation? (Support)
How will you deal with challenges along the way? (Strategies)
In Practice
• Winter 2011 Start (3 Coaches in control group)
• Summer 2011 All Coaches using PTC
Academic Coach
guides student
through process
Moving In, Moving
Through, Moving
Planned activities
based on student’s
Students achieve
at different stages
of completion
Student becomes
• PTC (First Term): Student will initiate process, create realistic
expectations, be receptive to available services, and take control of
• Milestone 1 (DEVs): Student will maintain academic progress,
complete DEV’s, be engaged in academic and career planning, and
reflect on growth since beginning college.
• Milestone 2 (25%): Student will enter a major program of study,
identify current motivational strategies and develop new ways of
thinking and acting.
• Milestone 3 (50%): Student will make progress toward academic
goals, develop autonomy, and make use of available resources to
achieve independence and establish identity.
• Milestone 4 (Completion): Student will be ready for transition to
Bachelor’s or career, acknowledge accomplishments, and take final
steps in planning future.
Activity: Adopting Model
• What would benefit at-risk students at your institution?
• In what ways can you create a similar model? (Can be practical or
Community Partners
• Community Partnership Initiative for PTC
– Two-way connections
• Adult Basic Literacy Education
• Catholic Social Services
• Daybreak (runaway and homeless youth)
• East End Community Services
• Montgomery County Job & Family Services (foster care)
• Montgomery County Juvenile Court
• South Community Behavior Healthcare
• YWCA Teen Services
What we anticipate from shift to PTC model:
• Double the number of participants who complete a credential (within
5 years)
• Strengthen student pathway guidance through technology
• Further scale program to reach more eligible students
• Strengthen partnerships with high poverty school districts
• Strengthen partnerships with partner community agencies
• Strengthen relationships with Academic Foundations (DEV) faculty
– Thank you for your participation. We hope the ideas
shared will benefit all.
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