Early Identification / First Three/Six-Week Early/Intensive Intervention Plan

There are many “at-risk” signals and behaviors that students provide their instructors. The Early Identification and Intervention Plan is designed to provide intensive intervention during the first three and six weeks of the students’ postsecondary careers; a time frame in which research indicates most students make the decision to stay in or leave college. Instructor conferences seldom are intensive enough for many of the attrition behaviors of most students. These attrition behaviors not only affect the quality of instruction of the student exhibiting these behaviors, but also impacts the quality of instruction for the whole class and can affect the retention of their classmates.

Three Stage Plan

Stage One: Early Identification – The student needs to be identified quickly. The Early Quick-Check Identification of “At-risk” Students assures immediate identification and begins the process of early intensive intervention.

Stage Two: Early Student-Faculty Contact – The instructor seeks the cause of behavior. Example: Behavior - the student is tired or sleeps in class. The student indicates that they work, have children, stay up late, etc. The student is then referred to preplanned intensive intervention for specific behaviors which may recommend a reduced work load and/or course load and/or time management training.

Stage Three: Early Intensive Intervention – The Academic Success advising and learning center coordinator will have in place intensive intervention modules specifically targeting the causes and remediation of the specific attrition behaviors identified on the Early Quick-Check Identification of “At-risk” Student form.

Early Quick-Check Identification of “At-risk” Student

ADVISING AND REFERRAL INVENTORY

(This would given by Assessment Center.)
Student Name_______________ Advisor _____________ Date________
Taking the Advising and Referral Inventory and participating in suggested actions based on the results is voluntary. There are many support services on Jefferson Community College’s campus and this instrument helps direct you to those services in which the results indicate you may want to participate in order to get the most out of your education.

Directions: Answer the following questions.

2. I have declared a major, but would like further information on career planning:
___ yes
___ no

3. I work:
___ no
___ yes, 1 to 10 hours a week
___ yes, 11 to 21 hours a week
___ yes 22 to 30 hours a week
___ yes 31 to 40 hours a week

4. I have children:
___ yes
___ no

5. I know how to use a word processor:
___ yes
___ no

6. I can use the internet to search for information:
___ yes
___ no

7. I know how to search and find books by subject, author or title using the computer in a library:
___ yes
___ no

8. I graduated from high school or received my GED:
___ this year
___ within the past 2 years
___ within the past 5 years
___ within the past 10 years
___ more that 10 years ago

9. In college grades may be affected by tardiness to class:
___ yes
___ no

10. In college grades may be affected by absences:
___ yes
___ no

11. In high school, I always set aside enough time to study adequately:
___ yes
___ no

12. My note-taking skills are good:
___ yes
___ no

13. I have good study habits:
___ yes
___ no

14. I use specific study strategies when reading/studying textbooks:
___ yes
___ no

15. My writing skills are good:
___ yes
___ no

16. I could always use more help in math:
___ yes
___ no

17. I expect to need extra help (such as tutoring) in some of my courses:
___ yes
___ no

18. I like school:
___ yes
___ no

19. I have many personal problems:
___ yes
___ no

20. I have test anxiety enough to affect my grades:
___ yes
___ no

21. I would like to improve my memory when reading or listening:
___ yes
___ no

22. I have applied for financial aid or other financial assistance:
___ yes
___ no