How do you design and implement academic advising interventions for at-risk students?

Designing effective academic advising interventions for at-risk students requires a multi-faceted approach. ?? Start by proactively identifying these students through early warning systems and data analysis. ?? Then, personalize support plans, considering individual needs, learning styles, and cultural backgrounds.?? Foster strong relationships built on trust and empathy, creating a safe space for open communication. ??Offer targeted resources like tutoring, academic coaching, and mentoring programs. ?? Finally, continuously evaluate the effectiveness of interventions and adjust strategies based on student outcomes.?? Implementing these strategies, we can empower at-risk students to overcome challenges and achieve their academic goals.?

The problem can also be related to the student not being aware of the goals and standards that equate to success in their classes. Have the student create academic goals then offer a step-by-step system, custom to their learning needs, to achieve those goals.

Find students with low grades or poor attendance. Look for other issues like stress or personal problems. Set clear goals to help them improve. Meet with students often to track their progress. Help them with study habits and time management. If things don’t improve, change the plan. Work with staff to give the right support.

There are two types of "at risk students" (in this analysis) "Pre-Routine" and "Routine Created". pre-routine are students who walk into the academic institution at risk for any reason. Unsupportive parents, hunger, unsafe environment outside of school, etc. Routine Created at risk students are those who have created a routine within the school system that will lead to failure if continued, skipping class, aggressive behavior (bullying and fighting), drug use within the school, etc. To design a successful program an academic institution needs to intervein before routine creation is made. The school can't control the outside of school environment, they can however create protocols where at risk routines are not able to manifest.

in my experience, at risk students are typically students that don't see the point in doing what they're doing. Connecting them with practice is a great way to help them 'see the forest for the trees'

Fully agreed. By helping them to see what they're doing and why, the battle is half won. Having measurable steps and goals serves to make the project more digestable too.

Our goals when we discover at risk students is a simple one. Have them complete the program. If the "risk" is a student "dropping out" aka leaving, then success is simply keeping that student inside the program to completion at the standard of the program. Many Law Schools have a passing grade of 2.0 GPA, in Ohio an F in many public K-12 schools is 50% or below on a grading index, and perhaps in a private school that standard is below a 70%. Regardless of the standard at risk students run the risk of not meeting the standard for any possible reason. Failing the academics, failing the attendance, failing the school's ethics/moral policy, etc. How do we make a student who is at risk of leaving stay to program completion?

Set a SMART goal (Specific, Measurable, Achievable, Relevant, Time-bound) that aligns with the student's academic plan, career aspirations, and institutional mission. The goal should reflect a clear outcome, such as improving grades, passing a course, or graduating.

Psychologically we want a student to feel like they are "winning". We must take at risk students and interview them and discover WHAT THEY WANT. What might surprise an advisor is the reason a student doesn't care about math class is because they're goal is to be a tattoo artist and so they don't see a point in math, but they're also having issues in their art classes. Upon inquiry an advisor discovers that the student wants to become a tattoo artist apprentice, and can't legally until they're 18, they feel like school is a waste of time until their true education can begin. The strategy becomes forming a curriculum within the available course list that helps the student feel like their approaching their goal.

In my experience, its good to start naming theories and frameworks, to see which creates traction. Once you see the light going off in their eyes, you know you've found your strategy.

Choose a strategy that aligns with the identified problem and goal, drawing from advising models such as developmental, prescriptive, appreciative, or intrusive. Tailor it to the student’s learning style and strengths. Strategies may include guidance, feedback, support, referrals, coaching, mentoring, or tutoring.

If you succeed in catching their interest, and in giving them ownership of the process and the project, this stage is great to watch!

Carry out the intervention individually or in groups, based on the problem and goal. It can be delivered face-to-face, online, or in a blended format, depending on accessibility. Sessions may be scheduled regularly or as needed. The approach should be interactive, collaborative, and respectful, fostering a positive and trusting relationship between the student and the advisor.

Assess progress toward the goal by measuring achievement, satisfaction, and feedback from both the student and advisor. Use quantitative or qualitative methods such as tests, surveys, interviews, or portfolios. Compare data before and after the intervention or use a control group. Evaluation should take place before, during, and after the intervention.

Modify the intervention based on evaluation results by refining the problem, goal, strategy, or implementation. Adjustments may include terminating, extending, or scaling up the intervention, depending on its effectiveness and sustainability. Changes should be made in consultation with the student and advisor and documented clearly.

Use this space to share insights, challenges, or success stories related to academic advising interventions. This can include lessons learned, best practices, or unexpected outcomes. Highlight any innovative approaches, collaboration efforts, or long-term impacts that could benefit others in similar situations.