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Assessment Day 2018

Assessment Day 2018. Welcome!. What’s New?. It has been a year since we were all together in one room. What news would you like to share? Any new additions to your families? Any new hobbies or interests? Any professional awards, events, milestones, etc.? Any special family events?

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Assessment Day 2018

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  1. Assessment Day 2018 Welcome!

  2. What’s New? • It has been a year since we were all together in one room. What news would you like to share? • Any new additions to your families? • Any new hobbies or interests? • Any professional awards, events, milestones, etc.? • Any special family events? • Anything else?

  3. This Tuesday is National Teachers Day! What is something positive about being a teacher in 2018?

  4. Purposes and Goals • To review selected at-risk student data • To discuss selected student artifact data • To review best practices used to assist at-risk students • To select an action plan to serve as the basis of the Communications Assessment Plan for the 2018-2019 academic year

  5. At-Risk Student Data Collection • This data relates to the action plan which was selected for the Communications Assessment Plan for the 2017-2018 academic year, and it provides insight into the at-risk student population at Valencia. • At the completion of the Fall 2017 term, volunteers submitted VID numbers for 465 students from all campuses. • Based on those submissions, this data was collected and analyzed.

  6. Your Turn • List some characteristics that we often associate with our at-risk students. • During the data presentation, note any similarities and differences between your listed characteristics and the actual results.

  7. Final Course Grades

  8. Current Program of Study

  9. Determination of Low-Risk and High-Risk • Dr. Blasi and her team examined data published by the Florida Department of Education for a four-year period to determine a high school’s low-risk or high-risk designation. • The designation was based on combined Title I status and school grade patterns across four years. It was not based on subject-specific school grades. • If a high school had 40% or less disadvantaged, it received a low-risk designation; if it had 90% or more disadvantaged, it received a high-risk designation.

  10. Students from Local High-Risk High Schools

  11. Students from Area Low-Risk High Schools

  12. Other Local High Schools

  13. Age

  14. Gender

  15. Race

  16. First-Generation College Student

  17. First Time in College

  18. First Time at Valencia

  19. Full-Time/Part-Time Status

  20. 1720 Exemption

  21. Attempts at ENC 1101

  22. Participation in the Bridges Program

  23. Dual-Enrolled Student

  24. Enrollment in EAP Courses

  25. Homelessness

  26. International Student Status

  27. Veteran Status

  28. Low Income Status

  29. Determination of Low Income Status • Low income status was determined using the guidelines of the 2017 National Poverty Levels published by the U.S. Department of Health and Human Services. • These guidelines are based on the number of persons in the household and annual income. • For example, for 2018, a family of 3 earning $20,780 is living at the poverty level (low income).

  30. Receipt of Pell Grant

  31. Comparison of Essay Scores with End of Semester Grades

  32. Essay Scores and End-of-Semester Grades • Overall, at the end of the semester,32.5% received C’s, 32.5% received D’s, and 35% received F’s. • Of the underachieving students who wrote passing essays, 26% passed the course with C’s: 74% failed. • Of this group who failed, 70% are females, 70% are Hispanic, and all took Comp I for the first time.

  33. All but one were on Financial Aide, and the one who wasn’t was Dual Enrolled. Underachieving students who did not submit essays: • Withdrawals:4 • Final Grade of F:4

  34. Summation • Now that you have heard the data analysis discussion, what thoughts are going through your mind? • Anecdotes? • Comments? • Next steps? • Questions? • Reactions? • Revelations?

  35. Best Practices • Form groups consisting of colleagues from different campuses. • Discuss best practices that you use to assist at-risk student populations. • Choose a best practice to share with the other groups. • As you hear the other best practices (including yours), think about which one that you would like to select for the Communications Assessment Plan for the 2018-2019 academic year.

  36. Selection Time! • Are we ready to select an action plan? • If yes, which action plan would we like to select? • If no, how shall we proceed with the selection process so that we have an action plan within the next 2 weeks?

  37. One Last Thing! Door Prizes!

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