Supplemental Instruction Plan for 2012-13

Supplemental Instruction Plan for 2012-13

Wynalda TLIAugust 3, 2012

David Poock, Karen Mosier

Observations

Fall 2011◦Additional assistance

In classroom Problem sessions

◦Tutoring session◦Adjusted Classroom activities

Winter 2012◦Session before and after class◦Hired qualified students◦Better defined roles and expectations

2009 2010 20110.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

0.0% 0.0% 0.0%

25.3%

34.2%

42.5%

ENGLMATH

Flint Pass Rate SUMMARY

Math 2009 2010 201125.3% 34.2% 42.5%

*Positives: Math pass rate showing steady increase; withdrawal rate in math also declined; expected results due to addition of supplemental instructors, as well as increased FA/LDA advising/counseling

Next step: instructor analysis

University Wide Results

ModelsSI comes in many forms. Most are

peer to peer, some are strictly voluntary, many are aimed at higher

level, historically difficult courses rather than foundation level courses.

History of SI (SLA)*from FSU website

*

Models

Ferris State◦SLA (Structured Learning Assistance)

Models

University of Wyoming

Models

Jackson Community College

What is Supplemental Instruction?

Common Practices Davenport 2011-2012

Peer led study sessions which meet outside of class time

SI Leader attends class to take notes and observe

SI Leader facilitates session for group discussion and work

Not one-to one tutoring

Additional instructor in class

Time for extra tutoring by Supplemental Instructor before class

What is Supplemental Instruction?

Norm Davenport 2012-2013

Peer led voluntarily attended study sessions which meet outside of class time

Leader attends class to take notes and observe

Leader facilitates session for group discussion and work

Not one-to one tutoring

SI Leader attends class to take notes and observe; may also assist students as requested by instructor

SI session held outside of class time for group discussion, review, and extra practice

Mandatory for students with average below 80%

Those needing more intensive one-to-one tutoring will be referred to the tutoring center

DU Model

Instructor Responsibilities1. Communication with SI Leader before the course

begins and at least once per week during the term2. Communication with students the importance and

opportunity of SI3. Provide supplemental materials, if you wish, for use

during sessions4. Provide SI Leader access to course Blackboard for

viewing materials students are given5. Evaluate SI Leader at the end of term and allow

time for student evaluation of SI program and SI Leader

DU Model

SI Leader Responsibilities1. Meet with Instructor before term and communicate at least

once per week during term2. Explain SI format to students at beginning of term and

arrange time and place based on students’ input3. Attend classes acting as model and provide assistance to

students as requested by Instructor4. Facilitate study/review discussion by students based on

notes taken during class; provide extra practice for students as time allows and is needed

5. Refer students needing one-to-one assistance to tutoring center (advise Instructor of referral)

6. Take attendance during sessions and provide to Instructor and Director of Tutoring

7. Attend all trainings provided

DU Model

Student Responsibilities1. Attend SI sessions as required or voluntarily2. Be actively present and participate in

sessions3. Complete evaluation of SI Leader and

program at the end of the term

Research

Next steps?

Consensus on modelHiring of SI Leaders / TrainingTeaming meetings for Instructors and

LeadersPromotional material for studentsAnnouncements for faculty and staffLogistics (rooms, times)

Job Description / Posting

Promotional Material for Students

General Information

What IS SI?

Another…What IS….