Supplemental Instruction Plan for Wynalda TLI August 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

Flint Pass Rate SUMMARY Math %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

Models SI 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 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 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 Responsibilities 1.Communication with SI Leader before the course begins and at least once per week during the term 2.Communication with students the importance and opportunity of SI 3.Provide supplemental materials, if you wish, for use during sessions 4.Provide SI Leader access to course Blackboard for viewing materials students are given 5.Evaluate SI Leader at the end of term and allow time for student evaluation of SI program and SI Leader

DU Model SI Leader Responsibilities 1.Meet with Instructor before term and communicate at least once per week during term 2.Explain SI format to students at beginning of term and arrange time and place based on students’ input 3.Attend classes acting as model and provide assistance to students as requested by Instructor 4.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 Responsibilities 1.Attend SI sessions as required or voluntarily 2.Be actively present and participate in sessions 3.Complete evaluation of SI Leader and program at the end of the term

Research

Next steps? Consensus on model Hiring of SI Leaders / Training Teaming meetings for Instructors and Leaders Promotional material for students Announcements for faculty and staff Logistics (rooms, times)

Job Description / Posting

Promotional Material for Students

General Information

What IS SI?

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