1. PARTNERSHIPS FOR STUDENT SUCCESS
Katherine Hala
Director of Academic Support Programs
Jennifer Pike
Director of Access and Disability Resources

2. Agenda Success & Challenges Academic Success Partners
Access & Disability Resources

3. 1. SUCCESS AND CHALLENGES

4. success in college described by millennials
Personal Growth and Identity Formation
Engagement in Meaningful Activities
Acquisition of Professional and Life Skills
Satisfaction
Academic Achievement
Katherine
Not always a 4.0
Students’ expectations sometimes different than parents’
Today’s student different than even 5 years ago (end of millennials)
Social media, social activism

5. Challenges in college and in the transition
Attending Class
HS: 1,080 hours of class each year with excused absences
WHL: 480 hours of class each year with no excused absences
Understanding and Prioritizing the Workload
HS: Regular homework assignments and frequent quizzes
WHL: Reading journals, reflection papers, lots of essays, fewer tests and quizzes
Monitoring Progress
HS: Teachers give feedback often and also report to parents / guardians
WHL: Students are responsible for understanding course requirements and monitoring progress; colleges do not send reports to parents / guardians
Katherine
Cite FYS survey results

6. Challenges in college and in the transition (continued)
Seeking Out Support
HS: School is responsible for identifying needs and connecting student with support
WHL: Student is responsible for seeking the appropriate assistance
“Adulting”
Juggling Commitments and Managing Time
Katherine

7. Sample class schedule …
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
8:00-9:40
ENG 120: Critical Reading and Writing I
8:00-9:40 (or 11:20)
9:50-11:30 (or 11:00)
9:50-11:30
Human Growth
& Development
9:50-11:00
11:40-1:20 (or 12:50)
11:40-1:20
Field Placement for HGD
1:30- 3:10
Solar System
1:30-4:50
1:30-3:10
 OPEN
3:20-5:00 (or 4:30)
3:20-5:00
First-Year Seminar
5:10-8:45 (or 9:00)
5:10-8:30
Katherine

8. … plus everything else Katherine MONDAY TUESDAY WEDNESDAY THURSDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
8:00-9:40
ENG 120: Critical Reading and Writing I
8:00-9:40 (or 11:20)
 Finish ENG Paper in Library
 Study for Solar System exam in Library
9:50-11:30 (or 11:00)
 Complete HGD Reading Assignments in Library
9:50-11:30
Human Growth
& Development
 Read for ENG120 in Library
9:50-11:00
 Work Study Job
11:40-1:20 (or 12:50)
 Meet with HGD Professor
11:40-1:20
Field Placement for HGD
 Group Project Meeting
1:30- 3:10
Solar System
1:30-3:10
3:20-5:00 (or 4:30)
 Study in Library
3:20-5:00
First-Year Seminar
 Write HGD Observations in Library
 Laundry and Errands
5:10-8:45 (or 9:00)
 Field Hockey Practice
5:10-8:30
 Socializing
Katherine

9. 2. Academic success partners
Paul

10. COMPASS Community partnerships for student success
COMPASS Referral System
Student Outreach Task Force
Faculty and staff members can alert advisors and the Student Outreach Task Force to concerns they have about students. These concerns may be about attendance, test performance, quality of written work, classroom behavior, etc.
Collaborative, responsive, and timely outreach and support to students at risk
Scholastic Review Board
Monitors the academic status of all students and applies academic policies
Mid-Semester Evaluation
Each professor enters a “grade” of “satisfactory” or “unsatisfactory” at the mid-term to indicate a student’s progress in meeting the goals and objectives of the class. Students with unsatisfactory grades will automatically be reviewed by the Student Outreach Task Force
Katherine

11. First Year Experience A network of support
English
FYS (= First Year Seminar)
HGD (= Human Growth and Development)
+ Field Experience / Jumpstart
Academic
Transition Support
Student Engagement
Student Clubs & Leadership
Residence Life
Commuter Life
Multicultural Affairs
Spiritual Life
Athletics
Academic Support Programs
Writing Center
Library
Academic Advising
Access &
Disability Resources
your student
Katherine

12. Academic support programs
Individual Consultations
Bridge Program
Success Workshops
Katherine Hala 
Director of Academic Support Programs
Karen Winn 
Academic Support Specialist
Katherine

13. peer tutoring program
Free peer-to-peer assistance available in specific course material
     and general academic skills
Drop in (no appointments necessary), Library Suite 205
wheelock.edu/peertutoring
Katherine

14. Learning and Research services librarians
Students can get help with all aspects of research, including developing a topic, finding books and articles, and citing sources
Drop-in research help available 7 days/week
Also available via online chat
Tracy Joyce
Learning and Research Services Librarian
Library
Karen Storz
Learning and Research Services Librarian
Library

15. Director of the Writing Center
Peer and professional consultants
Free to all Wheelock students
No appointment necessary
Scheduled appointments available for special writing needs or circumstances
Help with any stage of writing process (planning to revising)
Gillian Devereux
Director of the Writing Center
Library, Lower Level

16. Partner with your student to support success
Point students to their course syllabi and faculty
Remind students to check daily and communicate professionally
Encourage your student to monitor progress and seek assistance proactively
Ask students to communicate with you about successes and concerns …
… And urge students to communicate with us, too!

17. 3. Access & disability resources
Jennifer Pike
Director of Access and Disability Resources
Phone
Fax

18. ACCESS AND Disability RESOURCES
RELEVANT LAWS
EQUALLY EFFECTIVE AND MEANINGFUL (COMPARABLE) ACCESS
DIFFERENCES BETWEEN HIGH SCHOOL AND COLLEGE
STUDENT AND FACULTY RESPONSIBILITIES
PARENT/GUARDIAN ROLE
NEXT STEPS
Jennifer

19. Relevant laws Section 504 of the Rehabilitation Act of 1973
Americans with Disabilities Act 1990 and the ADA Amendments Act 2008
Section 508 Amended
Fair Housing Act
Jennifer

20. Equally effective and meaningful access
The relevant laws mentioned on the previous slide were established to protect individuals, including students, from being discriminated against on the basis of having a disability
Qualified students with disabilities are entitled to equally effective and meaningful access to all academic programs, activities and services that the college provides
Accommodations must be appropriate to the identified disability while at the same time not impacting the integrity of the course or compromising academic standards
Jennifer

21. Differences between high school and college
The disability laws that govern K-12 are different than that of Higher Education. Higher Education is governed by Section 504 of the Rehabilitation Act and the ADA.
K-12
Higher Education
Success
Access
School district must identify disability
Student must self identify
School is responsible for arranging accommodations
Students must self-advocate and access accommodations through ADR
High school accommodations do not automatically transfer to higher education
Jennifer

22. Roles and responsibilities student and faculty
Students must notify faculty of accommodations by providing the Faculty Notification Letter (FNL) each semester in which accommodations are being requested. Verbal notification to faculty doesn’t take the place of the FNL. Once notified, Faculty are expected to accommodate students per ADR letters, unless there is a concern that accommodations may compromise academic standards. **If students or faculty have concerns about approved accommodations, ADR should be notified.
Jennifer

23. Roles and responsibilities parents / guardians
College is a significant time of transition for all students and parents.
There is an additional transition for families of students who have had IEP’s or 504 plans.
Families can support students as they access appropriate services and begin to advocate for themselves.
Encourage your student to keep you in the loop regarding communication with ADR.
Jennifer

24. Next steps Complete ADR Disability Disclosure Form
Complete Intake Form
Provide Documentation- Current and specific to the accommodations being requested and completed by a qualified professional (IEP on it’s own isn’t enough- Need evaluation or assessment with diagnoses)
Schedule an intake meeting during the summer when possible
Housing Accommodations require additional paperwork
Jennifer

25. We’re here to help Katherine Hala Jennifer Pike
Director of Academic Support Programs
Director of Access and Disability Resources
(617)
(617) (office)
(617) (confidential fax)
Research Librarians
Learning and Research Services Librarians
Gillian Devereux
Director of the Writing Center
(617)