SUCCESS FACTORS
Theme: Personalized Learning
Organization Level: Academic Department
Critical elements: Leaders are convinced that all students can achieve at higher levels, even those with specialized academic needs. Leaders recognize that students learn in different ways and at different rates, so they create a challenging, but personalized, program in which all educators work together to help students reach their full potential.
Practice: Collaborate with the institution and faculty to support the efforts to prepare all students for academic success.

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CriteriaLess Effective PracticesSuccess Factors for Meeting State StandardsSuccess Factors for College and Career Readiness
Communication for Academic Instruction

Expectations for student success are stated but with no system available to identify specific student needs and provide the appropriate support.

Academic leaders clearly communicate expectations with all staff and faculty concerning student success. They establish systems to identify student needs and guide them to the appropriate support services.

Academic department leaders clearly and consistently communicate expectations with all staff and faculty concerning expectations for student success. They work collaboratively and diligently across leadership levels to establish and implement systems that quickly identify and respond to specific student needs and guide them to the appropriate support resources.

Data and Support for Interventions

Few data sources are available to track student-level needs, goals, and interventions.

Student interventions are identified through technology-based systems such as assessment scores, educational plans, early alert, and degree audits.

All student interventions are closely aligned to student assessment scores, educational plans, and student performance data, coupled with structures to regularly review and develop action plans for students in need of additional supports. The effectiveness of these interventions is tracked over time.

Monitor instruction and interventions

Department leaders spend very little time in classrooms and do not regularly review student level data.

Department leaders monitor classroom instruction and key data points on student participation and performance. They provide regular feedback to faculty and staff to support the attainment of departmental goals.

In addition to performance indicators, academic department leaders identify systemic changes that would yield stronger outcomes and ensure that all faculty and staff have the support necessary to implement those revisions with fidelity. Academic department leaders monitor consistently monitor classroom for aligned instruction and keep a close eye on student attendance.

Support of Personalized Student Interventions

The department does not have a formal role in providing personalized support to students.

The department integrates personalized support services into the classroom and/or coordinates with counselors, student success centers, or other resources to determine how best to support struggling students.

The department has restructured curriculum to integrate educational and career advising, academic supports, social services, and other resources into the classroom. Department leaders are fully aware that additional personalized interventions are necessary to meet the needs of all students.







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