Goal 3: Improve Student Retention
Throughout the two semesters, I lead the math team in developing processes for identifying at-risk students at the beginning, middle, and end of the semesters. Students were classified as "at-risk" if they were repeating the course, or if their coursework was behind the expected pace of the class, or if their assessment scores were failing. For each at-risk student we developed personalized plans for remediation, liaised with counselors, invited students to attend additional classes through sharing time-tables and encouraging students to audit classes taught by any of the math faculty. Throughout the semester we offered a "math help room" which provided an opportunity for students to attend designated smaller group tutorials offered for three different hours weekly. At the end of the semester, we held daily review and remediation sessions for struggling students throughout the assessment and supplemental assessment weeks.
Additionally, I worked in conjunction with other faculty to support their very at-risk students diagnosed with Dyscalculia. We had joint meetings with the counselor, supervisor, faculty, and students affected to offer all possible support. In the end, both students were able to pass the course under the same parameters as all other students.
Additionally, I worked in conjunction with other faculty to support their very at-risk students diagnosed with Dyscalculia. We had joint meetings with the counselor, supervisor, faculty, and students affected to offer all possible support. In the end, both students were able to pass the course under the same parameters as all other students.