Save the Last Word for ME reflections

Collegial Coaching -

From 10-31-07

Session on Interpretive Statements and Questions on Attendance

  • Number of credits correlated with attendance
  • worried if all students came, where would they go
  • 5 contact rule - so what
  • has the advocacy procedure been followed
  • where are we at with the 50 students who haven't been coming
  • lots of kids wondering how they can get into FP
  • How many kids were referred last year by home school vs hearing from a friend
  • wondering if kids think we are more lax on attendance
  • Correlation: how good of progress have the kids who are attending made
  • why are the kids who are coming - coming
  • do we have any way of knowing how much time a student is on a computer daily
  • we have a limited window on hooking the student - and is our entry system affecting our ability to hook them
  • 17% attendance - so what, our kids have busy lives
  • If we say kids need to be here 10 hours a week, we need to expect and follow through
  • If they are not coming 10 hours chances are they are not completing courses
  • The student we have regularly - we would like to spend more time with them
  • the student who comes in has been gone 20 days is pretty demanding and very frustrating
  • attenance data - not very alarming because of high risk kids - if we engage them, we overcome the high risk to some degree
  • signing in with advocate - if student is not mine, I have less of an idea of what they should be working on
  • Advocates need to take responsibility for student
  • Non-attending referrals - we may have more of an impact on attendance than we think - need data - or is it worse
  • If it is written, we should do it - frustration: do we have rules or don't we
  • we need to go one step further to show kids how to contact us
  • we need to give more guidance on PBL
  • are kids not coming because they are frustrated
  • do we ALL have the capacity to explain things well
  • 10 hour attendance recommendation
  • Correlation between attendance and progress
  • we need greater PBL support for kids
  • attendance is not necessarily related to production
  • should we be more selective on re-enrollments
  • we need to be timely - staying on the ball with kids; working with their teachers and their deans
  • how do we talk about kids we haven't seen
  • how as an advocate, do we "get it going"
  • wondering about other student patterns
  • wondering about crunch times - especially april
  • Motivation influencers
    • the closer students are to graduating, the more likely they are to come
    • we are caring
    • impression of first day of the program
    • keeping moving
    • guidance and 10 hour expectation - what would be the consequences
    • availability of people - schedules of staff and connections with staff members
  • need more emphasis on PBL - too overwhelming at first
  • Wait time might be a turn-off
    • because we are not always available
    • flexible time students use
    • advocacy - are we hooking students
      • need toolkit
      • need PBL explanation
  • Extract data from home school - good information to have
  • is IC data accurate
  • student could offer good info - students perception of PBL
  • podcast for PBL
  • Need accurate data
  • Individual student data v population data
  • Advocacy is THE most important thing we can do
  • what is my responsibility
  • how do I build relationships
  • Attendance v Progress - what is the REAL issue we should be working on
  • Feels like we are spinning wheels - moves a little, catches, moves a little
  • What should our focus be - Attenance or Progress

Factual Questions
Teresa, Mary & Gene - How do you define... How do you define an attendance problem? What data have you collected/observed... How many/often...
Has this been an ongoing problem?
Penny, Mary, Valerie, Melanie, Janis: Are there differences in our understanding of procedures that is skewing the data? What happened? When did this occur? What is the situation/dilemma? What did you do when... What was your reaction to... What does the data say?
Sarah, Eve, Alison- Can you give an example? Can you please define..? When did you start to notice this?

Interpretive Questions
Teresa, Mary & Gene - Do you mean... What was your interpretation of/response to... So what is/does...
Are you saying there needs to be a formal policy to address this issue?
It sounds like you're saying you don't know whether the room will be supervised if you leave for a meeting . . .
Penny, Mary, Valerie, Melanie, Janis: I think I hear you say...Are you saying that you believe the problem should be focused on productivity rather than attendance?
Sarah, Eve, Alison- What this means to me is you feel..., It sounds like you are saying..., I hear you saying...
Janet, Jason: What are the views of our new students and how does it correlate with their attendance? Are we too relaxed?

Probing questions
Teresa, Mary & Gene - What are some alternatives you are considering How important do you think it is to call non-attenders
What are your barriers to making calls to non-attenders
What if you implemented a . . .
Have you tried meeting with all concerned parties to discuss this issue?
One thing I might consider if I were in this situation would be to use the walkie-talkie and contact one of your co-workers to come back to the room and supervise during your absence. <-- Is this a probe or a solution?
Penny, Mary, Valerie, Melanie, Janis: What would happen if everyone came on the same day? How does attendance relate to productivity in this setting? Does our attendance data as gathered reflect the information we really need? Would data on individuals be more salient for this dilemma? What might be the consequences of not addressing the attendance issues? What are the barriers to inputing the attendance data?
Sarah, Eve, Alison- What exactly do you mean by...., What were you thinking about when you said..., Can you please tell me more about....
Janet, Jason: Why do our attenders attend? Should "attendance" be a measure of progess versus days (i.e. one course a month completed to be in good standing or....)

Mary and Valerie want to know: Is there a difference between "interpretive" questions and "clarifying" questions? I invite all to respond in the "Reflections" section below.

Reflections . . .
Valerie (to clarify - pun intended???): Mary and I had a discussion in which we felt like "clarifying" questions and "interpretive" questions seemed synonymous, but upon reflection, the terms "clarifying" and "interpretive" seem to have very different meanings. We felt that factual questions lead into clarifying questions to gain more information, which then led into interpretive questions where the big issue is, for lack of a better word, interpreted by the listening party. We also likened it to Big Ideas. Any thoughts?

factual questions - criterion below the Big Ideas in classes
clarity - process of understanding
interpretation - the Big Ideas in classes
Gene - yeah resonates w/ me - Clarify factual questions help to clarify - to make clearer - To gain deeper knowledge -
Interpretive questions can help us make sense of - to gain a deeper understanding. I guess another reflection might be I wonder what the source materials say re definitions/differences/distinctions....

P.J., Natalie and Eve:

Based on last week's discussion and other data, do we need to consider other issues which may directly or indirectly be linked to attendance?

Is all of the attendance data accurate when it is pulled?

Do we need to be more careful about separating cognitive from peer coaching?

Sarah, Eve, Alison- Do personality types get in the way of effective peer coaching? If so, how can we avoid this?