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RiverSupport For Advisors FAQ's

  • I received an email that I have a student who received a ReachOut, what do I do first?
    • Log into RiverSupport, find the student in your caseload and add any Special Service Groups (Special Designators or NONE if there no designators in Mariner), Referral Sources & Reasons for Service.
    • Make contact with the student, preferably as soon as possible but at least within three (3) business days and Respond to the ReachOut documenting the type & result of the contact.
  • I received the ReachOut from the Instructor but I really don’t have enough information to speak with the student, what should I do?
    • Always feel free to contact the Instructor who sent the ReachOut and ask for more information and/or clarification as to what the specific needs or challenges exists. You are the second line of defense the faculty being the first. It is always ok to ask for more details that can assist you in working with the student.
  • I have contacted my ReachOut student several times but have not gotten any return response from the phone calls or emails. How many times should I try to reach them before I close the ReachOut.
    • Each student should receive at least three (3) separate contacts within a six (6) day period. Try and vary the times of day that you attempt to contact them and be sure to document each contact by waiting for response to the ReachOut in RiverSupport. For example:
      — ReachOut was received on Monday, phoned & emailed student and left message, detailed in ReachOut Response.
      — Wednesday, contacted student a second time via phone and email and emailed Instructor to assist in contacting student, detailed in ReachOut Response.
      — Monday, contacted student a third time, closed ReachOut as unresponsive, detailed in ReachOut Response.

      Be creative, but always aware of FERPA laws when making contact and leaving messages or emails. The goal is to reach out to the student to offer your support. After the third point of contact close the ReachOut and change the student’s status to Non-Participating.
    • If the student is not responding contact the Faculty who initiated the ReachOut to see if the student is either back on track or no longer capable of success. Close ReachOut with appropriate response or continue to contact if required.
  • When do I change the student’s status in my caseload from Active to Non-Participating?
    • You can change to Non-participating status as soon as their ReachOut has been closed. Once you have responded to and closed the ReachOut, highlight the student in your caseload and click on the Stop Sign above the student status. Choose Participating and select remove ReachOut from my case load.
  • I contacted the student and they stated they have a personal issue and do not need any help, should I close the ReachOut?
    • Often times students are hesitant to speak about things that might be affecting their academic performance. Try asking the student open questions that are not too invasive. Open questions force people to open up. The answers to open questions give valuable hints to what questions to follow up with and in many cases a period of silence by the questioner will elicit further response. “What” ”questions are the least threatening as they seek understanding about behavior and the environment, eg “”What were the circumstances?”; “What did you think?”; “What can we do about it? ”We know that so many outside pressures and stresses can affect our students’ academic endeavors and we want to try and provide as much assistance as possible. Sometimes it helps students to work through challenges and make a plan by voicing their concerns. Once they know you are a partner in their success they will be more willing to discuss issues they are facing. Whatever the case, make sure that you always give the student information regarding RiverSupport Resources located on the IRSC Homepage. There they can privately search for needed resources and support that could help them overcome some of the challenges they may be experiencing. If you feel that there will be no further contact with the student or that the issue is resolved and no other follow up is needed by you close the ReachOut. However, be aware that the Instructor may again send another ReachOut for the same student if the issue persists in the course.
  • If there is no follow up from the student how do we know if they have met with the instructor as suggested or went to the ASC Lab or other referral areas?
    • We have asked that the Instructors provide feedback to the Advisors of their ReachOut students via email letting you know if the students made contact and of their progress.
    • Please always feel free to email the Instructors if you would like more information regarding a ReachOut student. As we move forward with RiverSupport we will be branching out to include other departments that work directly with students to help with providing this feedback.
  • How do I respond to a ReachOut that I believe to be a classroom management issue on the part of the Instructor?
    • To achieve success in college, students need more than just academic skills. They must adapt to new expectations, learning styles, Instructors, and surroundings. They must learn to collaborate with new students, and satisfy college course and graduation requirements. A majority of our students face significant obligations outside of the classroom as well that make it difficult to persist in school and concentrate on completing their degree. Work and family life demands are perhaps the most influential among the challenges that IRSC college students face.

      It is critical that students feel connected to their school, and supported by their environment in order to combat these competing obligations and persist in the face of obstacles that threaten to derail their success. IRSC Instructors are the first line of defense when students begin to show signs of succumbing to challenges that affect their academic success. They work diligently with students both before, during and after classes to give them the support that they need to be successful, however when they feel that further intervention is needed they will send a ReachOut so that now a “team” effort has been employed to assist the student.

      When receiving a ReachOut from an Instructor, always assume good intent and understand the Instructor wants the best support for their student, over and above what they have already done. Make contact with the student; speak with the Instructor if needed for more details. Helping to find underlying causes for what appears to be an academic or classroom issue can make the difference in the student persisting or not. Working together will help to ensure IRSC students have the best chance at success.



RIVERSUPPORT RESOURCES

riversupport resources online guide

RiverSupport's Online
Resource Guide

Issues outside of the classroom can often cause students’ work inside the classroom to suffer. At IRSC we are dedicated to helping you be successful. Utilizing RiverSupport’s Online Resource Guide you can browse a collection of Resources, both throughout our campuses and in the community.


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