12/10/2014
Putting Together an
“Academic Game Plan” for
At-Risk Student-Athletes
Michael W. McCall, Ph.D.
School Psychology Consultant
Department of Athletics, University of South Carolina
Nilzarrel Townsend, M.Ed.
Ed.D. Candidate, Higher Education Leadership
Senior Learning Specialist
University of Maryland
Overview of the Session:

This session underlines the vital role of tailoring
academic support to the needs of the studentathlete, which will promote academic success
and a winning mentality within our studentathletes.

We will discuss the importance of “Starting the
Semester Fast”, in order to build the necessary
skills sets and self-confidence.
Current Academic Trends
As college athletics programs continue to
compete on the National Platform, many of its
member institutions are seeing an influx
increase, in the number of at-risk studentathletes being admitted to their institutions.
Often times, many of these at-risk studentathletes lack the necessary remedial skill
sets, in order to compete amongst their
peers initially.
Moreover, these student-athletes are coming
from fragmented school systems and/or
where academic success was not mentioned
at the forefront.
Many of times, these athletes are entering
the institutions doors with low ACT/SAT
scores; low GPA’s, class rank, and/or with
documented learning disabilities.
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12/10/2014
Additional Academic Trends: At
Other Institutions
Are these trends
similar at your
institution?
What are some of
the trends
amongst highrevenue sports?
What are some of
the trends
amongst Olympic
sports?
Where Do We Go From Here?
Building a “Game Plan” for At-Risk
Student-Athletes
Conducting Early
Academic
Assessments:
Reading, Math,
Writing, Learning
Styles Quiz
The Benefits of
Educational PreScreeners & PsychoEducational
Evaluations/Referrals
Educating StudentAthletes on the
Process/Role of
Disability Services
The Importance of
Developing an
Academic Plan/Profile
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Educational Assessments

Considerations
◦ Why Assess?
◦ When to assess?
◦ What to assess?
◦ Qualifications to administer, score, and
interpret?
◦ Budget
The Importance of Pre-Screeners

Pre-screening
◦ When student-athletes enroll at university
◦ When behavior is concerning at some point
after enrollment

Why?
◦
◦
◦
◦
◦
Save time and money
Identify risk
Plan intervention strategies
Compare new students longitudinally
Baseline to compare future testing with
Assessment Tools

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Curriculum Based Measurement
University Placement Tests
ACT/SAT data
Learning and Study Skills Assessment
(LASSI)
Surveys
Behavior Rating Scales
Norm-referenced test
◦ Some will be able to be administered by anyone
with assessment experience
◦ Some require administration and interpretation by
psychologist
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12/10/2014
Process of Referral



Use one or a few psychologists who are
trusted by disability services
Using the same people consistently can
help build a working relationship so
assessments happen in a timely fashion
and are useful
Ideally, programs may need to hire
services of a licensed professional at least
on a part time basis
Process of Referral
•
•
•
•
•
Expect full assessments to take 4-8 hours of
face time
ADHD assessments may take 2-3 hours of
face time
Students will get better results early in the
day when they are not exhausted
May need to find psychologist who can
assess on weekends
Reports take several hours to write, so there
may be a week to a month delay from
testing to when the report is ready
Process of Referral



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Send a packet of screening data to the
psychologist
Write a description of the student’s
behaviors that you are concerned about
Give a copy of the university’s disability
criteria to the psychologist
Make sure the student agrees to complete
the testing
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The Role of Disability Services
Adhere to The Americans with Disabilities Act Amendments
Act of 2008
Provide Testing Accommodations:
Provide Reading Accommodations:
Extended Exam Time
Electronic Textbooks & Reading
Materials
Private Space
Enlarged Print
Assistive Technology
Computer Access for Exams
Enlarged Print
Use of Calculator
Additional Services:
Priority Registration
Reduced Course Load
Note-Taking
Audiotaping of Lectures
Adaptive Technology Lab
Individualized Coaching
Developing an Academic Profile
General Info: Academic Term, Student, Sport, SAT/ACT, GPA, ETC
Courses: Fall & Spring
Student-Athlete Background
Learning Styles, Academic Assessment: Strengths, Improvements, Strategies
Create Goals (2 Goals Each)
Academic, Athletic, Personal
Academic Support Recommendations
Meetings: Learning Specialist, EA,
Tutoring, Study Hall, Athletic Counselor
Final Summary: Regarding the
Academic Year Fall & Spring
Feedback/Questions
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12/10/2014
References


List of Assessment tools can be found on
the LCEC Google Docs
www.interventioncentral.com
Contact Information
Michael W. McCall, Ph.D.
School Psychology Consultant
University of South Carolina
Department of Athletics
[email protected]
Nilzarrel Townsend, M.Ed.
Ed.D. Candidate, Higher Education Leadership
Senior Learning Specialist
University of Maryland
Academic Support & Career Development Unit
[email protected]
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