A Look at theEarly Alert System

A. Craig DixonMadisonville Community College

http://www.madisonville.kctcs.edu/facstaf/cdixon/

New Horizons Teaching and Learning Conference

Motivation

• Research consistently shows that early alert programs increase student success rates through retention, higher GPA, and credentials earned.

• Furthermore, success during the freshman year has been shown to correlate with increased success over the course of the student’s entire academic career.– This amplifies the community college’s responsibility

to the student and community.

Proposal• Develop strategies to enhance student

success through:– Documenting student concerns at specific

intervals throughout the term– Notifying appropriate support services

efficiently– Intervening in time to help the student

effectively address concerns

Goals

Desired outcomes of an early-alert system• Increase course completion rates• Increase student retention (fall to fall semesters)• Increase success based on GPA• Increase number of transfer students • Increase number of graduates• Increase success of students in subsequent

courses

Checkpoint 1: Advising

• Assess student needs.• Require placement testing.• Ensure appropriate course

placement through effective advising.

Early Alert Web Form

• Checkpoints 2 through 5 rely on a web form.– Available year-round– Composed of checkboxes with comment

sections– Creates a uniform reporting process fulfilling

the needs of all departments– Delivers information to appropriate support

services in a timely manner

Using the Web Form: Step 1

• Faculty access the Early Alert form and report concerns observed. (Excessive absence/tardiness, incomplete or poorly completed assignments, poor test performance, non-academic distractions, etc.)– Although many individuals play a crucial role, the

most important factor in the success of the Early Alert system is faculty and their utilization of the process.

Using the Web Form: Step 2

• The system generates an email a copy of the submitted information to key student support personnel.– Learning Center (tutoring and computing services,

study skills, etc.)– Counseling Center– Financial Aid (for return to Title IV)– Disability resources– Career pathways (Nursing and Allied Health student

services)– TRIO Student Support Services (midterm reporting)

Using the Web Form: Step 3

• The various student support services respond according to a pre-defined action plan.

• Action steps may include:– Email– Telephone contact– Postal mail– In-person follow-up

The Process IllustratedInstructor

Early Alert System

LearningCenter

Financial Aid DisabilityResources

CounselingCenter

TRIO SSS

Student

Checkpoint 2: 1st Week of Class

• Documents class attendance for return to Title IV reporting

• Helps clarify student schedules• Allows early referrals to Disability

Resources

Checkpoint 3: Three Week Report

• Allows early intervention before most classes administer the first exam

Checkpoint 4: Mid Term Report

• Used by TRIO Student Support Services for reporting and intervention

• Indicates to the student that they may need to re-evaluate their present success in the course and suggest alternative resources or courses of action

Checkpoint 5: Ongoing

• The web form provides reporting at any point during the semester, allowing the instructor to document an attempt to intervene on behalf of the student

• Additionally, the Counseling Center periodically distributes information regarding available services and resources throughout the semester

Checkpoint 6: End of Semester

• Analyze term grades to identify students who:– Performed poorly in a single class

• These students may be experiencing difficulty in a particular discipline and can be referred to appropriate services.

– Performed poorly overall during the term• These students may have poor academic habits or

have experienced non-academic distractions during the term.

Results

• Increased student awareness of support services

• Streamlined reporting processes• Indicated to the student that the college is

concerned about their success• Made the student accountable for his or her

own success• Coordinated the delivery of a variety of student

services

Evaluation and Improvement

•Solicit faculty feedback on success of initiative

•Monitor usage of the system•Provide professional development

focused on improving awareness of the process and related student support services

•Evaluate and implement proposed improvements.