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A Look at the Early Alert System

A Look at the Early Alert System. A. Craig Dixon Madisonville Community College http://www.madisonville.kctcs.edu/facstaf/cdixon/ New Horizons Teaching and Learning Conference. Motivation.

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A Look at the Early Alert System

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  1. A Look at theEarly Alert System A. Craig Dixon Madisonville Community College http://www.madisonville.kctcs.edu/facstaf/cdixon/ New Horizons Teaching and Learning Conference

  2. 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.

  3. 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

  4. 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

  5. Checkpoint 1: Advising • Assess student needs. • Require placement testing. • Ensure appropriate course placement through effective advising.

  6. 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

  7. 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.

  8. 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)

  9. 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

  10. The Process Illustrated Instructor Early Alert System Learning Center Financial Aid Disability Resources Counseling Center TRIO SSS Student

  11. 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

  12. Checkpoint 3: Three Week Report • Allows early intervention before most classes administer the first exam

  13. 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

  14. 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

  15. 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.

  16. 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

  17. 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.

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