implementing an early alert system

Implementing an Early Alert

SystemBy

Karen J HammanAssistant Professor /

Director of Academic Support ServicesBloomsburg University

Bloomsburg, [email protected]

mailto:[email protected]

What is Early Alert?Early Alert & Intervention is a systematic program or initiative within higher education designed to identify and support students at risk of attrition in order to improve student success, retention and persistence. Early Alert & Intervention is comprised of two key components:

o Alerts: A formal, proactive feedback system though which student-support agents are alerted to “red flags” regarding student success as early as possible.

o Intervention: A strategic method of outreach to positively respond to red flags or alerts in order to provide intrusive and individualized interventions to students in need.

CRLA 2012, Presenter: Karen J. Hamman

Lynch-Holmes, K.B., Troy, A.B., and Ramos, I. (2011). Early alert & intervention: Top practices for retention. Retrieved from connectedu.com.

Why do we need Early Alert Systems?

A QUALITY EARLY ALERT SYSTEM WILL:• Support student retention initiatives• Identify at-risk students before they

struggle• Make efficient use of resources• Provide interventions to support students• Use a team approach to support students• Increase communication between support

servicesCRLA 2012, Presenter: Karen J. Hamman

TimelineAdmission

Orientation

Overload

Start of Classes

Early Alert / Intervention

Midterm


What types of Early Alert Systems exist?

• Home grown systems vs. Commercial products

• Paper systems vs. Computerized methods• Data collection can include:

oBackground informationo Survey- Student Self Reporto Faculty input- grades/attendanceoCombination of above


Commercial Products• DropGuard• Early Alert Retention Software• GradesFirst• MAP-Works• Starfish Early Alert System• Student Early Alert System• Pharos360


Bloomsburg University’s Program

• 2011-2012 was the pilot year• Established a steering committee to examine

products• Purchased the MAP Works program (EBI)• Fall 2011-Launched program

o Established a support network utilizing current resourceso Determined if the software was predictiveo Examined First Year Seminar courseo Made recommendations for staffing modelso Created First Year Transition Plan assignment


CRLA 2012, Presenter: Karen J. Hamman Source: www.webebi.com

http://www.webebi.com/

Fall 2011 Pilot• Survey sent to 894 students

o 502 undeclared (only those enrolled in University Seminar)

o 392 Education majors• Survey was sent approximately

Week 3. Students were given 2 weeks to complete.


MAP Works Survey Results- Fall 2011

Risk Category

Red x2Very High

Risk

RedHigh Risk

YellowModerate

Risk

GreenLow Risk

Could not Determin

eNumber of Students

97 7 191 565 34

Risk Level is initially determined using:• Background data• Survey responses

Risk Level will change with:• Grades• Alerts


Fall 2011 Interventions

• All students with high or very high risk levels were contacted first to schedule a meeting

• Students at moderate risk levels were contacted second

• Students with low risk were invited to attend a mid semester check-in group meeting

• Students placed on probation after the Fall semester had continuous contact in the Spring 2012 semester in order to assist in their academic recovery


2011 Assessment- GPA


2011 Assessment- Outcomes


Fall 2012 Pilot• 842 Undeclared students• Staffing

o 2 graduate internso 2 full-time academic coaches

• Students in pilot were required: o To enroll in 1-credit University Seminar (MOST)o To take the survey between Weeks 3 & 4o To meet either in group or individually to review their

resultso To complete a transition plano To complete an end of the semester reflection


Academic Coaches• Directly connect with and assist students experiencing

transitional issues • Help develop educational sessions that demonstrate

evidence-based, best-practice support services for students

• Develop and administer programming related to time management, fiscal management, and academic behaviors, i.e., study strategies, note taking, etc.

• Create and implement strategic communications to new students about services and resources

• Assist with program evaluation and assessment providing recommendations to enhance communications and the strategic redesign or development of initiatives


University Seminar• 1 credit course assigned to most first year

undeclared students• Redesigned with common syllabus• Course assignments:

o Participation / In class Assignments (20%)o MAP Works Survey / First Year Transition Plan (30%)o Class Reflection Papers (15%)

• Based on Guest speakers from support serviceso Campus Event Reflection Papers (15%)

• Six required (2 academic, 2 diversity, 2 other)o Final Reflection (20%)

• Reevaluating transition plan


Transition Plan Elements

• Goal settingo Why are you in college?o What are your expected outcomes?o What are your life goals?o How are these related?

• Campus Resourceso What resources are available to you as a

student of BU?


Transition Plan Elements

• Survey Analysiso What are your strengths and areas for growth?o How can you use your strengths to reach your

goals?o How can you use resources available to you to

improve?• Impressions / Obstacles

o What are the potential obstacles to success?o What can you do to overcome them?o What is the best and most challenging things

about college?CRLA 2012, Presenter: Karen J. Hamman

MAP Works Survey Results- Fall 2012

Risk Category

Red x2Very High

Risk

RedHigh Risk

YellowModerate

Risk

GreenLow Risk

Could not Determin

eNumber of Students

55 240 190 350 7

Students were assigned based on:1. Program affiliation (Athletes, Trio, Act101)2. Risk Level (Low, Moderate, High)3. Primary Concerns (Academic or Social

Transition)



Student Takes Survey Graduate Assistant Reviews Results

1. Students affiliated with special programs are assigned

to individuals in that area:Athletes / Trio / Act101

2. Students NOT affiliated with special

programs

Low Risk Students (Green) are assigned to a

group meeting

Moderate or High Risk Students (Yellow or Red)

are assigned based on primary needs

Primarily Academic Needs are assigned to Academic

CoachesPrimarily Social Transition

issues are assigned to Residence Life Staff

New Program Development

• What are your goals:o What is your current retention rates? Goals for retention?o What are you going to do with the information obtained?

• Consider your resources:o What resources do you have to support students?o How can you make sure that available resources are

connected to the students that need it most?o Is there funding available for software and/or staff?

• Consider the campus climate:o Faculty cooperation with reporting student progresso Support for retention initiativeso Collaboration between academic affairs and student affairs


Key Elements• Communication plan- Internal and External• Clear articulation of goals and benefits• Early Contact with Students• Network of support• Efficient use of resources• Students have one primary contact• Reporting structure• Assessment plan• Technical assistance / support


References• Coll, K.M. and Stewart, R.A. (2002). Collaboration between

counseling services and an academic program: An exploratory study of student outcome. Journal of College Counseling, 5: 135-141.

• Cuseo, J. (2001). Academic-Support Strategies for Promoting Student Retention and Achievement During the First Year of College. University of Ulster, Student Transition and Retention, http://www. ulster. ac. uk/star/resources/acdemic_ support_strat_first_years. pdf (accessed October 23, 2012).

• Lotkowski, V. A., Robbins, S. B., & Noeth, R. J. (2004). The role of academic and non-academic factors in improving college retention. ACT Policy Report, 20-24.

• Lynch-Holmes, K.B., Troy, A.B., and Ramos, I. (2011). Early alert & intervention: Top practices for retention. Retrieved from connectedu.com.


References• Manthey, T. (2011). Using motivational interviewing to increase

retention in supported education. American Journal of Psychiatric Rehabilitation, 14: 120-136.

• MAPWorks (2012). www.webebi.com • Oster-Aaland, L. A. U. R. A. (2011). Enhancing student persistence at

North Dakota State University. • Reese, T. D. Do Early Alert Programs Work?.• Thornton, J. (2004). Partnership with academic unit increases course

retention. Recruitment & Retention in Higher Education, July 2004: 3.• Vander Schee, B.A. (2011). Early intervention: Using assessment to

reduce student attrition. About Campus, March-April 2011: 24-26.• Wasley, P. (2007). A secret support network. Chronicle of Higher

Education, 53(23): A27-A29.• White, J.D. (2012). Identifying more at-risk students with an

expanded data set. Retrieved from campuslabs.com.


http://www.webebi.com/

Questions?Comments?

Session #44Early Alert Systems

Karen J [email protected]


mailto:[email protected]

implementing an early alert system

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