Implementing an Early Alert System By Karen J Hamman Assistant Professor / Director of Academic Support Services Bloomsburg University Bloomsburg, Pennsylvania

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 services CRLA 2012, Presenter: Karen J. Hamman

Timeline Admission Orientation Overload Start of Classes Early Alert / Intervention Midterm CRLA 2012, Presenter: Karen J. Hamman

What types of Early Alert Systems exist? Home grown systems vs. Commercial products Paper systems vs. Computerized methods Data collection can include: o Background information o Survey- Student Self Report o Faculty input- grades/attendance o Combination of above CRLA 2012, Presenter: Karen J. Hamman

Commercial Products DropGuard Early Alert Retention Software GradesFirst MAP-Works Starfish Early Alert System Student Early Alert System Pharos360 CRLA 2012, Presenter: Karen J. Hamman

Bloomsburg University’s Program 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 resources o Determined if the software was predictive o Examined First Year Seminar course o Made recommendations for staffing models o Created First Year Transition Plan assignment CRLA 2012, Presenter: Karen J. Hamman

Source:

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. CRLA 2012, Presenter: Karen J. Hamman

MAP Works Survey Results- Fall 2011 Risk Category Red x2 Very High Risk Red High Risk Yellow Moderate Risk Green Low Risk Could not Determine Number of Students Risk Level is initially determined using: Background data Survey responses Risk Level will change with: Grades Alerts CRLA 2012, Presenter: Karen J. Hamman

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 CRLA 2012, Presenter: Karen J. Hamman

2011 Assessment- GPA CRLA 2012, Presenter: Karen J. Hamman

2011 Assessment- Outcomes CRLA 2012, Presenter: Karen J. Hamman

Fall 2012 Pilot 842 Undeclared students Staffing o 2 graduate interns o 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 & 4 o To meet either in group or individually to review their results o To complete a transition plan o To complete an end of the semester reflection CRLA 2012, Presenter: Karen J. Hamman

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 CRLA 2012, Presenter: Karen J. Hamman

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 services o Campus Event Reflection Papers (15%) Six required (2 academic, 2 diversity, 2 other) o Final Reflection (20%) Reevaluating transition plan CRLA 2012, Presenter: Karen J. Hamman

Transition Plan Elements Goal setting o Why are you in college? o What are your expected outcomes? o What are your life goals? o How are these related? Campus Resources o What resources are available to you as a student of BU? CRLA 2012, Presenter: Karen J. Hamman

Transition Plan Elements Survey Analysis o 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 x2 Very High Risk Red High Risk Yellow Moderate Risk Green Low Risk Could not Determine Number of Students Students were assigned based on: 1.Program affiliation (Athletes, Trio, Act101) 2.Risk Level (Low, Moderate, High) 3.Primary Concerns (Academic or Social Transition) CRLA 2012, Presenter: Karen J. Hamman

Student Takes Survey Graduate Assistant Reviews Results 1. Students affiliated with special programs are assigned to individuals in that area: Athletes / Trio / Act 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 Coaches Primarily 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 progress o Support for retention initiatives o Collaboration between academic affairs and student affairs CRLA 2012, Presenter: Karen J. Hamman

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 CRLA 2012, Presenter: Karen J. Hamman

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: 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, 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, Lynch-Holmes, K.B., Troy, A.B., and Ramos, I. (2011). Early alert & intervention: Top practices for retention. Retrieved from connectedu.com. CRLA 2012, Presenter: Karen J. Hamman

References Manthey, T. (2011). Using motivational interviewing to increase retention in supported education. American Journal of Psychiatric Rehabilitation, 14: MAPWorks (2012). 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: 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. CRLA 2012, Presenter: Karen J. Hamman

Questions? Comments? Session #44 Early Alert Systems Karen J Hamman CRLA 2012, Presenter: Karen J. Hamman