1. Using Early Alert to Improve Student Retention
Presented by
Sinclair Community College Dayton, OH
Shawn Gormley, Web Architect,
Web Systems

2. Session Objectives
Share our story about Student Retention and Student Success
Explore Sinclair’s Software solution for Case Management and Early Alerts; The Student Success Plan – SSP
Develop Case Study for Early Alert
Review some of the research findings that affirm our actions
Q/A to discuss what approaches you might be taking to address the same challenges

3. Sinclair: Overview and Context
Public, urban, comprehensive community college of 23,000 (fall credit headcount)
Located in Dayton, Ohio – founded in 1887 as a YMCA occupational training school
Most enrolled courses are in general education – and large occupational areas like healthcare and engineering

4. Student Demographics Enrollment 23,241 Students 12,432 FTE
765 FTE Off Campus (6%)
1,436 FTE – DEV (12%)
41% Men
59% Women
34% Full-Time
66% Part-Time
Enrollment Pattern
60% Day
26% Evening
4% Weekend
Ethnicity
75% Caucasian
25% Minority
Faculty Full-Time (29%)

5. Student Demographics Detail
25% minority (mostly African American)
40% white Appalachian
Growing Hispanic population – yet still small
60% women
100% commuter
30% urban
30% are age 30 or older
58% receive need-based financial aid
64% are “at risk” (new students that are tested and considered under-prepared)

6. Need to Improve Student Success
Sinclair’s largest feeder school, Dayton Public, is ranked at the bottom of all Ohio’s public schools (in terms of student achievement)
58% of entering students are enrolled in developmental Math or English
In the most heavily enrolled courses, only 66% pass with C or better

7. Why is the SSP important?
Our at-risk students have:
Limited academic readiness
Minimal college skills
Financial or employment barriers
Limited knowledge of personal strengths
A limited social network or family support system
Minimal experience setting and tracking personal goals

8. SSP Background Change in focus to holistic proactive counseling model
Department of Education Title III Grant
5 year development process for the Student Success Plan tool

9. Goals Improve at-risk student retention & success
Increase graduation rate of at-risk students
Implement a systematic, comprehensive counseling and intervention process for at-risk students
Develop a cohesive web-based counseling record management system
Serve over 2,500 at-risk students annually

10. The Student Success Plan 2003 - 2008
Web-based case management solution
Manages multiple populations of students
Contains counseling tools to document the Sinclair Student Success Counseling Model

11. Participants (ILP) First time, degree or certificate seeking students
Over 10,000 students served since 2003
Established Risk Factors:
Test into two or more lower level developmental courses
Income at / below federal poverty guidelines
Employed full-time employment (40+ hours per week)
Undecided Major
The selection criteria noted were developed based on the literature and our experience.
Projected participants is based on 45% of historical numbers of first time, first term students and our ability to handle the load.
Only first time students were eligible for ILP services. 11

12. Participants (CAP) Current/Former student
Self-Identified counseling needs
Department referrals
The selection criteria noted were developed based on the literature and our experience.
Projected participants is based on 45% of historical numbers of first time, first term students and our ability to handle the load.
Only first time students were eligible for ILP services. 12

13. Participants (EAL)
Identified by Early Alert through faculty intervention
Resource issues in classroom:
Tutoring
Purchase books
Transportation
Issues requiring in depth counseling:
Learning disabilities
Childcare needs
Personal/Social challenges
The selection criteria noted were developed based on the literature and our experience.
Projected participants is based on 45% of historical numbers of first time, first term students and our ability to handle the load.
Only first time students were eligible for ILP services. 13

14. Assistance Counseling & Advising
Campus and community resources specific to student’s needs
Plan to pay for educational expenses
Learning styles and study skills – Jung Typology, LASSI
Class schedule and registration

15. Counseling & Advising Case Management
Relationship with adviser: trust and rapport
Action plan for success; “to do”
Web-based journal of student progress
Regular appointments and follow-up
Early alerts
Transition from ILP advisers to academic advisers after 1-2 quarters (Average 180 days)

16. What is Early Alert?
Early notification and intervention with students in academic difficulty
Proactive approach
Retention strategy
Collaborative project

17. History of Early Alert at Sinclair
Visit to Community College of Denver
Impressed with seamless support & follow-up of students through Educational Case Managers
Main Keys
Early intervention
Student assigned to one person
Sinclair Early Alert Pilot (Access database)
Modified SIS screens from Western Nebraska Community College
Integrated Early Alert in SSP

18. Lessons Learned Prior to SSP
Importance of system scalability
Systems that are time consuming lead to a lower number of students reported by faculty
Duplication of counselor services issues
Reporting and tracking issues
Not enough communication between counselors and the faculty

19. Expanding Early Alert to SSP
Outcomes/Solutions:
Merge Early Alert with Web-based Student Success Plan Application to address challenges/limitations with using the Western Nebraska System

20. Integrating Early Alert Into SSP
Visit Community College of Denver
2005 SSP 2.5 Integrated Early Alert Tools
2001 – 2002 Early Alert Pilot
Western Nebraska
Early Alert
Student Success Plan
2003 Title III Grant
2003 SSP 1.0
2004 SSP 2.0
2008 SSP 3.0

21. How Does Early Alert Work?
Faculty report students having problems beginning the first day of classes
Information provided to counselors includes referral reason, suggestions for intervention, and other appropriate comments
The system informs the counselor-of-record and automatically updates the student’s record
Counselors follow-up with students
The system informs the faculty-of-record
Historical entry recorded for the event
Completely automated and integrated with SSP system 21

22. Focus for Sinclair’s Early Alert
Academic Foundations (DEV)
Largest department
250 – 265 sections of DEV classes per quarter (reading, English, math, study skills, spelling/vocabulary, ESL)
4000 – 5000 students/quarter (18,000/year)
80% new students test into 1 or more DEV course
32 DEV FT faculty
80+ DEV PT faculty

23. Supported Courses WI’08 – SU’08
Quarter
Course Supported
WI’05 – WI’06
All DEV
SP’06 – WI’07
DEV & SCC 101
SP’07 – FA’07
DEV, SCC 101 & ENG 111
WI’08 – SU’08
DEV, SCC 101, ENG 111, MAT 191, 192, 193

24. Guidelines for Faculty Intervention
Confused about directions – Verbal & Nonverbal Cues
No evidence of outside study (e.g. Homework frequently not completed)
Frequently tardy to class or leaves early
More absences than classes attended
Never has attended class from the start of the term
Test scores, quizzes, etc. are low
Inappropriate classroom behavior
Not taking notes in class
Doesn’t have textbook for class
Communication problems between faculty and student

25. Counselor/Advisor Guidelines for Closing Early Alerts
Guidelines for contacting a student:
Recommended timeframe to update the instructor - Within 2-3 days of the initial contact.
Contact Methods:
Call the student (if no response the next day…)
Send an (if no response the next day…)
Mail a letter (if no response in 3-4 days after sending the letter…)
Close the Early Alert

26. SSP Early Alert Case Study

27. Faculty Early Alert Process
Log-in to SSP
Select
Course
Displays Roster/
Select a Student
Fill in Early Alert
Details / Send
System
Generated
s Sent
to Counselor
Carbon Copy
Faculty
Optional
to Student

28. Faculty Referral Reasons
No Show
Academic Concern
Excessive Absences
Low Homework/Quizzes
Low Test Scores
Personal Concern
Tardiness
Other
Faculty Intervention Suggestions
See Instructor
See DEV Counselors
Counseling Services
Math Center
English Center
Writing Center
Reading Center
Tutoring Intervention
Disability Service Intervention
Withdraw
Other

29. System Role in Faculty Early Alert Process
Faculty Sends
Early Alert
SSP Determines
Assigned Counselor
If none, Assigns
Early Alert Coordinator
Generate s
Add Student/
Add Early Alert in Caseload
Retains Historical Record/
Enables Counselor Response

30. Counselor Early Alert Process
Log-in to SSP
View
Caseload
Select Student and View
Early Alert Response Tool
Fill in Early Alert
Response Details / Send
System
Generated
s Sent
Historical Journal
Note Recorded
Carbon Copy
Counselor
to Faculty

31. Counselor/Advisor Response
Counselor Advisor Reads Early Alert
Call Student
No Response
Resolve Issue/Close Early Alert
Send
Response
No Response
If student makes contact after the early alert is closed, updates should be made in SSP Journal and Early Alert Tool.
Send Letter

32. Assigning Outcomes Counseling/Advising Outcomes Appointment Scheduled
Assistance Declined: Declines all or any assistance
Considering Future Services: May attend
Workshops
Letter Sent
Not Attending Sinclair Community College
No Response to Letter Sent or Phone or Messages
Other
Problem Addressed
Problem Addressed by Referral to Sinclair Department
Unable to Reach: Disconnect busy number changed
Pending

33. Assigning Department Referrals
Academic Counselors
Athletic Advisor
Developmental Studies Counselors
English Center
Early Childhood Education Center
English as Second Language
Financial Aid Office
Instructor for Course
Counseling Action Plan
The Tutoring/Learning Center
Reading Center
Registration
Student Activities Center
Writing Center
Outside / Community Referral
DEV Professional Tutoring

34. Benefits of Using SSP for Early Alert
Easier for faculty to report students
Web based tool = more issues reported
More information for faculty on students
Includes counselor details, including contact info
Easier tracking of follow-up outcomes
Less duplication of services
Single assigned counselor
Historical record of counseling session details
Better communication
Between counselors & faculty
Academic Foundations Advisors & Student Services Counselors
Easier reporting and tracking results

35. ILP Results

36. Retention

37. Fall 2007 to Winter 2008 Retention of First Time Students

38. Fall 2007 to Winter 2008 Retention of First Time Students by Pell Grant

39. Retention of Minority Students
For the first time at Sinclair, there was no significant difference between minority and non-minority student persistence for all new full-time degree students Fall to Winter and Winter to Spring, 2006.
The ILP process positively impacted new minority (predominantly African-American) students in their first quarter at Sinclair Community College.

40. Fall 2007-Winter 2008 Retention of First Time Students by Ethnicity

41. Academic Performance

42. Fall 2005 ILP Students Enrolled in Fall 2007

43. Fall 2004 First Time Students - Enrollment in Future Fall Terms

44. Early Alert Results

45. Early Alert Results Total Number of Early Alerts by Fall Quarter
The success of the Individual Learning Plan is supported by the Early Alert system which experienced significant growth in the past year.

46. Early Alert Results Total Yearly Comparison
06-07
07-08
Fall
628
1020
Winter
619
952
Spring
775
1006
Summer 74
179
Early Alert numbers are growing as we expand to the system to cover gateway English and Math classes, and our Student Success Course.

47. Early Alert Results Percentage of Early Alerts with Attendance Issues
Data collected by the early alert program assists counselors in determining what initial discussions should take place as preventative measures. Based on the data shown above, counselors now provide handouts on the importance of attendance.

48. Fall 2007 Early Alert Cohort
Group
Numbers/Totals
Percentage
Total Retained FA 07 – WI 08
62/110
56.36%
Direct Contact Retained
36/54
66.67%
Non-Direct Contact Retained
26/56
46%
Preliminary small scale sample results show that students who speak with a counselor/advisor have a higher retention rate

49. Fall 2007 Early Alert Cohort
Group
Fall 2007 GPA
Winter 2008 GPA
Total EAL Cohort
1.07
1.45
Direct Contact
1.2
1.67
Non-Direct Contact
.928
1.33
Preliminary small scale sample results show that students who speak with a counselor/advisor have a higher GPA

50. Fall 2007 Early Alert Cohort
Group
Fall Withdraws (Fall Early Alert Cohort)
Fall Withdraw Percentage
Winter Withdraws (Fall Early Alert Cohort)
Winter Withdraw Percentage
Total EAL Cohort
28 (/110)
25.45%
10 (/62)
16.13%
Direct Contact
13 (/54)
20.31%
5 (/35)
14.29%
Non-Direct Contact
15 (/56)
26.79%
5 (/26)
19.23%
Preliminary small scale sample results show that students who speak with a counselor/advisor drop less.

51. Compared to at-risk students who do not participate, SSP students:
Are more likely to return next term
Are more likely to complete more courses successfully
Have higher GPAs
Are more likely to be enrolled two years later

52. Videos

53. In what ways did the Sinclair Community College Student Success Plan help you to be more successful in college?

54. What types of things have the faculty and staff at Sinclair done to help you succeed with your educational objectives?

55. What would have happened to you if the Sinclair Student Success Plan wasn’t available?

56. What was the one thing that helped you the most?

57. Would you recommend that all students participate in the Sinclair Student Success Plan?

58. Where to Next? Additional tools to aid counselors/advisors
Additional reports to aid analysis of student success
Integration of new technology as needed
12 schools have purchased SSP 58

59. Technology & Student Services Awards
2004 Educause Excellence in Information Technology Solutions Award
2005 Macromedia Higher Education Innovation Award
2005 National Council for Student Development Exemplary Practice Award
2005 NCSD and League for Innovation Terry O’Banion Shared Journey First Place Award
2006 MetLife Best Practice College Award
2006 Innovation of the Year
2007 Bellwether Award for Instructional Programs and Services 59 59

60. Contact Information
Michael Burns, Director, Systems Development & Maintenance Information Systems (937)
Russ Little, Manager, Web Systems (937)
Shawn Gormley, Web Architect,
Web Systems
(937)
Sinclair Community College 444 West Third Street Dayton, OH