Early Alert Program
Welcome to our Early Alert Program – a proactive initiative designed to empower faculty in supporting student success.
The Early Alert system allows faculty to identify students facing challenges and triggers timely interventions to enhance their academic journey. Working in conjunction with the Student Academic Success Center (SASC), the program facilitates a collaborative environment where faculty, students, and support services work together for positive outcomes.
How it Works
- Alert Windows: Faculty are encouraged to submit alerts during specific windows to target specific types of student behavior.
- Submission Process: Alerts are submitted through Jagwire (link to Inspire). For detailed instructions on how to submit alerts, click here (link to Alerts Training Manual).
- Collaborative Support: Upon receipt of the alert, the Student Academic Success Team will engage with students, offering assistance, resources, and tailored support. Interventions include the following:
- Contacting students and informing of the alert
- Scheduling an Academic Coaching session
- Connecting to tutoring services in the Academic Learning Center (ALC)
- Connecting to other offices to address non-academic concerns (financial, counseling, registrar, etc.)
- Developing an actionable plan for students to get back on track in the course.
- Feedback: Faculty will receive feedback on their alert typically within 5 business days, including if direct contact was made with the student, and how the concern was addressed by SASC staff.
Alert Types
Medium AlertsAddress concerns that could potentially have negative consequences for student success if not addressed.
High AlertsIndicate that a student is in immediate danger of failing or facing other dire consequences.
CommendationsProvide positive feedback to students and go directly to them.
Alert Windows
Start of Term Alert Window: [Date of Window: TBD]- These alerts are designed to address students exhibiting signs of non-attendance, incomplete submission of assigned work, or lacking essential materials crucial for success in the course.
- These alerts are centered around students who have experienced significant setbacks in their class work, performed poorly on major assessments, or displayed behaviors indicating a potential course failure. In cases where a student may not recover within the course, it is advisable to recommend course withdrawal.
- Used to raise concerns not within the normal alert windows. Alerts should be actionable by the academic coach/advisor.
Key Features
- Timely Intervention: Faculty can submit alerts during the designated alert windows to address academic struggles, attendance issues, and any concerns affecting a student’s success.
- Collaboration: The system fosters collaboration between faculty and the Student Academic Success Center (SASC) ensuring targeted support and resources for struggling students.
Benefits
- Enhanced Student Success: Early interventions contribute to improved academic performance and overall student success.
- Collaborative Environment: The program fosters a collaborative atmosphere where faculty, students, and support services work together for positive outcomes.
- Proactive Approach: Identifying challenges early allows for targeted interventions, preventing potential roadblocks to success.
Reference Materials
-
Early Alert Manual
-
Early Alert FAQ
-
Early Alert Concerns Intervention Chart
-
Do you have questions about the Early Alert process?
Contact Student Academic Success Center : Student.success@tamusa.edu
Tips
Maximizing Effectiveness
- Attempt Communication: Always attempt to contact students before submitting an alert.
- Detailed Description: Be detailed in describing why the alert was raised. This helps the team to directly address your concerns.
- Include Expected Outcomes: Specify if students can make up work, or how the student can be successful in the course, or if they should drop/withdraw.
Best Practices
- Make a genuine effort to contact the student before submitting the alert.
- Provide specific and detailed information about the student’s performance or concerns.
- Include any communication attempts made with students (email, phone, personal chat, etc.)
Things to Avoid
- Avoid submitting alerts without attempting to contact students first.
- Refrain from submitting alerts for tracking purposes, alerts should be actionable by SASC staff.
- Avoid submitting alerts without clear, concise information that facilitates effective intervention.