Early Alerts

Early Alerts are proactive notifications submitted by faculty or staff through Starfish when a student demonstrates academic or behavioral indicators that may negatively affect their success. These alerts enable the Frederick Douglass Academic Success Center to provide timely outreach, individualized academic coaching, referrals to campus resources, and ongoing progress monitoring. By identifying concerns early in the semester, FDASC promotes student accountability while delivering intentional, coordinated support designed to improve academic performance, persistence, and timely graduation.

For the Frederick Douglass Academic Success Center (FDASC), Early Alerts are one of the most valuable tools for providing intentional, data-informed student support.

What Triggers an Early Alert?

Faculty can submit an Early Alert when they observe concerns such as:

• Academic Misconduct
• Administrative Withdrawal Imminent
• Attendance/Participation First Warning
• Attendance/Participation Concern: Final Warning
• Behavioral Concern
• In danger of Failing
• Low Quiz/Test Scores
• Missing/Late Assignments
• No Show

Early alerts are also submitted as notes by staff to identify student concerns.

What Happens After an Early Alert Is Submitted?

Once an Early Alert is raised:

1. The alert is entered into Starfish.
2. The alert automatically notifies academic support personnel (such as an academic coach or advisor).
3. The assigned staff member reviews the concern.
4. The student is contacted for outreach.
5. An intervention plan is developed, which may include:
   • Academic coaching
   • Tutoring
   • Time management strategies
   • Study skills development
   • Meetings with faculty and/or academic coach
   • Referrals to counseling or other campus resources
6. Staff document all outreach, appointments, and outcomes in Starfish.
7. The alert is closed once appropriate follow-up has occurred or the concern has been resolved.

Why Early Alerts Matter

Early Alerts shift student support from being reactive to proactive. Rather than waiting until the end of the semester when recovery may be difficult, faculty and staff intervene early enough to help students improve their performance.

Benefits include:

• Increased student retention
• Improved academic performance
• Stronger faculty-staff communication
• Coordinated student support
• Data-informed intervention strategies
• Greater student accountability