Progress Reports
Progress Reports
KU is choosing to follow the Progress Reports higher education philosophy. Progress Report campaigns are sent via email from the Jayhawk GPS administrator to faculty with a direct link to mark whether a student could use extra resources or not. KU is choosing to use Progress Reports in a targeted approach and not sending out campus-wide.
During the Progress Report process, instructors are asked to provide feedback about student performance in their course. Beginning Fall 2021, when an instructor raises Alerts to share their concerns, a Case will be opened. Trained Student Navigators will actively reach out through phone calls or text (emails only as a last resort) to students to share personal experiences on how to improve behavior or connect them to critical campus resources. Findings show that students improve behavior based on peer-to-peer encouragement. When Student Navigators find the student would benefit from meeting with their academic advisor, the Student Navigator will assign the Case over to the student's assigned academic advisor and schedule an appointment for them to meet.
Fall 2025 Courses & Dates -
- ABSC 100 - Introduction to Applied Behavioral Sciences
- ACCT 200 - Fundamentals of Financial Accounting
- MATH 002 - Intermediate Mathematics
- MATH 101 - College Algebra
- MATH 104 - Precalculus Mathematics
- MATH 115 - Calculus I
- MATH 125 - Calculus I
- ENGL 101 – Composition
- ENGL 102 – Critical Reading and Writing
- LING 110 - Language and Mind
- PSYC 104 - General Psychology
- UNIV 101 - Orientation Seminar
- UNIV 105 - Jayhawk Success Seminar
- UNIV 176 – University – First Year Seminar
- First Year Seminar Courses
Notifications are sent out twice a semester seeking feedback from instructors. Below are the dates for Fall 2025.
- First Window - Weeks 2-4 (August 25 - September 12)
- Second Window - Weeks 7-11 (September 29 - October 31)
- NOTE: The Last Day to Withdraw from a full semester course and the university is November 12th.
High Fives
To foster a culture of recognition, KU is encouraging faculty to make it a practice to celebrate student successes through 'positive' alerts (or Kudos). The Kudo is titled 'High Five!' and can be raised by an instructor during the same Progress Report process. High Fives will highlight and reinforce prosocial or retention-related behaviors and will also open a Case triggering the Student Navigator to send an encouraging text message to the student.
These actions help to build a supportive community where students feel valued and recognized for their efforts. A personalized message from a trusted staff member can significantly impact a student’s motivation and sense of support.
Progress Reports vs. Early Alerts
| Progress Reports | Early Alerts |
|---|---|
| Promotes a strategic and targeted approach | Lacks specific direction |
| Marks only students exhibiting signs of having academic difficulty or who could benefit from referrals to appropriate campus resources (i.e. tutoring) | Can be used for the same alert reason or other Early Alert specific reasons |
| Alerts are sent once or twice per semester | Alerts are sent at any point during the semester |
| Targeted at specific courses (i.e. gateway, high DFW) | Any course |
| Requires a manageable level of resources | Requires more training, support, resources, and advising case management |
| Provides early detection and intervention for students who need assistance | Provides early detection and intervention for students who need assistance |
| Requires buy-in from strategic partners | Requires campus-wide buy-in and consistent commitment |
Early Alerts
Early Alerts require more faculty training, support, and consistent commitment as well as increased advising case management resources in order to be successful. KU is not currently positioned to employ a campus-wide Early Alert approach at this time.
Alert Reasons and Case Workflow
Notes:
- Student Navigators will re-assign Cases to Academic Advisors when appointments are scheduled with them. It is the responsibility of the Academic Advisor to close the Case after meeting with the student.
- One "positive" Alert (or kudo) now available - 'High Five!'
- All Alerts will open Cases to begin case management process, excluding the 'High Five!' Alert.
Students will only receive auto-generated email for the Non-academic Concern, Should Seek Tutoring/Supplemental Instruction and High Five Alerts. It notifies the students that an instructor has raised concern or shared a kudo. In the case of the Non-academic Concern Alert, the email lists the Alert Reason and provides guidance or various resources for improving behavior or performance in the class. The Should Seek Tutoring Alert provides tutoring or Supplemental Instruction information which will be referenced with reached by Student Navigators. This approach helps to reinforce the importance of students checking their KU email routinely. And finally, the High Five! Alert provides the Alert Reason and a statement of encouragement to continue behavior.
Alert Reasons
| Alert Reasons | Who Will Respond to Alert/Case | When Instructors Use the Reason | Likely Action Taken by Student Navigator | Likely Action Take by UASC Office Assistant | Likely Action Taken by Academic Advisor | Desired Student Outcome |
|---|---|---|---|---|---|---|
| Attendance | Student Navigators | Student has missed class more than 2 times Or Student displays a consistent pattern of absences Or There is a negative change in attendance patterns (i.e., a once conscientious student starts to miss class regularly) | Provide encouragement and shared personal experiences to help nudge students to positively modify behavior May connect student with office providing resources in related area | No action required of UASC Office Assistant | Academic advisor will call student to discuss behavior, offer support. | Student will modify behavior based on guidance shared by peer Student Navigator, Academic Advisor or support staff Student uses recommended resources included in automatic email and self-adjusts behavior |
| Missing Assignment(s) | Student is not consistently turning in completed assignments or at least one major assignment/exam *Please indicate if the work can be made up | |||||
| Non-academic Concern | Academic Advisors Only | When there is no concern for immediate safety concern but there are significant issues that need support (and concern is not about course performance) | No action required of Student Navigator | |||
| Not Paying Attention/ Sleeping | Student Navigators | Student appears distracted or withdrawn from classroom discussion Or Student sleeps during class lecture or in-class work time | Provide encouragement and shared personal experiences to help nudge students to positively modify behavior Refer to tutoring or other campus resources as identified Student Navigator may follow up as needed | |||
| Poor Grades | University Academic Support Centers (UASC) Office Assistants and Student Navigators | Student turns in homework or exams but it is consistently poor quality | UASC Office Assistant will call students and follow up with an email including resources specific to the course and then add notes to the case comments.
| |||
| Should Seek Tutoring / Supplemental Instruction | Student’s performance would likely improve with tutoring or SI support | |||||
| Unable to Purchase Course Materials | Academic Advisors Only | Student appears to be unable to acquire necessary books or course materials or routinely borrows materials with others | No action required of Student Navigator | No action required of UASC Office Assistant | Academic advisor will refer to financial resources or Student Affairs | |
| High Five! (Positive Alert) | Student Navigators | Student's performance is exceptional, worthy of a "shout out" or made significant improvements. Other examples might include:
| Send out a text message informing student of instructor "shout out" and provide encouragement to continue behavior | Academic advisor may choose to discuss positive behavior and encouragement when engaging with student | Student continues to perform at the level of recognized behavior or better |