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 provided 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. Finding 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.
We will also be piloting the use of a 'positive' Alert (or Kudo) that can be raised by an instructor during the same Progress Report process. The positive Alert is titled 'High Five!' This Alert will also open a Case triggering the Student Navigator to send an encouraging text message to the student.
Fall 2022 Courses & Dates
- ACCT 200
- MATH 002
- MATH 101
- MATH 104
- MATH 115
- MATH 125
- UNIV 101
Notifications are sent out twice a semester. Below are the dates for Fall 2022.
- First Window - Weeks 2-4 (Aug. 29-Sept. 16)
- Second Window - Weeks 7-10 (Oct. 3 - Oct. 28)
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
Notes:
- Not presently using a 'Multiple Concerns' Alert Reason
- 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 | When Instructors Use the Reason | Likely Action Taken by Student Navigator | Likely Action Taken by Academic Advisor | Desired Student Outcome |
|---|---|---|---|---|
| Attendance | 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 | No action required of academic advisor
Academic advisor may choose to reach out to student to discuss behavior and 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 | When there is no concern for immediate safety concern but there are significant issues that need support (and concern is not about course performance) | Student Navigator will follow decision trees to help determine when to share with Student Affairs and/or Academic Advisor | Student Affairs will determine if contacting student is necessary
Academic advisor may choose to reach out to student to discuss behavior and offer support | |
| Not Paying Attention/ Sleeping | 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 | No action required of academic advisor
Academic advisor may choose to reach out to student to discuss behavior and offer support | |
| Poor Grades | Student turns in homework or exams but it is consistently poor quality | |||
| Should Seek Tutoring / Supplemental Instruction | Student’s performance would likely improve with tutoring or SI support | |||
| Unable to Purchase Course Materials | Student appears to be unable to acquire necessary books or course materials or routinely borrows materials with others | Refer to financial resources or Student Affairs | No action required of academic advisor | |
| High Five! | Student's performance is exceptional, worthy of a "shout out" or made significant improvements. | 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 continue to perform at level of recognized behavior or better |
Student Automated Responses
Non-Academic Concerns (PDF)
This email template outlines how Jayhawk GPS will auto-respond to a student with a non-academic related concern. Note that this response is for instances that are concerning but not at the level of an Student Care Referral Team (SCRT) Ticket.