Navigate Guide to Early Alerts

Faculty guide to issuing Early Alerts in Navigate along with Frequently Asked Questions

Early Alerts FAQs

What happens when I issue an alert?

Your student will receive an email prompting them to contact you and their advisor. The Collaborative Learning Center receives the alert and follows up with your student to provide information about academic support services they may wish to engage in. Once the student has been contacted, you will receive another email informing you that your student has been contacted and your alert acted upon.

Which students should I issue alerts for?

Alerts should be issued early on, before the mid-term period, for students:

• sporadically attending class
• missing assignments (including low stakes assignments)
• falling behind in coursework
• having difficulty engaging with college-level work
• in need of additional academic support

When should I issue an alert?

Beginning week 3 of the semester. It’s important to identify early on students who are having problems and get them assistance so they can benefit from early access to support services.

What if week 3 is too early in the semester to know which students may need early intervention?

It’s never too early to engage students to understand which students might need early academic support. Low stakes assignments (posting on a discussion board, short reading, or short online quiz) given in weeks 3-5 may be helpful in identifying students who are struggling.

If there is no improvement, how often should I issue an alert for the same student?

Yes. Multiple alerts can be issued for a student, even if it is for the same concern. 

Why should I use the Early Alert system when I can use Blackboard, email or talk directly to my student?

Using the Early Alert system allows campus Care Units to directly connect students to crucial services such as advising, tutoring, and co-curricular booster workshops. When faculty issue early alerts, it encourages students to take advantage of support services putting them in touch with caring staff which can have a positive impact in helping them feel connected to the campus. Early Alert is a key retention effort.

Should midterm grades be used to determine if a student is at risk?

No. By the time the midterm assessment period rolls around, a student who is struggling may have already fallen too far behind to pass the course. Early intervention is essential in keeping the student enrolled and on track for success. On the other hand, a student who is earning failing grades at the midpoint of the semester, should be encouraged to meet with their advisor to recalibrate and develop a plan for improved outcomes.

Why did I receive an Early Alert for a student who is not enrolled in one of my courses?

If you are the student’s faculty advisor, you will be included in the communication to the student. Advisors are encouraged to follow up with students to answer questions and provide any guidance students may need to successfully complete the course.

Why was the alert I created returned to me?

A returned alert indicates that a conversation needs to take place with the student concerning successful completion of the class. If the student fails to respond to the alert, or your efforts to contact the student are ignored, you may issue a Behavioral Concern: Well-being concern alert. In these cases, the student’s dedicated advisor will be notified to reach out to the student and update the alert with the outcome. 

How should I handle Behavioral Concerns regarding Well-being?

Before submitting an Early Alert for behavioral concerns, connect with the student directly and discuss the issue with empathy. This helps foster open communication and encourages a more positive response.

What if I have a behavioral concern that there is no alert reason for?

If you're unsure whether or not a concern should be handled as an early alert, consider the nature of the issue. Classroom issues like missing assignments or attendance typically fall under early alerts, while behaviors that may pose a safety risk or significant disruption should be referred to The Behavioral Intervention Team (BIT). BIT is responsible for identifying, investigating, assessing, referring, monitoring, and acting in response to behaviors exhibited by York students that may pose a threat to the college community. Visit the BIT webpage for a complete list of reportable behaviors that should be submitted to BIT.