Early Alert Program – Frequently Asked Questions

Am I in trouble?

No. Getting an Early Alert doesn’t mean you’re “in trouble.” It’s simply a way to identify that something in your course performance might need attention. Think of it as a heads-up so you can make adjustments before things get harder.

What should I do? What are my options?

• Check your course site (Canvas, etc.) for missing assignments or low scores.
• Reach out to your instructor or TA if you’re unsure what the alert means.
• Talk with your advisor to explore resources like tutoring, workshops, or study groups.
• Use campus support services (Counseling Center, Connie Frank CARE Center, Division of Rehabilitation–Education Services (DRES), First-Gen Initiatives, etc.) if personal challenges are affecting your academics.

Does this mean I’m failing the course?

No, not necessarily. It might just be a course structure issue. We don’t know if instructors are updating the gradebook for all students at the same time, and we cannot guarantee that the gradebook in the course in question is up to date. The number of missing assignments is another example of a factor to consider. One missing assignment can be a big deal in one course, where 8 might not impact a grade in another course.

Why am I being contacted? Why did I receive this message from my advisor?

Your advisor or instructor wants to make sure you’re supported. The system flags patterns like missing work, low scores, or disengagement. Outreach is meant to connect you with resources, not punish you.

Do I need to talk with my advisor? How do I make an appointment?

It’s a good idea. Advisors can help you figure out the next steps. You can usually book appointments through your major advising website, by emailing your advisor directly or simple responding to the email/outreach you received.

Has my instructor or TA been notified about this outreach? How do I contact my instructor or TA?

No, your instructors have not been notified directly about this outreach, but they will however be aware of your performance in the course. Contact information should be available in your course syllabus and/or within the learning management system used in the class. Your advisor can assist you in finding contact information for your instructor or TA too, be sure to connect with them.

I need to do well in this class for my major/scholarship/academic progress, now what?

• Prioritize assignments and deadlines.
• Ask about tutoring or study groups.
• Meet with your instructor to clarify expectations.
• Use campus resources to stay on track.

How can I find out what I’m missing?

Look at your Canvas gradebook or syllabus. If it’s unclear, email your instructor or TA for clarification.

Do I have any options for extra credit or making up missing work?

That depends on the instructor and course policies. Ask directly — some courses allow it; others don’t. You should also consult with your academic advisor about options.

My grade is suffering because I’ve been sick/dealing with loss/mental health issues. How can I get help with this?

• Consider which campus resources can help you balance academics with personal challenges like the Counseling Center or Connie Frank CARE Center.
• Let your advisor and instructor know what is going on so they can offer additional support.
• Ask about accommodations through DRES if needed.

Are there workshops or study groups I can find for assistance with this class? Is tutoring available?

Yes. Many departments offer tutoring, and campus-wide centers host workshops. Your advisor or instructor can point you to specific options.

What campus resources can help me improve?

• Counseling Center
• Connie Frank CARE Center
• First-Gen Initiatives
• Jefferies Center (community support)
• Office of Student Financial Aid
• DRES

What happens if I do nothing?

If you ignore the alert, you might miss the chance to fix issues early. Alerts don’t “expire,” but the sooner you act, the better. Waiting too long can limit your options for catching up.

How much time do I have to follow up on this notification? Will it expire?

It is better to follow up as quickly as possible so advisors and student support staff can connect you to resources or discuss other ways to improve in the course. There may also be deadline approaching that you will want to be aware of in case there would be a necessity to drop. Your advisor will be able to discuss all of your options and a quicker response allows for greater option availability.

Are Early Alerts on my transcript?

No. Only final grades appear on your transcript. Midterms and alerts are for feedback, not permanent records.

I don’t think I am actually doing poorly. What if this is a mistake by my instructor?

Contact your instructor to double-check. Sometimes gradebooks aren’t updated, or assignments are mis-recorded.

How do I check my grades for other classes I’m enrolled in?

Log into Canvas or your student portal for specific courses. Each course has its own gradebook.

How do I make changes to my class schedule?

Use your self-service banner to drop/withdraw but check the academic calendar for important deadlines first. Talk with your advisor before making changes, especially if it affects your major or degree progress.

Will this have any impact on my financial aid?

It could. Dropping or failing courses may affect Satisfactory Academic Progress (SAP), which is tied to financial aid eligibility. If you’re worried, talk to Financial Aid about SAP appeals and options.

What is the best way to communicate with students identified through Early Alert?

Communication should be supportive and encouraging rather than punitive or alarming.

Advisors and faculty should preferably communicate with students using their official university email account. Phone calls or Canvas messages can be used for more immediate communication. All outreach should be recorded in UgradRecs. Advisors can offer alternative ways to connect, such as virtual meetings or in-person appointments.

How can outreach be personalized?

Students respond most positively to personalized messages that show care and provide actionable guidance. Personalized communication fosters trust and engagement and increases the likelihood that students will take action. Effective outreach messages should be supportive and:

• Include the student’s name and reference specific course information.
• Acknowledge the student’s effort and express concern.
• Offer helpful next steps, such as reminders about add/drop deadlines, provide links to tutoring or academic resources as well as information about office hours or workshops.
• Encourage self-reflection by inviting students to discuss their challenges and potential strategies for improvement.

Messages should always emphasize that the goal is to support student success, not to penalize performance.

How intrusive should outreach be while respecting that students are adults?

Early Alert outreach is designed to be respectful, affirming, and empowering. The goal is to support students’ academic performance while allowing them to maintain their autonomy. Messages should emphasize that outreach is meant to help them improve and that participation in follow-up conversations or resources is voluntary though highly encouraged.

What strategies work for students who appear fine but are actually overwhelmed or disengaged?

Advisors should use reflective and open-ended questions to understand a student’s motivation, stress, and well-being. They can help students recognize when a student feels overwhelmed and connect them with appropriate support.

Key strategies include:

• Encouraging open conversations about challenges and coping strategies.
• Helping students develop a growth mindset by reframing setbacks as learning opportunities.
• Offering practical steps such as attending workshops, improving time management, or meeting with peer mentors.

How can we support students struggling with non-academic issues such as mental health or finances?

Students, faculty, staff, and others are encouraged to report concerning behaviors to the Connie Frank CARE Center. If students are struggling with mental health, finances, or personal challenges, advisors should also refer students to campus resources for counseling, financial support, or personal well-being. When making a referral, provide students with specific information such as office locations, hours, and contact details. Helpful resources include:

• Office of the Dean of Students
• Connie Frank CARE Center

What approaches are most effective for underserved populations such as first-generation, low-income, or underrepresented students?

Early Alert helps advisors identify and proactively reach out to first-generation, low-income, or underrepresented students who may need additional support. Advisors should create a sense of belonging and understanding by:

• Connecting students to community-based resources like the Jefferies Center and First-Gen Initiatives.
• Recognizing and respecting each student’s unique cultural and individual experiences.
• Providing relatable examples and support that reflect students’ backgrounds and identities.
• Encouraging participation in programs that promote inclusion and belonging.

How can advisors support students with emerging needs, such as ADHD or learning differences, who do not yet have accommodations?

Advisors should guide students toward campus support services and provide information about upcoming workshops or counseling resources. If urgent concerns arise, students can visit the Counseling Center during business hours or contact the Emergency Dean for after-hours support. Advisors can also refer students to DRES for accommodations if learning needs arise.

Advisors can connect students to on-campus programs and workshops to help them manage new or undiagnosed challenges. Recommendations include:

• Encouraging communication with instructors and making use of office hours.
• Referring students to counseling or peer support services.
• Informing students about DRES for possible accommodations.

If a student’s situation indicates immediate concern, advisors should:

• Accompany the student to the Counseling Center during business hours (or call 217-333-3704 before arrival).
• Contact the Emergency Dean after hours.
• Call 911 if there is an imminent risk of harm.

Will Early Alert support outreach beyond email communication?

While the Early Alert system itself only facilitates communication through UgradRecs, advisors and units may also use other methods such as phone calls or text messages, depending on their unit’s practices. All communication should still be documented in UgradRecs to maintain a complete advising record.

How are faculty involved in the Early Alert program?

Faculty participation is by invitation from the Office of the Provost, but participation is optional. Instructors who opt in should be using Canvas as their learning management system, the Moodle LTI for Canvas, or ATLAS Gradebook to ensure consistent data collection. Faculty play a central role in providing timely and accurate grade data, which forms the foundation of the alert system. Advisors and faculty access alerts through UGradRecs to monitor student progress and to initiate outreach.

Will faculty receive education and training to use the system effectively?

Future training opportunities will focus on best practices for providing frequent, meaningful feedback through Canvas and for interpreting Early Alert data. These sessions will highlight strategies for timely grade entry, effective communication with students, and integration of alert data into teaching and advising practices. Faculty who have participated in the pilot program may be recruited to share their experiences and offer effective strategies to help support students.

What strategies are used to encourage faculty participation and timely grade submission?

Presentations and discussions with the Council of Deans help to promote EA by encouraging deans to engage their faculty in the program. Continued communication from Academic Affairs and Student Engagement will remind faculty about their role in student success and the pilot’s goals.

What are best practices for advisors and faculty when contacting students identified through Early Alert?

Faculty and advisors should approach outreach as supportive, not disciplinary. Messages should be brief, personalized, and encouraging.

Recommended practices include:

• Using personalized, empathetic messaging that expresses concern and offers help.
• Including a link to the Early Alert FAQ or campus resources in the message.
• Providing a clear opportunity for students to respond or to schedule a meeting.
• Avoiding specific grade details in the initial message (e.g., “Your score is 0”).
• Reviewing notes in UgradRecs before reaching out to determine whether another advisor or instructor has already contacted the student.
• Follow-ups and notes should be recorded in UGradRecs to ensure consistent communication across advising teams.

Not all alerts require direct action—advisors should prioritize outreach based on the overall context and history of the student’s academic performance.

How should outreach differ for students who are failing versus those showing early signs of disengagement?

Outreach for students at risk of failing should include direct academic support options such as tutoring, academic workshops, or connections to DRES and the Counseling Center.

For students showing early signs of disengagement, advisors should focus on re-engagement strategies such as referrals to student success centers, wellness resources, or coaching sessions through the Connie Frank CARE Center.

How will accountability for follow-ups be managed?

Follow-up actions are tracked through UgradRecs, which serves as the advising management system. Advisors document their outreach, responses, and next steps, ensuring continuity of support and allowing other staff members to see what actions have been taken. Advisors use UGradRecs to document all outreach and follow-up actions, ensuring that student interactions are tracked and coordinated effectively across departments.

What strategies will help faculty and advisors effectively coordinate across units?

Effective coordination relies on consistent communication and centralized reporting. Strategies include:

• Sending regular updates from Academic Affairs or Student Engagement about the Early Alert process.
• Ensuring that faculty are aware students may receive multiple types of outreach from different campus offices.
• Using UgradRecs to log all communications, ensuring transparency and reducing duplication.
• Collaborating with the Illinois Campus Research Initiative (ICRI) and related groups to keep faculty informed about Early Alert reports and outcomes.

Where can faculty and advisors find more information about data security and privacy?

Information about data handling, access control, and compliance can be found on the University’s Cybersecurity & Privacy Policies page and the FERPA information page.

What are the goals and vision for the Early Alert program?

The Early Alert (EA) program is designed to identify students showing early signs of academic difficulty and provide timely, equitable interventions. It uses data from the  learning management systems and gradebooks to detect risk indicators such as low grades or missed assignments, which enables advisors and instructors to support students before they face major setbacks. The program promotes transparency by providing students with timely insights into their course progress compared to peers, helping them recognize effective learning habits and make informed decisions.

How does Early Alert improve upon existing processes?

Unlike the current siloed approaches, Early Alert is a centrally coordinated system supported by the Office of the CIO (Tech Services) and Engineering IT. It was developed collaboratively with faculty, advisors, and staff who work directly with student data and engagement.

Who does the pilot program include?

The pilot phase includes all undergraduate students enrolled in participating courses, primarily introductory and gateway courses. The long-term goal is to expand the program to include all undergraduate courses across campus.

Who has access to the Early Alert system?

Access to the system is limited to authorized university staff and advisors who directly support students, ensuring that all data is used appropriately and securely.

What academic challenges will trigger an Early Alert?

As of Spring 2026, the trigger is based solely on a student’s current score in Canvas, Moodle, or ATLAS Gradbook compared to the course average. Additional markers, such as attendance and engagement data, are being explored for future phases. See below (“How are alerts generated?” for more information about alert triggers.)

How does Early Alert integrate with existing academic intervention strategies?

Early Alert is a proactive approach that complements existing academic support systems. EA provides another data point for advisors and instructors to tailor interventions more effectively so that communication across campus can be streamlined, outreach can happen earlier, and coordination between academic and student success units is enhanced.

How does Early Alert differ from midterm grade reporting?

Midterm grade reporting is required under the student code and occurs once per term. This limits early intervention. By contrast, Early Alert provides ongoing, real-time data throughout the semester, offering a more holistic and timely view of a student’s performance and allowing advisors and instructors to reach out to students before issues escalate. This approach helps to create more timely and effective support opportunities.

How will Early Alert be coordinated across campus?

Early Alert is designed as a campus-wide collaboration supported by a cross-functional team with representatives from each college or school. This team meets regularly to review data, discuss challenges, and share best practices. Coordination is maintained through a centralized technology platform, ensuring consistency in how alerts are shared and interventions are documented.

Training materials and workshops are being developed to guide faculty and staff in using the system effectively, interpreting data, and applying appropriate intervention strategies. The overarching goal is to build a shared understanding of how Early Alert integrates with other student success initiatives.

How will different colleges, departments, and units (such as Financial Aid, Housing, and Career Services) collaborate to support students?

Collaboration will follow existing processes used to address student concerns across campus. Early Alert enhances these processes by providing timely data that can inform a coordinated response. Depending on a student’s individual circumstances, additional units—such as Financial Aid, Housing, or Career Services—may be engaged to offer targeted support. The system encourages holistic, cross-unit collaboration to ensure students receive the right help at the right time.

How will information about students who are supported by multiple departments be communicated while maintaining FERPA compliance?

Information about students receiving support from multiple departments will be communicated through secure, University-approved platforms such as UgradRecs. Access is restricted to authorized staff members who have a legitimate educational interest in the student’s information. The system’s design ensures compliance with FERPA and University privacy standards, protecting sensitive academic data while still allowing effective coordination among student support teams.

How are students informed about how their information will be used and shared?

Students can access information about Early Alert and data use through the Help section in Canvas, which includes a link to this informational page. This resource explains what information is visible to instructors and students within Canvas and provides transparency regarding how student data supports their academic success.

How will Early Alert integrate with existing Academic Success Programs?

Early Alert is not intended to replace existing academic support programs but rather to strengthen them. EA serves as a complementary mechanism, providing timely and actionable data to help advisors, tutors, and program staff intervene earlier and more effectively. By combining Early Alert data with ongoing initiatives, units can enhance their capacity to be proactive, responsive, and student-centered.

How can faculty and campus partners help promote the program?

Faculty and staff can encourage participation by discussing EA at departmental meetings, trainings, and campus events. Sharing success stories and program outcomes helps to build awareness and buy-in across the university community.

What strategies can increase faculty, staff, and campus partner buy-in?

Building buy-in across the campus community is a key component of Early Alert’s success. Strategies include:

• Sharing program outcomes and success data broadly once available.
• Highlighting effective use cases during faculty and advisor training sessions.
• Presenting at existing platforms such as the Student Success Symposium, departmental meetings, and college-wide gatherings.
• Offering future faculty training opportunities to demonstrate the system’s impact on student outcomes.

By highlighting the system’s value and providing professional development opportunities, the program aims to foster long-term engagement from all campus partners.

How are alerts generated?

Each day, the Early Alert system collects Canvas course scores for every student enrolled in participating pilot courses. For each section, the system calculates the average of all current student scores and compares each individual student’s performance to the average.

An alert is generated when a student’s score is below 50% of the course section average. For example, if the average score for a section is 90%, any student scoring below 45% would be flagged for potential intervention. When available, additional information—such as missing assignments —is included to provide advisors with more context. This approach ensures that alerts are relative to the specific class context, recognizing that course grading patterns and expectations vary widely across disciplines. The threshold can be adjusted in future semesters as more predictive data become available.

Daily alerts are sent to a report within UgradRecs, the undergraduate advising portal. Advisors can view the number and nature of alerts for each student, determine whether alerts are appearing across multiple courses, and take immediate action such as emailing students and/or documenting outreach directly through the system.

What data sources are used to identify students?

As of Fall 2025, Early Alert relied exclusively on Canvas data, using the current calculated score for all graded assignments submitted to date. As the system develops, additional metrics are being evaluated, including:

• Additional data sources, including Moodle and ATLAS gradebook
• Student activity within Canvas (e.g., logins, clicks, discussion posts)
• Missing or overdue assignments
• Trends that may signal early disengagement

These enhancements aim to provide a more comprehensive view of student learning behaviors and allow for early intervention.

How frequently is data updated? Is it live or continuous?

While Canvas data is updated in real time, Early Alert reports within UgradRecs are refreshed once daily. This ensures that advisors see a consistent daily snapshot of student performance while maintaining data accuracy and system reliability.

Will Early Alert connect with other campus systems?

Yes. Daily alerts are automatically integrated into UgradRecs, which serves as a hub for advisors to view alerts, analyze trends, and take appropriate follow-up actions. The system also displays whether a student has alerts in multiple courses, helping advisors prioritize outreach for students with broader academic concerns. Future integrations with additional student support systems are being considered to streamline communication across campus.

Are there categories in the system to identify specific academic challenges?

Yes. Early Alert distinguishes between types of academic challenges to help advisors target their support more effectively. The two main categories currently tracked are:

• Performance-based challenges, indicated by low course scores relative to peers.
• Behavioral or engagement-related challenges, indicated by missing assignments or low activity in Canvas.

These categories may expand as more data and insights are collected.

How is the effectiveness of Early Alert assessed?

At the end of each semester, the data team analyzes how accurately alerts predict academic risk by comparing flagged students’ alerts to their final grades. The team tests multiple thresholds (e.g., 30%, 40%, and 50% below the course average) to determine the optimal balance between identifying at-risk students and minimizing false positives.

Preliminary findings show that lower thresholds capture more at-risk students (improving recall) while higher thresholds improve precision (reducing false alarms). The analysis also considers the number of low grades in each course, since limited data in small classes can restrict meaningful analysis. The data team collaborates with the Early Outreach Advisory Committee to refine these thresholds and align them with institutional priorities. They also work with instructors to interpret course score data in context and ensure the metrics used are relevant to each course type.

How will data privacy, student consent, and FERPA compliance be maintained?

All data collected for Early Alert is part of the student’s academic record and managed in accordance with university policy and federal law. Data use and storage follow FERPA guidelines and University Information Security standards.

Only authorized university personnel with a legitimate educational interest have access to student information within UgradRecs and related systems. All data is securely managed under the University’s information security framework, ensuring full compliance with privacy and data governance regulations.

How will analytics be used to assess program success and guide improvements over time?

Analytics play a key role in evaluating the effectiveness of the Early Alert program. Units can use Early Alert data to conduct comparative analyses at the end of each term—examining whether students who received alerts failed or withdrew from their courses. These insights help determine how accurately Early Alert identifies students in need of support. This process complements existing monitoring of DFW (drop, fail, withdraw) rates and enables colleges to assess the impact of interventions. Over time, these analyses will inform adjustments to alert thresholds, outreach strategies, and advisor training.

What metrics will determine success for students, faculty, and the institution?

The program’s success is evaluated by comparing alerts to final course outcomes and collecting feedback from faculty, advisors, and students. Metrics include student retention, academic performance improvement, and engagement with support resources.

Success metrics are being developed collaboratively by the Early Outreach Advisory Committee and participating academic units. Key indicators include:

• Increases in student persistence, retention, and course completion rates.
• Reductions in DFW rates and improved academic standing among flagged students.
• Timely advisor response and documentation of follow-up actions.
• Faculty and advisor feedback on the usability and effectiveness of the system.
• Enhanced equity outcomes ensuring that underrepresented and first-generation students benefit equitably from early interventions.

Together, these measures will assess both individual student outcomes and the broader institutional impact of Early Alert.

How is Early Alert’s effectiveness evaluated?

At the end of each term, the data team reviews EA activity and compares alerts to final grades. This helps determine how accurately alerts identify students in need of support and guides improvements to alert thresholds and metrics.

What is the timeline for full implementation?

The Early Alert program is currently in its pilot phase, focusing on undergraduate gateway and introductory courses. Following evaluation of the pilot’s results, data will be reviewed to guide improvements, expand training, and inform decisions about full implementation. The long-term goal is to extend Early Alert to all undergraduate courses, with potential expansion to graduate-level programs once the undergraduate system is fully established and optimized.

How will the program evolve to support future student populations and predictive data models?

As Early Alert matures, it will incorporate a broader range of data to identify risk factors earlier and more accurately to improve responsiveness as well as support diverse and evolving student populations.

Future enhancements may include:

• Integrating behavioral and engagement metrics from Canvas and other systems.
• Building predictive models that draw on historical academic and engagement data.
• Collaborating more closely with instructors to interpret data within specific disciplinary and pedagogical contexts.
• Implementing feedback loops to measure the effectiveness of interventions and refine predictive models accordingly.

How many colleges and departments will participate and how will access be managed?

Expansion will occur in phases, eventually encompassing all colleges and departments at the University.

Access to Early Alert data is limited to authorized faculty and staff with a legitimate educational interest, as defined by FERPA. All systems comply with university data governance and security standards to ensure that student information remains confidential and used solely for educational purposes.

What are future plans for Early Alert?

The Early Alert program will continue to expand across additional courses and colleges. Future updates will include predictive analytics and improved integration with student support systems to provide even more personalized interventions.

The program ultimately aims to encompass all undergraduate courses on campus, which will help to safeguard the academic success of all undergraduate students.