Carteret Community College Title III Grant

The Pilot Project

Manage Early AlertsWe’ve spent nearly two months discussing the EAS.

  • What’s it going to look like
  • How’s it going to operate
  • Who’s going to operate it
  • Who’s it going to serve

… and so on.

The long and the short is, we looked at models (some from colleges, some proprietary).  Perhaps the most intriguing ones were from Sinclair Community College (check out this interesting PPT).  Another, that Laurie found, has turned out to be the foundation on which we are building our pilot software — this one is from South Piedmont Community College.

Now, at the end of July, we have come up with a plan for our pilot project that we’ll be implementing this academic year (09-10).  Here it is:  (CLICK HERE for a pdf of the following text).  If you want to see some screen shots of the prototype system, CLICK HERE.

DRAFT Proposal for an Early Alert system at Carteret Community College
Submitted by the Early Alert Task Force (of the Retention Sub-Committtee)
15 July, 2009 (revised, 13 Aug, 2009)

In June, the Early Alert Task Force began exploring the implementation of such a system.  They looked at other models as they could be found on the web.  Some models were proprietary, some were locally developed by the schools using them.  From this input, the EATF began to devise a system for CCC, to be piloted in Fall 2009.  The critical factors involved in defining the system include:

  • Criteria used to identify pilot group
  • Criteria used to justify intervention (e.g. excessive absences)
  • Identification of an intervention process
  • A timeline for intervention
  • A timeline for implementation of a pilot
  • Professional development – for those who will be piloting the system

It should be stressed that the nature of this initial pilot is only to focus on students exhibiting academic issues.

The Pilot Group
The purpose of selecting a pilot group is to ensure that the process is applied to a small, select group of students, so that the focus is on managing the process (and revising it), as opposed to managing a whole population of students.  The group chosen for the pilot will be comprised of GOT-diploma students (GOT – D) who are enrolled in at least 2 of the courses listed below in their first semester of the college (if they enrolled for the first time in SU09, we’ll still include them).  [Jennifer – our IE/IR director – looked back at FA08, and she found that approximately 27 students would fall into this category…a good-sized group to work with, we believe]

These courses were chosen because of their high (30%) attrition rates, or because they are critical (gateway) courses for Allied Health:

ACA 115         ENG 075         MAT 050        BIO 163       MED 121
ACA 118         ENG 085        MAT 060        BIO 168       CHM 131
ENG 095         MAT 070                              CIS 110
ENG 111           MAT 080                              PSY 150
MAT 140

Criteria Used to Justify Intervention

There are a number of criteria that can be used to justify intervention.  The EATF discussed such factors as:

  • Excessive absences
  • No text books (after a certain point in the semester)
  • Poor academic performance (on homework and/or quizzes)
  • Lack of participation in class
  • Poor preparation for class
  • Other?

The Intervention Process
The following is the proposed process for intervention:
1. Software is developed and installed for use by faculty and staff to facilitate intervention and record-keeping (i.e. data collection).
2. A pilot group is identified, based on the above-mentioned criteria.
3. Those instructors are notified who have students within the pilot group in their section (professional development will also be provided to this group)
4. On the fourth week of the semester, the select group of instructors will be required to submit a report on each of the students in the pilot group.  The form will be electronic, generated by the EA software.
5. The report is automatically sent to CAPS (for pilot, this would be Bobbe Rouse, GOT advisor)
6. If a student is flagged (i.e. if there is a concern), the GOT advisor will notify at least one of the following staff and faculty:

  • SER(e.g. financial aid) and/or Academic Support (if there are learning issues)
  • The ACA instructor
  • Any other faculty members the student may have
  • Any other individual that may assist

7. The GOT advisor remains in contact with the student and the relevant faculty/staff member until the issue is resolved.
8. Mid-term (formative) evaluation of product and process is written by Title III.
9. A report is generated by the GOT advisor on that individual student.
10. At week-12, follow-up takes place with the original group of pilot students, with particular attention to those receiving intervention earlier in the semester
11. End of Semester: a report is generated by GOT advisor on all pilot students

Implementation Timeline
• Software developed and implemented by August 15
• Training provided to pilot group faculty and staff on August 19.
• Weeks 1-3: Reports on students exhibiting immediate issues.
• Week 4: Monday – Reports submitted on ALL pilot students
• Weeks 5-7: interventions
• Week 8: mid-term evaluation of pilot project written by Title III
• Week 12: follow-up reports submitted
• Week 16: End of semester report on students submitted by GOT advisor; end-of-semester evaluation of pilot project submitted by Title III



  1. Where exactly did you actually get the points
    to write ““The Pilot Project Carteret Community College Title III Grant”?

    I appreciate it -Kami

    Comment by — February 6, 2013 @ 1:52 am | Reply

  2. “The Pilot Project | Carteret Community College Title III Grant” tmcent ended
    up being a very good blog post and I was extremely glad to
    locate the blog post. Thanks for your time-Chloe

    Comment by — March 2, 2013 @ 12:21 pm | Reply

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