RISK MARKER 6 – COURSE FAILURE
PROTOCOL FOR STUDENT SUCCESS ADVISORS
Semester 2, 2013
Risk Marker 6 involves identifying and targeting individual commencing students who have failed
50% or more of their course load in any semester. SSAs are required to maintain a data base to
identify these students and facilitate a strategy for intervention with a high priority on probation
students.
Background and Purpose
In first semester of 2012 the University trialled the implementation of six risk markers designed to
identify commencing students at early risk of discontinuation or failure. These risk markers are now
being mainstreamed in all Programs across the University. These risk markers include:
1)
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3)
4)
5)
6)
non-attendance at Orientation;
not accessing Learning@Griffith by the end of Week 2;
not attending small classes by the end of Week 3;
non-submission of first/early assessment tasks;
failure of first/early assessment tasks: and
failure of two or more courses in the semester.
The triggering of each risk marker presents an important point of intervention with commencing
students. Marker 6 targets commencing students in their first and second semesters, and who are
at immediate risk of academic probation and potentially at a later point in their university studies,
academic exclusion. The purpose of this protocol is to identify the processes required to guide the
implementation, recording, intervention, and dissemination of information on Risk Marker 6, failure
of two or more courses in the semester for full time students. For part-time students, this translates
to 50% or more of their semester enrolment load. For double degree students, this translates to
50% or more of a 50 CP semester enrolment load (or part-time equivalent) that results in a semester
GPA of 3.5 or less. The implementation of this marker will commence in approximately Week 17 of
the first and second semesters once results have been released to students, with academic recovery
continuing into the second and third semesters of every undergraduate degree Program. The
marker targets all students in all first year courses in both semesters one and two, and is inclusive of
all first year courses, identified as threshold or otherwise.
This protocol is intended for use by a range of staff involved in Student Success and Retention at the
first year level, including Student Success Advisors, Program Convenors/Directors, First Year
Coordinators, First Year Course Convenors, Sessional Teaching Staff, Blended Learning Advisors, and
other relevant staff.
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Document Structure/User Guide
Stage 1 Data Collection and Recording – intended for First Year Coordinators, First Year Course
Convenors, Student Success Advisors and GIHE staff
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Target student groups
Identifying, recording and strategising for intervention
o Identifying individual students
o Creating a Marker 6 List
o Uploading Marker 6 List
o Commencing academic recovery (initially and establishing long-term strategy)
o Engaging students throughout the subsequent semester
Stage 2 Intervention and Implementation – intended for First Year Coordinators, First Year Course
Convenors, SAOs/PSOs, Sessional Staff and Student Success Advisors
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Timing of intervention
Academic recovery interventions
o Initial Student Consultation
o Resources
o Summary
Stage 3 Data Collation and Dissemination – Program, School, Group and University levels of
Reporting - intended for Student Success Advisor, GIHE and University level staff
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Dissemination of Risk Marker 6 data to Student Success and Retention Teams
Failure of 2 or More Courses in Semester SSRT Reporting Templates 6.1 and 6.2 - intended
for Student Success Advisors
Dissemination of Risk Marker 6 data to University Level Staff (Deputy Vice Chancellor
(Academic), Deans Learning and Teaching) Failure of 2 or More Courses in Semester
Template 6.1 – intended for GIHE staff
Stage 1 DATA COLLECTION AND RECORDING
Target Student Groups
Any student who fails 50% or more of their course load in the first or second semester of their first
year of study in any undergraduate program will be targeted for intervention in the subsequent
semester. However, there are two sub-groups of students who will be identified to assist in
prioritising academic recovery support:
 Late Engager/At-Risk Target Group/s The first will be those students already included in the
SSA’s Late Engager/At-Risk Target group. These are students identified by either the distal
markers (low OP [11+] x low preference [3rd +] x LOTE x low SES), proximal markers (Risk
Markers 1-6), Predictive Analytics, Starting@Griffith Survey, self-referral or staff referral.
The latter category may also include referral by SSA, who on a case-by-case basis, may
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consider factors outside of the standard risk criteria which in their professional judgement,
could potentially contribute to a student’s decision to disengage or discontinue their studies.
 Other Students The second group comprises the remaining students who have failed 50% of
their course load in the first or second semester, but have not been previously identified by
any of the previous 5 risk markers mentioned above. Therefore they have not been included
in the SSA’s Late Engager/At-Risk Target groups throughout the semester.
All students who have failed 50% or more of their course load need assistance in terms of academic
recovery interventions. Academic recovery with Marker 6 is primarily the responsibility of Student
Success Advisors. They will liaise with their First Year Coordinators and First Year Course Convenors,
to finalise the development of a strategy for academic recovery that outreaches to as many of these
students as possible given their available time and resources. It is strategic for SSAs to focus initially
on their LE/At-Risk Target students, especially those who have had a Negotiated Engagement
Interview. It is likely that Student Success Advisors will meet these students a number of times
(possibly regularly) throughout the semester to assist their academic recovery through the
implementation of their Academic Success Plan.
Identifying, Recording and Strategising for Intervention
Identifying students
Once commencing students have been informed of their results, usually in weeks 18 to 19, SSAs will
begin the process of academic recovery. This involves Student Success Advisors having access to
both Mark Centre and MESS sheets for all first year courses in each semester, in order to identify
failing students. MESS sheets for all courses should be provided to SSAs by the SAO/PSO. This level
of access for SSAs has been approved by the Academic Registrar, and the Deans Learning and
Teaching have been advised of this. It is important to note that SSAs are not authorised to advise
any students of their fail grade and will not be doing so. Given that many of these students
identified in Marker 6 will have failed assessment tasks and triggered Marker 5, SSAs may already
have been working with a number of these students on academic recovery.
As soon as possible after grades have been finalised by School and Group Assessment Boards and
released (Weeks 17-19), SSAs will refer to the MESS sheets for all first year courses provided by
SAOs/PSOs. Following this, SSAs will:
1. Identify individual students who have failed 50% or more of their course load by cross
checking MESS sheets for all first year courses in their programs and then reconciling the
data. SSAs should refer to the Excel Guide for SSAs for suggested functions to assist with
streamlining this process.
2. Create a Marker 6 List indicating the names of these students in an Excel file by either
creating a list of these students in a separate Excel file; or downloading their student cohort
list from the CRM, setting up a ‘Marker 6’ column, entering ‘F’ against those students, sorting
the column to display students with ‘F’ together, then selecting and deleting those students
where there is a blank (i.e. these students did not trigger Marker 6). The result should be a
distilled list of only students who have triggered Marker 6.
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3. Upload the list to SSA Community site (L@G)>Content Area: ‘Marker 6’ as soon as possible
after grades are finalized (approximately Week 17/18) so that Lyn Gannon can coordinate
GIHE administration staff to complete Template 6.1 and enter data into CRM records against
the Marker 6 proximal marker.
4. Commence academic recovery initially with any LE/At-Risk Target students once grades have
been released to students by the University. Facilitate a School-based strategy in
consultation with First Year Course Convenors and First Year Coordinators – Week 17
onwards.
5. Engage students identified by Risk Marker 6, as per School-based strategy, during the midyear/end-of-year break and throughout the subsequent semester.
Stage 2 INTERVENTION AND IMPLEMENTATION
Timing
Although grades are released soon after they have been finalised, students who have failed 2 or
more courses will not receive official notification that they are on Academic Probation for some
weeks (possibly months) to take account of students with deferred examinations, and those
appealing their grades of fail. However, SSAs are to commence academic recovery interventions as
per discussions with First Year Course Convenors and First Year Coordinators, and to initiate contact
once grades have been released. This early intervention work will help prepare students for their
formal notification of probation, plan for future academic success, and enhance their possibility of
re-enrolment in the next semester.
Academic Recovery Interventions
In addition to an initial consultation, it is useful if SSAs meet with some regularity throughout the
following semester with students who have triggered Marker 6 for consultations on academic
progress, blocks to progress, assessment tasks etc. These sessions will focus upon academic skills
support and the strategies correlated with student success (i.e. ‘Five Senses’ model and ‘7 Predictors
of Success’). These have been incorporated into an Academic Recovery Booklet which includes
detailed planning for the following semester. These students will be monitored closely by SSAs in
their next semester and their academic recovery plan should include utilising as many of the support
resources available as possible.
Initial Student Consultation
The initial student consultation will involve the discussion of a range of issues, and with reference to
the Predictors of Student Success and the Five Senses of Student Success (transition). Key issues
include:
1. Reasons Ask students to articulate the reasons for their failure;
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2. Personal Circumstances Explore their personal circumstances and potential impact on
study, attendance and academic achievement – time management is important here;
3. Experience of University Explore their university experience, with reference systematically
to the 5 senses of success and the 7 predictors of academic success to identify both
strengths and challenges;
4. Program and Course Planning Assist students to plan their next semester of study in terms
of program and course selection;
5. Study Planning Assist these students to develop a Student Academic Success Plan for their
study for the next semester, including lectures and small classes, as well as assessment;
6. Academic Skills Assist students to Identify any gaps in foundational academic skills, and
how they can develop these skills;
7. Available Support Discuss targeted support available (e.g. PASS, Academic Skills
Workshops, Early Bird Workshops, Student Services etc.);
8. Academic Probation Discuss with students the fact that they are likely to receive a letter
advising them that they are on Academic Probation, and assist them to understand the
meaning and implications of being on Academic Probation;
9. Follow-up Finish with a commitment and time for follow-up ;
10. Document outcomes and commitments in a Student Academic Success Plan. Ensure
students take away a concrete plan for academic success for the following semester.
Resources
 There are a range of resources available to support Student Success Advisors with this task.
The Negotiated Engagement Interview process and resources have relevance here, as does
the Academic Recovery processes and resources for Marker 5. This includes the First
Assessment First Feedback Student Workbook, and the Academic Recovery Booklet
designed specifically for Marker 6, Course failure.
Possible Student Handouts
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Student Checklist for Success and Senses of Success Framework
Success Action Plan
Student Success Advisor Flier
Timetable of Strategic Activities for Student Engagement
Career Handout for the discipline/degree
Student Planner
First-Assessment First-Feedback Workbook (assessment task failure)
Academic Recovery Booklet (Course failure)
Semester/Weekly Planner
Academic Study Skills Guides (Curtain University guides)
Academic Study Skills Guides (various in SSA Community>SSA Resource Area>Final
Copies>Academic Recovery & Probation>Academic Recovery Resources>Guides to Include in
AR Booklet)
 Griffith Student Writing and Referencing Guide
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Summary
SSAs will provide academic recovery through intrusive academic advising strategies that involve:
1. Targeting students at risk of early discontinuation throughout the semester in consultation
with First Year Course Convenors and First Year Coordinators.
2. Facilitating Academic Recovery sessions with students that: provide academic skills
support; explicate the meaning and implications of academic probation notification; and
provide an Academic Recovery Plan (work in progress) incorporating an Academic Success
Plan, academic skills resources, and strategies for student success.
Stage 3 DATA COLLATION AND DISSEMINATION
1. Student Success and Retention Teams (SSRT) dissemination SSAS will disseminate Program
level Risk Marker 6 data to Student Success and Retention Teams (SSRT) using SSRT
reporting template 6.1 by the first week in February in semester 1, and week 1 in semester
2.
The Program level data on commencing students who have failed 50% or more of their
course load in either the first or second semester of a program will be collated from the
Student Success Advisor Excel spreadsheet/list into Template 6.1 to provide a snap shot at
Program level for dissemination to SSRTs.
SSAs will also incorporate a brief summary of this data into Template 6.2 - SSA Monthly
Reporting to Student Success and Retention Teams by week 4 of semester.
2. University Level dissemination The Academic Leader Student Success and Retention, Senior
Project Officer Student Success and Retention, and GIHE administrative staff will collate this
data to produce a snap shot at Group and University levels for dissemination to Deans LT
and the Deputy Vice Chancellor (Academic) by week 4.
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Template 6.1
STUDENT SUCCESS ADVISOR RECORDING TEMPLATE
MARKER 6 - COMMENCING STUDENTS WHO HAVE FAILED 2 OR MORE COURSES IN A SEMESTER
Purpose This template has been designed for dissemination to Student Success and Retention Teams to inform strategy with the First Year
Experience. It records, by degree program, the failure rates (numbers & percentages) of students failing half or more of their courses in a
semester by: 1) the total commencing student cohort; 2) late engager students (OP 11+ x 3rd degree preference x LOTE x LSES); 3) and finally,
the late engager students with whom SSAs have conducted Negotiated Engagement Interviews.
YEAR AND SEMESTER:
STUDENT SUCCESS ADVISOR NAME:
Degree Program
(please include
course codes and
title)
Overall failure rate
Number of students failing
identified & percentage of
total commencing cohort
SCHOOL:
LE/At-Risk Target sub-group
failure rate
Number of LE/At-Risk Target
students failing & % of total
LE/At-Risk Target sub-group
LEs with NEIs failure rate
Number of LE/At-Risk
Target students failing
who have had an NEI & %
of total late LE/At-Risk
Target sub-group who
have had an NEI
Overall Recovery rate
Number of students
failing who participated in
academic recovery & % of
total number of students
who failed & were
offered academic
recovery
SCHOOL TOTAL
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Template 6.2
STUDENT SUCCESS ADVISOR (SSA) MONTHLY REPORT TEMPLATE FOR STUDENT SUCCESS & RETENTION TEAMS
SSA Name:
School/s/Programs:
SSA Current Core Activities
Proactive Outreach to Students At Risk
 NEIs & NEI Follow-up data:
 Starting@Griffith data:
 Predictive Analytics data:
 Risk Marker 1 to 6 data:
Planned Core Activities
Summarise core planned activities in the next monthly
reporting cycle drawn from the Current Core Activities
list.
Staff and Student Referred Consultations
 Student face to face consultations:

Phone and email contact:
Academic Skills Developments
 Academic Skills Workshops (types of workshops (generic &/or assessment related & student
numbers):
 Academic Recovery (Performance Markers 4 to 6) consultations:
Co-curricular Strategies
 Early Enrolment Support Sessions:
 School Mail-out:
 Orientation Day:
 Peer Mentoring Program:
 PASS attendance:
 Recognition of high achieving students:
Social Networking
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Online engagement (Facebook):
School networking events:
Data Management and Reporting
 Recording of proximal markers 1-6:
General:
Student Success & Retention Team Partnership Work

SSRT meetings and informal meetings

Liaison with convenors and First Year Tutors
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