Two "early alert" pilot projects were established at Antelope Valley College, in California, to develop a follow-up system to ensure regular monitoring of student progress for early detection of academic difficulty. Two committees were established to explore and develop early alert strategies; the first focusing on basic skills courses and the second on strategies for use across the curriculum. The basic skills committee developed the Early Advantage Referral Form (EARF) to track the extent that students followed through with referrals and measure outcomes. In pilot testing in fall 1991 and spring 1992, 32 EARF's were distributed to basic skills students; 63% of these students followed through on the referral, while 35% of those who followed through successfully completed the course. The second project developed the Student Self-Assessment of Academic Progress (SSAP) form to gauge student opinions regarding academic difficulties 3 to 5 weeks into the term. In pilot testing in fall 1992, 1,160 SSAP forms were distributed to students in courses across the curriculum. Only 11% of these students thought that they were doing "poorly", while 14% stated "very well", 40% "good", and 35% "OK". Despite the small number of negative self-assessments, 37% of the students received non-passing grades. Reasons cited by students for difficulties included test anxiety and work or family obligations, while reasons for success included good note-taking/study habits and previous background. Recommendations included making faculty aware of early alert and providing appropriate training. The EARF, SSAP, sample letters of referral, tables of findings, and student comments are appended. (KP)