2. Strategies for Creating an Effective Managed Intake Process Strategies for Creating an Effective Managed Intake Process Facilitators: Lennox McLendon and Brian Frazier

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4. 3 The Sanity Quiz Do several of your students complete your intake process but then quit after a couple class sessions? Do your teachers find themselves constantly juggling between teaching existing students and enrolling new ones? Do your teachers never have as much time as they would like to help students set realistic and meaningful goals?

5. 4 If so… You may be suffering from the “All Things to All People” Syndrome – quite common among adult educators.

6. 5 Flexibility gone bad… Flexibility has been the cornerstone of adult education. Adult Education Services Enroll in a free class today! Enroll anytime! Set your own schedule!

7. 6 But even flexibility has its limits

8. 7And…

9. 8 Workshop Objectives You will: Review research related to intake processes, Assess your current orientation and intake procedures, and Explore options and resources for strengthening those procedures.

10. 9 Managed Intake* Open IntakeManaged Intake No designated time Conducted whenever new students arrive The “drop in” approach Regularly scheduled orientation and intake sessions Often conducted in group settings followed by individual student interviews Can be conducted as centralized or onsite intake * For our discussions – global term referring to program orientation, student intake, and initial assessment

11. 10 Managed Enrollment (next session) Open EnrollmentManaged Enrollment No designated start and end date of classes Students enroll anytime throughout the year The “Bermuda Triangle” approach Classes are scheduled for specific cycles with beginning and ending dates. Students can “re- enroll” for subsequent cycles.

12. 11Combinations Class StructureIntake Structure 1.Open EntryOpen Intake 2.Open EntryManaged Intake 3.Managed EnrollmentManaged Intake Combination of the above

13. 12 What does the research tell us? What does the research tell us? The Power of Managed Intake

14. 13 Toward a New Pluralism in ABE/ESOL Classrooms – Robert Kegan “The interpersonal relationships that these adult peers developed in the cohort made a critical difference to their: academic learning, emotional and psychological wellbeing, and ability to broaden their perspectives.” http://www.ncsall.net/fileadmin/resources/research/report19a.pdf

15. 14 The Critical First Three Weeks – Allen Quigley First three weeks are critical to student persistence First three weeks are critical to student persistence Situational barriers Institutional barriers Attitudinal barriers http://www.ncsall.net/?id=420

16. 15 The Adult Learner Persistence Study NCSALL (John Comings) To support learner persistence, we need to help students: –Manage their negative forces –Build self efficacy –Set realistic, meaningful, and achievable goals –See the progress they are making. http://www.ncsall.net/fileadmin/resources/research/report12.pdf

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18. 17 The First Impression Orientation Provides information and assistance to make informed decisions Great opportunity to get students excited and motivated Intake Involves gathering background information Skill assessments for placement and diagnosis

19. 18 What are you doing now? Activity 1 Take a few minutes to complete worksheet #1 – Student Orientation and Intake Self- Assessment. You’ll refer back to it later in the workshop. Page 38

20. 19 “You only have one chance to make a good first impression.” What should it include? How can it be scheduled? Orientation and Intake

21. 20 Orientation & Intake Model Conducted during 3-4 hour group orientation Conducted during scheduled follow-up Welcoming Activity Program Overview Preliminary Goal Setting Barriers to Success Student Testimony Strengths Identification Self-assessment Learning styles Locator/appraisal Goals and ILP’s * set student goals * develop individual learning plans Follow-up Student Interviews * discuss assessment results (locator, learning styles) * discuss/assist in resolving barriers * confirm student attendance schedule * begin standardized testing Tour of Facility Registration Student enrollment form Release of information Code of conduct Internet use policy Logistical procedures Page 5

22. 21 Managed Intake Delivery Options Centralized Intake –All new student intake is conducted at one location. –Student information is forwarded to class sites upon completion. Onsite Intake –Student intake is conducted at each class site on a scheduled basis.

23. 22 Centralized Intake Student Recognizes needs Decides to seek information Enter Selected Class Site Telephone Call Central Telephone Number Appointment Complete secondary program Back to School Orientation & Intake 45-Minute Session Parent/guardian present Program information Discuss goals/ needs Decide upon course of action Underage Information Session Advisor AppointmentProgram of Study Progress Completion and Transition Developed by instructor with input from student  Discuss assessment results  Discuss/resolve barriers to attendance  Confirm attendance schedule  Complete student contract  Begin standardized testing  Interpret test results  Input student data into MIS  Transfer records to class site Page 6

24. 23 A 12 Hour Model Day One – Orientation to Adult Education Day Two – Making the Most of Your Learning Experience Day Three – Assessing Your Strengths Day Four – Getting Started Page 7

25. 24 ESOL Intake Need to adapt Audiotapes and materials in various languages Picture-based needs assessments and learning style inventories Resources –Center for Adult English Language Acquisition http://www.cal.org/CAE LA/

26. 25 Activity 2: Stop and Reflect Time At your table, discuss the following: –Refer back to your student orientation survey. –Which of the components of the managed intake model that you are not doing now do you find most interesting? –Is this component something you would be able to do? –If not, what would need to change to allow you to do it?

27. 26 But what if… There is no staff available to conduct managed intake? –Use a part-time instructor as the centralized assessor. –Use volunteer tutors to work with existing students while teacher conducts managed intake. –Make existing students aware that one three-hour class session each month will be designated for independent computerized study while teacher conducts managed intake.

28. 27 But what if… If I don’t enroll students on the spot, they’ll never come back? –Committed students will come back! The # who fail to return is significantly smaller than the # who dropped out after a few classes. –Professionalize your program. Give potential students an appointment card.

29. 28 But what if… Students can’t/won’t wait until the next scheduled intake session? –Employ the “on any given Monday” routine; enroll new students on one particular morning or afternoon each week. –Plan for making “exceptions” for specialized circumstances.

30. 29 Planning Next Steps Share the information with your teachers and engage them in the decision making process. Use the “Managed Intake Decision Points” as a reference tool.

31. 30 Yes No Begin planning process for onsite managed intake. Who would teach the class during onsite intake? When and how often would the intake be scheduled? What criteria will I use to determine the effectiveness of the managed intake process? Do I need to get approval to initiate a managed intake process? Talk to program director and staff to gain support and approval. No Do I want to conduct centralized intake? YesWho would conduct the intake? What is the best location/s for centralized intake? How often would intake need to be conducted? What resources and materials will be needed? How will I advertise the intake schedule to prospective students? What options do I have for students requiring immediate enrollment? Who would conduct the intake? Managed Intake Decision Points Page 39

32. Career Planning Component National College Transition Network Curriculum Activities Templates http://collegetransiti on.org/publications. icacurriculum.htmlhttp://collegetransiti on.org/publications. icacurriculum.html 31

33. Where I came from What’s Important to me What I’m good at http://www.cls.utk.e du/pdf/getthere.pdfhttp://www.cls.utk.e du/pdf/getthere.pdf Getting There A Curriculum for People Moving into Employment Center for Literacy, Education and Employment 32

34. First Impressions Count Allaying fears Acknowledging strengths Making comfortable Planning for Barriers Creating a Sense of Community 33

35. 34 Always willing to help… Lennox McLendon llmcl422@netscape.net Brian Frazier frazierb3@michigan.gov