Strategies for Creating an Effective Managed Intake Process Strategies for Creating an Effective...

Strategies for Creating an Effective Strategies for Creating an Effective Managed Intake ProcessManaged Intake Process

Facilitators: Lennox McLendon and Brian Frazier

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The Sanity QuizThe 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?

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If so…If so…

You may be suffering from the

“All Things to All People” Syndrome –

quite common among adult educators.

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Flexibility gone bad…Flexibility gone bad…

Flexibility has been the

cornerstone of adult

education.

AdultEducationServices

Enroll in a free class today!

Enroll anytime!

Set your own schedule!

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But even flexibility has its limitsBut even flexibility has its limits

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And…And…

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Workshop ObjectivesWorkshop 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.

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Managed Intake*Managed Intake*

Open Intake Managed 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

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Managed Enrollment Managed Enrollment (next session)(next session)

Open Enrollment Managed 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.

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CombinationsCombinations

Class Structure Intake Structure

1.Open Entry Open Intake

2.Open Entry Managed Intake

3.Managed Enrollment Managed Intake

Combination of the above

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What does the research What does the research tell us?tell us?

What does the research What does the research tell us?tell us?

The Power of Managed IntakeThe Power of Managed Intake

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Toward a New Pluralism in ABE/ESOL Toward a New Pluralism in ABE/ESOL Classrooms – Robert KeganClassrooms – Robert Kegan

“The interpersonal relationships that these adultpeers developed in the cohort made a criticaldifference to their:

academic learning,

emotional and psychological wellbeing, and

ability to broaden their perspectives.”

http://www.ncsall.net/fileadmin/resources/research/report19a.pdf

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The Critical First Three Weeks – The Critical First Three Weeks – Allen QuigleyAllen 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

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The Adult Learner Persistence Study The Adult Learner Persistence Study NCSALL (John Comings)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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The First ImpressionThe First Impression

OrientationOrientation

Provides information and assistance to make informed Provides information and assistance to make informed decisionsdecisions

Great opportunity to get students excited and motivatedGreat opportunity to get students excited and motivated

IntakeIntake

Involves gathering background informationInvolves gathering background information

Skill assessments for placement and diagnosisSkill assessments for placement and diagnosis

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What are you doing now?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.

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““You only have one chance to make You only have one chance to make a good first impression.”a good first impression.”

• What should it include?

• How can it be scheduled?

Orientation and IntakeOrientation and Intake

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OrientationOrientation & Intake Model& Intake Model

Conducted during 3-4 hour group orientation

Conducted during scheduled follow-up

WelcomingActivity

ProgramOverview

Preliminary GoalSetting

Barriers toSuccess

Student TestimonyStrengths

Identification

Self-assessmentLearning styles

Locator/appraisal

Goals andILP’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 formRelease of information

Code of conductInternet use policy

Logistical procedures

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Managed Intake Delivery OptionsManaged 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.

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Centralized IntakeCentralized Intake Student

• Recognizes needs

• Decides to seek information

Enter Selected Class Site

Telephone Call

Central Telephone Number

AppointmentComplete secondaryprogram

Back to School

Orientation &

Intake

45-Minute Session• Parent/guardian

present• Program

information• Discuss goals/

needs• Decide upon

course of action

UnderageInformation

Session

Advisor AppointmentProgram of Study

Progress Completionand

Transition

Developed byinstructor with inputfrom 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

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A 12 Hour ModelA 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

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ESOL IntakeESOL 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/CAELA/

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Activity 2:Activity 2: Stop and Reflect TimeStop 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?

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But what if…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.

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But what if…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.

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But what if…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.

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Planning Next StepsPlanning 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.

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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?

Yes Who 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 PointsPage 39

Career Planning ComponentCareer Planning Component

• National College Transition Network

• Curriculum• Activities• Templates

• http://collegetransition.org/publications.icacurriculum.html

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• Where I came from• What’s Important to

me• What I’m good at

• http://www.cls.utk.edu/pdf/getthere.pdf

Getting There

A Curriculum for People Moving into

Employment

Center for Literacy, Education and Employment

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First Impressions CountFirst Impressions Count

• Allaying fears• Acknowledging

strengths• Making

comfortable• Planning for

Barriers• Creating a Sense

of Community

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Always willing to help…Always willing to help…

• Lennox McLendon

• llmcl422@netscape.net

• Brian Frazier

• frazierb3@michigan.gov