West Virginia Adult Education€¦ · Web viewThe West Virginia Adult Education (WVAdultEd) Program is funded by Workforce Innovation and Opportunity Act (WIOA), enacted July 22,

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WVAdultEd Instructor Handbook2018-19

Section 10Student Retention and

Persistence

Adult Education (AdultEd) ProgramOffice of Adult Education

West Virginia Department of Education

A proud partner of the American Job Center Network.

The West Virginia Adult Education (WVAdultEd) Program is funded by Workforce Innovation and Opportunity Act (WIOA), enacted July 22, 2014. In addition to federal funding, the West Virginia State Legislature provides funding support.

WVAdultEd is administered through the West Virginia Department of Education, Office of Adult Education, Building 6, Room 230, 1900 Kanawha Boulevard, East, Charleston, West Virginia 25305-0330.

The WVAdultEd Instructor Handbook is produced by the WVAdultEd Professional Development Program, whose fiscal agent is the Mountain State Educational Services Cooperative, 501 22nd Street, Dunbar, West Virginia 25064-1711.

For questions or concerns related to the content of the WVAdultEd Instructor Handbook, Section 1, contact Liz Johnson at 1-800-642-2670, ext. 12, or via email at [email protected].

Mountain State Educational Services Cooperative does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, or any other characteristic protected by law in access to, employment in, or provision of any of Mountain State Educational Services Cooperative’s programs, benefits, or activities.

https://www.congress.gov/bill/113th-congress/house-bill/803/text

https://www.congress.gov/bill/113th-congress/house-bill/803/text

Section 10

Student Retention and Persistence

RETENTION AND PERSISTENCE...................................................................................................................... 1

THE ROLE OF CUSTOMER SERVICE IN THE WV ADULT EDUCATION PROGRAM (WVADULTED)............................................1CHARACTERISTICS OF THE ADULT LEARNER THAT AFFECT RETENTION..............................................................................1WHY STUDENTS STOP COMING TO CLASS.................................................................................................................2INTAKE: GET THEM BACK ON DAY TWO....................................................................................................................2

Orientation..................................................................................................................................................3Assessment..................................................................................................................................................4The Confidential Interview...........................................................................................................................5

THE FIRST FEW WEEKS: IT’S HARDER THAN THEY THOUGHT.........................................................................................6THREE TO NINE MONTHS: HOW LONG IS THIS GOING TO TAKE?...................................................................................8MAINTAINING ENROLLMENT THROUGH EXTENDED BREAKS...........................................................................................8THE ADULT EDUCATION INSTRUCTOR AS COUNSELOR..................................................................................................9ESTABLISHING AN ATMOSPHERE FOR LEARNING........................................................................................................10MORE IDEAS TO INCREASE STUDENT RETENTION......................................................................................................11IDEAS FOR ENGAGING CLASSROOM ACTIVITIES.........................................................................................................13IDENTIFYING AT-RISK STUDENTS............................................................................................................................13

Appendix.............................................................................................................................................................14

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WVAdultEd Instructor Handbook, Section 10, 2018-2019 0

RETENTION AND PERSISTENCE

The terms retention and persistence are often used interchangeably. It may help to understand that in the West Virginia Adult Education (WVAdultEd) program retention/persistence is a shared responsibility between the instructor and the students. To retain students, it is up to the instructor to develop a program that meets the students’ needs and wants so the students will make the commitment to persist in the program until they reach their goals.

Persistence is key to accomplishing performance measures. Programs should be of sufficient length and content to prepare adult learners for the rigors of post-secondary college or career and technical education courses.

The Role of Customer Service in the WV Adult Education Program (WVAdultEd)Customer service is the act of taking care of the customer’s needs by providing and delivering professional, helpful, high quality service and assistance before, during, and after the customer’s requirements are met. To meet the standards prescribed by the Workforce Innovation and Opportunity Act (WIOA), we must embrace a comprehensive customer service model.

Characteristics of the Adult Learner that Affect RetentionAdults need a purpose (goal) for participating in WVAdultEd, as well as motivation to balance the costs of attending. Economic costs exist, even though the program is free, as students may need to pay for childcare, transportation, etc. Personal costs, such as time away from family and reduced recreational time, are also a factor. If motivation exceeds costs, persistence is likely; if the reverse is true, students are unlikely to persist in a voluntary program.

Research has proven that intrinsic benefits play a larger role than extrinsic benefits in motivating adult learners.

Extrinsic benefits refer to the purpose or goal for participating in the program. The ultimate goal, such as attainment of a High School Equivalency Diploma, literacy development, or obtaining a job, serves as a catalyst for enrollment, but often does not keep a student motivated.

Intrinsic benefits refer to the innate sense of satisfaction in completing or working toward a goal. These become the motivating forces for student persistence. As students gain support from others, they improve their self-image, parenting skills, social skills, and knowledge of career opportunities, and they become more confident.

According to the National Research Council of National Academies of Science, Engineering, and Medicine (2004), a key factor that contributes to individual motivation is self-efficacy, which is an adult student’s perceived ability to perform well on a task and the value they assign to that


task. When learners expect to succeed, they are more likely to put forth the effort and persistence needed to perform well. More confident students are more likely to be cognitively engaged in learning and thinking than students who doubt their abilities.

This confidence often begins with the teacher believing in the student. Self-efficacy is a strong predictor of many educational outcomes. What this tells us is instruction is not enough. A quality WVAdultEd program must view students in a holistic manner. Not only are their educational needs important, but their emotional, environmental, and career needs must be addressed for students to remain in your program.

Why Students Stop Coming to Class

The reasons adult students stop coming to WVAdultEd programs can be divided into three categories:

Programmatic reasons; for example:o Bureaucratic procedures such as paperworko Unclear expectations of students set by the programo Unrealistic expectations of the program by the student

Situational reasons; for example:o Lack of transportationo Lack of child careo Financial problems o Lack of support from family memberso Conflicts with job responsibilitieso Need to relocate

Dispositional reasons; for example:o Lack of self-esteemo Lack of self-disciplineo Health issueso Fear of failureo Substance abuse and addiction issues

There are specific times students are likely to drop-out or stop-out of WVAdultEd programs. This section discusses some programmatic strategies you can incorporate during these critical times.

Intake: Get Them Back on Day TwoWVAdultEd has specific requirements for all classes in terms of paperwork, assessment, recordkeeping, etc. (see Handbook, Section 4). That being said, it must also be noted that each class is unique. Classes vary according to their geographic locations, available facilities, the student populations, the instructors’ backgrounds, etc. For that reason, how intake is conducted may vary among different programs.


The intake process must also engage the students in the program. Students do not like to take standardized tests or fill out forms and, adults especially, do not like to do anything that does not make sense to them. Therefore, try to take up as little of the student’s time as possible with bureaucratic processes, and include some fun, engaging activities as well.

Three components are essential to the intake process: the required forms and paperwork, pre-assessment, and the confidential interview (see Handbook, Section 4). There is flexibility, however, in how these tasks are accomplished.

For most classes, a managed intake process is recommended. This means that a group of students are all going through the intake process together at the same time. Consider the following when planning the intake process for your program.

OrientationDuring orientation, it is important to establish the climate of the class and set clear expectations. Be clear on the starting time, breaks, dress code, expectations for attendance and conduct, etc. Remember, you are preparing students for success in the workplace, so set expectations for behaviors that are similar to those expected in the workplace, including regular attendance. Be sure to let students know that they can expect the same professional behavior from you.

All WVAdultEd programs are free, and the trouble with things that are free is that sometimes they are perceived as having no value. While it is important to create a welcoming, friendly environment in the classroom, it is also important not to be too casual. A lack of structure and expectations lends an air of “anything goes,” and ultimately results in poor attendance and persistence.

Here are some other tips to set the right mood at orientation and help ensure students come back for more:

Make sure the physical space is clean and well-organized. A messy, disorganized classroom conveys the message that it is acceptable for your students to be messy and disorganized, too. More importantly, cluttered spaces can be distracting, and many people will not want to spend time in a space they perceive as dirty or unkempt.

Establish rapport; reveal something about yourself, but be cautious of over-sharing.

Involve students quickly; plan an activity that will get students moving around and talking to each other.

Establish the program’s value and importance with concrete examples of what it has to offer (e.g., customer service certification, Microsoft Office® certification, etc.). You might even present a short slide show featuring previous students and highlighting their successes (be sure you have their permission and have a signed Media Release Form on file; see Section 4).

Tell students you will be flexible in accommodating their schedules, especially if they are working or have other responsibilities, but that you will need to know when the student will


be able to attend class. (During the private interview, you can work with each student individually to create a formal schedule of attendance.)

Have a written attendance policy, and go over it during orientation. Realize that some of your students will have issues with transportation, childcare, work schedules, etc., so be flexible in how you define acceptable reasons for missing class, but clearly state that regular attendance is expected, and what consequences will be for repeated unexcused absences. (A sample attendance policy is available on Schoology.com; use code 8XJT6-TQHS7 to join the RETAIN group.)

Consider providing an absence request form for students to use when they know in advance they will have to miss class (e.g., for a doctor’s appointment). This form can also be used when a student needs to arrive late to class or leave early. Keep a stack of these forms handy in the classroom, and have a designated spot where students submit completed forms. Remind students how many companies have similar processes for requesting time off. (A sample absence request form is available in the RETAIN group in Schoology.com.)

Establish lines of communication; create a free Remind account at www.remind.com. Print the PDF instructions for students, and have them set up their accounts as part of the orientation. Let your students know that you will use this tool to stay in touch, and you will expect to hear from them if they are unable to attend class.

Introduce the Education and Career Plan (ECP; see Handbook Section 7), and work through the first two sections, Career Choice and How You See Yourself as a class. (In the ESOL ECP, the first two sections are Jobs or Careers and More About You). Ask for volunteers to share their answers as the sections are completed. If you get no takers, prompt them by offering your own answers.

Put together orientation folders for students with information they can keep. These folders might include instructions for downloading and using the Remind app (see above); copies of the WVAdultEd Student Technology Acceptable Use Policy, Student Rights and Responsibilities, and any local program policies regarding attendance, inclement weather closings, dress code, or technology use; a class schedule, including break times; and a schedule of holidays and other closings for the next few months.

AssessmentExplain to the students the importance of assessment. Let them know that it is not a test, that they cannot pass or fail, and that no one will be removed from the class based on the results of their assessment. You might also explain how the program is grant-funded, and periodic assessment is required to maintain program funding. Most importantly, explain that the assessment will help you to know what the students already know, and what they need to learn. Tell them you do not want to waste their time teaching things they already know, and the assessment will help you plan classes that meet their learning needs.

Regardless of the assessment used, provide a quiet, comfortable space for testing. Collect cell phones, and go over the rules regarding talking, taking breaks, etc. Review the timings with the students, and be sure they are clear on the process. If any student becomes disruptive during a


http://www.remind.com/

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group assessment, you must remove them from the room immediately with as little additional disruption as possible.

If you have other students who have been regularly attending your class, this is an ideal time to administer any interim assessments that might be due.

The Confidential InterviewIdeally, conduct the confidential interview after you have the initial paperwork completed and the results of the student’s assessment. The confidential interview can take some time; allow at least an hour for each student (90 minutes is better). If you do not have a co-teacher who can assist, you will want to schedule interviews for a day (or two) when you do not have class. Alternatively, you can assign independent learning for students while you conduct the interviews, and check in with them between interviews. Encourage students to ask one another for assistance if they need help and you are not available.

Start the interview by reviewing any forms the student has completed or signed in class; make sure the information they provided is complete and legible. Quickly review the required signed documents (see Handbook, Section 4) and check for understanding.

During the confidential interview, it is strongly recommended that you complete the entire 30-question WV Learning Needs Screening (see Handbook, Section 4, Appendix). You must read these questions aloud to the student, and complete the screening as they answer. Remember to tell the student they can choose to pass on any questions they do not want to answer.

Completing the Learning Needs Screening will serve as a catalyst for other important topics that should be discussed in the confidential interview, including:

The student’s educational history Any learning problems and their origin Any health issues Any other barriers to attending class

As you complete the screening and the confidential interview, have a pad or electronic device nearby so that you make notes of any special circumstances, questions the student has that require more research, etc. Also have copies of the various WVAdultEd referral forms handy, as well as information on your local community’s resources. This way, you can complete the appropriate forms and make immediate referrals as needed. (For more information on when and how to use WVAdultEd referral forms, see Handbook, Section 4.)

Most likely, if the student has completed the initial assessment, they will be eager to know the results, so plan to share these during the confidential interview. Be sure to focus on the skills the student has mastered, and assure the student that everyone needs assistance in some areas. If the student asks how long it will take them to get their High School Equivalency (HSE) Diploma or to complete some other goal, explain that everyone is different and learns at different rates. You might say something like, “Let’s just focus on these areas we’ve identified for now, and then we’ll do another assessment in a few weeks.”


Another component of the confidential interview should be reviewing the student’s ECP. This will help you learn about your student’s goals, previous job experience, life roles, etc. Some students will have clear goals, and some will have none; regardless, explain that working through this document will facilitate their successful transition into post-secondary education and the workforce. Tell the student the rest of the ECP will be completed in class later.

The First Few Weeks: It’s Harder than They Thought

Students may become disillusioned within the first three weeks. Class is harder than they thought it would be, it takes time away from their other activities, and they don’t feel like they are making progress as quickly as they hoped. This is when you really need to give them a reason to come to class.

First, remember why your students enrolled in the first place: it’s you, the instructor. If you are just showing the students videos, giving them workbooks, or putting them on an online learning system, they have no reason to be there; they can do that at home. What they don’t have at home is you.

Try to do at least one group lesson with the whole class every day. Workplace skills (such as the Bring Your A-Game to Work curriculum) work well with a multi-level class and students with different goals and abilities. Incorporate the 4 C’s from SEAL: Strategies for Engaging Adult Learners (WVAdultEd in-service professional development) into your daily class activities. (SEAL is based on Training from the Back of the Room by Sharon Bowman.)

When students are working independently, spend some one-on-one time with each, checking for understanding and assisting them as needed. You can also group students who are at the same level and working on the same skills and have them solve problems together. Mix it up, using a variety of learning activities and instructional strategies, and your students won’t become bored.

The faster students learn, they more likely they are to persist, so don’t stick with something that is frustrating to them or just isn’t working. Don’t be afraid to shift gears and go to another activity. Also, to facilitate understanding, remember to incorporate explicit instruction (I do, we do, you do) into all your learning activities.

Here are some more suggestions to encourage student persistence:

Complete the ECP with students, and then have the students create posters illustrating their plan for achieving their career goals. Display the posters around the room so students always have reminders of their goals in front of them.

Do something fun or interesting every day: guest speakers, learning games, science experiments, web quests, and activities that get students out of their seats and moving increase engagement and learning.

Take pictures of students during activities and post them in the classroom. Be sure to have a signed Media Release Form on file before you do this, however. It’s also a good idea to


show the students any pictures you take of them before you display them, and respect their wishes if they are not happy with the photo.

Use fun, interactive tools for conducting regular formative assessments. Before students become frustrated or discouraged, these informal assessments can assist in identifying gaps in learning and help the teacher and the student focus on areas that need attention. For example, try PollEverywhere at www.polleverywhere.com. This tool allows you to create custom questions in a variety of formats, and students can use their phones to respond.

Aid students in developing personal schedules for time management.

Engage students in creating a plan for cleaning and maintaining the program’s facility. Students can draw up a list of responsibilities and decide how they will be distributed and how often they need to be performed (suggest a rotating schedule so no one feels stuck with any one job). For example, students can empty trashcans, water plants, vacuum and mop floors, wash windows, etc. If applicable, have students clean the lunchroom, kitchen, and restrooms also.

Hand out wallet-sized cards with the program’s information in one side and important telephone numbers on the back. Include the local DHHR office, Workforce office, Family Resource Network, food pantry, health department, etc.

After two or three weeks, give students the opportunity to evaluate the program and reflect on their learning. This will help you learn more about their needs and wants and give them an opportunity to focus on their progress. Meet with each student individually to discuss their responses, and then revisit their goals and discuss any concerns. Keep the survey in the student’s program folder. (A sample student assessment is included in the RETAIN group in Schoology.com, access code 8XJT6-TQHS7.)

Promote a feeling of belonging and lend an air of importance to your program by issuing student ID cards. Tell students at entry that they will receive their ID cards once they have maintained regular attendance for a defined period (two weeks, for example). You can use the template in the Schoology RETAIN group (see above) to create photo ID’s which you can customize with your program name. Print these either on business card stock or regular card stock, separate, and then laminate for durability.

Refer out-of-school youth ages 16 to 24 to Human Resource Development Foundation (HRDF), Inc. Qualifying students can receive a stipend for attending class and receive job placement support.

Ask local businesses in the community to provide discounts or free items (e.g., free small drink with a meal purchase) to your students who show their program ID. As part of orientation, provide students with a list of participating businesses and the offers available.

Three to Nine Months: How Long is This Going to Take?

Students often become discouraged within three to nine months of attendance when they feel their progress has plateaued. Here are some tips for sustaining engagement over the long term:


http://www.hrdfwv.org/

http://www.hrdfwv.org/


http://www.polleverywhere.com/

Facilitate job shadowing opportunities for students in local businesses. Assist students in building their resumes and developing either electronic or hard-copy

portfolios. Offer professional certifications and encourage students to complete these certifications

to increase their value in the job market. For more information on the types of professional certifications your students can earn, contact Rebecca Metzger at [email protected].

Practice job search skills in class, including telephone skills and interviewing. Set up mock interviews for students with other teachers or volunteers within your network of community partners.

Build an online community through social media via Facebook groups, Instagram, Twitter, a class website etc., within the guidelines set forth in your Grantee’s Technology Use Policy.

Involve seasoned students in the orientation for new students. For example, continuing students can show new students around the facility, greet them and show them how to sign in, pass out orientation folders, etc.

Most students appreciate regular assessments of their progress. Be sure to conduct regular formal and informal assessments and share the results with the students privately. Consider issuing a student progress report at six-to-eight-week intervals for long-term students. A sample student progress report is available in the RETAIN group resources in Schoology (access code 8XJT6-TQHS7).

Allow students more control over the classroom environment. Put a group of experienced students in charge of rearranging the classroom furniture, for example, or creating eye-catching bulletin boards. Train an advanced student to answer the classroom phone and take messages when you are otherwise occupied.

Create a virtual classroom on Schoology where you can post online activities for students.

Involve students in engaging projects that increase their technology skills as well as their academic skills. For example, have students publish a newsletter of program events, success stories, and student interviews; have each student create a short (five-slide) PowerPoint® presentation about themselves, their chosen career field, or another topic of their choice; have students use Microsoft Word® to develop flyers announcing special events or scheduled holiday breaks.

Practice filling out online job applications and/or FAFSA forms for college financial assistance.

Maintaining Enrollment through Extended BreaksAnother crucial stop-out time for students is after holidays or during periods of inclement weather. The following strategies can help minimize student attrition during these times:

Notify students about class schedule changes, including closures due to inclement weather, via Remind or social media.

For scheduled closings, post colorful flyers around your facility and on the front door reminding students of when the break begins and when classes will resume.



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Keep in touch with students during extended breaks using email, text messages, social media, and phone calls.

If you know when class will resume, such as the date you will return from a holiday break, send a special message or a post card to students to remind them of the date and welcome them back to class.

Schedule a guest speaker for the first meeting after a long break and notify students of this.

Post lessons and activities on Schoology and remind students that they can continue their studies even when class is not in session.

Provide students with distance learning options and use the student/instructor communication tools within these programs to stay in touch and provide feedback. (For information on distance learning options, contact Rebecca Metzger at [email protected].)

Allow students to send you pictures of problems they are struggling with while working on their own via email, text, or social media so you can provide feedback.

The Adult Education Instructor as CounselorTo address the situational and dispositional needs that adult students bring to your program, you must be prepared to assist with student problems. In WVAdultEd programs, the only counselor is you, the instructor, even though you may not feel comfortable providing emotional or crisis counseling.

When a student enters your classroom in a crisis mode, remember that during this crisis period, the student is open to change. He or she does not want to feel the way they do. The sooner you can work with the student, the more likely you are to develop an effective solution that will help with the immediate need. Then learning can take place.

Crisis counseling is like first aid: temporary but immediate relief for an emergency. Students in crisis situations feel disoriented and trapped in situations they feel they cannot control. What might be needed is some type of structured intervention.

You must be careful to not express approval or disapproval. Do not criticize, judge, or evaluate the student. You must remain calm. Deal with the immediate situation and do not try to uncover the deep-rooted cause of the crisis. Two main counseling techniques that are useful in these situations are to listen more than talk, and ask more than tell.

Active listening is required to hear – really hear – what others are saying. This requires you to observe them in addition to hearing their words. Their body language, tone of voice, eye contact, and other signals will give you additional information about how they perceive the issue.

At the same time, your own body language should reflect your receptiveness to them and the issue. Leaning in, making eye contact, maintaining a positive posture, are all important when speaking with students, and making the students receptive to the conversation.


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Active listening means not being distracted by others, by the surrounding environment, or by difficulties the student may have in getting their message across. It means instead of jumping ahead to judge the other person or thinking about what you are going to say, sort out what the student is telling you. Avoid finishing sentences for students; allow them time to process.

One way to determine what the student is saying is to paraphrase back to the student what you heard or ask open-ended questions to seek clarification. After validating the situation, be supportive and begin shifting the problem into an opportunity by:

Focusing on the issue at hand Identifying solutions to address the issue Asking the student what outcome they hope to achieve Developing a plan to address the situation

Be aware that for some situations you may need to enlist the assistance of other professionals. HELP4WV (www.HELP4WV.com or 1-844-HELP4WV) offers a 24/7 call, chat and text line that provides immediate help for West Virginians struggling with addiction or mental health issues. The helpline offers confidential support and resource referrals, including self-help groups, outpatient counseling, psychiatric care, emergency care, and residential treatment. You can also access a comprehensive list of state resources by clicking on the resources tab on their web site.

Another helpful site is West Virginia 2-1-1 (call 211 or go to www.wv211.org). West Virginia 2-1-1 is partially funded by DHHR and maintains an online database of health and human services. You can learn about specific programs, including intake requirements, eligibility, and more. The database also has information on disaster-related services.

Establishing an Atmosphere for LearningThe physical learning environment contributes to success. Some room arrangements discourage participation, so set up the room to encourage collaborating and interaction. You can modify, improve, and adjust your learning setting to make it more inviting and appealing even if you are in a borrowed space. Just be sure to rearrange the room as you found it at the end of class.

Create sensory experiences within your classroom. Your options for doing this may be limited depending upon your facility, but some of the following suggestions may be helpful:

Provide an area for food and drink for your students, if possible. You might consider adding a coffee pot, microwave, and/or a mini-fridge. This may prevent students leaving the location during break times to get snacks and can facilitate interaction.

Try aromatherapy in your classroom, but first be sure no one has allergies to any scent. Some aromas enhance learning and thinking skills. Peppermint, for example, has been proven to clear the fog of fatigue and lethargy and improve concentration and mental alertness.


http://www.wv211.org/

http://www.HELP4WV.com/

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Background music or sounds, such as ocean waves, are calming and at the same time stimulating to the brain, although some people might find them distracting. The rhythmical features in Baroque music have a relaxed pace equal to the rate of the beats of the human heart, which creates a sense of comfort conducive to learning. Play upbeat music when students are entering in the morning, or doing tasks that do not require intense concentration, such as organizing their binders or cleaning the classroom.

You should also do what you can to control natural factors within your classroom that can affect learning. Consider the following examples:

Lighting must be adequate for reading; visual aids must be located where there is no glare from windows.

Many times, you cannot control the temperature within your classroom or, when you can, it is difficult to get everyone to agree on a comfortable setting. Advise the students to dress in layers and to bring a sweater or jacket if they find the room is too cold, or to wear lighter clothing if the room is too warm.

Sometimes outside noises cannot be avoided. A great tip when noise becomes distracting to the class is for you to go and stand by the source of the noise. This is where the students’ attention is going to be, so by standing near the noise, the attention will be on you.

Maximize your students’ readiness and ability to learn based on time of day. The best time for learning is around 10:00 a.m. Plan important lessons for that time. After lunch, plan a group activity to energize students.

More Ideas to Increase Student Retention Conduct interim assessments at appropriate intervals (see Handbook, Section 6). Keep a

record of student progress, and check in with each student regularly. Provide immediate, corrective feedback to students, but do so is a way that is

supportive and helpful; don’t be overly critical, and never ridicule a student, or permit another student to do so.

Be sure to notice what students are doing right, praising effort as well as achievement. Approach learning with a one day at a time mindset. Provide frequent breaks. Have monthly celebrations where you recognize regular attendance as well as

achievements. Provide incentives for regular attendance, such as coupons donated by local businesses, etc.

Address students by name. Greet them in the morning, and ask about their families, pets, jobs, etc. Say goodbye when they leave for the day, and mention something positive they did that you noticed and appreciated (e.g., helping another student, working well independently, helping around the classroom, etc.).

Listen actively to your students. Don’t minimize your students concerns or problems.


Start and end class on time. Consider using managed enrollment, where you have a set beginning and ending time

for a learning session (eight to ten weeks usually works well). This is helpful because students will be more willing to commit to a program with a set ending time than an open-ended one. (After all, would you take a workshop or course without knowing when it was going to end?) Just be certain that students understand that you are not promising they will achieve their goals (e.g., obtain a High School Equivalency Diploma or find a job) by the end of that period, but if they do not, they can continue in the program for the next learning session.

Have a Friday discussion on the Topic of the Week. Let students brainstorm topics, write them on slips of paper, and let a different student choose one at random each Friday.

Celebrate holidays, birthdays, and special occasions. Schedule frequent special activities (i.e., field trips, guest speakers, science experiments,

etc.) Plan informal and formal recognition events. Ask former students to visit the class and talk about what they accomplished and what

they are doing now. Have school supplies available where students can easily access them. Put binders,

subject dividers, spiral notebooks, and folders in a cabinet and let students help themselves. Keep pencil cups with a variety of writing instruments on the tables. You might also add small baskets with a few office supplies (such as erasers, stickie notes, etc.).

Keep stress balls and other quiet toys on the table for those students who have trouble sitting still. These toys give them something quiet they can use to stay calm and focus.

Be sure your instruction is relevant and meaningful to your adult students. You’re your students why the skills you are practicing are important, and how they are relevant in the real world. Don’t forget to discuss the importance of soft skills (such as listening, problem solving, communicating, etc.) in the workplace and relate them to classroom activities.

Become Distance Education Certified, and discuss Distance Learning options with your students, including Edgenuity®, TASC Academy®, Computer Essentials®, WIN®, and Burlington English® (see Handbook, Section 13).

Participate in professional development activities to maintain up-to-date methods and procedures.

Ideas for Engaging Classroom Activities Extend assignments outside of the classroom. For example, research and discuss a topic

currently in the news, then have students write letters to the editor to submit to your local paper, or letters to their elected officials expressing their views on the topic. This is a great way to build writing skills for college and the workplace as well as for the High School Equivalency Diploma test.

Incorporate a health education component into your curriculum to identify and address mental and physical health issues, as well as nutritional habits which influence the ability to learn. Contact the WVU Extension Service for resources and assistance.


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Teach measurement skills with fun activities, such as measuring the dimension of the room, doors, window, etc.; doubling, tripling, or dividing recipes; making paper airplanes and measuring how far they fly; etc. You can incorporate estimating into these activities by having students estimate before they measure, then comparing the actual measurements to their estimates. Some activities can also be extended to calculations of mean, median, and mode (e.g., calculate the average distance the students’ paper airplanes flew).

Have students plan a trip to a well-known destination, such as Disney World. Divide students into teams or groups (or work in one group if it’s a small class) to calculate mileage, accommodation and meal costs, flying vs. driving costs, etc. Extend the lesson by having students individually calculate the costs of their own dream vacations; make the lesson relevant to the workplace by having students calculate the cost of commuting to a place where they intend to work or attend school, including mileage, parking, meals, etc. Students can calculate costs by the day, week, month, and year. What percentage would their commuting costs be of their expected salary?

Collect advertising circulars from local grocery stores and have students plan a meal and calculate costs. Students can figure the cost per ounce or pound of selected items, the cost per person for a given meal, etc. Have them compare prices between different stores and determine the difference as a percentage. Calculate grocery costs per week or month, the cost of eating at home vs. eating a meal out, etc.

Identifying At-Risk StudentsAt-risk adults are often difficult to identify. The At-risk Student Identification Chart and Intervention in Section 10, Appendix will help you identify factors that place students at moderate to high risk of stopping out. The characteristics in each category indicate the degree or intensity of the problems facing the adult student. Moderate-risk adults require regularly scheduled assistance and support to find solutions to problems. The high-risk category reflects the need for prompt, immediate attention, or the student will be lost from the program. For a list of the characteristics associated with each category including appropriate interventions for each, see. Also see the Plan for Reducing Barriers in Section 3 of this Handbook, which can be used to develop your own plan of action for these students. Once at-risk students are identified, intervention brings positive results.


APPENDIXSection 10

Student Retentionand Persistence




AT-RISK ADULT STUDENT IDENTIFICATION CHART AND INTERVENTIONS

Moderate Risk* High RiskSymptom Intervention Symptom Intervention

Unrealistic expectations of self or program

Use Student Contract (all students) Let students know what to expect from you and

what you expect from them. Set realistic goals. Be clear about class times, breaks, etc. Establish rapport.

Unclear expecta-tions of self or program

Use Student Contract (all students). Let students know what to expect from you and

what you expect from them. Set realistic goals. Be clear about class times, breaks, etc. Establish rapport.

External motivation

Have students complete interest assessments. Invite inspiring guest speakers to share personal

stories. Involve students quickly. Issue Student ID Cards to promote sense of

belonging. Establish rapport.

Lack of goals Have students complete interest assessments. Invite inspiring guest speakers to share personal

stories. Set attainable, short-term goals. Involve students quickly. Issue Student ID Cards to promote sense of

belonging. Establish rapport.

Limited family support

Refer to local support agencies. Place a “Dear Abby” mailbox in an isolated area of

the room. Draw one card each day to discuss in class.

Schedule a “Family Night” when families can visit and become familiar with the program.

Spouse, partner, or other family member unaware or unsupportive of participation

Refer to local support agencies. Place a “Dear Abby” mailbox in an isolated area of

the room. Draw one card each day to discuss in class.

Schedule an individual meeting with student and family members.

Self-doubt; lack of confidence; no history of overcoming obstacles

Set short-term, attainable goals. Document student’s progress and share with

student. Give immediate feedback. Address student by name. Enlist student’s help within program. Refer to local support agencies. Provide an opportunity for student to practice

learned skills. Teach skills student can put to immediate use.

Child-care, transportation, or housing problem

Refer to local support agencies.

Personal problems (i.e., domestic, health, etc.)

Take time to listen to student. Refer to local support agencies. Teach skills student can put to immediate use.

Trauma (i.e., death, divorce, eviction, etc.)

Take time to listen to student. Refer to local support agencies. Teach skills student can put to immediate use.

WVAdultEdEd Instructor Handbook, Section 10, 2018-19 16

*Three or more items identified from this list moves the individual to high risk.



Periodic absences

Assign a team project early in the semester so student will have a role in the classroom.

Set up a buddy system, whereby students to contact each other about assignments and encourage one another.

Place a suggestion box in the room and encourage students to make written comments every time the class meets.

Meet with student to review goals, content, concerns.

Give students homework. Assign student a classroom responsibility to foster a

feeling of ownership and purpose. Document student’s progress and share with

student. Teach skills student can put to immediate use. Schedule frequent activities, e.g., field trips, guest

speakers, etc. Reach out via email, text, postcard, etc. Provide incentives for regular attendance (coupons

to local businesses, etc.). Arrange the room so that it is conducive for

learning. Provide adequate light and temperature. Create sensory experiences.

Absent first week of class; three consecutive absences without contact

Assign a team project early in the semester so student will have a role in the classroom.

Set up a buddy system, whereby students to contact each other about assignments and encourage one another.

Place a suggestion box in the room and encourage students to make written comments every time the class meets.

Meet with student to review goals, content, concerns.

Give students homework. Assign student a classroom responsibility to foster

a feeling of ownership and purpose. Document student’s progress and share with

student. Teach skills student can put to immediate use. Schedule frequent activities, e.g., field trips, guest

speakers, etc. Reach out via email, text, postcard, etc. Provide incentives for regular attendance (coupons

to local businesses, etc.). Arrange the room so that it is conducive for

learning. Provide adequate light and temperature. Create sensory experiences.

Isolation in class

Establish rapport. Assign student a classroom responsibility so he/she

acquires a feeling ownership and purpose. Minimize competition. Use student’s name when addressing him/her. Listen actively to student. Utilize a buddy or mentor system.

Substance abuse

Establish rapport. Listen actively to student. Refer to local support agencies. Utilize a buddy or mentor system.

EFL 1-3 Set short-term, attainable goals. Teach skills student can put to immediate use. Schedule specific time to work individually with

student. Enlist the help of the local literacy program.

EFL 1-2 Set short-term, attainable goals. Teach skills student can put to immediate use. Schedule specific time to work individually with

student. Enlist the help of the local literacy program.





Limited work experience

Provide relevant instruction and meaningful curriculum.

Identify the value and importance of the program. Relate learning to everyday life experiences. Schedule field trips to local businesses. Include job skills within your curriculum. Arrange job shadowing opportunities. For out-of-school youth, contact HRDF, Inc.

Work schedule conflict

Assign homework. Schedule individual weekly meetings with student

(in person, by phone, by Skype, etc.). Enroll student in Distance Learning.

Tardiness; Late entry into program

Meet with student to review goals, content, and concerns regarding the program.

Begin and end class as scheduled. Identify the value and importance of the program. Review expectations; relate program expectations

to workplace expectations.

Experiencing a plateau in progress

Enlist student as a helper within your program (i.e., stapling papers, making bulletin boards, etc.)

Provide variety in delivery of instruction. Assign student as a buddy or mentor for other

students.





FOLLOW-UP TELEPHONE LOG

Date Student Name Result of CallCall-Back Needed

WVAdultEdEd Instructor Handbook, Section 10, 2018-19

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22



USES FOR POSTCARDSPostcards can be printed on postcard stock available from office supply stores. Examples of two occasions when postcards may be helpful in your class are included below.

Dear (student’s first name),It’s been quite a while since your last visit to (name of program). We understand that there are many reasons why you have been unable to attend, but we want you to know that it’s not too late. We hope you are still interested in reaching your goals. We’ve all missed you and hope you’ll make plans to return as soon as possible.If you need to contact me, call (phone) between (times of day). Hope to see you soon!(handwritten signature)

Dear (student’s first name),Congratulations! We are glad we could help you meet your educational (or vocational) goals. Please feel free to call if you need further help, or if you know of anyone who needs our services.We were glad to have this chance to know you! Come back and visit anytime!(handwritten signature)


Documents

West Virginia Adult Education€¦ · Web viewThe West Virginia Adult Education (WVAdultEd) Program is funded by Workforce Innovation and Opportunity Act (WIOA), enacted July 22,