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

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Strategies for Creating an Effective Managed
Intake ProcessFacilitators Lennox McLendon and
Brian Frazier
First Impressions Count
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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?

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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 has been the cornerstone of adult
  education.

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But even flexibility has its limits
Its all about BALANCE!
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And
Making First Impressions Count
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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.

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Managed Intake
For our discussions global term referring to
program orientation, student intake, and initial
assessment
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
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Managed Enrollment (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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Combinations
Class Structure Intake Structure
1. Open Entry Open Intake
2. Open Entry Managed Intake
3. Managed Enrollment Managed Intake
Combination of the above Combination of the above
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The Power of Managed Intake

• What does the research
• tell us?

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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
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The Critical First Three Weeks Allen Quigley

• First three weeks are critical to
• student persistence

• Situational barriers
• Institutional barriers
• Attitudinal barriers

http//www.ncsall.net/?id420
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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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Managed Orientation and Intake
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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

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What are you doing now?
Page 38

• Activity 1
• Take a few minutes to complete worksheet 1
  Student Orientation and Intake Self-Assessment.
• Youll refer back to it later in the workshop.

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You only have one chance to make a good first
impression.
Orientation and Intake

• What should it include?
• How can it be scheduled?

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Orientation Intake Model
Page 5
Welcoming Activity
Barriers to Success
Conducted during 3-4 hour group orientation
Conducted during scheduled follow-up
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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.

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Centralized Intake
Page 6
Back to School
Student
Telephone Call
Appointment
Complete secondary program
Central Telephone Number

• Recognizes needs
• Decides to seek information

Underage Information Session
Orientation Intake

• 45-Minute Session
• Parent/guardian present
• Program information
• Discuss goals/ needs
• Decide upon course of action

Completion and Transition
Progress
Enter Selected Class Site
Advisor Appointment
Program of Study
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
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A 12 Hour Model
Page 7

• 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 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 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?

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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

• If I dont enroll students on the spot, theyll
  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

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

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Career Planning Component

• National College Transition Network
• Curriculum
• Activities
• Templates
• http//collegetransition.org/publications.icacurri
  culum.html

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• Where I came from
• Whats Important to me
• What Im 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 Count

• Allaying fears
• Acknowledging strengths
• Making comfortable
• Planning for Barriers
• Creating a Sense of Community

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Always willing to help

• Lennox McLendon
• llmcl422_at_netscape.net
• Brian Frazier
• frazierb3_at_michigan.gov