Managed Enrollment A Process – Not a Product. Workshop Objectives  Define Managed Enrollment  Compare Open Entry to Managed Enrollment  Learn how to

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<ul><li> Slide 1 </li> <li> Managed Enrollment A Process Not a Product </li> <li> Slide 2 </li> <li> Workshop Objectives Define Managed Enrollment Compare Open Entry to Managed Enrollment Learn how to use Managed Enrollment in adult education programs Develop a plan for implementing Managed Enrollment at your school. </li> <li> Slide 3 </li> <li> The Issues: Students are often Here today - Gone tomorrow! Can anything be done about it? Are they stopping out or dropping out? Can we keep students engaged and connected while they are away from class? </li> <li> Slide 4 </li> <li> Reality: FUNDING: Performance and FTE FTE 90 % Performance 10 % ENROLLMENT &amp; RE-ENROLLMENT: 12 hour rule 6 absences rule </li> <li> Slide 5 </li> <li> Introduce Yourself and Tell us About Your Program Type of Learners (Demographics) Courses Offered Class Locations Times Classes Offered Enrollment Patterns (Seasons/Day/Eve) Attendance Patterns Teachers (FT/PT/Area of Study) </li> <li> Slide 6 </li> <li> Critical Question for Today Is the Open Entry - Open Exit enrollment policy a support or a barrier to learner persistence? What do you think? </li> <li> Slide 7 </li> <li> Open Enrollment Challenges New students enter, sometimes daily Difficult to stay the course with lessons New students come in the middle of lessons Students goals get lost in shuffle Students have lower expectations Hard to build a strong sense of community among students </li> <li> Slide 8 </li> <li> Open Enrollment Benefits Learners know their own needs and time constraints best and have flexibility to manage their schedules Programs are mandated to provide the best instruction to all students at all times No student is turned away without an attempt to accommodate them immediately </li> <li> Slide 9 </li> <li> Managed Enrollment Structured times for enrollment Reflect students actual attendance pattern On a continuum between open and closed enrollment 100% Classes Open 50% 100% Classes Closed </li> <li> Slide 10 </li> <li> Research on ME Shows students believe ME helps them stay in class. Shows students understand they will achieve progress by a certain time. Finds the best course length is 6-9 weeks (Students learning curve decreases between 7-8 weeks) </li> <li> Slide 11 </li> <li> ME Challenges Changes always raise anxiety level Administrators and teachers unsure of meeting program and grant goals Can give perception that students needs and teachers needs are in opposition </li> <li> Slide 12 </li> <li> ME Benefits Teachers and students say it feels like a real school Students say classes are more organized Students say they feel like they belong to a supportive community in class Teachers say students are more likely to learn at the same rate and pace Teachers say students make faster progress from level to level </li> <li> Slide 13 </li> <li> Programs Using ME Suggest Programs Using ME Suggest Use enrollment deadlines Restrict number of absences to 5 or less Have Open Entry classes for students cannot attend regularly or cannot wait: Facilitated Self-study + Workcenter Class Distance Learning </li> <li> Slide 14 </li> <li> CASE STUDY #1 MiraCosta College (CA) wanted to know if ME would raise student attendance Step 1: Hold focus groups with teachers and students. </li> <li> Slide 15 </li> <li> CASE STUDY #1 cont Findings of Focus Groups Teachers: Students make classroom attendance low priority Students not always serious about studying It is difficult to teach open entry classes Students: Learning English is very important. How did we get placed into this level? How do we get out of this level to another? Students also reported making large personal sacrifices to attend classes. </li> <li> Slide 16 </li> <li> CASE STUDY #1 cont Identify specific program issues based on interviews. Measure three areas: Enrollment patterns Retention rates Promotion rates Establish student outcomes </li> <li> Slide 17 </li> <li> CASE STUDY #1 cont Establish shorter instructional terms Establish attendance requirements Pilot the ME plan </li> <li> Slide 18 </li> <li> MiraCosta Results: 1995 1996 2001 - 2002 Attendance Hours 209,820 271,164 # FTE Students 400 517 Attended less than 15 hours 23% </li> <li> CASE STUDY #3 ABE &amp; GED Center (PA) PRE-GED Daytime Class Percentage attending &gt;12 Hours 200420052006 Moving from Open Enrollment to Managed Enrollment, Kate Hyzer http://www.able.state.pa.us/able/lib/able/fieldnotes06/fn06mgdenroll.pdf 62% 91% </li> <li> Slide 21 </li> <li> CASE STUDY #4 Miami Dade College (FL) Kendall Adult ESOL Program Level A 79 Registered -79 Tested Level B 86 Registered 75 Tested Level C 167 Registered 148 Tested Level D 164 Registered 139 Tested Level E 136 Registered 117 Tested Level F 42 Registered 37 Tested </li> <li> Slide 22 </li> <li> Miami Dade College cont.. Enrolled a total of 674 students Passing rate in individual classes ranged from 38 % to 100% 439 of 674 passed to next higher level 74 students jumped two levels Overall passing rate of 74% </li> <li> Slide 23 </li> <li> 4 Steps to ME STEP 1 Establish the Issues of your program Do Focus Groups and Surveys with Stakeholders: Students Teachers Administrators </li> <li> Slide 24 </li> <li> STEP 2: Design a Pilot Class: Establish # of Weeks Establish an Enrollment Process Keep an Open Entry class Establish Data to Obtain </li> <li> Slide 25 </li> <li> STEP 3 Assess the Pilot How will it be measured? What types of Outcome Data How to Obtain Learner Comments How to Obtain Teacher Comments </li> <li> Slide 26 </li> <li> STEP 3 cont Types of Outcome Data to Obtain Passing rates of students from level to level Transfer rates of students from ESOL to ABE Stop-Out Patterns Percentage of Learners that persist: More than 12 Hours More than mid- point of the class All the way to the end of class </li> <li> Slide 27 </li> <li> STEP 4 Full Implementation Presentations on Pilot Results to Administrators Administrative Decisions Process Use Feedback Loop for Continuous Improvement Student Surveys and Focus Groups Outcome Data </li> <li> Slide 28 </li> <li> Resources MiraCosta College http://www.miracosta.cc.ca.us/Instruction/CommunityEduca tion/ESL/managedenrollment.htm http://www.miracosta.cc.ca.us/Instruction/CommunityEduca tion/ESL/managedenrollment.htm National Center For the Study of Adult Learning and Literacy (NCSALL) http://www.ncsall.net/fileadmin/resources/teach/lp.pdf http://www.ncsall.net/fileadmin/resources/teach/lp_d.pdf http://www.sbctc.ctc.edu/college/abepds/program_administ rators_sourcebook_december_2005.pdf http://www.sbctc.ctc.edu/college/abepds/program_administ rators_sourcebook_december_2005.pdf </li> <li> Slide 29 </li> <li> Thank You !! Phil Anderson philip.anderson@fldoe.org philip.anderson@fldoe.org Steve Osthoff stephen.osthoff@polk-fl.net stephen.osthoff@polk-fl.net Tony Lagos effecttrain@aol.com effecttrain@aol.com Claire Valier cvalh@aol.com cvalh@aol.com </li> </ul>

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