Strategies for Motivating, Retaining, and Transitioning Adult Learners

Adult Education

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Adult Education

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Strategies for Motivating, Retaining, Strategies for Motivating, Retaining, and Transitioning Adult Learnersand Transitioning Adult Learners

Here Today…Gone TomorrowHere Today…Gone Tomorrow

2

WELCOME BACK!WELCOME BACK!

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Year 2 – Focus on StrategiesYear 2 – Focus on Strategies

Student persistence and transition

Here Today…Gone Tomorrow

Leadership

Six-hour online course

Staff Development

Getting Instructors Off to the Right Start

Student persistence and transition

Here Today…Gone Tomorrow

Leadership

Six-hour online course

Staff Development

Getting Instructors Off to the Right Start

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Culminating ProjectCulminating Project

Part I – submitted by Sept. 15, 2010

Part II – due April 20, 2011

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Observations

Narrow your focus; beware of proliferating goals

Keep expectations realistic given your time frame.

Use measurable goals - % increase.

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Observations

Be specific about your evidence – what data will you analyze over what period of time

Quantitative and qualitative evaluation– Product and process– Student and teacher surveys to measure

perceptions

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This will soon be you!This will soon be you!

Jim Lively, CMPI

Certified Manager in Program Improvement

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Time management is key for Time management is key for certification and graduate certification and graduate credit!credit!

Post all interim activities by the deadline dates.

Complete the Leadership course prior to the last workshop.

Attend the two face-to-face workshops.

Participate in three webcasts (or access the archived library.)

Submit both parts of the culminating project by the due dates.

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What if I can’t attend that webcast?

If you are unable to attend during your designated

time slot:

Reply to the initial email that you are unable to attend during that time slot.

Select one of the other time slots available on that day so you can be rescheduled.

If you are unable to attend on your designated day:

Reply to the initial email that you are unable to attend on that day.

Select one of the other two days on which the webcasts are available.

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What if I can’t attend that webcast?

Last resort: If you are cannot participate on any of

the three scheduled days:Webcasts will be recorded and posted to the LEA Participant Library (available through leadershipliteracy.net) within 48 hours of the webcast.

Download the file for the Webcast Observation Form from the library.

View the webcast, complete the form, and post the form to your portfolio WITHIN THREE WEEKS AFTER THE WEBCAST.

Observation forms not posted within three weeks will not be counted for credit without written permission from the state director.

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Graduate Credit

Educational Administration from Ohio University

Must complete all LEA workshops, interim activities, and webcasts on schedule

Eligible for 5 hours in Year 2

Tuition: $88/credit hour = $440

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Graduate Credit Timeline

Will register for Spring 2011 course

Registration deadline: March 20, 2011

A registration form will be provided.

Pay tuition (electronically) – A few weeks after registration is processed

Receive electronic access through OU to your grade (pass/fail)– end of June, 2011

Will the course transfer to my in-state university?– Up to the individual institutions– Syllabus available in LEA library if needed

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Track Your ProgressTrack Your Progress

Year 2 progress charts – Track your own

progress

LEA websitehttp://leadershipliteracy.net/

LEA websitehttp://leadershipliteracy.net/

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Wondering if it’s worth it?

Let’s listen to what a few of the graduates had to say about their Year 2 experiences in LEA.

Tim DriscollCMPI

Laurie BargstedtCMPI

Rita KenyonCMPI

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It It isis worth it! worth it!

It is all about program improvement!

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We All Know The Issues…We All Know The Issues…

Here today, gone tomorrow!

Why don’t our students

stick around longer?

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What do you think?What do you think?

With your table partners,share one reason

why you think students leave your program early.

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The Bottomline…The Bottomline…

There is no ONE reason why they leave.

That’s what makes student persistence such a challenge.

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Today’s WorkshopToday’s Workshop

Examine the latest research on student persistence to determine implications on instructional practice, policies and procedures, and professional development

Explore a variety of instructional and management strategies that promote student persistence

Examine professional development options that can help teachers/tutors support student persistence

Review a template for a student persistence learning project

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Why is persistence so important?Why is persistence so important?

GLE IncreaseGLE Increase EFL GainsEFL Gains Duration and Intensity

Duration and Intensity

Another gain after 250 – 300 hours

75 percent chance of making a 1+ GLE increase at 150 hours

100 hours required for a 1 GLE increase

Learner Persistence Study, NCSALL

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So how important is student So how important is student persistence?persistence?

Relationship of CASAS Reading Scale Score Gains with Instructional Time

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Data Check …Data Check …When You Return HomeWhen You Return Home

On average, how long is it taking your learners to complete and/or advance to a higher functioning level?

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BFOBFO

DUH-HUH!!!DUH-HUH!!!

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Intensity and DurationIntensity and Duration

The data tell us we need:

– intensity (hours/month) and

– duration (months/year)

for many adult learners to

succeed.

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So what does persistence look So what does persistence look like?like?

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

Latest Research - Learner Persistence Study– John Comings et al., NCSALL,

2004• [email protected]• http://www.ncsall.net/fileadmin/

resources/research/report12.pdf– Surveyed 150 adult learners– Observed 9 programs that were

trying to improve persistence

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Student PathwaysStudent Pathways

Long-TermLong-Term: highly motivated, few barriers, older, slow progress

MandatoryMandatory: poor motivation

Short-termShort-term: project learners

Try-outTry-out: fairly large, too many barriers, drop out

IntermittentIntermittent: largest group, motivated, participate, barrier emerges, stop-out, return later

Comings, 2004

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Activity 1: Activity 1: Indicators of PersistenceIndicators of Persistence

Which of these do you think characterizethe “persistors” in the NCSALL study?

GenderImmigrant statusAge of childrenEmployment statusWorking hoursGoalNegative school experienceParent’s educationInvolvement in previous trainingSingle parent status

Pg. 73

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Adult Student CharacteristicsAdult Student CharacteristicsThat Support PersistenceThat Support Persistence

Immigrant status, age over 30, and parent of teen or adult children

Involvement in previous efforts at basic skills education, self study, or vocational skill training

Specific goal

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Adult Student CharacteristicsAdult Student CharacteristicsThat Did Not Influence PersistenceThat Did Not Influence Persistence

Gender and ethnicity

Single parent status

Employment status/working hours

Negative school experience

Parent’s education

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Persistence SupportsPersistence Supports

ManagingPositive and

Negative Forces

BuildingSelf-

Efficacy

ClearGoals Progress

Self management to overcome barriers to persistence

Feeling that student will be successful in adult education and obtain his/her goal

With instructional objectives that must be met to reach that goal

Measures that are meaningful to the student

John Comings et al. (2004)

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Program ImprovementProgram Improvement

When programs improved services,– Months of engagement did not increase

but hours of participation did.

Learner Persistence Study

Comings et al., 2004

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New England New England Learner Persistence ProjectLearner Persistence Project

18 action research projects

5 New England states

755 adult learners

One semester

Implemented strategies in:– Intake and Orientation– Instruction– Counseling and Peer Support– Re-engagement

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Action Research Focus Attendance Rate

Completion Rate

Intake and Orientation +14% +18%

Instruction +16% +22%

Counseling and Peer Support +7% +25%

Re-engagement Average #

of students that

re-engaged either

by entering class

or by independent

study: 22

Average #

of independent

study

hours: 30

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Persistence strategies derive their powerfrom the fact that they meet these affectiveneeds of adults:

Sense of belonging and community Sense of belonging and community Clarity of purposeClarity of purpose

Agency Agency CompetenceCompetenceRelevance Relevance

StabilityStability

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Stop Outs, Not Drop OutsStop Outs, Not Drop Outs

Alisa Belzer (1998)

Leavers don’t consider themselves “drop-outs”Stop attending but plan on returning later– Stop out for reasons “beyond their control”

Departure from a program not viewed as a “negative” or “failure,” but rather as a temporary hiatus

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Persistence Should Be…Persistence Should Be…

“Adults staying in programs for as long as they can,

engaging in supported self study or distance education when they must stop

attending program services, and

returning to program services as soon as the demands of their lives allow.”

John Comings, 2004

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Three Barriers to PersistenceThree Barriers to Persistence

SituationalSituational InstitutionalInstitutional DispositionalDispositional

Examples:Examples:•Transportation

•Family Responsibilities

•Financial Obligations

Examples:Examples:•“Red Tape”

•Scheduling Problems

•Intake Procedures

Examples:Examples:•Learners’ Attitudes

•Values

•Perceptions

B. Allan Quigley (1993)The Critical First Three Weeks

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Classroom DynamicsClassroom Dynamics

Hal Beder and Patsy Medina _ Instruction focuses on basic skills, not higher-level

abilities.– Teachers are not student-centered.– Class composition and enrollment turbulence shape

classroom dynamics. – Continuous enrollment and mixed skill levels are

serious and understated problems in the adult literacy classroom.

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Turbulence and FocusTurbulence and FocusThomas Sticht et al. (1998)

Open-entry/continuous enrollment makes it harder for students to stay in the program.

Multi-focused/multi-level classes

make student persistence more

difficult.

Persistence rates increase in classes where the focus of students and classrooms are more closely aligned (e.g., job readiness, GED).

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Research ImplicationsResearch Implications

From an accountability perspective– Participation ends when an adult drops

out of a program

From a student’s perspective– Participation may continue after leaving

the program through self study or distance learning

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Research ImplicationsResearch Implications

New definition values self-study, transfer, re-entry into a program

Increased need for programs to stay connected and offer alternative services

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Impact of PersistenceImpact of Persistence

Learner persistence impacts everything we do.

The Three P’sThe Three P’sPractice

(instructional delivery and program structure)

Policy and Procedures

Professional Development

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Activity 3: What are you doing Activity 3: What are you doing now?now?

Complete the Activity 3 Chart by responding to these questions:

• What practices are you doing right now to promote learner persistence?

• What policies or procedures do you have that support learner persistence?

• What professional development do you have access to that provides tools and strategies for increasing student retention?

• You will continue to add to the chart throughout the workshop. Pg. 79Pg. 79

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Persistence SupportsPersistence Supports

ManagingPositive and

Negative Forces

BuildingSelf-

Efficacy

ClearGoals Progress

Self management to overcome barriers to persistence

Feeling that student will be successful in adult education and obtain his/her goal

With instructional objectives that must be met to reach that goal

Measures that are meaningful to the student

John Comings et al. (2004)

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Four Supports and Sample Four Supports and Sample Strategies for Learner PersistenceStrategies for Learner Persistence

Managementof Positive &

Negative Forces

BuildingSelf-

Efficacy

ClearGoals Progress

• Student Needs Assessment

• Sponsorship

• Sense of Community

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Management of Management of Positive and Negative ForcesPositive and Negative Forces

Strategy 1:Strategy 1: Student Needs Assessment Student Needs Assessment

Involving students in examining their supporting and hindering forces to achieving their goals

Sample needs assessment processes– Brainstorming and prioritizing– Acting it out– Classroom discussion– Snowball consensus– Affinity diagramming– Learner-to-learner interviews

Pg. 9 - 20Pg. 9 - 20

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Sponsorship StrategiesSponsorship Strategies– Identify sponsors during intake process.– Discuss with student the sponsor’s role.– Help students identify sponsors if they don’t have

any.– Ask student’s permission.– Other Strategies:

• Employ a Student Persistence Coordinator (paid or volunteer) to support students.

• Form a Student Retention Team to contact and support at-risk students.

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– Managed intake and managed enrollment classes (students begin and progress together)

– Field trips, potluck dinners, etc. that bring learners together in different ways

– Student-run activities (e.g., Second Chance Prom)

Strategy 3:Strategy 3: Building a Sense of CommunityBuilding a Sense of Community

Strategy 3:Strategy 3: Building a Sense of CommunityBuilding a Sense of Community

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Strategy 3:Strategy 3: Building a Sense of Building a Sense of CommunityCommunity– Class ground rules set by

students– Buddy system for new and

returning students– Group activities and projects

(e.g., Dear Abby)– Learning communities

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Activity #4: Managing the Activity #4: Managing the ForcesForces

With your table partners:– Review the handout on Sample Activities

for Management of Positive and Negative Forces.

– Have you implemented any of these activities? If so, how did you do it, and what were the results?

– Is there anything you need to add to the Activity 3 chart?

Pg. 24Pg. 24

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ManagementOf Positive &

Negative Forces

BuildingSelf-

Efficacy

ClearGoals Progress

• Student Leadership

• Assessment

• Recognition

• Learner-generated Materials

• Learning Styles and Special Learning Needs

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Building Self-EfficacyBuilding Self-Efficacy

A belief by learners that they can be successful when attempting new activities as learners.

What do some teachers think about their role in building self efficacy?

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Activity #5: The Flipchart Activity #5: The Flipchart BrainstormBrainstorm

Five strategies are listed on flipcharts around the room: – Student leadership– Assessment– Recognition and Incentives– Authentic Resources for Instruction– Learning styles and special learning needs

Are you doing anything in your program related to any of these strategies? If so, jot them down on the flipcharts.Is there anything you need to add to the Activity 3 chart?

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Strategy 1: Student LeadershipStrategy 1: Student Leadership– Peer orientations– Peer teaching– Advisory board members– Student Advisory Board– Student Retention Team– Student-led projects

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Strategy 2: AssessmentStrategy 2: Assessment– Begin with informal non-academic measures

before using formal (TABE, CASAS) measures– Begin standardized testing with the student’s

greatest comfort area – Involve learners more in assessment process

• Portfolio assessment• Conferencing

– Student Teacher Evaluation Process (STEPS)

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Strategy 3: Recognition and IncentivesStrategy 3: Recognition and Incentives

– National Adult Student Honor Societyhttp://www.naehs.org/Default.htm

– Student of the Month– Family of the Month– Graduation Ceremonies– Perfect Attendance Recognition– Incentive Store– Other


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Strategy 4: Authentic Resources for Strategy 4: Authentic Resources for instruction instruction

– Learner generated materials, e.g. student newsletter, class anthology, interactive journals, cookbooks

– Relevant content from career/technical textbooks or manuals

– Relevant documents from children’s school, political campaigns, transportation schedule, etc.


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Strategy 5: Addressing LearningStrategy 5: Addressing Learning

Styles and Special Learning NeedsStyles and Special Learning Needs– Learning style inventories– Special learning needs screening instruments– Special equipment– Quiet work space– Work load– Repetition and variety


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Negative Forces

BuildingSelf-

Efficacy

ClearGoals Progress

• Intake Process

• Bridge to Next Steps

• Goals in Envelopes

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Clear GoalsClear Goals

Most adults are motivated to enroll by the desire to reach a specific goal.

How can you use that to your advantage?

How can you use that to your advantage?

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Identify what’s important to them– Show the student how the class/program will help

them reach their goals– Understand the difference between student and

NRS goals

Important to:– Help them determine realistic goals (short-term

and long-term)– Set interim success benchmarks– Regularly review progress to those goals

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Strategy 1: Intake ProcessStrategy 1: Intake Process– Do not focus on academic goal setting only.

• “What do you want to do that you cannot do now?”

• If he/she wants a GED, “What will the GED do for you that you cannot do now?”

– ESL (LA Unified School District)• What do you want to say?• To whom do you want to say it?• Where do you want to say it?


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Strategy 1: Intake ProcessStrategy 1: Intake Process– Begin with a preliminary goal

setting activity.

– Complete academic assessments before finalizing NRS goals.


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Strategy 1: Intake ProcessStrategy 1: Intake ProcessSchedule regular teacher/student conferences – discuss short-term and long-term goal attainment,

realistic timelines, and interim success benchmarks

Discuss the reality of “episodic participation” and available support

For NRS goals, refer to the handout Considerations for Setting Realistic NRS Goals.

Pg. 48Pg. 48


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Strategy 2: Bridge to Next StepsStrategy 2: Bridge to Next StepsBroaden their horizons– “You don’t know what you don’t know.”– Reality Check– http://www.cdr.state.tx.us/realitycheck/ – Expected earnings by educational level

http://www.bls.gov/emp/ep_chart_001.htm

– Career pathways don’t end with GED—they start thereDemystify postsecondary education and training– Field trips to community colleges– Job shadowing opportunities with local employers– Guest speakers from local workforce centers or

community colleges


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Strategy 3: Goals in EnvelopeStrategy 3: Goals in EnvelopeGoals can change over time.

Once the initial goals are determined, have the student write them down.

Place the goal sheet in an envelope.

Explain to the student that you will mail the envelope to the student in six weeks as a reminder and to determine if the goals need to be changed/adjusted.


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Activity 6: What Can I Activity 6: What Can I Change?Change?

Reflect on the guidance you are currently giving teachers and tutors related to goal setting.

What seems to be working well?

What might you change to improve the goal setting process?

Share your ideas with your table partners.Additional strategies on pg. 29

Additional strategies on pg. 29

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Four Supports and Sample Four Supports and Sample Strategies for LearnerPersistenceStrategies for LearnerPersistence


Negative Forces

BuildingSelf-

Efficacy

ClearGoals Progress

• Assessment Strategies

• Conferencing

• Dialogue Journals

• Portfolios

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ProgressProgress

Strategies Strategies – Assessment– Conferencing and advising– Dialogue Journals– Portfolios

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ProgressProgress

Let’s take a look at a sample Let’s take a look at a sample scenario.scenario.– Do you think the student feels like she is

making progress?– What were some of the problems with

the way the teacher approached the situation?

– What would you do differently?

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Discussion PointDiscussion Point

What are you doing now to make sure that students are experiencing progress and seeing the results?

Examples on pg. 31Examples on pg. 31

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Episodic Learning and Episodic Learning and Re-engagementRe-engagement

Set the expectation at intake– Acknowledge the need for regular attendance

BUT acknowledge the possible reality of episodes of participation

– Review available non-instructional support and distance learning opportunities to keep them engaged

– Review re-entry procedures– Review transitions to other programs and post

secondary

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Episodic Learning and Episodic Learning and Re-engagementRe-engagement

Set the expectation during class or small group instruction– Acknowledge re-

entering students

– In group discussions, include re-entry and transitions

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Chart CheckChart Check

Anything you need to add to the chart for:

–Clear goals?

–Progress?

–Episodic learning?

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Professional Professional DevelopmentDevelopment

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If we really want a change in If we really want a change in practice…practice…

Two factors that positively affect teacher change (Smith, 2002) are:

• Involving teachers in the decision making process

• Teachers working together to solve problems—collegiality

Involve teachers/tutors in the process of analyzing student persistence and transition data and recommending program improvement strategies

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The Wisdom of CrowdsThe Wisdom of Crowdsby by James SurowieckiJames Surowiecki

Why many people are Why many people are smarter than the fewsmarter than the few

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Professional Development Professional Development OptionsOptions

Organize study circles on student persistence – Resource: NCSALL’s Study

Circle Guide on Learner Persistence in Adult Basic Educationhttp://www.ncsall.net/index.php?id=25

– Follow-up the study circle with pilot tests of various persistence strategies

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Professional Development Professional Development OptionsOptions

Select a few research studies to review and discuss at the next staff meeting or training workshop– Variety of research included in your

notebook

Conduct your own practitioner research projects related to student persistence and transition

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Professional Development OptionsProfessional Development Options

Persistence websites

– New England Learner Persistence Project• http://www.nelrc.org/expertise/persist.html

– California Adult Learner Persistence Project• http://www.cde.ca.gov/sp/ae/ir/persistproject.asp

– Florida• http://www.floridatechnet.org/lib-persistence.asp

– North Carolina Online• http://ncbsonline.net/Student%20Retention.htm

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– Transitions to Postsecondary Education • http://www2.ed.gov/about/offices/list/ovae/

pi/AdultEd/transition.html

– National College Transition Network • http://www.collegetransition.org/

– CLASP http://www.clasp.org/resources_and_publications/publication?id=0762&list=publications

Transition websitesTransition websites

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Interim ActivityInterim Activity

Review the chart you developed from Activity 3.

Select one category (Practice, Policy and Procedures, or Professional Development) which you would like to address first.

Complete Interim Activity C to outline your project.

pg. 80pg. 80

Due Date: Dec.18

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Uploading your filesUploading your filesYour interim activity includes the specific name you should use when saving Interim Activity C to upload to your portfolio. – Please be sure to use this file name. Using other file names with

symbols, etc. in them will prevent you from uploading the file.– Save the file as first initial last name Interim C– Ex: For John Doe, it would be JDoe Interim C

If you are using Microsoft Word 2007, the system can not open documents with a suffix of docx. Please save your document as a Word 2003 document.

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WebcastWebcast

January 13, 2011 (alt 1/6 & 1/7)

Watch for your email!

Your website– http://leadershipliteracy.net/

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On the day of the webcast…On the day of the webcast…

Follow the prompts and enter your first and last name, e-mail address, and password. – Training session password is always lea123.

You will then be in the Internet portion of the meeting.

Wait for the box to pop up with the toll free teleconference number and follow those instructions.

DO NOT DIAL THE TELECONFERENCE PHONE NUMBER UNTIL AFTER YOU HAVE ENTERED THE INTERNET PORTION OF THE MEETING.

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Final ReflectionFinal Reflection

Think about one thing that you learned today that had the greatest impact.

What effect will that have on how you approach learner persistence and transition?

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Always willing to help…Always willing to help…

Documents

Strategies for Motivating, Retaining, and Transitioning Adult Learners