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WVAdultEd Instructor Handbook
2015-16
Section 10
Student Retention and Persistence
Adult Education (AdultEd) Program
Office of Adult Education and Workforce Development
West Virginia Department of Education
The West Virginia Adult Education (WVAdultEd) Program is funded by the Adult Education and
Family Literacy Act, enacted August 7, 1998 as Title II of the Workforce Investment Act of 1998.
WVAdultEd is administered through the West Virginia Department of Education, Office of Adult
Education and Workforce Development, 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 Regional Education Service Agency (RESA) 3, 501 22nd
Street, Dunbar, West Virginia 25064-1711.
For questions or concerns related to the content of the WVAdultEd Instructor Handbook,
contact Cathy Shank at the WV Adult Education Hotline, 1-800-642-2670, or via email at
cshank@k12.wv.us.
RESA 3 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 RESA 3’s programs, benefits, or activities.
10
Student Retention and Persistence
RETENTION/PERSISTENCE ...................................................................................................... 1
THE ROLE OF CUSTOMER SERVICE IN THE WV ADULT EDUCATION PROGRAM (WVADULTED) ........................ 1
CHARACTERISTICS OF THE ADULT LEARNER THAT AFFECT PERSISTENCE........................................................ 1
WHY STUDENTS STOP COMING TO OUR PROGRAM ................................................................................ 2
DEALING WITH PROGRAMMATIC ISSUES................................................................................................ 2
DEALING WITH SITUATIONAL AND DISPOSITIONAL ISSUES: THE ADULTED INSTRUCTOR AS ‘COUNSELOR’........... 4
ESTABLISH AN ATMOSPHERE FOR LEARNING .......................................................................................... 5
DEVELOP A STUDENT RETENTION TEAM (SRT) ...................................................................................... 8
RETENTION STRATEGIES..................................................................................................................... 8
FOLLOW-UP......................................................................................................................... 11
THE IMPORTANCE OF FOLLOW-UP ..................................................................................................... 11
TIPS FOR CONDUCTING FOLLOW-UP................................................................................................... 11
FOLLOW-UP ACTIVITIES FOR NON-COMPLETERS ................................................................................... 11
FOLLOW-UP ACTIVITIES FOR COMPLETERS ........................................................................................... 12
FOLLOW-UP ACTIVITIES FOR THOSE JUST BEGINNING ............................................................................ 12
APPENDIX............................................................................................................................ 13
STUDENT INTERIM NEEDS ASSESSMENT .............................................................................................. 15
AT-RISK ADULT STUDENT IDENTIFICATION CHART AND INTERVENTIONS .................................................... 17
FOLLOW-UP TELEPHONE LOG ........................................................................................................... 22
USES FOR POSTCARDS ..................................................................................................................... 24
POSTCARDS ................................................................................................................................... 25
STUDENT MEMBERSHIP CARD TEMPLATE............................................................................................ 27
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RETENTION/PERSISTENCE
Making sure students remain in your program long enough to make academic progress or reach
their goal(s) is what determines the effectiveness and success of your efforts.
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 teacher and student. To retain students, it is up to the teacher to
develop a program that meets their perceived needs and wants so they (the students) will
make the commitment to overcome obstacles and persist in the program until they make
progress or reach their goal(s).
The Role of Customer Service in the WV Adult Education Program (WVAdultEd)
To keep up with the rapid growth and changes that are facing WVAdultEd, we must convert to a
customer service mode if we want to compete and survive. Our students bring with them a
huge emotional residue of past failures and disappointments, as well as a supply of new hopes.
So we need to determine what characteristics we now possess, what we need to learn, and
how we can reform our program to assure that students never get to the point of
disillusionment or dissatisfaction.
Characteristics of the Adult Learner that Affect Persistence
There are many ways adult students differ from students in preK-12. A few of the most crucial
characteristics that impact persistence are discussed in this section.
Adults need a purpose (goal) for participating in WVAdultEd as well as motivation to balance
the costs of attending. Economic costs in a free program are non-existent; but the personal
costs, such as time away from family and reduced recreational time are rather high. If
motivation exceeds costs, persistence is likely. If the reverse is true, persistence is highly
unlikely in a voluntary program.
Research has proven that intrinsic benefits play a larger role than extrinsic benefits in
motivating adult learners.
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Extrinsic benefits – the purpose (or goal) for participating that leads to a reward - such
as attainment of a high school equivalency diploma, literacy development, job
obtainment/advancement, economic need, and educational advancement serve as
catalysts for enrollment, but often do not keep a student motivated.
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Intrinsic benefits – the innate sense of satisfaction in completing or working toward a
goal - 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.
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What this tells us is that 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 if students are to remain in
your program.
A key for you as a WVAdultEd instructor is to shift your paradigm
and place equal emphasis on the intrinsic components of the
comprehensive curriculum. Instruction should aim to instill an
appreciation for learning in our students, so they are not
motivated to perform a task solely for material rewards.
“One’s destination is
never a place, but a new
way of seeing things.”
Susan Breslow
Why Students Stop Coming to Our Program
The reasons adult students stop coming to WVAdultEd programs can be divided into three
categories:
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Programmatic
o Bureaucratic procedures such as paperwork, unclear expectations of program,
unclear goals, etc.
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Situational
o Family concerns such as transportation, child care, financial problems, lack of
support from family members
o Unavoidable situations such as job conflict, relocation, other priorities
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Dispositional
o Attitude
o Lack of self-esteem
o Lack of self-discipline
o Health
o Perceptions
o Fear of failure
o Values
Dealing with Programmatic Issues
There are specific times students are likely to drop-out (or stop-out) of a WVAdultEd program.
This section discusses some programmatic strategies you can incorporate during these critical
drop-out times.
The importance of the first meeting:
It is important that students experience success in concrete ways during their first meeting. A
quality program will strive to take up as little of the student’s time as possible with bureaucratic
processes. They do not like to take standardized tests; they do not like to fill out forms; and
adults especially do not like to do anything that does not make sense to them. Remember Students focus on the end reward and you, as their instructor, want to instill within them an
appreciation of learning along the way. So:
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Involve students quickly.
Identify the value and importance of the program.
Establish the climate of the class – starting time, breaks, dress code, code of conduct,
etc.
Set expectations. Let students know what they can expect from you and from the
program; and let them know what you expect from them.
o The Student Commitment Contract (Section 4 Appendix) could be introduced at this
time. It delineates these expectations.
Establish rapport.
o Reveal something about yourself so students can relate to you.
o Discuss the student’s educational history.
The following example explains the
o Discuss the student’s perceptions of
importance of these steps for student
learning problems and their origin.
persistence:
Set realistic goals.
A student enters your program with a goal to
o Address the length of time it may take
get a high school equivalency diploma in two
months. After intake and assessment you find
to complete the goals(s).
that this is not a realistic expectation.
Administer the assessment. (Some counties
Developing an IEP consisting of short-term
attainable goals will provide him with a sense
have established intake testing centers and your
of satisfaction in each step he takes on the
students may have completed this step prior to
way to his ultimate goal. These feelings of
meeting you.)
success will become the motivating forces
behind his persistence.
Develop a Plan of Study.
Students may become disillusioned within the first three weeks:
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Assign a team project early in the semester so students will have a role other than
studying for the high school equivalency assessment.
Set up a buddy system so students can contact each other about assignments and study
together.
Take pictures of students and post in the classroom.
Track attendance on a chart and post in the classroom.
Organize. Give visible structure by posting the day’s ‘menu.’
Place a suggestion box in the rear of the room and encourage students to make written
comments every time the class meets.
Place a Dear Abby mailbox in an isolated area of the room. Draw one each day to discuss
as a group.
Have students keep journals regarding their experiences in the class.
Make appointments with all students to review goals, content, and/or any concerns.
Hand out wallet-sized cards with important telephone numbers listed: main office of
facility, local job service, shelter, food pantry, clothing pantry, doctors, etc.
Have students evaluate the program to determine if you and the program continue to
meet their needs and wants.
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Students often lose interest within three to nine months when they reach their ‘plateau of
progress’:
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Give students daily assignments – homework.
Assign students a classroom responsibility so they acquire a feeling of ownership and
purpose—bulletin board, attendance tracking chart, calling non-attendees, etc.
Re-assess academic level—introduce them to ‘life after the high school equivalency
assessment,’ i.e., technical school and community college offerings, financial aid
information, etc.
Schedule family-program conferences (similar to parent-teacher conferences) so the
student’s family can become familiar with what mom and/or dad are doing while in
school.
Conduct a Force-Field Analysis to differentiate between legitimate problems and
excuses.
Another crucial stop-out time for students is after the holidays or during periods of inclement
weather:
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Send postcard or call students to invite them back to class.
Schedule a guest speaker for the first meeting after a long break, and notify students of
this.
Schedule a special project or begin a mini-class series after these periods of time, and
notify students of these plans.
Remember, it is at these times when a Student Interim Needs Assessment (Section 10 Appendix)
should be implemented within your classroom. Remember that assessment of needs is an
ongoing process of discovering what your students want in terms of activities and services.
Dealing with Situational and Dispositional Issues: The ABE Instructor as
‘Counselor’
To address the situational and dispositional needs that adult students bring to your program,
you must be prepared to provide assistance with student problems. In WVAdultEd programs,
the only counselor is you, the instructor. Your teaching credentials are a given; but do you
possess the necessary affective skills?
When a student enters your classroom in a crisis mode, remember that during this crisis period,
the student is open to change. He does not want to feel the way he feels at the moment. The
sooner you can work with him, 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 to counseling as first aid is to medicine – a temporary but immediate relief
for an emergency situation. Students experiencing a crisis situation, have feelings of
disorientation, of not being able to control oneself. What is needed is some type of structured
fix.
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You must be careful to not express approval or disapproval, 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. If you suspect a serious mental health problem, refer the
student to a local mental health agency or professional therapist.
Two of the main counseling techniques that are useful in adult
education programs are the abilities to:
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listen more than talk
ask more than tell
“Students may not care how
much you know until they
know how much you care.”
Former NFL Quarterback and Congressman
Jack Kemp
Active listening is required to hear – really hear – what others
are saying. This requires you to observe them, as well as, hear their words. Their body
language, tone of voice, eye contact, and other signals will give you additional information
about how they perceive the issue.
This requires your own body language to reflect your receptiveness to them and the issue.
It 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, you must sort out what the student is actually saying.
One way to determine what the student is actually saying is to ask open-ended questions.
Sometimes we are taken off guard by the crisis, pressured with other issues, have a hard time
being patient with the student, wish we were somewhere else, or fear we are
misunderstanding. To clarify what is being said, we can:
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Paraphrase – repeat a brief version of what we heard to check the accuracy of our
interpretation.
Ask for more information to help clear up our confusion.
After validating the situation, be supportive and begin shifting the problem into an opportunity
by:
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Focusing on the issue at hand
Identifying options to address the issue
Developing a plan to implement
Establish an Atmosphere for Learning
The physical learning environment contributes to success. Some room arrangements
discourage participation, so set up the room to encourage dialog and interaction when
necessary. 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.
If your class meets in a traditional classroom, here are some things you can do:
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Use signs to direct students to the classroom.
Arrange desks so there is room for you to walk around so you can talk to students.
Move the clock.
Use electronic teaching aids.
If your class meets in a corporate meeting room, you can:
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Use signs to direct students to the classroom.
Take down existing signs within the room if possible. (Be sure to put them back up at
the end of class.)
Move to the middle of the room during presentations, making eye contact with
students.
If your class meets in a multi-purpose room, you might want to:
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Use signs to direct students to the classroom.
Check out the type of floors in the room and the height of the ceiling.
If necessary, put down a rug to help the acoustics.
It may be necessary to use dividers to allow privacy and to keep noise down.
The arrangement of the room is as important as the delivery method used, and it is crucial for
the success of specific delivery systems. Below are descriptions of some room arrangements
and how to utilize them to create an atmosphere for learning.
Theater Style
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Most commonly used
Has a presenter or speech-like atmosphere
Good for presentations and delivery of information
Good for large groups
Conducive to presentations with notes and visual aids
Classroom Style
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Takes up more space that theater style
A traditional academic atmosphere
Good for note taking
Conducive to presentations with notes and visual aids
Not the most comfortable arrangement for discussion and group participation
U-Shape Style
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Requires more room than theater or classroom style
Good for groups of 10 to 30
Conducive to presentations with notes and visual aids
Combines ability to do presentations and ability to hold discussions
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Best to not use a podium and to have materials on a table in front of the room or off to
one side
Conference or Square Style
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Good for small to medium group of 4 to 20
Good for note taking
Conducive to presentations with notes and visual aids
Combines ability to do presentations and ability to hold discussions
Chairs in a Circle Style
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Best for creating informal and discussion groups
Often the instructor becomes part of the group or the facilitation – less of an authority
figure
Not suitable for note taking
Not conducive to presentations with notes and visual aids
Create sensory experiences within your classroom. NOTE: The following ideas are just
suggestions and should be used with caution.
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Provide an area for food and drink for your students. (Caution: Be sure your facility
allows food and drink within your assigned area.) This creates a community feeling
within your classroom where students can take a break and get to know the other
students; will prevent them from leaving the location to go for a snack; etc.
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Have your room filled with aromas as students enter. (Caution: Before using any aroma,
be sure no one has allergies to any scent.) A good morning aroma is the smell of coffee.
There are many aromas that enhance learning and thinking skills. Peppermint and
eucalyptus have been proven to clear the fog of fatigue and lethargy and improve
concentration and mental alertness.
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Background music is calming and at the same time stimulating to the brain. (Caution:
Sometimes white noise can be 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.
Control natural factors that can affect learning within your classroom.
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Lighting must be adequate for reading; and visual aids must be located in an area where
there is no glare from windows.
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Many times, you cannot control the temperature within your classroom. It is a good idea
to advise the students to bring a sweater if the room is too cold, or to wear light clothing
if the room is too warm.
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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
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where the students’ attention is going to be, so by standing near the noise, the
attention will be on you.
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Maximize 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 period of time. After lunch, plan a
group activity to energize students.
Develop a Student Retention Team (SRT)
At-risk adults are often difficult to identify. For this reason, we have developed a system to
identify those at moderate to high risk, and those at the danger level. The characteristics in
each category indicate the degree or intensity of the problems facing the adult student.
Moderate to high risk adults require regularly scheduled assistance and support to find
solutions to problems. The “danger” 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 At-risk Student
Identification Chart and Intervention in Section 10 Appendix. 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.
A Student Retention Team (SRT) can be a valuable ally for providing effective support to you.
The members of this team can help you identify at-risk students; provide encouragement to
build student confidence and sustain motivation; assist with problem-solving techniques; and
assist with intervention strategies.
A Student Retention Team (SRT) is made-up of:
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WVAdultEd instructors
WVAdultEd aides
Counselors (vocational school, private, etc.)
Current students
Alumni
Volunteers
Regional Coordinators of Adult Education
County Directors
Retention Strategies
Ideas for Maintaining Good Rapport
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Keep a documented record of student progress. Conduct interim testing at adequate
intervals (see Publishers Guidelines, Section 6 Appendix)
Help student set realistic goals and make sure these goals are clear to the student and
to you.
Make sure the student knows what he can expect from the program.
Give immediate feedback.
Approach learning with a one day at a time mindset.
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Follow-up on repeated absentees—phone calls, postcards, text messages, etc.
Minimize competition.
Provide frequent breaks.
Provide incentives, i.e., coupons to local businesses, etc.
Use student’s name when addressing him or her.
Arrange room so that it is conducive for learning.
Provide adequate light and temperature control.
Create sensory experiences (i.e., aroma, white noise, background music).
Maximize ability and readiness to learn based upon the time of day. (Research suggests
that 10:00 a.m. is peak learning time for adults.)
Have students complete evaluations on the program to determine if you are still
meeting their needs and wants. (See Student Interim Needs Assessment in Section 10
Appendix.)
Listen actively to your students.
Deal with crises effectively—don’t minimize; don’t attempt to solve.
Refer students to local support services when necessary. (See Resources for the Adult
Educator in Section 1 Appendix).
Provide a beginning and an end to instruction.
Enlist students as helpers within your program.
Have a Friday discussion on the Problem of the Week.
Fun Activities You Can Incorporate Into Your Program
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Celebrate holidays, birthdays, and special occasions.
Have one day a week/month where students can bring snacks.
Allow students to design, edit, and publish a monthly newsletter of program events,
success stories, and accounts of their lives.
Schedule frequent student activities, i.e., field trips, guest speakers, etc.
Plan informal and formal recognition events.
Utilize a mentor or buddy system.
Utilize alumni as tutors, aides, speakers, recruiters.
Form a Student Retention Team (SRT) comprised of instructors, aides, students,
counselors, board of education (BOE) members.
Provide a Student Membership Card (Section 10 Appendix) to students indicating they
are a member of the team.
Schedule individual meetings with students and their families – similar to parentteacher conferences with children, but these could be called family-program
conferences so the student’s family can become familiar with what mom and/or dad are
doing while in school.
Incorporate into your curriculum hands-on activities that build basic skills for real life.
Some examples include:
o Measurement Exercises, i.e., measure windows and room, convert recipes to
double, etc.
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o Plan a Trip Booklet with activities (figuring mileage, accommodation and meal costs,
flying vs. driving costs, etc.)
o Grocery store activities, i.e., reading labels, figuring cost per ounce, and deciding
which is best—bulk or single; list the nutritional values of junk food vs. healthy food;
cost per week/month of non-edible purchases, etc.
o Create daily/weekly/monthly schedule of household tasks and activities.
o Practice filling out online job applications and/or FAFSA forms for college financial
assistance.
Program-related Activities You Can Incorporate into Your Program
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Vary your delivery system. (See Methods of Instruction in Section 8.)
Provide relevant instruction and meaningful curriculum.
View learning as a verb—an ongoing process.
Begin and end class on time.
Arrange materials and tasks from simple to complex.
Provide an opportunity for students to practice learned skills.
Minimize competition.
Provide career counseling.
Develop a Student Retention Team (SRT) comprised of volunteers, alumni, and/or
teacher aides.
Participate in professional development activities to maintain up-to-date methods and
procedures.
Discuss Distance Education (Section 13) options in case the student has to stop-out of
the program temporarily (i.e., PLATO, KeyTrain, TASC Academy, Computer Essentials,
WIN, Rosetta Stone, USA Learns, Skills Tutor).
Discuss options for assignments outside of the classroom. i.e., have student write
weekly letters to you; give them magazine or newspaper assignments; have them do
crossword puzzles/word search; assign library activities.
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 http://hfhc.ext.wvu.edu/about_hfhc
for resources and assistance.
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FOLLOW-UP
The State Department of Education relies upon data matching to measure student outcomes
when compiling end-of-the-year reports. Even so, follow-up is imperative for student retention
and adequate documentation of student achievements.
The Importance of Follow-up
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To determine the effectiveness of your program
To identify completers vs. dropouts
(Many students complete a goal without the knowledge of the instructor, so this
student is counted as a dropout instead of a student who met a goal.)
To define retention problems
To define program problem areas
To acquire future funding
To meet program standards (See the STAR Instructional Checklist in Section 9.)
Tips for Conducting Follow-up
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Determine what information you want or need to obtain.
Develop a timeline—set aside a specific time of day, week, or month to conduct
activities.
Utilize your Student Retention Team (SRT) comprised of volunteers, alumni, and/or
teacher aides.
Keep a written record or log of activities. (See Follow-Up Telephone Log in Section 10
Appendix.)
Student labels can be printed from AEMIS to make it more convenient to send follow-up
letters, postcards, and/or evaluations. To do this, log-on to www.wvabe.org/aemis.
Under Professional Development, go to Mailing Labels. Click on Student Mailing Labels.
Complete the information required, and you will be able to generate labels for selected
students.
Follow-up Activities for Non-completers
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Develop a buddy system for students.
Have students evaluate you and the program at the end of a semester or mid-term to
determine if delivery or content of instruction needs to be altered.
Send postcards (Section 10 Appendix), emails, and/or text messages indicating they are
missed and invite them to return.
Call students to let them know they are missed and invite them to return.
Send a ‘We miss you and need your help’ questionnaire (Section 10 Appendix) asking
specific questions about why they stopped attending and invite them to return.
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Follow-up Activities for Completers
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Make phone calls and/or send emails or text messages to document their life after ABE.
Provide information to students about local vocational programs or colleges including
financial assistance information, transportation, etc.
Hold a class reunion to provide the opportunity for students to catch up with one
another and to discuss the impact WVAdultEd had on their lives.
Follow-up Activities for Those Just Beginning
There are even a few follow-up activities that can be conducted on students who are just
beginning their adult education experience:
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Send confirmation letters, emails, or text messages to those who pre-register telling
them how pleased you are to have them in your program and whom to contact if there
are any questions or concerns prior to the start of class.
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Send students a packet of information on what to expect the first day of class, your
business card, and a student membership card. (See Student Membership Card
Template in Section 10 Appendix.)
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APPENDIX
Section 10
Student Retention
and Persistence
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Student Interim Needs Assessment
1.
How long have you been attending this class?
days
months
years
2.
How often do you attend?
(A) always (B) often (C) sometimes (D) rarely (E)
never
If you circled (B) or (C) above, what prevents you
from attending always?
(A) lack of child care
(B) lack of transportation
(C) partner would disapprove
(D) pride
(E) fear of failure
(F) other:
3.
Why did you enroll in this class?
(A) to obtain a test credential
(B) to obtain skills to help me find a job
(C) to obtain skills to help me keep my current job
(D) to obtain skills to help me find a better job
(E) for personal growth (budgeting, parenting, etc.)
(F) to obtain skills to enroll in college or vocational
school
4.
Have you obtained any of these goals?
(A) yes (B) no
5.
Have you set other goals since you enrolled in this
class? Explain.
6.
How could this program better meet your needs?
9.
Does your instructor provide feedback to you
regarding your progress?
(A) yes
(B) no
10. Do you feel like you are “a part” of the class and
total adult education program?
(A) always (B) often (C) sometimes (D) rarely (E)
never
11. Does your instructor provide information about
community agencies that could provide a service to
you?
(A) always (B) often (C) sometimes (D) rarely
(E) never
12. Does your instructor encourage you to continue
your education by attending vocational programs or
college?
(A) always (B) often (C) sometimes (D) rarely (E)
never
13. Does your instructor provide information on how to
apply and interview for a job?
(A) always (B) often (C) sometimes (D) rarely (E)
never
14. Does your instructor treat you as an adult and with
respect?
(A) always (B) often (C) sometimes (D) rarely (E)
never
15. Do you feel comfortable asking your instructor for
guidance with everyday problems?
(A) yes (B) no
16. Would you tell others about this program and urge
them to attend?
(A) yes (B) no; why not?
7.
Do you and your instructor periodically review your
needs/goals to determine if they are being met?
(A) yes (B) no
8.
Does your instructor provide lessons using the
correct learning style for you in a way that is easy to
understand?
(A) always (B) often (C) sometimes (D) rarely (E)
never
Class location:
WVAdultEd Instructor Handbook, Section 10, 2015-16
Use this space to write any comments you have about
this program:
Date:
15
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WVAdultEd Instructor Handbook, Section 10, 2015-16
16
AT-RISK ADULT STUDENT IDENTIFICATION CHART AND INTERVENTIONS
Moderate Risk
Symptom
Unrealistic
expectation
of self or
program
External
motivation
Limited
family
support
Self doubt;
lack of
confidence
Intervention
High Risk
Danger
Symptom
Intervention
Symptom
Intervention
 Student Commitment Agreement
 Let student know what to expect from
you and what you expect from
 him/her.
 Set realistic goal(s).
 Set the climate of the class-starting
time, breaks, etc.
 Establish rapport.
 Identify the value and importance of
the program.
 Involve student quickly.
 Give Membership Card so student will
feel ownership of program.
 Establish rapport.
Unclear
expectation of self
or program
Unclear
expectation of self
or program
 Refer to local support agency(ies).
 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 (similar to
parent-teacher night in K-12) so the
family can become familiar with what
mom and/or dad are doing while ‘in
school.’
 Set realistic goal(s).
 Keep a documented record of student’s
progress.
 Give immediate feedback.
 Use student’s name when addressing
him/her.
 Enlist student as a ‘helper’ within your
program.
 Refer to local support agency(ies).
 Provide an opportunity for student to
Family
problem
 Student Commitment Agreement
 Let student know what to expect from
you and what you expect from
 him/her.
 Set realistic goal(s).
 Set the climate of the class-starting
time, breaks, etc.
 Establish rapport.
 Identify the value and importance of
the program.
 Set short-term goal.
 Involve student quickly.
 Give Membership Card so student will
feel ownership of program.
 Establish rapport.
 Refer to local support agency(ies).
 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 (similar to
parent-teacher night in K-12) so the
family can become familiar with what
mom and/or dad are doing while ‘in
school.’
 Set realistic goal(s).
 Keep a documented record of student’s
progress.
 Give immediate feedback.
 Use student’s name when addressing
him/her.
 Enlist student as a ‘helper’ within your
program.
 Refer to local support agency(ies).
 Provide an opportunity for student to
 Student Commitment Agreement
 Let student know what to expect
from you and what you expect from
him/her.
 Set realistic goal(s).
 Set the climate of the class-starting
time, breaks, etc.
 Establish rapport.
 Identify the value and importance of
the program.
 Set short-term goal.
 Involve student quickly.
 Give Membership Card so student
will feel ownership of program.
 Establish rapport.
 Refer to local support agency(ies).
 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 (similar
to parent-teacher night in K-12) so
the family can become familiar with
what mom and/or dad are doing
while ‘in school.’
 Refer to local support agency(ies).
No goal
No history
of
overcoming
obstacles
No goal
Spouse/
partner
unaware or
unsupportive of
participation
Child-care,
transportation,
housing
problem
WVAdultEd Instructor Handbook, Section 10, 2015-16
17
structor Handbook, Section 10, 2015-16
practice learned skills.
 Approach learning with a ‘one day at a
time’ mindset-give student something
he/she can use that day.
practice learned skills.
 Approach learning with a ‘one day at a
time’ mindset—give student something
he/she can use that day.
Moderate Risk
Symptom
Periodic
absences
High Risk
Intervention
Symptom
Intervention
 Assign a team project early in the
semester so student will have a
 ‘role’ in the classroom other than
‘studying for the high school
equivalency assessment.’
 Set up a buddy system so students
 can contact each other about
assignments and to encourage
participation.
 Place a suggestion box in the rear of
the room and encourage student to
make written comments every time the
class meets.
 Make appointment with student to
review goals, content, concerns.
 Give student ‘homework.’
 Assign student a classroom
responsibility so he/she acquires a
feeling of ownership and purpose.
 Keep a documented record of student
progress.
 Approach learning with a ‘one day at a
time’ mindset-give student something
he/she can use that day.
 Schedule frequent activities – field
trips, guest speakers, etc.
 Send ‘miss you’ email or postcard.
 Provide incentives – coupons to local
businesses, etc.
 Arrange room so that it is conducive
for learning.
 Provide adequate light and
temperature.
Absence
from first
week of
class/Frequent
absences
 Assign a team project early in the
semester so student will have a
 ‘role’ in the classroom other than
‘studying for the high school
equivalency assessment.’
 Set up a buddy system so students
 can contact each other about
assignments and to encourage
participation.
 Place a suggestion box in the rear of
the room and encourage student to
make written comments every time the
class meets.
 Make appointment with student to
review goals, content, concerns.
 Give student ‘homework.’
 Assign student a classroom
responsibility so he/she acquires a
feeling of ownership and purpose.
 Keep a documented record of student
progress.
 Approach learning with a ‘one day at a
time’ mindset-give student something
he/she can use that day.
 Schedule frequent activities – field
trips, guest speakers, etc.
 Send ‘miss you’ letter or postcard.
 Provide incentives – coupons to local
businesses, etc.
 Arrange room so that it is conducive
for learning.
 Provide adequate light and
temperature.
Danger
Symptom
Absence
from first
class/
Three
consecutive
absences
Intervention
 Assign a team project early in the
semester so student will have a
 ‘role’ in the classroom other than
‘studying for the high school
equivalency assessment.’
 Set up a buddy system so students
 can contact each other about
assignments and to encourage
participation.
 Place a suggestion box in the rear of
the room and encourage student to
make written comments every time
the class meets.
 Make appointment with student to
review goals, content, concerns.
 Give student ‘homework.’
 Assign student a classroom
responsibility so he/she acquires a
feeling of ownership and purpose.
 Keep a documented record of
student progress.
 Approach learning with a ‘one day at
a time’ mindset-give student
something he/she can use that day.
 Schedule frequent activities – field
trips, guest speakers, etc.
 Send ‘miss you’ letter or postcard.
 Provide incentives – coupons to local
businesses, etc.
 Arrange room so that it is conducive
for learning.
 Provide adequate light and
temperature.
WVAdultEd Instructor Handbook, Section 10, 2015-16
18
structor Handbook, Section 10, 2015-16
Isolation in
class
 Create sensory experiences.
 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.
Isolation
in class
Moderate Risk
Symptom
Limited
work
experience
Tardiness
FFL 1-3
Intervention
 Create sensory experiences.
 Establish rapport.
 Assign student a classroom
responsibility so he/she acquires a
feeling of 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
High Risk
Symptom
Intervention





Create sensory experiences.
Establish rapport.
Listen actively to student.
Refer to local support agency(ies).
Utilize a buddy or mentor system.
Danger
Symptom
Intervention
 Provide relevant instruction and
meaningful curriculum.
 Identify the value and importance of
the program.
 Relate learning to everyday life
experience(s).
 Schedule field trips to local businesses.
 Include job-skills within your
curriculum.
 Schedule a meeting with student to
review goals, content, concerns
regarding the program.
 Be sure to begin and end class as
scheduled.
 Identify the value and importance of
the program.
 Review expectations set at
orientation/intake.
Change in
work
schedule
 Give student ‘homework.’
 Schedule individual weekly meeting(s)
with student.
 Enroll student in Distance Education
Work
schedule
conflict
 Give student ‘homework.’
 Schedule individual weekly
meeting(s) with student.
 Enroll student in Distance Education
Late entry
into
program
 Involve student quickly.
 Give him/her a ‘role’ to play within the
classroom.
 Minimize competition.
Experiencing a
“plateau of
progress”
 Set realistic goal(s).
 Approach learning with a ‘one day at a
time’ mindset-give student something
he/she can use that day.
 Schedule specific time to work
individually with student.
 Enlist the help of the local literacy
program.
FFL 1-3
 Set realistic goal(s).
 Approach learning with a ‘one day at a
time’ mindset-give student something
he/she can use that day.
 Schedule specific time to work
individually with student.
 Enlist the help of the local literacy
program.
FFL 1-2
 Enlist student as a ‘helper’ within
your program i.e., follow-up calls,
bulletin board, etc.
 Provide variety in delivery of
instruction.
 Assign student as a buddy/mentor
for other students.
 Create learning challenge for student
i.e., introduce to vocational program,
community college, workplace, etc.
 Set realistic goal(s).
 Approach learning with a ‘one day at
a time’ mindset-give student
something he/she can use that day.
 Schedule specific time to work
individually with student.
 Enlist the help of the local literacy
program.
WVAdultEd Instructor Handbook, Section 10, 2015-16
19
structor Handbook, Section 10, 2015-16
Personal
problems
i.e.
domestic,
health, etc.
 Take time to listen to student.
 Refer to local support agency(ies).
 Approach learning with a ‘one day at a
time’ mindset-give student something
he/she can use that day.
3 or more items identified from this list moves the
individual to high risk.
Personal
problems
i.e.,
domestic,
health, etc.
 Take time to listen to student.
 Refer to local support agency(ies).
 Approach learning with a ‘one day at a
time’ mindset-give student something
he/she can use that day.
Trauma
i.e., death,
divorce,
marriage,
eviction,
etc.
 Take time to listen to student.
 Refer to local support agency(ies).
 Approach learning with a ‘one day at
a time’ mindset-give student
something he/she can use that day.
2 or more items identified from this list moves the
individual to the danger list.
WVAdultEd Instructor Handbook, Section 10, 2015-16
20
structor Handbook, Section 10, 2015-16
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WVAdultEd Instructor Handbook, Section 10, 2015-16
21
structor Handbook, Section 10, 2015-16
FOLLOW-UP TELEPHONE LOG
Date
Student Name
WVAdultEd Instructor Handbook, Section 10, 2015-16
Result of Call
Call-Back
needed
22
struct
WVAdultEd Instructor Handbook, Section 10, 2015-16
23
struct
USES FOR POSTCARDS
Postcards can be purchased from your local Post Office or you can use “80 lb. cover”
paper and create any size postcard that meets your needs. Samples 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) at (#).
Hope to see you soon!
(handwritten signature(s) of personnel)
Dear (student’s first name),
Congratulations! We are glad we could help you meet your educational
(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(s) of personnel)
WVAdultEd Instructor Handbook, Section 10, 2015-16
24
POSTCARDS
WVAdultEd Instructor Handbook, Section 10, 2015-16
25
WVAdultEd Instructor Handbook, Section 10, 2015-16
26
STUDENT MEMBERSHIP CARD TEMPLATE
_______________________
_______________________
is a member of the
________________ County
West Virginia Adult Education Program.
is a member of the
________________ County
West Virginia Adult Education Program.
____________________
your name printed here
__________
Date
____________________
your name printed here
__________
Date
_______________________
_______________________
is a member of the
________________ County
West Virginia Adult Education Program.
is a member of the
________________ County
West Virginia Adult Education Program.
____________________
your name printed here
__________
Date
____________________
your name printed here
__________
Date
_______________________
_______________________
is a member of the
________________ County
West Virginia Adult Education Program.
is a member of the
________________ County
West Virginia Adult Education Program.
____________________
your name printed here
__________
Date
____________________
your name printed here
__________
Date
_______________________
_______________________
is a member of the
________________ County
West Virginia Adult Education Program.
is a member of the
________________ County
West Virginia Adult Education Program.
____________________
your name printed here
__________
Date
____________________
your name printed here
__________
Date
Membership Rights:
Free adult education instruction
Evaluation for appropriate placement
Qualified staff members eager to
assist
Equal opportunity
Educational materials that match
learning style
Confidential records shared only with
written consent
Reasonable accommodations,
modification, or aids for learning
Membership Rights:
Free adult education instruction
Evaluation for appropriate placement
Qualified staff members eager to
assist
Equal opportunity
Educational materials that match
learning style
Confidential records shared only with
written consent
Reasonable accommodations,
modification, or aids for learning
Membership Rights:
Free adult education instruction
Evaluation for appropriate placement
Qualified staff members eager to
assist
Equal opportunity
Educational materials that match
learning style
Confidential records shared only with
written consent
Reasonable accommodations,
modification, or aids for learning
Membership Rights:
Free adult education instruction
Evaluation for appropriate placement
Qualified staff members eager to
assist
Equal opportunity
Educational materials that match
learning style
Confidential records shared only with
written consent
Reasonable accommodations,
modification, or aids for learning
Responsibilities:
Attend class regularly
Notify instructor when unable to
attend class
Complete all assignments
Respect instructors and other
students
Respect the learning materials,
equipment, and facility
Share ideas
Participate actively in class
Responsibilities:
Attend class regularly
Notify instructor when unable to
attend class
Complete all assignments
Respect instructors and other
students
Respect the learning materials,
equipment, and facility
Share ideas
Participate actively in class
Responsibilities:
Attend class regularly
Notify instructor when unable to
attend class
Complete all assignments
Respect instructors and other
students
Respect the learning materials,
equipment, and facility
Share ideas
Participate actively in class
Responsibilities:
Attend class regularly
Notify instructor when unable to
attend class
Complete all assignments
Respect instructors and other
students
Respect the learning materials,
equipment, and facility
Share ideas
Participate actively in class
Membership Rights:
Free adult education instruction
Evaluation for appropriate placement
Qualified staff members eager to
assist
Equal opportunity
Educational materials that match
learning style
Confidential records shared only with
written consent
Reasonable accommodations,
modification, or aids for learning
Membership Rights:
Free adult education instruction
Evaluation for appropriate placement
Qualified staff members eager to
assist
Equal opportunity
Educational materials that match
learning style
Confidential records shared only with
written consent
Reasonable accommodations,
modification, or aids for learning
Membership Rights:
Free adult education instruction
Evaluation for appropriate placement
Qualified staff members eager to
assist
Equal opportunity
Educational materials that match
learning style
Confidential records shared only with
written consent
Reasonable accommodations,
modification, or aids for learning
Membership Rights:
Free adult education instruction
Evaluation for appropriate placement
Qualified staff members eager to
assist
Equal opportunity
Educational materials that match
learning style
Confidential records shared only with
written consent
Reasonable accommodations,
modification, or aids for learning
Responsibilities:
Attend class regularly
Notify instructor when unable to
attend class
Complete all assignments
Respect instructors and other
students
Respect the learning materials,
equipment, and facility
Share ideas
Participate actively in class
Responsibilities:
Attend class regularly
Notify instructor when unable to
attend class
Complete all assignments
Respect instructors and other
students
Respect the learning materials,
equipment, and facility
Share ideas
Participate actively in class
Responsibilities:
Attend class regularly
Notify instructor when unable to
attend class
Complete all assignments
Respect instructors and other
students
Respect the learning materials,
equipment, and facility
Share ideas
Participate actively in class
Responsibilities:
Attend class regularly
Notify instructor when unable to
attend class
Complete all assignments
Respect instructors and other
students
Respect the learning materials,
equipment, and facility
Share ideas
Participate actively in class