[Assessment 1514] Re: Testing and Managed Enrollment

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Vivian Copsey copsey at allencc.edu
Thu Dec 11 13:00:47 EST 2008


Our program has managed enrollment. At times, instructors have allowed
students to come in after a session has started. Most of the time, this has
not been effective. The new student must receive the required 12 hours of
orientation prior to any instruction. This requires the instructor or other
staff member to set aside time to do the orientation. The new student must
try to "catch up" on missed lessons in order to not hold up the rest of the
class.

When a student must wait for the next enrollment period (our sessions run
for 8 weeks), it sets the mandate that there are criteria that must be met.
We require pre-enrollment. At this time the student fills out a student
record and takes the appraisal in math and reading. Once a session starts
and the student has completed the required orientation, a learning
agreement is signed which includes days and times of instruction. By
enforcing the attendance policy, we have found students who are disenrolled
because of attendance but decide to come back to another session, are more
successful.

By following the guidelines in the Kansas Adult Education Policy and
Procedures Manual, staff and students have clearly defined practices that
must be followed. Adult educators across the State have already done the
research for us.

Vivian Copsey
Coordinator Adult Education
Allen Community College
1801 N. Cottonwood
Iola, KS 66749
620.365.5116 x250


At 12:13 PM 12/11/2008 -0500, you wrote:


>Hi all,

>

>

>

>This thread is interesting to me. If you look at the focus areas in the

>first module of the initiative (see Recommended Preparations for the

>Discussion at

><http://www.nifl.gov/lincs/discussions/assessment/08data.html>http://www.nifl.gov/lincs/discussions/assessment/08data.html)

>you will see that a number of these areas speak either directly or

>indirectly to the exchanges below by Barbara, Phil and Nancy. They focus

>on things that would affect pre and post testing, student follow-up,

>achievement of goals, and the like. Managed enrollment also came up

>during out work with Module 2 as well.

>

>

>

>One of the things that Cathay and I found in identifying programs that

>employed successful practices was a deliberate move away from

>open-enrollment toward managed enrollment. The consequences of such a

>move completely affected important items like student testing, recruitment

>and retention, even staff retention, in very positive ways. Its a layer

>of accountability that is the responsibility first of the student and

>therefore can change the dynamic of the program.

>

>

>

>Cathay do you have any comments about managed enrollment and its positive

>affects on the program? Vivian, Donielle, and Lori any thoughts here on

>open versus managed enrollment?

>

>

>

>Everyone your thoughts?

>

>

>

>Marie

>

>

>

>

>

>

>

>-----Original Message-----

>From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On

>Behalf Of Nancy R Faux/AC/VCU

>Sent: Thursday, December 11, 2008 11:33 AM

>To: The Assessment Discussion List

>Subject: [Assessment 1509] Re: [BULK] Getting staff used to using data

>

>

>

>

>Phil,

>

>Your statistics on Managed Enrollment (ME) are very encouraging. I am

>going to save your email to use it later on when speaking with programs

>that are resistant to ME.

>

>I also find it insightful that your courses are only 7-8 weeks. About how

>many hours of instruction per week would there be? Do the students have

>enough hours to qualify for a post-test?

>

>Nancy

>

>*********************************************************

>Nancy R. Faux

>ESOL Specialist

>Virginia Adult Learning Resource Center

>Virginia Commonwealth University

>3600 W. Broad Street, Suite 669

>Richmond, VA 23230-4930

>nfaux at vcu.edu

><http://www.valrc.org/>http://www.valrc.org

>1-800-237-0178

>

>"Anderson, Philip" <Philip.Anderson at fldoe.org>

>Sent by: assessment-bounces at nifl.gov

>

>12/11/2008 10:31 AM

>

>Please respond to

>The Assessment Discussion List <assessment at nifl.gov>

>

>To

>

><barbara.jacala at guamcc.edu>, "The Assessment Discussion List"

><assessment at nifl.gov>

>

>cc

>

>

>

>Subject

>

>[Assessment 1508] Re: [BULK] Getting staff used to using data

>

>

>

>

>

>

>

>

>

>

>Barbara,

>

>When you say you get 60%, do you mean that you get 60% of the students to

>take a post-test, or that you get 60% of the students to pass to a higher

>level when they post-test?

>

>Either way, compared to the numbers we see in Florida, that is great! We

>see less than 50% of the students take a post-test, and, depending on the

>level, we usually see about 25-30% of the total number of enrolled

>students that pass to a higher level. However, when students do take a

>post-test, we see that about 50% of these students actually pass to a

>higher level. Programs in Florida use primarily the CASAS Life and Work

>series for ESOL students. The other tests that our programs use are the

>BEST Plus and BEST Literacy.

>

>The message we are trying to get out is that programs need to find ways to

>get students to stay in class long enough to post-test. If a few more

>percentage points of the students would persistuntil they post-test, the

>data would show much higher rates of students passing to higher

>levels. Programs will show much stronger results if only they can hone in

>on retainingstudents!

>

>Florida has had several local programs begin to implement managed

>enrollment in their ESOL programs, and the results are astoundingly

>high! Managed Enrollment (ME) programs consistently see 80-90% of

>students stay long enough to post-test. And of those who post-test,

>70-80% pass to a higher level.

>

>Miami Dade school district adult ESOL program did a pilot of 7 sites with

>ME, and showed these types of numbers. They called the ME classes

>Intensive English Academies. Although the curriculum was the same, the

>length of the courses was shortened to 7-8 weeks, and after the first week

>the classes were closed to new students entering. The teachers and

>students found they were free from the chaos of students coming and going

>so much, and were able to build on previous lessons better. For more

>information about the ESOL Academies, visit

><http://www.floridaadultesol.org/>www.floridaadultesol.org, or write to

>Dr. Beatriz Diaz, Adult ESOL Coordinator, at

><mailto:bdiaz at dadeschools.net>bdiaz at dadeschools.net.

>

>Phil

>(850) 245-9450

>

>

>

>----------

>

>From: Barbara Jacala [mailto:barbara.jacala at guamcc.edu]

>Sent: Wednesday, December 10, 2008 7:00 PM

>To: cathayreta at sbcglobal.net; 'The Assessment Discussion List'

>Subject: [Assessment 1505] Re: [BULK] Getting staff used to using data

>

>Hello. I am a latecomer to this discussion and I hope not too late to get

>feedback from experienced practitioners. I am the program specialist for

>adult education at Guam Community College. The difficulty we encounter is

>in raising the level of our paired tests (pre and post). I am getting only

>about 60%. Is this average for this population? How are others encouraging

>students to take the post before leaving? Or how are they making sure that

>everyone is post tested? What strategies have you put in place?

>

>Barbara Jacala

>Guam Community College

>Adult Education Program Specialist

>POB 23069 GMF, GU 96931

>671-735-5584

>barbara.jacala at guamcc.edu

>

>

>

>

>----------

>

>From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On

>Behalf Of Cathay Reta

>Sent: Thursday, December 11, 2008 8:29 AM

>To: The Assessment Discussion List

>Subject: [Assessment 1503] Re: [BULK] Getting staff used to using data

>

>

>Hello,

>

>As someone previously mentioned, I think it is helpful to see that data is

>more than numbers. It also includes information drawn from surveys, focus

>groups, interviews, etc. I am reminded of Project Learn in Akron,

>Ohio. Their reports showed that

>

> "Students functioning between the 5.0 and 8.9 grade level equivalent

> attended for an average of 35 hours for the program year while literacy

> students averaged 55 hours, GED students averaged 42 hours, and ESOL

> students averaged 65 hours."

>

>So they gathered more data by talking with students in the pre-GED level

>and found that they did not feel comfortable going from their student

>orientation into a classroom where the instructor and students already

>knew each other. Based on that, they re-arranged class schedules to give

>instructors a half hour to meet with new students before the start of

>class. That made a difference evidenced by the next year's report -- the

>average hours of attendance for those students increased to 52 hours.

>

>I think examples like this are what make me excited about "data."

>

>I'm wondering if anyone has other examples to share, or questions about

>what type of data to review to address specific concerns. Anyone??

>

>Cathay

>

>

>

>Cathay O. Reta

>Cornerstone Concepts

>6670 Southside Drive

>Los Angeles, CA 90022

>Ph: 323) 728-4302

>cathayreta at sbcglobal.net

>

>--- On Wed, 12/10/08, Vivian Copsey <copsey at allencc.edu> wrote:

>From: Vivian Copsey <copsey at allencc.edu>

>Subject: [Assessment 1501] Re: [BULK] Getting staff used to using data

>To: "The Assessment Discussion List" <assessment at nifl.gov>

>Date: Wednesday, December 10, 2008, 11:45 AM

>I agree wholeheartedly with your approach to reviewing data. In Kansas, we

>are required to meet certain indicators of a quality adult education

>program in order to receive funding. Our instructional staff realizes our

>data reflects our progress toward these measures. We have an excellent

>database used by all AEFLA funded programs across the State. The database

>is available for review by the staff at the Kansas Board of Regents and by

>any member of our staff. A representative for the adult education program

>does a yearly on-site visit to review files for accuracy.

>

>I am the only one who enters data. Any incorrect data becomes my

>responsibility. At our monthly staff meetings, all data is compared to the

>student's file for accuracy. Because we a very small, rural program (118

>participants with 12 hours or more in fiscal year 2008), I am able to

>continually review data on a weekly basis. Reports are printed out weekly

>and compared with what goals we projected, building from previous years.

>

>Our staff meetings consist of two full time instructors, one part time

>instructor, one part time administrative staff and one full time

>administrative staff. Because we work very closely as a team, we look at

>the data for the whole program. If there are deficits in any area, we

>began to look at ways for improvement. Staff members are helpful to one

>another in giving suggestions.

>

>Overall, when our staff members receive a report, they are very interested

>in our outcomes. Sometimes there is no awareness of progress or lack of

>progress until it is seen on paper. The results don't carry any negative

>connotations but a desire for improvement.

>

>Vivian Copsey

>Coordinator Adult Education

>Allen Community College

>1801 N. Cottonwood

>Iola, KS 66749

>620.365.5116 x250

>

>At 08:35 AM 12/10/2008 -0500, you wrote:

>Having staff have buy-in to looking at and using data can be a challenge but

>if programs make the effort to make this a part of what they do, it will

>become institutionalized over time.

>One way to begin to look at data is to bring some data to a staff meeting.

>Do an activity where everyone gets a chance to look at the data and see what

>stands out to them. Then go around the room and let each person say what

>stands out. (Include ALL staff in this- teachers, administrators, support

>personnel, volunteers). Make a list of the things that stand out and then

>have a discussion about the different things. It could be that people

>notice something really good or maybe an area of needed improvement.

>We do this with our year end data every year. We look at enrollment,

>retention, gains, goals achieved, demographics, numbers of ABE/GED/ESL

>students, inquiries, and more. We usually find a few things to focus on for

>the next program year from this activity. Some of our best ideas for

>program improvement have come from our receptionist and office manager, as

>they were looking at the data from a different perspective.

>

>We also started adding looking at data to all of our meetings. We choose an

>area to look at and examine (this is done in our monthly program improvement

>meetings, teacher meetings, and other sub-groups of our staff's meetings).

>We always try to look at data before making program changes (if the data is

>available). Teachers eventually have gotten used to looking at the data and

>seeing how it can inform their practice. They are more aware of their

>students' attendance and testing information and can be more helpful in

>helping the agency to make standards.

>

>If your staff are not used to looking at data, start small but keep it

>consistent. Make it a habit and eventually it will be part of what they do.

>

>We do have great systems in PA where using data is something that is

>required at the state level. Our program improvement plans that are

>required for state funding must be built on data analysis. We have many

>teachers and administrators that do practitioner research. However, this

>doesn't mean that using data for program improvement is always easy. It is

>time consuming but without it we are making decisions based on intuition or

>hunches, which can have disastrous results. Change is sometimes

>uncomfortable but all staff can see the value of using data once they learn

>how to look at it and how it can better inform their practice.

>

>********************************************

>Lori Keefer

>Program Director

>Greater Pittsburgh Literacy Council

>100 Sheridan Square 4th floor

>Pittsburgh PA 15206

>412.661.7323 ext 131

>fax: 412.661.3040

>lkeefer at gplc.org

><http://www.gplc.org/>www.gplc.org

>

>This email is intended solely for the use of the named addressees and is not

>meant for general distribution. If you are not the intended recipient,

>please report the error to the originator and delete the contents.

>

>-----Original Message-----

>From: assessment-bounces at nifl.gov

>[<mailto:assessment-bounces at nifl.gov>mailto:assessment-bounces at nifl.gov] On

>Behalf Of David Rosen

>Sent: Wednesday, December 10, 2008 6:57 AM

>To: The Assessment Discussion List

>Subject: [Assessment 1494] Re: Using Data

>

>Drucie and others,

>

>Earlier in this discussion I asked for specific examples (narratives)

>of teachers systematically using program data to answer their

>questions. In the SEQUEL Monographs that you suggested we look at,

>found at

>

><http://www.pafamilyliteracy.org/pafamilyliteracy/cwp/view.asp>http://www.pafamilyliteracy.org/pafamilyliteracy/cwp/view.asp?

>

>a=223&Q=145708&PM=1

>

>I see several good examples in these monographs. Thank you for

>calling them to our attention. I would like to mention one, in

>particular, the Seneca Highlands Intermediate Unit 9-"Cooperative

>Learning in Adult Education to Improve Attitudes and Skills in Math" .

>

>One of the biggest challenges our field faces is that very, very few

>(I think under 4%) of those in adult secondary education who say they

>want to go to college actually complete a degree. There are many

>reasons for this, but one of the biggest is that they cannot pass

>(usually required) college algebra. This is because they did not get

>(positive) exposure to algebra either in school or in an adult

>literacy education program. It is also because -- even if algebra is

>offered in their ASE program -- many have negative attitudes about,

>or fear of, learning algebra. This study, carried out by program

>practitioners, looks at the use of cooperative learning as a strategy

>to help students overcome negative attitudes and increase knowledge

>of algebra during an eight-week program. The monograph is short, well-

>written, easy to read, and has some findings worth getting excited

>about. It would be great if there were other programs, where teachers

>care about this problem, that could replicate it. I wonder if any

>programs in Pennsylvania have already done that.

>

>It would be terrific if there were a U.S. national adult literacy

>research institute (such as NCSALL was) that would make funds

>available to support programs replicating important studies such as

>this, to help build a body of professional wisdom on the use of

>cooperative learning in adult numeracy and mathematics. This might

>provide a sufficient base of evidence to see if it is worthwhile

>later to do "gold standard" experimental research.

>

>Thanks, Drucie, and other leaders at all levels in Pennsylvania, who

>have for many years now supported programs using data for program

>decision-making. It looks like this may be paying off for

>Pennsylvania practitioners, as they learn what does and doesn't work

>for their students, and it is contributing to a literature of

>professional wisdom* so necessary in our field.

>

>David J. Rosen

>djrosen at theworld.com

>

>* For a dialogue about professional wisdom (including a definition)

>with John Comings, former Director of the U.S. National Center for

>the Study of Adult learning and Literacy, see: <http://>http://

>wiki.literacytent.org/index.php/Professional_Wisdom

>

>

>

>

>On Dec 9, 2008, at 11:23 AM, Drucilla Weirauch wrote:

>

> > In Pennsylvania we have a statewide program improvement initiative

> > that uses a specific Practitioner Action Research (PAR) model. Each

> > program chooses its own area of inquiry, based on its data. These

> > data may be hard data (scores, hours, enrollment numbers, etc.) or

> > other data, based on our Indicators of Program Quality (for example,

> > the quality of the adult education classroom environment or depth of

> > partnerships). Last year, there were 61 projects conducted by PA

> > Family Literacy sites. Topics ranged from increasing enrollment or

> > retention hours, implementing scientifically-based reading research

> > in the adult classroom, improving children's oral receptive

> > vocabulary, to increasing referrals from partners. In the spring we

> > hosted regional poster shows where programs showcased their projects

> > and results. Each program also submitted a monograph that detailed

> > their question and background to it (the data), the interventions,

> > data sources, results, reflections, and implications for the field.

> >

> > Monographs can be found at our website

> > <http://www.pafamilyliteracy.org.%20/>www.pafamilyliteracy.org. Left

> side, click on SEQUAL project, then

> > Monographs.

> >

> > The website also includes the PAR handbook that helped the programs

> > identify a problem based on data, intervention, choose best data

> > sources, etc.

> >

> > I evaluated the process to ascertain practitioners' perceptions of

> > the inaugural year of the intentional, systematic PAR process. While

> > it added a layer of work, most felt that it empowered them as

> > practitioners and gave their program "teeth." What was also important

> > is that this allowed them to show highlights of their program and

> > program improvement that mere data do not always capture (e.g. data

> > reported to the state and feds.) Programs used data to inform their

> > question and chart their success. Analyzing and reflecting on the

> > data made it more than mere numbers. This evaluation report is also

> > on the website. It includes a summary of the outcomes from the

> > projects and the perceptions of the participants on the research

> > process.

> >

> > Drucie Weirauch

> > Penn State University

> > Goodling Institute for Research in Family Literacy

> >

> > -------------------------------

> > National Institute for Literacy

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>

>

>

>

>

>

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