Early Childhood Jewish Education - Building Characteristics of an Airport School

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1 Admission CoP Summary of Conference Call Topic The Intake Process: Building Relationships with Prospective Families Date of Conference Call October 19, 2006 Facilitator Rebecca Egolf Guest Experts Diana Ganger from JECEI Goal of the Session Discuss the intake process in detail and how to build meaningful relationships with prospective families. Summary Note: This transcript directly parallels Diana s PowerPoint presentation, so you might want to read the two side by side. Introduction Rebecca: We re delighted to have as a guest today Diana Ganger from JECEI, the Jewish Early Childhood Education Initiative. Diana is their program director. We re going to start with Diana and learn a little more about what JECEI is. It s a new organization that many of you might not be familiar with, but it is applicable to our work in admission. We re then going to go over a little of the pre-call survey that so many of you completed, and then get into the intake process - relationship building and how it fits into the big picture. Diana: So what is JECEI? It s a new organization formed to develop a unique model that offers unsurpassed excellence for both children and parents and ignites families to a life long journey of Jewish living and learning. JECEI s model is a blue print for the transformation of preschools while respecting individual and communal identity. JECEI has gotten together universally respected professionals in Jewish education and Jewish early childhood education in order to create a framework of core principals on what excellence might look like in an early Jewish childhood education setting. So what JECEI is doing is allowing for the dialogue of what excellence in early Jewish childhood education looks like and we re working with pilot schools and using actual research to go back and forth. So JECEI s core program has support during the accreditation process of NAEYC (National Association for the Education of Young Children) which is a very well known accreditation process, we feel we need to advocate for that and it gives us a very high baseline to make sure our programs are of high caliber. JECEI is working on co-branding for our pilot schools so that they are recognized by parents and everybody else as places of excellence and places that understand what striving for excellence in early childhood Jewish education means. Its about providing director retreats and conferences, opportunities to work with coaches and consultants and a lot of

2 supported individualized time with JECEI staff during 6 yearly visits and there is a tremendous amount of support for all the communities and all the schools and these directors through website communications, phone conferences, etc. We are working with about 13 pilot schools; we have 1 organization with 6 school sites plus 12 individual school sites, so about 18 schools total. Our pilot schools have been picked by geographical diversity, Jewish diversity in general and there is a systemic involvement. We have looked at how the system behaves for every school and what the communities look like. What we did to select our first cohort of pilot schools was assessed the school s functioning and essentially looked at directors who were ready to work very, very hard and had a tremendous amount of potential, so they are excellent in that regard that they are ready to do the hard work and their communities and their systems were interested in supporting that hard work. So what will the JECEI culture bring to the schools? Ongoing relationships and trends for strengthening leadership; there is a tremendous amount of leadership, not only with the directors but with the secondary leadership. We bring a tremendous gift of having outsider eyes and outsider perspective and we also provide grants that will buy meeting time and reflection time. One of the biggest markers of quality that we have addressed is that schools need to take the time to talk about their work, not about things that could be sent in s, but time to meet and discuss the work being done at all levels in the whole system. JECEI is about motivating families. We engage adults, school and staff in Jewish learning and living and creating partnerships. JECEI uses a seamless Jewish lens; its not about being Jewish one minute and not the next, its about one Jewish lens that purveys everything being done in the school, Tikkun Olam: experiencing sacred space, celebrations and an exploration of one s Jewish journey that is crafted for the staff, parents and children. Diana: (In response to participant question) We had Tufts do a preliminary study and they came up with 12 sites in the country that we visited, but then day schools started hearing about JECEI and we had very little time to select our pilot schools. We received a lot of calls from the BJE s, early childhood directors and many other places where people said you must visit our school. We visited about 70 schools and we made our first cut by having the schools send in a survey/questionnaire, then we made 2 nd cuts as we tried to assess leadership in all these schools. We had to take geographical and Jewish diversity into account. We had to make sure we had a good mix and representation of all types (Chabad, Reform Conservative, Orthodox, etc.) We are going to have RFP s starting next year for new schools to participate. Pre-Call Survey Results Diana: What was important for me when the questions came up was trying to understand where you all were, what s happening in the field and your perspectives. I was really thrilled about the amount of words that represented relational pieces and families as clients, for example, recruiting and retaining present families which is a family affair. That is what intake is all about, it s about taking someone in and it s about taking in the whole family. When we think about our jobs, we often don t think about how the outsider thinks of us; how do we explain to an alien about what we do and how do we see ourselves? Is it about us? Is it about us and an interaction? It is about us and an encounter? How does the other stop being the other? What is it that you are truly representing and what is it that you want to accomplish? I see families coming back into your answers and the word conduit, which is not only about the self, but about the self being something that ignites.

3 Intake is about finding the perfect match for people coming in and in our case it s the families in terms of who they would be referred to. The concept behind it is about that we really connect and really know. It s often about knowing and what is it that we learn from the family to make that perfect match? What is it that we know and learn from the families when we encounter them? What is it that we learn to create a perfect match and at least maximize possibilities for the future? How do we represent the school? What vision do we bring in, and how do we share the vision and the core values of the school with the families? Can everybody talk and represent the school in the same way, using the same language? Those are all things that come with intake. Rheua: I keep hearing the word families and I think that is important; I also think the main part of a good match is the child and I think from the admissions perspective that I am trying to make a good match with the child. The child doesn t come alone, true, but as the admissions director I need to be focused on the child. Karen, Akiba Academy of Dallas: That is a good point. I am new to Akiba and I think that families are very important; just as the child needs to be happy; the parents need to be happy as well. You need to look at the entire family entity and see it is a match; if the parents aren t happy the child won t stay, regardless of what the child thinks/feels. Diana: That is exactly right making sure the family senses the right vibe; if the family is involved in the school, even before the child begins, it will maximize the potential for success; everything that happens with the family will have a direct impact on how the child will react. Lance, Gross Schechter (Cleveland): I agree it is the family that is most important you are not discussing core values with a Kindergartener, it is the parents that need to decide if they and their children are a good fit for the school. You have to work with the parents and ultimately leave it up to them to figure out on their own. Rebecca: What if parents disagree on whether or not to choose the school? Lance: We guide them to make a decision and we re here to answer questions we don t make the decision for them. We help them work through whatever issues they are facing. Rachel, Gross Schechter: We show them the doorway; we can t take them though it. We as a school cannot come between husband and wife, so they have to get on the same page. We had a situation where a husband and wife were on different pages; it took them 2 years to finally enroll their child. We didn t give up on them. Diana: Back to the intake process. The school will design an environment that promotes a sense of belonging, building relationships, openness and trust. Families want to know how they will specifically benefit from applying to and attending your schools; how will their lives be enhanced, how will their hopes and dreams for the child be met? If this is our vision, we are building a sacred community which is very intentional about what it needs to do. So basically, we re selling a culture when we are in the intake process. How is it that we let people know what kind of place we have, what kinds of values we have. The vision is communicated through the core values verbally with parents, but hopefully the children will be able to experience it. We create a culture of lifelong learning, a culture of continuous change and growth, a culture that assesses itself, a culture for participation and partnership. Where the parents come in and understand this is a place where they are welcomed and wanted because of the behaviors of the schools life.

4 The intake process allows a school to become proactive vs. reactive. Great leadership is always about becoming proactive; making decisions before there is a fire. Thinking about what communities and cultures you want to create are part of the intake process. If the school has material that is 10 yrs. old and has not been updated, this is reactive. Communicating the values of the communities; how are the values communicated? Can parents walk into a school and know what it s all about? Can they read the history of the school? Can they read about the vision and values? The more they know, the more they belong. Do You Have a Vision For How You Can Bring Families Into Your School? Do All Members of Your Community Have the Same Vision and the Ability to Share It? Participant: [At my school ] there is an understanding, but not a talking point that everybody would use that is identical. Lance, Gross Schechter (Cleveland): It does exist here, but not as completely as we would like; we are in the process of strategic planning, so in a few months our vision/mission should be clearer; part of the process has also been developing strategies for everyone (staff, faculty, parents, constituents) to be on the same page and know what we re about. We are in the process of training a dozen families as ambassadors so they can ultimately network with other families and bring more people in. Diana: That is good because teachers and staff become PR people; they are selling the school and the community as well. Helen Quint, JCDS Boston: We have a similar ambassador program to have a common understanding; have been working on it for a couple of years. Time Line of Intake This starts at the first inquiry when someone picks up the phone to call your school and they get someone other than you (secretary, etc.), what is their tone of voice? What is it that they hear? Make sure you connect with the family, respond to their needs, good or bad, and then that creates relationship building through the application process. It makes the family feel contained, feel they belong to something and it makes them understand that you re modeling something if they feel you are following up and that you sincerely care, that same kind of relationship will affect their children. Relationships must be continually nurtured, starting at enrollment in the spring and continuing through the beginning of the school year until the family (parents) really feels part of the community, and if they continue from then on, the better. Basic intake is collecting basic data about children and parents. But one size doesn t fit all you can t ask the same questions of all families; you have to always listen at all entry points with the 1 st phone call and with everything else that happens afterwards. It s ultimately a win-win situation. Advanced intake is when we learn about attitudes and values, pinpoint concerns, stumbling blocks, decision making, help families navigate through their concerns, or at least help them navigate by putting them in touch with the right families. You might want to do individual admission meetings or small groups; you might want to give families a choice because some families may want to learn from other families and some may want the one on one because that s who they are. You show that you care because you tailor your offerings to them.

5 Having Outsider Eyes and Outsider Speak Remember it is not always about us, it s about the encounter and how we create that sacred space for the encounter. Think like an outsider when crafting messages to families, what is it what people want? What is it that diverse people may want? How do we create admission materials that really appeal to everybody, in terms of communication? We need to see what prospective families want, not only what we think they want. We want to make sure we are practical and objective and give parents what they are subjectively looking for. We want to give families a Jewish journey, even if it is basic, and we need to learn about it. Welcoming the Family How do we get the time and place to know where families are coming from and what they are bringing with them? How do we build these relationships? From the first phone call and tone of voice, how do we communicate these values to everyone in a school? What kind of information do we send, what do we want people to know? The first messages are paramount to the rest of the messages we send. We need to give parents reasons for why we have 1 on 1 or group meetings; tell them how much time it s going to take, tell them it s to learn about each other. Also, tell them we re here to learn about you and what you came here for. We need to set up expectations, but also confidentiality is a huge piece they need to know that everything they will be sharing will be confidential. People need to know what is confidential and what is not and if it is not, where and with whom will it be shared? We also need to look at the environment- where are we meeting? What does the office look like? What messages do we send about the space we provide for the meetings? An informal setting is important not facing each other across a desk. Plants, copies of school newsletters, appropriate magazines to read, etc. Look at your office or meeting room with new eyes. 80% is listening; we want to talk less to allow people to ask as many questions as they want. We need to very non-judgmental, always have open lines of communication. We need to be aware of our own body language crossing arms creates a little bit of a barrier. Eye contact? Are we being interrupted by phone calls or other people and if so, do we allow that? We want to be intrigued by their uniqueness, their histories and stories. Create a warm environment both physical and emotional building trust has a lot to do with eye contact. You need to provide genuine and honest direct answers/follow up. Make sure people know that you are there and present to listen. Again, you are always representing the school. Is the family aware of the amount of time the intake process takes? Need to be receptive to worries, apprehension and excitement. Be sure to read body language (the family) and if they look worried or confused, you can ask them what the problem is. The school needs to model good behavior you re always being watched. People are taking in what s happening it s not what you re saying but what you are doing. When you re touring, how do you relate to people in your environment? Do people greet each other? Are they happy to be there? Do people seem engaged? Is it a relational environment? Do you greet the family by name? Are they introduced to others during their visit? When families come in, is the school sensitized to model the appropriate behaviors and values? If a family feels they have built a relationship with a school, they are much more likely to move from inquiry to the application process. The more we value and respect people, the more they will value and respect us.

6 More from the Pre-Call Survey How do you (admission director) blend with the rest of the school structure and who are you within the system? You need to understand your role in your school system and what admission means in the system. How do we influence the school what is it that we want everyone to know and do and say to help bring in prospective families? Admissions helps defines this as part of the school s big picture. Responses (in the PPT) are really interesting. How does our admission process compare to that of a Community college? If we see ourselves as selective, as determining who comes in and not, it puts us in a position of power. The family has the power to choose to join or not. A community college could look the same all across the country, but your school is unique. Rebecca: As someone who has worked in a community college and other colleges in the admissions department, its not just about marketing and a sales pitch it s about values, ideas and outcomes; colleges in general are giving students a sales pitch to convince them to spend your money there, but our schools are hopefully not focusing on that. Intake is an Attrition Prevention Tool Diana: Intake is an attrition prevention tool. The more you learn about a family at intake, the better a match you can create between school and family. Good intake counsels out families that do not fit. Students that are not a good match will be unhappy, be antagonistic with teachers and administrators, and may create a problem for the school. Good intake will build a strong community. You need to learn to maximize word of mouth; your appearance when you strike a relationship. Intake is a bridge from early childhood education to elementary school. Most families feel comfortable in the warm, nurturing ECE environment, and they will immediately feel comfortable if the same relational language and attitude is apparent, connecting ECE to elementary school. There is a lot of anxiety in this process, so when you use the same relational language the anxiety is lessened. ECE directors build relationships with their families, and they will make referrals if they believe that their families will be respected and treated with dignity. How systems are affected when we change anything in one area it will affect everything else. We start to rethink some of what we do; we must bring everyone into the process with us. How might changes affect school budgeting? Doing a better intake will save money in the long run. Changes that do happen need to be communicated with others at the school so they are informed. How will we partner with other people in our schools to create change? Excellence is a process it takes time. Working toward excellence is always a process. It might take years for strategic changes. It is an understanding that it s a process; it s in the alignment of core values; its making sure what we say is really what we do. Closing gaps is what excellence is all about. It s the consistency of the messages and the result of questioning and constant learning. Open for Questions for Participants Helen Quint, JCDS Boston: You really explained how integrated into the school s life admission directors need to be in the schools. Jennifer, Vancouver Talmud Torah: Can you elaborate on how you get everybody on board to live, breathe, and communicate the school s mission?

7 Diana: You need to do a reflection process with your school to help them look at it if the school wants to share who it is, its identity, core values, etc. you need to work together to develop a common language. You want everyone to be able to advocate for the school, tell the same story, so families come away with the right feeling. Rheua: I m thrilled you put in the attrition prevention part. Every time I think of intake, I think of therapy or a doctor s office; some schools have an application and selection process and others just sign people up, but as a school you need to determine if intake is the right word to use it connotes that you take everyone in; the casual listener might come to a different conclusion. Diana: Clarify what intake means not that you will automatically take everyone into the school. To do intake is to do a tsimtsum, which is a contraction. Our egos are so big, so taking in means taking yourself in so that you can listen, hear the underlying messages in what a family says, and allow for a real relationship to form. If this term doesn t work for your school, use another word. Maria Erlitz, PEJE Coach: In my mind, the relationship building occurs before the first inquiry; every time you are doing outreach in the community, open house, you want those relationship building activities to go on. You always need to be considering what s on the other person s mind, not just your own. When I do parent/ambassador training, I always use this one quote: I care how much you know when I know how much you care. Prospective parents need to know you care about them and you care about their child. There is a Maya Angelou quote that I always close my parent/ambassador trainings with: People will forget what you said, they ll forget what you did, but they ll never forget how you made them feel. So when people come to your school, they should feel wow, these people really care about me and therefore they are really going to care about my child. Dvorah Heckelman, PEJE Coach: At the intake process or encounter process, whichever you want to call it, do the parents bring the child with them? Where is the child during the parent interview? In one school, an older child met with a new student to interact and make them feel comfortable. Karen, Akiba Dallas: It is different for every family. There are different circumstances single parent families, a traveling parent, only one of them can come to the school so they have to bring the child with them. You should try to set a time, for example, a pre-school class is doing a project, and you can have the child play there and be occupied while the parents meet with the admissions director. Michelle, Hebrew Academy of Long Island: In our admission office, there is a desk with crayons and books so the child can be engaged while the parents are in conversation. Diana: You want to ask families what is appropriate for them; do they want to come alone? With their child? Send the message that you will meet their needs and be flexible do what they want. Rheua: Take advantage of having the child there and get to know the child as much as you can. Find a second person who might manage that while the admission director talks to the parents,

8 and then switch places to talk with the child. A parent ambassador can tour the parents while you talk to the child, then report back to you what they learned. Thanks to Diana Ganger and all our participants today! Please use the Admission Community of Practice as a continuing place to discuss this topic. Share this information that you learned today with others at your school so that everyone may benefit.

9 The Intake Process Building Relationships with Prospective Families Guest Expert: Diana Ganger, Program Director of JECEI Admission COP October 19, 2006

10 Agenda Introduction to JECEI Pre Call Survey Results The Intake Process Relationship Building Looking at the Big Picture The Process of Excellence Reflection

11 What Is JECEI? A new organization formed to develop a unique model and brand of Jewish early childhood education that offers unsurpassed excellence for both children and parents and ignites families on a life-long journey of Jewish living and learning. JECEI s model serves as a blueprint for the transformation of preschools, while respecting individual institutional and communal identities

12 JECEI Partnerships JECEI brings together universally respected scholars of early childhood education internationally in order to create a framework of core principles of what excellence might look like in an early childhood Jewish education setting.

13 JECEI Core Program Support during the accreditation process National recognition and co-branding Director retreats and conferences Opportunity to work with skilled melavim (coaches) Supportive individualized time with JECEI staff during six yearly visits Support network and communication

14 JECEI Pilot Schools Factors Influencing Choice of Schools: Geography Diversity Community Involvement Systemic Involvement Assessment of School Functioning Potential for Change

15 JECEI Coaches Schools will benefit from: ongoing relationships and support strengthening visionary leadership outsider perspective grants (buy meeting/reflection time)

16 JECEI Motivates Families JECEI engages adults (school staff and families) in Jewish learning and living and in creating strong partnerships JECEI uses a seamless Jewish lens and language to move away from pediatric Judaism to experiences of awe and wonder, tikkun olam, experiencing sacred space and time, celebrations, and an exploration of one s own Jewish journey as a vision for the future is crafted.

17 Any questions about JECEI?

18 Pre Call Survey Results

19 What is the purpose of admissions? to begin an open relationship/dialog with a family, to share the schools expectations, to give a complete overview of the schools educational philosophy and goals. It is a time to learn what parents are expecting as well. to recruit new families and retain present families. to bring new students into the school community. to educate prospective parents about your school and community. to manage the process of enrolling, matriculating, and retaining students in order to meet and retain ideal enrollment numbers. to make sure families who are interested in pursuing their child's Jewish education know our school exists and that admissions is possible. To recruit appropriate students to our school. recruiting and fostering relationships between the community and the school.

20 When asked, how do you describe to others what you do / what your job is? I sell my school. I sell Jewish education. I'm in charge of recruiting new students into our school and making sure current ones stick around. I teach parents and kids about our school by having many opportunities throughout the year for them to experience first hand why our Jewish day school is the school they want to attend. I connect them with our school community and help them investigate and explore our school knowing it is one of many options for them. I am the conduit between the prospective families and the application process. My job is to recruit families to consider our school and help each determine if their family will be comfortable in our community and whether to enroll their children here.

21 What thoughts has the topic of intake provoked? What do you understand when you hear this term? Intake makes admissions sound like filling out a form. Intake reminds me of when I was (past life) a therapist in a county mental health facility. I find the word inflammatory. I actually do not hear that term very often in terms of the relationship between families and us. I can say that the development of such a relationship is ongoing, sincere, and extremely important in order to gain the families trust and build upon their comfort level. Intake means how to best get information to assess whether a student will succeed in our school. I understand intake to mean getting the important information one needs to have about the child and the family, and find out why they are interested in the school or how they could become interested, as well as listen for red flags. Are we a 'best fit' for a prospective student? Who do we accept and who do we not? How evaluative are we when we look at a student?

22 Discussion What are your reactions to these answers from the pre call survey? What surprised you? What do you agree or disagree with?

23 The Intake Process: Vision Families are central to this vision! Schools will design an environment that promotes a sense of belonging, sustaining relationships, openness and trust. Families want to know how they specifically will benefit from applying to and attending your school. How will their lives be enhanced? How will their hopes and dreams for their child be met? If this is our vision, then we are building a sacred community.

24 The Intake Process: Vision The process of building strong relationships with prospective families starts with: Creating a culture of life-long learning Creating a culture of continuous change and growth Creating a culture of constant self-reflection, inquiry and assessment Creating a culture of participation and partnerships Creating a collegial, genuine environment

25 The Intake Process: Vision Allows school to become proactive vs. reactive Communicating the values of the community Inviting families to join in understanding the values they can contribute

26 Discussion Do you have a vision for how you bring families into your school? How can you help your school craft this vision? Any questions?

27 The Intake Process Timeline The intake process begins at the point of first inquiry. Relationship building continues throughout the application cycle, through enrollment. Relationships must be continuously nurtured from enrollment in the spring until after the school year begins and the family is completely settled in as a member of the community.

28 The Intake Process Basic Intake Collect contact information and basic data about child and parents One size does not fit all Active listening at all entry points Advanced Intake Learn about attitudes and values Pinpoint concerns and stumbling blocks Identify decision making factors Customized for each family individual and group meetings available

29 The Intake Process Using Outsider-Speak Remember to think like an outsider when crafting your messages to prospective families It is critical to address what the prospective family WANTS in your school, not what you think they NEED. Decisions are based primarily on emotion. WANTS are often irrational and subjective and have more power over the mind than NEEDS, which are practical and objective. As you listen to what the family wants, it is important to understand their Jewish journey.

30 Relationship Building Welcoming The Family First phone call tone, listening Information sent/communication Reason for meeting is to learn about each other Set up expectations confidentiality Environment Values and messages

31 Relationship Building First Meeting Build trust establish yourself as a community resource Listen admission director should listen 80% of the time, and talk 20% of the time Meet the family where they are Model good communication inquiry based dialogue Develop a feeling of belonging Be non-judgmental Identify and be intrigued by their uniqueness History/story

32 Relationship Building Building Trust Eye contact Warm environment (physical and emotional) Paraphrasing what you hear Maintain an attitude of wonder Observation of spoken and body language Give genuine, honest, direct answers Be real tell the truth, not marketing hype Follow up and document each communication

33 Relationship Building Forging a Sense of Belonging Is the family aware of the amount of time the intake may take? Be receptive to worries, apprehension, as well as excitement. If you have a desire to build a community, proper intake will allow you to bring people into the fold in a deeper, relationship-based way.

34 Relationship Building Modeling Behavior Ask open ended questions Express curiosity and interest about the family When touring: How do you relate to others in your environment? Do you greet the family by name? Are they introduced to others? How does the system respond?

35 Relationship Building If a family feels that they have built a relationship with the school, they are much more likely to move from the inquiry stage to the application, and on to enrollment. The more the school values them, the more they will value the school in making their decision.

36 Looking at Admissions and the Intake Process As Part of the Big Picture

37 From the Pre Call Survey: How does your work as Director of Admission blend with the rest of the school's structure? Who are you within your system? I am the ears of the community. I increase enrollment so we all have jobs next year. I am a senior administrator. I work with the head of school, administrators and faculty to promote my school. I am a part time admissions director and a full time jack of all trades, including marketing, signage, financial aid committee, community organizer, etc. In this position I find that I am the first person that new families come in contact with, therefore the admission director becomes an ombudsman. I am knowledgeable about the curriculum in each grade. I understand the teaching style of each teacher. I can enter classes without prior notice. I understand the school budget. I work within the administrative team and have a close relationship with marketing, advertising, development, business office, head of school and division principals. I know EVERYONE in the school since I am in and out of all areas of the school. I know every child by name (only 130). Often the children in K and 1 feel so comfortable with me (since I was instrumental in their admissions) that if they are in free play they will come to hug me or show me what they are working on.

38 From the Pre Call Survey: What is the difference between the process of enrolling in your day school versus enrolling in a community college? Think about how the process differs, as well as how the process feels. We are more selective about who we take and make sure that it is the right match. I believe enrolling in community college is just a matter of registration. I assume there is an application, you pay the money and you enroll. I do not know if there is a selection process. We have a very simple admissions process now, and are moving to make it more professional and purposeful for next year. We are not looking to screen applicants out of the process, but rather to better know the child so we can be sure they would be successful here at our school; that it is the right fit for them and their family. I think a more formalized process also lends to increased credibility within the community. I would imagine that in the Jewish day school world one is more nurturing. The admissions office aids parents from their initial inquiry through enrollment, attendance and continues to be involved with them in one way or another through graduation. I doubt that this nurturing is evident at a community college. Our school has a screening process. It is not open enrollment. We do not accept all applicants. These days, I think the difference is that enrolling in college is more automated. Students do not need to take a test to apply to our school. Our process is much more personalized/one on one. Because our numbers are low we tend to take anyone 'through the door' instead of being selective.

39 Intake as Attrition Prevention The more you learn about a family during intake, the better the match you can create between school and family Intake prevents future attrition as it counsels out families who do not fit. Better matches equal lower attrition. Good intake builds a stronger community. Intake as PR - learn to maximize word of mouth. Prospective families are advocates for the school. Families must maintain a vision throughout their years of enrollment that being a part of the school community enhances their lives and their children s lives in a meaningful way.

40 Intake as a Bridge from Early Childhood Education to Elementary School Families feel comfortable in the warm, nurturing ECE environment. Families will immediately feel comfortable if the same relational language and attitude is apparent, connecting ECE to elementary school ECE directors build relationships with their families. ECE directors will make referrals if they believe that their families will be respected and treated with dignity.

41 Systems Thinking How might the changes you make affect the vision and mission of the whole school? Who should participate in re-thinking your school s approach to family intake? How might changes affect school budgeting? Changes at any level affect what others need to know. How will you inform them?

42 Excellence Is A Process Schools don t become excellent in an instant. Working toward excellence is a process. Achieving excellence: is in the understanding of process is in the way you make choices is in intentional reflection is in the seeking and making of meaning is in the alignment of core values is knowing who you are and who your school is - your identity is in making sure that what you say is what you do is in the consistency of the messages is a result of questioning is a result of learning happens when you LISTEN and OBSERVE so as to KNOW and UNDERSTAND and to CONTINUOUSLY CREATE MEANING from your practice

43 Discussion and Reflection What have you learned today? What practices or behaviors will you consider changing as a result of today s learning? Questions?

44 For further information, contact: Diana Ganger, Program Director JECEI Web: