Literacy Basics - Community Literacy of Ontario

Unplanned Exits

When literacy instruction begins, practitioners hope that the learning path will be smooth and straight - that learners will achieve their stated goals and move on to their next steps. Leaving the literacy program should be a planned-for event.

Often, however, the path is not without bumps or sidetracks. Some learners, for a variety of reasons, leave the literacy program without achieving stated goals and leaving becomes an unplanned-for event. It is important to remember that some learners will leave without notice no matter what steps you take to support and encourage them in their learning. If you have done everything you can, given human and financial constraints, to identify and reduce barriers to participation and to learning, then you just have to accept the fact that the learner has left.

Agency-Initiated Exits
There may be times when an agency requires that a student leave the program. This could be because of disruptive behaviour, poor attendance, general lack of commitment to the program or other reasons. Depending on the circumstances, it may or may not be possible for the student to return at a later time. For example, you might need to inform the student that he or she will not be re-enrolled in the program until specific behavioural changes are made. It is important not to abandon the student completely - suggest other agencies where he or she might feel more comfortable or that might be more suited to his or her current needs.

Another reason that an agency might initiate a learner exit is because some learners have difficulty "letting go". In addition to being the first positive learning experience this adult may have had, the literacy program has probably become a safe and welcoming environment. Of course, we WANT our programs to be safe and welcoming, but we don't want to foster a sense of dependency. Literacy programs are the beginning; if learners are to move on to their next steps, they need to leave at some point.

You can help make this transition away from your program a bit easier by phasing it in - perhaps the learner can gradually reduce the amount of time he or she spends at the program while increasing the amount of time at other activities. If the student is moving on to a job training program, it might be possible to attend the literacy program for half of the day and attend the training program for the other half. However you approach this, it should be a legitimate activity that relates to the learner's needs and goals. Making up something for him or her to do won't solve the problem in the long run. Whatever approach you decide to take, the focus must be developing and implementing an effective transition plan.

When it is time for an agency to initiate an exit, a clear policy that states codes of conduct and reasons for agency-initiated exits will be beneficial. Any policies relating to attendance, behaviour, reasons for dismissal and conduct in general should be shared with students at intake so it doesn't come as a surprise if someone is asked to leave! Click here for sample policies.

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Questions for Reflection

1. Does your program have policies and procedures for both learner-initiated and agency-initiated exits? If yes, how might you improve them? If no, what would you include? What steps do you need to take to get the new or improved policies and procedures approved and implemented?
2. What would cause YOU to ask a learner to leave your program?

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