Many learners leave within the first 3 or 4 weeks of their program and usually without
notice. In one sense they are redirecting themselves. The program needs to focus its
retention efforts on this group. Seidman (1996) concludes that early identification and
intensive intervention make a difference in whether learners leave the program
prematurely.

The What Works project provided three strategies for programs to use. They were:

1. Learning Alert: a learning disabilities quickscreen
2. Learners Helping Learners: a strategy for setting up focus groups for learners
3. Screening for Success: a Self-Management/Self-Direction quickscreen

Learners who make it beyond this critical period of time will likely encounter other
obstacles. Some will manage to cope with these difficulties and maintain good
attendance, but others will not. Some will manage to make progress even if they do not
attend regularly, but others will not. Learners can and do leave the program at any time.
Some learners leave even when they are doing well. Some learners will inform program
faculty that they are planning to withdraw, but others will not.

We attempted to create a visual model that not only represented these variables, but
also simplified them to show where retention and redirection efforts could be most
effectively applied. See Appendix C for the Redirection Model.

The model was reviewed by a number of practitioners as part of the consultation process
and adjusted accordingly. As you can see from the model, redirection needs to be
considered at various stages of the program.

Study the Redirection Model. Does it help you see at what points in the program the learner might be at risk, and where interventions might be required? How do you think you might use this model?