AEL Services Staff Handbook

AEL Handbook

1

TABLE OF CONTENTS Program Philosophy AEL/GED Definition Statewide Objectives…………………………………………………………...…..4 Eligibility AEL Guidelines of Home Schooled and Dropout Documentation ...........……....5-6 Referral for Students with Disabilities………………………………………………...……7 GED Test Test Preparation Application Process GED Graduation…………………………………………………………………8-9 Staff Job Description Lead Instructor Head Resource Instructor Administrative Assistant Instructor………………………………………………………………..……..10-13 Instructor Certification Certification Requirements Mentoring PDC Pay Scale Substitute Guidelines………………………………………………….………14-18 Roadblocks to Communication………………………………………………..………….19 Program Materials and Technology …………………………………………..………….20 Teaching Staff Responsibilities Personnel Supplies Classroom Waiting lists………………………………………………………..…………..21-22 Keys to Success Myths, Expectations, and Playing Roles Need to Know Q&A Student Relations FERPA Strategies for Retention How to Motivate Learners Psychology of Learning…………………………………………….…………23-34 Enrollment/Classroom Orientation Model Opening Night Contact Hours Closing/Combining Classes Collaborative Class Sites……………………………………………………...35-37 General instructions

2

TABLE OF CONTENTS Explanation of Forms General Instructions Student Folders Enrollment Post Test Form Progression Sheet Drop Form Sign In Form Individual Instructor Time Sheet Partnering Agency Referral Site Visitation Form…………………………………………………………….38-49 Student Rights and Responsibilities Jefferson College Policy Student Disciplinary Matters……………………………………………...……..50-54 Missouri AEL Guidelines Testing NRS (National Reporting System) Core Outcome Measures Distance Education Policy GED Online Assessments Accommodations Pre/Post-testing Recommendations Goal Setting ACES (Adult Computerized Enrollment System) Follow Up and Data Matching…………………………………………..……..55-69 AEL Terms and Definitions NRS Demographics Student Status Program Types Other Definitions………………………………………………...……………..70-75 Appendix Mentoring Handbook Teacher Certification Record Forms

3

AEL PROGRAM PHILOSOPHY The program philosophy is contained in the Statement of Purpose which follows; however, the Jefferson College philosophy also applies to any AEL participant who is enrolled in the AEL/GED Program through Jefferson College. The philosophy is: Jefferson College is a student-centered comprehensive community college, committed to providing an accessible, quality college experience as it strives to meet the diverse needs of the students and the community. Superior teaching and services foster a supportive learning environment which promotes intellectual, social and personal enrichment. A strong general education curriculum, college transfer and technical programs, personal enrichment courses, and on-campus experiences prepare students to succeed in their careers, further their education and prosper in a diverse world. Jefferson College’s ongoing assessment of students, programs and services assures that it is a responsive and progressive community college. The AEL Program at Jefferson College supports the mission of the college by laying a strong foundation and appreciation for the student achievement. We are dedicated to assisting students through goal setting and attainment. We will take people where they are and assist them as much as we can within the mission of the College. If they cannot read, we will teach them to read; if they did not finish their high school education but have the desire to do so, we will help them complete its equivalent and strive to make them proud of their achievement. We will assist the Jefferson College community to improve their basic education skills in order to achieve higher success in college coursework, vocational technical studies, or a position in the workforce. We will support the appreciation of cultural advancement, life enrichment, intellectual growth, civic understanding and personal responsibility. In the tradition of liberal education, we will provide information, guidance, and transition planning to assist students in making the next step necessary for transfer to higher education. AEL/GED DEFINITION Adult basic education instructions is designed to teach persons 16 years of age or older to read and write English and to substantially raise their educational level. The purpose of the program is to expand the educational opportunities for adults and to establish programs that will enable all adults to acquire basic skills necessary to function in society and allow them to secure training that will enable them to become more employable, productive and responsible citizens as well as allowing them to continue their education to at least the level of completion of secondary school. As AEL instructors you are charged with the responsibility of ensuring that our instruction provides the adult learner a “weapon” to change their world. A change that is positive, productive and life altering. A change that will make a difference! ~Ron Jewell

4

STATEWDE OBJECTIVES AEL services are designed to: 1. assist adults to become literate and obtain the knowledge and skills necessary for employment and self-sufficiency; 2. Assist adults who are parents to obtain the educational skills necessary to become full partners in the educational development of their children; and 3. Assist adults in the completion of a secondary school education ELIGIBILITY To be eligible to enroll in the Jefferson College AEL Program, residents must: 1. Be a resident of the state of Missouri 2. Be 17 years of age or older, or 16 years of age with 16 credit hours of education documented, or 16 years of age with a court ordered provision for attendance 3. Not be currently enrolled in any other secondary school * Persons who have: A high school diploma or A high school equivalency certificate issued more than two years prior to enrollment in AEL but are functioning below the 12th grade level may be served under the following conditions: 1. The local program provides assurance that adequate service is being provide to meet the needs of the least educated and most in need. 2. An appropriate standardized achievement test has been used to determine the SPECIFIC areas of basic skill deficiency possessed by the student. 3. Specific educational objectives and a specific remedial program must be written and on file along with current evidence of progress being made by each student served. 4. Records of students with high school diplomas must be coded so as to be readily identifiable. 5. Students enrolled in post secondary school will be considered enrolled in school and would not be eligible under program guidelines. 6. A person with a high school diploma or high school equivalency certificate is not eligible to take or retake the GED test Missouri. 7. These students are categorized according to their level of academic abilities. The present educational achievements of persons enrolling should be classified in accordance with the three levels of instruction. LEVEL I (0-5.9) LEVEL II (6-8.9) LEVEL III (9-12)

Those who have no education, or have completed less than the fifth grade, or whose skills are below fifth grade level. Those who have completed grades 6-8 or whose skills fall into that range. Have completed the eighth grade but have not completed the 12th grade, or whose skills are above eighth grade level. * A maximum of 20% of total enrollment can be counted in this group, provided needs in Level I have been met. 5

Missouri AEL Guidelines Eligibility of Home Schooled Students and Dropout Documentation Every once in a while we get inquiries about serving home schooled students. High school students that are 16 or older that have left a public/private school to continue their education as a home schooled student are reported by the school district as a ―transfer‖ student. They are still considered enrolled in secondary education and are not considered to be dropouts. Because of this status, these students are not eligible for AEL services. WIA, Section 203(1) (B) states that AEL services are available to those ―who are not enrolled or required to be enrolled in secondary school.‖ Although we currently do not have a policy requiring documentation that youth have dropped out of school, it might be advisable to initiate this practice if you currently do not, particularly for those who are below 18 years of age. Documenting a youth‘s dropout status will ensure that you are complying with the federal statute. Documentation could include a letter from the school district indicating they consider this individual a dropout or the school district could also provide a list of dropouts; and for home schooled students, a letter from the parent(s) that the student is no longer being home schooled. When required (see #4 below) this documentation can also be submitted with the GED application for proof of being ―withdrawn‖ from school and ―permission‖ from the school district or parent to take the test. To be eligible to take the General Educational Development (GED) tests and earn a Missouri High School Equivalency Certificate, a person must be a resident of Missouri (with a Missouri mailing address), and meet one (1) of the following requirements: 1. Be eighteen (18) years of age or older; 2. Be seventeen (17) years of age and withdrawn from school for at least six (6) months from the last day of school attendance; 3. Be currently enrolled in school and qualify as a participant in an approved GED Option Program for at-risk youth; or 4. Be sixteen (16) or seventeen (17) years of age, withdrawn from school and: Have the written permission of the superintendent or principal of the school last attended; Have the written permission of the parent or legal guardian, if home schooled; or Be incarcerated or have the written permission of the juvenile judge if under the court‘s jurisdiction. 6

JEFFERSON COLLEGE AEL/GED ASSESSMENT AND REFERRAL SYSTEM FOR STUDENTS WITH DISABILITIES 1. Student participates in 12 hour orientation program and receives learning style and TABE assessments or comes in to the program with WorkKeys scores. 2. Student/teacher interaction and informal student assessments indicate student academic gain. If teacher assesses or student self reports a history of learning and/or physical challenges to learning, then a more formal assessment will be required. 3. If a learning and/or physical disability is evident, student will be asked to present documentation regarding an IEP or related disability. Instructional strategies will be implemented to support student learning and to provide the required accommodations to facilitate student learning. If the student requires adaptive technology, then a referral will be made to the college‘s Disability Support Services Program. If it is determined that a student may have a learning and/or physical disability and does not have current documentation to support accommodations then a referral will be made to the college‘s Disability Support Services Program for an informal assessment. If it is determined that the student could benefit from a diagnostic assessment, appropriate referrals will be made for the student to contact a professional who can perform the assessment. 4. During the course of the instructional program, the student will receive appropriate accommodations based on the documentation provided. When the student is ready to take the GED test, the student will be referred to the Director of Learning Services and GED Chief Examiner to complete the process of formally requesting test accommodations. Once those test accommodation have been approved by DESE, AEL/GED instructional staff will be asked to administer a GED practice test with the approved accommodations to ensure that the student is prepared to sit through the actual exam with the approved accommodations. For students interested in taking the WorkKeys, test accommodations will go through the Director of AEL/GED Services for approval. 5. Student takes the GED test or WorkKeys test in the Testing Center with approved test accommodations.

7

GED TEST PREPARATION ORIGIN OF THE GED TEST The GED testing program began in 1942 with the development of a battery of tests for United States military personnel who had not completed their high school studies. These tests were intended to provide military personnel the opportunity to demonstrate achievements comparable to that of high school graduates. After World War II, it became apparent that the opportunity afforded military personnel could also benefit civilians who had not finished high school. For this reason, the Commission on Accreditation of Service Experiences decided to make the test available to non veteran adults. In 1946 the State Department of Elementary and Secondary Education in Missouri inaugurated a plan to enable residents of Missouri without high school credentials to complete their studies and to receive a Certificate of High School Equivalence. In the 1950‘s the number or non-veterans represented the majority of the test takers. In recognition of this, the test, which was originally called VTS (Veteran Testing Service), was renamed GEDTS (General Education Development Testing Service). Many colleges accept this certificate as meeting their entrance requirements and many employers require it as a prerequisite to employment or promotion. Certificates of High School Equivalence are issued only by the State Departments of Elementary and Secondary Education. Public high schools are not permitted to issue these certificates, nor are they permitted to issue a diploma on the basis of the High School Equivalency tests. To be eligible to take the General Educational Development (GED) tests and earn a Missouri High School Equivalency Certificate, a person must be a resident of Missouri (with a Missouri mailing address), and meet one (1) of the following requirements: 1. Be eighteen (18) years of age or older; 2. Be seventeen (17) years of age and withdrawn from school for at least six (6) months from the last day of school attendance; 3. Be currently enrolled in school and qualify as a participant in an approved GED Option Program for at-risk youth; or 4. Be seventeen (17) years of age or sixteen (16) and have evidence of having accumulated 16 credit hours, withdrawn from school and: •Have the written permission of the superintendent or principal of the school last attended; •Have the written permission of the parent or legal guardian, if home schooled; or •Be incarcerated or have the written permission of the juvenile judge if under the court‘s jurisdiction

8

GED APPLICATION PROCESS Give the students application to mail to the state at least a month before they plan to take the test. They should be at GED level in all subjects. Emphasize that they must send a $20.00 Money Order of Cashier‘s Check with the application. They should allow two weeks to receive the application back. When they receive the application back and want to test at Jefferson College, they should call 636-789-3951 or 636-797-3000 ext 148, to receive initial registration information. They will be told pre-payment is mandatory and non-refundable. Payment may be made at either Assessment Center or by mailing a money order to the attention of the Assessment Center (make check or money order payable to Jefferson College). Payment must be received to secure the registration for the test. If the student misses the test he/she will be required to pay again when registering for another test. They will need to take with them to the test: 1. The completed, approved application 2. The completed demographic form 3. A valid driver’s license or STATE I.D. picture (no substitutes) The application is good for two years. When you and the student feel that he/she is ready, give him/her the official GED Practice Test. Make sure each section is timed and that time limits are strictly observed. If they are not, the scores will not be accurate. Students must score an average of 450 on each sub-test with no single score being lower than 410. Minimum total score needs to be 2250. It is preferable to send students to the test with scores close to 500 although the Practice Test should be accurate to within 50 points of what they will score on the actual test. RE-EXAMINATION An applicant, who fails to qualify for the GED Certificate on the first try, may take the exam after a lapse of two months since the previous attempt. A new application will have to be filed and fees paid. The applicant must retake those tests which he/she received a standard score less than 450. Examinee may retake the entire test to raise overall scores. The higher of the two scores will be recorded.

GED RECOGNITION CEROMONY GED recognition ceremonies will be held annually during the month of May at Jefferson College Hillsboro. Teachers are urged to attend the ceremony. All students will be mailed information regarding the ceremony, but you should encourage them to attend and to invite their friends and family.

9

AEL/GED PROGRAM STAFF JOB DISCRIPTIONS LEAD INSTRUCTOR Part-time temporary (11 hours/week) Level 7 Reports to: Director of Business and Community Development Location: Hillsboro The Lead AEL/GED Instructor will assist the Director of Business and Community Development in the coordination of the AEL/GED program and will be responsible for the following duties: Assist in interviewing, hiring, and training of new instructors Monitor and track instructor professional development hours to maintain AEL certification Design and implement new instructor orientation and training Serve as a liaison between AEL/GED instructors and program director Register instructors for training in-services and workshops Assist with program monitoring and reporting Substitute for regular instructional staff as needed Serve as a resource for instructional staff Maintain AEL/GED teacher certification Assists with the GED graduation ceremony Hours not to exceed 550 hours annually from July 1 through June 30

10

AEL/GED HEAD RESOURCE INSTRUCTOR Department: Business & Community Development –Adult Education Reports to: Director of Business and Community Development/AEL Director Full Time Position: Level 8 Location: Hillsboro

Provides all of the duties and responsibilities of an AEL/GED Instructor Assists in the writing, coordination, and implementation of the AEL grant Assists in the writing, coordination and implementation of additional fund grants Coordinates on-line GED instructional support Coordinates monthly data reporting and tracking of program performance measures Checks all paperwork from instructors (sign-in sheets, enrollment forms, post-test forms, exit forms, WIA/WFD report forms) Mentors and trains new instructors Schedules instructors and substitute instructors Implements and trains instructional staff on program policies and procedures Notifies Director with regard to resources needed in the classroom Serves as the technology resource person for the instructional team Assists Director with integrating WorkKeys instruction into AEL services Assists Director in preparing for DESE quality review audits Coordinates and delivers GED/ABE/ELL/WorkKeys orientation sessions Assists in conducting site visits for Imperial, Northwest, and Career Center sites Works with instructors and Literacy Coordinator to coordinate individual learning plans and assists in facilitating GED test accommodations for students with special needs Assists with GED graduation ceremony Performs additional duties as assigned by AEL Director

11

AEL/GED ADMINISTRATIVE ASSISTANT Part-time staff (19 hours/week) Department: Business & Community Development –Adult Education Reports to: Director of Business and Community Development/AEL Director

The AEL/GED Administrative Assistant is responsible to the site program instructor and the program director. The following is a list of the duties and responsibilities of the assistant. 1. The assistant shall be responsible for student records management and completion of the following: A. Making sure students sign the sign-in sheet and transferring sign-in sheet information to the student data collection spreadsheet. B. Assisting the instructor in making telephone calls to absent students. C. Any other records management needed by the program director. 2. The assistant shall be responsible for assisting the Orientation Instructors with the following educational areas: A. Keeping a list of potential new students and calling them for scheduled orientations. B. Checking enrollment forms to be sure all information is complete. C. Entering student data in ACES after 12 hour orientation is completed D. Recording the assessment test results with ACES E. Relaying to instructors lists of students in need of testing as reported by ACES 3. The assistant shall be responsible for the following miscellaneous duties: A. Keeping records of materials at the site and preparing a ―supplies‖ needed list at the end of each semester. B. Additional responsibilities as needed by the program director. Summary: Assistants are invaluable to the AEL/GED instructors because they free the instructor to do what he/she was hired to do—teach. Assistants should also be encouraged to assist the instructor in answering students‘ questions.

12

AEL/GED INSTRUCTOR Part-time temporary (16.5 hours/week) Reports to: Lead Instructor, Head Resource Instructor Location: Hillsboro, Imperial, Northwest, Arnold Career Center The AEL/GED Instructor is responsible to the Lead Instructor and Head Resource Instructor. The Instructor will conduct the individualized program of the instruction and tutoring in either AEL or GED review for a maximum class size of 15 students per instructor. No day class with less than eight students will be held with multiple teachers. Evening classes with low attendance (less than 8) may institute team teaching if one of the teachers is performing administrative duties. A. Individualized instruction in AEL, WorkKeys prep, and/or GED review: 1. Develop individualized programs of instruction for each student as test data indicate. 2. Recommend for purchase, materials and equipment deemed necessary to the program. 3. Utilize the combination of material and equipment that best suits the needs of each student. 4. Perform those additional duties as may be assigned by the program director.

B. Individual counseling and tutoring: 1. Administer and analyze all diagnostic tests. 2. Review test results with students and recommend suggested programs of instruction. 3. Inform students of vocational opportunities or social agencies within the area. 4. Monitor each student‘s individual progress. 5. Assist students in establishment of realistic goals and objectives. 6. Provide a positive learning environment that encourages success and builds selfconfidence, civil responsibility, and health literacy. C. Curriculum review and development: 1. Monitor effectiveness of all instructional materials in AEL/GED programs. 2. Recommend to the director modifications in the AEL/GED program when indicated. 3. Maintain program and State mandated standards D. Student records management: 1. Maintain daily/evening sign-in sheets. 2. Maintain accurate up-to-date Student Attendance Sheets. 3. Complete all scan-able forms as indicated and forward to the program headquarters. A. Enrollment Form B. Testing Form C. Termination form 4. Monitor student progress records and folder maintenance 5. Provide director with all forms, test data, and other information as requested

13

CERTIFICATION REQUIREMENTS FOR AEL/GED INSTRUCTORS Missouri AEL teachers are required by state law to obtain an AEL Certificate of License to Teach (Certificate) in State AEL funded programs. Initial AEL Teacher Certificate Requirements 1. The applicant must submit a joint application with their employing Missouri school district/agency. 2. The applicant must have baccalaureate degree from a college or university (B.A. or B.S.); a copy of original transcripts must be submitted with the application; 3. Pass a background check; and 4. Successful completion of an AEL Pre-Certification Workshop (PCW) authorized by the State AEL office within three months prior to or after the start of teaching at a State AEL funded program. If the applicant successfully completes these requirements, the teacher will be issued an AEL teacher certificate. The hire date listed on the application will be considered the date of certification. Initial AEL Teacher Certification is valid for four (4) years from the initial certification date. Extension – If an initially certified AEL teacher has not completed all the requirements for an upgrade to Career Continuous, the teacher may request a one year extension to satisfy whatever requirement is lacking. Lapsed Certification – If a teacher‘s AEL teacher certification has lapsed for more than two years, a teacher must start the AEL teacher certification process over. It is the responsibility of both the program director and the teacher to ensure that certification is kept up to date. Upgrading to AEL Teacher Career Continuous Certification For initially certified AEL teachers wanting to upgrade to the AEL Teacher Career Continuous Certification they must submit an application and the employing school district/agency must attest that the teacher: 1. Has been employed as a certified AEL teacher for 4 years; 2. Has participated in an annual performance-based teacher evaluation; 3. Has completed sixty (60) contact hours of professional development during the initial certification 4. Has attended a Beginning Teacher Assistance Program (BTAP) workshop (The teacher must have attended this workshop within one year of initial certification. If a teacher has attended a BTAP but not within the required timeframe and wants to apply for the Career Continuous certification, they must submit a written request to the state AEL office asking for approval to be considered for Career Continuous certification.); 14

5. Has participated in a two-year mentoring program; and 6. Has developed and implemented a professional development plan that is on file with the school district/agency. Individuals possessing an AEL Career Continuous certificate must complete twenty (20) hours of professional development each year. Those who do not complete twenty (20) contact hours of professional development may within two (2) years make up the missing hours. The individual must first meet the twenty (20) hour requirement for the current year and then count the excess hours as make-up hours; An AEL Career Continuous certified teacher becomes inactive if the individual does not make up the requisite hours within two (2) years; and/or An AEL Career Continuous certified teacher may be reactivated by the individual completing twenty-four (24) contact hours of professional development within six (6) months prior to or after the reactivation of the certificate. Failure of the individual to complete the twenty-four (24) contact hours within six (6) months will result in the certificate becoming inactive. High Quality Career Continuous The AEL Career Continuous certificate holder is exempt from the twenty (20) contact hours of professional development, if the holder has a local professional development plan in place with the school district/agency and at least two (2) of the following: 1. Ten (10) years of state-approved AEL teaching experience (one year is defined as one fiscal year hired by a state-funded AEL program as an AEL teacher); 2. A master‘s degree from an accredited college or university; and/or 3. Certification from the National Board for Professional Teaching Standards. All AEL program administrators and teachers in AEL funded programs must have a valid AEL teaching certificate. Local AEL program directors can have professional development requirements for their teachers above and beyond the Educator’s Certification and the State AEL office requirements. Revised May 2010

MENTORING New instructors will be assigned a seasoned staff member to work through training before they are set on their own in the classroom setting. Documenting the mentoring process is the responsibility of the designated mentor, but ultimately it is up to the mentee to voice any problems, concerns, or questions they may have about their position as an AEL/GED instructor.

15

Missouri AEL Guidelines Professional Development Credit for Conferences and Certain Workshops The State AEL office has determined that certain conferences/workshops that have historically offered all or some AEL-oriented workshops and training should be exempt from the PD request process. However, the burden of authenticating individual conference workshops/trainings as AEL-applicable, the PD credit value earned, and participant verification lies with the local AEL director. Qualifying conferences/workshops include: COABE MAACCE National Center for Family Literacy (NCFL) Teachers of English to Speakers of Other Languages (TESOL)

Missouri Association for Workforce Development (MAWD) Governor‘s Conference on Workforce Development Literacy Investment of Tomorrow (LIFT) Training Worldwide Interactive Network (WIN) Training – for WorkKeys Although these conferences/workshops are exempt from the PD request process, the local AEL director still must ensure the workshops/trainings that are reported as professional development hours meet the following criteria: Applies to AEL programs, services and clientele Improves the quality or efficiency of AEL classroom instruction Improves the management of AEL resources Improves AEL programs‘ ability to recruit and hold students Improves the productivity of an AEL employee Local AEL directors are responsible to: Determine the AEL-applicability of each workshop/training Determine the appropriate PD credit value for each qualifying workshop/training session (one hour of seat time = one hour of PD credit) Evaluate teachers‘ learning and application of the workshops‘ principles Verify teachers‘ workshop/training attendance 16

Record each teachers‘ applicable workshop/training attendance time(s) and corresponding PD credit value(s) Maintain records of individual PD credits earned for applicable conference workshop/training completions Report the teachers‘ PD credit earned from the conference workshop/training(s) to the DESE Certification section Other conference workshops/trainings may qualify for PD credit. Please submit a DESE AEL Professional Development Approval Form for any conference/workshop/training not listed above.

Jefferson College AEL/GED Instructor Pay Scale (7/1/10) This pay scale was developed to provide placement and increases based upon degree obtained, hours (years) of service, and program director approval for AEL/GED Instructors. Increases and or level advances are awarded based upon external funding. Any increase is effective after July 1 after the level has been attained. REQUIREMENT WITH MASTER‘S DEGREE

HOURLY WAGE

0-420 hours teaching in LC (0-1 year) Master's degree and director approval

$17.00

420-2099 hours teaching in LC (1-4 years) Master's degree and director approval

$18.00

2100 hours teaching in LC (5+ years) Master's degree and director approval

$19.00

REQUIREMENT WITH BACHELOR'S DEGREE

HOURLY WAGE

0-420 hours teaching in LC (0-1 year) Bachelor's degree and director approval

$16.00

420-2099 hours teaching in LC (1-4 years) Bachelor's degree and director approval

$17.00

2100 hours teaching in LC (5+ years) Bachelor's degree and director approval

$18.00

17

SUBSTITUTE TEACHER GUIDELINES It was asked that our office send out information on what a sub can do in an AEL program. Because certification of subs is a different issue, that will not be addressed here. Please refer to your Local Program Director‘s Guide regarding certification questions. To answer the question of what a substitute is allowed to do, the following excerpts were pulled from the Director‘s Guide, the State Assessment Policy and the FY09 IFB under which programs are currently operating: A substitute teacher without an AEL Teaching Certificate can only be used in an established classroom operated by a certified AEL instructor that has held classes. (Section 7: Certification & Professional Development, 2008) All assessments must be administered by teachers who are AEL certified and have participated in training for the assessments they will administer. Anyone scoring the assessments must also have proper training conducted by a certified teacher who has gone through such training. For TABE, the Locator test must be used to determine the appropriate TABE level test that will be administered. For CASAS, the Appraisal test must be used to determine the appropriate CASAS level test to be administered. New AEL teachers attending the Pre-Certification Workshop (PCW) receive training on the proper administration and interpretation of TABE and CASAS. The Missouri Adult Education and Literacy Professional Development Center (MAELPDC) keeps a record of teachers that have attended the PCW. They also offer refresher sessions for veteran teachers that can be scheduled at the local program director‘s discretion. (State Assessment Policy, 2009) Due to the importance of these tests (TABE & CASAS) in establishing basic skill levels and progression, in determining a portion of program funding and providing data that is included in our federal reports, these tests are high stakes items and therefore must be administered according to publisher guidelines and by properly trained staff. In Missouri, AEL certified teachers are trained on the proper test administration procedures. (Section 6: Assessment & Instruction, 2008) Approved contractors must use AEL certified teachers for all instructional services offered. AEL certified teachers must provide supervisory assistance to literacy volunteers, workplace readiness providers, and other non-certified program staff. Only AEL certified teachers can administer assessments to adult students. (Invitation for Bid Amendment 001, 2009) A substitute may teach no more than 90 days in any one Missouri Adult Education Program during any one fiscal year. (Example: A person may substitute for the AEL program of St. Louis City for 90 days and for the University City program for 90 days which equals a total of 90 days for each named program during the fiscal year. Hours taught will be logged by the local program and will be verified through the annual audit.) (Section 7: Certification & Professional Development, 2008) Definition: One or more clock hours on any given workday is considered one of the 90 total days. If the substitute is in classroom X for two hours today and in classroom Y for three hours on this same day, that is still equal to one of the 90 days. But this substitute cannot be in classroom X for two hours today and in classroom Y tomorrow for three hours and still count the hours as one day. This scenario would be considered two days used of the 90. (Section 7: Certification & Professional Development, 2008)

In short, a teacher certified as a sub: 1. May only be used in a classroom established by a certified AEL teacher. 2. May not administer the TABE or the CASAS. 3. May teach for no more than 90 days in classroom(s) established by certified AEL teacher(s).

18

TWELVE ROADBLOCKS TO COMMUNICATION Offer a solution or solutions to the student‘s problem. 1. Ordering, commanding, direction. Example: ―You stop complaining and get your work done.‖ 2. Warning, threatening. Example: ―You‘d better get on the ball if you expect to get a good grade in this class.‖ 3. Moralizing, preaching, giving ―should‖ and ―ought to‖ lecturing: Example: ―You know it‘s your job to study when you come to school. You should leave your personal problems at home where they belong.‖ 4. Advising, offering solutions or suggestions. Example: ―The thing for you to do is to work out a better time schedule. Then you‘ll be able to get all your work done.‖ 5. Teaching, lecturing, giving logical arguments. Example: ―Let‘s look at the facts. You better remember there are only thirty-four more days of school to complete that assignment.‖ Communicate judgment, evaluation, or put-downs. 1. Judging, criticizing, disagreeing, blaming. Example: ―You‘re just plain lazy or you‘re a big procrastinator.‖ 2. Name-calling, stereotyping, labeling. Example: ―You‘re acting like a fourth grader, not like someone almost ready for high school.‖ 3. Interpreting, analyzing, diagnosing. Example: ―You‘re just trying to get out of doing that assignment.‖ Attempts by teachers to make a student feel better, to make a problem go away, or to deny that he even has a real problem. 1. Praising, agreeing, and giving positive evaluations. Example: ―You‘re really a very competent young man. I‘m sure you‘ll figure how to get it done somehow.‖ 2. Reassuring, sympathizing, consoling, supporting. Example: ―You‘re not the only one who has ever felt like this. I‘ve felt that way about tough assignments too. Besides, it won‘t seem hard when you get into it.‖ The teacher intends to solve the student‘s problem by coming up with his/her solution, rather than help the student to solve the problem himself/herself. Questioning, probing, interrogating, and cross-examining. Example: ―Do you think the assignment was too hard?‖ ―How much time did you spend on it?‖ ―Why did you wait so long to ask for help?‖ ―How many hours have you put in it?‖ Change the subject, divert the student, or avoid having to deal with the student at all. Withdrawing, distracting, being sarcastic, humoring, diverting. Examples: ―Now isn‘t the time.‖ ―Let‘s get back to our lesson.‖ ―It seems like someone got up on the wrong side of the bed this morning.‖

19

PROGRAM MATERIAL AND TECHNOLOGY AEL - ADULT EDUCATION AND LITERACY A full range of textbook material, fiction and nonfiction reading materials, computers, and software are located in each Jefferson College AEL location with a storehouse of materials in CTE room 144, Hillsboro Campus. Materials covering skill levels from grades 3-8 in subject areas including English, Math, Social Studies, Science and Reading are available for classroom use. GED - GENERAL EDUCATION DEVELOPMENT A full range of textbook material, fiction and nonfiction reading materials, computers, and software are located in each Jefferson College AEL location with a storehouse of materials in CTE room 144, Hillsboro Campus. Materials covering skill levels from grades 8-12 in subject areas including English, Math, Social Studies, Science and Reading are available for classroom use. BEI - BASIC EDUCATION INITIATIVE Computers and software are located in each Jefferson College AEL location. Software covers a full range of skill levels and subjects including English, Math Social Studies, Science and Reading, as well as materials for Job Search Assistance and Job Survival Skills.

20

STAFF RESPONSIBILITIES A. ABSENCE If an AEL instructor is ill and unable to meet with classes, it is her/his responsibility to find a substitute name and hours worked should appear on the Monthly Attendance Report. If the instructor is unable to find a replacement, they must contact the Head Resource Instructor. B. RECORD KEEPING Instructors are responsible for maintaining daily attendance, testing reports, student contact logs, student referral forms, PDC documentation, and any other forms or reports requested by the director. Do not work on records during busy class time. This is counterproductive because students will feel that you are occupied and will not want to interrupt you. They may begin to feel that you are not really interested in helping them. It will also result in errors because of lack of concentration. C. BUILDING RESPONSIBILITIES Instructors are responsible to help protect buildings, grounds, and equipment in which AEL classes are held. Instructors loaning program equipment and personal supplies out will assume responsibility for them should they disappear. Storage and file cabinets are available for locking up items described above. D. BOOK POLICIES/SUPPLIES The State of Missouri requires that AEL sites furnish books and materials for students to use in class but that said books and materials stay in the classroom. Students should be instructed not to write in books. A book and supplies review will be held each year so that teachers may make their preferences known. When making book and supplies suggestions, the following guidelines should be followed: SUPPLIES Request all supplies on the form provided twice a year. Other supplies should be a written request with the following:  Quantity  Supply Name  Your name and Class Site BOOK ORDERS Include the following:  Quantity  Book Title  Author  Publisher  Cost  Your Name and Class Site 21

PRINTING Copies of work for students can be printed at Jefferson College for use in your class, however, instructors must adhere to federal copyright laws and no copies of copyrighted materials will be distributed to students. For copy orders of more than five, a COS printing request form needs to be completed including funding codes and program information. E. CLASS CANCELLATION POLICY There are times when conditions make it necessary to cancel classes. If Jefferson College has closed campus on a given day, AEL/GED classes will not be held. Only the college administration has the authority to cancel classes, the AEL/GED program staff or director does not. The AEL teacher must check with the program director before the AEL/GED classes begin for the year for school holidays, etc. to review the academic calendar.

F.WAITING LIST Each teacher is going to vary on the number of students he/she can effectively carry on the roll but the target class expectation is 60 students to maintain 15 students in daily attendance. A minimum of 8 students is required for team teaching. A maximum of 15 students with one instructor is recommended, and 30 if the site has team teaching in place. When this number is reached, new students should be referred to the nearest site with availability. If possible the director will open another class at your site. The student may want to sign a waiting list for your site in the event that an opening occurs of another class is opened. Each class may vary in attendance, instructors decide how many consecutive absences will result in a student being contacted to be dropped, however if a student fails to attend or communicate a reason for absences for 30 days they are subject to an automatic drop from the program headquarters. Instructors should set up any notification procedure they are comfortable with for students to contact you of situations necessitating absence. This should significantly reduce your time spent on follow-up.

22

ADULT EDUCATION AND LITERACY TEACHER: THE KEY TO SUCCESS

PREPARE FORMS:

Present accurate forms, reports, and student folder information as requested. Keep records up to date.

CONDUCT FOLLOW-UP:

Maintain contact with learners not attending regularly, who applied for the GED test, or who have pursued other training.

RECRUIT STUDENTS:

Actively recruit new students. Recruitment by staff, students, and community resources is a joint effort.

COMMUNICATE:

Call, write, or contact the AEL Head Resource Instructor any time to assure clear and open communication. File all staff correspondence, in-service handouts, and workshop handouts with the AEL/GED Handbook.

INTRODUCE PROGRAM:

Explain program policies, procedures, schedules, and learner/staff expectations and responsibilities.

ASSESSES NEEDS:

Use an appropriate assessment to determine individual needs. Be alert to spot deficiencies in hearing, vision, or reading.

ESTABLISH GOALS:

Help learners set up realistic goal based upon their assessment summary and personal objectives.

ORGANIZE FOLDERS:

Maintain folders containing student goals, interests, assessment and current learning activities and accomplishments.

INTERVIEW LEARNER:

Gather basic data, establish rapport, and determine the learner‘s reason for enrolling in AEL his or her future plans.

CONSTRUCT:

With student; plan, evaluate, and revise learning activities.

INDIVIDUALIZE:

Personalize learning activities. Help learners find success in learning tasks. Give positive reinforcement. Comment on what student does right rather than pointing out his or her errors. Be generous with praise and encouragement. Make learning experiences meaningful to the adults‘ everyday life.

SELECT RESOURCES:

Effectively use a wide variety of materials. Be familiar with available materials, supplies and/or equipment.

COUNSEL LEARNER:

Be a good listener, be sensitive to nonverbal behavior and be tolerant of the learner‘s beliefs, customs and mannerisms. Show awareness, empathy, understanding, and sincere interest in every learner. Refer learner to appropriate personal educational or vocational resources when needed. Maintain strict confidence. 23

MYTHS, EXPECTATIONS, AND PLAYING ROLES MYTH NUMBER 1 Good teachers are calm, unflappable, and always even-tempered and never lose their ―cool‖. Good teachers hide their real feelings from students. MYTH NUMBER 2 Good teachers have no biases or prejudices, Black, White, Chicanos, dumb kids, smart kids, girls, boys, all look the same to a Good Teacher. Good teachers are neither racists nor sexists. MYTH NUMBER 3 Good teachers have the same degree of acceptance for all students. They never have ―favorites.‖ MYTH NUMBER 4 Good teachers provide a learning environment that is exciting, stimulating, and free, yet quiet and orderly at all times. MYTH NUMBER 5 Good teachers, above all, are consistent. They never vary, show partiality, forget, feel high or low, or make mistakes. MYTH NUMBER 6 Good teachers know the answers. They have greater wisdom than students. MYTH NUMBER 7 Good teachers support each other, present a ―united front‖ to the students regardless of personal feelings, values, or convictions.

24

WHAT NEW TEACHER OF ADULTS NEEDS TO KNOW If you are teaching adults for the first time, or are a relative newcomer to the field, you may be puzzled and concerned about many aspects of your new job. This section is devoted to answering some of the questions which come up most often in talking to teachers or leaders of adult groups. Because of limited space, the answer on any of these topics, or if they suggest other topics, pass them on to your supervisor as the basis for a new or expanded in-service education program in your school. Q. A.

Q. A.

I‘VE BEEN TEACHING CHILDREN IN DAY SCHOOL. WHAT IS DIFFERENT ABOUT TEACHING ADULTS? Most adults attend an adult class because they want to, not because they have to. They are self-motivated. Yet, because many adults doubt their ability to study and learn, or because they fear exposure and ridicule, they need constant re-motivation. If the course does not meet their needs, they may not say so. They simply don‘t come back. Adults come to class with background knowledge and opinions on many subjects. Even if they are learning to read and right, they have held jobs and raised families. They have something to contribute, as well as many things to learn. Give them opportunities to communicate their knowledge and experience to the rest of the class. It will boost their self-esteem and the other students (as well as you, the teacher) will benefit. THIS IS MY FIRST YEAR TEACHING ADULTS. FRANKLY, I AM WORRIED. WHAT IF SOME OF THEM KNOW MORE THAN I DO? This is one of the great rewards of teaching adults. In some classes it is perfectly possible that some students will know more about some things than any other students—or than the teacher. The teacher‘s opportunity then is to take time, early in the course, to inventory student resources and then make these a part of the learning process.

Q. A.

HOW SHOULD I START OFF MY FIRST CLASS SESSION? As all experienced teachers of adults know, the first classes of each term are crucial ones for grabbing and holding the interest of the students. The first few minutes of the first session with a student should be devoted to giving students a feeling that they are part of a warm, informal, and friendly group…that they can speak comfortably…that they are not alone but that everyone is in the same boat. One way of doing all this to embark on a discussion of what each student wants to learn and why. This can be followed by talking about ways the student would like to relate to each other; who is to decide, and how, if someone monopolizes the teacher‘s time—or if the teacher seems to spending too much time on materials which have already been covered.

Q.

I‘VE HEARD ABOUT INVOLVING STUDENTS IN PLANNING THE COURSE. HOW SHOULD I DO THIS? Both the teacher and the student have definite roles in planning the course. It is your responsibility, as the teacher, to decide the course content and the units of instruction to be included. The students may: 1. Help decide how much time should be spent on each unit. 2. Help decide how which of several units would be helpful to them individually. 3. Suggest that emphasis be placed on certain aspects of instruction within unit.

A.

25

Q. A.

WHAT METHODS CAN I USE TO KEEP UP STUDENT INTEREST? Here are some ways teachers have found effective: 1. Find out why each student is in the class, what his/her goal is, and help him/her think about ways of moving toward that goal. 2. Set up sub-goals and show how they lead to accomplishment of his/her main goals. 3. Give each student a chance to participate actively in the learning experience rather than merely sit and listen. 4. Avoid monotony in your class sessions—use a variety of teaching techniques, including tapes, films, group discussions, guest speakers, individual and group projects. 5. Make sure each student feels he or she has learned something for the time they invested. Make sure they leave class with a feeling of progress and/or personal attainment.

Q. A.

HOW CAN I GET DISCUSSIONS STARTED? The discussion method of teaching has often been held to be the basic method of adult education. Here are a few hints to help get the discussion going: 1. Many times the most provocative first question to ask members of the class is, ―What questions do you have that you would like considered?‖ 2. Make assignments in advance (read a certain newspaper article, book, or watch a certain television show) which will provide a background for discussion. Students will then feel free to participate because they have something in common to discuss. 3. It the student is slow to warm up to discussion, break the group into smaller groups of four or five students, and let each small group discuss some aspect of a larger question. This technique usually relaxes individuals who feel shy about speaking up in a larger group.

Q. A.

WHAT CAN I DO WHEN I THINK A STUDENT IS GOING TO DROP OUT? When signs of apathy in a student, it‘s time to muster all the teaching skill and understanding you have. During a break, let the student know of your concern and your interest in his work and his success. Tell him you would like to talk to him after class. A friendly talk over a cup of coffee may bring out the problem and suggest a workable solution. If the problem suggests the need for a trained counselor, make an appointment for him/her. Individual help, before or after class, is another possibility.

Q. HOW CAN I MAKE SURE I WON‘T GO TOO SLOWLY, OR TOO FAST? A. No formal structure of framework can tell you how slowly or how quickly to proceed. You can only learn that from your students, through: 1. Observation. Your will soon note that your class is made up of individuals with different learning speeds; you will be moving along too slowly for the fast student if you try to gear your pace to the slow learners. You may have to provide the fast learners with reading material or study projects to tackle while you are helping your slower students. 26

2. Student Feedback. After several class sessions, it is a good idea to have general class discussion on course content (whether the students think they are getting what meets their needs) and the teaching rate (whether you are moving along too quickly or too slowly). At first they may feel uneasy about ―criticizing you,‖ but you can ease their anxiety by telling them that they are helping you to help them more effectively. 3. Individualization of Progress. In small groups or self-contained units, what you are teaching should be directed to the goals and needs of the learner. Do not frustrate him/her by teaching beyond his/her present ability level of knowledge; do not bore him by wasting his time with material he has already mastered. Q. A.

HOW CAN I TELL WHETHER MY STUDENTS ARE REALLY LEARNING? The traditional way, of course, is to give them tests. Two-way communication between you and your students must take place during every class session. Experience has shown over and over again that more learning takes place when students are encouraged by the teacher to ask him questions designed to: 1. 2. 3. 4.

Q. A.

Q. A.

Influence the rate of communication (―Would you say that again Mr. Smith?‖) Test for meaning (―Is this what you meant by that statement?‖) Add meaning out of personal background (―My own experience on this has been….) Freely analyze basic ideas (‖What you say may be true. On the other hand, would you agree that….?‖)

WHAT TEACHING QUALITITES SEEM TO BE MOST RESPECTED BY ADULT STUDENTS? Above all, adults demand that a teacher be fair and impartial in his treatment of students. Most adult students were never the ―teacher‘s pet‖ and they will reject the instructor who shows favoritism. Another virtue which ranks high on the scale is that of flexibility— which means that the teacher combines justice with mercy and temper all his teaching methods with common sense. The unyielding traditionalist won‘t last long in a classroom with adults with our falling victim to a dropout rate which will bring a quick administrative inquiry. WHAT KIND OF HELP SHOULD I EXPECT FROM MY SUPERVISORS? They will be your initial source of help in such areas as: 1. Administrative details concerning classroom operation. 2. Information about available resources both inside and outside the school system. 3. Curriculum ideas, including availability of supplementary aids. 4. In-service training, including information about opportunities for professional growth. 5. Help with personal and career related needs and problems.

27

STUDENT RELATIONS Making that first appearance is one of the biggest barriers a student must overcome. The initial meeting of student and teacher is a critical period for many adults. Perhaps the following information may be of help in creating a proper understanding of the needs of students and creating a positive environment for that first night. FEDERAL FAMILY RIGHTS TO PRIVACY ACT All student records should be handled according to the Federal Family Rights to Privacy Act. The following guidelines for handling the records of AEL students should be strictly adhered to: 1. Release of student records should only be upon specific written permission of the student if he/she is 18 years of age or older and of his/her parents if he/she is less than 18 years of age. This request should state specifically to whom the records can be released. 2. Student records must be open to the parents if the student is less than 18 years of age. If the student is 18 years of age or older, student records must be open only to the student. Specific permission by the student must be given for access to his records by others. 3. Penalties for failure to comply with this Act could result in loss of all federal funds. THE FIRST TIME STUDENT Welcome students warmly. Making the first appearance is one of the biggest barriers a student must overcome. Remember that most students are scared and nervous – try to address their feelings before asking them to fill out forms. Make your students feel important and wanted. Make your new students feel they are people of worth. Give them some of your time. Get to know them. Explain the purpose and scope of the program. Ask if they have any questions. New students need to feel as though they have successfully completed some academic work during their first class session. Assignments should be graded as soon after completion as possible. Discuss the results of the assignments with the student. Praise them for their success. Use positive reinforcement whenever it is possible. Tell them that you are looking forward to working with them at the next class meeting. This lets them know you are interested in them as individuals and that you care about them and what they do. It encourages them toward regular class attendance. CONTINUING STUDENTS Greet the students warmly by name (if possible). This lets the students know you care enough to remember who they are and conveys a feeling of belonging. Discus a plan of action for the day or week. Using results from the TABE, prescribe assignments. Tell them that you are looking forward to working with them at the next class meeting. This reinforces that you still feel they are worthwhile and that you are interested in working with them consistently to the end of their goals. 28

GRADUATING STUDENTS Take time to sit and talk with students. Now that the students have reached their goals, sit and talk over their accomplishments. Praise their success in attaining their goal. If the student has not reached his/or her goals, talk about when the class will start up again or, if possible, refer to another site. Talk to students about GED Recognition Ceremonies. If possible tell the students the time and place that the ceremony will be held. Encourage them to attend and to bring friends and family. (Tell them the refreshments will be great). Invite the students to come back for visits. Ask the students to keep in touch and let you know of their progress. Be sure the students are aware, that if possible, you will be glad to work with them in the future if they desire. This will allow the students to leave the program feeling they are still important people to you. If the student leaves with positive feelings he/she will be more willing to talk to his or her friend and other about the program and provide an invaluable source for the recruitment of new students. STRATEGIES FOR RETENTION I I. Some key to successful work with adult learners are the following: 1. Friendly and optimistic attitude 2. Treat students as mature adults and as peers; this can be done without damaging the student-teacher relationship. 3. Telephone students, who are absent, show genuine interest in their reason for missing class sessions. 4. Repeatedly (without nagging) explain importance of regular attendance 5. Review what happened in the previous class at beginning of each period. This encourages absentees to return with more ease. 6. Show clearly as possible the goal each individual is to attain (short and long range goals). 7. Some adult students like to be told specifically what to do; to them it is special attention and also indicates your personal concern. 8. Stimulate formation of friendship among students by self-introduction, occupation, particular achievement. This will develop a feeling of group loyalty. 9. At the end of the class session give them reasons for returning next time, interesting items which will happen next time. 10. Whenever possible give students take-home, read or do material; not homework, but as a fringe benefit. 11. Make sure that at every class session each student feels a personal accomplishment. Use the last 10 or 15 minutes of class time to do this. Personal achievement is indeed a heady brew which will keep them coming back for more. 12. In the final analysis, a person stays in class unless he is sick, moves from the area, or other unavoidable eventualities, if that class meets his needs. His need may be intellectual, vocational, emotional, or social. He may be in class to learn more about grammar, mathematics, machinery, etc., or to meet people and make friends. 13. It is up to the teacher to diagnose each student‘s need, then try to meet that need their need or needs may not be only the basic skills.

29

STRATEGIES FOR RETENTION II Some signs of adult discontent are the following: 1. If a student is overly shy or timid, the cause may be:  Class only partly satisfying needs;  The student feels inferior to others in the class;  The subject is too advanced;  Over participation of two or three dominant classmates. The teacher can be supportive of the student in open discussion; help the student see that others may feel equally shy; spend more time in getting acquainted; use small groups within the class. 2. If a student is overly talkative or impatient with contributions of other students, the cause may be:  Class too elementary;  Lesson plan poorly organized;  No standards of class participation;  Need to gain individual recognition. The teacher can check individual needs; better organize the class; involve class in making decisions on what is good contribution to discussion. 3. If a student is slow or loses point of discussion on low level of participation, the cause may be;  Class work too advanced;  Student not clear as to what is expected of him/her;  Not hearing or seeing well. 4. If a student is nervous or fidgety; frequently yawning; restless, the cause may be:  Poor classroom facilities;  Presentation of the teacher is boring;  Class work seems ―academic‖ and not very practical;  Student doesn‘t feel free to participate. The teacher can improve classroom conditions, spend more time in student participation and planning, and increase use of committees of other small learning groups. 5. If a student is delaying the opening of class and eager to leave, the cause may be:  The topic on which the class is working doesn‘t seem important;  The student would prefer to work on some other topic. The teacher can help students to contribute, discuss, classify, and list items to be included in the curriculum.

30

HOW TO MOTIVATE ADULT LEARNERS Most men and women who are involved in learning activities don‘t have to be there and may leave whenever they like. This lack of compulsory aspect makes adult education a direct challenge to the ―holding power of the teacher. If his classes drag, if his techniques are dated, boring if he doesn‘t grab and maintain the interest of all his students, he may find himself facing an empty classroom. Experienced teachers use many different methods to hold the interest of their students, and are constantly looking for new ideas. Here are some techniques that have been successful: 1. Goal fulfillment. When a teacher can find out why each student is in class, and what he hopes to get out of that learning situation, the teacher can keep him interested by helping him move toward his goal. 2. Sub-goals. It is inevitable that many things students practice or study seem to have little relationship to their ultimate goal. It is up to you, the teacher, to help them analyze and consciously think about the relationship of seemingly pointless activities to long range purposes set up sub-goal. When each is accomplished, show them how it leads inevitably to accomplishment of their main goals. ―The seeking of a long delayed reward is made possible only to the establishment of sub-goal, each of which can be achieved with a much shorter delay,‖ says Laurence F. Shaffer, professor, Dept. of Psychological Foundations and Services, Columbia University. 3. Participation. The more a student can take active part in the learning situation as opposed to merely sitting and listening to others the more likely he is to become and remain interested. Also, as he participates he may find his goals expanding. The man who enrolled to make new friends may find he enjoys the subject for its own sake. 4. Personalization. Personal involvement through self-test, quizzes, and other self-revealing devices appeals strongly to the most lethargic student. Few people can resist an opportunity to find out how well they can do on self-tests. That is why quizzes and other self-analysis devices are so frequently found in magazines. 5. Variety. When the adult student realizes that different, interesting things happen in every class session, he is more likely to stay with it. Yet the good teacher of adults knows that variety is not enough, his films, audiovisual aid, guest speakers and other offerings must contribute to the individual student‘s learning and growth. Being different, just to be different, is not the answer. 6. Ego-boosting. When adult students feel that they are just one of the mob; when they receive little or no individual attention, they leave the class either physically or mentally unless their reason for attending is a powerful one. Elizabeth Drews, Associate Professor, College of Education, Michigan State University, said recently, ―Teachers must show that they like their students, like doing things with them, value them, and learn from them.‖ 7. Success. In order to become deeply interested in learning a skill or new facts, the student should experience the joy of being successful. It is up to the teacher to give every student the chance to be successful, no matter how limited a level. When a slow student learns to perform a simple task correctly, or receives feedback, a correct answer, he is much more likely to want to continue learning. Continued failure is a killer of incentive to learn, particularly so with adult students who feel deeply their inability to study and learn and are extremely sensitive to failure, to appearing ―stupid‖ or ―ignorant‖.

31

PSYCHOLOGY OF LEARNING A. A Basic Principle Students don‘t learn as a result of what teachers do, but as a result of what teachers get them to do. This basic principle is as important for students to understand as it is for teachers. The student who expects to learn by simply sitting back and listening is likely to be disappointed. The teacher, on the other hand, who relies solely on the ―I‘ll lecture, you listen‖ type teaching, is not likely to see much learning take place. B. Motivation- The Key Motivation probably is the most basic element of learning. It is that element of learning. It is that element which forces a person to move toward a goal. It is motivation that makes a student want to know, to understand, to believe, to act, to gain skill. It is up to the teacher to recognize the importance of motivation and to find ways to bring motivation factors into the learning process. Some motivation factors are: the need for security, the need for new experience, the need for recognition, the need for self-esteem, the need for conformity, and the need to help others. This matter of goals can be deceptive to both the student and the teacher. The student may set a goal for himself/herself entirely different from that which the teacher has set for him/her. For example, a student may have enrolled in class purely to find social companionship (recognition), while the teacher has set a goal for him/her based on knowledge of subject matter. C. Outside Assignments Since many adults like outside assignments, we should look briefly at the role motivation plays here. When teachers simply tell students to read a certain number of pages or perform some other specific task, they are not motivating students to do that work. Instead, teachers should help students discover what their needs are that can be met as a result of the outside assignment. Naturally, this technique requires work on the part of the teacher, too. The teacher must help the students think through why they should know the subject and how and when they can use it. Only then can the student clearly define the desired learning outcomes. The assignment then given to the students should include these points: 1. The lesson objective (what he/she should be able to do by studying the assignment); 2. Why the subject is important to him/her; 3. Where to find the necessary study material; 4. What to watch for in each reference; 5. What to expect in the class period (what he/she will be expected to know). D.

Individual Differences If the learning process is to be an active process, it is imperative that the teacher recognize that individual differences exist among students. No two people learn at the same rate. A student‘s experience and background in a particular subject, for instance, 32

may vary a few weeks or many years from that of another student. The teacher who recognizes these differences and plans his/her teaching accordingly will help each student approach maximum learning with his own capabilities. These are some ways of determining individual differences in a group. *Student discussion after a lecture. The teacher may not that one student absorbed almost all the main facts covered, while another student digested only a few isolated ones. The discussion also may help the teacher find out why these differences exist. *Student records. Frequently these records will show achievement scores and intelligence test scores. Educational achievement (in years) sometimes will be helpful, too. E. The Psychological Laws There are a number of very basic psychological laws which control and effect students in the learning process. The teacher of adults who hopes to achieve any real measure of success in teaching, must understand these laws if he/she is to make the learning experience more effective, lasting, and enjoyable for the students. The Law of Effect- People tend to accept and repeat those responses which are pleasant and satisfying and to avoid those which are annoying. If an adult enrolls in a course expecting to learn a new skill, for example, and quickly finds that he/she will tend to want to keep returning to class. Moreover, he/she will probably want to enroll in more courses upon completing the first one. In short, ―Nothing succeeds like success.‖ Students should experience personal experience personal satisfaction from each learning activity and should achieve some success in each class period by mastering some new idea or operation. The Law of Exercise- The more often an act is repeated, the more quickly a habit is established. Practice makes perfect- if the practice is the right kind. Practicing the wrong thing will become a habit too, and one that is hard to break. The teacher should be sure that his/her students are performing an operation correctly. The Law of Disuse- A skill not practiced or knowledge not used will be largely lost or forgotten. The teacher should recognize the value of repetition in the classroom for reinforcing newly gained knowledge or skills. Studies have shown that the period immediately following the learning process is the most critical in terms of retention. Important items should be reviewed soon after the initial instruction. The Law of Intensity- A vivid, dramatic or exciting learning experience is more likely to be remembered than a routine or boring experience. This doesn‘t mean the classroom should be a circus or a theatre-in-the-round. But, on the other hand, the teachers (and their subjects) longest remembered are those who had the ability to ‗bring their subjects alive‘. By using vivid examples and other supporting material, teaching can be dramatic and realistic. The Law of Primacy- First impressions are the most lasting. This means that those first classes are all important; the teacher should arouse interest, create a sense of need for the subject matter, and insure that the students learn it right the first time.

33

F. Human Relations The teacher of adults is never allowed to forget that his students are flesh and blood human beings. Their wants, needs, drives, desires, and feelings as adults tend to become more obvious to you because you, as an adult, may have felt the same way at one time or another. Student emotions may come out in many ways, however, and it is important for the teacher to recognize these ways. Some of these are: Projection (finding someone else or something else to blame for a weakness maybe you); rationalization (finding an explanation which sounds reasonable but doesn‘t get to the real base of the matter); aggressiveness (anger, contempt, discourtesy, loudness); flight (escape from a frustrating situation (giving up, showing little or no interest in the class.) The teacher can help overcome many of these blocking mechanisms by following four basic human relations practices. 1. Help students set reasonable standards for themselves which they can achieve. Most people want to be better than average but, obviously, this is impossible for there is to be an average. The teacher should help the student identify those isolated areas in which the student excels and help him/her realize that satisfaction gained from competence in one area makes up for average ability in another. 2. Help students help themselves. Students sometimes flounder, become frustrated and turn to the teacher for help. The teacher should be warm and understanding but help the student figure out for him/herself. This offers an opportunity for development on the part of the student. 3. Keep students informed. Share with your students the plan for the entire course so they will know what is going on and what to expect. Seeing the big picture helps them understand each part of it. 4. Encourage the students to tell you how they see you as a leader—ways in which you‘re teaching methods are helpful—and ways in which you could be of still more help.

REMINDER Incorporate these four thoughts into your teaching and for yourself and you will have a productive semester:  I must say good things about myself.  I must say good things about others.  Ask for compliments whenever you need them. When given a compliment, accept it, don‘t make excuses. Be proud that someone has noticed!

34

AEL/GED ENROLLMENT/ORIENTATION PROCESS Students may enroll for any day or night class however, the Orientation will be held off class time with an orientation staff. If time allows, teachers from classes will contribute to the orientation process. Session One (discuss each item): 1. General Overview a. G.E.D. b. Class sites c. Expectations (yours/theirs) d. Diagnostic testing Make the student feel good about his/her decision to come to class. Do not fill out enrollment forms with students without some welcoming discussion so that the student feels that they have an opportunity to survey the process before committing to attendance. 2. Folder a. Welcome letter b. Enrollment form c. Other Data Forms 3. Locator Session Two: 1. Welcome Personal introduction – history, motivation and enthusiasm for program 2. TABE with returning students a. Reading b. Reading mini lesson c. Math Computation d. You will need to have work planned for students who finish TABE 3. Discussion on Barriers and Goals Session Three 1. Welcome 2. TABE with returning students a. Applied Math b. Math mini lesson (calculator video) c. Language d. You will need to have work planned for students who finish TABE 3. Learning Styles Session Four 1. Welcome 2. Prescription sheets / Locating materials 3. TABE Retesting for students scoring out of range 4. Essay Mini Lesson

A student is not officially enrolled in the Jefferson College AEL program until they have completed 12 hours of orientation and have been screened for eligibility as a Jefferson College AEL student. Upon completion of the orientation process, student enrollments are recorded and student folders are presented to teaching staff with any notes and information gained from the orientation staff that might be helpful to introduce the student to the teaching staff. 35

AEL/GED CLASSROOM PROCESS Opening Night Students should be assigned to a class immediately upon arrival. New students to a classroom have had orientation and testing complete. Class procedures opening night should include: 1. Getting-to-know-you discussion. 2. Discussion of absence rules, sign-in sheet, student information sheet. REMINDER 1. Have students sign in to the nearest quarter hour. We must do this in order to track contact hours. Encourage your students to arrive early since these are low traffic times. This will simplify record keeping greatly! 2. Do not work on program reports or attendance sheets during class time. This is counterproductive because students will feel that you are busy and will not want to interrupt you and begin to feel that you are not really interested in helping them and drop out. It will also result in errors because of lack of concentration. Contact Hours Discuss with the students their responsibility to arrive a few minutes before class starts and remain for at least two hours. At times adults‘ busy schedules necessitate missing a half-hour or hour of class, but leaving less than an hour into attendance only complicates your records. DO NOT count time before or after the class is scheduled. If you have many students who attend for only partial sessions for valid reasons, you may add more students to your roll to maintain 15 students each day class meets. REMINDER Students exhibit negative behavior when they have low self-esteem. The ―loudmouth,‖ the chronically late or absent student or the insecure student all have one thing in common—poor self concept. We, as AEL teachers, see much of this behavior. Perhaps we need to remind ourselves as we get ready for the coming semester that we must give our students much more than academic help; we must help them improve their self-concept. Closing and Combining Classes Any class having less than 10 students for three consecutive sessions may be closed or combined with another class at or near that site. When a class is closed, all records must be complete and up to date before students are transferred to their new class.

36

Missouri AEL Guidelines Collaborative Class Sites AEL programs can enroll students in a class and serve them when the teacher‘s salary is being paid from another funding source? Further, can the local AEL program receive performance funding for these students? The answer to both questions is ―yes‖ (but with some stipulations). The AEL program must: 1. Have supervision over the class site and teacher; 2. Ensure that all teachers are AEL certified; 3. Enroll students in ACES; 4. Ensure the class site follows all the guidelines and policies pertaining to the management of an AEL class site, this includes testing procedures, documentation of attendance, student folders, content standards, and serving students with special needs; and 5. Have some financial investment in the class site (e.g. provides test booklets, curriculum material, supplies, etc.) If all these stipulations are met, the local AEL program can count contact hours and be eligible for performance funding for students enrolled in this class.

37

EXPLANATION OF AEL FORMS INTRODUCTION: Over the past several years the reporting requirements have increased for all who are involved in Adult Education programs. The Adult Education Section of the Department of Elementary and Secondary Education has been investigating various options to help the local AEL program and especially the AEL teacher, deal with these additional reporting requirements. One of those options is computerized forms to help alleviate some of these responsibilities. From this investigation, three forms have been developed which the Adult Education Section sincerely hopes will help you complete the reporting requirements. Specifically, these forms will eliminate the need for the local program to:  Maintain information needed to complete the mid-year report.  Maintain information needed to complete the annual report.  Convert the TABE test results to grade level.  Complete the student progress report. These benefits do require each teacher and each program to take the responsibility of completing the necessary forms in a timely manner. It is necessary that you submit forms to your program head quarters at least once per month and they will submit these to the state data processing office once per month. Each form will be scanned into a computer. Reports will then be sent to the programs who will forward them to your class. It is critical that the forms be submitted accurately, and with all the needed information included. Accurate information will allow us to provide the completed reports and information to you in a prompt manner, but if the social security number or the number hours between test and the other bits of information are missing, the form will have to be returned, the needed information added and then returned to us. As you can see, this will require a much longer processing time and slow the effort of giving the necessary feedback to you and the local program. Complete forms in a timely manner. GENERAL INSTRUCTIONS A. Three forms have been developed. The Enrollment Form will be the only method available to enroll students in AEL in Missouri. B. The Testing Form will be used to report post-test on the students as they progress in your class. C. Termination/End of the Year Form will be used for each student as they leave the program or at the end of the year, whichever comes first. D. Do not make any random or unnecessary marks on the page. E. The student number must be complete and consistent on all forms. GENERAL INSTRUCTIONS FOR THE POST TESTING FORM A. Only you as the teacher will be entering anything on this form. B. You will enter testing results as students take their various standardized tests. C. Testing information on this form is for only one class. If you teach at more than one class, use a separate form for each. D. This form is to be used for reporting test scores on tests taken after the pre-test. Use the form to report scores for more than one student. E. Total hours student has been in class should be drawn from the most recent attendance report available. F. Send this form to the program headquarters near the end of each month. 38

INSTRUCTIONS FOR TERMINATION/END OF PROGRAM YEAR FORM This form must be completed by you for every student who enrolled in your class. As students leave the program you can complete this form. It is advisable to complete this form as you learn the reason the student has left and/or the achievement he/she has accomplished. A form must be submitted at the close of your class or by June 30 for every student. A. Write in the student‘s name and student number at the top of the form. B. The total hours that student attended during this program year is required on each student. C. Indicate the number and type of follow-up methods you used for all students who left the program before completing their objectives. D. Enter as many reasons a student left the program and as many achievements as are applicable. E. It the student is enrolled in your class on June 30 and will also be enrolled on July 1, a drop form still needs to be filled out. F. Submit this form as they are completed, 10 days after your classes close, or by July 5, whichever occurs first. Be sure to keep on top of absences. Students who are contacted usually come back to class. A suggestion is that you call anyone who has missed three class periods. INSTRUCTIONS FOR SIGN IN FORM A. Put out the attendance sheet as soon as you arrive. B. Students are to sign themselves in and out to the hour and quarter. (6:45, 7:15, etc.) C. Program assistants will convert totals to hours and minutes for all students (daily total). D. DO NOT USE FRACTIONAL PARTS OF ANY HOURS. E. Instructors should sign the sheet at the end of the day to verify their hours. F. If you have other not-enrolled referral students in class they must sign a separate sign-in sheet. INSTRUCTIONS FOR INDIVIDUAL AEL TIME SHEET A. Please fill in all information requested. B. Return to Stacie Fischer by the requested day of each month. C. Each teacher is responsible for filling out his/her own time sheet. D. This report is used to issue paychecks—if it is not in on time information cannot be given to the payroll department and checks cannot be issued until the following month.

REPORTS A. Each AEL program will submit data forms to the state data center at least once per month. B. Any documentation from the previous month needs to be submitted to the program headquarters no later than the 5th day of the month, i.e., May forms submitted by June 5.

39

STUDENT FOLDERS Folders should be kept accessible to students, preferably in alphabetical order. Folders of those students who are referred from partnering agencies, i.e., GED Online, WIA, or college students or have graduated from high school or received their GED should be easily recognizable, such as highlighting names with markers or colored coded stickers. All student folders should be labeled with student name and student ID number and include:    

Welcome letter Assignment record log Locator and TABE test results Personal information is not to be kept in student folders, all contact and personal data is to be kept in a secure location

SPECIFIC INSTRUCTIONS FOR THE ENROLLMENT FORM A. Print the student number on blank lines next to the appropriate class at the top of the form. B. Each student fills out the personal data, tell them to print, please! C. Keep the white copy of the enrollment form in the instructor‘s binder. This is the only record you will have in class for student contact and reporting scores on one sheet. D. For ESL students that do not have a social security number but do have an alien number from the U.S. Department of Immigration, enter the last nine digits of the alien number. E. If the student states they do not have a social security number, or refuses to give it to you, paper clip a note to the enrollment form explaining the problem. The state AEL data center will assign that student a ―999‖ number that will need to be used on all future documents referring to that student. F. If the student brings their social security number in at a later time, you should submit a letter with that information and the necessary changes will be made. G. Once the student completes their pre-test, you should enter their test data as follows: TABE Test: The test level (E, M, D, or A) and form (9 or 10) must be marked for each test score for each test score entered. Enter Raw score for each section of the test, i.e., 24 Math Computation, 36 Applied Math. Below that (or next to) record the Education level achieved, i.e., 24/4 and 36/4 Remember that you need both the Computation and Applied sections of the Math to calculate the Education level. ESL students, you need to enter their level with the CASAS test reporting form. This does not eliminate the need to give the ESL students a TABE reading test or Math test in the future. GED Practice Test: Indicate the date taken at the bottom of the form and make sure the scale score for each and all parts of the test taken are recorded in the student folder. Other Standardized Tests, you should write in type of test taken, enter the grade level under the subject that was tested. Grade levels should be entered for all subjects tested. 40

Directions for Enrollment Form: 1. Give student an ID number and put that in the appropriate line (day or night) 2. Place a check mark by online if they will be working online 3. Put date of the first day of enrollment 4. Circle the campus they are attending 5. Have student fill out top portion. (make sure they have name, SS #, and Birth-date filled out) 6. Hispanic/ NOT Hispanic (one of these MUST be checked) 7. They must, also, check a,b,c,d or e. 8. Last DISTRICT attended. (not the school name) 9. Check Program Type (if they score at a level 2.9 or below in Reading, make sure to fill in ELL) 10. Check Labor Force (if they are NOT in labor force, they can write that in) 11. Check ALL that apply for Environment and Secondary Status 12. Check TWO goals for attending. (Do NOT have students check GED as a goal. If they receive their GED program secretary will change it in ACES then.) 13. Fill out ALL scores you want recorded in ACES. (example: 34/4) 14. Send the yellows to Program secretary (only after student has 12 hours) EXAMPLE: Adult Education and Literacy Data Sheet Day# __301-001___ Night# __________ Online _√__ Date __08/19/10_ ABE/GED Location HB NW Arnold Career Center Name __Doe ____________John____________ Social Security Number __000-00-0000___________ Last First Address __123 Main City Zip Code Telephone (_000___) _000___-_0000_____ Birth Date 00__/__00__/0000____ Sex M F Race/Ethnicity: О Hisp О Not Hisp (A. Amer Ind or Alask B. Asian C. Black or African D. Hawaiin Pacif E. White) Last District Attended ___Melville__________________________________ Diploma ____GED______ Have you been enrolled in Adult Education before? Y N I grant permission for Jefferson College to release enrollment, attendance, test scores and progress information to public assistance agencies from which I am receiving services. __________________________________________ Program Type (select all that apply): О ABE/ASE О ELL (LEP) Labor Force Status (select one) О Employed О Unemployed Environment (select all that apply): Secondary Status (select all Goals for attending (select two): О AEL Class О Community that apply): О Obtain a Job Correctional О Low Income О Retain Current Job О Dislocated Homemaker О Secondary Diploma or GED О Family Literacy О Other Institutional О Single Parent О Postsecondary or Job Training О Workplace О GED Online О Dislocated Worker О Work-Based Project Learner Literacy О Learning Disabled О Basic Literacy Skills О Homeless О Work-Based Project О Probation and Parole О English Language Skills Learner О Living in Rural Area О Obtain Citizenship Skills О Correctional Facility О On Public Assistance О Other Personal Goals Subject Area Reading

E9

E10

M9

M10

D9 32/4

Math Comp

25/3

App. Math

18/3

Language

42/4

Practice Test date _______________________

41

D10

A9

A10

Post test forms may be turned in at the end of each month either by email or send in a paper copy to program headquarters. Post Test Form Directions: 1. 2. 3. 4. 5. 6. 7.

Put student # in column Students first and last name Enter Subject Level and Form The date they took the post test Hours that they have in class (not online) when they took post test Score/Scores (example: 32/4)

EXAMPLE: STUDENTS ID #

NAME

SUBJECT

301-001

John Doe

Reading

LEVEL AND FORM

TEST DATE

9D

CUMULATIVE HOURS

SCORES

30:15

32/4

8/19

Progression Sheets must be updated once a month. You can email or send them to the program headquarters. In the heading, please enter the campus you are sending in and if this is a day or night class (example: HB DAY). Please make NO other changes to this form. ALL forms must look the same. If you want to make changes for your own use please do not turn in the altered form. Progression Sheet Directions: 1. Enter the dates of orientation. 2. Enter the number of NEW students. 3. Enter the number of students who have 12 hours or more in that month. (This will be present students and New students.) 4. Enter the number of students who have tested for the FIRST time. 5. Enter the number of students who have progressed for the FIRST time. 6. Enter number of students who have received their GED. (do not enter names just the number) 7. Program Director will enter the students who have transitioned so leave that blank. EXAMPLE: Orientatio n Date

NEW Students

12 + Hour Studen ts

Fir st Time PostTesters

Progressi

GED

on

Transitio n

July August September October November December January 0

0

0 42

0

0

0

Drop forms must be filled out for each student. Drop forms will NOT be used for students that we delete. Drop Form Directions: 1. 2. 3. 4. 5. 6.

Enter students first and last name Enter student number (example: 301-001) You may enter reason for dropping student but it is not necessary If a student received their GED please put that in bold letters so I don't miss it. Last day student attended classes Enter hours student was in class (not online)

EXAMPLE: STUDENTS NAME: ___John Doe____ STUDENT NUMBER: ____301-001__ TYPE OF FOLLOW-UP CONTACTS: A. Letter/ Card B. Phone Call C. Personal Contact D. E-mail E. Contacted Referral Agency F. Other: _______________________ CIRCLE ALL REASONS STUDENT LEFT THE PROGRAM: A. Health Problems B. Family Problems C. Changed Address of Left Area D. Lack of Interest, Instruction not helpful E. Child Care Problems F. Location of Class G. Took a Job H. Incarcerated I. Transportation Problems J. Scheduling Problems K. Entered Military L. Other: _________________________ LAST DAY ATTENDED: __/__/____ TOTAL ONSITE HOURS: 40:00 DATE METHOD RESULTS

COMMENTS:

CIRCLE ALL ACHIEVED GOALS A. Obtained a Job B. Retained Current Job C. Obtained a Secondary Degree/ GED D. Entered Other Education/Training Program E. Obtained New Skills as a Project Learner F. Improved Literacy Skills G. Improved English Language Skills H. Obtained Citizenship I. Reached Personal Goal

PASSED GED TEST!!!!

43

SIGN IN FORM a. Put out the attendance sheet as soon as you arrive. b. Students are to sign themselves in and out to the hour and quarter hours (6:45, 7:15, etc.). c. Students attending classes other than usual class time should sign in separate sign in sheet. d. The total time should be converted to hours and minutes for all students (daily total.) e. DO NOT USE FRACTIONAL PARTS OF ANY HOURS f. SIGN EACH DAILY SHEET

Group Lesson Subject

 STUDENT NAME Participation

DAILY ATTENDANCE SIGN IN FORM Content Standards Applied

CLASS LOCATION: _______HB__________ DATE OF CLASS: ____________________ TIME: _____9-2/5- 9__________________ STUDENT ID # TIME IN TIME TOTAL OUT HOURS

1. 2.

INDIVIDUAL INSTRUCTOR AEL TIME SHEET a. b. c. d.

Please fill in all information requested. Return to Program secretary by the 12th day of each month. Each teacher is responsible for filling out his/her own time sheet. This report is used to issue paychecks—if it is not in on time information cannot be given to the payroll department and checks cannot be issued until the following month

JEFFERSON COLLEGE INDIVIDUAL ABE TIME SHEET INSTRUCTIONS: Please fill in all dates requested. Return this form to Stacie Fischer each month. Each teacher is responsible for filling out his/her own time sheet. SITE: ___________________________________________________________________ NAME: _________________________________________________________________ MONTH: ________________________________________________________________ NOTE: INCLUDE ALL ABE HOURS FOR WHICH YOU ARE REQUESTING WAGES. WEEK WEEK WEEK WEEK WEEK ___ TO ___ ___ TO ___ ___ TO ___ ___ TO ___ ___ TO ___ HOURS CLASS

44

TOTAL HOURS

REFERRAL FROM PARTNERING AGENCY (ie. WIA, Jefferson College, DWD clients) If a referral for service is made by one of our partnering agencies those students will be served within the guidelines of the referral agency first and then by the Jefferson College AEL program guidelines if possible. Jefferson College students may be referred to AEL for tutoring and those students will not be enrolled in the AEL program unless it can be determined that the student will be able to attend AEL regularly for a minimum of 12 hours in a calendar month and will be able to make a progression advance while in attendance. Enrolling a student without the required orientation process requires the approval of the Program Director and Head Resource Instructor. DWD clients may be referred to AEL; these students should be encouraged to enroll in AEL and commit to a weekly study schedule as they are highly motivated students and have a specific goal in mind when they are referred. The DWD procedure for referral is outlined below: Customers will NOT be required to participate in AEL—it is an additional free Product Box service to assist the job seeker in skill enhancement and improving competitive edge in job market. Customer will be encouraged to continue to use WIN program. AEL liaison will complete PROCTOR portion of referral form and will obtain customer‘s signature at the bottom of the form indicating a review of results was completed, and referral to AEL made. Original form returned to designated Career Center staff. If AEL referral made, yellow copy will be forwarded to AEL Program Head Resource Instructor, AEL liaison will maintain a photocopy of completed referral form for tracking purposes. RETESTING-Job seeker may retest once in each of the NCRC areas. Prior to retesting, individual must show progress in WIN program and/or present verification from AEL that progress (at least one skill level) has been made since initial WorkKeys assessment.

45

WorkKeys Referral for National Career Readiness Certificate Jefferson/Franklin Consortium Before completing referral form, Career Center staff will need to confirm individual has completed Welcome Process and has utilized WIN to prepare for assessment. Candidates are encouraged to work through Level 5 in WIN before scheduling assessment. Customer’s Name:

Contact Numbers:

Customer’s Occupational Interest (i.e.welder/nurse) If applying to specific company, list company/job title: Funding Source (must be completed by Career Center staff): [ ] Core Service [ ] Wagner Peyser [ ] Core Funding WIA [ ] Trade Act [ ] Veteran [ ] Missouri Work Assistance Customer is requesting test accommodations: Yes____ No_____ If yes, has documentation review by authorized official been completed? Yes______ No______ Approved Accommodations Plan: ____Extended Time _____Assistive Technology _____Other [ ] This is a retesting appointment. Customer has shown progress in WIN program and/or participated in AEL to enhance skills. Appointment Scheduled for: @ Date Time Missouri Career Center Staff Date ****************************************************************************************** **** To be completed by WorkKeys Proctor: Date of Assessment Applied Mathematics Level

Scale Score

Locating Information Level

Scale Score

Reading for Information

Level

Scale Score

NCRC to be issued: ___Yes [ ] Bronze [ ] Silver Referral to AEL? ____Yes ___No

[ ] Gold

[ ] Platinum ____No

Reason for referral: [ ] After completing WorkKeys assessment, I received information about my results and how to utilize the information for career and employment purposes. [ ] I understand that I am being referred to Jefferson College’s Adult Education program to help me improve my basic skill levels, and I give my authorization to Jefferson College AEL to release information regarding my progress to Missouri Career Center staff.

Customer’s Signature

Date

Proctor’s Signature

Date

46

SITE VISITATION FORM This new SITE VISITATION FORM will be used in the program beginning in 2011. This form is based on the major areas affecting the quality of service offered to students at each site and takes into account comments and suggestions made by directors at regional meetings. MISSOURI ADULT EDUCATION & LITERACY CQI CLASSROOM REVIEW FORM Program ______________________________ Class Site ________________________ Teacher(s) _________________________________________________________________ Reviewer(s) ____________________________ Date ___________________________

Reviewer should review each item and check the box to the right if the item is satisfactory. 1. Student Sign In Sheets a. Students currently in attendance have signed in at the appropriate time of arrival. b. Students currently in attendance have NOT signed out prior to leaving class. c. If multiple grant services are being provided within the class, separate Sign In sheets are used for each grant. 2. Student Folders a. Folders are in a location for easy access to students. b. Folders do NOT have personal information that could be accessible to others. c. Folders have up-to-date progress plans. 3. Progress Plans a. Plans show a summary of assessment results. b. Plans show identifiable lessons linked to assessment results. c. Plans show evidence that teacher is monitoring student progress on a regular basis, i.e. signing off on completed lessons, personal comments, dates of completion, etc. d. Plans show how lessons are linked to the Missouri Content Standards. e. ESL classes are using the CASAS Class Profile Sheet for students. 4. Instructional Materials a. The class has a well rounded selection of materials for all subject areas that meet all readability levels. b. The class has adequate amounts of materials to meet the students’ needs. c. There are no signs of copyrighted materials copied. d. Computer Assisted Instruction is being used in the class. e. All resources used with students are linked to the Missouri Content Standards. 5. Student Records a. All student records with personal information are stored in a secure place. b. Records are kept up-to-date showing status of student enrollment, attendance and exit information. Reviewer should review each item and check the box to the right if the item is satisfactory. 6. Intake/Orientation a. The class has a standardized information packet used for new students. b. The teacher spends one-on-one time with new students. 7. Assessment a. Class has an adequate amount of assessment materials to meet the needs of the students attending. b. Class has the full complement of assessment materials.

47

c. Assessments are kept in a secure place. d. Teacher properly proctors the assessment with the student, e. Time frames are used with the student. f. Class has a sufficient method of scoring test or receives test scores in a timely manner from another location. g. Teacher explains the assessment results to the student. 8. Misc. a. The classroom has adequate space and furniture to meet the needs of the students. b. There is proper signage leading to the classroom. c. There are materials for other service agencies and organizations available in the class. d. Class site is in compliance with ADA laws and regulations. e. A program staff handbook is easily accessible to all staff. f. Teachers exhibit a working knowledge of the Missouri Content Standards.

Comments

48

AEL/GED STUDENT RIGHTS AND RESPONSIBILITIES A. Attendance The student shall discuss attendance with the AEL/GED teacher and mutually agree upon attendance goals. A student who is absent from class is to be contacted. The contacts—if no response, the student may be exited. DOCUMENT ALL FOLLOW-UP. Always emphasize the need for regular attendance to sustain progress. B. Conduct The student shall be held responsible to the same standard of responsibility as a tuition student at Jefferson College. AEL students are expected to conduct him/herself as an adult by attention to task and refraining from distraction of class members by inappropriate behavior. Should the student not exhibit adult behavior, he/she will be removed from class. C. Release of Student Information Enrollment in and attendance at AEL/GED classes is covered under FERPA. Any information requested about a student must be accompanied by a release of information form signed by the student. Family Educational Rights and Privacy Act (FERPA) Family Policy Compliance Office (FPCO) Home The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students." Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies. Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information. Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31): School officials with legitimate educational interest; Other schools to which a student is transferring; Specified officials for audit or evaluation purposes; Appropriate parties in connection with financial aid to a student; Organizations conducting certain studies for or on behalf of the school; Accrediting organizations; To comply with a judicial order or lawfully issued subpoena; Appropriate officials in cases of health and safety emergencies; and State and local authorities, within a juvenile justice system, pursuant to specific State law. Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents

49

and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.

D. Student Conduct The student will agree to attend at least twelve consecutive hours of AEL/GED class before becoming an officially enrolled student. E. Personal Injury Reports Personal injury reports shall be filed with the program director as soon as possible. JEFFERSON COLLEGE STUDENT RIGHTS AND RESPONSIBILITIES POLICY Non-Discrimination Policy It is the policy of Jefferson College that no person shall, on the basis of age, ancestry, color, creed, disability, gender, national origin, race, or religion, be subject to discrimination in employment or in admission to any educational program or activity of the College Student Services. Student Conduct Code The College recognizes that students are both citizens and members of the academic community. As citizens, students enjoy the same freedoms and rights that all citizens enjoy— freedom of speech and assembly, freedom of association, freedom of the press, right of petition, and right of due process. As members of the academic community, students are expected to conduct their affairs in accordance with the standards set forth in this Student Code of Conduct. Because the College must maintain its credibility as an institution of higher education, it has established and maintains standards of academic honesty against which students are regularly evaluated in the performance of their course work. Upon enrolling in the College, each student assumes an obligation to conduct himself/ herself in a manner compatible with the College‘s function as an educational institution and to comply with the laws enacted by Federal, State, and local governments. If this obligation is neglected or ignored by the student, the College must, in the interest of fulfilling its function, institute appropriate disciplinary action. Examples of misconduct which may be subject to disciplinary action, including disciplinary probation, suspension and expulsions are as follows: Examples of Misconduct I. Academic Dishonesty Plagiarism: The unauthorized use of materials not written or created by the person claiming authorship. Plagiarism includes but is not limited to the following: 1. Turning in a written essay produced by someone else. 2. Collaborating on a written assignment without the specific approval of the instructor. 3. Borrowing materials from any source—professional or amateur—and turning them in as original. 4. Failure to acknowledge through appropriate citations any words, ideas, research, graphics, etc. produced by someone other than the person claiming authorship. Cheating: Dishonest acts committed while being tested or evaluated. Cheating includes but is not limited to the following: 1. Copying from another person‘s tests or assignments. 2. Using unauthorized test aids such as notes, drawings, books, etc., during an examination. 3. Submitting a paper which was turned in to another instructor in another class to fulfill part of that course‘s required work—unless agreed upon ahead of time by the

50

instructor of the second course. 4. Aiding another student in dishonesty such as producing written work or sharing information during a test period. 5. Fabricating research or source materials. 6. Stealing, buying or somehow obtaining a test from an instructor‘s work area or computer files. II. Interference with the Educational Mission of the College Sabotage: Interference with or destruction of the work or property of another person, including the misuse of computers. Sabotage includes but is not limited to the following: 1. Forgery, alteration or misuse of College documents, records or identification. 2. Use, possession or distribution of alcohol, narcotics or dangerous drugs except as permitted by law. 3. Obstruction or disruption of teaching, research, administration, disciplinary procedures or other College activities, including its public service functions, or of other authorized activities on College premises. 4. Theft or damage to property of the College or of a member of the College faculty or staff, of a College student, or of a campus visitor. 5. Unauthorized entry to or use of College facilities. 6. Knowingly furnishing false information to the College. 7. Conduct which adversely affects the student‘s ability to function as a member of the academic community. 8. Misuse of computers including but not limited to: a. Unauthorized entry into a file to use, read or alter it. b. Unauthorized transfer of a file. c. Downloading licensed software. d. Abuse of computer time. e. Infecting computers with a virus. III. Behavioral Misconduct Misconduct: Violation of College rules/policies or State/Federal laws. Behavioral misconduct includes but it not limited to: 1. Failure to identify one‘s self when requested by College officials or failure to comply with directions of College officials acting in the performance of their duties. 2. Physical abuse, harassment including sexual harassment, or conduct by any student at College-sponsored or supervised functions, which threatens or endangers the health and safety of any person or creates a hostile or offensive educational environment for any person. 3. Disorderly or immoral conduct or expression, breach of the peace and aiding or inciting another to breach the peace, or infringement upon the rights of others either on College-owned property or at College-sponsored or supervised functions. 4. Possession or use of firearms, explosives, dangerous chemicals or other weapons on College-owned or controlled property or at College-sponsored functions, except as permitted by law and College regulations. 5. Dressing or personally appearing in a manner which unduly disturbs a classroom, instructional activity, or other College activity. Other Policies Prohibition Policy Against Drug and Alcohol Abuse Jefferson College intends to provide a drug free, healthful, and safe educational environment for students and other members of the College community. The unlawful manufacture, distribution, dispensation, possession, or use of a controlled substance or alcohol on Jefferson College-owned or controlled property, or at any College-sponsored activity is expressly prohibited by the Student Conduct Code. Violation of this policy by students will result in disciplinary action including suspension or dismissal. In addition to College disciplinary actions, violators of this policy are also subject to civil prosecution where the offense is prohibited by state. Statutes of the State of Missouri and federal or local municipal and county governments shall take precedence over any actions

51

taken by Jefferson College. Student violations of this policy are to be referred to the Dean of Student Services or other appropriate College official for disciplinary action and/or legal prosecution. College disciplinary action may be accompanied by a requirement of satisfactory attendance in a drug/alcohol abuse assistance or rehabilitation program as a condition of future attendance at the College. Jefferson College recognizes drug/alcohol dependency to be an illness presenting major health problems ranging from temporary disorientation to permanent organ damage or death. Students needing assistance in dealing with drug/alcohol dependency are encouraged to make contact with College counselors who will provide confidential assistance, information, or appropriate assistance sources in the area. Jefferson College will inform students and employees of the College Drug and Alcohol Abuse Policy on an annual basis and provide information on community resources available to assist individuals deal with drug/alcohol related problems. Additionally, the College will make drug/alcohol abuse information and educational information available to members of the College community on an ongoing basis and will review its Drug and Alcohol Abuse Policy and prevention efforts biennially. Sexual Assault Policy Jefferson College recognizes sexual assault as a serious campus concern and a violation of the rights and dignity of the individual and will not be tolerated on College property or at any College-sponsored activity. Sexual assault is a serious violation of the Student Conduct Code, and violators will be subject to disciplinary action according to the Student Conduct Code procedures and/or legal prosecution. (Adopted by Board action, 11/93.) Sexual Harassment Policy Policy Faculty, staff and students are responsible for maintaining a working and educational environment that is harmonious with the College‘s mission of teaching and service. Sexual harassment is entirely inconsistent with the existence of such harmonious environment, and such misconduct is a violation of College policy. Definition Sexual harassment may be defined as unsolicited nonreciprocal behavior involving a person who is in a position to control or affect another College employee‘s job or student‘s status as a student: (a) who is using that authority and power to coerce that employee or student to submit to sexual activity or to punish such person‘s refusal to submit to sexual activity; or (b) who is using that authority, rank and power to sexually harass the employee or student. Sexual harassment includes: (a) conduct unreasonably interfering with an employee‘s work performance or with a student‘s status as a student as well as (b) conduct creating a sexually intimidating, hostile or offensive working or educational environment. Sexual harassment may consist of a variety of behaviors directed to employees or students, including but not limited to, subtle pressure for sexual activity, inappropriate touching, inappropriate language, demands for sexual favors and physical assault. Other behaviors which may be experienced as intimidating or offensive, particularly when repeated or when one person has authority over another, include: • Sexually-oriented jokes, kidding, stories; • Veiled suggestions of sexual activity; • Display of pictures, posters or other sexually suggestive, demeaning or pornographic material; and • Touching, patting, pinching or hugging.

52

STUDENT DICIPLINARY MATTERS Student behavior expectations will be discussed during orientation but it is up to the classroom teacher to determine the usage of the Student Conduct Contract. After an incident or discipline issue becomes apparent the following procedure and contract should be reviewed by the instructor and student, and signed by both.

Rules of Procedure in Student Disciplinary Matters 1. Instructor meets with student to discuss the situation following Jefferson College student conduct guidelines. 2. Student receives verbal warning and signs written contract. 3. Student is dismissed from AEL/GED classes.

I, ________________________ agree to abide by the student conduct guidelines as set forth by the Jefferson College AEL/GED program. I understand that by not following these guidelines I have made a choice to no longer participate in AEL/GED classes.

AEL/GED Student Conduct Contract I, ______________________ understand that in order for me to continue in the Jefferson College AEL/GED program I will be expected to follow all of the student conduct code guidelines. Specifically, the following behaviors have been identified by my instructor as not conforming to the student conduct code guidelines: Current Behavior:

I understand that this contract is an agreement between me and the AEL/GED program. I agree that I will modify my behavior to conform to the student conduct guidelines and that choosing not to do so will result in my termination from the program. _________________________________ _________________ Student Name Date

_________________________________ Instructor Name

_________________ Date

53

Missouri AEL Guidelines Using test results from another AEL Program With the new ACES system local AEL programs can view a currently or previously enrolled student‘s test results which have been entered by another AEL program. This ability may be used to benefit the student by using recent test results instead of re-testing needlessly. The State AEL office is issuing the following guidelines: Local AEL programs can use the most recent test results from another AEL program; however, only one outside test result may be used per student.

Missouri AEL State Assessment Policy 1. INTRODUCTION The Missouri Department of Elementary and Secondary Education’s (DESE) Adult Education and Literacy (AEL) program is directly affected by federal legislation known as the Workforce Investment Act of 1998. The Workforce Investment Act includes Title II, Adult Education and Family Literacy Act which mandates continuous improvement with regard to three core indicators of program effectiveness: (1) participants’ educational gain; (2) participants’ outcomes of gaining and retaining employment, and entering into, and retention in, post-secondary education or training; and (3) participants’ acquisition of a secondary school diploma or its recognized equivalent. All states are required to set performance standards (benchmarks for performance), and states’ program effectiveness will be judged in part by whether the standards are met. This policy guide will address the following: General information to provide context to the reason for a statewide assessment policy. General requirements to be followed in defining students, assessing students and report assessment results. Section 515 of the United States Public Law 106-554, Treasury and General Government Appropriations Act for Fiscal Year 2001, directed the U.S. Office of Management and Budget (OMB) to issue government-wide guidelines that “provide policy and procedural guidance to Federal agencies for ensuring and maximizing the quality, objectivity, utility, and integrity of information (including statistical information) disseminated by Federal agencies.” Information includes any communication or representation of knowledge, such as facts or data, in any medium or form (textual, numerical, graphic, cartographic, narrative, or audiovisual forms). In response to the OMB mandate, the U. S. Department of Education developed and disseminated a document titled U. S. Department of Education Information Quality Guidelines that outlines its policies and procedures for reviewing and substantiating the quality of information and data it disseminates. The U. S. Department of Education requires that states maximize the quality of information and data related to Adult Education and Literacy program performance. 54

Information and data quality is important to the Missouri AEL program and Missouri AEL service providers (hereinafter referred to as ―Missouri AEL service providers) because: DESE must report financial data, statistical data, and other information describing the educational achievement, goal attainment, demographic and socioeconomic characteristics, and employment outcomes of Missouri Adult Education and Literacy participants to the U. S. Department of Education. High quality information is required to demonstrate evidence of effective program service delivery. Educators, researchers, policymakers, and the public use information and data that DESE disseminates for a variety of purposes. Thus, it is important that the information DESE disseminates is accurate and reliable. DESE relies on high quality information and data to make sound decisions in the administration of its grant programs.

II. THE NATIONAL REPORTING SYSTEM (NRS) The U.S. Department of Education, Division of Adult Education and Literacy, and a consortium of State Directors of Adult Education designed the National Reporting System (NRS) as a medium for states to report annual performance information and data. The NRS was formally adopted in 1997 to satisfy a mandate of the 1993 Government Performance and Review Act (GPRA) that all states document and demonstrate program performance. The voluntary nature of the NRS changed in 1998 when Title II, Adult Education and Family Literacy Act, of the Workforce Investment Act established accountability requirements. Those accountability requirements included a mandate that states develop outcome-based performance standards for adult education programs. The NRS established measures and methods that meet requirements of the Workforce Investment Act. Data Collection - All Missouri AEL program providers are required to collect and report selected adult participant information and data to: (1) guide Missouri AEL program providers in program management and improvement activities, (2) guide professional development planning and implementation at both local and state levels, (3) facilitate efficient and effective management of statewide Adult Education and Literacy resources, and (4) satisfy accountability requirements of the NRS. NRS Measures - NRS standards require that states collect and report specific information and data, called measures, for the Annual Statistical Performance Report. The NRS measures include core and secondary measures. Core measures apply to all Adult Education and Literacy participants who attend classes for 12 hours or more. States must develop 55

standards for participants‘ performance and negotiate those standards for core outcome measures with the U.S. Department of Education. The U.S. Department of Education may award incentive grants to those states that meet or exceed those agreed-upon performance standards. Missouri AEL program providers that meet or exceed performance standards may receive a share of those incentives. Missouri AEL program providers may also receive annual performance funding for participants‘ achievement of higher educational functional levels and GED achievement. Core measures include: Outcome measures – These measures are participants‘ educational gain, entering into and retention in employment, receipt of secondary school diploma or GED certificate, and placement in postsecondary education or training. Descriptive measures – These measures are participants‘ demographics, reasons for attendance, and student status. Participation measures – These measures are measurement of contact hours and participation in instructional programs for special populations, such as workplace literacy and family literacy. The NRS standards also include optional secondary measures that are related to employment, family and community. States may deem these measures important to understanding and evaluating Adult Education and Literacy programs. However, these secondary measures will not be used as a basis for incentive grant awards to states. Core Outcome Measures - Core Outcome Measure #1: Educational Gain – Learner completes or advances one or more educational functioning levels from assessed level at initial entry into the program. The following table presents entry-level descriptors for the educational functioning levels. Core Outcome Measure # 1 Educational Functioning Levels – Adult Basic Education (ABE) Level

Level Descriptor

Functional & Workplace Skills Learner has little or no ability to read basic signs and maps; has little or no written communication or computational skills; can handle routine entrylevel jobs.

Beginning ABE Literacy TABE (9–10) scale scores: I

Reading: 367 and below Total Math: 313 and below Language: 389 and below

56

Learner reads simple instructions, signs, and maps. Completes simple forms; handles basic entry-level tasks; has minimal computer and technology skills.

Beginning Basic Education TABE (9–10) scale scores: II

Reading: 368–460 Total Math: 314–441 Language: 390–490 Learner can complete job applications, written orders, and medical forms; reads simple charts and graphs; performs routine computer and technology tasks; writes short reports and essays.

Low Intermediate Basic Education TABE (9–10) scale scores: III

Reading: 461–517 Total Math: 442–505 Language: 491–523

Learner translates graphs, charts, and multi-step diagrams; reads procedural documents and repair manuals; uses most basic computer software.

High Intermediate Basic Education TABE (9–10) scale scores:

IV

Reading: 518-566 Total Math: 506–565 Language: 524–559 WorkKeys scale scores: Reading for Information: 75–78 Writing: 75–77 Applied Mathematics: 75–77 Educational Functioning Levels – Adult Secondary Education (ASE) Learner follows multi-step directions; reads common legal forms and complex manuals; interprets and integrates information from several sources; is proficient with computer and technology operations.

Low Adult Secondary Education TABE (9–10) scale scores:

V

Reading: 567–595 Total Math: 566–594 Language: 560–585 WorkKeys scale scores: Reading for Information: 79–81 Writing: 78–85 Applied Mathematics: 78–81

57

Learner reads complex technical information and comprehends some college level textbooks and apprentice manuals; can function in job situations requiring higher order thinking processes; adapts computer software and technology to new situations.

High Adult Secondary Education TABE (9–10) scale scores: Reading: 596 and above Total Math: 595 and above Language: 586 and above VI

WorkKeys scale scores: Reading for Information: 82–90 Writing: 86–90 Applied Mathematics: 82–90

Level

I

II

III

IV

Educational Functioning Levels – English-As-A-Second Language (ESL) Level Description Functional and Workplace Skills Individual functions minimally or not at all in English and can communicate only through gestures or a few isolated words. May recognize only common words, signs or symbols (e.g., name, stop sign, product logos). Can handle only very routine entry-level jobs that do not require oral or written communication in English. May have no knowledge or use of computers. Low Beginning ESL Individual functions with difficulty in social situations and in situations CASAS scale scores related to immediate needs. Can provide limited personal information on simple forms, and can read very simple common forms of print Reading: 181–190 found in the home and environment, such as product names. Can Listening: 181–190 handle routine entry level jobs that require very simple written or oral Math: 181–190 English communication and in which job tasks can be demonstrated. Writing: 136-145 May have limited knowledge and experience with computers. High Beginning ESL Individual can function in some situations related to immediate needs CASAS scale scores and in familiar social situations. Can provide basic personal information on simple forms and recognizes simple common forms of Reading: 191–200 print found in the home, workplace and community. Can handle routine Listening: 191–200 entry level jobs requiring basic written or oral English communication Math: 191–200 and in which job tasks can be demonstrated. May have limited Writing: 146- 200 knowledge or experience using computers. Individual can interpret simple directions, schedules, signs, and maps, Low Intermediate etc. Completes simple forms but needs support on some documents that ESL CASAS scale scores are not simplified. Can handle routine entry level jobs that involve some written or oral English communication but in which job tasks can Reading: 201–210 be clarified orally or through demonstration. Individual may be able to Listening: 201–210 Beginning ESL Literacy CASAS scale scores 180 and below

58

Math: 201–210 Writing: 201–225 High Intermediate ESL CASAS scale scores Reading: 211–220 Listening: 211–220 Math: 211–220 Writing: 226–242

use simple computer programs and can perform a sequence of routine tasks given directions (e.g., fax machine, computer). Individual can meet basic survival and social demands, and can follow some simple oral and written instructions. Has some ability to communicate on the telephone on familiar subjects. Can write messages and notes related to basic needs and complete basic medical V forms and job applications. Can handle jobs that involve basic oral instructions and written communication in tasks that can be clarified orally. Individual can work with or learn basic computer software, such as word processing, and can follow simple instructions for using technology. Individual can function independently to meet most survival needs and Advanced ESL CASAS scale scores to use English in routine social and work situations. Can communicate on the telephone on familiar subjects. Understands radio and television Reading: 221–235 on familiar topics. Can interpret routine charts, tables and graphs and Listening: 221–235 VI can complete forms and handle work demands that require nonMath: 221–235 technical oral and written instructions and routine interaction with the Writing: 243–260 public. Individual can use common software, learn new basic applications, and select the correct basic technology in familiar situations. TABE = Tests of Adult Basic Education. CASAS = Comprehensive Adult Student Assessment System Notes: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills for the level. CASAS = Comprehensive Adult Student Assessment System and TABE = Test of Adult Basic Education.

Outcome Measure Definitions Continued Learner obtains a job by the end of the first quarter after the Core Outcome Measure # 2 Entered Employment program exit quarter (For learners who are not employed at time of entry and who have a primary or secondary goal of obtaining employment). Core Outcome Measure # 3 Retained Employment Core Outcome Measure # 4 Receipt of a Secondary School Diploma or GED Core Outcome Measure # 5 Placement in Post-secondary Education or Training

Learner is still employed in the third quarter after program exit. Learner obtains certification of passing scores on the General Educational Development (GED) tests, or obtains a high school or adult high school diploma (For learners who establish a primary or secondary goal of obtaining the GED certificate or a secondary school diploma and exit during the fiscal year). Learner enrolls in a post-secondary educational or occupational skills training program that does not duplicate other services or training received, regardless of whether the prior services or training were completed (For learners with a goal of placement in post-secondary education or training). 59

Distance Education Policy The Missouri AEL program supports distance education as an allowable learning activity that allows adult students who are separated by geography, time or both to participate in adult education instruction. In Missouri distance education instruction will be delivered through the AEL funded GED/ESL Online Class Programs. The Missouri GED Online Class Program offers instruction through the use of three primary instructional curricula – SkillsTutor®, Tutor Systems® and academic/basic skills curriculum developed specifically for the Missouri GED Online Class Program. The Missouri GED Online Class Program uses Blackboard as the platform for instructional activity. The ESL online component is provided using Rosetta Stone software, as well as free links to citizenship and other English instruction websites. In order to include distance education activity in the required federal reports, the Missouri AEL program defines a distance learning student as: A student that has at least 51% of the total number of contact hours generated through the student‘s participation in GED or ESL Online Class Programs, and Must have at least 12 hours of contact with an AEL program. These hours can be a mix of actual class time and/or distance education. Missouri‘s Distance Learning: Utilizes the Teacher Learner Model to assign proxy hours for the Missouri developed academic/basic skills curriculum. A fixed number of hours have been identified for each assignment based on teacher determination. Utilizes the Clock Time Model for the SkillsTutor® and Tutor Systems® programs. These software programs track time. Requires all pre and post-tests be conducted through face-to-face interaction with a trained test administrator and in accordance with the state‘s assessment policy. Requires all students participating in the GED/ESL Online Class Programs must be posttested at least every 90 days. Online students that are not post-tested by the 90th day will be prohibited (locked-out) from accessing the GED/ESL Online Class Programs, until such time that they are post-tested. Online teachers must follow the Assessment Management guidelines (page 13) for when it is most appropriate to post-test.

60

ASSESSMENTS A vital part of determining program performance is the use of standardized assessment tools to determine progress. The Missouri AEL program has established requirements to ensure assessment of program performance based on the use of approved standardized assessment. These requirements include state standards all local providers are required to meet. State Standards Eighty percent (80%) of enrolled participants will be administered a pre-test. Seventy percent (70%) of enrolled participants will have a pre-test and have attended at least 12 hours. Fifty-five (55%) of participants who pre-tested and attended at least 12 hours will be administered a post-test, using the Tests of Adult Basic Education (TABE) or the Comprehensive Adult Student Assessment System (CASAS). Approved Assessment Instruments – Only the assessments listed below are approved for progression and NRS accountability reporting requirements. Other assessments may be used when necessary to serve unique participants‘ needs, but may not be used to report progression. Assessments are used to identify and show progress in: skill levels in literacy, numeracy, writing and language acquisition. Comprehensive Adult Student Assessment System (CASAS) - The Appraisal and the Reading, Mathematics, Listening, and Writing assessments. Used with ELL/LEP students. Tests for Adult Basic Education (TABE) - The Locator and the Reading, Mathematics, and Language assessments (the TABE forms are 9 and 10). Used with ABE and ASE students. Literacy Level TABE can be used with students who score is below a 3 on the Locator. WorkKeys – ABE/ASE NRS levels 4 and above. Not for use with ELL/LEP students In/Out-of-Range As an integral part of identifying appropriate testing, Missouri has instituted an ―In-Range‖ and ―Out-of-Range‖ scale for assessment in AEL programs. It is required for performance funding that programs follow these ranges. The State AEL office has set the following guidelines for reporting TABE scores: If the results of a test are over two (2) grade equivalents higher than the upper content range of the given test, or two (2) grade equivalents lower than the lowest content range of the given test, the test will not be accepted. The grade equivalents have been converted to scale scores for use with the system. ACES, the data collection system, will not allow any scores that do not meet the above requirement to be entered. 61

Low

Reading

no Low no Low 374 463

L E M D

Top

In Range Scores TABE 9 & 10 Low Language Top No Low E 523 396 M 546 492 D 581 541 A No Upper

457 516 549 595 No 538 A Upper General Assessment Guidelines for AEL

Low

Math

Top

No Low No Low 314 442

L E M D

440 505 549 594

528

A

No Upper

When using standardized assessments, adherence to the following guidelines is necessary to achieve meaningful test results: Pre-tests should be administered only after participants have been oriented to the class site, feel comfortable, and are at ease with the teacher and the class site environment. A pre-test must be administered within the first 12 hours of attendance. Tests should only be administered in a noise free environment where participants will be free from interruptions and other disruptive influences. Participants should be tested only when they are physically, mentally, and emotionally prepared. The AEL teacher must explain the purpose of the test and give appropriate instructions to participants who are testing. All assessments must be administered in compliance with instructions published by test developers. For TABE see publisher‘s website at: www.ctb.com; for CASAS see publisher‘s website at: www.casas.org. When TABE 9 or TABE 10 Math tests are administered, both Mathematics Computation and Applied Mathematics subtests must be administered. If a grade equivalent is reported from a TABE table, the composite grade equivalent using both scores must be reported. The exception to this is Math level L (Literacy) where there is only one number correct returned. Alternating forms of assessments should be used for pre-tests and post-tests. For example, a participant who is administered a Form 9 TABE Reading pre-test should be administered a Form 10, TABE Reading test as a posttest. If a learner‘s pre-test score is at the top of the range for that level, the next higher level may be used for the posttest. For example, Mr. Doe is administered a TABE Mathematics Form 9 Level M pretest. His number correct scores are as follows: Computation=20, Applied Mathematics=35. Those scores, using Table 19 of the TABE 9 & 10 Norms Book, yield a Scale Score = 62

471. Since the upper boundary of the M level is 549, it would be appropriate to use TABE 10, Level D for a posttest when Mr. Doe is ready. A higher educational level on a post-test in the same subject area as the subject area that scored the lowest "educational level" on the pre-test is required to demonstrate student progress. The lowest score from the tested areas will set the educational level of the student. Any subject area of an approved test can be used to show progress, e.g. TABE Reading, Language, or Math. An improved score in the same area as the lowest area of pre-test is required to demonstrate student progress. It is not necessary to give all the tests; you can give tests in the area of student interest. Class site teachers should understand that there can be a difference between the NRS requirement for assessment and the assessment needs of a particular participant. Alternative Assessments and Screening – Although only TABE, CASAS and WorkKeys assessments may be used for progression, special populations, such as those adults with documented language barriers or disabilities may be assessed using additional or alternative methods such as: 1. PowerPath screening. 2. TABE and CASAS oral assessments. 3. Aids such as magnification tools with written assessments. 4. The oral screening portion of the Form 20 ESL Appraisal for non-English speakers. 5. The oral portion of the TABE, Level L test for English speakers. Training Requirements for Administration of Assessments – All certified AEL teachers will be trained on: NRS policy, accountability policies, and the data collection process Definitions of measures Conducting and interpreting assessments All assessments must be administered by teachers who are AEL certified and have participated in training for the assessments they will administer. Anyone scoring the assessments must also have proper training conducted by a certified teacher who has gone through such training. For TABE, the Locator test must be used to determine the appropriate TABE level test that will be administered. For CASAS, the Appraisal test must be used to determine the appropriate CASAS level test to be administered. New AEL teachers attending the Pre-Certification Workshop (PCW) receive training on the proper administration and interpretation of TABE and CASAS. 63

The Missouri Adult Education and Literacy Professional Development Center (MAELPDC) keeps a record of teachers that have attended the PCW. They also offer refresher sessions for veteran teachers that can be scheduled at the local program director‘s discretion. The State AEL office and MAELPDC also provides periodic training to teachers and other local staff on analyzing, gathering, compiling and reporting data for the NRS. Teachers also receive more specific instruction during the PCW regarding the use of the NRS data. Administration of Assessments - All assessments must be administered in compliance with instructions published by test developers. For TABE see publisher‘s website at: www.ctb.com, for CASAS see publisher‘s website at: www.casas.org. All assessments must be administered by teachers who are AEL certified and have participated in training for the assessments they will administer. Use of Assessment Results - All assessments results are to be used to design instructional strategies for the student. Any scoring process used to determine assessment results must include a component for determining prescriptions to be used as options for designing instruction. Assessments used for Special Populations - Although only TABE and CASAS assessments may be used for progression, special populations (such as those adults with documented language barriers or disabilities) may be assessed using additional or alternative methods such as: 1. Power Path screening 2. TABE and CASAS oral assessments 3. Aids such as magnification tools with written assessments 4. The oral screening portion of the Form 20 ESL Appraisal for non-English speakers 5. The oral portion of the TABE, Level L test for English speakers Accommodations for Students with Disabilities – Programs must follow publisher guidelines when working with students with special needs. For accommodations for the TABE see the CTB website for appropriate accommodations during testing: http://ctb.com/. Find the article titled Assessment Accommodations. If the link does not work, click on the heading Adult Education, then click on Resources. For accommodations for CASAS see the CASAS website at https://www.casas.org/home/index.cfm?fuseaction=home.showContent&MapID=458. For accommodations for WorkKeys, visit http://www.act.org/workkeys/assess/index.html. Additional information can be found in the Guidelines for Serving Students with Learning Difficulties document (http://www.dese.mo.gov/divcareered/ael_plan_doc.htm). Assessments used for Distance Learning Students – Local programs must follow the same policies and guidelines in assessing distance learning students as used with on site students. Local programs do not collect proxy hours for students served with distance learning. The GED Online Class Program records proxy hours and reports to the State AEL office.

64

Pre-test Administration - A student is eligible to be pre-tested and entered into ACES if they have completed four (4) hours of attendance and have established an identifiable goal. Appropriate pre-tests will be administered to each participant only after a thorough intake interview and orientation are conducted. Pre-tests may be administered during an orientation class if the orientation class is of sufficient duration and intensity. Pre-tests must be administered within the first 12 hours of attendance. Programs are encouraged to give the whole battery of assessments. Programs are allowed to submit results of assessments in only the instruction area that the student chooses to focus on. An example is if a student chooses to work only on math then only the math scores need to be entered into ACES. All assessments results are to be used to determine and design instructional strategies for the student. Any scoring process used to determine assessment results must include a component for determining prescriptions to be used as options for designing instruction. A program must pre and post-test using the same standardized test brand (TABE or CASAS). If a student pre-tests in TABE s/he must post-test in TABE; if the student pretests in CASAS, s/he must post-test in CASAS. Within the brand of test, a student must be given a different form or level of the test between pre and post-testing. In a TABE example: If a student‘s recorded pre-test uses an M9 then a student should post-test in M10, or (if appropriate) a higher level D, or A – they would NOT take another M9. CASAS and TABE assessments are not interchangeable. When one of those assessments is used for pre-tests that type of test will be administered a participant for progression. An exception to this is if a student is transitioning between ESL/ELL and ABE/ASE and requires a different assessment. If a students‘ Educational Functioning Levels (EFL) fall into different levels, programs are required to post-test the student in the lowest level reported to the State AEL office. For example if a student is in level 3 in reading, level 5 in math and level 4 in language, the student‘s post-test must be given in reading to qualify for progression. Post-test Administration – Students must be post-tested using the same assessment tool used for a pre-test to measure progression and NRS level attainments. The student must take a different form of the same level of test (pre-test TABE M9, post-test M10) or a different level of the same form of test (pre-test in M9 and post-test in D9). Assessment Management Managing student assessments is a critical component of managing a local program. Over use of a test, testing a student repeatedly with the same test in too short a time period is a direct violation of test publisher and the State of Missouri Assessment Policy. A local program is required to meet test security and accurate use policies below:

65

To meet Missouri assessment policy, a local program MUST:

•

Use alternating versions (e.g. TABE 9M then 10M) of a test for the pre and post tests. There is a required waiting period of at least six (6) months between using the same level and form of a test. o

•

•

Example: If a student receives a TABE 9M test it should be at least six months before that student is given another 9M.

Provide the necessary instruction to a student prior to post-testing and only post-test when measuring lasting gain. A standardized post-test (TABE or CASAS) should be used to measure how much progress a student has made after the student‘s learning has been exhibited. The standardized post-test should not be used arbitrarily as an ―end of lesson exercise‖ or ―quiz‖ to see if a student has made gain. o

A student must receive instruction and exhibit learning gain prior to receiving a standardized post-test.

o

A pre-tested student will receive an NRS level assignment based on their lowest test(s) scores. These results will be used by the local program to determine which content standard benchmarks are appropriate for the student. Missouri content standard benchmarks are tied directly to the NRS levels so mastery (80%) of a content standard benchmark means the student should show progression on a standardized post-test. Through informal assessment (not TABE or CASAS) a student should show mastery of those benchmarks prior to standardize post-testing.

o

A student is not necessarily ready for post-testing at any prescribed interval but it is expected that 60-100 hours of time-on-task, or eight weeks of attendance, whichever is more appropriate is baseline. The state AEL office will use the ACES entry for ―Hours at Testing‖ to determine if a local program is meeting this expectation. If a local program has exemptions to the policy, the local program will be required to provide documentation showing mastery of the applicable benchmarks prior to the post-testing and any additional reasons for post-testing outside the policy.

All testing material must be kept in a secure location; inaccessible to students.

The following are the publisher‘s guidelines for when to post-test. This information can be found at: http://www.nrsweb.org/docs/Assessment%20policy%20guidance%20revised%20final%20May %202006a.doc Test Name

Recommended Pre- and Post-testing Timeframes

ACT/ WorkKeys

We typically recommend that the student be involved in regular instruction that is offered by the institution. This would amount to a semester or quarter course.

CASAS

70-100 hours (40 hours is the minimum) Allow exceptions for courses with different schedules and 66

Test Name

Recommended Pre- and Post-testing Timeframes intensity, e.g., allow more time for courses that meet infrequently or not intensively and for very intensive courses wait longer than the recommended number of hours to post-test. Programs offering high intensity courses (e.g., class meets more than 15 hours per week) may choose to test at the end of a semester, term, quarter, or other substantial block of instruction, even though the instructional intervention is more than 100 hours of instruction. Programs offering low intensity courses with less than 70 hours in a semester, quarter, term, or other block of instruction, may choose to post-test at the end of the instructional period. Programs may choose to assess students who indicate they are leaving the program before the scheduled post-test time, to maximize collection of paired test data.

TABE – Forms 9 and 10

If the pre- and post-test are for the same level but using a different form (e.g., (TABE 9 Level M to TABE 10 level M): 60 hours. If the pre- and post-test are for with the same level and use the same form (e.g., TABE 9 level M to TABE 9 level M): 120 hours. CTB/McGraw-Hill suggests the pre- and post-test guidelines as Best Practices recommendations based upon feedback and APA guidelines. The purpose for assessing with TABE will also have an impact on the implementation of these recommendations. CTB discourages random and frequent testing as it will not present valid gain scores and could create a practice effect, thus producing questionable or spurious scores. Instructional intervention between testing periods is strongly recommended to maximize gain. Proper use of the Locator Test as a determinant of appropriate content level testing is also strongly recommended and is an integral part of the testing process. If a test is to be administered as a retest because the initial test session was invalid, there is not a prescribed length of time that needs to occur. However, CTB strongly encourages some instructional time in order to avoid a practice effect.

67

Goal Setting Procedures – Missouri AEL service providers must develop and implement written procedures or processes for learners‘ goal setting. Class site teachers, or teacher aides, will take the following steps to assure accuracy of participant goals: Explain to each participant the necessity of appropriate goal identification. Goals must be affirmed and reported only after pre-test assessments are completed and analyzed. Goals should be both challenging and practically achievable in the current program year. If a participant‘s goals change, Missouri AEL service providers will change the information in the data system (ACES). Class site teachers should understand that a difference may exist between NRS goal identification and participants‘ total needs. Adult Computerized Enrollment System (ACES) - All information on the data dictionary, measures on state student data, the state data system, and explanation on the use of ACES can be found in the help section on ACES. Local data must be entered into ACES in a timely manner. It is recommended data must be entered on a regular basis but at least monthly. Local program directors are encouraged to review program data reports generated from ACES at least on a monthly basis to verify information entered is accurate and complete. Program data can be access at any time by the State AEL office and if deemed necessary, the State AEL office will contact the local AEL program for discussions regarding data issues. Purchasing Procedures for Assessments - The local program director is required to ensure that adequate and usable assessment materials are available to all staff for use. It is the responsibility of the local program director to purchase assessment materials based on available funds and local purchase guidelines. Test Security – The local program director must ensure that copies of all the assessment test booklets are properly secured and not accessible to the public. Follow-up and Data Matching Procedures – The Missouri AEL program utilizes a data matching procedure to obtain participant Core Outcomes Measure # 4, Receipt of a Secondary School Diploma or GED. Data files will be prepared for data matching related to Core Outcome Measure #2, Entered Employment, Core Outcome Measure # 3, Retained Employment, and Core Measure # 5, Placement in Postsecondary Education or Training. The following steps will be taken: All Missouri AEL service provider participants who were enrolled (12+ hour students) during the program year will be identified. Consideration may be given to participants‘ goals and/or educational functioning level at entry when aggregating files for data matching. A Social Security Number and a class-code that identifies a specific Missouri AEL service provider will identify each participant‘s records. Other identifiers will be used to specify goals and employment status at entry. 68

Each file for data matching will be labeled appropriately and submitted to the contractor (University of Missouri, Columbia, and Department of Economics) who will conduct data matching operations using Missouri and available surrounding states‘ wage data bases, Higher Education databases, and Vocational Training databases. All data-matching files created by the State AEL office will be archived. The contractor selected to conduct data matching will develop and present a report that identifies the appropriate statistics required by NRS.

69

AEL TERMS AND DEFINITIONS The purpose of the program is to expand the educational opportunities for adults and to establish programs that will enable all adults to acquire basic skills necessary to function in society and allow them to secure training that will enable them to become more employable, productive, and responsible citizens as well as allowing them to continue their education to at least the level of completion of secondary school. NRS Demographic Measures Ethnicity – Learner‘s ethnic category with which the learner self-identifies, appears to belong to, or is regarded in the community as belonging. The ethnic categories are: American Indian or Alaskan Native – A person having origins in any of the original peoples of North America, and who maintains cultural identification through tribal affiliation or community recognition. Asian – A person having origins in any of the original peoples of the Far East, Southeast Asia or the Indian subcontinent. These areas include, for example, China, India, Japan, and Korea. Native Hawaiian or Pacific Islander – A person having origins as a native of the Hawaiian Islands or the other islands of the Pacific, such as the Philippine Islands and Samoa. Black or African American – A person having origins in any of the Black racial groups of Africa, but not of Hispanic culture or origin. Hispanic or Latino – A person having origins in Mexico, Puerto Rico, Cuba, Central or South America, or other Spanish culture or origin, regardless of race. White – A person having origins in any of the original peoples of Europe, North Africa, or the Middle East, but not of Hispanic culture or origin. Gender - Whether the learner is male or female. Age – Learner‘s date of birth (from NRS Implementation Guidelines, March 2001) NRS Student-Status Measures Employed Adult – Learners who work as paid employees, work in their own business or firm, or who work 15 hours or more per week as unpaid workers on a farm or in a business operated by a member of the family. Also included are learners who are not currently working, but who have jobs or businesses from which they are temporarily absent. Unemployed Adult – Learners who are not working, but who are seeking employment, have made specific efforts to find a job and are available for work. Not in the Labor Force – Learners who are not employed and who are not seeking employment. 70

On Public Assistance – Learner is receiving financial assistance from Federal, State, or local government agencies, including Temporary Assistance for Needy Families (TANF), food stamps, refugee cash assistance, old-age assistance, general assistance and aid to the blind or totally disabled. Social Security benefits, unemployment insurance and employment-funded disability are not included under this definition. Disabled Adult – A learner who has a record of, or is regarded as having any type of mental or physical impairment that substantially limits or restricts one or more major life activities including walking, seeing, hearing, speaking, working, and learning. Rural Area – A place with a population less than 2,500 and outside an urbanized area. Urbanized Area – An area that includes a population of 50,000 or more in a city and adjacent areas of high density. Low Income – The learner (1) receives, or is a member of a family, that received a total family income, in the six months prior to enrollment, of 70 percent or less of the income level standard for a family of that size; or (2) the learner is receiving or is a member of a family that is receiving cash assistance payments from Federal or state agencies or Food Stamps; or (3) the learner can be designated as homeless under the McKinney Act. Dislocated Worker – A learner who received an individual notice of pending or actual layoff from a job, or an individual who received a publicly announced notice of pending or actual layoff. Single Parent – A learner who has sole custodial support of one or more dependent children. Retired – A learner who has reached the normal retirement age (62 and above), is retired from full-time employment, is receiving retirement benefits based on full-time employment, and is not working for wages more than 20 hours per week Displaced Homemaker – A learner who has worked principally in the home providing unpaid services for family members and who: (1) is not gainfully employed, (2) has had, or will have difficulty finding appropriate employment, (3) has been dependent on, and is no longer supported by, the income of another family member, (4) has been dependent on, and no longer is supported by, government assistance, or (5) is supported as the parent of a 16 or 17 year-old child. Learning Disabled Adult – A learner with IQ in the low-average and above range (70+) who has deficits, related to neurological impairments, in capacity in defined limited areas related to learning, including dyslexia (reading disability) dysgraphia (writing disability), dyscalculia (math disability), and who have a history of previous disabilities. Homeless Adult – A learner who lacks a fixed, regular nighttime residence or who has a residence that is: (1) a publicly supervised or privately operated shelter designed to provide temporary living accommodations, including welfare hotels, congregate shelters, and transitional housing for the mentally ill; (2) an institution that is a temporary residence for individuals intended to be institutionalized; or (3) a public or private place not designed for, or ordinarily 71

used as, a regular sleeping accommodation for human beings. This designation does not apply to any individual imprisoned or otherwise detained pursuant to an Act of Congress or a State law. Immigrant Adult – A learner who is a born alien and not a citizen of the United States due to birth or naturalization. Goals – A learner‘s reasons for attending the program or class (self-identified). Learners must identify two goals that are practically achievable during the program year. Learners must identify two of the goals listed below. Obtain a Job – Obtain full or part-time paid employment. Retain Current Job – Keep current job or obtain a job that has increased pay or benefits, higher level of responsibility, or that requires a higher level of skill compared to current or most recent job. Secondary Diploma or GED – Achieve sufficient basic skills to earn a secondary credential or pass the GED test. Postsecondary or Job Training – Achieve skills required for enrollment in a postsecondary public or private college or training program. Work-Based Project Learner – Enrolled in a Work-Based Project and has defined goal from project to meet during enrollment time. Basic Literacy Skills – A learner who may, or may not, possess a secondary or postsecondary credential, but needs to improve his/her basic reading, math, language, or technology skills. English Language Skills – Improve English language speaking, reading, and writing skills. Obtain Citizenship Skill – Obtain skills to pass the citizenship test. Other Personal Goal – Any other goal related to instruction with a clearly definable outcome. Program Enrollment Type Measures Adult Basic Education or Adult Secondary Education Student (ABE/ASE) – Basic education (ABE) includes learners in Educational Functioning Levels I through IV at the time of entry. Adult Secondary Education (ASE) includes learners in Educational Functioning Levels V and VI at the time of entry. ELL Student – An ELL (English Language Learner), ESL (English as Second Language) or LEP (Limited English Proficiency) student is attending your program to learn English as a nonnative speaker of English Exit Information Attendance Hours and Testing – It is important to update a student‘s hours and testing information prior to exiting student. 72

Exit Date – The last month, day, and year the participant attended class. This date must be accurate. If the participant has not attended for 90 days, he/she should be exited from the program. Exit Reason – An optional data identifying why a student stopped receiving local program services. Other Definitions ABE – An acronym representing the term Adult Basic Education, used to identify Adult Education and Literacy instructional activities conducted for those adult learners who enter local program class sites at Educational Functioning Levels I, II, III, and IV. ACES- Adult Computer Enrollment System, computer based data collection system used by local AEL programs. ADA-American Disabilities Act. AEL-Adult Education & Literacy, Adult Basic Education instruction is designed to teach persons 16 years of age or older to read and write English and to substantially raise their education level. ASE – An acronym representing the term Adult Secondary Education, used to identify Adult Education and Literacy instructional activities conducted for those adult learners who enter local program class sites at Educational Functioning Levels V and VI.

BTAP-Beginning Teachers Assistance Program, the training session designed to orient instructors in AEL. CASAS-Comprehensive Adult Student Assessment System, Assessment tool designed for ESL Students. Classcode – A ten-digit identifier used to specify a particular class site, consisting of the county code and school district code and four-digits to identify a particular class site within the program. Individual AEL service providers will assign the last four digits of the classcode to identify unique class sites or unique class characteristics. Contact Hour – One hour of instruction a learner receives, or one hour of instructional activity in which a learner engages, when a certified AEL teacher is present or monitors that learner activity. Instructional activity includes any program-sponsored activity designed to promote student learning in the program curriculum such as classroom instruction, assessment, tutoring or participation in a learning lab. Participant contact hours must be in an approved class site, during approved hours of operation, with an AEL certified teacher in attendance. The physical presence of both participant and teacher must be legibly documented on an official sign-in form. Sign-in and sign-out times for participants must be legibly documented.

73

Community-Based Organization (CBO) – A not-for-profit organization that is a locally financed agency. An organization that receives a major portion of its operating funds from government sources is not a CBO. DESE-Department of Elementary and Secondary Education, secondary only to the federal government in the education hierarchy. DFS-Division of Family Services Disabled Adult- Learner who has record of, or regarded as having any type of mental or physical impairment that substantially limits or restricts one or more major live activities including walking, seeing, hearing, speaking, working, or learning. Dislocated Worker-Learner who received an individual notice of pending or actual lay off form from a job, or an individual who received a publicly announced notice of pending or actual layoff. Displaced Homemaker-Learner who has worked principally in the home providing unpaid services for a family member and who is not gainfully employed, will have difficulty finding appropriate employment, has been dependant on government assistance, or is supported as the parent 16-17 year old child. Distance Learning-Learning that takes place outside the traditional AEL classroom, where the teacher and student are separated by different physical settings. DOB-Date of Birth DOC-Department of Corrections DWD-Division of Workforce Development Educational Functioning Level (EFL) – The level at which an individual performs life activities such as reading for comprehension, mathematical operations, and communication through speaking and writing (See NRS Outcomes Measure # 1Table above). NRS Implementation Guidelines include tables that link Educational Functioning Levels to CASAS assessment scores and TABE Grade Equivalents. ESL-English as a Second Language, student whose first language is a language other than English ETW-Experienced Teachers Workshops FAQ-Frequently Asked Questions FERPA-Federal Educational Right to Privacy Act GE-Grade Equivalent GED Test – General Educational Development test developed and authorized by the American Council on Education and administered by state approved agencies. 74

Homeless Adult-Learner who lacks a fixed, regular nighttime residence or has a residence that is publicly supervised or privately operated designed to provide temporary living accommodations, an institution that is a temporary residence for individuals intended to be institutionalized, or a public/private place not designed as a regular sleeping accommodation for human beings. This designation does not included any one detained or State law IEP — Individualized Lesson Plan, student specific student LD — Learning Difficulty, Differences, or Disability, source and documented with an IQ in the low-average related to neurological impairments, in capacity to learning; includes dyslexia (reading disability), disability), dyscalculia (math disability) and those previous efforts. MAACCE — Missouri Association of Adult Continuing Education MCCE — Missouri Center for Career Education, MAELAA — Missouri Adult Education & Literacy Not in labor force — Learners who are not employed and not seeking employment PCW — Pre Certification Workshop PDC — Professional Development Center Performance Funding – That portion of operational funding awarded to Missouri AEL service providers based on participants‘ achievements such as GED attainment and student progress. Monetary awards may vary from year to year for those achievements, and additional achievements may be considered for awards from year to year. Performance funding will be paid for Educational Functioning Level improvement, GED achievement, or other designated achievements for those adult learners who persist in instructional activities for at least 12 hours. Pre-test – An initial approved assessment used to determine a participant‘s educational functioning level at entry and to help a teacher/participant develop a study plan. Post-test – A subsequent assessment administered to a participant used to determine student progress. The post-test must be a different test; generally a parallel form of the pre-test. For example, if a TABE, Form 9, reading assessment is administered as a pre-test, the TABE, Form 10, reading assessment should be administered as a post-test. Enrolled Student – A student that has at least 12 hours of attendance and a pre-test. Retained Student – A Missouri AEL participant who persists in attendance for at least 40 or more contact hours. Although a student staying for 40 or more hours is considered serious and dedicated, it is not expected that every student staying 40 or more hours is capable of academic level progress.

75

Retention – The number of Missouri AEL service provider participants who are retained divided by the total enrolled participants. This statistic may be calculated for a class site or the entire program. Scale Score – Tests of Adult Basic Education (TABE) tables convert assessment raw scores to Grade Equivalent and scale scores. Under the best conditions, a TABE Scale Score should be considered as an estimate of a learner‘s true skills. A unit of a single, equal-interval scale that is expressed as a whole number that usually ranges from 0 to 999. Scale scores can be added, subtracted, and averaged across test levels, and they can be used to make comparisons among classes, programs, regions, subjects, etc. Student Progress – Participant progress is based on a positive difference between a pre-test and a post-test, and occurs when post-test results indicate that a participant has completed the entry Educational Functioning Level or achieved a higher Educational Functioning Level. Social Security Number (SSN) – The teacher should verify (driver‘s license or other official picture ID) the participant‘s SSN and name spelling. If the participant does not wish to use his/her SSN, a tracking number will be assigned by the data collection system. TABE - Tests of Adult Basic Education TANF — Temporary Assistance to Needy Families Validity – Test validity relates to whether an assessment actually measures what it is supposed to measure. There are several types of validity, but the type that should be of greatest concern to adult educators is content validity. Content validity of an assessment relates to whether the items in a particular assessment accurately represent the scope of the subject matter for which the assessment was designed. WIA — Workforce Investment Act WIN — Worldwide Interactive Network

76

APPENDIX

Teacher Certification Record Sheet Adult Education and Literacy Data Sheet (Enrollment Form) Post Test Scores Daily Attendance Sign In Form Student Work Log Student Exit Form Student Progression Sheet Mentoring Guidelines for Adult Education & Literacy Programs

77

Teacher Certification Record Sheet The following is a record sheet to help teachers keep track of their certification requirements. If you begin with the Career Continuous Certificate, skip to number 3, Career Continuous. Name_____________________________ Employment Date________________ Event

DATE

1. Pre Certification a. Submit fingerprint cards b. Attended PCW c. Post Workshop Activity completed d. PDC verification of PD activity received e. Verification submitted to program director f. Certification Application submitted (along with college transcripts and fingerprint cards if applicable) g. Teacher Certificate received h. Certificate submitted to Program Director DATE

2. Four Year Certificate Year 1 a. Attended BTAP b. Verification submitted to program director c. Attended 20 hours of PD d. PDC verification of PD activity received e. Verification submitted to program director f. Completion of teacher evaluation Year 2 a. Attended 20 hours of PD b. Pre Workshop Activity completed c. PDC verification of PD activity received d. Completion of mentoring program e. Completion of teacher evaluation

78

Year 3 a. Attended CTW b. Pre Workshop Activity completed c. PDC verification of PD activity received d. Verification submitted to program director e. Attended workshop f. PDC verification of PD activity received g. Verification submitted to program director h. Completion of teacher evaluation Year 4 a. Attended CTW b. Pre Workshop Activity completed c. PDC verification of PD activity received d. Verification submitted to program director e. Attended workshop f. PDC verification of PD activity received g. Verification submitted to program director h. Completion of teacher evaluation i. Submission of application for Career Continuous certificate

DATE

DATE

Other Professional Development Activities Activity

Dates

79

Hours

3. Career Continuous; fill out the dates of all PD activities below and put number of hours for each activity. Total hours for each year should be a minimum of 20. Each row is a program year. Year

Name of Event

PD Event Date(s)

54

HOU RS

Direct or Verified

Total hours

Adult Education and Literacy Data Sheet Day# ___________ Night# __________ Online ___ Date __________________

ABE/GED Location

HB

NW

Arnold

Career Center

Name _________________________________________ Social Security Number __________________ Last

First

Address _____________________________________________________________________________ Street

City

Zip Code

Telephone (____)____-______ Birth Date ____/____/_______ Sex M F Race/Ethnicity: О Hisp О Not Hisp (A. Amer Ind or Alask B. Asian C. Black or African D. Hawaiin Pacif E. White) Last District Attended _____________________________________________ Diploma ____GED______ Have you been enrolled in Adult Education before? Y N I grant permission for Jefferson College to release enrollment, attendance, test scores and progress information to public assistance agencies from which I am receiving services. __________________________________________ Program Type (select all that apply): О ABE/ASE О ELL (LEP) Labor Force Status (select one) О Employment О Unemployed

Environment (select all that apply): О AEL Class О Community Correctional О Family Literacy О Other Institutional О Workplace О GED Online Literacy О Homeless О Work-Based Project Learner О Correctional Facility

Secondary Status (select all that apply): О Low Income О Dislocated Homemaker О Single Parent О Dislocated Worker О Learning Disabled О Probation and Parole О Living in Rural Area О On Public Assistance

Subject Area Reading

M10

E9

E10

M9

D9

Math Comp App. Math

Language

Practice Test Date: __________________

54

Goals for attending (select two): О Obtain a Job О Retain Current Job О Secondary Diploma or GED О Postsecondary or Job Training О Work-Based Project Learner О Basic Literacy Skills О English Language Skills О Obtain Citizenship Skills О Other Personal Goals

D10

A9

A10

POST TEST SCORES STUDENTS ID #

NAME

SUBJECT

LEVEL AND FORM

TEST DATE

CUMULATIVE HOURS

SCORES

THIS SHEET IS FOR STUDENT POST TEST SCORES. THESE TESTS MUST BE VALID BUT DO NOT NEED TO SHOW ANY IMPROVEMENT. THIS FORM MAY BE SENT IN, AT THE END OF EACH MONTH, TO THE HILLSBORO GED CLASSROOM.

55

Group Lesson Subject



STUDENT NAME Participation

Content Standards Applied DAILY ATTENDANCE SIGN IN FORM CLASS LOCATION: _________________ DATE OF CLASS: ____________________ TIME: _______________________ STUDENT ID TIME TIME TOTAL # IN OUT HOURS

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. SIGNATURES: _____________________________________ _____________________________________

56

TOTAL:

STUDENTS NAME: ______________________________________________ STUDENT NUMBER: ____________________________________________ TYPE OF FOLLOW-UP CONTACTS: A. Letter/ Card B. Phone Call C. Personal Contact D. E-mail E. Contacted Referral Agency F. Other: _______________________ CIRCLE ALL REASONS STUDENT LEFT THE PROGRAM: A. Health Problems B. Family Problems C. Changed Address of Left Area D. Lack of Interest, Instruction not helpful E. Child Care Problems F. Location of Class G. Took a Job H. Incarcerated I. Transportation Problems J. Scheduling Problems K. Entered Military L. Other: _________________________ LAST DAY ATTENDED: __/__/____ DATE METHOD RESULTS

COMMENTS:

CIRCLE ALL ACHIEVED GOALS A. Obtained a Job B. Retained Current Job C. Obtained a Secondary Degree/ GED D. Entered Other Education/Training Program E. Obtained New Skills as a Project Learner F. Improved Literacy Skills G. Improved English Language Skills H. Obtained Citizenship I. Reached Personal Goal

TOTAL ONSITE HOURS: ____________

57

2010/2011 Student Progression Sheet Orientation Date NEW Students 12+ Hour Students First Time Post-Testers Progression GED Transition July August September October November December January February March April May June

0

0

0

54

0

0

0

54

2

Mentoring Guidelines For Adult Education & Literacy Programs

Adult Education and Literacy Section Missouri Department of Elementary and Secondary Education

Revised Fall 2008

Grateful acknowledgement is given to the following contributors of content and forms to this updated Mentoring Handbook: • The committee that developed the original Mentoring Handbook in 2000 • The current PD Committee, the Missouri Professional Development Center, and DESE AEL • St. Charles Community College AEL Program

TABLE OF CONTENTS MENTORING GUIDELINES FOR ADULT EDCUATION AND LITERACY PROGRAMS

PAGE

Goal, Objective, and Mentor Eligibility ....................................................................... 3 Mentor’s Responsibilities (Mentee copy) .................................................................... 4 A Good Mentor Is ........................................................................................................... 5 Where Do You Fit In? ..................................................................................................... 6 Mentee’s Responsibilities (Mentee copy) .................................................................... 7 Director’s Responsibilities ............................................................................................. 8 Phases of New Teacher Growth ................................................................................. 9 Implement and Support Information ........................................................................... 10 Checklist for Mentee (Keep in booklet) .................................................................... 11 & 12 Mentor-Mentee Sample Timeline ................................................................................. 13 Mentor and Mentee Responsibilities (Mentor copy -- Pull-out section) ............. 14 Checklist for Mentor (Personnel Copy -- Pull-out section) .................................. 15 & 16 The construction of this handbook works for both Mentors and Mentees. The Table of Contents denotes pages which are for the Mentor, the Mentee and the Director. The Mentor should keep the appropriate pull-out section until the end of the two-year mentoring period. After completion, it should be given to the director for placement into the Mentee’s personnel file.

"Setting an example is not the main means of influencing another; it is the only means." -Albert Einstein 2

ADULT EDUCATION & LITERACY (AEL) MENTORING GUIDELINES Goal: To provide direction and support to all new AEL teachers.

Objectives: Teachers new to the AEL program will… o Understand the policies and procedures of the program o Understand building procedures o Receive support and encouragement necessary for professional growth

Who is eligible to serve as a mentor? It is recommended that mentor teachers have at least two years of successful AEL teaching experience.

AEL Teacher Certification requires two (2) years of participation in a Mentor Assistance Program for all beginning AEL teachers certified after 2001.

3

Mentee Copy (keep in booklet) Mentor’s Responsibilities The primary task of the mentor is to work to establish a relationship with a beginning teacher based on mutual trust, respect, support, and collegiality. The mentor is not an evaluator. This is an adult relationship in which the new teacher’s curiosity and desire to improve is supported and facilitated by the mentor’s expertise. The mentor should make an effort to be both available and easily accessible to the beginning teacher, especially during the first few weeks of employment as an AEL teacher. Informal discussions are a valuable resource of assistance. In addition, mentors should also: o o o o o o

Provide instructional support Provide professional support Provide personal support Maintain a confidential relationship with the mentee Ensure a strong start to the year Serve as a liaison

4

A Good Mentor Is….

A communicator who…is able to listen empathically; respond tactfully; and is able to share experiences, ideas, doubts.

A role model who… is competent in his/her in teaching, values his/her work, respects and likes his/her peers, has a sense of humor, is willing to take part in a training program, is committed to personal growth, and is skilled in the art and science of teaching.

An advisor / supporter who… is a friendly observer, is able to nurture, is capable of maintaining trust, desires to serve, is committed to the idea of helping beginning teachers, is able to suspend judgment, feels trust is essential, and possesses strong interpersonal skills.

5

Where Do You Fit In Your Adult Education and Literacy Program?

HELP US MAKE THESE PARTS FIT AS ONE! “The wise mentor knows that being aware of what is not known is important in order to attain true knowledge and wisdom; we must remain open and empty, allowing ideas from other people to rush in. To be empty, to recognize how little we know, is to be abundant”. -Chunglian Al Huang & Jerry Lynch, Mentoring: The TAO of Giving and Receiving Wisdom

6

Mentee’s Responsibilities The primary task of the mentee is to play an active role in the mentoring relationship by understanding that the process is to help the beginning teacher grow in the profession. During the first couple of years of teaching the mentee has the opportunity to learn from an experienced teacher the skills necessary to succeed. In addition, the mentee also must: o

Be receptive to and understanding of the mentoring process

o

Work with the mentor to achieve professional growth

o

Establish a professional growth plan

o

Seek out help

o

Observe experienced teachers at work

o

Regularly participate in programs organized for beginning teachers

o

Complete requirements set forth for an adult education and literacy teacher by the Missouri Department of Elementary and Secondary Education, Adult Education and Literacy Section

7

AEL Director’s Responsibilities The local director or a designee must be on hand to assist each beginning teacher during the first class session and continue until the director is satisfied that the teacher could handle the class without assistance (Local AEL Program Director’s Guide 2-22). The director has authority to select the mentor and: o

o

Determine possible payment of mentor. If the budget allows, the director may allocate payment to mentors. (The mentee is not paid extra) Establish a program culture that supports professional collaboration, such as mentoring

o

Organize a beginning teacher support program

o

Ensure reasonable working conditions for the beginning teacher

o

Facilitate the relationship between the mentor and beginning teacher

o

Conduct an orientation program

o

Conduct the formal evaluation of the beginning teacher

o

Oversee the selection and training of mentors

8

Phases of New Teacher Growth First-year teaching presents a difficult challenge for the novice. Equally challenging is the task of finding out what assistance new teachers need and when they need it. Ellen Moir (1990) and her colleagues, in their observations of new teacher growth and development, have defined the phases teachers move through during their first year. These are shown below in Figure1: Phases of First-Year Teaching.

While not every teacher moves throughout this exact sequence in these predicted periods of time, understanding these phases can be helpful to those who wish to provide help and support to new teachers. It can define what kind of help is needed at a particular point in the new teacher’s development

9

Why Implement Mentoring in AEL Programs? Missouri’s AEL Programs continue to seek ways to enhance the quality of their services and improve outcomes for adult learners. Staffing programs with skilled and experienced instructors is one way of promoting high quality educational services for adults. An excellent way to develop instructor capacity is through mentoring, the process by which a more experienced instructor or administrator nurtures the growth of a less experienced instructor or administrator through counseling, coaching, and supporting reflective problem solving.

How Can Local AEL Programs Support Mentoring? Program commitment and support are crucial for mentoring to get off the ground and to be successful. If mentoring is to become an integral part of an adult education program’s professional development system and continuous improvement cycle, then administrators must provide leadership and support for mentoring. Such support can occur by: o Integrating mentoring into the professional development system; o Allocating staff and time for mentoring; and o Providing recognition and rewards for mentors and mentees.

”Mentor: Someone whose hindsight can become your foresight" -Anonymous

10

Checklist for Mentee (Keep in booklet)

________________ Mentee Name

We Discussed:

________________ Mentor Name

Initial Meeting Follow-up Date Date(s) Month/Year Month/Year Planning for Instruction and Assessment

Initial meeting Addressing needs of students Adaptation of curriculum Validation of student achievement Planning for positive learning behaviors Alignment of assessment with curriculum and instruction Lesson plans/prescriptions Instructional materials Resources Program calendar Learning Environment Classroom atmosphere; rapport with students Recognition of students’ backgrounds and individual needs Management techniques and routines Classroom management Retention Time management Technology Teaching and Learning Strategies Identification of student needs Recognition of student knowledge and experiences Relevance of program Involvement of students in planning and evaluating Content Standards GED Online Use of volunteers

11

Checklist for Mentee, continued (Keep in booklet) Initial Meeting We Discussed: Date Month/Year Assessment and Evaluation of Student Achievement Record-keeping

Follow-up Date(s) Month/Year

Diagnosing student needs Alignment of learning outcomes, instruction and evaluation Involvement of students in evaluation Establishment of relevant criteria for evaluation Use of assessment data to improve instruction GED Test information Pre- & post-testing Interpersonal Skills and Attitudes Demonstration of respect, courtesy, tolerance, openness Development of a supportive atmosphere Demonstration of effective communication skills Demonstration of adaptability and flexibility Collaboration with colleagues Contributions to Program Success Facilitation of professional growth of colleagues Establishment of cooperative working with colleagues Applying Content Standards Celebration of successful mentoring experience Other:

____________________________

_____________________________

Mentor Signature

Mentee Signature

__________________ Program Year Mentee’s personnel file copy complete ____________ Date

12

MENTOR-MENTEE SAMPLE TIMELINE Mentoring Program Start Date: __________________

MONTH

ACTIVITY

COMMENTS

Mentor goes over guidelines and handbook ST

1 Month

2nd Month 3rd Month

4th – 6th Month

7th – 12th Month

Mentor attends Mentee’s class, as arranged by Mentee’s supervisor Mentor meets Mentee once Mentor meets Mentee once Mentor meets Mentee once Mentee visits and observes another site Mentor meets Mentee once during this 3-month period. Mentor contacts Mentee twice via e-mail or phone during this 3-month period Mentor meets Mentee once during this 6-month period. Mentor contacts Mentee twice via e-mail or phone during this 3-month

13th – 18th Mentor meets Mentee once during this 6-month period. Month 19th – 24th Mentor meets Mentee once during this 6-month period Month to conclude the mentoring process. Mentoring Program End Date: __________________

13

Mentor Copy (Pull-out section) Mentor’s Responsibilities The primary task of the mentor is to work to establish a relationship with a beginning teacher based on mutual trust, respect, support, and collegiality. The mentor is not an evaluator. This is an adult relationship in which the new teacher’s curiosity and desire to improve is supported and facilitated by the mentor’s expertise. The mentor should make an effort to be both available and easily accessible to the beginning teacher, especially during the first few weeks of the employment as an AEL teacher. Informal discussions are a valuable resource of assistance. In addition, mentors should also: o o o o o o

Provide instructional support Provide professional support Provide personal support Maintain a confidential relationship with the mentee Ensure a strong start to the year Serve as a liaison

Mentee’s Responsibilities The primary task of the mentee is to play an active role in the mentoring relationship by understanding that the process is to help the beginning teacher grow in the profession. During the first year of teaching the mentee has the opportunity to learn from an experienced teacher the skills necessary to succeed. In addition, the mentee also must: o o o o o o o

Be receptive to and understanding of the mentoring process Work with the mentor to achieve professional growth Establish a professional growth plan Seek out help Observe experience teachers at work Regularly participate in programs organized for beginning teachers Complete requirement set forth for an adult education and literacy teacher by the Missouri Department of Elementary and Secondary Education, Adult Education and Literacy Section

14

Checklist for Mentor - (Pull-out section for Mentee’s personnel file)

________________

________________

Mentee Name

We Discussed:

Mentor Name

Initial Meeting Follow-up Date Date(s) Month/Year Month/Year Planning for Instruction and Assessment

Initial meeting Addressing needs of students Adaptation of curriculum Validation of student achievement Planning for positive learning behaviors Alignment of assessment with curriculum and instruction Lesson plans/prescriptions Instructional materials Resources Program calendar Learning Environment Classroom atmosphere; rapport with students Recognition of students’ backgrounds and individual needs Management techniques and routines Classroom management Retention Time management Technology Teaching and Learning Strategies Identification of student needs Recognition of student knowledge and experiences Involvement of students in planning and evaluating Content Standards GED Online Use of volunteers Checklist completed and filed in Mentee’s personnel file ___________ Date 15

Checklist for Mentor -- Personnel File Copy (Continued) (Pull-out section for Mentee’s personnel file)

Initial Meeting We Discussed: Date Month/Year Assessment and Evaluation of Student Achievement Record-keeping

Follow-up Date(s) Month/Year

Diagnosing student needs Alignment of learning outcomes, instruction and evaluation Involvement of students in evaluation Establishment of relevant criteria for evaluation Use of assessment data to improve instruction GED Test information Pre- & post-testing Interpersonal Skills and Attitudes Demonstration of respect, courtesy, tolerance, openness Development of a supportive atmosphere Demonstration of effective communication skills Demonstration of adaptability and flexibility Collaboration with colleagues Contributions to Program Success Facilitation of professional growth of colleagues Establishment of cooperative working with colleagues Applying Content Standards Celebration of successful mentoring experience Other:

_______________________ Mentor Signature

_______________________ Mentee Signature

___________________________

Program Year

16