Orientation Implementation Requirements

1. Measures 4.1 and 4.2 Regularly scheduled – group process – minimum 6 hours over minimum 2 days Explanation of program’s offerings, objectives, funding sources, policies, services to individuals with disabilities, and goal setting Gathering of demographic information Group/individual activities Appraisal testing Diagnostic testing (maximum of 2 diagnostics on 1 day) One-on-one counseling Determination of appropriate classes and attendance schedule Signing of program or learner agreement Room segregated from other instruction OrientationImplementation Requirements

2. Assessment • Screening of learners’ skills • Diagnostic assessment of learners’ skills for classification of educational functioning level • Schedule each learner for prescriptive planning

3. KBOR Assessment Policy • Kansas Adult Education Policy Manual • Section 11. Kansas Adult Education Assessment Policies and Procedures

4. KBOR Assessment Policy • Learners have valid CASAS diagnostic test score(s) for determining Educational Functioning Level prior to completion of 12 hours • Learner’s educational gains determined only by CASAS pre- and post testing • Learners should be pretested in multiple skill areas • Learners are leveled in PABLO based on the lowest diagnostic pretest score in which the learner identifies a desire to study

5. KBOR Assessment Policy • All CASAS test scores, test forms used, and dates of testing must be entered into PABLO, including invalid testing • Programs should strive to never test a learner on a test form more than once • A learner must never test more than once within a six-month period on the same test form • Learners should be posttested initiallybetween 60-70 hours of program services and then at every 60-70 hours of instruction thereafter

6. KBOR Assessment Policy • Programs should not administer posttest to learners who have less than 30 hours of program services • Test booklets, answer sheets, answer keys and any other testing materials must be maintained in a secured area • Teachers may not review specific test items with learners when discussing test results nor include actual test items or even slightly revised test items in any instructional materials

7. KBOR Assessment Policy • Every person who administers a CASAS assessment, scores a CASAS assessment, and reports scores for entry into PABLO must be CASAS certified • All test administrators must have access to and use the CASAS test administration manual for every test that is administered

8. Assessment Phases of Assessment • Orientation • Initial Assessment/Program Placement • Determination of Educational Functioning Levels (EFL) • On-going Assessment (Instruction Component) • Posttesting/Completion (Test-taking Component) Individuals administering CASAS assessments must be trained (certified) by a CASAS state-level trainer

9. Phases of AssessmentPre-Enrollment and Orientation Informal assessment • Does the learner have difficulty completing the enrollment form? • Does the learner have an obvious disability or disclose a hidden disability? • What else does the learner disclose?

10. Phases of AssessmentInitial Assessment/Program Placement Comprehensive Student Assessment System (CASAS) • Appraisal • ABE – CASAS ECS (Employability Competency System) – Reading and Math • ESL – CASAS ESL - Listening, Reading, Writing and Speaking/Listening

11. Phases of AssessmentDetermination of EFL • Diagnostic Test (Pretest) • ABE – CASAS ECS - Reading, Math, Writing • ESL – CASAS ECS, Life & Work, Life Skills - Reading, Listening, Writing Individuals administering CASAS assessments must be trained (certified) by a CASAS state-level trainer

12. Phases of AssessmentOngoing Assessment • May be formal(written test) or informal (teacher observation, checklists, etc.) • CASAS Pre-Employment/Work Maturity Checklists • Checklists A, B, C, D, E, and F • Attend KBOR WES training • Attend Using Performance-Based Assessment training • Use WES multimedia curriculum • Follow assessment protocol in the KBOR CASAS ECS Pre-Employment/Work Maturity Assessment Manual

13. Phases of AssessmentOngoing Assessment • Kansas Technology Competency Checklists • Checklists A, B, C, and D • Kansas Technology Lesson Plans • Attend Using Performance-Based Assessment training • Follow assessment protocol in the KBOR Technology Competency Assessment Manual

14. Phases of AssessmentOngoing Assessment • CASAS Government and History for Citizenship • Multiple choice • Dictation • Used to document attainment of the goal “Achieve Citizenship Skills” Test examiners MUST carefully study the CASAS Government and History for Citizenship Test Administration Manual

15. Phases of AssessmentPosttesting/Completion Assessment • Posttest between 60-70 hours of instruction • Posttest with >30 hrs. but <50 hours of instruction if learner discloses that he/she is exiting the program • Should not posttest if instruction has not occurred • Immediately after pretest is administered refer to CASAS Suggested Next Test Chart to determine which posttest to administered • In most cases, CASAS tests series are aligned on same scale and can be used interchangeably • CASAS Secondary Assessment series may not be interchanged with a test from another CASAS series

16. Assessment • Guidelines for Providing Accommodations Using CASAS Assessment for Learners with Disabilities • Providing Accommodations Using CASAS Assessment - Table 1

17. AssessmentImplementation Requirements Measures 4.1 and 4.2 • Programs must follow state assessment policy • Programs must have an assessment policy and schedule followed by all staff members

18. Prescription • Review Orientation and Enrollment Procedures • Determine if other educational or disability-related records are important in working with participants – 3rd time addressed • Review assessment results • Develop instructional plan

19. Prescription • One-on-one • Private area • May determine that the program is not appropriate at this time based on: • roadblocks • educational level • commitment • or some other issue.

20. Prescription • CASAS ECS Pre-Employment Checklist F – basis for understanding program expectations • Checklist A, B, C, D, E pretest administered if going to provide employability classes

21. PrescriptionImplementation Requirements Measures 4.1 and 4.2 • One-on-one private session with learner and teacher • By the end of orientation or within first 12 hours of learner’s entry into program • Occur after formal assessments or at end of session

22. Orientation Evaluation • What was the MOST important thing you learned during the past 3 orientation days? • What as the LEAST important thing you learned during the past 3 days? • What concerns you the MOST about attending our program? • What questions do you have that were not answered during orientation?

23. What if they don’t return after Prescription?

24. Instruction • Provide instruction consistent with specific learning goals identified during prescription meetings • Help learners toward accomplishing specific outcomes • Provide instructional options that are appropriate for varied learning goals and desired outcomes • Continuously monitor learner progress to determine appropriateness of instruction • Provide a learning environment consistent with principles of andragogy and teaching for adult participants of varying ability and needs levels

25. Instruction • Preparation • Course Syllabus • CASAS Individual/Class Profile • Lesson Plans

28. Lesson Plan Format

29. Instruction Phases of Assessment • Orientation • Initial Assessment/Program Placement • Determination of Educational Functioning Levels (EFL) • On-going Assessment (Instruction Component) • Posttesting/Completion (Test-taking Component)

30. Instruction Evaluation • Has there been anything that hasn’t gone well for you? • What do you think we could do to make your time here better for you? • Do you have any concerns about attending our program? • Is there anything that has gone particularly well for you this past month?

31. InstructionImplementation Requirements Measures 4.1 and 4.2 • Variety of instructional classes • Each class should have a syllabus and lesson plans that reflect course content linked to the assessment

32. Test-Taking • Familiarize learners with the GED or other types of placement exams (e.g. Asset, ASVAB) • Teach learners a strategy for successful test taking • Help potential exam takers complete the administrative procedures for taking the GED or other exams • Guide learners to the appropriate next step after taking an exam

33. Test-Taking Phases of Assessment • Orientation • Initial Assessment/Program Placement • Determination of Educational Functioning Levels (EFL) • On-going Assessment (Instruction Component) • Posttesting/Completion (Test-taking Component) – 60-70 hours of instruction or set “class session”

34. Test TakingImplementation Requirements Measures 4.1 and 4.2 • Programs must follow testing protocol in Kansas Adult Education Assessment Policy (Section 11) • Programs must follow policies outlined in the Kansas GED Testing Policy Manual and Reference Guide for Official GED Practice Test.

35. Transition • Review participant’s goal attainment in the adult education program and plan accordingly • Identify reasonable personal goals for the participants to work on next • Formulate an action plan for prioritizing and beginning to work on their next goal(s)

36. Transition Begins with Orientation and is addressed throughout the learner’s time in the program

37. Transition Exercise • Identify Transition activities/events which could take place during each of the following components: • Orientation • Prescription • Instruction • Transition • Begin planning a scope and sequence for transition events • Who else should the program involve?

38. TransitionImplementation Requirements Measures 4.1 and 4.2 • Process begins in orientation • Programs must have a written transition plan for moving higher-level learners into post-secondary education

39. Research to Practice Advising Model Key Features: • dissemination of information through presentations and workshops that students may choose to attend; • individual advising rather than class or cohort advising; • and wide variation in the intensity of services.

40. Advising Model • First meeting addresses: • the student’s goals, motivation, and academic preparedness for college • includes setting up college placement testing • Second visit usually includes: • visit to the college • assistance with admission • help with the financial aid process • helps the student with class selection • Third meeting explores: • support services on college campus

41. College Preparatory Model College Prep Model key features include: • Direct instruction to address the gaps between the knowledge and skills required to complete the GED and those needed for success in college; • Learning environment that teaches college success skills by simulating a college environment in terms of class format, expectations, scheduling, etc.; • Comprehensive counseling component; and • Student cohorts or learning communities.

42. College Prep in Practice • Minimum of six hours a week of direct instruction in reading, writing, math, use of computers, and study skills for a minimum of 14 weeks in an academic cycle • Educational and career counseling, mentoring, academic tutoring, and access to support mechanisms on the college campus • Pre-algebra, reading, writing, and “Technology Tools for College Success” courses offered each semester based on the needs of the particular cohort of transition students

43. GED Plus Model GED Plus Model key features include: • some alignment of the GED curriculum to include academic and/or student success skills needed for entry into postsecondary education; • and concurrent preparation for the GED and postsecondary education and/or dual enrollment in adult and postsecondary education.

44. USA Funds Life Skills

45. National College Transition Network

46. Financial Aid Information • www.kasfaa.org • www.finaid.org • www.nasfaa.org • www.ksbor.org • www.collegetransition.org

47. Other Transitions • Career exploration for new employment or improvement in position • Military training or career • English as Second Language Learners transition to Adult Basic Education or post secondary education • Obtaining technical training through technical schools/colleges or community colleges

48. ESL-to-ABE Model

49. Transition Exercise • Identify Transition activities/events which could take place during each of the following components: • Orientation • Prescription • Instruction • Transition • Begin planning a scope and sequence for transition events • Who else should the program involve?

50. K-W-L Exercise