ADULT BASIC EDUCATION CURRICULUM GUIDE TABLE OF CONTENTS

Transcription

1 ADULT BASIC EDUCATION CURRICULUM GUIDE TABLE OF CONTENTS 2006 revisions noted as revised SECTION 1: GOALS AND PHILOSOPHY Pages 2 14 SECTION 2: ENROLLMENT All revised Pages BASED Course Descriptions Student Forms and Their Uses 33 Student Folders Sample Forms SECTION 3: LEARNING STYLES Pages Learning Style Checklist Learning Style Recommendations C.I.T.E. Learning Styles Instrument & Score Sheet Description of the CITE Instrument Nine Style Areas 70 Keys to a Diagnostic-Prescriptive Teaching Approach SECTION 4: VOLUNTEER TUTOR SERVICES Pages SECTION 5: WABERS Pages Overview Intake End of Quarter Reporting WABERS Definitions SECTION 6: TESTING All revised Pages Placement Appraisal for Basic Skills 85 CASAS ESL Intake Process (.pdf file) 85 Guidelines for Providing Accommodations Using CASAS Assessment For Learners with Disabilities (.pdf file) CASAS Assessment Process Study of CASAS Relationship to GED 2002 Reference Sheet 91 Washington/CASAS Correlation Chart (ABE & ESL) 92 Suggested Next Test Charts (.pdf file)

2 TABLE OF CONTENTS, Continued SECTION 6: TESTING (Continued): Peninsula College Placement Exams and ASSET About COMPASS and Score Interpretation SECTION 7: ADULT BASIC EDUCATION (ABE) All Revised Pages NRS ABE Educational Functioning Level Table 107 Washington/CASAS Correlation Chart 108 CASAS Skill Level Descriptors 109 Course Syllabus 110 Washington State Adult Learning Standards (.pdf file for ABE) SECTION 8: ENGLISH AS A SECOND LANGUAGE (ESL) All Revised Pages ESL Introduction 113 CASAS ESL intake Process (.pdf file) 114 Washington/CASAS Correlation Chart (Level Titles) 115 CASAS Skill Level Descriptors (.pdf file) 117 Test Content by Item NRS ESL Educational Functioning Level Table 119 Course Syllabus Washington State Adult Learning Standards (.pdf file for ESL) 1

3 Section 1 GOALS AND PHILOSOPHY 2

4 Adult Basic Education Curriculum Guide Peninsula College Peninsula College Mission Statement Endorsed by the Peninsula College Board of Trustees, February 14, 2006 Peninsula College provides educational opportunities in the areas of academic transfer, professional/technical, basic skills, and continuing education. The college also contributes to the cultural and economic enrichment of Clallam and Jefferson Counties. Guiding Principles Endorsed by the Administration, Classified Staff, Faculty Senate, and the Board of Trustees, Winter 2002 The following principles set guidelines for how members of the college community go about their work together: 1. The teaching/learning process is at the center of the mission of the Peninsula College. 2. Members of the campus community will treat each other with mutual respect and dignity. 3. Members of the campus community will be open and honest in their communications. 4. Members of the campus community shall promote a positive work environment and avoid adversarial relationships. 5. Each member of the campus community shall act ethically and with integrity. 6. The campus will engage in collaborative decision-making processes. Basic Skills Mission Statement The purpose of Adult Basic Education at Peninsula College is to help undereducated adults and adults with limited English proficiency within community college district #1 to access adult and family literacy services that assist them in: accessing needed information, taking independent action, expressing their own ideas and opinions, keeping up with a changing world, and exercising their rights and responsibilities as family members, workers, and community members. Spring

5 Adult Basic Education Curriculum Philosophy The Peninsula College s Adult Basic Education Curriculum is designed to meet the requirements of Title II of the Workforce Investment Act and the guidelines of Equipped for the Future in order to enable adults to acquire the basic educational skills necessary for literate functioning as a family member, worker, and community member. In Washington, the basic skills of reading, writing, computing, listening, and speaking are taught within the context of personal and career development. Instructors assist students to apply learned skills to real-life situations as defined by their life role. Curriculum delivery includes recognition of the many student learning styles, measurement of student progress, and flexibility in meeting individual student needs. Peninsula College s Adult Basic Education Staff Goals The goals of the basic skills staff are to: Enable students to attain the level of competency and mastery of basic skills and communication needed to pursue their goals while keeping them motivated to learn; Help students recognize and value their potential and enhance their self-esteem; Understand the goals and purpose each student defines and facilitate the learning to match that purpose; Support students in assuming responsibility for learning and expected outcomes; Empower students to develop and acquire the interpersonal and thinking skills needed to successfully participate in today s society as family members, workers, and community members; and, Encourage cooperative rather than competitive learning. Spring

6 PENINSULA COLLEGE ADULT BASIC EDUCATION MISSION AND PROGRAM GUIDELINES Adult Basic Education Mission Statement The purpose of Adult Basic Education at Peninsula College is to help undereducated adults and adults with limited English proficiency within community college district #1 to access adult and family literacy services that assist them in: accessing needed information, taking independent action, expressing their own ideas and opinions, keeping up with a changing world, and exercising their rights and responsibilities as family members, workers, and community members. In order to effectively provide the instruction as outlined in the ABE Mission Statement, the Adult Basic Education Program at Peninsula College has adopted the following guidelines. These guidelines reflect the intent of program eligibility statements as outlined in the Adult Education and Family Literacy Act and the Washington s Office of Adult Basic Education s program guide. I. Attendance A. Students are expected to attend 100% of the scheduled class or program hours unless special arrangements have been made with an instructor. B. Students must attend 80% of the scheduled class or program hours unless special arrangements have been made with an instructor. C. Students who attend less than 80% of the scheduled class or program hours may be dropped from the program. A need for special arrangements may include such issues as work schedules, child care, or transportation problems. II. Progress Requirements A. Students who enter a class in the ABE program with no verified educational disabilities are expected to make reasonable academic progress. Progress will be based on a minimum achievement of one CASAS level achievement or reading improvement of one grade level within a maximum of 120 hours of instruction. Standardized tests, teacher-observations, portfolio assessment, and checklists may be used to document either progress or lack of progress. Regular attendance and effort are the responsibility of the student and do not influence the progress requirement or timeline for meeting the requirement. 5

7 B. Students with verified and documented educational disabilities must demonstrate the same progress as other students with or without reasonable accommodation, such as additional time, etc. It is the responsibility of the student to provide documentation of an educational disability to the college. C. If a student enrolls and is placed in those classes or basic skills programs which are deemed appropriate, but the student does not make progress as defined above, the student may be dropped from the ABE program and referred to other service providers. A meeting to discuss possible options may include the counseling staff, involved instructors and advisors, and those agency personnel who are engaged in a particular individual s program. D. Students who re-enter an ABE program after one or more terms must reach their prior exit levels within 75 hours of instruction or they may be dropped from the program and referred to other community agencies or programs. E. Peninsula College does not currently have a program to serve students with extreme learning problems. Such classes do not meet the federal eligibility definitions for Adult Basic Education classes. These are special needs, special education, or other specially-designed classes or services. The staff training requirements, studentteacher ratios, learning materials and structured learning experiences in special programs are dissimilar to those provided in ABE and GED classes even though basic skills and life skills may be taught in both settings. Revised

8 Peninsula College Basic Skills Program About the Program Instruction in basic skills (including reading, writing, mathematics, and computer basics) and in English for non-native speakers (including listening, speaking, reading, and writing) is available in the Education Transition Center (H-2) on campus and in Forks, Sequim, and Port Townsend. ABE/GED classes are also offered to inmates at the Jefferson County and Clallam County Jails as well as at four tribal sites, as requested. Family Literacy classes are provided in Port Angeles, Forks, and Neah Bay. Instruction in Adult Basic Education (ABE), preparation for the General Educational Development (GED) Test, and classes in English as a Second Language (ESL) are offered to students who need help with basic skills before starting their college experience or who simply want to upgrade their skills for employment, school, or personal goals. ABE - Adult Basic Education Instruction is provided in fundamental academic and pre-occupational skills for adults with an emphasis on reading, math, and writing skills. This program is for adults 18 years of age or older who do not have a high school diploma or who wish to upgrade basic skills. Students years of age must have parent or guardian permission to enroll. A parent or guardian must verify that the student is no longer attending or is not enrolled in public school. GED - General Educational Development Students who are 16 years of age or older and who do not have a high school diploma, may also prepare to take the GED Tests at any class location. Students may participate in general classroom instruction, small group work, computerized instruction, individualized instruction with an instructor and/or self-paced independent work. Students prepare to take the five parts of the examination: language arts writing, social studies, science, language arts reading, and mathematics. A certificate is given by the state upon successful completion of the exam. 7

9 Family Literacy The goal for Family Literacy class participants is an economically stable and literate family with outcomes that include the following: Attainment of critical job and family stabilization skills. Strengthened family management and parenting skills. Increased learning success for all children in the family. ESL - English as a Second Language Adults for whom English is not the first language may benefit from classes in pronunciation, reading, writing, and speaking of English. Additional help is available in such related areas as job-search techniques, emergency, survival words, and citizenship. *************************************************************************** Programs are available in both Clallam and Jefferson counties. Contact one of the following centers for more information: Education Transition Center (Campus, H-2) Sequim Classes Port Townsend Branch Campus Forks Branch Campus

10 ADULT BASIC EDUCATION CURRICULUM I. INTRODUCTION Adult Basic Education (ABE) instruction is offered to students interested in upgrading their basic skills. ABE is a separate focus of instruction from GED instruction and is designed to serve the remedial needs of adults whose basic skills are below secondary level. Students enter this course with a variety of needs which may include: to prepare to enter a GED program, to improve reading, writing, and/or math skills, to improve employability, for personal growth, and/or to meet entrance requirements of vocational programs and college level classes. ABE is a non-credit course which meets at various times at each program location. The program offers remedial work in reading, writing, math, and general life skills including use of community resources, consumer economics, occupational knowledge, and health care. Textbooks and other materials are provided for in-class use and the students are under no obligation to purchase their own books. English as a Second Language (ESL) is a second part of the ABE program. ESL classes are for adult learners who are non-native speakers of English. Classes are designed to take the learner from the very beginning to a knowledge and control of many of the essential structures of the English Language. Four basic language skills are emphasized in ESL. Speaking and listening are stressed in the ESL I and ESL II classes, and reading and writing skills are added in the ESL III, IV, and V classes. Classes and lessons are constructed with the principles of variety and development in mind with the development of basic vocabulary and English structure as essential components of instruction. II. COMMENTS ON COURSE ACTIVITIES AND DESIGN A variety of methods of instruction are used with each student depending upon the student s individual needs and learning style as well as the offerings of each basic skills class. These include, but are not limited to: general classroom instruction, small group work, individualized instruction with an instructor, computer-assisted instruction, and self-paced independent work. Volunteer tutors may be provided to assist the student in his/her work. 9

11 Each student is assessed upon entry using the CASAS appraisal, and then a CASAS pretest. Each student s strengths and weaknesses are determined on the basis of the results of the assessments and the student is then placed in classes according to his/her level. Student needs, interests, and goals guide the teacher in the selection of materials and instructional strategies. As much as possible, life skills and academic skills are integrated throughout the curriculum. III. PREREQUISITE KNOWLEDGE AND SKILLS There are no academic prerequisites for the ABE/ESL course; however, students must be at least 18 years of age, or, if 16 or 17 years of age, have parent/guardian permission and verification that their student is no longer attending or enrolled in compulsory education. Students who are 16 to 20 years of age may also attend upon referral from an area high school. A commitment to attend regularly is encouraged. Also, students must be able to demonstrate reasonable progress towards instructional objectives in order to stay in the program. IV. EVALULATION The ABE/ESL course is non-transferable, pre-college credit. Each instructor is responsible for on-going monitoring, evaluation, and advising for each student so that diagnosis and prescriptive work-ups will guide the students in their work. Exit and progress assessments are tracked to determine movement to the next level of ABE/ESL or out of ABE/ESL. V. INSTRUCTIONAL GOALS AND OBJECTIVES Each program location has a copy of Peninsula College s Curriculum Guide, and it is the responsibility of each instructor to familiarize him/herself with the course outlines and syllabi. Each student s course of study and educational plan will differ and the instructor will choose objectives that fit the student s needs. 10

12 ADULT BASIC EDUCATION Program Plan VISION Basic skills programs envision adults who are more self-sufficient by being able to function independently, be more productive in a global economy, and exercise the rights and responsibilities as workers, parents and family members, citizens, and community members. The basic skills program will enable learners to be better prepared to secure and maintain employment and/or improve job performance. The basic skills program will enable learners to improve their ability to assist themselves and their children in individual growth and development, academic achievement, self-image, and ability to appreciate the richness and value of learning. The basic skills program will demonstrate the highest level of collaboration at the state and local level. The basic skills program will leverage current resources and obtain additional funds to operate effectively. MISSION STATEMENT The purpose of Adult Basic Education at Peninsula College is to help undereducated adults and adults with limited English proficiency within community college district #1 to access adult and family literacy services that assist them in: accessing needed information, taking independent action, expressing their own ideas and opinions, keeping up with a changing world, and exercising their rights and responsibilities as family members, workers, and community members. TARGETS The Basic Education program at Peninsula College will: Meet the requirements of the Workforce Investment Act, the Washington State Plan for Adult Education and Family Literacy, and the Equipped for the Future Standards and enable adults to acquire the basic educational skills necessary for literate functioning. Teach the basic skills of reading, writing, computing, listening, and speaking within the context of personal and career development. Instructors assist students to apply learned skills to real-life situations incorporating the skills of decision-making, interpersonal relations, and lifelong learning. Recognize the many student learning styles, measure student progress, and maintain flexibility in meeting individual student needs. 11

13 OBJECTIVES Students will: identify an individual learning goal(s) for basic skills from the competency areas of basic communication consumer economics community resources employment/job readiness government and law computation learning to learn GED (General Educational Development) certification Demonstrate competence in the Equipped for the Future skills identified within their goal area. Communication Skills - Read with understanding - Convey ideas in writing - Speak so others can understand - Listen actively - Observe critically Decision-Making Skills - Solve problems and make decisions - Plan - Use math to solve problems and communicate Interpersonal Skills - Cooperate with others - Guide others - Advocate and influence - Resolve conflict and negotiate Lifelong Learning Skills - Take responsibility for learning - Learn through research - Reflect and evaluate - Use information and communications technology Demonstrate competency attainment in goal area through application of competencies in class activities and life. Identify personal learning style and learning strategies and employ those strategies to increase learning. Transition successfully to employment, training, or other education if identified as a personal goal. 12

14 INDICATORS Indicators of successful instruction include: demonstration of knowledge through class assignments examples of level completion in class portfolios demonstration of progress through the use of state-mandated basic skills assessment tools successful completion of appropriate performance tasks successful completion of the GED Test improved scores on the ASSET/COMPASS student self-assessments at the completion of the program academic performance and retention of students who transition into training or academic programs Adult Basic Education Follow-up Study Jack Ganzhorn Fall, 2000 Cohort: all students enrolled in basic skills during any quarter in the academic year Cohort Fate: (30%) were enrolled at the college in at least one quarter of the academic year (basic skills, vocational, academic transfer, or vocational + basic skills) of the 161 (62%) were enrolled in vocational or academic transfer courses only (not taking any basic skills during the year) of the 100 students not enrolled in any basic skills courses obtained at least one credential (certificate or degree) 4. 14% of the basic skills students from the academic year completed a vocational or academic program (74 of 528 students) 13

15 Adult Basic Education Enrollment Analysis Jack Ganzhorn May, 2004 In previous research involving tracking Basic Skills student outcomes relative to transition to college, students were tracked by headcount and a significant percentage of cohorts were shown to continue in enrollment at the college, often in vocational and academic courses. The following data takes a different approach by looking at student effort (annual FTE) rather than headcount and tracking students by fee pay status code rather than course intent. By taking this approach, we can examine data that more directly reveals revenue implications while at the same time, shows continued engagement in the educational process. The following table summarizes annual FTE by year for select cohorts of students. The cohorts were selected based on enrollment in one or more Basic Skills courses in a given fall (i.e., 1999, 2000, and 2001). Further, these cohorts had no previous college credit. The table sums the annual FTE by fee pay status. Resident fee pay status would be typical for tuition paying students. Note that most of the effort not only begins in tuition waived or reduced courses but continues for years afterwards. This reveals a different picture than that seen when headcount was used to track students. Cohort Enrollment Year State Pre- Resident GED Prep Employment ABE/ESL Non-Tuition Class Other Total FTE Fall Fall Fall Basic Skills Acceptable Transition Report Sue Norris December, 2004 Basic skills students who transition to college course for credit of 100 level or more unless it is a math or English developmental course ( ): Transitions within a quarter 27% Transitions in 5 months but 12 months 14% Transitions in 12 months but 24 months 19% Transitions in 24 months 40% Percent Acceptable Transition 17% 14

16 Section 2 ENROLLMENT 15

17 BASED COURSE DESCRIPTIONS BASED credits Educational Interview Orientation course focusing on goal-setting, problem solving, evaluation and self-awareness strategies. Course begins with the first quarter of enrollment and may continue for up to three quarters. On-going evaluation and interventions are explored to improve retention and student success. BASED credits Adult Basic Education I Small groups, individualized instruction, tutoring, and hands-on learning experiences to provide basic skills in reading, writing, mathematics, social studies, science, work-and-study skills, and computing. Permission of instructor required. BASED credits Adult Basic Education II Small groups, individualized instruction, tutoring, and hands-on learning experiences to provide basic skills in reading, writing, mathematics, social studies, science, work-and-study skills, and computing. Permission of instructor required. BASED credits Adult Basic Education III Small groups, individualized instruction, tutoring, and hands-on learning experiences to provide basic skills in reading, writing, mathematics, social studies, science, work-and-study skills, and computing. Permission of instructor required. BASED credits Adult Basic Education IV Small groups, individualized instruction, tutoring, and hands-on learning experiences to provide basic skills in reading, writing, mathematics, social studies, science, work-and-study skills, and computing. Permission of instructor required. BASED credits GED Preparation I Introductory course for students to begin preparation to take the General Educational Development (GED) test. Individualized, computer, and small-group instruction is provided. Permission of instructor required. BASED credits GED Preparation II Intermediate course to assist students in preparing for the General Educational Development (GED) test. Individualized, computer, and small-group instruction is provided. Permission of instructor required. BASED credits GED Reading Prepares students to take Social Studies, Science, and Literature and Arts sections of GED Test. Permission of instructor required. 16

18 BASED credits GED Writing Prepares students to take writing skills section of GED Test. Includes sentence structure, spelling, punctuation, capitalization, and essay writing. Permission of instructor required. BASED credits GED Mathematics Prepares students to take mathematics section of GED Test. Includes fractions, decimals, percents, algebra, and some geometry. Permission of instructor required. BASED credits English-as-a-Second Language I For persons for whom English is a non-native language. Includes practice in reading, writing, speaking, listening, pronunciation, and interaction skills. Permission of instructor required. BASED credits English-as-a-Second Language II For persons for whom English is a non-native language. Includes practice in reading, writing, speaking, listening, pronunciation, and interaction skills. Permission of instructor required. BASED credits English-as-a-Second Language III For persons for whom English is a non-native language. Includes practice in reading, writing, speaking, listening, pronunciation, and interaction skills. Permission of instructor required. BASED credits English-as-a-Second Language IV For persons for whom English is a non-native language. Includes practice in reading, writing, speaking, listening, pronunciation, and interaction skills. Permission of instructor required. BASED credits English-as-a-Second Language V For persons for whom English is a non-native language. Includes practice in reading, writing, speaking, listening, pronunciation, and interaction skills. Permission of instructor required. BASED credits English-as-a-Second Language VI For persons for whom English is a non-native language. Includes practice in reading, writing, speaking, listening, pronunciation, and interaction skills. Permission of instructor required. BASED credits United States Citizenship For persons who have been lawful permanent residents for five years; lawful, permanent residents for three years and married to U.S citizens for those years; or lawful, permanent, resident children of U.S. citizen-qualifying parents. Coursework in history and government. Students must be able to speak, read, and write English at the equivalent of the sixth-grade level. Permission of instructor required. 17

19 BASED credits Basic Skills Computer Lab Level 1 Use interactive software to provide basic skills instruction in reading, writing, and mathematics, and, for ESL students, basic skills instruction in reading, listening, speaking, and writing at Level 1. BASED credits Basic Skills Computer Lab Level 2 Use interactive software to provide basic skills instruction in reading, writing, and mathematics, and, for ESL students, basic skills instruction in reading, listening, speaking, and writing at Level BASED credits Basic Skills Computer Lab Level 3 Use interactive software to provide basic skills instruction in reading, writing, and mathematics, and, for ESL students, basic skills instruction in reading, listening, speaking, and writing at Level BASED credits Basic Skills Computer Lab Level 4 For Level 4 ABE/GED, use interactive software to provide basic skills in reading, writing, mathematics, social studies, and science and to assist in preparation for the GED Test. For Level 4 ESL, use interactive software to provide basic skills practice in listening, reading, speaking, and writing. BASED credits Basic Skills Computer Lab Level 5/GED Prep I For GED Prep I, use interactive software to provide basic skills in reading, writing, mathematics, social studies, and science and to assist in preparation for the GED Test. For Level 5 ESL, use interactive software to provide basic skills practice in listening, reading, speaking, and writing. BASED credits Basic Skills Computer Lab Level 6/GED Prep II For GED Prep II, use interactive software to provide basic skills in reading, writing, mathematics, social studies, and science and to assist in preparation for the GED Test. For Level 5 ESL, use interactive software to provide basic skills practice in listening, reading, speaking, and writing. BASED credits Job Readiness Individualized/small group instruction designed to prepare students for work search, employment, and job enhancement. BASED credits Workplace Communication Workplace basic skills incorporating problem-solving competencies related to communication in the workplace. BASED credits Basic Math For those students who have limited skills in arithmetic or need to review their basic skills prior to attempting pre-algebra. Placement is based on student needs and/or college placement test score recommendations. 18

20 BASED credits Basic Skills/Employment Customized, targeted basic skills for CJST (Customized Job Skills Training). Instruction in the basic skills of reading, writing, and math are integrated with the specific skills needed for employment. BASED credits Computer Literacy Introduction to computer hardware, software, and basic terminology. Provide overview of Windows and selected Microsoft programs. Designed to build self-confidence and prepare students for keyboarding and CAT 100 classes. BASED credits Basic Keyboarding Lab Use keyboarding software to provide basic instruction and familiarize students with use of keyboard. Students work independently at their own pace to memorize keys and increase their speed and accuracy. BASED credits College Transition Designed for students who struggled in school and are planning to enroll in college the next quarter. This five-week preparation for College Learning Skills assists with handling tough readings, higher math, formal communication, and with accessing computer resources. HUMDV credits Workplace Success in Industry Designed for WorkFirst CJST (Customized Job Skills Training) to assist students in gaining the skills necessary to succeed in a work setting. Focus is on soft skills such as time management, transferable skills related to self-esteem, attitude, communication, dealing with conflict in the workplace, job satisfaction, team-building, problem solving and decision-making, diversity, and goal setting. HUMDV credits Customer Service in Industry Designed for WorkFirst CJST (Customized Job Skills Training) that focuses on developing customer service skills to enhance employability and/or job retention. FLE credits Family Literacy Information, discussion, and individualized activities for parents on how children develop literacy. Parents are assigned to observe and participate with their child in the child s school, in their child care setting, and/or in a family setting. Class discussions and assignments include methods on how to organize family routines, how to communicate and solve problems with family members, and how to manage child behavior. 19

21 STUDENT FORMS & THEIR USES The student folder contains documents to help us maintain continuity of service for the student, to coordinate among various staff members efforts, and to track the student s progress and history through the CASAS, GED, and WABERS processes. All instructors should use these forms. To obtain multiple copies of the most-recent version of each form, contact the Office in H-2. Otherwise you may use copies of the forms in the Basic Skills Curriculum Guide. STUDENT S GOALS FOR THIS QUARTER, Educational Interview, Part 1 Required for every student for every quarter of enrollment. This form will be included in audits of our program s compliance with assessment and outcomes. STUDENT ACTIVITY LOG/INTAKE INFORMATION, Ed. Interview, Part 2 To keep a chronological records of staff actions and thoughts; intake information prompts the instructor for particular student situations (educational attainment, disabilities, student situations which could help us access program funding, student medications). STUDENT INFORMATION SUMMARY To keep basic information about the student in the student folder; facilitate a full and complete registration process; record the initial CASAS scores, dates, and placement levels; Compass and Asset scores if known; a record of the student s progress on their GED testing; and a summary of levels completed (to help prevent registering a student again for a level which has been reported as completed). Note: There are different forms for ABE and ESL. REGISTRATION FORM Careful completion of the Student Registration form is important for two reasons, both of which have to do with funding. The form is used to: 1. Calculate FTE s which translates into the state funds that the program receives. This calculation is based on the number of credits that a student enrolls in and not the total number of students. The state also uses the class registration information to track basic skills students who move to another level or who move into a training program or other academic classes. 2. Report information for the federal funds the college receives for basic skills. The feds are not interested in the number of credits a student enrolls in, but they are interested in the total headcount and specific information about the types of students the college has, i.e., ethnicity, level, attendance hours, employment status, etc. They also want to know how students are progressing and whether or not they are being retained in the program long enough to meet their goals and/or demonstrate progress. LEGIBILITY ON THIS FORM IS IMPERATIVE. 20

22 THE TOP PORTION OF THE FORM: REGISTRATION FORM Continued Student responsibilities: The student completes the top part of the form (above the black bar). All underage students must obtain their Parent/Guardian signature. Instructor responsibilities: Instructor circles/checks off the Quarter at the top right block. The instructor reviews the top portion with the student, ensuring it is complete. Student entry status selection explanations: Student disability and income status selections: See section 5 Student Intake for definitions. If none apply, leave blank or notate N/A. Employment: A required Federally reportable item. The breakdown definitions are provided on the registration form, and Section 5 Student Intake. The State requests (not requires) where the student is working. At issue here is data that the state is trying to collect to show what types of jobs our students have. The state is trying to confirm with this data (sometimes for the legislature) that basic skills students at some percentage are in low-wage, primarily service jobs. What is your goal while attending class? : All students must declare at least one goal from the entire list. To be Federally reportable, all ABE and GED students will declare the improve basic literacy skills goal. ESL students will declare the improve English skills goal. o Goals cannot be changed once entered into WABERS. An additional goal such as Earn GED can be added later. Student signature (required as follows): 1. Release of academic information, records, and/or school/work progress between the Basic Skills Program of Peninsula College, its extension sites, and related personnel and the agencies or institutions who have access to these records, or who may require access to these records. 2. Release of information to the Washington State Board of Community & Technical Colleges for recording and reporting purposes. Student s social security number to be used for reporting personal information solely related to their academic progress to SBCTC. Student may revoke consent for use of their social security number at any time. 21

23 Registration Form Continued THE BOTTOM PORTION OF THE FORM: Instructor responsibilities: The instructor completes the bottom part of the form (below the black bar). See below for bottom portion explanations. The instructor initials by their printed name in the registration section to verify that every item has been entered by the student or instructor. The registration will be returned to the instructor if there is missing data or the initial has been left off. Selection explanation for the bottom portion: One, main goal: This section is specific to the College s requirements. Coding information is provided on the One Main Goal at Peninsula College sheet following the sample registration forms in this section of the Guide. If a Program code is required, determine which of the available programs most closely matches the interests of your student (regardless of whether or not they ever pursue this goal). If all else fails, and in light of the extensive computer offerings available at PC, the One Year Certificate (CAT) or the Computer Applications Option might be appropriate codes. If CASAS appraisal: Is administered for the current quarter to a new student, on the first day. Record that information. Leveling info is provided, FYI, on the registration form. Place level in Level Placement-All Students blocks to the right. Do not send registration form to H2 with out this level placement. If Returning Student: Using WABERS, insert last test levels in the Level Placement-All Students block. Course Registrations: From the quarterly course code sheet, H-2 Office will enter the appropriate codes and credits. Always record, at the bottom of the registration form, any class or attendance variance from full time attendance. Residency: FOR ESL STUDENTS ONLY: Determine whether the potential student has a STUDENT or VISITOR visa. We cannot enroll them. If you have any questions, please contact Evelyn Short. There is a special circumstance for possibly letting them attend class, but not be enrolled. Tuition check off Section: When determination of Self Pay or Waiver/Scholarship is made, ensure the correct block is checked off. The registration will be sent back if this is not completed. WABERS pre/post testing check off section: If you know pre/post testing is complete, check YES (verify on WABERS). Check No if special circumstances apply-such as didn t get test done first day and they disappeared. Attendance hours and other WABER quarterly requirements are described in Section Five. 22

24 LEARNER S AGREEMENT (the Goldenrod form) Informs the student about our expectations of them while involved in the program. All students must read the agreement which includes programs, attendance, and progress expectations. Calls the student s attention to common strengths and challenges for adults returning to their education. NEW STUDENT INFORMATION FORM (the Yellow form) Used for every new student- No exceptions. This is a Peninsula College form used to collect necessary demographic information. Note that students are not required to provide race information, but also that we lose funding if we don t provide that information. Spanish translation version is available for ESL students. Submit with the registration form to the Education Transition Center on the PA campus. WRITING SAMPLE Completed at original registration. Not a WABERS placement - Instructional purposes only. The writing sample provides a look at the student s writing abilities while also helping the student, and us, to focus on the student s goals (the writing sample subject suggestion). Also use the writing sample to establish the program instructional level and ensure it is marked in the Level Placement block on the registration form. INFORMATION-RELEASE AUTHORIZATION The blue two column form is required in order for Peninsula College to send or request student information for all areas except CASAS pre and post testing. As of September 2003, a new and additional form has been developed and is required for those students taking the CASAS pre and/or post test with accommodations. BASIC SKILLS CLASS SCHEDULE Can be presented to the student to help them remember which classes they are taking and when those classes meet. This schedule will vary from site to site. 23

25 BASIC SKILLS TUITION PROCEDURES AND GUIDELINES Beginning Fall Quarter, 2004, all Basic Skills students will be charged $25 per quarter per student tuition for the classes they are registered in. This includes ABE, GED, and ESL students. The $25 tuition does not apply to Choice students, Sequim Community School students, or GED on-line students. As part of the registration process, we must determine (on a student-by-student basis) how the $25 tuition is to be paid. There are four payment options, as follows: A student self-pays the tuition. A student accesses WorkFirst funding to cover the tuition. A student is awarded a scholarship through the Peninsula College Foundation. A student is granted a tuition waiver. If a student identifies that they will be self-paying, they are given an addressed envelope to send the payment directly to the Business Office and the appropriate area is checked on the registration form. Self-paying students may also take their payment to the nearest office of Peninsula College (Port Angeles, Port Townsend, or Forks). It is very important to ensure that the student name is accurate (matches the registration form) and legible on the envelope. When using the APPLICATION FOR TUITION ASSISTANCE Form: All Students must complete the top part, printing their name and social security number clearly. All students must sign and date the Student Agreement section. Students who are parents raising or paying child support for MINOR children can access WorkFirst money for tuition. They must provide documentation as listed on the Application for Tuition Assistance form, section one. This documentation will be reviewed by the instructor who will check the appropriate box(es) on the form and sign the form verifying that they have seen the documentation. In addition, they must meet the income guidelines for tuition assistance. The income guideline is provided, next page. If a student elects to apply for a scholarship or waiver, this is also done by using the Application for Tuition Assistance. (For information only-a copy is provided in Section 2 of this guide.) A statement from the student addressing why they are requesting a scholarship or waiver is required. Scholarships will be awarded to the quarterly level set by the Foundation. After that level is reached, students will be given waivers. When the form is complete, the pink page of the three-part carbon application must be kept in the student folder. Send the white and yellow pages of the original application to the Basic Skills Office (Room H-2). It is very important to realize that new and consistently attending students will not be denied access to Basic Skills courses because of inability to pay. 24

26 INCOME CUT-OFFS FOR TUITION ASSISTANCE Effective July 1, 2006 Size of Family Unit Annual Income Cut-Off Amounts* Monthly Income Cut-Off Amounts 1 $17,150 $1,429 2 $23,100 $1,925 3 $29,050 $2,421 4 $35,000 $2,917 5 $40,950 $3,413 6 $46,900 $3,908 7 $52,850 $4,404 8 $58,800 $4,900 9 $64,750 $5, $70,700 $5, $76,650 $6, $82,600 $6,884 * These are calculated at 175 percent of the 2005 federal poverty levels. 25

27 CASAS TEST MODIFICATION FORM Here are some general guidelines for the use of test modifications: If a student requests accommodations on CASAS testing, the Test Modification form should be provided to the student. Please note that this form is to be kept separately from the student s educational folder and there must also be an Information Release Authorization form signed by the student and attached to the request form. This is a procedure which will be audited. To maintain standardization, students should use the same test modifications on all CASAS tests. If students use a calculator on the pre-test, they should use a calculator on the post-test. Likewise, if they did NOT use a calculator on the pretest, they should NOT use a calculator on the post-test. Only those test modifications explicitly listed on the modification form may be provided on the basis of a written request. 26

28 UNDERAGE STUDENTS Underage students are defined as any student aged 16 (our minimum age for attendance) to 18 (under 19). Note, however, that any student whose normal graduating class has already graduated is no longer considered an underage student. To provide services to underage students who are not currently enrolled in public high school or a public alternative high school, we must be provided with authorization from the student s parent/legal guardian. Without such authorization, we cannot provide services to the student. For this student, we require the parent/legal guardian signature on the Registration form. Exception: To provide services to underage students who are currently enrolled in a public high school or alternative public high school (i.e., CHOICE, Sequim Continuation) AND who have been referred to us under a contract with a local school district, we do not use the Request for Approval form. The school will or provide some type of referral letter or form, and we retain that referral in the student folder. REQUEST FOR APPROVAL TO TEST FOR CERTIFICATE OF EDUCATIONAL COMPETENCE (Supplied by the Counseling Services office) Underage students ready and wanting to take the GED test (not the pre-ged tests), need to be released from their school district. When a form is needed, fill out the top of the form. Give the form to the student, who is responsible for obtaining the required signatures. The parent/guardian must sign at the bottom right. The student must present this form to the high school that would normally be providing services and obtain the signature of the school/district s designated employee at the bottom left. The student returns the form to us. WARNING NOTICE FOR UNDERAGE STUDENTS Although all students should receive the benefit of a personal meeting with the instructor should their attendance or participation fall below acceptable standards, you may also use this Warning Notice for your underage students to help impress upon them the importance of meeting the standards set in the Learner s Agreement which they signed at registration. 27

29 DISABLED STUDENTS If possible, identify students with learning or physical disabilities at the point of registration. Notice the Student Entry Status section on the Registration form. Notice prompts on the Student Intake & Writing Sample form. As students are identified, the instructor must complete the blue Referral for Disability Services form. This form is self-explanatory just follow the steps indicated on the form. The student signs the form and returns it to the counseling center on the main campus. Refer the student to Wendy Shea for GED test accommodations or Shawnee Hathaway-Ochs for other testing, or non-testing (classroom) accommodations. When accommodations are established, the instructor must respond to those appropriately (which may include adjustment of teaching style and testing procedures). When accommodations are established, a copy of those accommodations is retained in the student folder. Counseling Services will retain originals in their files. If a student has documented accommodations for GED (or other) testing, instructors should ensure that those same accommodations are used for the practice test and practice exercises. In the event that the Basic Skills Department acquires disability-related information for students who will NOT be testing (i.e., no GED, COMPASS, ASSET, higher ed classes), that information can be used to adjust teaching style in the classroom. The information is retained in the student folder for instructor use and future reference. 28

30 THE SHORT-FORM SCREENING TOOL The Short-Form Screening Tool is designed for instructors to use when they suspect that a student may have a learning disability. This is not for use with those students who have documentation or accommodations already. Instructors should use this tool when they have observed a student who is not making progress or who seems to struggle in one or more subject areas. Instructors may use this form to determine if further screening is suggested or whether there are some accommodations they might be able to make in the classroom to assist the student. Steps to Follow: 1. Ask the student if they would be willing to take 10 minutes with you before or after class to do a screening assessment that might help you better meet his or her needs in your class. If they are willing, arrange a time for the screening. 2. Ask the student to complete the Release of Confidential Information form before you begin. 3. The screening is meant to be done orally with the instructor asking the questions. 4. You may ask follow-up questions and make notes to attach if you find them to be helpful to you as the instructor. 5. When you have completed the questions, tell the student that you will review this and get back with them about next steps. 6. If the score is 12 or more, contact Evelyn Short for more information about how to proceed for further screening. 7. If the score is less than 12, review the answers and consult the Learning Disabilities Handbook for possible instructional accommodations that might be useful to you. It is not likely that the student has a specific learning disability, but there might be some strategies they could use in the classroom that would be helpful to them. 29

31 SHORT-FORM SCREENING TOOL Student Name: Interviewer: Date: Student has completed years of formal education. Before asking the following questions, read the following statement aloud to the student: The following questions are about your school and life experiences. This information will provide a better understanding of the services you will need to be successful. We re trying to find out how it was for you (or your family members) back in school or how some of these issues might affect your life now. These questions will help us identify resources that will help us help you. Yes YES YES SECTION I 1. Have you had any problems learning in middle school or junior high? 2. Do you have difficultly working from a test booklet to an answer sheet? 3. Do you have difficultly or experience problems working with numbers in a column? 4. Do you have trouble judging distances? 5. Do any family members have learning problems? 1 X = (Count the number of YES answers and multiply by 1.) SECTION II 6. Have you had any problems learning in elementary school? 7. Do you have difficulty or experience problems mixing mathematical signs (+/x)? 2 X = (Count the number of YES answers and multiply by 2.) SECTION III 8. Do you have difficulty or experience problems filling out forms? 9. Did you experience difficulty memorizing numbers? 10. Do you have difficulty remembering how to spell simple words you know? 3 X = (Count the number of YES answers and multiply by 3.) YES SECTION IV 11. Do you have difficulty or experience problems taking notes? 12. Do you have difficulty or experience problems adding and subtracting small numbers in your head? 13. Were you ever in a special program or given extra help in school? 4 X = (Count the number of YES answers and multiply by 4.) TOTAL = If total is 12 or more, call Evelyn Short for further consultation (360)

32 GUIDANCE FOR SERVING DD LEARNERS Action/Issue/Concern Prohibiting Service to Students with DD prior to or at enrollment. OAL Recommendation Not recommended Reason/Background/Consideration/Next Step Violates Non-Discrimination Laws: Civil Rights Act, ADA, and others including EEOC Judgments. Ability-to-Benefit (ATB) testing to screen out learners with DD Refusal to serve DD because no tutors are available. Not recommended Not recommended Eliminating student with Not recommended DD because of concerns about the poor performance of DD students negatively affecting performancebased funding. Using competencies or curricula to deny service to DD learners: i.e. our curriculum is not appropriate for DD learners. Not recommended When using an ATB, the agency must show that test accommodations were in place. In this particular case, ADA requires that the organization and not the individual must pay for the identification (i.e. medical or psychological diagnosis) of a disability to ensure that this highstakes testing is fair and that the results are not based on the individual s disability or economic status but upon their ability. Programs need to make a good faith effort to recruit more tutors with special education or other appropriate background. Programs could arrange with a local advocate organization for staff and tutor training to meet the special needs of learners with DD. OAL has prioritized services to the hardest-to serve. Programs will not be punished for making good faith efforts to serve the hardest-to-serve students if they are conscientiously instituting research-proven strategies to be successful with the hardest-to-serve, such as self awareness, barrier removal, interventions, accommodations, goal-setting, multisensorial instruction, etc. regardless of student outcome. OAL is strongly opposed to creaming -to improving performance by denying services to the hardest-to-serve students. Performance improvement should result from improving program services. Our state s basic skills competencies, the EFF framework, and context-based curricula are virtually impossible to separate from the life skills needs of learners with DD. 31

33 GUIDANCE FOR SERVING DD LEARNERS Action/Issue/Concern Denying service based on lack of experience serving DD learners. It s somebody else s job to serve student with DD. Tutors are afraid of student with DD, are frustrated by them, and won t work with them. OAL Recommendation Not recommended (However, this could be a very compelling starting-point statement to make as a way to start negotiating joint services with a DD service provider, since they will be seeking quality services for their clients.) Not recommended (Using the statement in the cell just above will be much more productive in establishing a cooperative approach to meeting DD students needs.) Not recommended Reason/Background/Consideration/Next Step Mainline basic skills strategies are appropriate for use with DD learners, but should include a consistent spiral review to allow DD learners to maintain or increase skills levels. OAL recommends you seek out special education experts for training. This might be a retired volunteer or a person who started in special education who now works in literacy or a disability service staff at a college or a DVR. Identify the appropriate agencies in the community and meet with them, explain tutor s lack of experience in working with students with DD offer to train their staff in literacy, or ask for funding to provide DD specific training services for the tutors in your program. This is a tutor training issue. Tutors need to be ready to accept and work with any and all students. They need to have realistic expectations about progress. The coordinator can do a lot by reinforcing the council s support of the efforts of all low-literate people to better themselves. 32

34 STUDENT FOLDERS It is required that every student have a student folder and that each instructor maintain and update the information in the folder. Audits of our program can be expected to focus on the student folders and our continued funding depends upon the folders reflecting our instruction and assessment requirements. Each student folder must contain originals of the following: FROM THE REGISTRATION PROCESS: STUDENT INFORMATION SUMMARY STUDENT S GOALS FOR EACH QUARTER, Educational Interview Part 1 STUDENT ACTIVITY LOG-Educational Interview Part 2 WRITING SAMPLE INFORMATION-RELEASE AUTHORIZATION(S) REQUEST FOR APPROVAL TO TEST FOR CERTIFICATE OF EDUCATIONAL COMPETENCIES (if needed) (copy only) PERFORMANCE TASKS USED TO ASSESS WRITING LEVEL PROGRESS OTHER DOCUMENTS, as appropriate: CORRESPONSENCE SCHOOL RECORDS REFERRAL FOR DISABILITY SERVICES (if appropriate) ACCOMODATIONS PAPERWORK GED PRACTICE TESTS CASAS INFORMATION Note: scored answer sheets are always destroyed! ATTENDANCE RECORDS WIA (ex-jtpa) INFORMATION WARNING NOTICE FOR UNDERAGE STUDENTS ANYTHING ELSE THAT IS RELEVANT 33

35 PENINSULA COLLEGE ABE/GED/ESL DEPARTMENT Application for Tuition Assistance For the $25 per quarter tuition Date: Quarter: Summer Fall Winter Spring Name: Social Security Number: - - (Print clearly: first name, middle initial, last name) STUDENT AGREEMENT (REQUIRED FOR ALL STUDENTS) By signing this form, I agree to attend 80% of my scheduled hours as agreed to with instructors. I understand that failure to do so may jeopardize my future eligibility for tuition assistance. Student Signature: Date: 1. TUITION ASSISTANCE for PARENTS raising or paying support for MINOR CHILDREN only. Skip to section two (2) below if you do NOT have minor children in your household. (Student to check one): I am receiving a DSHS TANF financial grant I am receiving a Tribal TANF financial grant I am low-income and meet the income guideline and one or more documents have been shown to the instructor (NOTE: Documentation must be current no more than two months old) QUEST Card: Cash/Food Assistance Washington State Medical Coupon Basic Health Plan Card; Community Health Plan Card DSHS WorkFirst Individual Responsibility Plan HUD Housing Award Letter WIC Coupon Working Connections Child Care (WCCC) Award/Change Letter Employment Security Benefits Statement (to verify income) Other to verify income (i.e., pay stubs, evidence of child support): Please indicate: Date: Instructor s signature after verifying documentation 2. TUITION ASSISTANCE for all other students. I am requesting tuition assistance for the following reason: OFFICE USE ONLY: SID Staff Initials 34

36 PENINSULA COLLEGE BASIC SKILLS STUDENT REGISTRATION 1502 East Lauridsen Blvd. Port Angeles, WA Adult Learning Center: Location: Port Angeles (PA) ID# Social Security # Last/Family Name First Name Middle (Previous/Maiden) Birth date: / / MONTH DAY YEAR _ Male _ Female DO YOU HAVE H.S. Diploma? _ Yes _ No GED Certificate? _ Yes _ No Name of Last School Attended: Mailing Address City State Zip Phone/Message # ( ) Ethnic Origin (Check ONE Only) Use New Student Information Form also Asian Black (not Hispanic) Hispanic White Native Hawaiian or Pacific Islander Native American/Alaska Native Have you attended Peninsula College before? No Yes STUDENT ENTRY STATUS CHECK ALL THAT APPLY (MANDATORY WABERS ENTRIES) _ Physically-disabled adult _ Learning-disabled adult (DOCUMENTED) _ WorkFirst/TANF recipient _ Tribal GA _ On public assistance (food stamps, refugee or old age assistance, or aid to the blind or disabled) EMPLOYMENT: Employed adult (unsubsidized) and where you are working Unemployed adult (collecting unemployment benefits now or sometime during the past 2 years) Not in labor force (including unemployed but never collected unemployment benefits in last 2 years) How did you learn about this class? Advertising (any); Agency referral; Pen. College Advisor; College schedule What is your goal while attending our class?(you may select one or more): Improve basic Literacy skills Earn GED certificate or high school diploma Get a job Improve English language skills Enter post-secondary education or training Keep current job What is the student s one, main goal for attending Peninsula College? _ Get GED (D-13) _ Work related (G-11)>>>>>>>>>>>>Program Code: Personal Enrichment (E-15) _ Explore career direction (G-14)>>>>Program Code: AUTHORIZATIONS STUDENT SSN DISCLAIMER. The Washington State Board for Community & Technical Colleges (SBCTC) pursuant to RCW 28B authorizes this organization to ask you to provide your social security number. The number will be used for keeping records, research on students in general and summary reporting. Your number also will be provided to the SBCTC. The SBCTC gathers information about students and programs to meet state and federal reporting requirements. It also helps to plan, research & develop programs. This information helps to support the progress of students & their success in the workplace and other educational programs. When conducting research, your social security number will only be disclosed in a manner that does not permit personal identification. Your social security number will never be used to report personal information. By providing your social security number, you are consenting to these uses as identified. Provision of your social security number and consent to its use is not required and if you choose not to do so, you will not be denied any right, benefit, or privilege provided by law. You may revoke your consent for the use of your social security number at any time. Student signature Date: Parent/Guardian signature (if student is underage) Date: 35

37 COURSE REGISTRATIONS CASAS APPRAISAL SCORES (New Students) LEVEL PLACEMENT (All Students) READING FYI: ABE effective 7/00 READING MATH 1= = WRITING 3= = MATH 5= =246-UP ITEM # COURSE # CREDITS DESCRIPTION PROGRA M INSTRUCT OR TIME ROOM 001 Educational Interview-Max. 3 Quarters or Yes No Optional- Basic Skills Computer Lab. Required- Level of Program: ABE HOTT Day H2 Optional - Job Readiness Optional AM or PM Lab. TOTAL CREDITS = RESIDENCY: Can t enroll on a VISITOR or STUDENT VISA TUITION FEE: Student Self Pay WF/Scholarship/Waiver WABERS PRETESTING COMPLETE Yes No POST TESTING COMPLETE Yes No Rev (White) BASIC SKILLS END OF QUARTER WABERS REPORT BELOW: END OF QUARTER ASSESSEMENT FOR STATE ACCOUNTABILITY REPORTING IS THE SAME AS FEDERAL REPORTING THE CASAS PRE AND POST TESTING. PRE AND POST CASAS TESTING ARE ELECTRONICALLY TRANSFERRED TO WABERS VIA TOPSPRO. FAMILIY LITERACY PROGRAM MUST FILL OUT SEPARATE WABERS FAMILY LITERACY GOAL LIST VOLUNTEER TUTOR REPORTING FOR WABERS (Instructor input required): The student used volunteer tutor services during the current quarter: YES NO IF YES-PROVIDE ESTIMATED HOURS OR PERCENT OF TOTAL CLASS TIME VOLUNTEER WAS WITH STUDENT. Your information will guide the Program Assistant to divide up the total site hours received from the Volunteer Coordinator. Estimated number of volunteer hours OR Estimated percent of class time with a volunteer ACCOMMODATIONS USED DURING CASAS PRE/POST TESTING Instructor input: This student used accommodations during pre/post testing YES NO ATTENDANCE HOURS (Total for the quarter), INSTRUCTOR INPUT: Educational Interview: Class-time (less Educational Interview Hours) : 36

38 Program/ Codes Program Code Coordinator Or Lead Instructor(s) AAS Degree AAS-T Degree One Year Certificate Proficiency Certificate Administrative Office Systems (Certificate) 559C X Accounting Option 505D X Accounting Option-Transfer 505U X Administrative Assistant Option 547C X Sherry Sparrowk Administrative Assistant Option-Transfer 547T X Computer Applications Support Specialist 509 X Computer Applications Support Specialist-Transfer 509T X Medical Option 565B X Legal Option 577B X Medical Option-Transfer 565T X Justice Administration (Certificate) 547D X Automotive Technology 712 Mike Hansen X X Business Administration (Certificate) 502 Dan Underwood X Accounting Option 505 Jill Snyder X Management Option 245 Mike Sims/Jill Snyder X X Marketing Option 245B Mike Sims X Chemical Dependency Counselor 437 Stacie Bell X Chemical Dependency Counselor Transfer 437T X X Composite Structures (Certificate) 827 Bob Lawrence X Computer Applications Technology(replaces old MOS) 514D Linda Nutter X Computer Applications Technology Transfer 514T X X Computer Applications Technology (Certificate) 518 X Computer & Web Applications 514E X Correctional Specialist Certificate (Certificate) 838C Isha Alexander X Criminal Justice Transfer Criminal Justice Certificate Corrections Option 838D X Early Childhood Education 409 X Early Childhood Education-Transfer 409T Yvette Cline X Early Childhood Education Certificate 402 X Fisheries Technology 174 Fred Johnson X Fisheries Technology-Transfer 174T X Food Services Management Certificate 259 Karen Brown X Information Technology Systems Administrator X 501 Steve Snyder 832T 832A Systems Administrator-Transfer 501T Network Infrastructure Specialist 527 Soren Poulsen Ken Jacobson Security Specialist Certificate 501A X X X X X X X X Massage Therapy Certificate 837 Aleilah Lawson X Medical Assistant 381E X Jen Gouge Health Care Assistant Certificate(replaces Medical 567B X Assistant Certificate) Medical Assistant Certificate 381D X Multimedia Communications Graphics Option Transfer 524T Mia Boster X X Web Design and E-Commerce Technologies Option-Tansfer 524U X Natural Resource Management Certificate 165 Dan Underwood X Nursing 323 Marca Davies X Pre-Radiology Technology Certificate 358 Brian Hauge//Reina X Barreto Web Business Development 543 Ed Jaramillo X Welding Technology G Chuck Wheeler X X Welding Technology Certificate 814 Karen Brown (advisor) X Woodworking & Home Building Carpentry Certificate 745 Karen Brown X X

39 ADULT LEARNER S ATTENDANCE AGREEMENT Welcome to Peninsula College s ABE/GED program! We realize that this may be a big step and that you probably have many questions. As you think about going back to school, we believe that it helps if you are given a clear understanding of some of our expectations. Our goal is to help you learn. Enrolling in the Adult Basic Education (ABE/GED) program involves your commitment to attend, to make progress, and to learn. Our program is flexible in that your schedule can be adapted for work and childcare considerations. We have found that those students who keep their commitment to their scheduled hours make more progress towards their goals than students who drop in occasionally. Progress Requirement: Students who enter a class in the ABE program are expected to make reasonable academic progress. Progress will be based on a minimum achievement of one CASAS level achievement within a maximum of 120 hours of instruction. Standardized tests, teacher-observations, or portfolio assessment may be used to document progress. Attendance Requirement: Each quarter, students must attend 80% of the scheduled class or program hours unless special arrangements have been made with an instructor. Special arrangements may include work schedules, childcare, or transportation problems. Students who attend less than 80% of the scheduled class or program hours may be dropped from the program. My current schedule will be (Please write the day and times you plan to attend): My total hours/week: X.80 = (80% of my scheduled hours). I have read and understand the attendance requirements and progress requirements as stated in the Adult Learners Attendance Agreement. Student Signature Parent Signature Date (When student is underage) 38

40 PENINSULA COLLEGE NEW STUDENT INFORMATION FORM Social Security Number Last (Family) name First Name Middle Birthdate: Month Day Year How long do you plan to attend Peninsula College? 11 1 quarter 12 2 quarters 13 1 year 14 Up to 2 years, no degree planned 15 Long enough to complete a degree 16 Don t know 17 Other What is your current work status while attending college? 11 Full-time homemaker 12 Full-time employment 13 Part-time employment, off campus 14 Part-time employment on campus 15 Not employed, but seeking employment 16 Not employed, not seeking employment 90 Other What is your prior education at entry to Peninsula College? 11 Less than high school graduation 12 GED 13 High school graduate 14 Some post high school, but no degree or certificate 15 Certificate (less than two years) 16 Associate degree 17 Bachelor s degree or above 90 Other Which ethnicity do you consider yourself to be? (please choose only one) 800 White 870 Black 872 African American 935 Eskimo 941 Aleut 597 American Indian Name of enrolled or principal tribe: 605 Chinese 608 Filipino 653 Hawaiian 612 Korean 619 Vietnamese 611 Japanese 621 Asian Indian 655 Samoan 660 Guamanian 621 Other Asian or Pacific Islander 998 Unknown Are you of Spanish/Hispanic origin? 999 No 722 Yes, Mexican, Mexican-American, Chicano 727 Yes, Puerto Rican 709 Yes, Cuban 717 Yes, Other Spanish/Hispanic What is your family status? 11 Single parent with dependents in your care 12 Couple with dependents in your care 13 No dependents in your care 90 Other THANK YOU FOR YOUR HELP WITH THIS INFORMATION! 39

41 NEW STUDENT FORM LLENE UD. ESTE FORMULARIO SOLAMENTE LA PRIMERA VEZ QUE SE INSCRIBA EN PENINSULA COLLEGE Numero de Seguro Social (de USA) Apellidos Nombre(s) Fecha de nacimiento Por cuánto tiempo piensa Ud. asistir a Peninsula College? Cuál es su raza? 11 Un trimester (Favor de marcar solamente una opción.) 12 Dos trimetres Blanco (800) 13 Un ano Negro (870) 14 Hasta dos anos, sin planes de obtener un titulo Afro-americano (872) 15 El tiempo que sea necesario para obtener un título Esquimal (935) 16 No sé Aleut (941) 90 Otro Indio americano Nombre de la tribu principal a la cual usted pertenece (en letra de molde, por favor) Cuál será su estado laboral mientras asista a Peninsula Chino (605) College? (Seleccione el número que mejor le convenga.) Filipino (608) 11 Ama de casa, tiempo completo Hawaiano (653) 12 Empleado, tiempo completo (incluye trabajo por su propia Koreano (612) cuenta o trabajo militar) 13 Medio tiempo, fuera del college Vietnamita (619) 14 Medio tiempo, en el college Japonés (611) 15 Sin empleo, pero buscando Indio asiático (621) 16 Sin empleo, y no estoy buscando Samoano (655) 90 Otro Guamiano (660) Otro: de otra parte de Asia, o de otra isla en el Pacífico (en letra de molde, por favor) Cuál es su nivel de educación al entrar a Peninsula College? (Seleccione el número que mejor le convenga.) 11 Abajo del bachillerato Otra raza no mencionada arriba (en letra de molde, por favor) 12 Certificado de equivalencia al bachillerato Es Ud. De origen hispano? 13 Bachillerato (Favor de marcar solamente una opción) 14 Algunos estudios pos-bachillerato, sin grado ni No (no de origen hispano) (999) certificado 15 Certificado (menos de dos años) Sí. (mexicano, mexicano-americano, chicano) (722) 16 Título de dos años Sí. (puertorriqueño) (727) 90 Otro Sí. (cubano) (709) Sí. (de otra nacionalidad hispana, no mencionada arriba) (en letra de molde, por favor) Cuál es su estado familiar? (Seleccione el número que mejor le convenga.) 11 Solo/a con hijos, u otros que dependen de 12 Pareja con hijos, u otros que dependen de 13 Sin hijos, u otros que dependen de 90 Otro 40

42 WRITING SAMPLE NAME: Today s Date: Please write freely about the following topics. Don t be too concerned with spelling, grammar or punctuation, as this will only be shared with you and the instructor. Please use the back if necessary. Paragraph 1. What are your reasons for attending this class? Paragraph 2: What would you like to pursue upon completion of this class? Paragraph 3. Tell us about your interests and values. 41

43 ABE-GED STUDENT INFORMATION SUMMARY Permanent Student File Student Name: Social Security #: Student ID # Mailing Address: Telephone/Message #: City: State: Zip: Birthdate: Gender: Male Female Has HS diploma?: Yes No Has GED?: Yes No 1 st TIME REGISTRATION CHECKLIST DATE NOTES Basic Skills Student Registration form Signed & Dated by Student Signed & Dated by Parent/Guardian if < 19 Peninsula College Goal Identified WABER Goal Identified Underage Authorization (high school/school district) If under 19 and class has not graduated. New Student Information Attendance Agreement Signed and Dated Tuition: Self pay envelope or waiver/scholarship form provided to student and submitted to office. EDUCATIONAL INTERVIEW, PART 1 Student s Goals for This Quarter form EDUCATIONAL INTERVIEW, PART 2 Student Activity Log/Intake Information form DATE CASAS TEST SCORE LEVEL CASAS PRE/POST TESTING ECS 130-Reading Reading Math Reading Math Date Writing ECS 130 Sample M th Form Level determined by Writing Rubic Score PRE-GED TESTING 1st Date 1st Scores 2nd Date 2nd ASSET or COMPASS SCORES May be used to document a Reading 1 st DATE 1 st SCORE 2 nd DATE 2 nd SCORE Writing Writing Math Reading Science Math Soc Stu OFFICIAL GED TEST SCORES GED PREP 1 Reading 1st Date 1st Scores 2nd Date 2nd Scores Passe d GED PREP 2 Reading 1st Date 1st Scores 2nd Date 2nd Score Passed Writing Writing Math Math Science Science Soc Stu Soc Stu 42

44 Page 2, Continued from ABE-GED Student Information Summary CASAS PRE-POST TESTING SECTION Reading Math Reading Math Date Form Score Date Form Score Reading Math Reading Math Date Form Score Date Form Score Reading Math Reading Math Date Form Score Date Form Score WRITING LEVEL COMPLETION SECTION Date/Qtr Level Complete 43

45 INSTRUCTOR: ESL STUDENT INFORMATION SUMMARY Permanent Student File Student Name: Social Security #: Student ID # Mailing Address: Telephone/Message #: City: State: Zip: Birthdate: Gender: Male Female Has HS diploma?: Yes No Has GED?: Yes No REGISTRATION CHECKLIST DATE COMMENTS ESL Student Registration Submitted every quarter student attends Signed & Dated by Student Signed & Dated by Parent/Guardian if < 19 Peninsula College Goal Identified WABERS Goal Identified Tuition paid by student or * Tuition waiver/scholarship form done? New Student Form Underage Authorization (high school/school district) Submitted every quarter student attends Yellow Form. Use if student never attended Peninsula College Use as needed, if student previously attended public school in the USA EDUCATIONAL INTERVIEW, PART 1 ESL Student s Goals for this Quarter form EDUCATIONAL INTERVIEW, PART 2 Student Activity Log/Intake form INTAKE LEVEL CASAS PRE/POST TESTING DATE CASAS FORM SCORE LEVEL DATE FORM SCORE Oral Reading Screen Reading Listening Listening Writing Speaking Reading Listening 44

46 Page 2, Continued from ESL Student Information Summary CASAS PRE-POST TESTING FOR READING & LISTENING, COMPETENCY COMPLETIONS FOR SPEAKING AND WRITING. L=Level Column Date Form Score L Date Form Score L Reading Listening Reading Listening Speaking Speaking Writing Writing Date Form Score L Date Form Score L Reading Listening Reading Listening Speaking Speaking Writing Writing Date Form Score L Date Form Score L Reading Listening Reading Listening Speaking Speaking Writing Writing 45

47 ABE/GED Student s Goals for this Quarter - EDUCATIONAL INTERVIEW, PART I Student Name Instructor Quarter: Su F W Sp Year Date 1. An area of concern in my learning is 2. What is your education/training/employment or other main goal beyond this classroom? 3. Identify the steps you will take to meet this goal. 4. Complete this question with your instructor What do you want to accomplish in this class this quarter? ABE-GED include specific goal details Reading: Pre-GED Soc. St. Sci Lit/Art Improve Compass Score Take Compass Test Math: Pre-GED GED Improve Compass Score Take Compass Test Pass Math Readiness Tests Writing: Pre-GED GED Improve Compass Score Take Compass Test Computer: Literacy Certificate Keyboarding Review and Adjustment of Goals: 46

48 ESL Student s Goals for this Quarter EDUCATIONAL INTERVIEW, PART 1 Student Last Name First Name Middle Name Quarter: Su F W Sp Year Instructor Date 1. What aspect of English is Most Difficult Reading Writing Speaking Listening Computer Skills Easiest Reading Writing Speaking Listening Computer Skills 2. What is your future education/training/employment goal or your goal when you become more comfortable with English? GED General Education Development College education to become a (dream big) Certification to become a Self-employment as a Working for (name of a company or business or a person) 3. Identify the steps you will take to meet this goal. 4. Complete this question with your instructor What do you want to accomplish in this class this quarter? ESL Reading Writing Listening Speaking Computer Skills What specific English vocabulary is the most important for you to learn at this time in your life? CIRCLE UP TO THREE. Watch and understand English TV or Radio Telephone conversations Read Instructions Talk to my children s teachers Fill out an application form Job applications (other) Listen and understand English Asking directions Talk to the doctor or nurse Insurance forms Write letters of complaint Bank/financial vocabulary (other) 47

49 ABE/GED & ESL STUDENT ACTIVITY LOG EDUCATIONAL INTERVIEW, PART 2 Student Name Year/Quarter # Caseworker/Agency INTAKE INFORMATION What grade in school did you last attend? In what year did you leave school? Have you ever received Resource Room assistance in school? Do you have a documented learning disability? Do you have a diagnosed physical disability? Do you have any physical problems, vision problems, back problems, or any other injuries that might affect your learning or that we should know about? Do you take any medications that might affect your learning or that we should know about? Americans with Disabilities Act: If you have a documented physical or learning disability, you should let the instructor know so that appropriate accommodations can be made. ADA Accommodations Requested? ADA Accommodations Received: Yes No Date: DATE STUDENT LOG NOTES INITIALS 48

50 CASAS Modification Request Form Version 9/19/03 Student Name: Date: I have trouble with tests. I will need some assistance. Extra time 1.5 x 2x Large Print test with Extra time 1.5 x 2x Large Print answer sheet Magnifier Someone to write my answers on the answer sheet Calculator Supervised breaks One 5 minute break each test Two 5 minute breaks each test Private room Take one test per day No Braille or low vision specialty tests are available through CASAS. However, the American Federation of the Blind has funded the development of low vision (both Braille and low vision) CASAS tests in our state which may become available. If the student is blind or has low vision, please contact Michael Tate at (360) or at mtate@sbctc.ctc.edu for case-by-case assistance. Students may employ the following personal modifications as needed: hats or caps with large visors, straightedge, color overlays, scratch paper, tinted glasses, pencil grips, braces, etc. If you question the appropriateness of either a test modification or a personal modification, contact Michael Tate at 360) or mtate@sbctc.ctc.edu Student signature Date This form should be kept in a secure location separate from the student s academic records. Programs should obtain a release of information form prior to sharing this document or information contained in it. 49

51 BASIC SKILLS DEPARTMENT INFORMATION-RELEASE AUTHORIZATION Date: Date: I, I, (Student Name) (Student Name) authorize the Basic Skills Department of Peninsula College to release information and/or records concerning my school progress to:, (Individual s Name) of. (Agency/Friend/Relative) authorize, (Individual s Name), (Relationship to Student) of (Agency) to release information and/or records concerning my school/work progress to the Peninsula College Basic Sills Department and related College personnel. (Student Name Typed or Printed) (Student Name Typed or Printed) (Student Signature) (Student Signature) (Parent or Guardian Signature, if Student under 18) (Parent or Guardian Signature, if Student under 18) 50

52 INFORMATION RELEASE AUTHORIZATION Date: * I,, authorize the Basic Skills Department of Peninsula College to release educational and/or assessment information and/or records to: Peninsula College Staff State Board of Community and Technical Colleges Other adult programs in the state should I transfer. (Student Name Printed) (Student Signature) (Parent or guardian signature, if student 18 or under) This release form will be effective for five years from the date it is signed. (Cut form in half). INFORMATION RELEASE AUTHORIZATION Date: * I,, authorize the Basic Skills Department of Peninsula College to release educational and/or assessment information and/or records to: Peninsula College Staff State Board of Community and Technical Colleges Other adult programs in the state should I transfer. (Student Name Printed) (Student Signature) (Parent or guardian signature, if student 18 or under) * This release form will be effective for five years from the date it is signed. 51

53 Request for Approval to Test General Educational Development (GED) Diploma TO BE COMPLETED BY APPLICANT (print in blue or black ink) Applicant Name (Last, First, Full Middle) Social Security Number Birth Date Home Street Address Home Phone City State Zip Last School Attended Parent/Guardian Name INSTRUCTIONS Applicants 16 years of age and under 19 years applying for a release to take the GED test and to receive a Certificate of Educational Competence may do so by contacting their home school district; they will be referred to the designated employee(s) for that district. The designated employee(s) must determine if the applicant has substantial and warranted reason for leaving the regular high school program per the Washington Administrative Code (WAC). TO BE COMPLETED BY DESIGNATED EMPLOYEE(s) APPLICATION APPROVAL (must check one box) APPLICATION APPROVED. As the designated employee, I certify that the applicant is eligible for the Certificate of Educational Competency by reason of age and residence, and that she/he meets one of the required criteria per WAC. APPLICATION DISAPPROVED. Comments: Signature of Designated Employee(s) Signature of Applicant Printed Name School District Name Date I grant permission for my GED testing data to be released to the school district for statistical purposes Signature of Parent/Guardian (if available) Submit completed application form to testing center where GED testing will take place. Do not return directly to SBCTC. 52

54 Applicable Washington Administrative Codes (WACs) WAC DESIGNATED EMPLOYEE-DEFINITION. As used in this chapter designated employee means that individual or individuals empowered by the board of directors of the district to determine eligibility to take the GED test. WAC ELIGIBILITY TO TAKE GED TEST. The following individuals shall be eligible to take the General Educational Development test in official testing centers, provided they are not enrolled in a public, private, or home-based high school or high school completion program at the time the test is administered: (1) Any person age nineteen or over who has not graduated from a public or private high school. (2) Any person between the ages of sixteen and nineteen who has not graduated from a public or private high school and who has been adjudged by a school district in accordance with rules of the State Board of Education to have a substantial and warranted reason for leaving the regular high school education program. (3) Any student age sixteen or over who has completed an Education Center individual student program in accordance with the provisions of chapter WAC. (4) Any person between the ages of sixteen and nineteen who has not graduated from a public or private high school, and who has completed a program of home-based instruction in compliance with RCW 28A (4) as certified by the written and notarized statement of the parent(s) or legal guardian(s) who provided the home-based instruction. (5) Any person who is an active member of the military, national guard, or reserves. (6) Adjudicated youth under the director prisons, jails, detention centers, parole and probation offices, and other corrections facilities while enrolled in school if so ordered by a court or officer of the court. WAC ELIGIBILITY FOR AWARD OF CERTIFICATE OF EDUCATIONAL COMPETENCE. The Certificate of Educational Competence shall be awarded by the State Board for Community and Technical Colleges and the Superintendent of Public Instruction to persons who achieve the minimum proficiency level on the General Educational Development test and who meet the following: (1) Are residents of Washington State; and (2) Are nineteen years of age or older on the date of issuance; or (3) Have been adjudged by a district as possessing a substantial and warranted reason for leaving the regular high school program, or (4) Have completed a program of home-based instruction in compliance with RCW 28A (4) and chapter 28A.200 RCW, or (5) Are active members of the military, national guard, or reserves, or (6) Are adjudicated youth under the director of prisons, jails, detention centers, parole and probation offices, and other corrections facilities and so ordered by a court of officer of the court. WAC SUBSTANTIAL AND WARRANTED REASON FOR LEAVING THE REGULAR HIGH SCHOOL EDUCATION PROGRAM DEFINITION. As used in this chapter, the term substantial and warranted reason for leaving the regular high school program means one or more of the following: (1) Personal problems which seriously impair the student s ability to make reasonable progress toward high school graduation. (2) A financial crisis which directly affects the student and necessitates the student s employment during school hours. (3) The lack of curriculum and instruction which constitutes appropriate learning experiences for the student. (4) The inability or failure of the school of attendance to adjust its program for the individual or otherwise make arrangements for enrollment in an educational program in a manner which enables the student to advance toward graduation with reasonable progress and success. (5) A determination by the designated employee that it is in the best interest of the student to drop the regular high school program for one of the following purposes: (a) Enter a post secondary institution. (b) Enter the military. (c) Engage in employment. (6) PROVIDED, That no person under eighteen years of age (i.e., minor) shall be adjudged to have a substantial and warranted reason for leaving school unless the minor s parents, guardian, or legal custodian, if available, agrees that dropping school is in the best interest of the minor. WAC MINIMUM PROFICIENCY LEVEL DEFINITION. As used in this chapter, the term minimum proficiency level means a standard score of at least forty on each of the five portions on the General Educational Development test and an average standard score of at least forty-five on the entire test. WAC REGULAR HIGH SCHOOL EDUCATION PROGRAM DEFINITION. As used in this chapter, the term regular high school education program means a secondary education program operated pursuant to chapter and WAC leading to the issuance of a high school diploma. WAC RIGHT TO APPEAL. The following shall govern the finality of decisions of the designated employee: (1) If the decision of the designated employee is that the applicant has a substantial and warranted reason for leaving the regular high school program, the decision of such designated employee shall be final. (2) If the decision of the designated employee is to deny the existence of a substantial and warranted reason for leaving the regular high school program, the applicant shall have the right to appeal the decision to such board of directors in accordance with procedures adopted by the board of directors. The board of directors shall issue a decision within thirty calendar days of receipt of any appeal. (3) If a decision has been made by the board of directors of the district, such decision shall be final subject to an appeal to a court of law pursuant to RCW 28A

55 THIS FORM IS MAY BE USED FOR UNDERAGE STUDENTS PENINSULA COLLEGE BASIC SKILLS EDUCATION TRANSITION CENTER Warning Notice for underage students Name: Date: This notice is given to you as a warning that you have not followed through with the commitment you made to attendance and learning. Warning #: 1 2 This warning is given for the following reason: Attendance (not attending, late for class, and/or leaving early) Lack of participation in the learning process Staff person: Note: A first warning requires a meeting before you will be allowed back in class. A second warning indicates that you are dropped from the program. PENINSULA COLLEGE BASIC SKILLS EDUCATION TRANSITION CENTER Warning Notice for underage students Name: Date: This notice is given to you as a warning that you have not followed through with the commitment you made to attendance and learning. Warning #: 1 2 This warning is given for the following reason: Attendance (not attending, late for class, and/or leaving early) Lack of participation in the learning process Staff person: Note: A first warning requires a meeting before you will be allowed back in class. A second warning indicates that you are dropped from the program. 54

56 REFERRAL FOR DISABILITY SERVICES BASIC SKILLS STUDENTS Student: SID#: Phone#: Instructor: Date: Referred from site: Port Angeles Forks Neah Bay Lower Elwha Clallam Co Jail Port Townsend Sequim La Push Jamestown Jefferson Co Jail This student claims a: learning disability physical disability This student is enrolled for: Year: Qtr: Fall Winter Spring Summer I am NOT REFERRING this student for accommodations because. (Instructor: file this form in the student s file do not forward it to the Basic Skills Program Office) I AM REFERRING this student for accommodations because this student: is preparing for GED testing may require a specialized teaching style studies are not GED related but student will be taking other higher-education tests This student is not aware of any previous documentation regarding disabilities. This student suggests that previous documentation might be obtained at: (Instructor: obtain a signed Release of Information form from the student. NOTE: The student is responsible for obtaining existing documentation.) Please specify student s disabilities: Learning and other cognitive disabilities Emotional/ mental health disability Attention deficit/hyperactivity disorder Physical/chronic health disorder To initiate the accommodations process for this student, return this completed form to: Peninsula College Basic Skills Department 1502 E Lauridsen Blvd Port Angeles, WA Tear-off notification from Counseling Services to the Basic Skills Department Student name: Date: Instructor name: Site: Accommodations are being pursued. Accommodations are not being pursued because: Signed: 55

57 Section 3 LEARNING STYLES 56

58 LEARNING STYLE CHECKLIST Visual Section Read each statement carefully and consider whether it applies to you. On the line write: 1 almost never applies 4 often applies 2 applies once in awhile 5 almost always applies 3 sometimes applies Answer honestly. There are no right, wrong, good, or bad answers I enjoy doodling and even my notes have lots of pictures, arrows, etc. in them. I remember things better if I write them down, even if I don t go back to what I ve written. When trying to remember a new phone number or a spelling work, it helps me to get a picture of it in my head. When recalling information during a test, I can see in my mind s eye the textbook page and the information on it. Unless I write down the directions to a place, I m likely to get lost or arrive late. During lectures, I can listen better if I look at the person speaking. I can clearly and easily visualize people, places, and documents in my head. It s hard for me to concentrate on what a person is saying if there is background noise. It s easier for me to get work done in a quiet place. It s difficult for me to remember jokes I ve heard. I get some great ideas but I forget them unless I write them down right away. Visual Total: 57

59 LEARNING STYLE CHECKLIST Auditory Section Read each statement carefully and consider whether it applies to you. On the line write: 1 almost never applies 4 often applies 2 applies once in awhile 5 almost always applies 3 sometimes applies Answer honestly. There are no right, wrong, good, or bad answers When reading, I hear the works in my head or I read aloud. When memorizing something, it helps me to recite it over and over. If I want to understand something, it helps me to discuss it with someone or to try to explain it to someone else. I like to finish one task before beginning another. It is hard for me to picture things in my head. I would rather listen to a tape of a lecture rather than read the same information in a textbook. I would rather turn in a tape-recorded report than a written report. I can easily follow what a teacher is saying even though my eyes are closed or I m staring out the window. I talk to myself when problem solving, writing, or doing homework. I prefer to have someone tell me how to do something rather than have to read the directions. Auditory Total: 58

60 LEARNING STYLE CHECKLIST Haptic Section Read each statement carefully and consider whether it applies to you. On the line write: 1 almost never applies 4 often applies 2 applies once in awhile 5 almost always applies 3 sometimes applies Answer honestly. There are no right, wrong, good, or bad answers I don t like to read or listen to directions; I d rather just start doing. I take notes, but I don t do back and read them. I can study better with music playing in the background. I don t start a task with a definite plan in mind; I like to try different things until I hit on something that works. My room, desk, locker, and notebooks look disorganized, but I know where everything is. I move my lips when reading and count with my fingers. I don t like to proofread my papers or look over my tests before I turn them in. I prefer to do projects or make displays and presentations rather than write reports. I think better when I have the freedom to move around; I get fidgety, feel trapped, and daydream when I have to sit still. When I can t think of a specific word, I ll use my hands a lot and call something a whatchamacallit or a thingamajig. Haptic Total: 59

61 LEARNING STYLE CHECKLIST Recommendations for Visual Learners Make your work as visual as possible. Make charts, graphs, tables. Take detailed notes during lectures and compare them with someone else to be sure you have gotten down all the important points. Leave lots of extra space in your notes so you can add ideas or details later. Highlight important information in your notes and books. Write down anything that is important for you to remember. Ask instructors to repeat statements whenever necessary. Tape record important lectures whenever possible. (Record them all. Save and label only those that you feel are important. Tape over the others.) Sit at the front and center of your classroom. Your attention will tend to be where your eyes are. Make it easy to keep your eyes on your work by arranging your study space so that you don t look directly out the door or window. Participate actively in classes. Ask questions. Contribute your ideas. This will keep you involved and alert in an otherwise very auditory situation. Work in a quiet place. Many visual learners, however, do find that they can do math better with music in the background. Think on paper. Before you begin a project or a study session, write down your goals and the steps you must go through to achieve them. Work alone. Visual learners often find it difficult to work and talk at the same time, even when the talking is about the work. When memorizing factual material, write it over and over. Though it is faster to speak this sort of material over and over, you will tend to learn it much better if you write it. Use spatial note-taking techniques, such as mind mapping or clustering. These allow for non-sequential production of sequential material. Also, try spelling techniques that focus on the shape of works rather than sounding them out. Keep pencil and paper handy so you can write down good ideas. This can be particularly helpful when you re working on a long-term project when you may often get ideas when you re not at your desk. You may also want to keep pencil and paper by your bed at night so you can write down ideas you get in your sleep. 60

62 LEARNING STYLE CHECKLIST Recommendations for Auditory Learners Think aloud; talk to yourself. Before beginning a project or study session, state aloud your goals and the steps that you must go through to achieve them. It s also probably a good idea to write them down. When working math problems, talk aloud to yourself and explain the steps you re doing. Read aloud, especially when doing proofreading or when you re tired. You will understand the material better if you can hear it. You can even read silently while moving your lips slightly and hearing the words in your head. Before you begin, set a purpose and verbalize it. When writing a rough draft of a paper, think of your topic and just write the works as you hear them in your head. You can go back later and organize the material and fix mechanical things like punctuation and grammar. Also, try writing with a tape recorder. Speak your ideas into a tape machine as if you were talking to an interested person. This will allow you to think at top speed without losing your train of thought. You can transcribe the tape later. Be sure to have someone else look over your proofreading. Discuss your ideas with a friend or small group. Brainstorm and discuss possibilities and plans. Tape the sessions. Set up pep-talk sessions to encourage one another. Quiz each other before exams. To prepare to give a speech, hear it in your head going perfectly. Visualize it too if you can. Try visualizing and/or hearing it to yourself three times per day for three days before the presentation. When doing math computations by hand, use graph paper. This will help you to keep the columns aligned.. Ask to take oral quizzes, tests, and exams. In English composition classes, a main task is to learn to write, so instructors will rarely allow students to turn in tape-recorded papers. In other classes, however, the goal is to learn the subject at hand, and oral or tape-recorded papers and tests are often appropriate. When memorizing factual material, recite it over and over. Though it may seem silly to talk to yourself, you will tend to memorize very efficiently in this way. Arrange your study time so that you can complete one task before beginning another. This will make it easier for you to feel a sense of accomplishment at the end of each study session and keep you from having to reread a lot of material to figure out where you left off in the last study session.. You may want to sit at the back or to one side of the classroom. Sometimes auditory learners find it distracting to be at the front and center of the class where there is a lot of visual stimulation Listen to long literature reading assignments on tape. Unabridged texts of many work of literature are now available to buy or rent. Some can even be borrowed from your local library. You can also read along and mark important passages in your book while you listen. Watch plays on stage or on video. 61

63 LEARNING STYLE CHECKLIST Recommendations for Haptic Learners Make studying more physical work. Work at a standing desk. (A standing desk is a desk tall enough to be at writing level when you are standing. You can make one by putting a couple of cement blocks under each leg of an ordinary desk. You can then use a stool to sit on or you can stand if you feel you need more physical movement.) Stand or pace while memorizing. Stand, stretch, and take a few deep breaths at least once every minutes. Try reading while riding an exercise bike or studying while standing in your stocking feet. Set up a chalkboard or whiteboard to do math on. Try chewing gum while studying. If you get fidgety when you re in class, try crossing your legs and bouncing the foot that is off the floor. Try squeezing a tennis ball or racquet ball. Use color. Highlight in your books and notes. Put a brightly colored blotter on your desk whatever color you like. Read through a colored transparency or colored glasses or under a colored reading light, especially when reading difficult or boring material or when you are tired or stressed. Decorate your work area with colors and posters that are pleasing to you. Vary your activities. If you re feeling frustrated or fidgety, look over your to-do list to see if there s a simple, short-term task you can do that has a different pace of feel to it. When you ve finished with that, return to the task that was frustrating you. Keep a distractions list on your desk. When you find that lots of unrelated thoughts are intruding on your studying (e.g., you ve got to write a letter or pick up something at the store), write it on the list and go back to your work. By using such a list, you won t be trying to remember all those outside responsibilities while doing your work. Play music in the background. Whatever music you like, at whatever volume you like. If it disturbs others, wear headphones. Read whole-to-part. When reading a textbook chapter, long article, or report, first skim through the whole thing to get a feel for what it is about, look at the summary and questions after the chapter, then go back and read the chapter carefully. Use spatial note-taking techniques such as mind mapping or clustering. These allow for nonsequential production of sequential material. Visualize complex projects from start to finish before beginning. This will allow you to keep the big picture in mind while working on the details. If you begin to feel swamped by the project, revisualize the entire sequence from start to finish to see what should be done next. You ll also find that visualization is a powerful tool for keeping a positive attitude during a demanding task. Have someone proofread your papers before you turn them in. If you write with a computer, be sure to use an electronic spell checker and grammar checker. Be aware, though, that these do not replace a good proofreader. Electronic checkers miss many kinds of errors. Real aloud when doing a proofreading or when you re tired or read silently while moving your lips slightly and hearing the works in your head. When you discover a way of studying that works well for you, write it on a list. Keep the list near your study area so if you get stuck in the future, you can refer to your list for ideas that will get you going again. Ask permission to do presentations or video projects instead of papers. You may want to point out to your teacher that the real goal is to learn the subject and that presentations and other projects may make the learning easier for many students. *from an unknown source 62

64 C.I.T.E. LEARNING STYLES INSTRUMENT From the Center for Innovative Teaching Experiences A. M. Babich, P. Burdine, L. Allbright, P. Randol Wichita Public Schools Murdock Teacher Center The CITE Learning Styles Instrument can assist classroom instructors and support personnel in determining a student s preferred learning style. The instrument id divided into 3 main areas: information gathering work conditions expressive preference Information gathering includes: auditory language visual language auditory-numerical visual-numerical auditory-visual-kinesthetic Knowing information about learning styles can be useful when determining which assessment instruments are appropriate to use. It is also useful when developing an individual education plan in determining what classroom modifications will be necessary. 63

65 From the Center for Innovative Teaching Experiences C.I.T.E. Learning Styles Instrument Most Like Me Least Like Me 1. When I make things for my studies, I remember what I have learned better Written assignments are easy for me to do I learn better if someone reads a book to me than if I read silently to myself I learn best when I study alone Having assignment directions written on the board makes them easier to understand It s harder for me to do a written assignment than an oral one. 7. When I do math problems in my head, I say the numbers to myself. 8. If I need help in the subject, I will ask a classmate for help I understand a math problem that is written down better than one I hear I don t mind doing written assignments. 11. I remember things I hear better than things I read. 12. I remember more of what I learn if I learn it when I am alone. 13. I would rather read a story than listen to it read to me. 14. I feel like I talk smarter than I write If someone tells me three numbers to add I can usually get the right answer without writing them down

66 C.I.T.E. Learning Styles Instrument - continued 16. I like to work in a group because I learn from the others in my group. 17. Written math problems are easier for me to do than oral ones. 18. Writing a spelling word several times helps me remember it better. 19. I find it easier to remember what I heard than what I have read It is more fun to learn with classmates at first, but it is hard to study with them I like written directions better than spoken ones. 22. If homework were oral, I would do it all. 23. When I hear a phone number, I can remember it without writing it down. 24. I get more work done when I work with someone. 25. Seeing a number makes more sense to me than hearing a number. 26. I like to do things like simple repairs or crafts with my hands. 27. The things I write on paper sound better than when I say them. 28. I study best when no one is around to talk or listen to I would rather read things in a book than have the teacher tell me about them Speaking is a better way than writing if you want someone to understand what you really mean When I have a written math problem to do, I say it to myself to understand it better I can learn more about a subject if I am with a small group of students

67 C.I.T.E. Learning Styles Instrument - continued 33. Seeing the price of something written down is easier for me to understand than having someone tell me the price I like to make things with my hands. 35. I like tests that call for sentence completion or written answers I understand more from a class discussion than from reading about a subject I remember the spelling of a word better if I see it written down than if someone spells it out loud Spelling and grammar rules make it hard for me to say what I want to in writing It makes it easier when I say the numbers of a problem to myself as I work it out I like to study with other people When teachers say a number, I really don t understand it until I see it written down I understand what I have learned better when I am involved in making something for the subject Sometimes I say dumb things, but writing gives me time to correct myself. 44. I do well on tests if they are about things I hear in class. 45. I can t think as well when I work with someone else as when I work alone

68 C.I.T.E. LEARNING STYLES INSTRUMENT SCORE SHEET VISUAL LANGUAGE SOCIAL-INDIVIDUAL AUDITORY-NUMERICAL Total X2= Total X2= Total X2= VISUAL LANGUAGE SOCIAL-GROUP KINESTHETIC-TACTILE Total X2= Total X2= Total X2= AUDITORY LANGUAGE EXPRESSIVE-ORAL EXPRESSIVENESS-WRITTEN Total X2= Total X2= Total X2= SCORE: Major Learning Style Minor Learning Style 5 20 Negligible Use 67

69 DECRIPTION OF THE CITE INSTRUMENT NINE STYLE AREAS AUDITORY LANGUAGE This is the student who learns from hearing words spoken. S/he may vocalize or move his or her lips or throat while reading, particularly when striving to understand new material. S/he will be more capable of understanding and remembering words or facts that could only have been learned by hearing. VISUAL LANGUAGE This is the student who learns well from seeing words in books, on the chalkboard, charts or workbooks. S/he may even write down words that are given orally, in order to learn by seeing them on paper. This student remembers and uses information better if s/he has read it. AUDITORY NUMERICAL This student learns from hearing numbers and oral explanations. Remembering telephone and locker numbers is easy, and s/he may be successful with oral number games and puzzles. This learner may do just as well without his or her math book, for written materials are not important. S/he can probably work problems in his or her head, and may say numbers out loud when reading. VISUAL NUMERICAL This student must see numbers on the board, in a book, or on paper in order to work with them. S/he is more likely to remember and understand math facts when they are presented visually, but doesn t seem to need as much oral explanation. AUDITORY-VISUAL-KINESTHETIC COMBINATION The AVK student learns best by experience doing, self-involvement. S/he profits from a combination of stimuli. The manipulation of material along with accompanying sight and sound (words and numbers seen and heard) will aid his or her learning. This student may not seem to understand or be able to concentrate or work unless totally involved. S/he seeks to handle, touch, and work with what s/he is learning. INDIVIDUAL LEARNER This student gets more work done alone. S/he thinks best and remembers more when the learning has been done alone. This student cares more for his or her own opinions than for the ideas of others. Teachers do not have much difficulty keeping this student from oversocializing during class. GROUP LEARNER This student prefers to study with at least one other student and will not get much done alone. S/he values others opinions and preferences. Group interaction increases his or her learning and later recognition of facts. Class observation will quickly reveal how important socializing is to this student. 68

70 ORAL EXPRESSIVE This student prefers to tell what s/he knows. S/he talks fluently, comfortably, and clearly. Teachers may find that this learner knows more than written tests show. S/he is probably less shy than others about giving reports or talking to the teacher or classmates. The muscular coordination involved in writing may be difficult for this learner. Organizing and putting thoughts on paper may be too slow and tedious a task for this student. WRITTEN EXPRESSIVE This learner can write fluent essays and good answers on tests to show what s/he knows. S/he feels less comfortable, perhaps even stupid, when oral answers or reports are required. His or her thoughts are better organized on paper than when they are given orally. Source: Puzzled About Educating Special Needs Students?: A Handbook on Modifying Vocational Curricula for Handicapped Students Wisconsin Vocational Studies Center, University of Wisconsin-Madison 69

71 KEYS TO A DIAGNOSTIC-PRESCRIPTIVE TEACHING APPROACH A diagnostic-prescriptive teaching approach involves assessing the specific needs of each student, setting realistic goals, breaking goals into achievable objectives, analyzing the skills and tasks needed to accomplish each objective, determining effective techniques and strategies, and monitoring performance. Keys to the effective use of the diagnostic-prescriptive model with adults are: Work as an equal partner with each student Gather as much information as possible about the student and his or her prior learning experiences Set realistic goals and objectives Re-evaluate goals and objectives often, change and modify them as often as necessary Understand the principles of effective instruction Understand how to break learning into segments or tasks Evaluate and re-evaluate progress informally, monitoring long- and short-term goals, objectives, and tasks Investigate instructional options with students Modify instruction whenever necessary Stay organized and focused on the realistic goals, objectives, and tasks Remain flexible Copyright 1996 All Rights Reserved Sturomski & Associates 70

72 Section 4 VOLUNTEER TUTOR SERVICES 71

73 Volunteer Literacy Program The role of the Volunteer Literacy Program (VLP) is to enhance the delivery system of Peninsula College s Basic Skills Program by providing additional educational support to the lower level ABE/ESL student population enrolled in Peninsula College s Adult Basic Education and English as a Second Language Programs. The mission of the Volunteer Literacy Program is to provide tutorial support to adult learners so that they may acquire the necessary basic literacy skills to meet their identified educational, employer, family goals. Services Service provided by the volunteer tutor program focuses on two instructional models: one-to-one instruction and small groups. Peninsula College ABE and ESL programs are administered throughout nine separate locations, seven distinct communities, and two counties. The goal of the Volunteer Literacy Program is to provide all lower level basic skills and ESL students access to trained and qualified tutors regardless of remoteness of location. Program Volunteer Target The VLP goal is to recruit, train, support, and maintain a base of active tutors who support classroom instruction. Recruitment Strategies Poster/Flyers Presentations to community clubs and organizations Partnership with Clallam County Literacy Council Presentation to Tribal Councils Brochures Distributing bookmarks to new/used book stores and libraries throughout Clallam and Jefferson Counties Public service announcements on radio/t.v. Newspaper ads Inclusion in Peninsula College quarterly class schedule 72

74 Volunteer Tutor Qualifications Good basic literacy skills no previous teaching experience necessary Enjoy working with people Display a sensitivity to the needs of an adult learner Have an understanding and tolerance of cultural and social differences Possess a sense of humor and patience Be flexible and adaptable Enjoy learning as well as teaching Dependable and punctual Commit two or more hours per week for a three month period (one academic quarter) Selection Process for Volunteer Tutors The selection process for any prospective volunteer involves several layers of screening. The program coordinator conducts initial screening by phone to determine prospective volunteer s interests, goals, and compatibility with program objectives. A personal, individual, and face to face interview is then scheduled and conducted by the program coordinator. It is during the interview process that the prospective volunteer s motivation, expectations, attitudes, background experience, and preferences are identified, and volunteer opportunities in the program, both tutoring and non-tutoring are described. An information packet containing tutor job descriptions, volunteer tutor agreement, general information about basic skills students, literacy, and orientation is given out at this time. Upon return of the completed application, the applicant s references are checked, verified, and documented by the program coordinator and if appropriate, an orientation session is scheduled. Orientation Process Orientation procedures include an individual orientation for prospective volunteers. This meeting is conducted at least once per quarter and is a prerequisite for volunteers before acceptance and entry into the program. Orientation includes program overview, information about working with adult learners, introduction to Education For the Future (EFF) concepts and philosophy, a student goal setting preview, and how tutor/student partnerships might work. 73

75 Free Tutor Training Current training has been developed and modeled from successful and long established programs in Western Washington. The Basic Literacy Training course from the Literacy Council of Kitsap provided the initial working model for literacy training. ESL trainings are patterned after the Tacoma Community House model. Both trainings last 9-12 hours and incorporate EFF concepts and philosophy, and provide tutors with necessary hands-on practice with specific student-related activities. Tacoma Community House provides Training for Classroom Volunteer Teacher Aides. This is a six hour interactive workshop that is well suited to the needs of our instructors, students and volunteers in both ABE and ESL classrooms. The program proposes to develop a training that combines elements from both the basic literacy and the ESL training. In this region, there is a great need for tutors to be trained in both areas to increase the opportunities to most effectively meet the needs of students. Matching Students and Tutors Program coordinator chooses classes and tutors most mutually well suited based upon logistics, experience, schedule, and interests. The VLP Coordinator contacts the instructor with tutor information and follows-up with the tutor, and instructor to insure that the match is working. Changes are made as needed. Volunteer Support and Recognition Quarterly volunteer recognition Certificates of appreciation Regular contact with VLP Coordinator for updates and support Other VLP Volunteer Opportunities Special events planning Public relations Public speaking Graphics/Design Newsletter Reading books onto tape General office support 74

76 Section 5 WABERS 75

77 WABERS Washington Adult Basic Education Reporting System The Washington State Board for Community and Technical Colleges (SBCTC) developed the WABERS program to facilitate data collection and reporting for Community and Technical Colleges and for Community Based Organizations providing adult education services. WABERS information will help us plan, research, and develop programs, and will help to support the progress of students and their success in the workplace and other educational areas. WABERS meets all current state and federal data collection and reporting requirements and was designed with an eye toward future reporting requirements as they develop. The Basic Skills Student Registration Form is specifically constructed to gather crucial information for both WABERS and Peninsula College reporting purposes. It is important that students fill them out completely. Review all sections completed by the student for completeness and clear legibility. Basic Skills Registration Form INTAKE You can refer to Section 2 of the Curriculum Guide for more information about the registration form. DEMOGRAPHIC SECTION-Student Responsibility Social Security Number If student does not have a social security number, a Peninsula College student I.D. number will be allocated to them. Students interested specifically in obtaining their GED must supply a SSN (if they have one) for WABERS reporting purposes. Currently the SSN is our only link for receiving state credit for student employment and obtaining their GED. Full Name / Previous Name if applicable Birth date Month/Day/Year (Mandatory WABERS entry) Address information Phone Gender (Mandatory WABERS entry) Ethnic Origin (Mandatory WABERS entry) Have GED/HS Diploma Last High School Attended Previously attended Peninsula College (Instructors can verify on WABERS previous years) 76

78 STUDENT-ENTRY STATUS-These are mandatory WABERS entries Students check all that apply: Disability/Income section (Definitions under Entry Status later in chapter). Employment section (Definitions under Entry Status later in chapter). How did you learn about this class (have the student select one)? What is your goal while attending the Basic Skills Program - Guideline as follows: General Guidelines for WABERS Goal Selection under What is your Goal While Attending our Classes? ESL: ESL Levels 1-6 Indicate Improve English Language Skills. A mandatory goal for Federal reports. If the student does not have a high school diploma or a GED: ABE Levels 1-4 Indicate Improve basic literacy skills. A mandatory goal for Federal reports. IF the student has CASAS tested at the GED Level 1 or 2, but has NOT begun GED testing: GED Prep 1 or 2 Indicate Improve basic literacy skills. A mandatory goal for Federal reports. As a student takes parts of the GED test, WABERS will automatically add the Earn a GED Goal to the Assessment screen (1 quarter in arrears). If the student does have a high school diploma or GED: ABE Level 1-4, or GED Prep 1 or 2 Indicate Improve basic literacy skills. A mandatory goal for Federal reports. These are students who are only interested in brushing up their basic skills either before enrolling in college level courses or for their own personal use. Enroll student at appropriate level (ABE 1-4, GED Prep 1 or 2) according to CASAS appraisal. NOTE: Improve English language skills and Improve basic Literacy skills mandatory goals will be specified manually on the WABERS Student Intake screen, with the automatic fill-in used only as back-up. All other goals under Student Intake : Earn GED certificate or high school diploma (Reminder-WABERS data entry person will only allow WABERS to fill this in automatically when the student passes their first GED test). Enter post-secondary education or training (SSN automatically matches a goal completion when student enrolls in college level classes). Get a job (SSN automatically matches a goal completion if they were connected to Employment Security). Keep current job 77

79 The student may select any of these goals under What is your goal while attending the Basic Skills Program classes? Once a goal is entered for the first quarter of the student, it remains on WABERS the remainder of the school year. More goals can be added, but not deleted in WABERS. HOURS: END-OF-QUARTER REPORTING Attendance hour records are vital for calculation of pre/post testing timeframe requirements. Instructions as follows: On the back of the registration form, record total hours for the quarter. The H-2 Office will request this information from the instructor at the end of each quarter. Include: hours of instruction or instructional activity the learner receives from the program (contact hours, attendance hours, assessment and goalsetting time). 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. Pre-Testing in the classroom does count. Official GED testing time does NOT count. Educational interview hours are separate from class hours and are collected separately for WABERS input. Though collected separately, Educational Interview hours still count towards total attendance hours. For Federal Reporting, WABERS hours do not follow students across program years (zeroed out each program year). For hours to next test, the hours do follow the student across program years. You must look on the Assessment by Student Screen for the school year, and the Student Attendance Screen for and later years, to gather each program year attendance and calculate totals for hours to next test. Volunteer hours: If service was provided, the instructor is to ensure either the YES or NO block is check. Report as requested to the Volunteer Coordinator. Since it is cumbersome to request any volunteer to record time spent with each student, the Volunteer Coordinator totals the volunteer hours by instructor and not by student and provides this information to the WABERS data entry person. It is requested, the instructor notate on the appropriate section of the WABERS form, an ESTIMATED breakdown of volunteer hours per student OR an ESTIMATED percent of volunteer time spent with student. The instructors estimate will provide a more accurate breakdown for WABERS entry. 78

80 COMPETENCIES: To meet Federal Reporting requirements WABERS will automatically match ESL and ABE Post-testing, and GED test completions to each student. GED matching will occur one quarter in arrears as long as a SSN has been entered. Level completions are automatically based on CASAS Post-testing. (The last posttest then becomes the pre-test for the next level of enrollment and instruction.) Score information (hand scored, and/or TopsPro Reports) should be logged onto the permanent student folder on the ESL or ABE first and then second pages of the Student Information Summary form. Check WABERS Student Test History screen to make sure hand scores MATCH the OFFICIAL WABERS scores. Check all years in WABERS for test history. PARENTING/FAMILY LITERACY GOALS/ACHIEVEMENTS: Instructor obtains status from student logs, learning portfolios, teacher observations, and/or reports to the class to determine which WABER goal(s) is/are completed. WABERS goals are as follows: Promote family Members Growth and Development Meet family Needs and Responsibilities Strengthen the Family System Goal achievement is recorded on WABERS, under Special Programs, Family Literacy Program/Special Program Achievements. A copy of this screen, listing the students registered in Family Literacy, will be provided to the instructor(s) at the end of every quarter. The instructor(s) is/are requested to check off the goals the student completed during the quarter. The H2 Office will enter the goal completion information into WABERS. ACCOMMODATIONS USED DURING CASAS PRE/POST TESTING: If service was provided, the instructor is to ensure either the YES or NO block is check. See Section 2 for form and instruction. 79

81 Education-related Goals WABERS DEFINITIONS Earn a high school diploma achieve sufficient skills and credit hours to earn a state accredited secondary school diploma. Earn a GED certificate achieve sufficient skills to pass all five tests of General Educational Development. An automated goal accomplishment if a SSN is provided. Data matching will occur. Enter post-secondary education or training achieve skills to enable enrollment in a post-secondary education programs or other training program. An automated goal accomplishment if a SSN is provided. Data matching will occur. Improve basic literacy skills ABE/GED STUDENTS- improve overall basic literacy skills. A Federal Reporting requirement. Improve English Language skills ESL STUDENTS -improve overall skills in the English language (e.g., listening and observing, speaking, reading, writing). A Federal Reporting requirement. Work/Employment-related Goal Get a job Obtain full- or part-time paid employment. (unemployed upon entry) Data matched with Employment Security as long as a SSN is entered. Keep current job Upgrade skills to enable retention of current job. (employed upon entry) ENTRY STATUS For State and Federal reporting purposes, we need to categorize participants by their entry status characteristics. Choose as many as are applicable. The choices are: Physically Disabled Adult: Learner has a record of, or is regarded as having, any type of physical or mental impairment, except a learning disability, that substantially limits or restricts one or more major life activities, including walking, seeing, hearing, speaking, learning, and working. Learning Disabled Adult: Designate a learner as a learning disabled adult if he or she has deficits related to neurological impairments in capacity in defined limited areas related to learning, such as dyslexia. Obtain this information from selfreport or documentation. TANF recipient: It is the welfare reform program that replaced the old Aid to Families with Dependent Children. TANF or Food Stamps recipients are automatically considered low income. This information can be self-reported (without proof) or obtained from documentation. 80

82 On Public Assistance: Record whether the student is receiving any of the following forms of financial assistance from public agencies. Public assistance status should be recorded by the student or by staff from documentation from a referring agency into the following categories: Temporary Assistance to Needy Families (TANF) or equivalent general assistance Food stamps Tribal GA Refugee cash assistance Old-age assistance Aid to the blind or disabled Employed Adult: A student who did any work at all as a paid employee or in his or her own business or profession, or on his or her own farm or who worked 15 hours or more per week as unpaid workers on a farm or in a business operated by a member of the family, or a person who was not working but who had a job or business from which he or she was temporarily absent. Unemployed Adult: A student who is not working but is looking for a job and is available for work, including people who are waiting to be called back to a job from which they had been laid off and people waiting to report to a new job. This term does NOT include persons who have given up looking for a job or who otherwise are not available for work, including inmates of correctional facilities. This also includes those collecting unemployment benefits now or sometime in the past two years. Not in Labor Force: A student who is neither employed nor unemployed according to Department of Labor definitions. This term includes persons who have given up looking for a job or who otherwise are not available for work. Also include those who have not collected benefits within the past two years. 81

83 Section 6 TESTING ABE/GED APPRAISAL ASSET COMPASS 82

84 PLACEMENT APPRAISAL FOR BASIC SKILLS ABE/GED/Family Literacy Students: All students enrolling in basic skills classes are to be assessed for placement using the CASAS (Comprehensive Adult Student Assessment System) Appraisal instrument (Form 130 ECS or Form 30 for Family Literacy). This tool is used to determine student placement in reading and math and to identify the federally-defined level at which the pre-tests are to be administered. See the following blue page for the Study of the CASAS Relationship to GED 2002 Reference Sheet. ESL Students: All students enrolling in ESL classes are to be assessed for placement using the CASAS Appraisal for ESL and the flow-chart on a following page, titled CASAS ESL Intake Process. An appraisal instrument is for placement only; it is not designed to provide instructors with diagnostic information. Pre-tests provide the diagnostic information necessary to inform instruction and to identify those competencies which a student has already mastered and those competencies which need additional work. During instruction, instructors are encouraged to continue to use informal assessments to monitor student progress. However, after the completion of a minimum of 45 hours of instruction, learners should take a post-test based on their pretest scores. The post-test becomes the learner s next pre-test, and the cycle of instruction begins again. A student does not have to test in all subjects every time a test is given. If a student has tested out of a particular subject or has not been studying a particular subject during a quarter, then there is no reason to test in that subject area. For example: an ESL student has tested out of Listening by scoring at the top of the highest form. Listening is considered done and there would be no more testing in listening. Another example: If a GED student has been preparing for the writing test and maybe some of the reading tests all quarter and is saving the math until they finish the other tests, then the student doesn t test in math that quarter. Assessment Process: 1. Administer appraisal to all new students prior to instruction; if ESL, follow the ESL Intake Process 2. Use the Suggested Next Test chart to select the appropriate pre-test 3. Administer the pre-test within the first hours of instruction 4. Use the test results to plan instruction 5. After hours of instruction, use the Suggested Next Test chart to select the appropriate post-test 6. Administer the post-test every 45 hours or at least once every quarter. See flow chart on following page to determine testing between 30 and 45 hours. Additional notes: All assessment materials are to be kept in a locking file cabinet Only staff trained by a CASAS certified trainer may administer the tests Programs must address assessment issues for students with documented disabilities 83

85 Local programs may not use performance task-based or other locally developed assessment for accountability reporting; instructors may continue to use such instruments as part of the teaching and learning process GED Practice Tests, GED Tests, COMPASS, ASSET, or TOEFL may not be used in place of CASAS post-tests Educational gain can only be determined by post-testing on a different, but equivalent, form of the CASAS pre-test 84

86 CASAS ESL Intake Process Guidelines for determining class placement and pretest level 1 Assess student s basic English language proficiency observe how well student communicates and fills out forms consider number of years of formal schooling and other information on demographic records administer oral screening from the ESL Appraisal administer CASAS writing screening or other writing assessment consider other factors affecting class placement 2B Administer the Reading appraisal and use this chart to determine reading pretest level and class placement Skip the Listening appraisal and use Form 53 Level B Listening test as a combined appraisal/pretest - or - Administer the Listening appraisal and use this chart to determine listening pretest level and class placement 2A then evaluate information and determine next step Scores on Oral Screening and CASAS Writing Screening or other writing assessment: Oral Screening Writing Screening Other writing or other factors <6 0-1 poor 6 or more 1-2 good 6 or more 0-1 poor <6 1-2 good Skip the appraisal and administer the five practice items from Form 27 one-on-one Results Test form to administer some difficulty Administer Form 27 or 28 as pretest little or no difficulty Administer Form 81 or 31 as Reading pretest Administer Form 51 as Listening pretest 2B Form 20 R Form 20 L Score Next Test Instr. Next Test Score Level Level Level 176 A 162 A Low 185 A 171 A Beg. 190 A 177 A 194 B, AX or A High 182 A 198 B Beg. 186 A 201 B 190 A 204 B 193 A Low 206 B 196 B or A Int. 209 B 198 B or A 211 B 201 B 213 B 204 B High 216 C, BX or B 206 B Int. 218 C, BX or B 209 B 221 C 211 C or B 224 C 214 C or B 227 C 216 C 228 C Adv. 219 C 230 C 222 C 231 C 225 C 233 C 227 C 229 C 232 C 235 C Instr. Level Beg. Lit. Low Beg. High Beg. Low Int. High Int. Adv. Place student in instructional level according to the lower of the two appraisal scores. Then use the chart below to select an appropriate pretest based on the appraisal score, according to the Next Test Level indicated in the chart above. The pretest score serves as the initial point of comparison for progress testing. CASAS PROGRESS TEST FORMS READING LISTENING Level Life Skills Life & Work ECS Citizenship Level Life Skills Life & Work ECS Beg. Lit. 27R, 28R 27R, 28R 27R, 28R 27R, 28R A 51L, 52L 51L, 52L in A 31R, 32R 81R, 82R 11R, 12R 951R, 952R B 53L, 54L 63L, 64L development AX 32RX 81RX, 82RX 951RX, 952RX C 55L, 56L 65L, 66L B 33R, 34R 83R, 84R 13R, 14R, 114R BX 34RX C 35R, 36R 185R, 186R 85R, 86R 15R, 16R, 116R D 37R, 38R 87R, 88R 17R, 18R X level tests are a bridge to the next level 3/05

87 w w w. ca s a s. o r g 1 Guidelines for Providing Accommodations Using CASAS Assessment for Learners with Disabilities Purpose The accountability standards in the 1998 Workforce Investment Act include the Rehabilitation Act Amendments of 1998 to improve access to adult programs and achieve employment outcomes for learners with disabilities. Other legislation addresses provisions related to testing accommodations for learners with disabilities, including Section 504 in the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, the No Child Left Behind Act of 2001, and the Individuals with Disabilities Education Act reauthorized in These laws ensure equal access for all learners in education programs, including learners with disabilities. Accommodations provide an opportunity for all test takers to demonstrate their skills and ability. The accommodations may alter test administration procedures without changing what the test is intended to measure. The following guidelines address methods for administering CASAS assessments using accommodations for learners with documented disabilities. The suggested accommodations for disability categories consist of the provisions below. 1. Accommodations in test administration procedures. 2. Use of appropriate CASAS test forms. Local Agency Responsibility Local test administrators must consider the individual needs of the learner when they provide accommodations. The responsibility of fulfilling learner requests for accommodations is that of the local agency, not of CASAS. However, CASAS will work with state and local agencies to develop additional tests that are in a format reflecting the manner in which learners acquire and report information needed to function in everyday life. For example, if a learner is legally blind and reads information using Braille, then a standardized reading test in a Braille format is appropriate for testing. CASAS is currently developing such a form to include test items in Braille that reflect functional literacy situations in the life and work of a person who is blind. Local agencies are responsible for providing fully accessible services and have the responsibility to ensure that these services meet reasonable criteria. In addition, the agency administering the test must provide any necessary accommodations at no cost to the learner. The costs are negligible for most of the common accommodations that learners will request. Local agency, district, and state accountability data collection systems should include CASAS test results for learners with disabilities. However, all public reports of test results must follow confidentiality laws and report scores without reference to name, address, or Social Security number of the learner. Local and state agencies may also want to collect accountability data on which and how many accommodations or alternate test forms are provided during test administration for program improvement purposes. Adult learners with disabilities are responsible for requesting accommodations and for submitting documentation of their disability at the time of registration, program entry, or after diagnosis. The need to use an accommodation should be documented in official learner records, such as the Individual Program Plan (IPP) or Individualized Plan for Employment (IPE). The information could come from a doctor s report, a diagnostic assessment from a certified professional, and other clinical records. Adult agencies can often contact the local division of vocational rehabilitation or a secondary school to request documentation of a disability. The documentation must show that the disability interferes with the learner s ability to demonstrate performance on the test. Local agencies should provide the same accommodations when they administer CASAS assessment as they do for the learner during instruction and as documented in annual plans such as individual education plans. For example, if the learner acquires information and receives instruction with the assistance of a sign language interpreter, then an interpreter is also necessary to provide directions for standardized testing. However, interpreters do not sign the test questions themselves because the purpose of the assessment is to determine level of basic reading literacy skill. It is important that a learner practice using the appropriate accommodation during instruction before using the accommodation during the assessment. Also, it is important to ask learners what accommodations will work best in their situation. CASAS has a variety of standardized performance-based assessment instruments to use with learners who do not demonstrate their skills well on multiple-choice tests. Standardized performancebased instruments are available for special purposes such as demonstration of writing and speaking skills and functional life skills for developmental disabilities. Accommodations in Test Administration Procedures Local test administrators may provide or allow some accommodations in test administration procedures or environment for documented disabilities without contacting CASAS. Test administrators often use these same strategies as test taking strategies for other learners who do not have documented disabilities. Students may request to take only one test per day or to test in an alternate quiet room. Learners may also use a variety of strategies when they take a test, such as a plain straight-edge ruler, magnifying strips or glass, colored overlays, ear plugs, and other devices as deemed appropriate ( Guidelines for Providing Accommodations Using CASAS Assessment for Learners with Disabilities J u n e

88 w w w. ca s a s. o r g 2 Sample accommodations in test administration procedures or environment are shown in Table 1. Examples of these accommodations are extended time, supervised breaks, or sign language interpreter for test administration directions only. The accommodations listed are suggestions only. Accommodations are based on needs of individual learners and not on a disability category. Any testing accommodation must be consistent with documentation in the annual plan, such as an IEP. These strategies do not alter the validity of the test results. The local test administrator does not need to contact CASAS when providing these accommodations. It is not an appropriate accommodation in test administration procedures to read a CASAS reading test to a learner with low literacy skills or blindness. The purpose of a reading test is to assess reading skill levels and to determine the learner s appropriate instructional level, not to assess knowledge of a subject area. Agencies may call CASAS to provide information on these or other suggested accommodations. Use of Appropriate CASAS Test Forms It is important to use an appropriate test form that best meets the learner s goals and manner of receiving and reporting information. Most learners with a disability can take some form of a CASAS test. CASAS is able to provide large-print versions of all tests. Large-print tests and computer-based tests are examples of test forms often used for learners with documented disabilities based on need as well as for all learners. The Employability Competency System (ECS) appraisal as well as the ECS reading pre- and post-tests and the Life Skills reading pre and post-tests are available in large-print forms. Beginning Literacy Reading and the Reading for Citizenship series are in a large print format. The POWER performance-based assessment and the Tests for Life Skills, Forms 310 through 340, are available specifically for learners with developmental disabilities. CASAS is currently expanding development of other test forms to measure basic literacy skills of learners with specific documented disabilities. For example, a functional Braille reading test to measure basic literacy skills is in development for learners who are blind or have a visual impairment. Current CASAS reading, math, and listening tests include multiple displays (test prompts) of actual everyday items maps, telephone books, paycheck stubs, graphs that cannot be translated realistically into an audio format or into Braille. Please contact CASAS if you are interested in participating in a national validation of appropriate assessment for visually impaired or blind learners. The CASAS test development process always includes fieldbased specialists who help design, develop, and field test assessment instruments to ensure appropriateness for assessment of the specific population. When Appropriate CASAS Tests Are Not Available Please contact CASAS if the accommodation needed is not currently available from CASAS. Changes in test format affect the standardization and statistical measures for the test. CASAS will provide advice regarding appropriate accommodations that are not currently available to test administrators. Contact CASAS at for further information on appropriate accommodations for using CASAS tests. Disability Test Administration Procedures CASAS Test Forms Available CASAS Test Forms In Development Specific Learning Disability and/or ADHD such as dyslexia, dyscalculia, receptive aphasia, hyperactivity, written language disorder, attention deficit disorder Extended time Alternate schedule Frequent breaks Scribe/writer/alternate room Computer spelling and grammar check disabled Simple calculator for Level A/B only Large- print tests Deaf or Hearing Impaired Sign language interpreter for test directions only Head phones for those taking a listening test Blind or Visually Impaired Magnifier Large- print CASAS tests Computer-based CASAS tests Mobility impairment Extended time Alternate site/equipment Scribe/writer/ communication board Psychiatric Disability such as schizophrenia, major depression Developmental Disability such as autism, cerebral palsy, epilepsy, mental retardation Adult Life Skills Forms 310 through 350 POWER Forms 301, 303 and 305 Auditory format for Government and History for Citizenship Braille format Note. The accommodations listed above are suggestions only and in addition to use of regular CASAS tests. Accommodations are based on needs of individual learners and not on a disability category. Any testing accommodation should be consistent with documentation in the annual plan, such as an IPP. Alternate test forms developed by CASAS do not modify test standards. Guidelines for Providing Accommodations Using CASAS Assessment for Learners with Disabilities J u n e

89 CASAS ASSESSMENT PROCESS General Testing Information 1. Remember that these are standardized tests. Testing materials must be kept in locking file cabinets. All scratch paper must be collected and shredded. You may not go over the test with students nor use any test item for instruction. No copy of the answer sheet may be kept by the instructor or in the student folder. Only scores are to be recorded. Tests may not be copied for any reason. 2. Tests may be done in groups or individually. Pre- and post-tests are not timed; however, students should not need more than an hour to complete each test. 3. Accommodations may be used for the appraisal and pre-/post-testing if the student has official documentation on file or if they have requested accommodations using the CASAS Modification Request Form. (See Section 2). Accommodations include large-print, calculators, and scribe; however there are no forms that are available for the blind. You may not read the test to a blind student. CASAS is working on a taped version of the appraisal and pre-/post-tests that would be standardized. Testing Process Returning Students 1. If the student is returning within one to two quarters, you may use the previous pre- or post-test scores as the starting point, and count the hours of attendance from that last test even if it was in a previous quarter. This should mean that you will be post-testing sooner than new students. If it has been longer than 6 months since the student was enrolled, then you need to pre-test again. 2. The pre-test form you use is based on the level at which you exited the student. Testing Process New Students 1. Administer the appraisal test before instruction. Continue to use the locally developed answer sheet for the appraisal. CASAS appraisal scores are not entered in WABERS but are reported on the registration form. Appraisal scores are only used to determine the level of pre-test. 2. During the first hours of instruction, administer the pre-test at the level you determine from the appraisal and using the Suggested Next Test chart. You must use the CASAS scannable answer sheets (and #2 pencil). 3. Teach your students. 4. After a minimum of hours of instruction (attendance hours) per student, or at least once per quarter, administer a post-test. Use the Suggested Next Test chart to help you know which form to give. You must use the CASAS scannable answer sheets (and #2 pencil). 5. The post-test score becomes the student s new pre-test score, and the cycle begins again. 86

90 Details You Need to Know 1. Official assessment (reportable) is in reading and math for ABE/GED/WorkFirst, and in listening and reading for ESL. You should continue to do other assessments in any other appropriate subject area and track those in the students file, but it is only the answer sheets for the above CASAS tests that are turned in to our office for WABERS. 2. Students do not need to be post-tested in subject areas that they are not studying. 3. All students taking CASAS tests must be provided test accommodations if they are requested or there is a documented disability. You do not document on any answer sheet that the test was taken with accommodations. 4. Programs must obtain and keep an approved Release of Information form signed by the student for any student who is taking CASAS tests with accommodations as well as a copy of the CASAS Modification Request Form. 5. You may score CASAS tests locally, share test results (but not specific test items) with students, and use the pre- and post-tests as diagnostic tools to inform instruction. However, test results are not official until the tests have been scored using TOPSpro and exported and uploaded into WABERS. 6. You MUST use a different form of the test for pre- and post-testing. 7. No more C s or P s. All calculations of level gains, achievements and educational goal will be determined electronically by WABERS. 8. You may continue to use performance task-based or other locally developed assessments for instructional purposes, but they are not federally reportable. 9. GED Practice Tests, Official GED Tests, ASSET, COMPASS or TOEFL scores are not valid post-tests. Remember, this is a standardized testing system, which means that the same test must be used as a post-test that was used as a pre-test. You can t mix types of tests. 10. State testing guidelines require: a. that we post-test each quarter, but no sooner than 45 to 50 hours of instruction. b. If the student does not have hours of instruction, then after 5 months of attendance a post-test is also required by that time. c. If a student lets you know they are leaving the class before they have reached hours instruction (i.e., exiting the program), then you should also administer a post-test if you believe they might have achieved a gain in any subject area. National research shows that students can average of 3-8 points after 100 hours of instruction. So don t test too soon, but do try and capture every student who might be leaving your program. Also, don t be discouraged with small gains if you are testing every hours. 11. Only staff who have been trained may administer the CASAS appraisal, pre- and posttests. 87

91 CASAS PRE / POST ANSWER SHEET PROCESS 1. Only CASAS answer sheets can be centrally scanned into TOPSpro. All pre/post tests for students have to be recorded on these answer sheets and forwarded to campus. Answer sheets will be batched and scanned into TOPSpro, tests will be sent electronically to Olympia and uploaded into WABERS. (We will keep the original answer sheet here on campus until we see that the scores have posted into WABERS. The answer sheet will then be shredded.) 2. Large-print answer sheets and Forms 27 and 28 cannot be scanned or electronically scored. Staff will need to transfer the raw score from these answer sheets or test booklets to the scannable CASAS answer sheets. Once the raw score has been transferred the original answer sheet or test booklet for 27/28 should be shredded. (You do not have to bubble in answers.) a. Do not use raw scores on any test other than 27 and 28 or for Large Print tests. 3. The following sections of the Test Record must be filled out clearly with a #2 pencil. Only pencil marks can be scored. Verify that the handwritten responses match the bubbles. This is the single biggest error made and will delay official scoring and processing. Both sides of the answer sheet may be used one side for reading, the other for math or listening, for instance but all of the following information must be included on both sides for the specific test taken, a. Section 1. Students handwritten name (last name first) b. Section 2. Write pre/post test and instructor name c. Section 4. Form number of the test. This section always begins with a 0 (zero) followed by the two-digit form number followed by the subject. For example, form 17 Reading would be entered as 017R. Don t worry about the X column. d. Section 5. Test date. Bubble the date that the test was taken. e. Section 7. Instructional program. Our only valid choices are Basic Skills (ABE), ESL, or GED. WorkFirst and college prep students will use Basic Skills (ABE). f. Section 10. Test 1. This is our college s three-digit number: 010 NOTE; Section 3, student identification number, should be left blank for now. This is not the social security number but the student s identification number issued by the college. Nancy or someone in the campus office will fill that in when you send them to campus. 4. Score the test and record the testing information in the student s file (date, form, score). Do not make a copy of the answer sheet. Whatever information you may want from the answer sheet should be recorded in some other format prior to sending the answer sheets to campus (see your administration manual for possible ways to record scores, items missed, etc.) 5. Mail or bring completed answer sheets to H-2 on a regular basis. Do not fold, staple or use paper clips. Care should be taken to prevent bending or creasing. 88

92 Study of CASAS Relationship to GED 2002 Reference Sheet June 2002 CASAS, in cooperation with the CASAS National Consortium Policy Council, conducted a study to obtain information that would provide guidance to program and instructional staff regarding a student s readiness to take the GED. The relationship of CASAS tests to the 2002 GED was studied using data from California (n=51), Iowa (n=1,602), Kansas (n=561), and Oregon (n=1,442). As part of this study, the skills assessed by the GED in both language arts/reading and mathematics were examined in relation to the competencies assessed by the CASAS Level C or D reading and math forms. Generally, there was a high degree of correspondence between the two instruments in both reading and math (Performance on CASAS related to GED, June 2003). Based on these results, recommendations regarding the administration of GED 2002 are included in the next section (see Tables 1 and 2). Exhibits 1 and 2 provide additional reference information including CASAS reading and math skill level descriptors for CASAS Levels D and E and CASAS scoring ranges compared to NRS levels. Recommendations As learners move up from CASAS Level C to D to E, The data showed a significant increase in GED pass rates at each level. Table 1 shows the corresponding GED 2002 subsection pass rates for learners at Level D and Level E. Table 2 shows the overall GED 2002 pass rates for learners. In order to have the highest probability to successfully pass the GED 2002, it is recommended that students score at the CASAS Level E before they are administered the individual GED subsections. In some cases a student functioning at CASAS Level D may be sufficiently prepared to take the GED 2002 exams. An instructor, weighting additional factors and methods used to determine a student s readiness, may determine that a student functioning at this level is ready to attempt the exam. Table 1 CASAS to GED Test Pass Rate Student Takes CASAS Test C or D Reading Reading Reading Reading Math * Passed is a score of 450 or greater. CASAS 2003 Table 2 CASAS to GED Total Pass Rate Student Scores On CASAS Test (CASAS Level D) Student Scores 246+ On CASAS Test (CASAS Level E) Student Takes GED Test % Passed GED Subsection* % Passed GED Subsection* Language Arts, Reading Language Arts, Writing Science Social Studies Math 75% 70% 84% 84% 90% CASAS Level D Student Scores on CASAS Test 89% 85% 97% 96% 97% CASAS Level E Student Scores 246+ On CASAS Test Student Takes CASAS test Student Takes GED Test % Passed GED* % Passed GED* Reading Math All Subsections All Subsections ** Passed is an average score of 450 or greater across all subsections and no lower than 410 in any one subsection. CASAS % 93% 94% 99% 89

93 Study of the CASAS Relationship to GED 2002 Reference Sheet June 2003 Exhibit 1 CASAS Reading and Mathematics Skill Level Descriptions Level Reading Math Level D CASAS Scale Score Individuals at this level generally can perform tasks that involve written instructions in both familiar and unfamiliar situations. Other skills may include: reading and following multi-step directions; reading and interpreting manuals and legal forms; interpreting literary materials such as poetry and literature; creating and using tables and graphs; integrating information from multiple texts, charts, and graphs; evaluating and organizing information. They can also organize information and perform tasks that involve workplace communication skills. Individuals at this level generally can add, subtract, multiply, and divide whole numbers, fractions, and decimals. Other skills may include using mathematics in the workplace, such as calculating discounts; comparing prices to determine the best buys for goods and services; creating and using tables and graphs; computing standard measurement for length, width, perimeter, and area. They generally can organize, implement and perform multi-level calculations. Level E CASAS Scale Score 246+ CASAS 2003 Individuals functioning at the skill level E are able to read most written material encountered in the workplace, including forms, work procedures, and personnel manuals. They can interpret technical information, training materials, and some technical manuals. They can interpret computer-generated materials in the form of databases and spreadsheets. They can read articles on unfamiliar topics written in more complex language. Individuals functioning at skill level E are able to apply multi-step operations involving percents; apply proportion and ratio; use decimal time; apply formulas to determine volume; devise formulas. They can apply these skills to: compare quantities such as changes in sales and production totals; compare relative quantities of material resources used; interpret and record time in decimal format (e.g. 1.4 hours); calculate volume of material required or used in manufacturing or construction; devise algebraic formulas to facilitate calculations. Exhibit 2 CASAS Scoring Ranges and NRS Levels* CASAS Scale Score Range NRS ABE Levels NRS ESL Levels < ABE Beginning Literacy ABE Beginning Literacy ABE Beginning Basic Education ABE Intermediate Low ABE Intermediate High ASE Low ASE High ESL Beginning Literacy ESL Beginning ESL Intermediate Low ESL Intermediate High ESL Low Advanced ESL High Advanced *Learners scoring in the and 246+ scoring ranges (NRS Levels ASE Low, ASE High, and ESL High Advanced) are those that are analyzed in Tables 1 and 2 of this study. CASAS

94 WASHINGTON/CASAS CORRELATION CHART Correlations between Washington Adult & Family Literacy Competencies, NRS Educational Functioning Levels and CASAS levels and test score ranges are listed below: Adult Basic Skills Competency Levels WA ABE Competency NRS ABE Level Name CASAS ABE Level & Name CASAS ABE Score Ranges ABE 1 Beginning ABE Literacy A Beginning Literacy/Pre-Beginning ABE 200 and below ABE 2 Beginning Basic Ed. B Low Basic Skills ABE 3 Low Intermediate Basic Ed. B Intermediate Basic Skills ABE 4 High Intermediate Basic Ed. C Advanced Basic Skills GED 1, HSC 1 Low Adult Secondary Ed. D Adult Secondary GED 2, HSC 2 High Adult Literacy Ed. E Advanced Adult Secondary 246 and higher ESL Competency Levels WA ESL Competency NRS ESL Level Name CASAS ESL Level & Name CASAS ESL Score Ranges ESL 1 Beginning ESL Literacy A Beginning Literacy/Pre-Beginning ESL 180 and below ESL 2 Low Beginning ESL A Low Beginning ESL ESL 3 High Beginning ESL B High Beginning ESL ESL 4 Low Intermediate ESL B Low Intermediate ESL ESL 5 High Intermediate ESL C High Intermediate ESL ESL 6 Low Advanced ESL D Advanced ESL

95 Suggested Next Test - ECS APPRAISAL From the appraisal test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. READING MATH Forms 120R,130R Forms 120M,130M Score Next Test Next Test Score Level Level 181 A 180 A 183 A 183 A 188 A 188 A 191 A 191 A 193 A 193 A 196 B or A 196 B or A 197 B or A 197 B or A 200 B 200 B 203 B 203 B 204 B 205 B 206 B 206 B 207 B 208 B 208 B 209 B 210 B 210 B 212 B 212 B 213 B 214 B 214 B 217 C or B 215 C or B 219 C or B 217 C or B 221 C 219 C or B 222 C 220 C 224 C 222 C 226 C 224 C 228 C 225 C 229 C 226 C 230 C 228 C 231 C 229 C 232 C 230 C 233 D or C 231 C 234 D 232 C 236 D 233 D or C 238 D 236 D 241 D 239 D 245 D 242 D 246 D 245 D 248 D 247 D 250 D 249 D 252 D 251 D 254 D Level ECS Series READING Life & Work Series CASAS Test Forms by Level WLS Series Level ECS Series MATH Life Skills Series WLS Series A 11R, 12R 81R, 82R 11R, 12R A 11M, 12M 31M, 32M 11M, 12M AX 81RX, 82RX B 13M, 14M 33M, 34M 213M, 214M B 13R, 14R, 114R 83R, 84R 213R, 214R C 15M, 16M 35M, 36M 215M, 216M C 15R, 16R, 116R 185R, 186R; 85R, 86R* 215R, 216R D 17M, 18M 37M, 38M 217M, 218M D 17R, 18R 187R, 188R 217R, 218R X level tests are a bridge to the next level *Use either Forms 85 and 86 or Forms 185 and 186 as pre- and post-test pairs CASAS

96 Suggested Next Test - ESL APPRAISAL From the appraisal test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. LISTENING READING Form 20L Form 20R Score Next Test Next Test Score Level Level 162 A 176 A 171 A 185 A 177 A 190 A 182 A 194 B or A 186 A 198 B 190 A 201 B 193 A 204 B 196 B or A 206 B 198 B or A 209 B 201 B 211 B 204 B 213 B 206 B 216 C or B 209 B 218 C or B 211 C or B 221 C 214 C or B 224 C 216 C 227 C 219 C 228 C 222 C 230 C 225 C 231 C 227 C 233 C 229 C 232 C 235 C CASAS Test Forms by Level Level Life Skills Series LISTENING Life & Work Series ECS Series Level Life & Work Series Life Skills Series READING ECS Series Citizenship Series A 51L, 52L 51L, 52L Beg. Lit. 27R, 28R 27R, 28R 27R, 28R 27R, 28R in B 53L, 54L 63L, 64L A 81R, 82R 31R, 32R 11R, 12R 951R, 952R development C 55L, 56L 65L, 66L AX 81RX, 82RX 32RX 951RX, 952RX B 83R, 84R 33R, 34R 13R, 14R, 114R BX 34RX C 185R, 186R; 15R, 16R, 85R, 86R* 35R, 36R 116R D 187R, 188R 37R, 38R 17R, 18R X level tests are a bridge to the next level *Use either Forms 85 and 86 or Forms 185 and 186 as pre- and post-test pairs CASAS

97 Suggested Next Test - LIFE SKILLS APPRAISAL From the appraisal test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. READING MATH Form 30R Form 30M Score Next Test Next Test Score Level Level 180 A 170 A 187 A 178 A 192 A 184 A 196 B or A 187 A 199 B 191 A 202 B 194 A 204 B 196 B or A 207 B 199 B 209 B 201 B 212 B 204 B 214 C or B 206 B 216 C or B 208 B 218 C 211 B 221 C 214 B 224 C 216 C or B 227 C 220 C or B 228 C 222 C 229 C 223 C 231 C 224 C 232 C 226 C Level Life & Work Series READING Life Skills Series CASAS Test Forms by Level ECS Series WLS Series Level ECS Series MATH Life Skills Series WLS Series Beg. 27R, 28R 27R, 28R 27R, 28R 27R, 28R Lit. A 11M, 12M 31M, 32M 11M, 12M A 81R, 82R 31R, 32R 11R, 12R 11R, 12R AX 81RX, 82RX 32RX B 13M, 14M 33M, 34M 213M, 214M B 83R, 84R 33R, 34R 13R, 14R, 213R, 114R 214R C 15M, 16M 35M, 36M 215M, 216M BX C 185R, 186R; 85R, 86R* 34RX 35R, 36R 15R, 16R, 116R D 187R, 188R 37R, 38R 17R, 18R 215R, 216R 217R, 218R X level tests are a bridge to the next level *Use either Forms 85 and 86 or Forms 185 and 186 as pre- and post-test pairs. D 17M, 18M 37M, 38M 217M, 218M 2005 CASAS

98 Suggested Next Test - WLS APPRAISAL From the appraisal test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. READING MATH Forms 220R, 230R Forms 220M, 230M Score Next Test Next Test Score Level Level 174 A 175 A 183 A 182 A 188 A 183 A 191 A 189 A 193 A 190 A 196 B or A 193 A 200 B or A 196 B or A 202 B 197 B or A 204 B 200 B 205 B 203 B 207 B 204 B 208 B 205 B 210 B 208 B 212 B 210 B 213 B 211 B 214 B 212 B 216 C or B 214 B 219 C or B 215 B 221 C 216 C or B 223 C 217 C or B 224 C 219 C or B 225 C 221 C 227 C 222 C 229 C 223 C 230 C 224 C 232 C 225 C 233 D or C 227 C 235 D 228 C 236 D 230 C 237 D 232 C 239 D 233 D or C 240 D 234 D 242 D 236 D 243 D 237 D 246 D 238 D 250 D 239 D 252 D 240 D 254 D 241 D 256 D 242 D 258 D 243 D 246 D 250 D 252 D 254 D 256 D 258 D READING CASAS Test Forms by Level Level WLS Series ECS Series Life & Work Series A 11R, 12R 11R, 12R 81R, 82R AX 81RX, 82RX B 213R, 214R 13R, 14R, 114R 83R, 84R C 215R, 216R 15R, 16R, 116R 185R, 186R; 85R, 86R* D 217R, 218R 17R, 18R 187R, 188R X level tests are a bridge to the next level *Use either Forms 85 and 86 or Forms 185 and 186 as pre- and post-test pairs. MATH Level WLS Series ECS Series A 11M, 12M 11M, 12M B 213M, 214M 13M, 14M C 215M, 216M 15M, 16M D 217M, 218M 17M, 18M 2005 CASAS

99 Suggested Next Test - LIFE SKILLS - READING (1) From an examinee s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. Forms 27R-28R Beginning Literacy Score Next Test Level Forms 31R-32R Level A Score Next Test Level Form 32RX Level A Bridge to B Score Next Test Level Forms 33R-34R Level B Score Next Test Level <153 * <170 * <182 A <184 * 153 Beg Lit 170 A 182 A 184 B or AX 155 Beg Lit 172 A 185 A 187 B or AX 156 Beg Lit 173 A 187 A 189 B or AX 158 Beg Lit 175 A 189 A 191 B or AX 160 Beg Lit 177 A 191 B or A 192 B or AX 162 Beg Lit 179 A 193 B or A 193 B or AX 164 Beg Lit 180 A 194 B 195 B or AX 165 Beg Lit 182 A 196 B 197 B or AX 166 Beg Lit 184 A 198 B 198 B or AX 167 Beg Lit 186 A 200 B 200 B or AX 169 Beg Lit 188 A 201 B 201 B or AX 170 Beg Lit 190 A 203 B 203 B or AX 172 Beg Lit 192 A 205 B 204 B or AX 174 Beg Lit 194 B or AX or A 206 B 206 B 175 Beg Lit 196 B or AX 208 B 207 B 176 Beg Lit 199 B or AX 210 B 209 B 177 A or Beg Lit 202 B or AX 213 BX or B 210 BX or B 179 A or Beg Lit 203 B or AX 215 BX or B 212 BX or B 180 A 204 B or AX 216 BX 213 BX or B 181 A 206 B 218 BX 215 C or BX or B 182 A 207 B 220 BX 216 C or BX or B 183 A 209 B 222 BX 218 C or BX or B 184 A 224 BX 220 C or BX or B 186 A 222 C or BX 187 A 224 C or BX 189 A 227 C or BX 191 A 228 C 192 A 229 C 194 B or AX or A 230 C 196 B or AX 231 C 199 B or AX 232 C 202 B or AX 233 C * Scored below accurate range. Retest at a lower level. CASAS Test Forms by Level READING Level Life Skills Series Beg. Literacy 27R, 28R A 31R, 32R AX 32RX B 33R, 34R BX 34RX C 35R, 36R D 37R, 38R X level tests are a bridge to the next level CASAS 2002

100 Suggested Next Test - LIFE SKILLS - READING (2) From an examinee s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. Forms 33R-34R Level B Score Next Test Level Form 34RX Level B Bridge to C Score Next Test Level Forms 35R-36R Level C Score Next Test Level Forms 37R-38R Level D Score Next Test Level <184 * <194 B <197 * <212 * 184 B or AX 194 B 197 C or BX 212 D 187 B or AX 196 B 200 C or BX 214 D 189 B or AX 198 B 202 C or BX 215 D 191 B or AX 200 B 204 C or BX 217 D 192 B or AX 202 B 206 C or BX 219 D 193 B or AX 204 B 208 C or BX 220 D 195 B or AX 206 B 209 C or BX 221 D 197 B or AX 207 B 211 C or BX 222 D 198 B or AX 208 C or B 212 C or BX 224 D 200 B or AX 210 C or B 213 C or BX 225 D 201 B or AX 211 C 214 C or BX 226 D 203 B or AX 213 C 215 C or BX 228 D 204 B or AX 214 C 216 C or BX 229 D 206 B 216 C 217 C or BX 230 D 207 B 217 C 218 C or BX 231 D 209 B 218 C 219 C or BX 232 D 210 BX or B 220 C 220 C or BX 233 D 212 BX or B 221 C 221 C or BX 234 D 213 BX or B 223 C 222 C or BX 235 D 215 C or BX or B 224 C 223 C or BX 236 D 216 C or BX or B 226 C 224 C or BX 238 D 218 C or BX or B 228 C 225 C 239 D 220 C or BX or B 230 C 226 C 240 D 222 C or BX 232 C 227 C 241 D 224 C or BX 234 D or C 228 C 242 D 227 C or BX 236 D or C 229 C 243 D 228 C 238 D 230 D or C 244 D 229 C 240 D 231 D or C 246 D 230 C 243 D 232 D or C 247 D 231 C 245 D 233 D 248 D 232 C 246 D 234 D 249 D 233 C 235 D 250 D 236 D 252 D 237 D 254 D 238 D 256 D 239 D 258 D CASAS Test Forms by Level 240 D 259 D 241 D 260 D 243 D 261 D READING 245 D 262 D Level Life Skills Series 246 D 263 D Beg. Literacy 27R, 28R 247 D 265 D A 31R, 32R 248 D 266 D AX 32RX 249 D 268 D B 33R, 34R 250 D 269 D BX 34RX 252 D C 35R, 36R D 37R, 38R * Scored below accurate range. Retest at a lower level. X level tests are a bridge to the next level CASAS 2002

101 Suggested Next Test - LIFE SKILLS - MATH From an examinee s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. Forms 31M-32M Level A Score Next Test Level Forms 33M-34M Level B Score Next Test Level Forms 35M-36M Level C Score Next Test Level Forms 37M-38M Level D Score Next Test Level <172 A <188 * <201 * <212 * 172 A 188 B 201 C 212 D 175 A 190 B 204 C 213 D 177 A 193 B 206 C 214 D 180 A 195 B 208 C 215 D 182 A 197 B 210 C 217 D 184 A 199 B 212 C 218 D 186 A 200 B 213 C 219 D 188 A 202 B 215 C 220 D 190 A 204 B 216 C 221 D 192 A 205 B 218 C 222 D 194 A 206 B 219 C 223 D 197 B or A 207 B 220 C 224 D 199 B or A 209 B 222 C 226 D 202 B 210 B 223 C 227 D 204 B 212 B 224 C 228 D 205 B 214 B 226 C 229 D 206 B 215 B 227 C 230 D 207 B 217 C or B 228 C 231 D 209 B 219 C or B 229 C 232 D 210 B 221 C 231 C 234 D 212 B 223 C 232 D or C 235 D 226 C 234 D or C 236 D 227 C 235 D 237 D 228 C 237 D 239 D 229 C 239 D 240 D 231 C 241 D 241 D 232 C 243 D 242 D 246 D 243 D 247 D 244 D 249 D 245 D 250 D 246 D 251 D 247 D 252 D 249 D 253 D 250 D 251 D 252 D 253 D 255 D 257 D 258 D MATH 259 D 260 D Level Life Skills Series 262 D A 31M, 32M 264 D B 33M, 34M 265 D C 35M, 36M 267 D D 37M, 38M 268 D CASAS Test Forms by Level * Scored below accurate range. Retest at a lower level. CASAS 2002

102 Suggested Next Test - LIFE SKILLS - LISTENING From an examinee s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. Forms 51L-52L Level A Score Next Test Level Forms 53L-54L Level B Score Next Test Level Forms 55L-56L Level C Score Next Test Level <168 A <181 * <197 * 168 A 181 * 197 C 169 A 183 B 198 C 170 A 184 B 199 C 172 A 185 B 201 C 173 A 186 B 202 C 174 A 188 B 203 C 175 A 189 B 204 C 176 A 190 B 205 C 177 A 191 B 206 C 178 A 192 B 207 C 179 A 193 B 209 C 180 A 194 B 210 C 181 A 195 B 211 C 182 A 196 B 212 C 183 A 197 B 213 C 184 A 198 B 214 C 185 A 199 B 216 C 186 A 200 B 217 C 187 A 201 B 218 C 188 A 202 B 219 C 190 A 203 B 220 C 191 A 204 B 221 C 192 A 205 B 222 C 193 A 206 B 223 C 194 B or A 207 C or B 224 C 195 B or A 208 C or B 225 C 196 B or A 209 C or B 227 C 197 B or A 210 C 228 C 198 B or A 211 C 229 C 200 B 212 C 230 C 201 B 214 C 231 C 203 B 216 C 232 C 205 B 218 C 234 C 207 C or B 219 C 235 C 209 C or B 221 C 237 C 212 C 222 C 238 C 214 C 223 C 240 C 216 C 224 C 241 C 218 C 225 C 219 C 227 C 221 C 228 C 222 C 229 C 230 C 231 C CASAS Test Forms by Level * Scored below accurate range. Retest at a lower level. Level A B C LISTENING Life Skills Series 51L, 52L 53L, 54L 55L, 56L CASAS 2002

103 Suggested Next Test - EMPLOYABILITY - READING From an examinee s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. Form 27R-28R Beg. Literacy Score Next Test Level Forms 11R-12R Level A Score Next Test Level Forms 13R-14R-114R Level B Score Next Test Level Forms 15R-16R-116R Level C Score Next Test Level Forms 17R-18R Level D Score Next Test Level <153 * <169 * <184 * <196 * <215 * 153 Beg Lit 169 A 184 B 196 C 215 D 155 Beg Lit 172 A 186 B 197 C 218 D 156 Beg Lit 175 A 187 B 199 C 220 D 158 Beg Lit 177 A 189 B 200 C 221 D 160 Beg Lit 180 A 191 B 201 C 223 D 162 Beg Lit 182 A 193 B 202 C 224 D 164 Beg Lit 184 A 194 B 203 C 225 D 165 Beg Lit 186 A 195 B 204 C 226 D 166 Beg Lit 188 A 196 B 205 C 228 D 167 Beg Lit 190 A 197 B 206 C 230 D 169 Beg Lit 192 A 198 B 207 C 231 D 170 Beg Lit 194 A 199 B 208 C 233 D 172 Beg Lit 197 B or A 200 B 209 C 234 D 174 Beg Lit 199 B or A 201 B 210 C 236 D 175 Beg Lit 202 B 202 B 211 C 237 D 176 Beg Lit 204 B 203 B 212 C 239 D 177 A or Beg Lit 205 B 204 B 213 C 240 D 179 A or Beg Lit 206 B 205 B 214 C 242 D 180 A 207 B 206 B 215 C 243 D 181 A 208 B 207 B 216 C 244 D 182 A 209 B 208 B 217 C 245 D 183 A 210 B 209 B 218 C 247 D 184 A 211 B 210 B 219 C 249 D 186 A 211 B 220 C 251 D 187 A 212 B 221 C 254 D 189 A 213 B 222 C 256 D 191 A 214 B 223 C 258 D 192 A 215 C or B 224 C 261 D 194 B or A 216 C or B 225 C 264 D 196 B 217 C or B 226 C 267 D 199 B 218 C 227 C 202 B 219 C 228 C 220 C 229 C 221 C 230 C 222 C 231 D or C 223 C 232 D or C 225 C 233 D or C 227 C 234 D or C 228 C 235 D 229 C 236 D 230 C 237 D READING 231 C 238 D 232 C 239 D Level ECS Series 233 C 240 D Beg. Literacy 27R, 28R 234 C 242 D A 11R, 12R 243 D B 13R, 14R, 114R 244 D C 15R, 16R, 116R 245 D D 17R, 18R 247 D 249 D CASAS Test Forms by Level * Scored below accurate range. Retest at a lower level CASAS

104 Suggested Next Test - EMPLOYABILITY - MATH From an examinee s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. Forms 11M-12M Level A Score Next Test Level Forms 13M-14M Level B Score Next Test Level Forms 15M-16M Level C Score Next Test Level Forms 17M-18M Level D Score Next Test Level <175 A <186 * <200 * <215 * 175 A 186 B 200 C 215 D 178 A 189 B 203 C 217 D 180 A 191 B 205 C 218 D 182 A 193 B 207 C 220 D 184 A 195 B 209 C 222 D 186 A 197 B 211 C 224 D 188 A 198 B 212 C 225 D 190 A 199 B 214 C 227 D 192 A 200 B 215 C 229 D 194 A 202 B 217 C 230 D 195 A 203 B 218 C 232 D 196 A 204 B 220 C 233 D 197 B or A 205 B 221 C 235 D 198 B or A 206 B 222 C 236 D 200 B 207 B 223 C 238 D 202 B 208 B 224 C 239 D 204 B 209 B 225 C 241 D 205 B 210 B 226 C 242 D 206 B 212 B 227 C 244 D 207 B 213 B 228 C 246 D 208 B 215 B 229 C 248 D 209 B 216 C or B 230 C 250 D 210 B 218 C or B 232 D or C 252 D 212 B 220 C 234 D or C 254 D 222 C 236 D 256 D 224 C 238 D 258 D 227 C 241 D 261 D 228 C 242 D 264 D 229 C 244 D 267 D 230 C 246 D 232 C 248 D 234 C * Scored below accurate range. Retest at a lower level. CASAS Test Forms by Level Level A B C D MATH ECS Series 11M, 12M 13M, 14M 15M, 16M 17M, 18M 2003 CASAS

105 Suggested Next Test - EMPLOYABILITY - LISTENING From an examinee s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. Forms 51L-52L Level A Score Next Test Level Forms 63L-64L Level B Score Next Test Level Forms 65L-66L Level C Score Next Test Level <168 A <181 * <193 * 168 A 181 B 193 C 169 A 184 B 194 C 170 A 186 B 196 C 172 A 188 B 198 C 173 A 190 B 200 C 174 A 192 B 202 C 175 A 193 B 204 C 176 A 194 B 206 C 177 A 195 B 207 C 178 A 196 B 208 C 179 A 197 B 209 C 180 A 198 B 211 C 181 A 200 B 213 C 182 A 201 B 214 C 183 A 202 B 216 C 184 A 203 B 218 C 185 A 204 B 220 C 186 A 206 B 223 C 187 A 207 C or B 225 C 188 A 209 C or B 227 C 190 A 210 C 229 C 191 A 212 C 232 C 192 A 214 C 235 C 193 A 216 C 238 C 194 B or A 218 C 195 B or A 219 C 196 B or A 221 C 197 B or A 223 C 198 B or A 225 C 200 B 227 C 201 B 229 C 203 B 205 B * Scored below accurate range. Retest at a lower level. 207 C or B 209 C or B 212 C 214 C 216 C 218 C 219 C 221 C 222 C CASAS Test Forms by Level Level A B C LISTENING ECS Series 51L, 52L 63L, 64L 65L, 66L 2003 CASAS

106 Suggested Next Test - LIFE AND WORK - READING From an examinee s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. Form 27R-28R Beginning Literacy Score Next Test Level Forms 81R-82R Level A Score Next Test Level Forms 81RX-82RX Level A Bridge to B Score Next Test Level Forms 83R-84R Level B Score Next Test Level <153 * <170 * <182 A <186 * 153 Beg Lit 170 A 182 AX or A 186 B or AX 155 Beg Lit 173 A 184 AX or A 189 B or AX 156 Beg Lit 176 A 186 AX or A 191 B or AX 158 Beg Lit 178 A 188 AX or A 193 B or AX 160 Beg Lit 180 A 190 AX or A 194 B or AX 162 Beg Lit 182 A 192 AX or A 195 B or AX 164 Beg Lit 184 A 194 B or AX 197 B or AX 165 Beg Lit 186 A 196 B or AX 199 B or AX 166 Beg Lit 188 A 197 B or AX 200 B or AX 167 Beg Lit 189 A 199 B or AX 202 B or AX 169 Beg Lit 191 A 200 B or AX 203 B or AX 170 Beg Lit 193 AX or A 201 B or AX 205 B or AX 172 Beg Lit 195 B or AX 202 B or AX 206 B 174 Beg Lit 197 B or AX 204 B or AX 208 B 175 Beg Lit 200 B or AX 206 B 209 B 176 Beg Lit 203 B or AX 208 B 210 B 177 A or Beg Lit 205 B or AX 210 B 212 B 179 A or Beg Lit 206 B 212 B 213 B 180 A 208 B 214 B 215 B 181 A 209 B 216 C or B 216 B 182 A 210 B 218 C or B 218 C or B 183 A 220 C 220 C or B 184 A 222 C 222 C 186 A 224 C 224 C 187 A 227 C 226 C 189 A 229 C 191 A 230 C 192 A 231 C 194 B or AX or A 232 C 196 B or AX 234 C 199 B or AX 202 B or AX * Scored below accurate range. Retest at a lower level. CASAS Test Forms by Level READING Level Life & Work Series Beg. Literacy 27R, 28R A 81R, 82R AX 81RX, 82RX B 83R, 84R C 185R, 186R; 85R, 86R* D 187R, 188R X level tests are a bridge to the next level *Forms 85 and 86 should not be used as post-tests to Forms 185 and CASAS

107 Suggested Next Test - LIFE AND WORK - READING From an examinee s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. Forms 83R-84R Level B Score Next Test Level Forms 85R-86R Level C Score Next Test Level Forms R Level C Score Next Test Level Forms R Level D Score Next Test Level <186 * <200 * <197 * <213 * 186 B or AX 200 C 197 C 216 D 189 B or AX 202 C 200 C 218 D 191 B or AX 203 C 202 C 220 D 193 B or AX 205 C 204 C 222 D 194 B or AX 207 C 206 C 224 D 195 B or AX 208 C 208 C 226 D 197 B or AX 209 C 209 C 227 D 199 B or AX 210 C 211 C 229 D 200 B or AX 212 C 212 C 230 D 202 B or AX 213 C 214 C 232 D 203 B or AX 215 C 215 C 233 D 205 B or AX 216 C 216 C 234 D 206 B 217 C 218 C 236 D 208 B 218 C 219 C 237 D 209 B 220 C 220 C 239 D 210 B 221 C 221 C 240 D 212 B 222 C 222 C 242 D 213 B 223 C 223 C 243 D 215 B 224 C 224 C 245 D 216 B 226 C 225 C 247 D 218 C or B 227 C 226 C 248 D 220 C or B 228 C 228 C 249 D 222 C 230 D or C 229 C 251 D 224 C 231 D or C 230 D or C 253 D 226 C 232 D or C 232 D or C 256 D 229 C 234 D 233 D or C 258 D 230 C 235 D 235 D 260 D 231 C 237 D 237 D 262 D 232 C 239 D 238 D 265 D 234 C 241 D 241 D 243 D 243 D 246 D 246 D 247 D 247 D 248 D 248 D 250 D 250 D 252 D 252 D * Scored below accurate range. Retest at a lower level. CASAS Test Forms by Level READING Level Life & Work Series Beg. Literacy 27R, 28R A 81R, 82R AX 81RX, 82RX B 83R, 84R C 185R, 186R; 85R, 86R* D 187R, 188R X level tests are a bridge to the next level *Forms 85 and 86 should not be used as post-tests to Forms 185 and CASAS

108 Suggested Next Test - CITIZENSHIP - READING From an examinee s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. Form 27R-28R Beginning Literacy Score Next Test Level Forms 951R-952R Level A Score Next Test Level Forms 951RX-952RX Level A Bridge to B Score Next Test Level <153 * <175 * <186 A 153 Beg Lit 175 A 186 AX or A 155 Beg Lit 178 A 188 AX or A 156 Beg Lit 180 A 190 AX or A 158 Beg Lit 182 A 191 AX or A 160 Beg Lit 185 A 193 AX or A 162 Beg Lit 187 A 195 AX or A 164 Beg Lit 189 A 196 AX or A 165 Beg Lit 191 A 197 AX or A 166 Beg Lit 193 A 198 AX 167 Beg Lit 195 AX or A 200 AX 169 Beg Lit 197 AX or A 202 AX 170 Beg Lit 199 AX 204 AX 172 Beg Lit 201 AX 205 AX 174 Beg Lit 204 AX 207 AX 175 Beg Lit 206 AX 209 AX 176 Beg Lit 207 AX 211 B or AX 177 A or Beg Lit 209 AX 213 B or AX 179 A or Beg Lit 210 B or AX 215 B 180 A 212 B or AX 217 B 181 A 213 B or AX 220 B 182 A 221 B 183 A 223 B 184 A 224 B 186 A 226 B 187 A 189 A 191 A 192 A 194 B or AX or A 196 B or AX 199 B or AX 202 B or AX * Scored below accurate range. Retest at a lower level. CASAS Test Forms by Level READING Level Citizenship Series Beg. Literacy 27R, 28R A 951R, 952R AX 951RX, 952RX B use 33R, 34R C use 35R, 36R X level tests are a bridge to the next level CASAS 2002

109 Suggested Next Test - WLS - MATH From an examinee s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. Forms 11M-12M Level A Score Next Test Level Forms 213M-214M Level B Score Next Test Level Forms 215M-216M Level C Score Next Test Level Forms 17M-18M Level D Score Next Test Level <175 A <188 * <200 * <215 * 175 A 188 B 200 C 215 D 178 A 191 B 203 C 217 D 180 A 193 B 205 C 218 D 182 A 195 B 207 C 220 D 184 A 197 B 209 C 222 D 186 A 199 B 211 C 224 D 188 A 201 B 212 C 225 D 190 A 202 B 214 C 227 D 192 A 204 B 216 C 229 D 194 A 206 B 217 C 230 D 195 A 207 B 218 C 232 D 196 A 209 B 220 C 233 D 197 B or A 210 B 221 C 235 D 198 B or A 212 B 222 C 236 D 200 B 214 B 224 C 238 D 202 B 215 B 225 C 239 D 204 B 217 C or B 227 C 241 D 205 B 219 C or B 228 C 242 D 206 B 221 C 230 C 244 D 207 B 223 C 232 D or C 246 D 208 B 226 C 233 D or C 248 D 209 B 227 C 235 D 250 D 210 B 228 C 237 D 252 D 212 B 230 C 240 D 254 D 232 C 242 D 256 D 233 C 244 D 258 D 246 D 261 D 248 D 264 D 250 D 267 D * Scored below accurate range. Retest at a lower level. CASAS Test Forms by Level Level A B C D MATH WLS Series 11M, 12M 213M, 214M 215M, 216M 217M, 218M in development; use 17M, 18M 2003 CASAS

110 Suggested Next Test - WLS - READING From an examinee s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. Form 27R-28R Score Beg. Literacy Next Test Level Forms 11R-12R Score Level A Next Test Level Forms 213R-214R Score Level B Next Test Level Forms 215R-216R Score Level C Next Test Level Forms 17R-18R Score Level D <153 * <169 * <184 * <198 * <215 * 153 Beg Lit 169 A 184 B 198 C 215 D 155 Beg Lit 172 A 186 B 200 C 218 D 156 Beg Lit 175 A 189 B 203 C 220 D 158 Beg Lit 177 A 191 B 205 C 221 D 160 Beg Lit 180 A 192 B 206 C 223 D 162 Beg Lit 182 A 194 B 208 C 224 D 164 Beg Lit 184 A 196 B 210 C 225 D 165 Beg Lit 186 A 197 B 211 C 226 D 166 Beg Lit 188 A 199 B 212 C 228 D 167 Beg Lit 190 A 200 B 214 C 230 D 169 Beg Lit 192 A 202 B 215 C 231 D 170 Beg Lit 194 A 203 B 216 C 233 D 172 Beg Lit 197 B or A 204 B 218 C 234 D 174 Beg Lit 199 B or A 205 B 219 C 236 D 175 Beg Lit 202 B 207 B 220 C 237 D 176 Beg Lit 204 B 208 B 221 C 239 D 177 A or Beg Lit 205 B 209 B 222 C 240 D 179 A or Beg Lit 206 B 211 B 223 C 242 D 180 A 207 B 212 B 224 C 243 D 181 A 208 B 214 B 225 C 244 D 182 A 209 B 215 C or B 226 C 245 D 183 A 210 B 217 C or B 228 C 247 D 184 A 211 B 218 C 229 C 249 D 186 A 220 C 231 D or C 251 D 187 A 222 C 232 D or C 254 D 189 A 224 C 234 D or C 256 D 191 A 227 C 236 D 258 D 192 A 228 C 238 D 261 D 194 B or A 229 C 240 D 264 D 196 B 231 C 243 D 267 D 199 B 232 C 245 D 202 B 247 D 249 D 251 D * Scored below accurate range. Retest at a lower level. Next Test Level CASAS Test Forms by Level Level Beg. Literacy A B C D READING WLS Series 27R, 28R 11R, 12R 213R, 214R 215R, 216R 217R, 218R in development; use 17R, 18R 2003 CASAS

111 Suggested Next Test - DEVELOPMENTAL DISABILITIES From an examinee s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers. Score Forms Level AA Next Test Level Forms Level AAA Score Next Test Level Forms Level AAAA Score Next Test Level Forms Level AAAAA Score Next Test Level <163 AAA <149 AAAA <134 AAAAA <117 * 163 AA 149 AAA 134 AAAA 117 AAAAA 165 AA 150 AAA 136 AAAA 120 AAAAA 166 AA 152 AAA 137 AAAA 122 AAAAA 167 AA 154 AAA 139 AAAA 125 AAAAA 168 AA 156 AAA 141 AAAA 127 AAAAA 169 AA 158 AAA 143 AAAA 129 AAAAA 170 AA 160 AAA 145 AAAA 131 AAAAA 171 AA 161 AAA 146 AAAA 133 AAAAA 172 AA 162 AAA 147 AAAA 134 AAAAA 173 AA 163 AAA 148 AAAA 135 AAAAA 174 AA 164 AAA 150 AAAA 136 AAAAA 175 AA 165 AAA 152 AAAA 138 AAAAA 176 AA 166 AAA 154 AAAA 140 AAAAA 177 AA 167 AAA 156 AAAA 143 AAAA 178 AA 168 AAA 158 AAAA 145 AAAA 179 AA 170 AAA 160 AAA 146 AAAA 180 AA 171 AAA 162 AAA 147 AAAA 181 Beg Lit or AA 173 AA or AAA 163 AAA 148 AAAA 182 Beg Lit or AA 175 AA or AAA 165 AAA 150 AAAA 183 Beg Lit or AA 176 AA or AAA 166 AAA 152 AAAA 184 Beg Lit or AA 178 AA 167 AAA 185 Beg Lit or AA 180 AA 168 AAA 186 Beg Lit or AA 182 AA 170 AAA 187 Beg Lit or AA 184 AA 171 AAA 188 Beg Lit 185 AA 173 AAA 189 Beg Lit 187 AA 190 Beg Lit 188 AA 191 Beg Lit 189 AA 192 Beg Lit 190 AA 193 Beg Lit 191 AA 194 Beg Lit 192 AA 195 Beg Lit 193 AA 196 Beg Lit 194 AA 198 Beg Lit 195 AA 200 Beg Lit 196 AA 201 Beg Lit 198 AA 203 Beg Lit 205 Beg Lit 206 Beg Lit *Consider other mode of testing CASAS Test Forms by Level Level Special Needs Series AA 310, 311 AAA 320, 321 AAAA 330, 331 AAAAA 342, CASAS

112 PENINSULA COLLEGE College Placement Exams The COMPASS and ASSET are Placement Exams The COMPASS and ASSET placement tests are not used like a traditional test battery. There is generally no passing score. Rather COMPASS/ASSET scores indicate areas in which you are strong and areas in which you may need help. Thus, COMPASS/ASSET can identify problems in major subject areas before they disrupt your educational progress, giving you the opportunity to prepare more effectively for needed courses. You and your institution can use scores from the COMPASS/ASSET placement tests to prepare a course of study that will be appropriate, relevant, and meaningful for you. Your placement results are available minutes after the test. Descriptions and score interpretations of the COMPASS and ASSET placement tests are on following pages. ASSET The ASSET program is a series of short placement tests developed by American College Testing (ACT) that lets you and your school work together to help you succeed in your education program. ASSET helps you identify your strengths as well s the knowledge and skills you will need in order to succeed in specific subject areas. ASSET also helps your school use this information to guide you toward classes that strengthen and build logically upon your current knowledge and skills. How Does ASSET Work? The ASSET is a paper/pencil timed placement test. ASSET has three tests of basic skills in writing, reading, and numerical reasoning, plus more advanced tests in algebra and geometry. Additionally, ASSET offers three career skills tests: mechanical reasoning, clerical speed/accuracy, and space relations. The ASSET program also offers the Educational Planning Form and the Study Skills Inventory, which supplement your ASSET scores by providing your institution with information about your educational needs and goals. 93

113 What Kinds of Questions Are on the ASSET Tests? The ASSET tests all use a multiple-choice format. The following table gives the number of items and the amount of time allowed for each test: Test Number of Items Minutes Basic Skills Tests: Writing Reading Numerical Advanced Mathematics Tests: Elementary Algebra Intermediate Algebra College Algebra Geometry Career Skills Tests: Clerical Speed/Accuracy Space Relations Mechanical Reasoning The Writing Skills test measures your understanding of appropriate usage in grammar, punctuation, sentence structure, writing strategy, and writing style. The Reading Skills test measures your ability to find specific information in text, and to make logical inferences that extend beyond the text information. The Numerical Skills test assesses your knowledge and skills in the performance of basic math operations using whole numbers, decimals, and fractions. This test also measures pre-algebra knowledge and skills such as your understanding of prime numbers, absolute values, scientific notation, and square roots. The Elementary Algebra test measures skills often taught in first-year high school algebra class, including evaluation and simplifying algebraic expressions, solving linear and quadratic equations, and performing operations with polynomials. 94

114 PENINSULA COLLEGE ASSET SCORE INTERPRETATION ASSET provides an estimate of the math and/or English course in which you should enroll. Your instructor may provide additional testing and guidance to help insure your placement is correct. WRITING & READING Writing Skills English 90 or English 100 (5 cr) Reading Skills Contact the Education Transition Center (H-2) Students with collegelevel reading may write an essay for college-level English placement English 100 or English 101 * English 54 or 57, Reading (3 cr) College-level reading MATH Numerical Skills For Math 72 placement Math 54, Basic Math Math 64, Pre-Algebra Math 72, Elementary Algebra or Math 121 Elementary Algebra For Math 99 placement Take Math Lab challenge or ASSET numerical skills test Math 99, Intermediate Algebra Intermediate Algebra For Math 114 placement Take Math Lab challenge or ASSET elementary algebra test Math 107, Non-science; Math 110, Intro. To Math; Math 114, Precalculus I or Math 281, Statistics * College Algebra For Math 116 placement For Math 124 placement, take COMPASS Take Math Lab challenge or ASSET intermediate algebra test Math 116, Precalculus II 95

115 COMPASS Peninsula College utilizes ACT s COMPASS in assessing students prior to advising. COMPASS testing is available at a $15 fee on most Mondays and Wednesdays by appointment. Call for an appointment. ADAPTIVE TESTING COMPASS uses the computer s unique capabilities to provide items in formats mot generally used in paper-and-pencil tests. For example, in the Writing Skills Test, the system inserts an examinee s selected revisions into the original text and gives the student an opportunity to make further editing changes. INCREASED ACCURACY COMPASS selects and presents items in a way that maximizes test efficiency and precision. Drawing on a pool of more than 2,400 test items, the system adjusts the level of a test to the skills and expertise of the individual test taker and avoids presenting items that contribute little to measurement. This flexibility typically reduces the number of items and testing time required while increasing the accuracy of placement results. UNTIMED The adaptive format ensures that students will not have to spend time on questions that are too easy or too difficult. Since there is no fixed set of questions, most examinees will complete a different number of items, or, at the very least, complete them in a different order. The un-timed testing also helps reduce anxiety for students who are computer novices or for those who find timed testing situations frustrating. WRITING SKILLS PLACEMENT The Writing Skills Placement Test helps Peninsula College determine whether students are ready for college-level writing courses, or whether students would benefit form developmental writing instruction prior to entry into college-level English courses. This test asks students to find and correct errors in essays presented on the computer screen. The test items include the following content categories: Usage/Mechanics Punctuation Basic grammar and usage Sentence structure Rhetorical Skills Strategy Organization Style 96

116 READING PLACEMENT The Reading Placement Test can help determine if students have the skills to succeed in standard college-level courses or if they need developmental reading courses or other instructional support. Five types of reading comprehension passages are included: Practical Reading Prose Fiction Humanities MATHEMATICS PLACEMENT Social Sciences Natural Sciences Based upon a student s self-assessed math level, a beginning level of math is chosen on COMPASS. Should a student be proficient in the beginning level, the program will adjust to a higher level. Should a student choose an algebra test and have difficulty with accuracy, the program will adjust to pre-algebra. Multiple-choice items in each of the five mathematics placement areas test the following: Basic skills performing a sequence of basic operations Application applying sequences of basic operations to novel setting or in complex ways Analysis demonstrating conceptual understanding of principals and relationships in mathematical operations Students are permitted to use approved calculators when completing the COMPASS mathematics placement test. An online calculator is available for those students who wish to access it via Microsoft Windows; students may use their own calculators. Calculator types not allowed: Pocket organizers Handheld or laptop computers Electronic writing pads pr pen-input devices Models with a QWERTY (typewriter) keypad Models with built-in capability to simplify algebraic expressions, multiply polynomials or factor polynomials (CFX-9970G, TI-89 and TI-92 for example). 97

117 PENINSULA COLLEGE COMPASS SCORE INTERPRETATION COMPASS provides an estimate of the math and/or English course in which you should enroll. Your instructor may provide additional testing and guidance to help insure your placement is correct. WRITING & READING PLACEMENT CUT SCORES Writing Skills Reading Skills 0 31 Contact the Education Transition r 0 39 Contact the Education Transition Center (H-2), *** Center (H-2), *** English 90 or English 100 (5 cr) English 54 or 57, Reading (3 cr) English 90 or English 100 (5 cr) Students with college-level reading may write an essay for college-level English placement College-level reading ** English 100 or English 101 * MATH PLACEMENT CUT SCORES Pre-Algebra Algebra 0 35 Math 54, Basic Math Math 72; Elementary Algebra or *** Math Math 60, Pre-Algebra Math 99, Intermediate Algebra Math 72; Elementary Algebra or Math Math 107, Non-science; 110, Introduction; 114, Precalculus I or 281, Statistics * College Algebra Trigonometry 0 60 Math 114, Precalculus I * 0 55 Math 116, Precalculus II * Math 124, Calculus; with at Math 124, Calculus; with at least a score of 56 on the least a score of 61 on the trigonometry test. If below, college algebra test. If below, 56 contact the calculus 61 contact the calculus instructor for consideration. * instructor for consideration. * *= Running Start qualifying level **=Recommended level for Running Start ***=Forks students contact the Forks site at (360) and Port Townsend students contact the Port Townsend site at (360) /01/06 98

118 COMPASS ENGLISH PLACEMENT English 90 Fundamentals of English English 100 Writing in the Workplace The COMPASS cut-off scores were changed in March, 2001, to assist advisors in placing college students in the proper English class. This change may impact some of the referrals to your classes or your recommendations to your students who want to enroll in college classes. If students score 0-31 on the COMPASS Writing Skill s Test, they w ill be referred to basic skills to do some brush-up work before they can enroll in English 90 or English 100. Readiness for English 90 or English 100 will be based on your assessment of writing skills. Students must be able to write an essay following the guidelines of GED essay writing (minimum 4 paragraphs, introduction, conclusion, supporting details, topic sentences, etc.). Sentence structure and grammar should be at an acceptable level so that the student would pass the GED Writing Skills Test if they were really going to take it. Instruction in English 100 (Writing in the Workplace) emphasizes the production of a variety of professional technical documents (i.e., letters, memos, reports). Students preparing for English 100 should be able to write an essay, but should also have a solid foundation in grammar, usage, and mechanics. If someone is referred for assessment or preparation, please communicate regularly with the advisor or counselor who referred the student on his/her progress. It will be important that we let both the student and the advisor know when they are ready. A form is provided for your use in verifying readiness to the referring advisor. 99

119 COMPASS READING PLACEMENT English 50 Study Skills/Reading The COMPASS cut-off scores were changed in March, 2001, to assist advisors in placing college students in the proper Reading/Study Skills class. This change may impact some of the referrals to your classes or your recommendations to your students who want to enroll in college classes. If students score 0-39 on the COMPASS Reading Skills Test, they will be referred to basic skills to do some brush-up work before they can enroll in English 50. Readiness for English 50 will be based on your assessment of reading skills. Students must be able to read with comprehension at the secondary level. (An assessment process to determine readiness is under development with the reading instructor). ** If you have a student referred for reading instruction, please contact Evelyn Short so that she can work with you and the college reading instructor to insure proper assessment and placement. If someone is referred for assessment or preparation, please communicate regularly with the advisor or counselor who referred the student on his/her progress. It will be important that we let both the student and the advisor know when they are ready. A form is provided for your use in verifying readiness to the referring advisor. 100

120 COMPASS MATH PLACEMENT Math 64 Pre-Algebra The COMPASS cut-off scores were changed in May, 2005, to assist advisors in placing college students in the proper math class. This change may impact some of the referrals to your classes or your recommendations to your students who want to enroll in college classes. If students score 0-35 on the COMPASS Pre-Algebra Test, they will be referred to basic skills to enroll in our BASED Math 54, Basic Math, (offered in PA, Forks, and PT) or to enroll in your general classes specifically to build basic math skills. If the student is enrolled in our BASED Math 54, then the student will take an exit test for Math 54 that serves as an entrance test to Math 64 taught in the Math Department. If the student is enrolled in your regular basic skills classes, then the student will need to retake the COMPASS test. They may not take the Math 54 exit test to see if they are ready for Math 64. If a student is referred for basic math preparation for college classes, please communicate regularly with the advisor or counselor who referred the student on his/her progress. It will be important that we let both the student and the advisor know when they are ready to enroll in Math 64. Also, document in the student folder the communication occurring on the student s preparation. 101

121 Section 7 ADULT BASIC EDUCATION (ABE) 102

122 Educational Functioning Level Table OUTCOME MEASURES DEFINITIONS EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS ADULT BASIC EDUCATION LEVELS Literacy Level Basic Reading and Writing Numeracy Skills Beginning ABE Literacy Individual has no or minimal Individual has little or no Test benchmark: reading and writing skills. May recognition of numbers or have little or no comprehension simple counting skills or may TABE (7 8 and 9 10) scale of how print corresponds to have only minimal skills, such scores (grade level 0 1.9): spoken language and may as the ability to add or subtract Reading 367 and below have difficulty using a writing single digit numbers. instrument. At the upper range Total Math 313 and below of this level, individual can Language 392 and below recognize, read, and write letters and numbers but has a CASAS scale scores limited understanding of Reading 200 and below connected prose and may need Math 200 and below frequent re-reading. Can write a limited number of basic sight Writing 200 and below words and familiar words and phrases; may also be able to ABLE scale scores write simple sentences or (grade level 0 1.9): phrases, including very simple Reading 523 and below messages. Can write basic Math 521 and below personal information. Narrative writing is disorganized and unclear, inconsistently uses simple punctuation (e.g., periods, commas, question marks), and contains frequent errors in spelling. Beginning Basic Education Test benchmark: TABE (7 8 and 9 10) scale scores (grade level 2 3.9): Reading: Total Math: Language: CASAS scale scores Reading: Math: Writing: ABLE scale scores (grade level 2 3.9): Reading: Math: Individual can read simple material on familiar subjects and comprehend simple and compound sentences in single or linked paragraphs containing a familiar vocabulary; can write simple notes and messages on familiar situations but lacks clarity and focus. Sentence structure lacks variety, but individual shows some control of basic grammar (e.g., present and past tense) and consistent use of punctuation (e.g., periods, capitalization). Individual can count, add, and subtract three digit numbers, can perform multiplication through 12, can identify simple fractions, and perform other simple arithmetic operations. Functional and Workplace Skills Individual has little or no ability to read basic signs or maps and can provide limited personal information on simple forms. The individual can handle routine entry level jobs that require little or no basic written communication or computational skills and no knowledge of computers or other technology. Individual is able to read simple directions, signs, and maps, fill out simple forms requiring basic personal information, write phone messages, and make simple changes. There is minimal knowledge of and experience with using computers and related technology. The individual can handle basic entry level jobs that require minimal literacy skills; can recognize very short, explicit, pictorial texts (e.g., understands logos related to worker safety before using a piece of machinery); and can read want ads and complete simple job applications. 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. ABLE = Adult Basic Learning Examination; CASAS = Comprehensive Adult Student Assessment System; SPL = student performance levels; and TABE = Test of Adult Basic Education. 103

123 Educational Functioning Level Table (continued) OUTCOME MEASURES DEFINITIONS EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS ADULT BASIC EDUCATION LEVELS Literacy Level Basic Reading and Writing Numeracy Skills Low Intermediate Basic Individual can read text on Individual can perform with high Education familiar subjects that have a accuracy all four basic math Test benchmark: simple and clear underlying operations using whole structure (e.g., clear main idea, numbers up to three digits and TABE (7 8 and 9 10) scale chronological order); can use can identify and use all basic scores (grade level 4 5.9): context to determine meaning; mathematical symbols. Reading: can interpret actions required in Total Math: specific written directions; can Language: write simple paragraphs with a main idea and supporting CASAS scale scores details on familiar topics (e.g., Reading: daily activities, personal issues) Math: by recombining learned Writing: vocabulary and structures; and can self and peer edit for ABLE scale scores spelling and punctuation errors. (grade level 4 5.9): Reading: Math: High Intermediate Basic Education Test benchmark: TABE (7 8 and 9 10) scale scores (grade level 6 8.9): Reading: Total Math: Language: CASAS: scale scores Reading: Math: Writing: ABLE scale score (grade level 6 8.9): Reading: Math: WorkKeys scale scores: Reading for Information: Writing: Applied Mathematics: Individual is able to read simple descriptions and narratives on familiar subjects or from which new vocabulary can be determined by context and can make some minimal inferences about familiar texts and compare and contrast information from such texts but not consistently. The individual can write simple narrative descriptions and short essays on familiar topics and has consistent use of basic punctuation but makes grammatical errors with complex structures. Individual can perform all four basic math operations with whole numbers and fractions; can determine correct math operations for solving narrative math problems and can convert fractions to decimals and decimals to fractions; and can perform basic operations on fractions. Functional and Workplace Skills Individual is able to handle basic reading, writing, and computational tasks related to life roles, such as completing medical forms, order forms, or job applications; and can read simple charts, graphs, labels, and payroll stubs and simple authentic material if familiar with the topic. The individual can use simple computer programs and perform a sequence of routine tasks given direction using technology (e.g., fax machine, computer operation). The individual can qualify for entry level jobs that require following basic written instructions and diagrams with assistance, such as oral clarification; can write a short report or message to fellow workers; and can read simple dials and scales and take routine measurements. Individual is able to handle basic life skills tasks such as graphs, charts, and labels and can follow multistep diagrams; can read authentic materials on familiar topics, such as simple employee handbooks and payroll stubs; can complete forms such as a job application and reconcile a bank statement. Can handle jobs that involve following simple written instructions and diagrams; can read procedural texts, where the information is supported by diagrams, to remedy a problem, such as locating a problem with a machine or carrying out repairs using a repair manual. The individual can learn or work with most basic computer software, such as using a word processor to produce own texts, and can follow simple instructions for using technology. 104

124 Educational Functioning Level Table (continued) OUTCOME MEASURES DEFINITIONS EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS ADULT BASIC EDUCATION LEVELS Literacy Level Basic Reading and Writing Numeracy Skills Individual can comprehend Individual can perform all basic expository writing and identify math functions with whole spelling, punctuation, and numbers, decimals, and grammatical errors; can fractions; can interpret and comprehend a variety of solve simple algebraic materials such as periodicals equations, tables, and graphs and nontechnical journals on and can develop own tables common topics; can and graphs; and can use math comprehend library reference in business transactions. materials and compose multiparagraph essays; can listen to oral instructions and write an accurate synthesis of them; and can identify the main idea in reading selections and use a variety of context issues to determine meaning. Writing is organized and cohesive with few mechanical errors; can write using a complex sentence structure; and can write personal notes and letters that accurately reflect thoughts. Low Adult Secondary Education Test benchmark: TABE (7 8 and 9 10): scale scores (grade level ): Reading: Total Math: Language: CASAS scale scores Reading: Math: Writing: ABLE scale scores (grade level ): Reading: Math: WorkKeys scale scores: Reading for Information: Writing: Applied Mathematics: High Adult Secondary Education Test benchmark: TABE (7 8 and 9 10): scale scores (grade level 11 12): Reading: 596 and above Total Math: 595 and above Language: 586 and above CASAS scale scores Reading: 246 and above Math: 246 and above Writing: 271and above ABLE scale scores (grade level 11 12): Reading: 699 and above Math: 717 and above WorkKeys scale scores: Reading for Information: Writing: Applied Mathematics: Individual can comprehend, explain, and analyze information from a variety of literacy works, including primary source materials and professional journals, and can use context cues and higher order processes to interpret meaning of written material. Writing is cohesive with clearly expressed ideas supported by relevant detail, and individual can use varied and complex sentence structures with few mechanical errors. Individual can make mathematical estimates of time and space and can apply principles of geometry to measure angles, lines, and surfaces and can also apply trigonometric functions. Functional and Workplace Skills Individual is able or can learn to follow simple multistep directions and read common legal forms and manuals; can integrate information from texts, charts, and graphs; can create and use tables and graphs; can complete forms and applications and complete resumes; can perform jobs that require interpreting information from various sources and writing or explaining tasks to other workers; is proficient using computers and can use most common computer applications; can understand the impact of using different technologies; and can interpret the appropriate use of new software and technology. Individual is able to read technical information and complex manuals; can comprehend some college level books and apprenticeship manuals; can function in most job situations involving higher order thinking; can read text and explain a procedure about a complex and unfamiliar work procedure, such as operating a complex piece of machinery; can evaluate new work situations and processes; and can work productively and collaboratively in groups and serve as facilitator and reporter of group work. The individual is able to use common software and learn new software applications; can define the purpose of new technology and software and select appropriate technology; can adapt use of software or technology to new situations; and can instruct others, in written or oral form, on software and technology use. 105

125 Educational Functioning Level Table (continued) OUTCOME MEASURES DEFINITIONS EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS ENGLISH AS A SECOND LANGUAGE LEVELS Literacy Level Speaking and Listening Basic Reading and Writing High Intermediate ESL Individual can understand Individual can read text on Test benchmark: learned phrases and short new familiar subjects that have a phrases containing familiar simple and clear underlying CASAS scale scores vocabulary spoken slowly and structure (e.g., clear main idea, Reading: with some repetition; can chronological order); can use communicate basic survival context to determine meaning; Listening: needs with some help; can can interpret actions required in Writing: participate in conversation in specific written directions; can limited social situations and use write simple paragraphs with Oral BEST: (SPL 5) new phrases with hesitation; main idea and supporting BEST Plus: (SPL 5) and relies on description and details on familiar topics (e.g., concrete terms. There is daily activities, personal issues) Literacy BEST: (SPL inconsistent control of more by recombining learned 6) complex grammar. vocabulary and structures; and can self and peer edit for spelling and punctuation errors. Low Advanced ESL Test benchmark: CASAS scale scores Reading: Listening: Writing: Oral BEST (SPL 6) BEST Plus: (SPL 6) Literacy BEST: 66 and above (SPL 7) High Advanced ESL Test benchmark: CASAS scale scores Reading: Listening: Writing: Oral BEST 65 and above (SPL 7) BEST Plus: (SPL 7) Exit Criteria: BEST Plus 599 and higher (SPL 8) Individual can converse on many everyday subjects and some subjects with unfamiliar vocabulary but may need repetition, rewording, or slower speech; can speak creatively but with hesitation; can clarify general meaning by rewording and has control of basic grammar; and understands descriptive and spoken narrative and can comprehend abstract concepts in familiar contexts. Individual can understand and participate effectively in face-toface conversations on everyday subjects spoken at normal speed; can converse and understand independently in survival, work, and social situations; can expand on basic ideas in conversation but with some hesitation; and can clarify general meaning and control basic grammar but still lacks total control over complex structures. Individual is able to read simple descriptions and narratives on familiar subjects or from which new vocabulary can be determined by context and can make some minimal inferences about familiar texts and compare and contrast information from such texts but not consistently. The individual can write simple narrative descriptions and short essays on familiar topics, such as customs in native country and has consistent use of basic punctuation but makes grammatical errors with complex structures. Individual can read authentic materials on everyday subjects and can handle most reading related to life roles; can consistently and fully interpret descriptive narratives on familiar topics and gain meaning from unfamiliar topics; and uses increased control of language and meaning-making strategies to gain meaning of unfamiliar texts. The individual can write multiparagraph essays with a clear introduction and development of ideas; writing contains well formed sentences, appropriate mechanics and spelling, and few grammatical errors. Functional and Workplace Skills Individual can meet basic survival and social needs, can follow some simple oral and written instruction, and has some ability to communicate on the telephone on familiar subjects; can write messages and notes related to basic needs; can complete basic medical forms and job applications; and 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 can communicate on the telephone on familiar topics; can interpret simple charts and graphics; and can handle jobs that require simple oral and written instructions, multistep diagrams, and limited public interaction. The individual can use all basic software applications, understand the impact of technology, and select the correct technology in a new situation. Individual has a general ability to use English effectively to meet most routine social and work situations; can interpret routine charts, graphs, and tables and complete forms; has high ability to communicate on the telephone and understand radio and television; can meet work demands that require reading and writing and can interact with the public. Individual can use common software and learn new applications; can define the purpose of software and select new applications appropriately; and can instruct others in use of software and technology. 106

126 WASHINGTON/CASAS CORRELATION CHART Correlations between Washington Adult & Family Literacy Competencies, NRS Educational Functioning Levels and CASAS levels and test score ranges are listed below: Adult Basic Skills Competency Levels WA ABE Competency NRS ABE Level Name CASAS ABE Level & Name CASAS ABE Score Ranges ABE 1 Beginning ABE Literacy A Beginning Literacy/Pre-Beginning ABE 200 and below ABE 2 Beginning Basic Ed. B Low Basic Skills ABE 3 Low Intermediate Basic Ed. B Intermediate Basic Skills ABE 4 High Intermediate Basic Ed. C Advanced Basic Skills GED 1, HSC 1 Low Adult Secondary Ed. D Adult Secondary GED 2, HSC 2 High Adult Literacy Ed. E Advanced Adult Secondary 246 and higher 107

127 Scale Scores CASAS Level E D C B A Skill Level Descriptors for ABE Descriptors Advanced Adult Secondary With some assistance, persons at this level are able to interpret technical information, more complex manuals, and material safety data sheets (MSDS). Can comprehend some college textbooks and apprenticeship manuals. Adult Secondary Can read and follow multi-step directions; read and interpret common legal forms and manuals; use math in business, such as calculating discounts; create and use tables and graphs; communicate personal opinion in written form; write an accident or incident report. Can integrate information from multiple texts, charts, and graphs as well as evaluate and organize information. Can perform tasks that involve oral and written instructions in both familiar and unfamiliar situations. Advanced Basic Skills Can handle most routine reading, writing, and computational tasks related to their life roles. Can interpret routine charts, graphs, and labels; read and interpret a simple handbook for employees; interpret a payroll stub; complete an order form and do calculations; compute tips; reconcile a bank statement; fill out medical information forms and job applications. Can follow multi-step diagrams and written instructions; maintain a family budget; and write a simple accident or incident report. Can handle jobs and job training situations that involve following oral and simple written instructions and diagrams. Persons at the upper end of this score range are able to begin GED preparation. Intermediate Basic Skills Can handle basic reading, writing, and computational tasks related to life roles. Can read and interpret simplified and some authentic materials on familiar topics. Can interpret simple charts, graphs, and labels; interpret a basic payroll stub; follow basic written instructions and diagrams. Can complete a simple order form and do calculations; fill out basic medical information forms and basic job applications; follow basic oral and written instructions and diagrams. Can handle jobs and/or job training that involve following basic oral or written instructions and diagrams if they can be clarified orally. Beginning Basic Skills Can fill out simple forms requiring basic personal information, write a simple list or telephone message, calculate a single simple operation when numbers are given, and make simple change. Can read and interpret simple sentences on familiar topics. Can read and interpret simple directions, signs, maps, and simple menus. Can handle entry level jobs that involve some simple written communication. Beginning Literacy/Pre-Beginning Very limited ability to read or write. Persons at the upper end of this score range can read and write numbers and letters and simple words and phrases related to immediate needs. Can provide very basic personal identification in written form such as on job applications. Can handle routine entry level jobs that require only basic written communication. 150 This chart provides general skill descriptors by level. Level descriptors for reading, math, and listening correspond to scale scores on tests in those specific skill areas Murphy Canyon Rd. Ste. 220 San Diego, CA FAX

128 COMPONENT COMPONENT ITEM # COURSE COMPONENTS: Transition Skills Levels: BASED (Level 1-4) BASED (G.E.D. Prep. I II) LOCATION: COST: CLASS SCHEDULE: CLASS FORMAT: INSTRUCTOR: OFFICE PHONE: Forks Extension $25:00 Tuition, Tuition assistance available T, W, TH 9:00-1:00 p.m. Lecture with Lab component Jennifer Roberts (360) Please call me and/or leave a message if you will be unable to attend a class. Thank you. Course Description: Transition Skills Class is provided for individuals who are preparing to take the G.E.D. (General Educational Development) and for individuals who wish to improve their basic educational skills for work or other educational goals. This is a multi-level continuous enrollment class. Therefore, instead of a linear class-wide curriculum, the course curriculum design changes and adapts according to the needs of students. Students will participate in the selection of Basic Skills Portfolio assignment options that integrate with their real-life needs relating to work and family life (such as writing a resume, business letter and memos, reading parenting information and work documents, calculating interest on a savings account or consumer savings, etc.) You will study independently and cooperatively. Course Content: Content will include part or all and not be limited to the following and be integrated with real-life individual, work and family needs and goals. Reading Skills Writing Skills Math skills Basic Computer/Tech Skills Job Readiness Test taking strategies Course Materials: Purchase of textbooks is unnecessary. Purchase of personal spiral notebooks, 3- ring binder and writing utensils are recommended but not required. Materials and resources are available in and near to the classroom including computers, computer programs, calculators, textbooks, audio/visual tapes, and teacher-developed materials Grading and Evaluation: Individual assignments will be evaluated, but no grades will be assigned. Progress through course levels is assessed through Performance Tasks and CASAS standardized tests. Attendance: Success in this course requires self-direction, motivation and dedication. You will best achieve progress through consistent attendance and effort, class participation and completion of portfolio projects. Americans With Disabilities Act: If you have a documented physical or learning disability, you should let me know so that appropriate accommodation can be made. 109

129 The Washington State Adult Learning Standards 2006 Adult Basic Education P.O. Box Olympia, WA