Getting Ready An Orientation to Adult Education (Insert program name here.) Preface



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Appendix A
Investigative Assignment Activity Sheet

Instructor’s Name: ______________________________________________
Investigative Assignment #1:
Who is being served in your adult education program? Ask your director/coordinator for the demographics of the adult learners who were served in the program last year. What were their ages, gender, ethnicities, and functioning levels? Write your responses below.

Investigative Assignment #2:
You need to know as much as possible about the class you will be teaching. Here are some questions that can help.


  • What type of class will you be teaching (e.g., ABE, ESL, GED, CED, Adult High School)?

  • Will all of the students be functioning at a similar level, or will you have a multi-level class?

  • How is your class organized (e.g., scheduled classes, open computer lab, online)?

  • How do students transition to other instructional areas after they leave your class?

If you don’t know the answers to these questions, ask your local director/coordinator. Write your responses below.



Investigative Assignment #3:

Check with your local director/coordinator to see how intake and orientation is conducted for new students in your class. What responsibilities do you have? What forms or student data are you responsible for completing? Write your responses below.



Investigative Assignment #4:
Check with your local director/coordinator to see which assessment instrument is being used in your program. Is it your responsibility to administer standardized assessments, or does someone else handle this responsibility? If it is your responsibility, find out if training is available on test administration. Write your responses below.


Investigative Assignment #5:
Do you know your own preferred learning style? Take the sample inventory in Appendix D. Then think about how you would use the results to plan instruction. Write your responses below.

Investigative Assignment #6:

Find out if there is a particular procedure in your program for serving adults with special learning needs. There may be a referral form to complete, a screening instrument you can use, or various accommodations and assistive devices that you can access for your class. Write your responses below.



Investigative Assignment #7:

What type of teaching materials do you have available? Visit your class site and spend some time reviewing the books, software, and other teaching resources that you will be using. Ask fellow instructors for recommendations on teaching materials that they like best. Make a list of some of the teaching materials that seemed particularly relevant to you. Write your responses below.




Investigative Assignment #8:

What are the GED eligibility criteria in your program? Where and when is testing conducted? What is your role in the GED testing process? Ask your program director/coordinator or local GED examiner and find out the GED policies and procedures for your program. Write your responses below.



F
Appendix B
unctioning Level Table


Outcome Measures Definitions

Educational Functioning Level DescriptorsAdult Basic Education Levels
Literacy Level

Basic Reading and Writing

Numeracy Skills

Functional and Workplace Skills

Beginning ABE Literacy

Test Benchmark:

TABE (7–8 and 9–10) scale scores
(grade level 0–1.9)
:

Reading: 367 and below

Total Math: 313 and below

Language: 389 and below



CASAS scale scores:

Reading: 200 and below

Math: 200 and below

Writing: 200 and below



ABLE scale scores (grade level 0–1.9):

Reading: 523 and below

Math: 521 and below


Individual has no or minimal reading and writing skills. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument. At the upper range of this level, individual can recognize, read, and write letters and numbers but has a limited understanding of connected prose and may need frequent re-reading. Can write a limited number of basic sight words and familiar words and phrases; may also be able to write simple sentences or phrases, including very simple messages. Can write basic personal information. Narrative writing is disorganized and unclear, inconsistently uses simple punctuation (e.g., periods, commas, question marks), and contains frequent errors in spelling.

Individual has little or no recognition of numbers or simple counting skills or may have only minimal skills, such as the ability to add or subtract single digit numbers.

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.

Beginning Basic Education

Test Benchmark:

TABE (7–8 and 9–10) scale scores
(grade level 2–3.9):

Reading: 368–460

Total Math: 314–441

Language: 390–490



CASAS scale scores:

Reading: 201–210

Math: 201–210

Writing: 201–225



ABLE scale scores (grade level 2–3.9):

Reading: 525–612

Math: 530–591


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.

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.



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