2015-2016 WVADULTED PRE-SERVICE FACE-TO-FACE TRAINING CHECKLIST FOR NEW INSTRUCTORS TRAINEE COPY PART I: SPECIALIZED COMPONENT PART II: REPORTING & ACCOUNTABILITY COMPONENT Trainees: Please use this to take notes during your meeting with your peer trainer. 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 1 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 2 WVAdultEd PRE-SERVICE TRAINEE COPY PART I: SPECIALIZED COMPONENT Enrollment and Entry Handbook, Section 4. Also, Section 16 for SPOKES/HTGR Notes/Resources Discuss best structure for program o Scheduling Models On-going/Continuous Enrollment Short-term and Special Topic Classes o Intake Structures Managed Intake/Entry Open Intake/Entry o Delivery Models Leveled Class Structured Multi-level SPOKES/HTGR Program Models Orientation and Intake: Program Overview Handbook, Section 4. Also, Section 16 for SPOKES/HTGR Notes/Resources Checklist for Student Orientation & Intake Welcoming Activity/Program Overview o Program Purpose/Philosophy o Available Services (HSE, ESL, DE, prep for o o o o o o o o o o vocational programs/college/job, etc.) Accommodations for Disabilities Tutors for Low Level readers Program Components and Certificates Available Group Lessons or Short-term Classes SPOKES/HTGR Components and Certificates Distance Education Curricula Physical Layout Class Schedule SPOKES/HTGR Schedule and Holidays Attendance Requirements/Sign-in Sheet DHHR requirements SPOKES/HTGR requirements Class/Building Rules Rights & Responsibilities Code of Conduct/Dress Code SPOKES Dress Code Policy Local Acceptable Use Policy for Internet/Technology Optional Media Release DHHR Pin Number 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 3 Orientation and Intake: Needs Assessment & Goal Exploration and Registration Handbook, Section 4 and Section 7. Also, Sections 12 for HSE, 14 for ESL, 15 for IE Notes/Resources Needs Assessment & Goal Exploration (S-4 & 7) o Short-term Goals (e.g., pass TRA or qualifying exam, resume prep, etc.) o Long-term Goals (e.g., career readiness, post- secondary preparation) o ESL Needs Assessment o ESL Registration/Background Interview Registration Forms (S-4) o 400A Form o General Program Release of Information Special Forms for Young Adults: o WV TASC Form For Institutional Education: o Application for Education o Adult Education Transcript Card o Job Contract o Transfer of Students Between Facilities Orientation and Intake: Identifying Strengths & Weaknesses Handbook, Sections 4 and 5. Also, Sections 14 for ESL, 16 for SPOKES/HTGR Notes/Resources Learning Needs/Barriers Screening (S-4 & 5) o Screen for Barriers o Screen for Special Learning Needs o SPOKES Screening process Screening Results from Assessment Specialist or DHHR or WIA caseworker o SPOKES tools: Barriers to Employment Success Inventory (BESI) o ESL Registration/Background Interview contains screening questions Strengths Identification (S-4 & 5) o Assess Learning Styles CITE used for SPOKES ESL Learning Styles Questionnaire 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 4 Orientation and Intake: Standardized Entry Assessment Handbook, Sections 4 and 6. Also, Sections 12 for HSE, 14 for ESL, 15 for IE, 16 for SPOKES Notes/Resources Standardized Pre-Tests (S-4 & 6) o Administer prior to 12 hrs for most students Introduction/Demonstration of specific standardized assessment(s) to be used o Demonstrate Assessment Instrument and Answer Sheet or Test Results page. How to administer and score How to get scale score/grade level What to record on 400 form/AEMIS ScanTron/Prescriptive Report (if applicable) o Examine all that apply for your class. TABE & Locator TABE Online (for ABE/HSE) TRA—PBT and CBT versions OPT CASAS & Appraisal for ABE ESL/CASAS & Appraisal for ESL ESL/BEST Literacy ESL/BEST Plus o Previous Test Scores If tested in last 6 months, call previous class Obtain Assessment Results from Assessment Specialist or DHHR or WIA caseworker Access to Permanent Files/Previous Test History for Institutionalized Students Guidance on Specific Student Types (S-6) o Short-term goal/TRA Only (no academic test) o Students with a Short-Term Goal (no pre-test) o HSE (S-6) TRA for first time TASC test-takers OPT for audio accommodations for Reading only Assessments for TASC repeaters (TRA, OPT, or TASC Academy practice test) Passing scores for TRA/OPT required to take TASC WV TASC Form Accommodations needed Versions in special formats/foreign languages 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 5 o Work-based Project Learner (S-6) May include SPOKES/HTGR students 12 to 30 hrs. of instruction No FFL assigned Requires standardized test or approved assessment rubric Computer Literacy: Contact Louise Miller Guidance on Specific Student Types (S-6) o ESL Assessment No TABE, unless high level CASAS versus ESL/CASAS Advanced ESL (FFL#12) o Preparing for US Citizenship (CASAS forms) o Low-level ABE TABE Level L or CASAS form 27/28 o Students with Disabilities Must provide accommodations for documented disabilities Orientation and Intake: Career Exploration Handbook, Section 4 and 7. Also, Section 16 for SPOKES Notes/Resources Career Exploration (S-4 & 7) o Career Interest/Aptitude Assessments: College Foundation of WV: www.CFWV.com GCFLearnFree: www.GCFLearnFree.com Career Accelerator: www.wvinfodepot.org My Strategic Compass: http://westvirginia.strategiccompass.com/ O-NET Inventory Career Exploration Inventory (CEI) o Exploration of jobs of interest to determine academic/training requirements o Introduce Career Pathways o For CDC: Discuss role in this process Career Pathways (S-7) o Definition o Career Pathways Checklist o Integrated Education & Training (IET) 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 6 Orientation and Intake: Plan of Study Handbook, Section 4, 5, and 7. Also, Section 16 for SPOKES Notes/Resources Private Interview/Plan of Study (S-4 & 7) o Discuss Screening/Assessment Results w/Student Plan types of activities and materials to use o Discuss and Document Barriers and Special Needs Weighted Contact Hours for Disabilities o Identify Community Support Services and Make Referrals Requests for Information Referrals for Psychological Assessment For Institutional Ed: Special procedures/forms for making referrals For SPOKES: Identify Barriers to Employment and collaborate with DHHR case workers on referrals o Establish timelines for future discussion of barriers o Discuss Career interests and aptitudes and job market availability o Discuss personal, work-related and further education goals o Discuss certificate programs o Identify Career Pathways steps o Provide information on local job providers/one-stops o Provide info on post-secondary training o Decide on a Plan of Study Student Commitment Contracts For DHHR students: Individual Training/Employment Plans and Personal Attendance Contract o Set Program Goals Record goals on 400B form Revisit goals after interim assessment 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 7 Orientation and Intake: For Specific Students Handbook, Section 4 Notes/Resources Orientation Process Low Literacy o Read forms aloud. o Use volunteers Orientation for Students with Disabilities o Don’t turn students away o Arrange for accommodations o Protect confidentiality Orientation for HSE Candidates o See Section 12 Orientation for Young Adults: (S-4) o Special Forms: WV TASC Form Student Commitment Contract B (use same form for all students if using this for youth) Parent or Guardian to Sign Paperwork for Attendance Director to Maintain Driver’s License Orientation for Institutional Education: o Special Forms: Application for Education Adult Education Transcript Card Job Contract Transfer of Students Between Facilities Orientation for Transition to Post-Secondary: o Special Intake Procedures/Enrollment forms for program housed on college campus Orientation for HTGR Instructors: (S-16) o Special HTGR Intake Procedures o WIA referral form o Absence Sheet Orientation for SPOKES: (S-16) o Special SPOKES Intake Procedures o Referral for Training/Services 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 8 Managing Program Information Handbook, Section 4. Also, Section 16 for SPOKES Notes/Resources File Management o Program Files Checklist Permanent Program-Intake/Progress file for each student Strictly Confidential files for specific students Student Working file/folder Confidentiality o Personnel Confidentiality Agreement Print and sign an original for local coordinator Sign electronic copy of Advance Study o General Release of Information for all students If not signed, cannot data match, but can count academic achievements o Release of Strictly Confidential Information to Local Staff or Volunteers o Release of Information to External Agencies or Individuals o Special Release form for students from DHHR o Print forms on local program letterhead Requesting Confidential Information Referrals to Your Program o Keep track of referrals to your program o Referrals to SPOKES WVDHHR Referral for Training SPOKES Referral Form (non-WV Works) o Release forms for students referred by other agencies (e.g., DHHR, WIA, Day Report/Work Release) Refer students to other agencies that need community services o Authorization for Release of Information to External Agencies and Individuals 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 9 Standards-Based Instruction in the WVAdultEd Classroom Handbook, Section 8. Also Sections 6, 14 for ESL, 16 for SPOKES Notes/Resources Using Standards to Plan Instruction (S-8) o Measures of Success o Common Core Standards o NxG CSOs o College and Career Readiness Standards for Adult Education (Appendix) Selected from Common Core State Standards Aligned to WV Next Generation CSOs Organized to align with NRS levels o Using Content Standards in WVAdultEd Classes Using FFLs to Plan Instruction (S-8 & 6) o NRS Levels Six ABE levels and six ESL levels FFLS assigned for academic students FFLs measure program success o Using WVABE Skills Checklists to Track Student Progress through FFLs: ABE: Reading; Writing/Composition; Math ESL: Reading/Writing; Oral Communication Descriptors/Assessment Benchmarks (located at WVABE File Cabinet http://wvde.state.wv.us/abe/filecabinet/index.html#skillschecklists) Methods of Instruction (S-8) o Not only individualized instruction; should be balanced mix of methods o Methods include: Large Group, Small Group, Cooperative Learning, Project-based, Computerassisted, one-on-one, individualized, etc. Universal Design (S-8) o Offer choice; multiple means of representation, expression, and engagement 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 10 Standards-Based Instruction in the WVAdultEd Classroom Handbook, Section 8. Notes/Resources Selection of Instructional Materials (S-8) o Print Materials (trainer favorites) Recommended ESL Texts (S-14, p.14-17) o Online Resources for Classroom and Distance Ed: Plato TASC Academy WIN USA Learns Rosetta Stone o Online Resources for Classroom Use: College Foundation of WV: www.CFWV.com GCF Learn Free: www.GCFLearnFree.com LearningExpress Library: www.wvinfodepot.org My Strategic Compass: http://westvirginia.strategiccompass.com/ o SPOKES Software: Through the Customer’s Eyes; IC3, MOS, QuickBooks, GMetrix o WVABE LiveBinder: https://www.livebinders.com/play/play?id=411993 Computer Literacy ESL Resources TASC o Resources in Special Formats Large Print, audio-cassette, Braille, ESL, and Spanish educational materials, and assessments available from RESA 3 Lesson Planning (S-8) o Follow Comprehensive Lesson Plan sequence: Warm-up/Review/Connections Introduction to Content/Explanation Presentation/Modeling Learning Process Scaffolded/Guided Concrete Practice Communicative/Collaborative Practice with Grouping Strategies Independent Practice/Application Assessment Wrap-up/Concluding Activity o o o o Use Comprehensive Lesson Plan Template (p.38) Use Rubric for Lesson Plan (p.40) Explicit Instruction Model (I Do/You Do/We Do) Find Lesson Plans at LiveBinder 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 11 Preparing For The First Class Explanation by Peer Trainer Notes/Resources First Class Scenario SPOKES Only: Section 16 Notes/Resources HTGR Curriculum or SPOKES Curriculum o Modules SPOKES Old Paper Copy SPOKES New Curriculum in Dropbox HTGR Paper Copy o Tracking Progress Old Modules: Pre- & Post-Test Record New Modules: Life Skills for the Workplace Modules Student Record Sheet Technology Skills Checklist Employment Portfolio Checklist Through the Customers’ Eyes Record Sheet Participant Progress Report Participant Lesson Verification o Certification and/or WorkKeys Levels o Certificates Students Can Earn Ready to Work certificates: Ready to Work, Achievement, Participation, and/or Completion Customer Service Part 1 and Part 2 Internet and Computing Core Certification (IC3) Microsoft Office Specialist (MOS) QuickBooks National Career Readiness Certificates: Platinum, Gold, Silver, Bronze Institutional Education ONLY: Section 15 Notes/Resources Program Philosophy Teaching Difficult Adults Occupational Hazards Prison Do’s and Don’ts Policies and Procedures: o Student Attendance Policy o Staff-Student relations 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 12 ESL Only: Section 14 Notes/Resources ESL Curricula Adult Second Language Acquisition Factors that May Affect Second Language Acquisition Culture Shock Transition to Post-Secondary ONLY: Notes/Resources Community College Environment Maintaining an Adult Education environment on the campus Chain of command at community college site Memorandum of Understanding (MOU) o Specifics of collaboration/grant specifications o Resources provided by each agency o Teaching expectations/Instructor evaluations o Responsibilities in dual role: ABE teacher and adjunct developmental education instructor o Confidentiality/sharing of student information o Reporting responsibilities to the college such as tracking of students, follow-up, etc. Developmental Courses: titles, syllabi, course guides, cut-off scores Creating Class Syllabus from the Developmental Ed Course Guides Helping Students Prepare for College Entrance and/or Placement Tests o Entrance Tests: ASVAB, ACT, SAT o Placement Tests: ASSET, COMPASS, AccuPlacer Helping Students Register o Academic programs offered through the college o Academic advising process/advisor o Assignments/advisor roles and responsibilities o Matriculation, Registration, Orientation, Course Scheduling, and Financial Aid processes 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 13 This page intentionally left blank. 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 14 WVAdultEd PRE-SERVICE TRAINEE COPY PART II: REPORTING AND ACCOUNTABILITY COMPONENT Review Eligibility for WVABE Program Enrollment Handbook, Section 4. Also, Section 14 for ESL, 16 for SPOKES Review Eligibility (S-4 & 8) o General Eligibility o Post-Secondary or Job-Training o F-1 student visas o Students with Disabilities o Students age 16 o Students ages 17-18 o Enrolled to maintain driver’s license o Youth Preparing for HSE exam Court-ordered Notes/Resources SPOKES/HTGR Eligibility (S-16) o WV WORKS Customers o WIA Customers o Eligibility for SPOKES and HTGR Programs o Role of DHHR Personnel o Role of WorkForce WV Personnel Review of Assessment to Instruction Process Handbook, Section 9. Also Section 6, 14 for ESL, 16 for SPOKES Notes/Resources Assessment to Instruction Process (S-8) Review quickly what was covered in PreService Part 1: o Global screening (review orientation and intake process) o Educational Assessment o Program Placement and FFL o Career Exploration o Plan of Study o Curriculum and instruction Cover more thoroughly: o Monitor progress (re-assess and revisit goals) o Verify gains (importance of post-test data) o Record achievements (mark 400B) 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 15 Monitoring Progress, Verifying Gains, and Recording Achievements in the Classroom Handbook, Sections 6. Also, Section 16 for SPOKES Notes/Resources Review General Assessment Protocol (S-6) o Who needs to be assessed (exceptions) o Approved standardized assessments o How to determine skill areas to assess Based on student goals SPOKES requirements o Use Parallel Forms: Pre-test (within first 12 hours; not all same day) Interim test (follow publisher guidelines; before 100 hours) Exit test (before student exits program/end of class) o Recording Requirements What to record in AEMIS/when What to keep in permanent paper files o Publisher Guidelines for post-test timeframes and waivers to guidelines Assessment Record/Waiver AEMIS Log-in and Data Entry AEMIS User Guide, Sections 1 and 2. Notes/Resources Log-in to AEMIS and Edit Profile o Update password o Update User Profile by adding SSN or WVEIS Employee ID AEMIS Management o Local procedures o Identify who will enter data in AEMIS Data Entry (for those who do not have Data Mgr.) o Create Class/Schedule Instructor o Log Attendance/Contact Hours o Enroll Student in Class 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 16 Reporting AEMIS User Guide, Sections 2 and 3. Handbook, Section 4. Also, 16 for SPOKES Notes/Resources Reports/AEMIS (Guide and S-4) o New Class Information Form o Student Profile/400A Form Instructor must complete and file paper copy Vital to get accurate SSN and signed Release of Information (affects data-matching) Vital to get accurate employment status information in AEMIS (affects student’s cohort) May use ESL Registration/Background Interview to collect data from students then transfer to 400 Form o Student Profile/400B Mark Goals for Attending Vital to get pre/post-tests recorded Complete Student Achievements o Trainer shows samples for Specialized Programs (ABE/HSE, ESL, IE, HTGR, SPOKES, Transition): Attention to: Program Type Student Type Referral Source Goals o Monthly Attendance/300 Form Logging attendance Instructor responsible for data quality; check monthly report online o Class Summary/300A Form Automatically generated by AEMIS Instructor responsible for data quality; check monthly report online o AEMIS NRS Tables 4, 5, and 13 WVAdultEd General Release of Information Form o Read aloud and get signed Without signed release, SSN cannot be used for data-matching on achievements 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 17 For Institutional Education Instructors: Additional Reports o Inmate payroll o Disciplinary and Incident reports o Suspension from school o Segregated housing For SPOKES Instructors, CDCs and/or HTGR: Additional Reports o Supplemental Monthly Report For Transition to Post-Secondary Instructors: Additional Reports o Reports required by college o Campus data collection procedures o Computer systems: BANNER, NOVELL, IMAGE 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 18 Performance Standards and Program Accountability Handbook Section 11. Also, Sections 4, 5, 14 for ESL, 16 for SPOKES Notes/Resources Program Performance (S-11) o Instructor Role Data entered in AEMIS Data-matching with other agencies Data-matching plus sample survey Tips for NRS Core Outcome Measures (S-9) o Learning Gains outcomes (Indicator #1) with achievements that involve completing FFL, moving to next FFL: Program automatically held accountable for ALL students with more than 12 hours Academic achievements do not involve datamatch; results available even with no SSN or no signed release form o Employment outcomes (Indicator #2) that involve obtaining or retaining an unsubsidized job: Based on data match for students in the particular cohort Cannot data-match achievements for students with no SSN or no signed release of information o Employment outcomes (Indicator #2) that include Post-secondary education/training achievements: Based on state data match, local data match, and sample survey Cannot state data-match with out-of-state or private schools. AEMIS will complete a random sample survey Programs should do own follow-up, document in the student folder using Postsecondary Cohort Verification Form, and mark the achievements in AEMIS under “Further Ed/Training” o Education outcomes (Indicator #3) that include HS equivalency achievements: Based on data match for students in the particular cohort Cannot data match achievements for students with no SSN or no signed release of information Cannot data match for assessments taken out of state 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 19 For ESL Students: (S-14) Careful to use SSN, not TIN Do not use made-up SSN Still accountable for education gains (FFL completion) for students with no SSN Guidelines for Enrollment/Attendance (S-11) o Contact hours o Enrollment formula o Weighted Contact Hours for Students with Documented Disabilities o For SPOKES Instructors: Special sign-in sheets Activities that do not count for attendance Enrollment/Attendance depends on referral from DHHR Classes that Fall Below Minimum (S-11) o After 3 months, class may close o SPOKES classes only close by DHHR request Monitoring Instruments (S-11) Student Retention and Follow-up Handbook, Section 10. Notes/Resources Retention/Persistence o Characteristics that Affect Persistence o Why Students Stop Coming o Programmatic Issues o Atmosphere For Learning o Retention Strategies Follow-up o Program Non-completers o Program Completers—get them to post-test o Those Just Beginning o For Institutional Ed: Information and assistance in accessing WVABE programs for students who will be released o For SPOKES: Contact with DHHR or WIA Case Manager for follow-up on non-completers Participation in DHHR orientation process CDC contacts with business and industry 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 20 Professional Development Handbook, Section 2. Notes/Resources Renewal of Certification o Must have college credit and WVABE-PD credit o 3 of 6 college credits must be technology for teaching certificate In-Service Core/Elective Requirements o Differentiate between pre-service and in-service o Different Schoology course code for In-service o Suggest CORE sessions to be taken before June 30 of this program year o Visit online calendar to view upcoming sessions o Identify suggestions for alternative elective credit (class visit, e-Learning) Identify specific requirements or special conferences for specialty o For ABE/HSE Instructors: WVAEA Fall Conference, COABE, Statewide Technology Conference, TASC webinars o For Transition to Post-Secondary Instructors: Community College Association, WV Association of Developmental Educators o For ESL Instructors: WVTESOL Spring Conference; TESOL International, CASAS Summer Institute o For Institutional Education Instructors: OIEP Fall Conference o For SPOKES and HTGR Instructors and CDCs: WVAEA Fall Conference, Ruby Payne Training, IC3/MOS certification, etc. 2015-2016 WVAdultEd Pre-Service Checklist for Instructors 21