New Teachers to Adult Education
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New Teachers to Adult Education 2015 - 2016 New Teachers to Adult Education Training The ten hour training consists of: Completion of the components on Quia (7 hours) View the New Teacher Training 15 -16 Complete the quiz on Quia and score at least 80% View the training for your specific program area (ABE/GED NTT or ESOL NTT) Create a lesson plan using the template on Quia Completion of the Mentoring Session (3 hours) Schedule a Mentoring Session with the director, department head or resource teacher at your school Download and complete the Verification of Mentoring Session form on Quia Send a screen shot of your score, a copy of your lesson plan and Verification of Mentoring Session form to CTACE: via email christy.bradford@browadschools.com or fax: 754.321.8448 (include cover sheet) 2 Agenda Topic Slide Number Career, Technical, Adult and Community Education Support Team 3 Adult General Education Overview 4-5 Workforce Innovation and Opportunity Act 6 - 10 Assessment, Placement and Documentation of Progress 11 - 14 Workforce Education Funding Formula 15 - 19 Registration 20 - 21 Attendance, Documentation of Progress 22 - 27 Auditable Documents 28 - 29 Gradebook Contacts 30 Retention Strategies 31 - 32 Adult Education Career Pathways 33 - 40 Rights & Responsibilities for Learners with Disabilities 41 - 43 Accommodations for Learners with Disabilities 44 - 50 Adults with Disabilities Program 51 - 52 Adult Reading Program 53 Certification, Recertification and Inservice 54 - 72 Completing the Post Test 73 3 Career,Technical, Adult, and Community Education (CTACE) Partners for Success – Support Team Name Title Location Telephone Christy Bradford Curriculum Supervisor CTACE 754.321.8416 Jane Hughes Curriculum Facilitator – CTACE Adult Career Pathways 754.321.8455 Richard McElhaney Curriculum FacilitatorABE/GED® Community Schools South 754.321.7600 Randy Mogen Curriculum FacilitatorABE/GED® Community 754.321.7600 Schools North Anita Jorgensen Curriculum FacilitatorESOL Community 754.321.7600 Schools North Veronica Pitt Curriculum FacilitatorESOL Community Schools South Yolanda McNeill Guidance DirectorAHS/Co-enrolled Community 754.32.7600 Schools North and South 754.321.7600 4 Adult General Education Program Overview Adult General Education (AGE) involves non-credit courses designed to develop literacy skills necessary for successful employment and citizenship. Progress through levels may be measured by approved standardized tests or by documentation of proficiency in each standard [Literacy Completion Points (LCPs) and/or Progress Reports]. It is the teacher's responsibility to document student progression of LCPs. The teacher of record must inform the student of his/her progression. Though a student need not master 100% of the benchmarks to demonstrate proficiency in a standard, a student must demonstrate proficiency in 100% of the standards to earn a literacy completion point (LCP). Overview 5 Adult Education Programs ◦ AAAE - Applied Academics for Adult Education– remediation of basic skills for students enrolled in technical programs ◦ ABE - Adult Basic Education ◦ ESOL - English for Speakers of Other Languages ◦ GED® /HSE – General Education Diploma/High School Equivalency ◦ AHS–Adult High School ◦ Citizenship ◦ Co-enrolled Adult Education Programs 6 Target Population According to Adult Education and Family Literacy Act of 1998 (AEFLA), Section 231 (d), qualifying adults must: Have attained the age of 16, Not be enrolled or required to be enrolled in a secondary school, Lack basic education skills that enable the individual to function effectively in society, or Lack a secondary education; or be unable to speak, read or write the English language. Overview 7 The Workforce Innovation and Opportunity Act (WIOA) Signed into law on July 22, 2014. WIOA is designed: to help job seekers access employment, education, training, and support services to succeed in the labor market. to match employers with the skilled workers they need to compete in the global economy. to provide opportunity for reforms to ensure the American Job Center system is job-driven— responding to the needs of employers and preparing workers for jobs that are available now and in the future. 8 WIOA It is the first legislative reform in 15 years of the public workforce system. WIOA supersedes the Workforce Investment Act of 1998 and amends the Adult Education and Family Literacy Act, the Wagner-Peyser Act, and the Rehabilitation Act of 1973. The Act takes effect on July 1, 2015. The U.S. Department of Labor (DOL) will issue further guidance on the timeframes for implementation of proposed regulations reflecting the changes in WIOA soon after enactment. 9 Curriculum Frameworks All Adult General Education (AGE) programs follow standardized curriculum frameworks which can be found at: http://www.fldoe.org/workforce/dwdframe/ad_frame.asp Adult Education Programs 10 Recruitment Tools Internet Social Networking Sites Facebook Twitter blogs Phone calls Television Radio Billboards Flyers Brochures Post cards Current Students http://www.browardcommunityschools.com/ http://www.browardtechcenters.com/ Overview 11 Assessment, Placement and Documentation of Progress State Board rule requires that all students enrolled in a course, whose learning gains are to be reported to the NRS and whose Literacy Completion Points (LCPs) are to be reported to the state, must be tested using the state-approved assessments. These students must be pre-tested to determine placement at an initial functioning level (IFL) and ABE and ESOL are post-tested to move to a higher educational functioning level (EFL). An LCP is a level through which students progress and is measured by approved standardized tests (TABE/CASAS). Assessment, Placement and Documentation of Progress 12 Assessment, Placement and Documentation of Progress Standardized tests used for assessment, placement and progress: ABE – TABE (Test of Adult Basic Education) ◦ Used for pre and post-testing GED®/HSE, AHS – TABE (Test of Adult Basic Education) ◦ Used for placement ESOL – CASAS (Comprehensive Adult Student Assessment Systems) ◦ Used for pre and post-testing Assessment, Placement and Documentation of Progress 13 Assessment, Placement and Documentation of Progress 14 Assessment The Florida Department of Education (FLDOE) requires that each person who administers a state approved assessment instrument be trained on the administration of the instrument. Broward testing personnel are required to receive training provided state certified trainers: ◦ Richard McElhaney - TABE ◦ Cristina Urena - CASAS Administrative approval is required for attendance at the training. Assessment, Placement and Documentation of Progress 15 How does the Broward Workforce Education Funding Formula Work? Dollars to be allocated to the District are determined by the Florida Legislature using a combination of enrollment and performance data. The district will be funded for the total number of instructional hours in attendance from the date of a student’s enrollment to the end of the term or the student’s last day of attendance in a course. Students may register/enroll up to the last day of the term. Specific codes indicate a student’s status which impacts how much funding the district receives. Workforce Education Funding Formula 16 How is the Data Collected? Student data, as reflected on the Workforce Education Registration Application form (WERA), is collected at the time of initial registration; once per year. Student Performance Data is collected through Literacy Completion Points (LCPs) and is entered in the student data management system, FOCUS. Workforce Education Funding Formula 17 How is the Data Reported? Data is collected at the end of each survey period. These times are: ◦ Survey F (Fall) ◦ Survey W (Winter) ◦ Survey S (Summer) Student data is entered in the student information system, FOCUS, by your Registrar and/or Information Management Specialist (IMS). The Student Performance Data is transmitted to the Florida Department of Education three (3) times each year. Workforce Education Funding Formula 18 How Do Districts Earn Money? Districts earn money by either sustaining or exceeding performances by: ◦ Counseling and grouping targeted students, ◦ Retaining students through completion of programs, and/or ◦ Assuring high levels of placements into workplace or postsecondary. Workforce Education Funding Formula 19 How Do Districts Lose Money? Districts lose money by: ◦ Not sustaining performances, ◦ Not reporting accurately or thoroughly How does this affect me? You are required to collect and report accurate pre and post test scores, Scale Scores (SS) and Grade Equivalency (GE) scores to award and validate LCPs. ◦ Enrollments generate the revenue that keeps schools and classes functioning. ◦ Successful students maintain successful programs. ◦ All of these components keep us employed. Workforce Education Funding Formula 20 Registration All students must complete the following forms in FOCUS: ◦ Workforce Education Registration Application, (WERA) - hardcopy once per year ◦ Explanation of Learner Rights and Responsibilities ◦ Student Code of Conduct Form, and ◦ Computer Usage Agreement Form. Note: A formal orientation is available at some schools and the Student Planner is used as an orientation tool at other locations. Registration 21 Registration Forms ◦ Registration applications are now accepted online for new students at browardfocus.com/apply. ◦ Both sides of the application must be completed if using paper registration application. ◦ Signature on the line “Counselor or Designee,” verifies completion of student information, if the student needs assistance. ◦ The application is submitted to IMS/Registrar to be processed and the student receives a printed Student Schedule upon payment. ◦ All original hard copies are placed in an auditable folder and/or scanned into OptiView. Registration 22 Adult General Education Attendance Policy Students must sign in on a daily attendance sheet for each class session. No exceptions. Attendance must reflect seat time which is the actual time spent in class. All students earn an “E” code on the first day they enter class. Students attendance will automatically appear as “P” for present the entire class time if actual seat time is not entered. Attendance 23 Adult General Education Attendance Policy A new student will appear immediately after being registered in FOCUS. Mark the student with “NS” in FOCUS until the student is physically present in your class. After five consecutive “NS” codes, the student will then be deleted from that section by the IMS/Registrar. The student can be added back into that section when they do show up for class. A student must have an “E” code before they can be marked absent. If a student is absent enter an “A” code in FOCUS. The student will be automatically withdrawn from FOCUS on the 7th consecutive day an absence is entered. Attendance 24 Adult General Education Attendance Policy A Change of Enrollment must be processed within a 24 – 48 hour period. This includes a student who is a NS or a student who voluntarily withdraws from class. A student will be limited to one re-entry per enrollment period. A student that transfers to another class will have their change of enrollment submitted on the day of transfer, prior to the student entering the class. Attendance 25 Adult General Education Attendance Policy The Last Day of Attendance (LDA) date is the last date the student was physically in class. The Last Day of Attendance will be used in the database to calculate funding hours. Attendance 26 Withdrawing Students A student must be withdrawn after being absent for 6 consecutive days. Mark the student absent on the 7th day and the student will be automatically withdrawn in FOCUS. When withdrawing students for reasons other than the attendance policy, follow the general rule of withdrawal: ◦ If a student is in class today and withdraws or completes the course today, show the student present today, and enter the withdrawal/completion code today. Last day of attendance and withdrawal date should be the same. Withdrawn students may re-register in the same class, if space is available. A change of enrollment must be submitted to data processing indicating the date of re-entry into the class and the re-entry code (RE) must appear on the roster. If the withdrawal and re-entry date are the same date then enter (RE) in FOCUS and no COE is required. 27 Documentation of Student Progress Students make progress by attaining a Literacy Completion Point (LCP) based on post testing scores using the Test of Adult Basic Education (TABE) or Comprehensive Adult Student Assessment System (CASAS) assessments. LCPs must be entered into FOCUS upon achievement. LCPs must be entered daily. Assessment data must be entered into FOCUS with or without attainment of progress. Student Documentation 28 Auditable Documents Subject to Review A student file is maintained depending on the school’s administrative procedures. This file is an auditable file subject to review by the Florida Department of Education (FLDOE). Workforce Education Registration Application (updated annually or if student enrolls in a different program) Workforce Education Student Schedule/Receipt (for each course/section registered) Financial Aid Information Student Handbook Acknowledgement Conduct and Discipline Code (annual) Computer Network & Usage Responsibility Agreement (annual) Student Documentation 29 Auditable Documents Official Withdrawal or Notarized letter for underage students (when applicable) Emergency Contact Card (signed annually) Teacher Referrals and/or Counselor/Administrative letters Change of Enrollment Form Authorized Leave Application (when applicable) Attendance Contract (when applicable) 504 documentation Student Documentation 30 FOCUS Contact Information School Contact Person Hallandale Adult Community Center Linda Tracton Whiddon-Rogers Education Center Gail Taylor Atlantic Technical College Peter Brown McFatter Technical College Lisa Salomon Sheridan Technical College Jennifer Messina Community School North Annette Jackson Community School South Cathy Covaleski 31 Retention Strategies Activities to Incorporate Develop Good Rapport Keep documented record of student progress. Celebrations. Monthly newsletter of program events. Success stories. Informal and formal recognition events. Mentor or buddy system Utilize alumni. Help students set realistic goals. Follow up on repeated absentees. Communicate with your students. Provide a supportive and productive environment. Retention 32 Retention Strategies Maintain a good rapport with each student in your class. Program Related Activities Vary your delivery system. Provide relevant instruction. View learning as an on-going process. Goal Setting Help students identify their goals. Provide strategies to attain goals. Provide materials for self-study. Provide the impetus to return. Begin and end class on time. Provide opportunity for students to practice learned skills. Retention 33 Adult Education Career Pathways 34 Federal Government’s focus on educating and transitioning adults into postsecondary education and careers. This aligned with the release of the revised and more rigorous 2014 GED® test. Career pathway systems are road maps that put students on the fast track to higher learning and higher earning. Began implementation in 2010 Adult Education Career Pathways Broward County Public Schools’ Adult Career Pathways (ACP) system is designed to provide a defined career pathway option in adult education in order to increase the number of students who enter post-secondary education and earn a degree, certificate, and/or industry credential. A framework for better connecting… K-12 Education Postsecondary Education Economic Development Programs, and Supportive Services Adult Education Career Pathways 35 Adult Career Pathways Broward County ACP partners: Broward Technical Colleges – Atlantic, McFatter, Sheridan Broward Community Schools Broward College Broward County Library Division of Vocational Rehabilitation CareerSource Broward 2-1-1 Broward Service Delivery Sites Adult Centers Community Schools Technical Colleges 36 Requirements of Broward’s Five Year Strategic Plan Adult education program providers in Florida were required to submit a Five Year Strategic Plan to implement Adult Career Pathways, including the following components: 1. 2. 3. 4. 5. 6. 7. 8. Program Design Marketing Professional Development Curriculum & Instruction Student Support Services Assessment Partnerships Accountability 37 Broward’s Five Year Strategic Plan 38 Components of Adult Career Pathways Adult Education Student Orientation. Career Exploration and goal setting based on high demand/high wage occupations with Kuder and career pathways in the regional industries most critical to Broward County’s economy. Contextualized curriculum focusing on Broward County’s in demand career clusters: Business Management and Administration, Health Science, Hospitality & Tourism, Information Technology, Manufacturing, Transportation Distributions & Logistics. 39 Example of an Adult Education Career Pathway Earn RNP Earn RN Earn CNA Certificate Enroll in CTE program CNA Earn RN (BS, AS, AAS, AA, CTE Certification) Earn LPN EXIT Earn RNP Earn Postsecondary Degree Earn LPN Earn Standard High School Diploma Earn GED® Diploma Enroll in GED® Prep course Earn CNA Certificate Enroll in an Adult Secondary High School EXIT Enroll in CTE program CNA Applied Academics (VPI) Applied Academics (VPI) Adult Basic Education 8.9 Level Pre-GED 6.0 – 8.9 6.0 – 8.9 4.0 – 5.9 2.0 – 3.9 0.0 – 1.9 Math Reading Language ESOL 6 NRS Levels CAREER PLANNING COURSE (Student Career Plan) 40 For additional information about Adult Career Pathways Contact Christy Bradford at 754.321.8416 Adult Education Career Pathways 41 Rights of Learners with Disabilities Civil Rights Protected by Federal Laws Individuals with disabilities have legal protections that include the right to accommodations in instruction and testing. An accommodation helps a person with a disability get a fair chance to succeed and does not provide an unfair advantage. Broward County Public Schools is committed to meeting the requirements of both the Americans with Disabilities Act Amendments Act (ADAAA) and Section 504 of the Rehabilitation Act, two pieces of federal legislation that protect the rights of people with disabilities in employment and education. Rights and Responsibilities for Learners with Disabilities 42 Learner Rights & Responsibilities Who is a Qualified Individual with a Disability in Postsecondary Adult Education Programs? – One who meets the academic standards, with or without accommodations, requisite to admission or participation in an educational program, activity, or service – An individual with a disability is any person who has a physical or mental impairment that limits one or more *major life activity, has a record of such impairment or **is regarded as having such impairment • Major life activities refer to such things as caring for oneself, performing manual tasks, walking, seeing, learning, speaking, breathing, learning and working, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating. *An impairment that is episodic or in remission is a disability if it limits a major life activity. • **With regard to ADAAA, the amended law makes it easier to establish coverage under the “regarded as” as part of the definition of “disability.” Rights and Responsibilities for Learners with Disabilities 43 Rights and Responsibilities of Learners with Disabilities Learner Rights: Nondiscrimination Use of barrier-free facilities Meet with appropriate staff to discuss their needs Learner Responsibilities: Self-identify as having a disability if they need accommodations Request services Provide documentation of disability from authorized professionals, such as certifying physicians, school records, psychologists, or rehabilitation/case management counselors (e.g., Division of Vocational Rehabilitation), Social Security Administration, or other service agencies Rights and Responsibilities for Learners with Disabilities 44 Accommodations for Learners with Disabilities in Adult Education In postsecondary education, a student with a disability needing classroom and/or testing accommodations must: – – – Self-identify on FOCUS online registration which initiates an Alert to 504 liaisons to contact the student Provide supporting documentation of his/her disability from a qualified professional, community agency, or educational records. The documentation must clearly state the nature of the disability, its impact on his/her ability to participate in classes and exams in a standardized manner, and describe the accommodations needed. “What is appropriate for one person may not be for another.” Accommodations for Learners with Disabilities 45 Accommodations for Learners with Disabilities in Adult Education – Documentation that is within five years will be considered current (for local accommodations only). – Most accommodations are free or cost relatively little and should not have a financial impact on the student, if it is reasonable. The school may substitute a less costly accommodation for a more expensive one, as long as it meets the same intended need. 46 Accommodations for Learners with Disabilities in Adult Education Accommodations may include, but are not limited to: • Extended Time for Testing (1 1/2x, double, untimed time). • Private or separate area for testing. • Breaks during tests. • Sign Language Interpreter. • Scribe to record answers. • Large print. • Audiotape with tone-indexed tape recorder. • Access to building or classrooms. • Magnifiers or CCTV. • Large key pad or talking calculator. • Assistive Technology (based on individual’s need). NOTE: Accommodations needed in the classroom are most often also needed for assessment Accommodations for Learners with Disabilities 47 Intake/Referral Quick Guide to the 5-Step Intake Process Step 1: Orientation or Initial Point of Entry -Provide Explanation of Learner Rights Step 2: Documented Intake – within 5 days of entry -Arrange a meeting and request documentation Step 3: Advisement/Counseling Interview – within 10 days of intake -Obtain information about the learner and identify strategies Step 4: Accommodations – within 30-45 days -Develop a 504 Plan with approved testing/classroom accommodations/strategies -Obtain or arrange for needed accommodations Step 5: Testing/Program Placement with approved accommodations -Prepare for testing accommodations and schedule testing -Follow-up Progress Accommodations for Learners with Disabilities 48 Adults with Learning Disabilities Adults with learning disabilities, are likely to experience lifelong difficulties that significantly affect their academic achievement and employment. In the course of instruction, you are very likely to encounter adults who have been diagnosed, or who are in need of an evaluation for learning disabilities. ◦ About three million adults attend a variety of federally funded adult education and training programs ◦ An estimated 60% of adults with severe literacy problems have undetected or untreated learning disabilities ( National Adult Literacy and Learning Disabilities Center) ◦ Contact your school’s 504 designee if you suspect a student should be screened for Learning Difficulties. Accommodations for Learners with Disabilities 49 Characteristics of a Learning Disability This is not a comprehensive list but highlights some difficulties: • Has a short attention span, is impulsive or easily distracted • Has difficulty with memory • Has persistent problems with sentence structure, writing mechanics, and organizing written work • Gets lost easily, driving or in large buildings • Has average to above average intelligence • Has difficulty with math, math language and math problems • Misinterprets the subtleties in language • Has difficulty completing job applications • Hears sounds, words, or sentences incorrectly • Has difficulty reading the newspaper, small print or columns Source: The American Council on Education and the National Adult Literacy and Learning Disabilities Center Accommodations for Learners with Disabilities 50 For additional information about accommodations or disability related concerns, please contact: Your school 504 designee or your administrator A list of 504 liaisons and ESE Specialists can be found on Quia Accommodations for Learners with Disabilities 51 Broward County’s Adults with Disabilities Program Target Population - Individuals who are not expected to become competitively employed or suited for workforce development education programs (ABE/GED®, ESOL) – Includes those with severe intellectual disabilities, autism spectrum disorder, cerebral palsy, mental health and sensory disabilities, and severe learning disabilities – Curriculum Priorities: Provides educational, social, recreational, daily living and pre-employability activities to adults with disabilities (18+) and senior adults with disabilities (55+) who have substantially limited skills Adults with Disabilities Program 52 Criteria and Enrollment in an AwD Program Enrollment – Any time during the school term, on a space available basis, by contacting one of the area Adult Program Specialists at either Seagull or Whispering Pines OffCampus. Eligibility for entry into the AwD program at Whispering Pines and Seagull. – Must be a person with a documented disability who is not on the APD Medicaid Waiver program, but may be considered if on a long wait-list for services. – Acceptable documentation includes: • • • • Doctor’s verification of disabling condition. Psychological Report. Educational Records. Vocational or Support Plan. Adults with Disabilities Program 53 Reading’s Magic - Adult Reading Program Struggling readers can become easily intimated by multi-level classrooms. • Program engages learners in their lessons, builds confidence using teacher-directed lessons, choral reading, and timed oral reading to increase decoding, vocabulary and comprehension skills. • • • Targeted reading levels are 0-4.0. Must speak and understand English. Adult Reading Program 54 Certification, Recertification and Inservice Broward County School Board Policy 4107.2 requires that all Adult General Education instructors must document ten (10) inservice points directly related to Adult Education to be eligible to teach in Adult Education. All teachers new to Adult General Education must successfully complete a mandatory ten-hour training program within the first 90 days of employment. All Broward County Adult Education teaching certificates must be renewed every five years. To renew a Broward Certificate, the educator shall complete 3 semester hours of approved college credit or sixty hours of inservice credit related to the area of certification as outlined in Board Policy 4107.2. Certification, Recertification and Inservice55 Certification, Recertification and Inservice Florida Legislative Bill CS/HB 751 mandates that effective staff development activities result in improved job performance and/or student achievement. Results Driven Staff Development has certain criteria: ◦ measurable objectives ◦ adult learning activities ◦ follow up and feedback ◦ impact evaluation The scenarios in which these activities can be delivered: ◦ Professional Learning Communities ◦ Continuing Education Certification, Recertification and Inservice56 Certification, Recertification and Inservice It is your professional responsibility to maintain your teaching certificate. Failure to keep your certificate current can result in loss of employment. Your inservice record and/or college transcript serves as proof of your completion of requirements. For forms and procedures, contact your inservice facilitator. Certification, Recertification and Inservice57 Certification, Recertification and Inservice Please note - ESOL Training Requirements per School Board Policy 4107.2 for temporary hourly instructional personnel: Complete 60 inservice points in ESOL or 3 semester hours college credit in ESOL. Complete training within three years from the date of hire. The course is CAT II ESOL STRATEGIES. Certification, Recertification and Inservice58 Certification, Recertification and Inservice • Effective July 1, 2014 all of the Structured Coaching/Mentoring ESOL Training Requirement courses will no longer be coordinated by the ESOL Department. The ESOL courses will now only be offered as Electronic/Interactive through BVU (Broward Virtual University). • For questions regarding the schedule of ESOL courses, please contact Talent Development by visiting their website at: http://www.broward.k12.fl.us/talentdevelopment/ or call the BVU Help Desk at 754-321-5053. • For questions regarding ESOL Training Requirements, visit the Certification Department’s website at: http://www.broward.k12.fl.us/certification/ e-mail at certificationrequests@browardschools.com or call 754-321-2348 • Download the VERIFICATION OF ESOL TRAINING FORM for TEMPORARY HOURLY ADULT ESOL TEACHERS and submit upon completion. http://www.broward.k12.fl.us/certification/Part-timeAdultESOL.html 59 Certification, Recertification and Inservice Renewal Requirements Department of Education Professional Certificate Broward County Public Schools Temporary Hourly Adult Certificate Six (6) college credits or 120 inservice points – every five years Three (3) college credits or 60 inservice points – every five years If you have questions regarding your Adult Education certificate, contact Certification at 754-321-2348 or at http://www.broward.k12.fl.us/certification Certification, Recertification and Inservice60 Accessing the Enterprise Resource Planning Department http://www.broward.k12.fl.us/erp/ Once you are on the ERP website, click on ESS/ERP LOGIN Certification, Recertification and Inservice61 Turn Off Pop Up Blockers Certification, Recertification and Inservice62 Turn Off Pop Up Blockers 63 Do you know your user login ID and password? User Login ID: PXXXXXXXX Entry format example: P00012345 P + 8 digits. Must be at least eight characters long Must contain at least one special character Example ! “ @ $ % & / () ? Password: mmddyyyy (first time users only) Entry format example: ja021956 mm = first 2 letters of birth month (ja) dd = 2-digit birth day (02) yyyy = 4-digit birth year (1956) password is lower case sensitive •Password has to be reset every 45 days •Cannot be identical to last five passwords •First three characters cannot be identical •Cannot start with “!” or “?” Certification, Recertification and Inservice64 ESS Password Rules Password complexity rules will apply as outlined below: Must be at least eight characters long Must contain at least one uppercase and one lowercase letter Must contain at least one special character Example: ! “ @ $ % &/()? 65 ESS Password Rules In addition, these password rules will apply: Cannot be identical to the last five passwords The first three characters cannot be identical Cannot start with “!” or “?” Has to be reset every 45 days For Support, please contact the ERP Support Center at 754 321-8120 66 Click on Employee Self-Service Certification, Recertification and Inservice67 Here is an overview of the options available.You may check on your benefits or view your salary statement. Certification, Recertification and Inservice68 Training Activities are on MyLearning Plan First time users, you may go on the SBBC website and follow the instructions to get to MyLearningPlan. Go onto the SBBC website Under About Us, click on Departments Scroll down to Talent Development Or go to: http://www.broward.k12.fl.us/talentdevelopment/ On the right side of the page, click on MyLearningPlan Support and follow the instructions. 69 MyLearningPlan Brainsharks After creating your account, click on the Icon next to the green arrow to access the Brainshark tutorials. 70 MyLearningPlan Brainsharks Click on the green arrow to learn how to complete Professional Learning Feedback (appraisals) . 71 Completing Evaluations 1. Go to My Portfolio 2. Click View in Progress 3. Click on the course title 4. Click Professional Learning Feedback 5. Complete the evaluation 6. Click Save Evaluations must be completed before the end date of the course or no points will be awarded and it will not be included on your inservice record. 72 Accessing Inservice Reports 1. Click on My Portfolio to view your entire inservice record. 2. Or select one of the options on the left to view your record in different formats. 73 Completing the Post Test Go to the section on the Quia page “My Quia activities and quizzes” Click on the link New Teacher Training – Adult Education 2015 -2016 Enter your name and the password, teacher Complete the test and take a screen shot of the score page to email to the CTACE facilitator 74
