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
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2015-2016 WVAdultEd Pre-Service Checklist for Instructors
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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
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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
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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
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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)
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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
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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
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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
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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
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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
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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
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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
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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)
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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
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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
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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
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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
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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
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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.
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