WVAdultEd
Follow-up Study
Program Year 2015-2016
(Not Required For Temporary/Short-Term Personnel)
Trainee Name:
Date:
Daytime Phone:
Other Phone:
Email (*required):
*If you are a full time person but do not currently have a k12.wv.us email address, you must apply for
this type of email account before your peer training is completed.
Trainee Assignment:

Save this file to your computer or data storage device before you begin answering questions.
 Go to the top left and select “Save As”.
 A dialog box will open. Select the location where you want the file saved (either My Documents,
Desktop, or to a data storage device location). Be sure you change the location. Otherwise,
your file will be saved to a temporary location and will not be able to be retrieved.
 Also in the dialog box, make sure the file name Follow-up Questions is showing. Click on “Save.”
 Make note of the location to which you saved the file so you will know where it is located when you
are ready to work on it.
 Re-examine Sections 1, 4, 5, 6, 11 (and 16 for SPOKES) of the WVAdultEd Instructor
Handbook and look at Sections 1 and 2 of the AEMIS User’s Guide.

Upload your Follow-up Questions to the Schoology site.
 Login to www.schoology.com.
 Click on courses and choose “FY16 WVAdultEd Pre-Service”.
 Go to the Follow-up Study Assignment and click “Submit Assignment”.
 Click on the “File” icon.
 A dialog box will open. Select the location where your file is saved. Double-click on your selected
file and click “Submit.”

If you have problems, contact:
Pam Young, PD Pre-Service Coordinator
1-800-257-3723 ext. 212
Fax: 304-766-7915 E-mail: pbryan@k12.wv.us
Peer Trainer Assignment:


Check in Schoology and discuss the answers (in person, by phone, or online) with the trainee.


Send the Data Sheet/Checklist to the professional development office.
Indicate on the Pre-Service Data Sheet/Training Checklist that the trainee has satisfactorily completed
the Follow-up Questions.
Remind the trainee to submit the final corrected copy.
WV/AdultEd Follow-up Questions, 2015-2016
1
WVAdultEd Instructor Handbook, SECTION 1 APPENDIX
A. Look at the list of Adult Education Staff in the Section 1 Appendix. Identify the staff member(s) available to
you for technical assistance.
Role
Name
West Virginia Adult Education Professional Development
State TASC Administrator
Concerns related to technology or the Adult Education Management
Information System (AEMIS)
Concerns related to disabilities or special learning needs; and for materials
and assessments in special formats (Braille, Spanish, etc.)
Assistance with enrolling and monitoring Distance Education students
Concerns related to English Language Learners (ELLs) or about
Integrated English Language (IEL) or Civics Education (CE) programs
Concerns related to the SPOKES program
WVAdultEd Instructor Handbook, SECTION 4
B. In Section 4 of the Handbook, review the information regarding the Public Non-Discrimination
Notice.
1. What statement must be placed on program information and brochures?
2. Where can you find a sample of the type of notice that must be placed in your classroom and
on advertising brochures?
WVAdultEd Instructor Handbook, SECTION 5
C. Revisit the inventories and screening instruments found online and in Section 5 Appendix.
1. Since you are required to administer a learning styles inventory, which one do you plan to use?

Why have you chosen this specific instrument?
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2. Which instrument(s) will you use?

To screen for barriers?

To screen for special learning needs?

Why have you chosen the specific instrument(s)?

How will you follow-up on information you gather from these screening instruments?
LOCAL PROGRAM RESEARCH
D. Find out by looking in your classroom or asking another instructor or supervisor about the specific
assessment instruments used in your local program.
1. Which assessment instrument(s) are commonly used? (indicate all that are used)
TABE:
Which versions?
Survey
TABE Online
Complete Battery
Form 9/10
Access Code:
CASAS:
Which versions?
Life & Work
Citizenship
BEST:
Which versions?
BEST Plus
BEST Literacy
TRA:
Which versions?
Paper
Computer-based
2. Which of the following items that accompany the assessment instrument(s) does your class
site have? (Indicate all that are available.)
Examiner’s Manual and/or Norms Booklet
Administrator’s Manual and Results Booklet
Locator or Appraisal booklets and answer sheets (necessary for TABE/CASAS only)
Parallel forms of test booklets for pre-test, interim, and post-testing
Answer sheets
Scoring stencils/booklets/overlays or self-scoring answer sheets
Consumable Test Booklets
WV/AdultEd Follow-up Questions, 2015-2016
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
Which assessment items (if any) are missing?

If anything is missing, who will you contact?
3. Have you gotten access to relevant software programs?
TABE Online
WIN
PLATO
Rosetta Stone
Schoology In-Service Course for your region
Other
WVAdultEd Instructor Handbook, SECTION 6 and AEMIS USER’S GUIDE, SECTION 2
E. In Handbook Section 6, read the General Assessment Protocols. In the AEMIS User’s Guide
Section 2, read the Assessment section.
1. Are all students required to take standardized pre- and post-tests?

What are some possible exceptions?
2. What is the maximum number of contact hours a student may attend a regular Adult Education
class before a standardized pre-test must be administered? (See Section 6, General
Assessment Protocols)
3. In AEMIS, what will happen if you do not record an interim post-test score by the time the
student completes 100 contact hours?
WV/AdultEd Follow-up Questions, 2015-2016
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4. In AEMIS, what will happen at the end of the program/fiscal year if you have not recorded
either an interim or an exit post-test score? What will be the effect on your program’s
performance?
5. Does every WVAdultEd student who takes a standardized test have to take all the subject
tests (e.g., math, reading, etc.)? (See Section 6, General Assessment Protocols)

If not, then how do you decide which subject(s) to administer?

Among the tests/subjects you administer, how do you decide which test score(s) to record
on the ABE 400 Form and in AEMIS?

Where should you keep a record of all the assessments you administer (even those not
recorded in AEMIS) and copies of all answer sheets and test scores for all tests
administered? (Review Section 4, General Student Orientation and Intake Process)
6. For an interim or exit post-test, in which skill or subject area must the student be re-assessed?
(See Section 6, General Assessment Protocols)
7. When post-testing (interim or exit), how do you decide which test form to use?
WV/AdultEd Follow-up Questions, 2015-2016
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8. According to the Publisher’s Guidelines for the assessment instrument used by your class
(TABE, CASAS, BEST or BEST Plus), within what time frame should a student be reassessed? (See Section 6, Appendix)
Assessment Instrument(s)
Time Frame for Post-testing
9. What are the exceptions (if any) to the Publisher’s Guidelines? (See Section 6, Appendix)

When a student needs to exit the program before the recommended post-testing time
frame, and you believe the student has made progress, how do you document the need for
an exception?
10. In AEMIS, what will happen at the end of the program/fiscal year if you have recorded an
interim test score, but the student has withdrawn before an exit post-test has been
administered?
11. What will be the effect on your program performance if students withdraw before interim or exit
post-tests have been administered?
F. In Handbook Section 6, read Guidance on the Use of … (for your specific assessment(s): TABE,
CASAS, BEST Literacy, BEST Plus, and/or High School Readiness Assessments).
1. How much time should be allowed for students to take each part of the assessment(s) you will
use (if you will use more than one type of test, list time frames for each)?
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2. What accommodations are available for each assessment you will use (TABE, CASAS, TRA,
etc.) for students with documented disabilities? (Note: You may need to go online to find out).
WVAdultEd Instructor Handbook, SECTION 11 and AEMIS USER’S GUIDE, SECTION 3
G. In Handbook Section 11, read about Program Performance. In AEMIS User’s Guide Section 2,
read about Achievements.
1. Indicate which of these achievements are based on pre- and post-test information you enter in
AEMIS (and do NOT require a Social Security number in order to be counted for federal
outcomes).
Completed Entry FFL
Retained current job (Unsubsidized)
Moved to higher FFL
Enrolled in post-secondary education or job
training
Achieved GED®/HS Equivalency
Had public assistance reduced or eliminated
Obtained a job (Unsubsidized)
2. Indicate which of these achievements are determined primarily by data-matching with other
agencies’ databases.
Completed Entry FFL
Retained current job (Unsubsidized)
Moved to higher FFL
Enrolled in post-secondary education or job
training
Achieved GED®/HS Equivalency
Had public assistance reduced or eliminated
Obtained a job (Unsubsidized)

Can the achievements you have marked above (in #2) be data-matched and counted for
students who do not provide a Social Security number and/or a signed Release of
Information form?
WV/AdultEd Follow-up Questions, 2015-2016
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3. Can the achievement Enrolled in post-secondary education or job training be data-matched for
students who achieve their goal outside of West Virginia, online, or in private schools? (Review
Section 11, Program Performance and AEMIS User’s Guide Section 2, Achievements).

Why is it important to follow-up on students who enter post-secondary education to find out
in which institution they are enrolled?

When do you need to complete the Post-Secondary Cohort Verification Form?
H. In Handbook Section 11 Appendix, review the WV Adult Education Performance Measures chart
that shows last year’s requirements in the first column and this fiscal year’s requirements in the
second column.
1. Under Core Indicator #1, this chart shows what percentage of students in each FFL (in which
your class has students) must make progress. Assume for the moment that your class has
students in every level. For how many of the measures should your class show that at least
65% of the students have completed an FFL during this fiscal year?
2. Under Core Indicator #2, this chart shows what percentage of students that fall in one of the
cohorts (i.e., Entered Employment, Retained Employment, or Enter postsecondary education)
will need to demonstrate achievements. For how many of the measures should your program
show that at least 30% of the students in the cohort have made achievements during this fiscal
year?
3. Under Core Indicator #3, this chart shows what percentage of students that fall in the Obtain
Secondary Credential Cohort will need to demonstrate achievement. What percent of the
students in that cohort should make achievements during this fiscal year?
WV/AdultEd Follow-up Questions, 2015-2016
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I.
In Handbook Section 11, read the General Guidelines for Monthly Student Enrollment and
Attendance. SPOKES Instructors should also review Section 16, SPOKES Guidelines.
Note: Instructors in classes not funded by WVAdult Ed program grants may not be accountable to
the same enrollment standards (e.g., SPOKES, some OIEP, etc.). Check with your local
program coordinator.
1. In Handbook Section 11, use the Monthly Guidelines chart to calculate your required
enrollment. If you are the only instructor for your class, based on the number of instructional
(not planning or administration time) hours reported in AEMIS, what is the minimum enrollment
(number enrolled) your class should have?
2. Use the Monthly Guidelines chart to calculate your required attendance. If you are the only
instructor for your class, what (if any) is the minimum number of contact hours for your class?
3. If there were more than one instructor in a class, how would this affect the calculation?
4. If your enrollment falls below the recommended guidelines, what specifically can you do to
recruit more students?
AEMIS USER’S GUIDE, SECTION 1
J. In the AEMIS User’s Guide, review Section 1, Introduction. Read sub-sections: Log-in and Edit
Profile.
1. What is the web address for AEMIS?
Use the instructions in the AEMIS User’s Guide to log-in to AEMIS. When you finished the first
part of your training for WVAdultEd, you should have been entered into AEMIS and received
an automated email message under the email of WVABE.AEMIS@gmail.com with a link to
verify your account (set to expire within 48 hours) and set up your password.
 If you have not received a notification from AEMIS contact the PD office immediately to be
sure you have been entered into AEMIS and have not been deactivated.

Once you are entered and activated, you may retrieve your password yourself. Go to the
AEMIS main page, enter your email address, and click on “Forgot Your Password?” Next,
check your email to see if an email with instructions has been sent from
WVABE.AEMIS@gmail.com.
WV/AdultEd Follow-up Questions, 2015-2016
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

Look in your Junk E-mail or Spam folder if you do not see the message in your Inbox.
If you do not get an automated message right away, do not try to send an email to the
above address. Instead, contact Debbie Walker at Debbie@wvabe.org. She will be happy
to assist you.
2. After logging-in, check your User Information in AEMIS. Edit your profile. Change your
password to one you can remember.
3. Enter either your “SSN” OR “WVEIS Employee ID.” If you do not enter this information, you
cannot be added to a class as the instructor.
4. Log out and then log in again using the new password.


Were you successful?
If not, please contact Louise Miller louise@wvabe.org immediately.
LOCAL PROGRAM RESEARCH
K. Find out about the AEMIS data management procedures from your local program supervisor.
1. Who will be responsible for entering your local program information on a daily or monthly
basis?
I will be trained to enter all data into AEMIS.
The Data Manager for my program will enter the initial data, and I will be trained to
update assessment information, goals, and achievements using AEMIS.
The Data Manager for my program will enter all data into AEMIS; however, I
understand that I am still responsible for the quality of all data entered, regardless
of who enters the data.
2. Who has been contacted to set up training and/or explain the procedures?

What are your local AEMIS procedures (which form(s) must be sent/entered and how
often)?
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