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WVAdultEd Administrator’s Guide
2015-2016
WVABE Instructor Handbook
WV Adult Education
Technical Assistance
Guide for Administrators
Adult Education Program
Office of Adult Education and Workforce Development
West Virginia Department of Education
The West Virginia Adult Education (WVAdultEd) Program is funded by the Adult Education and
Family Literacy Act, reauthorized on July 22, 2014 as Title II of the Workforce Innovation and
Opportunity Act (WIOA).
WVAdultEd is administered through the West Virginia Department of Education Office of Adult
Education and Workforce Development, Building 6, 1900 Kanawha Boulevard, East, Charleston,
West Virginia 25305-0330.
The WV Adult Education Technical Assistance Guide for Administrators is produced by the
WVAdultEd Professional Development Program, whose fiscal agent is the Regional Education
Service Agency (RESA) 3, 501 22nd Street, Dunbar, West Virginia 25064-1711.
For questions or concerns related to the content of the Technical Assistance Guide, contact
Cathy Shank at the WV Adult Education Hotline, 1-800-642-2670, or via email at
cshank@k12.wv.us
RESA 3 does not discriminate on the basis of race, color, religion, sex, national origin, age,
disability, or any other characteristic protected by law in access to, employment in, or provision
of any of RESA 3’s programs, benefits, or activities.
WVAdultEd Technical Assistance
Guide for Administrators
2015-2016
THE WEST VIRGINIA ADULT EDUCATION (WVADULTED) PROGRAM ....................................... 1
DESCRIPTION ................................................................................................................................. 1
FEDERAL ROLE IN ADULT EDUCATION................................................................................................. 1
STATE ROLE IN ADULT (BASIC) EDUCATION ......................................................................................... 2
WVADULTED STUDENTS ........................................................................................................ 3
STUDENTS SERVED BY WVADULTED .................................................................................................. 3
HANDLING STRICTLY CONFIDENTIAL INFORMATION ............................................................................... 3
WVADULTED INSTRUCTORS ................................................................................................... 5
INSTRUCTOR HIRING REQUIREMENTS ................................................................................................. 5
HIRING TIPS .................................................................................................................................. 6
INTERVIEWING TIPS ........................................................................................................................ 7
INSTRUCTOR PROFESSIONAL DEVELOPMENT REQUIREMENTS .................................................................. 8
SUPERVISION OF WVADULTED INSTRUCTORS .................................................................................... 12
PROGRAM MANAGEMENT .................................................................................................. 13
FUNDING .................................................................................................................................... 13
ADVISORY OR INTER-AGENCY COUNCIL............................................................................................. 13
PROGRAM NEEDS ASSESSMENT ...................................................................................................... 14
PROGRAM FACILITIES AND SERVICES ................................................................................................ 14
SCHEDULING MODELS ................................................................................................................... 15
ACCOUNTABILITY ................................................................................................................ 17
AEMIS ...................................................................................................................................... 17
ENROLLMENT AND CONTACT HOUR GUIDELINES ................................................................................ 18
ASSESSMENT ............................................................................................................................... 19
FEDERAL CORE MEASURES ............................................................................................................. 19
ANNUAL PROGRAM MONITORING ...................................................................................... 21
HOW DO ON-SITE MONITORING VISITS WORK? ................................................................................. 21
APPENDIX............................................................................................................................ 25
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THE WEST VIRGINIA ADULT EDUCATION (WVADULTED) PROGRAM
Building Skills for Success
Description
 Adult Education (AdultEd) was previously referred to as Adult Basic Education (ABE).
 WVAdultEd programs provide adults with the opportunity to acquire and improve
functional skills necessary to enhance the quality of their lives as workers, family
members, and citizens.
 Educational services are available at no cost to the learners and are designed to meet the
educational needs of the individual.
 Certified adult education instructors provide instruction.
 A regional adult education coordinator, based at the Regional Education Service Agency
(RESA), provides technical assistance to local administrators.
o For a directory of WVAdultEd regional staff, visit the WVAdultEd web site at
http://wvde.state.wv.us/abe/adultcoordinator.htm.
 For more information about the program…
o Visit the home page at https://wvde.state.wv.us/abe/.
o Refer to the most current edition of the WVAdultEd Instructor Handbook online
(located at http://wvde.state.wv.us/abe/tcher_handbook_pdf/).
o Request a hard copy of the Handbook from the professional development
coordinator, Cathy Shank, 1-800-257-3723 ext. 112 or cshank@k12.wv.us.
Federal Role in Adult Education
 The Workforce Innovation and Opportunity Act (WIOA) was signed into law on July 22,
2014 replacing the Workforce Investment Act (WIA) of 1998. WIOA reauthorizes Title II:
the Adult Education and Family Literacy Act (AEFLA).
 Title II of WIOA provides the framework for the West Virginia Adult
Education (WVAdultEd) program.
 The federal Division of Adult Education and Literacy (DAEL) provides grants to states to
fund adult education and literacy services, including workplace literacy; family literacy;
English language acquisition and integrated English literacy and civics education,
workforce preparation, or integrated education and training.
WV Adult Education Technical Assistance Guide for Administrators
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State Role in Adult (Basic) Education
 According to the West Virginia State Board of Education Policy 2420, the following are
the Adult Basic Education (ABE): Essential Elements (§126-57-4):
o Adult Basic Education (ABE) programs will provide instruction in foundational skills
related to employment, family, educational, civic and personal goals.
o Each ABE program will develop a planning document that specifies program goals
and objectives and is regularly reviewed and revised.
o Each ABE program will develop and utilize a needs assessment system to
determine the type of course offerings, preferred locations and class scheduling
most appropriate to meet the needs of the community.
o ABE programs will develop a system for obtaining continual community input and
coordination to ensure that services are relevant, to avoid duplication of effort and
to create a smooth transition of services for the adult learner.
o ABE programs will target student recruitment activities toward adults most in need
of educational and life skill services.
o Curriculum and instruction will be geared to a variety of student learning styles
and levels of student needs.
o Emphasis will be placed on the use of technology as an instructional tool and a
learning skill for participant use.
o Adults with special learning needs will be identified and provided with appropriate
accommodations for learning.
o Community support services will be identified and utilized to meet the
adult learners’ needs.
o ABE classes will be located in facilities that are safe, handicapped-accessible and
conducive to learning.
o Adult learners will be assisted to improve in foundational skills that: (1) support
their educational needs; (2) enhance existing strengths; (3) enable them to
function more effectively in their roles as worker, parent and citizen; and (4)
prepare them for further education or training.
o A data collection system will be utilized to document and record participant
achievement.
o ABE program instructors will participate in an ongoing process for professional
development that considers the specific needs of its staff and adult learners.
o A continuous improvement process will be executed to ensure that all services are
of the highest quality and meet standards of accountability.
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WVADULTED STUDENTS
Students Served by WVAdultEd
 According to the most recent federal legislation, the Workforce Investment Act (WIA) of
1998, Title II, the Adult Education and Family Literacy Act
(http://www.ed.gov/policy/adulted/leg/legis.html), the qualifications for students are:
o 16 years of age or older
o Not enrolled or required to be enrolled in secondary school under State law
o Lacking sufficient mastery of basic educational skills to enable them to function
effectively on the job, in the family, and in society
o Lacking a secondary school diploma or its equivalent level of education
o Unable to speak, read, or write the English language
 Target Populations
o Adults and out-of-school youth seeking a high school equivalency diploma
o Educationally disadvantaged adults preparing for college entrance or for
enrollment in other post-secondary education or training
o Economically disadvantaged adults seeking to obtain a better job with a life
sustaining wage
o Unemployed, under-employed or under-skilled workers seeking to obtain or
retain a job or to get a promotion
o Displaced workers seeking to improve employment skills and education in order to
obtain employment
o Parents of young children
o Teenage high school dropouts seeking to obtain or retain a driver’s license
o Adults in correctional facilities and regional jails
o Recipients of public assistance
o Adults seeking to improve basic academic and computer skills for daily living
o Adults with Limited English Proficiency (LEP) seeking to improve English language
skills or prepare for U.S. citizenship and naturalization
o Residents of homeless shelters and domestic violence shelters
o Home-based adult learners seeking online basic skills study opportunities
Handling Strictly Confidential Information
 If a student discloses any of the following types of information (verbally or in writing),
legally that information is to be considered strictly confidential and therefore “private”:
o Disclosure of a diagnosed learning disability
o Disclosure of previous status as a "special education" student
o Disclosure of any other type of diagnosed physical or mental disability
o Disclosure of a diagnosed medical condition
o Disclosure of use of any prescription drugs
WV Adult Education Technical Assistance Guide for Administrators
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o Disclosure of history of drug/alcohol abuse and/or treatment
o Disclosure of status as HIV positive or of having the AIDS virus
o Official transcripts including TASC or GED® scores
 Filing cabinets or drawers containing strictly confidential information must be labeled as
“Confidential.” They must remain locked, must not be accessible to students or support
staff, and must have a log filed foremost in each locked drawer to indicate when
confidential files are accessed by any instructional or administrative staff person. The log
must indicate the date, the purpose for access, and the name of the person accessing
information. (See the Student Confidential Records Log found in the Appendix.)
 Strictly confidential information files should be maintained at the local program level for a
period of not less than five years and must be shredded when discarded.
 Strictly confidential information regarding a student cannot be discussed, nor can any
record be shared without a written release of information. See the Release of Information
Forms found in the Appendix.)
 Instructors need to sign the WVAdultEd Personnel Confidentiality Agreement found in the
Appendix. This should be maintained by the administrator in the personnel file.
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WVADULTED INSTRUCTORS
Instructor Hiring Requirements
 According to WV Code §18A-4-7A (o), employment, promotion and transfer of professional
personnel, seniority, and all new instructor positions (including part-time) must be posted.
o For more information, see
http://www.legis.state.wv.us/WVCODE/ChapterEntire.cfm?chap=18a&art=4&secti
on=7A#04.
o If you post the position at your board of education and you have trouble attracting
candidates, consider posting the position on the WVAdultEd-L information
exchange listserv.
o Other ideas on where to check for potential instructors:
 Post-secondary educational institutions for adjunct instructors
 WVAdultEd professional development coordinator, regional adult education
coordinator (http://wvde.state.wv.us/abe/adultcoordinator.htm) or WVAdultEd
administrators from neighboring counties for recently trained WVAdultEd
substitutes or part-time instructors from other counties
 County K-12 substitute list
 WVAdultEd practitioners must obtain the appropriate credential for their position.
Practitioner Role
Required Credential
 Full-time and Part-time Instructors working
regular hours
 Career Development Consultants (CDCs)
 Temporary/Short Term Instructors and
Long-term Substitutes (hired for a limited
period of time—working more than seven
days/month but less than six weeks total)
 Valid WV Teaching Certificate
(certification to teach school in West
Virginia)
Or
 Adult License for Adult Basic Education
(bachelor’s degree or higher required with
a minimum of a 2.5 grade average for all
college or university course work)
 Occasional Substitutes not working regular
hours (working no more than seven days in a
month—not responsible for
planning/reporting)
 Note: Any substitute (working more than
seven days in a month) must obtain the
same credential as an instructor.
 Valid WV Substitute Permit (bachelor’s
degree or higher required with minimum
2.0 grade average for all college or
university course work)
Or
 Valid WV Teaching Certificate or Adult
License for ABE1
 Pre-service training varies depending on the individual’s role and previous experience in the
1
The local program coordinator helps to initiate the process to obtain the Adult License for ABE if the
newly hired person does not have a valid WV Teaching Certificate.
WV Adult Education Technical Assistance Guide for Administrators
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WVAdultEd program.
 For more information on certification, visit the WV Department of Education website:
o For teacher certification information, see http://wvde.state.wv.us/certification/.
o For Policy 5202, establishing the minimum requirements for the licensure of
education personnel, see http://wvde.state.wv.us/policies/index.html#p5202.
o To check certification status online, see
http://wvde.state.wv.us/certification/status.
o For certification application forms, see http://wvde.state.wv.us/certification/forms.
 All WVAdultEd instructors and long-term substitutes must have completed pre-service
training BEFORE the instructor begins teaching class:
o To set up training, submit the online Request for Training of WVABE Personnel
form, located at https://wvabepd.wufoo.com/forms/q1t5li100ftqsgx/ .
o For specific assistance in arranging pre-service training, contact the professional
development office, Pam Young, at 1-800-257-3723 ext. 212 or pbryan@k12.wv.us.
o When hiring multiple instructors, arrange for a group pre-service training session.
 All instructional volunteers must have Literacy WV basic tutor certification or equivalent
training certification. Proof of certification for each volunteer tutor must be kept on file.
o For more information, contact Pam Young at pbryan@k12.wv.us or 1-800-257-3723
ext. 212.
 All WVAdultEd personnel (including substitutes) need to sign the WVAdultEd Personnel
Confidentiality Agreement found in the Appendix. This should be maintained in the
personnel file.
Hiring Tips
 Determine your needs:
o Integrated Education and Training, High School Equivalency Prep, Basic Skills
Refresher, English language instruction, Digital Literacy, College Prep, Employability
Skills, etc.
 According to WV State Code §18-5-19B (c), part-time instructors may be hired for up to
720 hours per employment contract. See
http://www.legis.state.wv.us/wvcode/ChapterEntire.cfm?chap=18&art=5&section=19B.
o Include a statement in job contracts indicating that employment is contingent upon
adequate student enrollment and contact hours.
 Start with the Sample Instructor Job Descriptions in the Appendix. Customize the job
description to fit your needs:
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o Use “preferred” statements (i.e., remedial reading background; capable of using
basic software, Internet, and email; etc.).
o Include pre-service and in-service training requirements in the description.
o Include statement that employment is dependent on sufficient funding, enrollment,
and contact hours.
 Advertise the position(s) widely. Send posting to your County, to your regional adult
education coordinator, to the PD office to be posted to the listserv, to other instructors.
Interviewing Tips
 Invite others to participate in the interview process.
o For most positions, invite your regional adult education coordinator.
o When hiring an instructor for a contract class through DHHR (such as a SPOKES
class), you must include a DHHR representative on the interview team.
o When hiring an instructor to work with English language learners, include someone
with instructional experience in working with English language learners.
 Be sure the applicant has the content knowledge to teach the class (e.g., consider asking
applicants to take the TASC Readiness Assessment (TRA), prepare a writing sample, etc.).
 Ask open-ended questions, such as:
o What do you see as the difference between teaching children and adults?
o How would you handle teaching multiple levels and varying subject areas within the
same classroom?
o Are you comfortable in establishing community liaisons in order to promote your
program and link your students to community services?
o Do you feel comfortable using technology in your everyday life (using email,
accessing information on the Internet, using word processing and spreadsheet
programs, etc.)?
o How will you incorporate technology into your instruction?
 Look for instructors who can:
o Communicate positively and non-judgmentally with diverse populations
o Inspire students to set goals and make progress
o Use a variety of instructional strategies (individualized, small group, computerassisted, collaborative project learning, peer tutoring, etc.)
o Carefully monitor and document student progress and achievements
o Use technology to gather information and instruct students
o Stay current in the field of adult education
o Be willing to travel to professional development events
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Instructor Professional Development Requirements
 For a full explanation of WVAdultEd instructor training requirements, see the WVAdultEd
Instructor Handbook, Section 2,
http://wvde.state.wv.us/abe/tcher_handbook_pdf/section2.pdf.
Pre-Service Training:
 WVAdultEd-PD pre-service training must be completed prior to working alone with
students.
 Once a new instructor or instructional aide has been hired, the local program coordinator
requests training from the WVAdultEd-PD program by filling out the online Request for
Training of WVAdultEd Personnel form found at:
https://wvabepd.wufoo.com/forms/q1t5li100ftqsgx/.
 An individual’s role, responsibilities, and previous experience in the WVAdultEd program
determine the type and amount of pre-service training requirements. The charts below
and on the following page outline the steps and requirements for each category of
personnel.
Employment Status
Full-time and Part-time Instructors and
Instructional Aides
 Regular schedule
 Responsible for planning, instruction,
reporting, and accountability
Full-time and Part-time Career
Development Consultants (CDCs)
 Regular schedule
 Responsible for planning, instruction,
reporting, and accountability
Pre-Service Requirements
Part I Pre-Service Schoology Assignments (including
Quick Reference Guide and Job Shadowing/Class
Visit) completed before meeting with a peer trainer
Part I Face-to-Face Specialized Component: preservice training specific to specialty area with peer
trainer experienced in the specialty:
 General ABE/HSE
 College Transition
 ESL or EL/Civics
 Institutional Education
 SPOKES
 CDC
Part II Pre-Service Schoology Assignments (including
Follow-up Study)
Part II Reporting and Accountability Face-to-Face
Component: pre-service training with peer trainer
Visit by Peer Trainer or RAEC, local director, etc.
WV Adult Education Technical Assistance Guide for Administrators
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Employment Status
Returning Instructors
 Have not worked in the WVAdultEd
program for three years or more
Pre-Service Requirements
Refresher AdultEd (selected topics for individual
needs) with peer trainer experienced in the same
specialized area
Follow-up Study
Employment Status
Current WVAdultEd Instructors or
Instructional Aides who are adding a
specialty or changing specialties
Pre-Service Requirements
Face-to-Face Specialized Component: pre-service
topics specific to specialty area with peer trainer
experienced in the new specialty
Job Shadowing/Class Visit at class site specific to
new specialty area
Employment Status
Pre-Service Requirements
Temporary/Short-term
 Instructors hired for a class that runs
for a limited period of time (less than
six weeks) OR
 Long-term Substitutes (working more
than seven days/month but less than
six weeks on a regular schedule)
 Not responsible for AEMIS data
entry/reporting/ accountability
Part I Pre-Service Schoology Assignments (including
Quick Reference Guide and Job Shadowing/Class
Visit) completed before meeting with a peer trainer
Roving SPOKES or Hit the Ground
Running (HTGR)
 Instructors hired for a limited period
of time
 Not responsible for AEMIS data
entry/reporting/ accountability
Part I Face-to-Face Specialized Component: preservice training specific to specialty area with peer
trainer experienced in the specialty:
 General ABE/HSE
 College Transition
 ESL or EL/Civics
 Institutional Education
 SPOKES
 HTGR
Assessment/Intake
 Instructors hired only to assist with
testing and/or student
orientation/intake
 Not responsible for AEMIS data
entry/reporting/ accountability
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Employment Status
Occasional Substitutes
 No regular schedule
 Work no more than seven
days/month
 Not responsible for planning or
reporting
Pre-Service Requirements
Determined by the local program coordinator:
 It is suggested that local programs establish their
own training system, including an introduction to
the local program and a class visit/observation
prior to working with students.
 Occasional substitutes that have an adult license
for ABE will need to be entered in AEMIS so that
their in-service professional development can be
tracked in order to renew the license.
In-Service Training:
 Each WVAdultEd instructor, instructional aide, long-term substitute, or CDC is responsible
for maintaining a valid WV Professional Teaching Certificate or Adult License for ABE.
 Instructors must complete annual WVAdultEd in-service training in addition to graduate
credit every three to five years (depending on certificate/license).
 Annual WVAdultEd requirements include a combination of core and elective sessions.
WVAdultEd-PD Core and Elective In-Service Requirements
Employment Status
Full-time Instructors, Instructional Aides, and CDCs
Part-time Instructors, Instructional Aides, and CDC (13
hours/week or more; hourly/not full-time; employed
continuously)
Part-time Instructors, Instructional Aides, and CDCs
(up to 12 hours/week; employed continuously)
Roving SPOKES, Hit the Ground Running, and other
Temporary/Short-term Instructors (employed for a
limited time) and Assessment Specialists
Occasional Substitutes (not employed on a regular
schedule; work fewer than 7 days/month) and
Assessment/Intake Personnel (no instruction)
Hours
Required
Core/Elective
In-Service Requirements
12 hours/
year
6 hours of core sessions and
6 hours of electives
9 hours/
year
6 hours of core sessions and
3 hours of electives
6 hours/
year
6 hours of core sessions
3 hours/
year
3 hours of core sessions
Determined
by the local
program
*May need to complete inservice to maintain
temporary teaching
certificate or adult license
 For an explanation of annual in-service requirements, see the WVAdultEd Instructor
Handbook, Section 2, http://wvde.state.wv.us/abe/tcher_handbook_pdf/section2.pdf.
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o Annual requirements must be met within the fiscal/program year (July to June), not
the calendar year (January to December).
o New practitioners hired after March 1 are not subject to the annual in-service
requirement for the first fiscal/program year.
o Those who hold an adult license will have to accrue 30 hours of PD credit over the
course of five years. Even though substitutes may not have an annual requirement,
those substitutes that have an adult license will need to accrue 30 hours of PD
credit over the course of several years in order to renew the license.
 Practitioners and substitutes failing to meet annual in-service requirements should not be
re-hired.
 Administrators are welcome to attend pre-service and in-service training sessions offered
by WVAdultEd.
 Inform your instructors of professional development opportunities.
o To see the schedule of upcoming professional development activities, visit the
WVAdultEd home page at http://wvde.state.wv.us/abe/ and click on Calendar of
Events.
o Professional Development/Training conferences are offered annually.
o Regional training sessions are also offered in the fall and spring.
o Instructors may obtain elective credit for attending statewide or national
conferences and training sessions that relate to WVAdultEd but are sponsored by
other organizations such as Literacy WV, Office of Institutional Education Programs,
COABE, WVTESOL, ProLiteracy, etc.
o Instructors may attend online webinars or complete online courses for credit.
o Instructors may obtain elective credit for visiting another program.
 Encourage and support the professional development of your instructors.
o Plan to offer release time and travel reimbursement for attendance at professional
development activities.
o Allow for release time for online activities as well as face-to-face training.
o Allow full-time instructors to count their 12 WVAdultEd in-service hours as part of
their 18-hour or 40-hour county or institution requirement (unless prohibited by
the county).
 Be sure that instructors get permission if they travel to out of state conferences.
o For out-of-state travel, all personnel employed by programs funded by the WVDE
Office of Adult Education and Workforce Development are required to have written
permission from Barry Kelly, Executive Director.
o Use the WVAdultEd Travel Application to request out-of-state travel and/or for
financial assistance for travel to professional development events.
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Supervision of WVAdultEd Instructors
 Provide paid lesson planning time and non-instructional time (for data entry, etc.) for
instructors. Use the guidelines from Recommended Instructional and Non-Instructional
Hours (see Appendix).
 Know what is going on in your classes; visit and observe on a regular basis
 Follow State Policy 5310 (http://apps.sos.wv.gov/adlaw/csr/readfile.aspx?DocId=
25249&Format=PDF) and your county guidelines regarding teacher evaluation procedures.
Since the new teacher evaluation instrument under Policy 5310 was developed for K-12
instructors, ABE administrators are advised to use the current paper-based instrument and
the two Student Learning Goals and the one Professional Growth Goal for their WVAdultEd
evaluations. (See the Paper-Based Evaluation Resources section on the Department of
Education website at http://wvde.state.wv.us/evalwv/resources.php to find the forms for
the paper-based evaluation forms.) All WVAdultEd instructor’s should have one of the
following on file for each year of employment:
o Full-time instructors – annual evaluation based on state/county guidelines
o Part-time instructors – annual written observation report
 To evaluate full-time instructors, use the Paper-Based Evaluation Resources for Adult
(Basic) Education (WVAdultEd) found at http://wvde.state.wv.us/evalwv/resources.php .
This is the “Resources” page of the WV Educator Evaluation Website.
o ABE Evaluation Procedures Guidance Document
o Self-Reflection Form (ABE)
o Self-Reflection Guidance Document (ABE)
o Student Learning Goal Form (ABE)
o Student Learning Goal Guidance Document (ABE)
o Observation Form (ABE)
o Summative Evaluation Form (ABE)
o Professional Growth And Development Form
o Evaluation System Timeline
 Meet annually with all instructors in your program to review your Adult Education grant
application/award.
o Inform instructors of AdultEd annual budget line items used for purchase of
instructional materials and involve them in the materials selection process.
o Review the NRS Core Measures with your staff.
o Review certification and professional development requirements.
WV Adult Education Technical Assistance Guide for Administrators
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PROGRAM MANAGEMENT
Funding
 Eligible program grant applicants may be a local educational agency, a community-based
organization of demonstrated effectiveness, a volunteer literacy organization of
demonstrated effectiveness, an institution of higher education, a public or nonprofit
agency, a library, a public housing authority, a nonprofit institution that is not described in
any of the items above and has the ability to provide literacy services to adults and
families, and a consortium of the agencies, organizations, libraries, or authorities described
in any of the above items.
 In order to receive funding, each program submits an application for funds. Grants are
awarded to successful applicants.
o Purchases of supplies, texts, software and equipment must be completed by May 1
of the applicable year.
o An inventory of equipment and materials purchased with ABE funds must be kept
on file.
o A request for transferring greater than 10 percent of the budget or for transferring
monies into an equipment line item must have the prior written approval of the
Director of Adult Education.
o Records must be retained for three years after completion of a program/fiscal year.
Advisory or Inter-Agency Council
 Establish an advisory council or participate in a cross-agency collaborative council that
addresses adult education concerns. Hold meetings on a regular schedule that include
WVAdultEd program concerns at least twice a year. Keep meeting agendas and minutes on
file.
 Council members should represent local community groups such as:
o Post-secondary educational institutions (career-technical programs, community
colleges, universities) and training programs (apprenticeship, etc.)
o Business and industry (local businesses, Chamber of Commerce, etc.)
o Human Services (DHHR, HUD, Homeless Shelters, etc.)
o Family services (Head Start, Family Resource Network, Starting Points, WVU
Extension Service etc.)
o Disability services (Division of Rehabilitation Services, mental health facilities)
o Employment services (Workforce Investment Board, One Stop Centers, Job
Services)
o Public schools and Libraries
o Volunteer organizations and service clubs (Literacy WV, Read Aloud, Lion’s Club)
o Other community-based organizations (United Way, Senior Centers, Youth Services)
o Students and instructors from the program
WV Adult Education Technical Assistance Guide for Administrators
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 Use the advisory council to:
o Facilitate collaboration, referrals, and networking among agencies serving the
needs of adults with limited basic skills.
o Educate the community at large about the needs of this population.
o Assist your program with marketing, recruitment, student support services, special
events (graduation and awards ceremonies), grant writing, and establishing
information linkages.
o Provide input regarding appropriate course offerings and class locations and
schedules.
Program Needs Assessment
 A comprehensive needs assessment should be conducted as part of the application
process. This should be updated annually.
o Collect surveys from students and potential students, demographic and economic
data, and input from partner agencies.
o Use data to make decisions about students to recruit and where/when to schedule
classes.
 For a sample community needs survey, see the Needs Assessment Instruments in the
Appendix.
 For more information on recruitment and for a sample community needs survey, see
http://wvde.state.wv.us/abe/tcher_handbook_pdf/section10.pdf (WVAdultEd Instructor
Handbook, Section 10).
Program Facilities and Services
 WVAdultEd classrooms should have the following provisions:
o Sufficient space to accommodate students (including classroom area and private
counseling/tutoring area)
o Adequate safety provisions (approved by fire marshal, covered by fire/liability
insurance)
o Accessibility for people with disabilities
o Adequate heating and cooling
o Adequate furniture (desks, tables, chairs) designed for adults
o Available storage space
o Clean restrooms
o Safe parking area
Adequate indoor and outdoor lighting
o Access to telephone and Internet
o Visible signs or directions to the class location
WV Adult Education Technical Assistance Guide for Administrators
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Scheduling Models
 Types of Enrollment Structures:
o On-going/Continuous Enrollment Classes (sometimes referred to as Open
Entry/Open Exit)
Classes in which there are no set beginnings and endings of study terms, no
mandatory start/finish times, and no set testing periods. Students enroll or exit at
their convenience and take post-tests after completing the recommended number
of hours between assessments.
o Short-term and Special Topic Classes with Managed Enrollment
Classes which have scheduled beginning and ending dates and have specific class
hours when all students are expected to attend. Short-term classes often run for 6
to 10 weeks. Testing usually occurs at the beginning and the end of the course
(unless an individual has to drop out before the class ends). A Special Topic class is a
short-term class that allows the instructor to focus instruction on narrow objectives
and provide the student with an opportunity to gain specialized knowledge and
skills in a limited amount of time.
 Types of Intake (Registration and Entry) Structures:
o Managed Intake/Entry – regularly scheduled, set registration time
Classes that offer scheduled, well-advertised registration and assessment days and
times at regular intervals. New applicants are asked to come for registration at those
appointed times (e.g., every 1st and 3rd Friday of the month at 9:00 a.m.).
o Open Intake/Entry – no set registration time
Classes in which students may arrive on any day or time when a class is in session and
receive information about the program, register, begin the assessment process, and
start studying immediately.
Note: A managed intake/entry system is preferred. Instructors can set up regularly
scheduled group orientations on specific days/times followed by individual student
interviews without disruption for ongoing students.
 Types of Delivery Models:
o Leveled Class Delivery – organized by educational level
In a leveled class, an instructor with specific expertise (such as a reading specialist)
conducts classes for students who are all at the same functioning level. Leveled
classes provide a greater opportunity for intense and focused instruction.
o Structured Multi-level Delivery – all educational levels in the same class
When enrollment does not justify setting up leveled classes, programs often
establish multi-level programs where students of all levels study in the same class.
The temptation is for the instructor to either teach to the middle or to not deliver
lessons—only individualized instruction. WVAdultEd programs are encouraged to
offer structured multi-level classes.
WV Adult Education Technical Assistance Guide for Administrators
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 Although Continuous Enrollment/Multi-level classes have been common in the past, they
are NOT the best arrangement for the future. Consider other options:
o Schedule fall and spring short-term classes with start/finish dates. Schedule intake
testing and exit testing to coincide with beginning and ending dates.
Schedule times for leveled groups within a multi-level program: Have pre-TASC or
lower level students on certain days and TASC students on different days.
o In multi-level classes, schedule subject-related small groups on particular days or
times.
o Offer short-term special topics classes (Computer Literacy, test prep for the high
school equivalency assessment, pre-employment prep, test prep for CTE programs,
etc.).
WV Adult Education Technical Assistance Guide for Administrators
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ACCOUNTABILITY
 The Adult Education and Family Literacy Act (Workforce Investment Act, Title II) requires
that every state monitor both programmatic and financial accountability.
 States are required to utilize an electronic information system for reporting program
results to the US Department of Education. The state is responsible for meeting core
measures and local programs in turn must meet state and federal measures.
 States are also required to conduct various types of monitoring visits to assure appropriate
data collection and financial systems.
AEMIS
 Every state must utilize an electronic information system for reporting program results to
the US Department of Education.
 West Virginia’s online Adult Education Management Information System is referred to as
AEMIS. AEMIS may be accessed at https://www.wvabe.org/AEMIS.
 AEMIS is used to collect data for the National Reporting System (NRS) and report on NRS
Core Measures (http://www.nrsonline.org/reference/index.html?chapter=
1&section=2&topic=1&subtopic=1):
o Students who make learning gains (measured by pre- and post-tests using state
approved standardized assessments)
o Students who qualify are included in one of the following cohorts:
 Obtaining employment
 Retaining employment
 Attending post-secondary education/job training
 Obtaining a high school equivalency diploma
 NRS achievements are measured using data-matching with other institutions through
social security numbers, surveys, and standardized assessment data.
 For more information on the NRS, see http://www.nrsonline.org/reference/index.html.
 Using AEMIS, you can access NRS reports on all classes in your county/grantee.
o Contact your regional adult education coordinator for questions regarding AEMIS
and/or reporting.
o Contact Louise Miller (1-800-766-7372 ext. 1122; lbmiller@k12.wv.us) to arrange
training for your local Data Manager. For more information on data managers, see
Section 1, AEMIS User’s Guide (http://wvabe.org/User_guide/1-Introduction.pdf).
WV Adult Education Technical Assistance Guide for Administrators
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 Each new program administrator should be added to the AEMIS system as a user. If you are
unsure if you have been added, contact Louise Miller Louise Miller (1-800-766-7372 ext.
1122; lbmiller@k12.wv.us)
 You can access AEMIS at https://www.wvabe.org/AEMIS. If you do not know your
password, go to the AEMIS home page and type your email address and then click on
Forgot Your Password? An email link will be sent to your email address. Or you may contact
Debbie Walker at 1-800-766-7372, ext. 1123 or debbie@wvabe.org.
 AEMIS is also used to track monthly class summary information for all WVAdultEd classes
and track professional development activities for all WVAdultEd practitioners. Using
AEMIS, you can:
o Access enrollment and contact hours for each class in your program.
o Access the professional development record of any instructor in your program.
Enrollment and Contact Hour Guidelines
 WVAdultEd classes have monthly student enrollment and contact hour guidelines to meet.
The guidelines assist in the effective use of funds and appropriate class locations,
scheduling, attendance, recruitment and retention.
o You can monitor all the classes in your program by examining the WVAdultEd Class
Summary Report using AEMIS. For technical assistance, contact your regional adult
education coordinator (http://wvde.state.wv.us/abe/adultcoordinator.htm).
 If student enrollment or student contact hours fall below 65% of the state guidelines,
immediate action should be taken to improve performance. After three consecutive
months, closure of the class should be considered.
o For more information, refer to the AEMIS User’s Guide (and see Section 11 of the
WVAdultEd Instructor Handbook,
http://wvde.state.wv.us/abe/tcher_handbook_pdf/section11.pdf. Contact your
regional adult education coordinator for technical assistance.
o Recommended guidelines may be calculated using the chart below.
ATTENDANCE
Actual Hours Taught <= 56 hours / month * 8
Actual Hours Taught > 56 hours / month * 7.5
ENROLLMENT
Number of Instructors that taught <= 52 hours / month * 8
Number of Instructors that taught 53 – 79 hours / month * 10
Number of Instructors that taught 80 – 99 hours / month * 13
Number of Instructors that taught 100+ hours month * 15
WV Adult Education Technical Assistance Guide for Administrators
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 Guidelines are determined automatically in AEMIS based upon actual instructional time. As
a result, requirements vary monthly based upon instructional attendance logged in AEMIS.
Assessment
 The NRS requires local programs to use standardized assessments to evaluate students
upon entry into the program and after a set number of instructional hours to document
and report progress and completion of educational functioning levels—known in West
Virginia as Federal Functioning Levels (FFLs).
 WVAdultEd Approved Standardized Assessments:
o General AdultEd and SPOKES Students:
 Tests of Adult Basic Education (TABE)
o English Language Learners:
 Comprehensive Adult Student Assessment System (CASAS)
 Basic English Skills Test (BEST) Literacy or BEST Plus
 The NRS has 12 educational functioning levels. In WV we refer them as federal functioning
levels (FFLs),
o There are six FFLs for Adult Basic Education (ABE) and six for English as a Second
Language (ESL).
 The completion of FFLs is one of the federal core measures for which all ABE funded
programs are held accountable.
 Students must be pre-tested at the outset and post-tested before exiting the program in
order to collect data on progress through educational functioning levels.
 Pre- and post-test data must be entered in AEMIS. Documentation to verify the student’s
completion of a FFL and movement to a higher FFL, therefore, is an important
responsibility of WVAdultEd instructors.
Federal Core Measures
 The NRS requires adult education programs to document Core Outcome Measures that
demonstrate program effectiveness. These are verified at the state level via data match
with other WV agencies.
o Educational gains (assessment information showing completion of FFLs and
movement to higher levels)
o Entry or retention of employment
o Receipt of high school equivalency diploma
o Entry into post-secondary education or training on students that complete a
WVAdultEd class.
WV Adult Education Technical Assistance Guide for Administrators
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 For more information on NRS Core Measures, see
http://www.nrsonline.org/reference/index.html.
 In West Virginia, each local WVAdultEd program is responsible for meeting the proposed
levels of performance set for our state.
o See the West Virginia Adult Education Performance Measures. This chart compares
the performance levels required for this program/fiscal year to the previous year.
 For a full explanation, see Performance Standards for WVAdultEd Accountability, located in
the WVAdultEd Instructor Handbook, Section 11,
http://wvde.state.wv.us/abe/tcher_handbook_pdf/section11.pdf .
 A Performance Profile is issued in late winter indicating each county’s attainment of the
NRS Core Measures. For more information, contact Mendy Marshall, 304-558-0280,
mamarsha@k12.wv.us.
 For technical assistance, contact your regional adult education coordinator.
WV Adult Education Technical Assistance Guide for Administrators
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Annual Program Monitoring
 Nationally, all adult education programs under WIOA Title II--the Adult Education and
Family Literacy Act (AEFLA) are to be monitored to ensure compliance with the National
Reporting Standards (NRS), as well as state standards. In West Virginia, this is done in two
ways:
o Data Quality Audits, which ensures that local programs are administering file
checks and reviewing program data for the purpose of technical assistance and
improved program performance outcomes. The Data Quality Audit (DQA) also
ensures the accuracy of data input, the data integrity, and that processes are
followed according to NRS and State Policy. It also allows the program an
opportunity to analyze data and check their progress.
o On-Site Monitoring Visits are conducted to observe administration of assessments,
goal setting/advisement/and orientation processes, and to document that the
programs are in compliance with NRS and State Policy.
 A copy of West Virginia’s On-Site Monitoring Review is located at
https://wvde.state.wv.us/abe/file-cabinet/AE%20Monitoring%20Instrument%207-9-15.pdf
 One hundred percent of AEFLA funded WVAdultEd programs will be monitored annually
through the use of Desktop Monitoring. A minimum of 20% will be monitored annually via
on-site visits. All programs will be monitored within a five-year cycle.
How do On-Site Monitoring Visits work?
 Scheduling
o The on-site monitoring visit date will be determined in coordination with the
Regional Adult Education Coordinator (RAEC), the State monitoring coordinator,
and the local program. It will usually be scheduled in the winter or spring.
 Prior to Monitoring Visits
o Monitoring review questionnaire(s) must be answered and submitted to the State
monitoring coordinator a minimum of two weeks prior to the date of the visit.
o Programs are welcome/encouraged to add any additional comments or questions
they may have for the monitoring team upon arrival in the notes sections of the
monitoring document.
o Programs should work closely with their RAEC in completing the on-site instrument
and compiling the data/documents for the review.
 During Monitoring Visits
o Programs should ensure that the labeled documentation folders are available to the
team the day(s) of the visit addressing each of the Data/Document Review items.
WV Adult Education Technical Assistance Guide for Administrators
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o Compliance items must have documentation folders, documentation for
Information items are recommended.
 After the Monitoring
o Within 45 days of the monitoring visit, the local program will receive a monitoring
report.
o With input from selected staff, a Corrective Action Plan (CAP), will need to be
completed and submitted to the WVDE within 45 days.
o A template for the CAP is posted at https://wvde.state.wv.us/abe/filecabinet/AE%20Monitoring%20Instrument%207-9-15.pdf
o Technical assistance will be made available and required of all AEFLA funded
programs under a CAP.
 Monitoring Flowchart
o The chart on the following page shows the WVAdultEd Monitoring Flowchart.
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APPENDIX
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WVADULTED PROGRAM GENERAL RELEASE OF INFORMATION
I understand that information on the Student Profile/400 Form may be shared with the Regional
Education Service Agency (RESA), the WV Department of Education (WVDE), or with West
Virginia Adult Education (WVAdultEd) personnel for the purpose of compiling and reporting
information within the Adult Education Management Information System (AEMIS) as required
by the Workforce Innovation and Opportunity Act (WIOA).
I authorize the program to release the following types of information:
 Directory information (name, address, telephone, Social Security number, etc.)
 Record of attendance
 Educational goals and achievements
 Assessment scores
 Statistical information (gender, ethnicity, employment status, education, disability
status, etc.)
I understand that information about the completion of the following goals may be verified by
some other private or governmental agencies:
 Getting or keeping a job
 Enrolling in a college, university, or other training program
 Passing the state-approved high school equivalency assessment or getting a high school
diploma
 Removal from (or reduction in) public assistance
The following agencies may use my Social Security number to verify completion of the above
goals: WV Higher Education Policy Commission, WorkForce WV, West Virginia Department of
Education, Diploma Sender, and the WV Department of Health and Human Resources (DHHR).
I understand that my Social Security number is needed to collect this information. I understand
that giving my Social Security number is voluntary. The Social Security number may be used
only to match information. It will not be used to make decisions about me or any other person.
No personal information about me will be published. If I do not give my Social Security number,
I will not lose any rights or services as a student.
I understand that this release of information is valid for two program years from the date of my
signature or until it is revoked in writing by me, whichever occurs first.
_________________________________________
Signature of Student
_______________________
Date
_________________________________________
Signature of Parent or Guardian (if necessary)
_______________________
Date
WVADULTED PERSONNEL CONFIDENTIALITY AGREEMENT

I have read Section 4 of the WVAdultEd Instructor’s Handbook and understand the
procedures for handling confidential information.

I understand that no confidential student information should be shared either verbally, in
writing, or by electronic means (e.g., phone conversations, email, blogs, text messaging)
with other students, family members of students, WVAdultEd staff members, program
volunteers, or other agency personnel (e.g., DHHR, and WorkForce WV), without a signed
release of information.

I understand that any Release of Information form must be read aloud because many
students read at a lower level and may not be able to understand the form by reading it
silently themselves.

I understand that obtaining spoken consent is not sufficient to allow transmittal of
confidential information to anyone either in conversation or in writing.

I understand and acknowledge that it is my legal and ethical responsibility to protect the
privacy, confidentiality, and security of all records relating to WVAdultEd students.
I hereby acknowledge that I have read and understand the foregoing information and that my
signature below signifies my agreement to comply with the above terms.
/
New Instructor's Signature
Date
/
AUTHORIZATION FOR RELEASE OF STRICTLY
CONFIDENTIAL INFORMATION TO LOCAL STAFF OR VOLUNTEERS
I give my permission to release information contained in the document(s) indicated below:
Please date, initial and check [√] the appropriate items below.
Date
Initials
√
Item
Payne Learning Needs Inventory
Learning Needs Screening
Copeland Symptom Checklist for Adult ADD
Other:
School records from:
Other records from:
I give permission to release the information contained in the documents indicated above to the
following individuals for educational or assessment purposes:
If the same information can be made available to several staff people, please list their names below.
Then date, initial and check [ √ ] the appropriate individuals. If different information is going to various
individuals, make separate forms.
Date
Initials
√ Staff Member
Date
Initials
√ Staff Member
All of the Staff Members Listed Above
Other Individuals:
Volunteer Tutor:
This release is valid from the date of my signature until June 30, ___ or until it is revoked in writing,
whichever occurs first. This release has been read out loud to me and I understand its contents.
Signature: __________________________________________ Date: __________________
Signature of Parent (if necessary): ________________________________________________
Signature of staff person releasing the information: ___________________________________
AUTHORIZATION FOR RELEASE OF INFORMATION
TO EXTERNAL AGENCIES OR INDIVIDUALS
I give my permission to release information contained in the document(s) indicated below:
Please date, initial and check [√] the appropriate items below.
Date
Initials
√
Item
Payne Learning Needs Inventory
Learning Needs Screening
Copeland Symptom Checklist for Adult ADD
Test of Adult Basic Education (TABE) scores
Comprehensive Adult Student Assessment System (CASAS) scores
TASC Readiness Assessment (TRA) scores
Official Practice Test (OPT) scores
Attendance records
Other:
School records from:
Other records from:
I give permission to release the information contained in the documents indicated above to the
following agencies or individuals for educational and assessment purposes:
If the same
below. If different information is going to several agencies, make a separate form for each agency.
Date
Initials
√
Item
Division of Rehabilitation Services
Department of Health and Human Resources
Other Agency:
Other Individual(s):
This release is valid from the date of my signature until June 30, ___ or until it is revoked in writing,
whichever occurs first. This release has been read out loud to me and I understand its contents.
Signature: __________________________________________ Date: __________________
Signature of Parent (if necessary): ________________________________________________
Signature of staff person releasing the information: ___________________________________
WVADULTED SPOKES AUTHORIZATION FOR RELEASE OF INFORMATION
I give my permission to the SPOKES program to release directory, educational record, and
confidential information contained in the document(s) indicated below:
Please date, initial and check [√] the appropriate items below.
Date
Initials
√
Item
Student Profile/400 Form
Tests of Adult Basic Education (TABE) scores
TASC Readiness Assessment (TRA) scores
Vocational Training Certificates: Customer Service I, Customer Service II, IC3
(Internet Computing Core Certification), MSO (Microsoft Office Certifications)
Learning Needs Screening
Other (specify):
All the Items Listed Above
For prescriptive and adaptive case management purposes, I give permission to my SPOKES
instructors to…
 release and discuss the information contained in the documents indicated above
 disclose medical and personal information shared within the classroom
This may be shared with the individuals indicated below that are employed by the Department of
Health and Human Resources (DHHR) Bureau of Children and Families.
If the same information can be made available to several staff people, please list their names below.
Then date, initial and check [ √ ] the appropriate individuals. If different information is going to
various individuals, make separate forms.
Date
Initials
√ Staff Member
Date
Initials
√ Staff Member
All of the Staff Members Listed Above
This release is valid from the date of my signature until June 30, ___ or until it is revoked in writing,
whichever occurs first. This release has been read out loud to me and I understand its contents.
Signature: __________________________________________
Date: __________________
Signature of Parent (if necessary): ________________________________________________
Signature of staff person releasing the information: ___________________________________
STUDENT CONFIDENTIAL RECORDS LOG
Date
Student’s Name
Signature of Persons
Accessing Records
Reasons Records Were
Accessed
SAMPLE MEDIA RELEASE FORM
This letter confirms the agreement between me and the _______________ (Local Program
Name) regarding my participation in approved adult education activities in which I may be
photographed, videotaped, or interviewed from time to time.
I hereby irrevocably grant to the ________________ (Local Program Name), exclusively, and for
all media throughout the world (including print, home video, CD-ROM, and Internet), the right
to use and incorporate (alone or together with other materials), in whole or in part,
photographs or video footage, hereafter described as Property, taken of me as a result of my
participation in adult education activities.
I agree that I will not bring or consent to others to bring claim or action against the
_______________ (Local Program Name) on the grounds that anything contained in the
Property, or in the advertising and publicity used in connection herewith, is defamatory,
reflects adversely on me, violates any other right whatsoever, including, without limitation,
rights of privacy and publicity. I hereby release the ___________________ (Local Program
Name), its directors, officers, successors and assignees from and against any and all claims,
demands, actions, causes of actions, suits, costs, expenses, liabilities, and damages whatsoever
that I may hereafter have against the ________________ (Local Program Name) in connection
with the Property.
AGREED TO AND ACCEPTED this _______ day of
Participant’s Signature:
Witness’s Signature:
Signature of Parent or Guardian:
Print name of Participant:
Address of Participant:
Telephone Number:
E-mail Address:
Program Name:
, 20
RECOMMENDED INSTRUCTIONAL AND NON-INSTRUCTIONAL HOURS
Full-time Instructor: Full-time status is defined as 40 hours per week. This includes a ½-hour
lunch and 1-hour of planning/prep time per day. It is recommended that full-time programs
operate Monday – Friday.
Instructional Time: Instructional time is defined as time spent with students including in-take,
orientation, testing, and instruction.
Non-instructional Time: Non-instructional time is defined as time spent without students such
as AEMIS data entry or paperwork. It is recommended ½ hour of non-instructional time for
every 6 hours of instruction. Non-instructional time should be used daily and not accumulated
and used in one day.
Planning Time: Planning time is defined as “preparation for instruction.” It is recommended 1hour of planning time for every 6 hours of instruction. Planning time should be used daily and
not accumulated and used in one day.
Instructional Time
Planning Time
Non-instructional Time
6 hours per week
12 hours per week
18 hours per week
24 hours per week
30 hours per week
1 hour per week
2 hours per week
3 hours per week
4 hours per week
5 hour per week
.5 hour per week
1 hour per week
1.5 hours per week
2 hours per week
2.5 hours per week
These examples illustrate the recommended number of instructional and non-instructional
hours. Full-time programs should be instructing students daily and a minimum of 30 hours per
week.
Class Location: Carter County Adult Learning Center
Class Name in AEMIS: Carter Adult Ed
Class Address/Phone: 100 Adult Street, Carter WV 20001 304.999.8888
Program Type: Regular Adult Education
Weekly Instructional Hours (Class Schedule): 8:00 am – 12pm & 12pm - 2:30 pm Monday - Friday
Instructor: Beth White
Full or Part-Time: Full
Weekly Class Hours of Operation (This Instructor): 8:00 am – 12pm & 12pm - 2:30 p.m. Monday - Friday
# of Weekly Instructional Hours: 30
# of Non-Instructional Hours: 2.5
Planning Time: 5
Class Location: Carter County Adult Learning Center
Class Name in AEMIS: Carter Adult Ed – Evening
Class Address/Phone: 100 Adult Street, Carter WV 20001 304.999.8888
Program Type: Regular Adult Education
Weekly Instructional Hours (Class Schedule): 6:00 pm – 9pm Monday, Tuesday, Wednesday, Thursday
Instructor: Lydia Gilbert
Full or Part-Time: Part
Weekly Class Hours of Operation (This Instructor): 6:00 pm – 9pm Monday, Tuesday, Wednesday, Thursday
# of Weekly Instructional Hours: 12
# of Non-Instructional Hours: 1
Planning Time: 2
COMMUNITY NEEDS ASSESSMENT
1.
What is your education level?
(A)
less than high school – last grade completed:_______
(B)
high school graduate
(C)
post high school
2.
Are you employed outside the home?
(A)
full-time
(D) retired
(B)
part-time
(E)
homemaker
(C)
self-employed
3.
How many children do you have who attend school?_____
How many children are under school age?______
What language do you prefer to speak in your
household?_______________________________
4.
5.
6.
7.
An adult education class is being considered for your
community. What topic(s) would you like to be offered
through this program?
(A)
college prep classes
(B)
job prep classes
(C)
specialized subjects (math refresher, English)
(D)
personal growth classes (budgeting, parenting, etc.)
(E)
to study English as a Second Language (ESL)
(F)
other:_____________________________________
Why would you enroll in an adult education class? (check all
that apply)
(A)
for a high school equivalency diploma and to
(Check all that apply):
____to obtain skills to help me find a job
____to obtain skills to help me keep my current job
____to obtain skills to help me find a better job
____to obtain skills to enroll in college or vocational
training
(B)
for skills to help me find a job
(C)
for skills to help me keep my current job
(D)
for skills to help me find a better job
(E)
for skills to enroll in college or vocational school
(F)
for personal growth (budgeting, parenting, etc.)
(G)
for a high school equivalency only because I am
____retired
____employed
____disabled and not in the workforce
Which day(s) would you prefer class to be offered?
(A)
Monday
(D)
Thursday
(B)
Tuesday
(E)
Friday
(C)
Wednesday
(F)
Saturday
What would be the ideal length of one class session?
(A)
1 hour
(C)
3 hours
(B)
2 hours
(D)
more than 3 hours
I would like more information. Please contact me:
Name: ______________________________________________
Phone :______________________________________________
E-mail: ______________________________________________
Best way to contact me is: _____email or ___phone
Sex: M___ F___
Ethnic: Caucasian___ African American___ Other___
Age: 18-24___ 25-44___ 45-59___ 60+___
8.
What would be the ideal length for a semester?
(A)
4 weeks
(C) 3 months
(B)
6 weeks
(D) 6 months
9.
What would be the best time of day for a class to be
offered?
(A)
9 am - 3 pm
(D) 4 pm - 7 pm
(B)
9 am - noon
(E) 5 pm - 8 pm
(C)
1 pm - 4 pm
(F) 6 pm - 9 pm
10.
What would prevent you from enrolling in and attending an
adult education class?
(A) lack of child-care
(E) pride
(B) lack of transportation
(F) fear of failure
(C) partner would disapprove
(D) other: ________________________________
11.
How far in advance would you need to know about this
class?
(A) 1 week
(C) 3 weeks
(B) 2 weeks
(D) 1 month
12.
What would be the best way to let you know this class was
available in your community?
(A) email: _____
(B) television: ____ which channel?____________
(C) radio:____ which channel?________________
(D) newspaper:_____which one? _________________
(E) poster:___seen where?______________________
(F) flier: found where?_________________________
(G) other: __________________________________
13.
How far would you be willing to travel to get to class?
(A) less than 5 miles
(B) 5-10 miles
(C) more than 10 miles
14.
How would you get to class?
(A) drive
(B) driven by other
(C) public transportation
(D) ride with classmate
(E) walk
(F) other:_________________________________
15.
Would you be interested in online learning? yes no
(A) Do you have a computer?
yes
no
(B) Can you access to the Internet?
yes
no
If you would like to contact us, detach here and call or visit
us at the address below:
(Place label here that contains
the address and phone number
of your program.)
This page intentionally left blank.
AGENCY NEEDS ASSESSMENT
This survey has been developed to determine if your agency or organization is in need of services or products that can be
provided through the West Virginia Adult Basic Education Program. Please complete the information needed, and return to:
(Place mailing label here that contains
the name, address, and phone number
of your program.)
Please indicate the type of program you represent:

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


Business


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

Community Based Organization
Head Start Program
Community/Technical College
Training Program
Domestic Violence Shelter
Rehabilitation Service
Youth Services Center
Social Service Agency
Public Housing Facility
Career Technical Ed Center
Health Facility
Career One-Stop Center
other:__________________
What are the needs of your clients or staff?
In the Level of Need column, rate the level of your need in each area: 5=imminent 4=high 3=moderate 2=low 1=none
Then, in the Population in Need column, indicate who is in need of this service. (you may choose more than one)
Level of Need
Area of Need
Population in Need
5
4
3
2
1
High school equivalency diploma
Staff
Client
Family member
5
4
3
2
1
Reading instruction
Staff
Client
Family member
5
4
3
2
1
Math refresher
Staff
Client
Family member
5
4
3
2
1
Writing/language refresher
Staff
Client
Family member
5
4
3
2
1
Life-skill classes – budgeting, shopping, etc.
Staff
Client
Family member
5
4
3
2
1
Personal growth classes – parenting, family, etc.
Staff
Client
Family member
5
4
3
2
1
Thinking and reasoning skills
Staff
Client
Family member
5
4
3
2
1
Organizational skills
Staff
Client
Family member
5
4
3
2
1
Working as a team
Staff
Client
Family member
5
4
3
2
1
Digital literacy skills
Staff
Client
Family member
5
4
3
2
1
Wellness and safety
Staff
Client
Family member
5
4
3
2
1
Personal work habits – punctuality, appearance, etc.
Staff
Client
Family member
5
4
3
2
1
Job-search assistance
Staff
Client
Family member
5
4
3
2
1
Career planning
Staff
Client
Family member
5
4
3
2
1
Unemployment survival
Staff
Client
Family member
5
4
3
2
1
Preparation for entrance exam for college
Staff
Client
Family member
5
4
3
2
1
English as a Second Language (ESL)
Staff
Client
Family member
5
4
3
2
1
Other: (identify)
Staff
Client
Family member
If classes were offered in any of these areas, how many people from your agency would be interested in attending?
Staff______
Clients________
Family Member_________
What day of the week would be best?
Sunday_____ Monday_____ Tuesday_____ Wednesday_____ Thursday_____ Friday_____ Saturday_____
What time of day would be best?
9:00 am – noon
_____
1:00 pm – 4:00 pm _____
4:00 pm – 7:00 pm _____
5:00 pm – 8:00 pm _____
6:00 pm – 9:00 pm _____
Other: ________________________
I would like more information about your program. Please contact me.
Name:___________________________________________________________________________________________________
Phone:__________________________________________________________________________________________________
E-mail:___________________________________________________________________________________________________
Name of facility:___________________________________________________________
Address: __________________________________________________
__________________________________________________
__________________________________________________
Phone:__________________________
Contact Person:______________________________ E-mail:____________________________________
Student Needs Assessment
1.
How long have you been attending this class?
_______days
_______ months
________ years
10. Did you take an inventory when you enrolled to determine
your learning styles?
(A) yes
2.
(A) always (B) often (C) sometimes (C) rarely (D ) never
3.
If you circled (B), (C), or (D) above, what prevents you from
attending always?
(A) lack of child care
(B) lack of transportation
(C) partner would disapprove
(D) pride
(E) fear of failure
(F) other:
4.
How did you hear about this class?
(A) newspaper
(B) flier
(C) friend
(D) telephone
(E) email
(F) TV ad:____ what channel? _____________________________
(G) radio ad:____ what channel? ___________________________
(H) poster:____where?___________________________________
(I) flier:____where?_____________________________________
(J) other:______________________________________________
5.
6.
What would be the best way to let others know this class is
available in your community?
(A) television: ____ which channel?_________________
(B) radio:____ which channel?_____________________
(C) newspaper:_____which one? __________________
(D) poster:___seen where?_______________________
(E) flier:
found where?____________________
(F) Internet: __________________________________
(G) other:_____________________________________
How far in advance do you think class offerings should be
advertised?
(A)
(B)
(C)
(D)
(E)
7.
one week
two weeks
three weeks
one month
more than one month
Why did you enroll in this class? (check all that apply)
(A) for a high school equivalency
(B) for skills to help me find a job
(C) for skills to help me keep my current job
(D) for skills to help me find a better job
(E) for personal growth (budgeting, parenting, etc.)
(F) for skills to enroll in college or vocational school
8.
Did your instructor assist you in setting your goals?
(A) yes
9.
(B) no
How often do you attend?
(B) no
Do you and your instructor periodically review
your needs/goals to determine if they are being met?
(A) yes
11. Does your instructor provide lessons that allow you to
choose the best way for you to learn?
(A) always (B) often (C) sometimes (D) rarely (E) never
12. Did your instructor ask you if you had problems learning
when you were in school?
(A) yes
(B) no
13. Does your instructor provide feedback to you
regarding your progress?
(A) yes
(B) no
14. Do you feel like you are “a part” of the class and
total adult education program?
(A) always (B) often (C) sometimes (D) rarely (E ) never
15. Does your instructor provide information about
community agencies that could provide a service
to you?
(A) always (B) often (C) sometimes (D) rarely (E ) not applicable
16. Does your instructor encourage you to continue
your education by attending vocational
programs or college?
(A) always (B) often (C) sometimes (D) rarely (E ) not applicable
17. Does your instructor provide information on
how to apply and interview for a job?
(A) always (B) often (C) sometimes (D) rarely (E ) not applicable
18. Does your instructor provide information on job
opportunities within your community?
A) yes (B) no
19. Does your instructor treat you as an adult and
with respect?
(A) always (B) often (C) sometimes (D) rarely (E ) never
20 . Would you tell others about this program and urge them to
attend?
(A) yes
(B) no
21. Would you tell others about this program and
urge them to attend?
(A) yes
(B) no; why not?
______________________
Use this space to write any comments you have about this
program:
_______________________________________________________
_______________________________________________________
_______________________________________________________
(B) no
Class Location:__________________________________________________________________________________
Date:_________________________________ Name (optional):_____________________________________________
Student Interim Needs Assessment
1.
How long have you been attending this class?
days
months
years
2.
How often do you attend?
(A) always (B) often (C) sometimes (D) rarely (E )
never
3.
If you circled (B) or (C) above, what prevents you
from attending always?
(A) lack of child care
(B) lack of transportation
(C) partner would disapprove
(D) pride
(E) fear of failure
(F) other:
4.
Why did you enroll in this class?
(A) to obtain a high school equivalency and
(check all that apply)
___to obtain skills to help me keep my job
___to obtain skills to obtain a job
___to obtain skills to help me find a better job
___to obtain skills to enroll in vocational training
or college classes
(B) to obtain skills to help me find a job
(C) to obtain skills to help me keep my current job
(D) to obtain skills to enroll in college or vocational
training
(E) for personal growth (budgeting, parenting, etc.)
5.
Have you obtained any of these goals?
(A) yes (B) no
6.
Have you set other goals since you enrolled in this
class? Explain.
10. Does your instructor provide feedback to you
regarding your progress?
(A) yes
(B) no
11. Do you feel like you are “a part” of the class and
total adult education program?
(A) always (B) often (C) sometimes (D) rarely (E )
never
12. Does your instructor provide information about
community agencies that could provide a service to
you?
(A) always (B) often (C) sometimes (D) rarely
(E ) never
13. Does your instructor encourage you to continue your
education by attending vocational programs or
college?
(A) always (B) often (C) sometimes (D) rarely (E )
never
14. Does your instructor provide information on how to
apply and interview for a job?
(A) always (B) often (C) sometimes (D) rarely (E )
never
15. Does your instructor treat you as an adult and with
respect?
(A) always (B) often (C) sometimes (D) rarely (E )
never
16. Would you tell others about this program and urge
them to attend?
(A) yes (B) no; why not?
Use this space to write any comments you have about
this program:
7.
How could this program better meet your needs?
8.
Do you and your instructor periodically review your
needs/goals to determine if they are being met?
(A) yes (B) no
9.
Does your instructor provide lessons that allow you
to choose the best way for you to learn?
(A) always (B) often (C) sometimes (D) rarely (E )
never
Class location: _________________________
Date: _________________________
WEST VIRGINIA ADULT EDUCATION PERFORMANCE MEASURES
Core
Indicator
#1:
Demonstrated Improvements in literacy skill levels in reading, writing, and speaking the
English language, numeracy problem-solving, English Language, and other literacy skills.
FY15
FY16
Measure
1
70% of beginning literacy level (FFL1) learners
will acquire the level of basic skills needed to
complete the educational functioning level.
63% of beginning literacy level (FFL1) learners will
acquire the level of basic skills needed to
complete the educational functioning level.
Measure
2
66% of beginning level ABE (FFL 2) learners will
acquire the level of basic skills needed to
complete the educational functioning level.
66% of beginning level ABE (FFL 2) learners will
acquire the level of basic skills needed to
complete the educational functioning level.
Measure
3
62% of low intermediate ABE level (FFL 3)
learners will acquire the level of basic skills
needed to complete the educational
functioning level.
66% of low intermediate ABE level (FFL 3)
learners will acquire the level of basic skills
needed to complete the educational functioning
level.
Measure
4
55% of high intermediate ABE (FFL 4) level
learners will acquire the level of basic skills
needed to complete the educational
functioning level.
57% of high intermediate ABE (FFL 4) level
learners will acquire the level of basic skills
needed to complete the educational functioning
level.
Measure
5
61% of low adult secondary level (FFL 5)
learners will acquire the level of basic skills
needed to complete the educational
functioning level.
58% of low adult secondary level (FFL 5) learners
will acquire the level of basic skills needed to
complete the educational functioning level.
Measure
6
NA (the Federal government does not recognize
completion of level 6) high adult secondary
level (FFL 6) learners will acquire the level of
basic skills needed to complete the educational
functioning level.
NA (the Federal government does not recognize
completion of level 6) high adult secondary level
(FFL 6) learners will acquire the level of basic skills
needed to complete the educational functioning
level.
Measure
7
61% of beginning literacy ESL level (FFL 7)
learners will acquire the level of basic skills
needed to complete the educational
functioning level.
49% of beginning literacy ESL level (FFL 7)
learners will acquire the level of basic skills
needed to complete the educational functioning
level.
Measure
8
55% of low beginning ESL level (FFL 8) learners
will acquire the level of basic skills needed to
complete the educational functioning level.
52% of low beginning ESL level (FFL 8) learners
will acquire the level of basic skills needed to
complete the educational functioning level.
Measure
9
61% of high beginning ESL level (FFL 9) learners
will acquire the level of basic skills needed to
complete the educational functioning level.
55% of high beginning ESL level (FFL 9) learners
will acquire the level of basic skills needed to
complete the educational functioning level.
Measure
10
68% of low intermediate ESL level (FFL 10)
learners will acquire the level of basic skills
needed to complete the educational
functioning level.
55% of low intermediate ESL level (FFL 10)
learners will acquire the level of basic skills
needed to complete the educational functioning
level.
WEST VIRGINIA ADULT EDUCATION PERFORMANCE MEASURES
FY15
FY16
Measure
11
69% of high intermediate ESL level (FFL 11)
learners will acquire the level of basic skills
needed to complete the educational
functioning level.
56% of high intermediate ESL level (FFL 11)
learners will acquire the level of basic skills
needed to complete the educational functioning
level.
Measure
12
57% of advanced ESL level (FFL 12) learners will
acquire the level of basic skills needed to
complete the educational functioning level.
56% of advanced ESL level (FFL 12) learners will
acquire the level of basic skills needed to
complete the educational functioning level.
Core
Indicator
#2:
Placement in, retention in, or completion of unsubsidized employment or postsecondary
education/training.
FY15
FY16
47% of unemployed adult learners in the labor
force upon entry who exit during the program
year will obtain unsubsidized employment.
44% of unemployed adult learners in the labor
force upon entry who exit during the program
year will obtain unsubsidized employment.
52% of adult learners employed at entry who
exit during the program year; and learners who
were not employed at time of entry and in the
labor force, who are employed at the first
quarter after exit quarter, will retain their job.
69% of adult learners employed at entry who
exit during the program year; and learners who
were not employed at time of entry and in the
labor force, who are employed at the first
quarter after exit quarter, will retain their job.
Measure
3
30% of adult learners who have earned a
secondary credential (high school equivalency)
while enrolled, hold a secondary credential (H.S.
or high school equivalency diploma) at entry, or
are enrolled in a class specifically designed for
transitioning to community college (i.e., program
type: transition class), who exit during the
program year will enroll in further postsecondary
academic or vocational programs.
25% of adult learners who have earned a
secondary credential (high school equivalency)
while enrolled, hold a secondary credential (H.S.
or high school equivalency diploma) at entry, or
are enrolled in a class specifically designed for
transitioning to community college (i.e., program
type: transition class), who exit during the
program year will enroll in further postsecondary
academic or vocational programs.
Core
Indicator
#3:
Receipt of a secondary school diploma or its recognized equivalent.
Measure
1
Measure
2
FY15
Measure
1
81% of adult learners who take all approved
GED®/high school equivalency tests, or are
enrolled in adult high school at the high Adult
Secondary Education (FFL 6) level, who exit
during the program year, will pass the
GED®/high school equivalency assessment.
FY16
83% of adult learners who take all approved
GED®/high school equivalency tests, or are
enrolled in adult high school at the high Adult
Secondary Education (FFL 6) level, who exit
during the program year, will pass the
GED®/high school equivalency assessment.
ADULT EDUCATION INSTRUCTOR JOB DESCRIPTION
Qualifications:
 Professional teaching certificate (preferred) or eligible for an Adult License for
Adult Basic Education (four year college degree – minimum of 2.5 GPA in original
course work; minimum of 3.0 in course work used to maintain licensure).
 Knowledge of the characteristics of adult learners and prior experience in
delivering training and/or instruction to adult learners is preferred.
 Experience in working with technology and using educational software is required.
 Effective oral/written communication skills are required.
 Experience with data management systems is preferred.
 Ability to attend pre-service teacher training with an approved peer trainer (and
travel to the meeting if necessary) prior to the start of any instructional activity is
required.
Terms of Employment:
As needed for the length of the class. Student enrollment, contact hours, and
funding may affect the length of employment. Part-time instructors may not exceed
720 hours of employment per fiscal year.
Duties:
 Administer/interpret appropriate instruments for registration, placement and needs
assessment to determine skill levels and learner goals.
 Conduct private student interviews to set reasonable goals and plan an individual
program of study based on skill levels and personal/career goals.
 Establish clear objectives for all lessons, units, and projects and communicate
those objectives to students.
 Prepare for assigned classes and show written evidence of preparation upon
request.
 Manage multilevel classroom activities and provide instruction in a variety of ways
(individual, pair-work, whole group, small group, computer-aided, tutorial, guest
speakers, field trips, etc.) according to the learners’ needs.
 Structure appropriate activities aligned to standards that teach principles,
techniques, or methods in subjects such as English language skills, mathematics,
life skills, and workforce/employability skills.
 Employ a variety of teaching strategies that are student-centered; incorporate
active learning; provide explicit direct instruction; and differentiation.
 Observe and evaluate students' work to determine progress and make regular
suggestions for improvement.
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Establish clear objectives for all lessons, units, and projects and communicate
those objectives to students.
Reflectively review instructional content, methods, and student evaluations to
assess strengths and weaknesses, and to develop recommendations for course
revision, development, or elimination.
Apply accommodations for students with special learning needs.
Establish and maintain linkages various community agencies (including DHHR,
DVR, and WorkForce WV), business and industry, and educational and
governmental institutions (including career and technical centers, and college
programs).
Participate in publicity planning, community awareness efforts, and student
recruitment.
Advise students on internships, prospective employers, and job placement
services.
Make referrals for support services when appropriate (diagnosis of disabilities,
vision, hearing; childcare and/or transportation assistance, etc.).
Monitor and document learners’ progress in relation to identified goals using a
variety of evaluation techniques.
Maintain and submit applicable data/reports relating to student enrollment,
progress, and completion (or termination) in a timely manner as required by
county/state policy.
Select and recommend the purchase of proper educational materials, supplies,
and/or equipment for the class site(s).
Insure (through appropriate supervision) the safety and well-being of learners.
Maintain confidentiality of student information as outlined in the WVABE Instructor
Handbook, Section 4.
Maintain valid state certification (teaching certificate or adult license for ABE).
Participate in the minimum required Core and Elective professional development
sessions per year depending on the number of hours per week of employment.
Attend professional meetings, conferences, and workshops to maintain and
improve professional competence.
Write grants to obtain program funding.
Perform other duties related to the program as needed.
Expectations:
 Work effectively as a member of an educational team to promote the program as a
whole.
 Maintain a professional relationship with students, administrators, and all others
who are encountered through professional duties.
 Create a positive learning environment by demonstrating enthusiasm, ethical
behavior, respect for others, and good work habits (including punctuality and
attendance).
 Demonstrate a willingness to work collaboratively with personnel from within the
organization and from outside agencies.
ADULT EDUCATION INSTRUCTOR
ENGLISH LANGUAGE ACQUISITION (ELA) JOB DESCRIPTION
Qualifications:
 Bachelors or higher degree (TESOL, Linguistics, or English preferred).
 Professional teaching certificate (preferred) or eligible for an Adult License for
Adult Basic Education (four year college degree – minimum of 2.5 GPA in original
course work; minimum of 3.0 in course work used to maintain licensure).
 Effective oral/written communication skills are required.
 Knowledge of the characteristics of adult learners and prior experience in
delivering training and/or instruction to adult learners is preferred.
 Knowledge of the process of second language acquisition and prior experience in
working with non-native English speakers is preferred.
 Experience in living outside the U.S., learning a foreign language, and/or adapting
to a different culture is preferred.
 Experience in working with computers and using educational software is required.
 Ability to attend pre-service teacher training with an approved peer trainer (and
travel if necessary) prior to the start of any instructional activity is required.
Terms of Employment:
As needed for the length of the class. Student enrollment, contact hours, and
funding may affect the length of employment. Part-time instructors may not exceed
720 hours of employment per fiscal year.
Duties:
 Administer appropriate instruments for registration, orientation, oral/written
placement and needs assessment to determine skill levels and learner goals.
 Conduct personal interviews with new students to set reasonable goals and plan
and implement an appropriate course of instruction.
 Manage multilevel classroom activities and provide instruction in a variety of ways
(individual, pair-work, whole group, small group, computer-aided, tutorial, guest
speakers, field trips, etc.) according to the learners’ needs.
 Establish clear objectives for all lessons, units, and projects and communicate
those objectives to students. Prepare for assigned classes and show written
evidence of preparation upon request.
 Structure appropriate activities that develop basic skills in English (listening,
speaking, reading, writing, pronunciation, and grammar) and in other academic
areas (American history, citizenship, math, science, test-taking, etc.) as well as
workplace entry skills according to the learner’s identified needs.
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Employ a variety of teaching strategies that are student-centered; incorporate
active learning; provide explicit direct instruction and differentiation.
Monitor and document learners’ progress in relation to identified goals using a
variety of evaluation techniques (oral/written tests, formal/informal evaluations,
portfolios, etc.)
Establish clear objectives for all lessons, units, and projects and communicate
those objectives to students.
Reflectively review instructional content, methods, and student evaluations to
assess strengths and weaknesses, and to develop recommendations for course
revision, development, or elimination.
Apply accommodations for students with special learning needs
Assist learners in developing and refining appropriate vocabulary and idioms for
use in a variety of settings (academic, workplace, children’s school, shopping, the
telephone, filling out forms, etc.) according to learners’ needs.
Assist learners in becoming oriented to the local community (school system, public
events, available services, etc.); in dealing with culture shock; and in adapting to
local customs and cultures.
Maintain and submit records and reports in a timely manner as required by
county/state policy.
Select and recommend the purchase of proper educational materials, supplies,
and/or equipment for the class site(s).
Ensure (through appropriate supervision) the safety and well-being of learners.
Maintain confidentiality of student information as outlined in the WVABE Instructor
Handbook, Section 4.
Maintain valid state certification (teaching certificate or adult license for ABE).
Participate in the minimum required Core and Elective professional development
sessions per year depending on the number of hours per week of employment.
Attend professional meetings, conferences, and workshops to maintain and
improve professional competence.
Write grants to obtain program funding.
Perform other duties related to the program as needed.
Expectations:
 Work effectively as a member of an educational team to promote the program as a
whole.
 Maintain a professional relationship with students, administrators, and all others
who are encountered through professional duties.
 Create a positive learning environment by demonstrating enthusiasm, ethical
behavior, respect for others, and good work habits (including punctuality and
attendance).
 Demonstrate a willingness to work collaboratively with personnel from within the
organization and from outside agencies.