Teacher’s Handbook
Denton ISD Adult Education and Literacy Program
2015-16
Instructor’s Handbook
This handbook is a guideline. All employees are bound by DISD Board policy and state and federal
law. Teachers are also bound by the teacher rules of conduct. Moreover; policies, rights and
obligations can be changed by the System for the efficient operation of the System.
From time to time, this handbook will be revised to reflect changes. We cannot republish the
handbook each time a change occurs; therefore, some material may become obsolete without prior
notice to you. If any information contained in this handbook conflicts with information published at a
higher level of authority within the School System, State or Federal level, the information in those
policies, laws, etc., will prevail. As the contents of this handbook change, you will be notified by your
Director or Supervisor. You are solely responsible for regularly updating your handbook.
The contents of this handbook are presented as a matter of information only and do not create or
constitute a contract, expressed or implied, between the DISD Adult Education and Literacy Program
and any of its employees.
We reserves the right to modify, change, disregard, suspend or cancel at any time, without written or
verbal notice, all or any part of the handbook’s contents as circumstances may require.
Table of Contents
Introduction
Letter from AEL Director
DISD AEL Strategic Plan
Mission
Vision
Goals
Program Design
AEL Administration Staff
Denton ISD AEL Service Counties
Organizational Chart
Class Scheduling
Student/Teacher Ratio and Class Size
Program Planning and Teacher Prep Time
Adult Learning Theory
Staff Roles and Responsibilities
AEL Coordinator Role and Responsibilities
AEL Site Facilitator Role and Responsibilities
AEL Instructor Role and Responsibilities
AEL Instructional Aide Role and Responsibilities
Program Policies
Staff and Student Timesheets
Staff Dress Code
Staff Discipline Policy and Process
Grievance Chart
Class Site Rules
Instructional Materials
Confidentiality and Security-FERPA
Classroom Management
Student Code of Conduct
Student Services
Student Programs
Student Eligibility
Student Outreach and Recruitment
Student Intake
Student Goals
Student Portfolio
Student Education and Workforce Planning
Professional Development
Professional Development Purpose
Professional Development Hours and Requirements
District Calendar 2015-2016
Curriculum and Assessments
Content Standards
Lesson Planning
Instructional Requirements
Assessments for ABE classes
Assessments for ELA classes
Assessment Administration Requirements
Continuous Improvement
Continuous Improvement Plan
Staff Meetings and Communication
Monitoring Visits and Observations
Attachments
2015-2016 District Calendar
DISD AEL Programs Defined
AEL Funding Sources
U.S. Department of Labor Wage and Hour Division Fact Sheet
Roadmap for GED
Roadmap for ELA
Eligibility Form
Public Assistance Form
Student Registration Form Sample
Student Assessment Form Sample
Staff Timesheet Template
Student Timesheet Template
Best Literacy Screening Tool
ELA Progress Test Form
GED Progress Test Form
Educational Functioning Level Table
Educational Functional Level Descriptions
NRS Functioning Level Table
ABE Content Standards Summary Sheet
ELA Content Standards Summary Sheet
AEL Session Evaluation Form
Adult Education Teacher Evaluation Form
Class Observation Form
Distance Learning Policy
Site Visit Checklist
Student’s Rights and Responsibilities
Student Contract
Student Grievance Template
Student Counseling Log
Student Attendance Policy
Political Activities in Schools
The 13 Characteristics of Successful People
SMART Goal Template
Continuous Improvement Plan Guide
GED Test Taking Tips
10 Steps to Increase Student Success
Frequently Asked Questions
Acknowledgement of Confidentiality and Appropriate Use of Data and Information SystemsTEAMS
AEL Site Facilitator Letter of Agreement
AEL Instructor Letter of Agreement
AEL Instructional Aide Letter of Agreement
Staff Handbook Understanding and Acknowledgement
815 Cross Timber St.
Denton, TX 76205
Phone: 940-369-0400
Fax: 940-383-1096
Dear Staff,
The Denton ISD Adult Education and Literacy Program is committed to providing our students with
the opportunities to learn in a learner centered, positive and structured learning environment. As per
new WIOA guidelines, we are committed to the integration of school and employment services that
will allow learners to be successful in both endeavors.
Students’ needs will be met through a multifaceted program that combines personal and professional
achievements in a supportive environment. Our commitment in not simply to teach skills, but to help
our students develop a desire for lifelong learning and the capacity for an improved quality of life.
This teacher handbook helps communicate our expectations relative to professional policies and
practices for Adult Education employees. We encourage you to share with us any suggestions or ideas
you might have regarding the implementation of AEL programs at Denton ISD. We look forward to a
very productive school year in 2015-2016. As our challenges are great, so are the talents and
commitment of our staff. Let’s have a great year!
Sincerely,
David Gerabagi
AEL Program Director
DISD AEL Strategic Plan
Adult Education and Literacy program in Denton ISD consists of individual but related entities working
together to create a strong, unified and effective system for adult learners seeking greater
opportunities for themselves, their families and their communities.
Vision
“Learning for Work and Life”
The vision of the Adult Education and Literacy program is to partner with business, government,
community leaders and educators to strive toward a more democratic society by providing a
comprehensive instruction and support services to eligible program participants in a learner centered,
supportive and collaborative environment to enhance their quality of life leading to life-long learning,
civic participation, and personal success.
Mission
“Dedicated to Quality Services and Programs”
The Denton ISD Adult Education and Literacy program exists to provide adult learners with quality
programs and services to help them acquire and develop literacy skills needed to become selfsufficient. We believe that by furthering their education, entering job training and obtaining
sustainable employment, they may reach their potential as family members, productive workers and
responsible citizens.
Values
”Delivering Quality Service in a Caring Environment”
We care about our adult learners, our community, and our work. We deliver our services with
integrity, respect, fairness and accountability.
Strategies
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Improve basic skills performance and General Educational Development (GED) attainment of
adult learners
Improve listening, speaking, reading and writing skills of English Language Acquisition (ELA) of
program participants
Assist adult learners to obtain and retain employment and to transition to post-secondary
education/training
Improve job related basic skills by providing workplace-based classes
Provide college and careers and distance learning services to program participants
Goals
Adult Education and Literacy program provides adults ages 16 years and older, who have less than a
high school education, with opportunities to acquire the skills necessary to function more effectively
in society and the workplace of the 21st century. Through these programs a student may accomplish
the following goals:
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Acquire the basic reading, writing, and math skills necessary to obtain or advance in a job
Attain skills necessary to enter post-secondary education and training
Study to obtain an alternative high school diploma
Attain high-level employment skills
Acquire the skills needed to be a functional and contributing member of society
Learn to speak and write the English language and citizenship skills
Gain civics and citizenship education to participate in democratic society
Exit public welfare and become self-sufficient
Gain self-esteem, personal confidence
Program Design
AEL Administrative Staff
Adult Education and Literacy Main Office
815 Cross Timbers St.
Denton, TX 76205
Phone: 940-369-0400
aelcontact@dentonisd.org
Fax: 940-369-4988
Adult Education and Literacy Staff Contacts:
Dr. David Gerabagi, Director
940-369-0401
dgerabagi@dentonisd.org
Cindy Stovall, AEL Grant Fiscal Specialist
940-369-0402
cstovall@dentonisd.org
Leslie Montez, AEL Grant Program Specialist
940-369-0403
lmontez@dentonisd.org
Daniel Correa, AEL Grant Program Coordinator
940-369-0404
dcorrea@dentonisd.org
Katie Heldmann, AEL Grant Program Coordinator
940-369-0405
kheldmann@dentonisd.org
Briley Kozak, AEL Grant Program Coordinator
940-369-0406
bkozak@dentonisd.org
Jauneen Maldonado, AEL Grant Program Coordinator
940-369-04
jmaldonado@dentonisd.org
Erika Kelley, AEL Grant TEAMS Facilitator
940-369-0407
ekelley@dentonisd.org
Ashley Wilson, AEL Grant TEAMS Facilitator
940-369-0408
awilson3@dentonisd.org
Eugenia McGregor, AEL Grant TEAMS Facilitator
940-369-0409
emcgregor@dentonisd.org
Eva Medina, AEL TEAMS Facilitator
940-369-04
emedina@dentonisd.org
Denton ISD AEL Service Counties
Class Scheduling
Programs must provide services of enough frequency, duration, and intensity to enable students to
reach their goals and to make learning gains. Our AEL program offers classes regularly two days per
week (either Monday/Wednesday, or Tuesday/Thursday) with the exception of some morning
classes that are offered three days per week. The students receive 3 hours of instruction per class
resulting in 6 hours per week.
Student/Teacher Ratio and Class Size
Classes must be large enough for students to benefit from group activities, group discussions, and
peer support and small enough for students to receive individual attention. Therefore, programs must
be cost effective and offer classes of no fewer than 10-25 students per teacher. If the student
number drops below 10 for eight consecutive weeks, the students will be redistributed throughout
different classes and the staff moved to a different site.
Program Planning and Teacher Prep Time
Staff are expected to plan for instruction to ensure the learning environment is conducive to learning
and adequate lessons prepared. Staff are allowed 30 minutes of prep time per class. This prep time
can be used at the teacher’s discretion and will be verified at the end of each month by the
completion and submission of lesson plans. This prep time can also be split into 15 minutes before
class and 15 minutes after class. Staff are expected to seek and obtain prior written authorization
before commencing any extra work beyond regularly scheduled hours. The maximum hours worked
for AEL part-time staff shall not exceed 12 hours per week.
Adult Learning Theory
Understanding the principles behind adult learning is key to successful instruction in Adult Education.
Adult learning theory focuses on how adults learn new skills or information and highlights special
considerations for working with adult learners. The “father” of adult learning theory is Malcolm
Knowles and his work focused on the premise that adults learn best when they talk to others about
their life experiences and relate those experiences to the learning process. Knowles developed five
core principles to effective adult learning:
Adult learners need
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To be respected
Need to feel like they are endorsing their own learning
Like to be part of the planning during the learning
To see the immediate usefulness of the learning
Need to see how the learning can be used right away
Do NOT like to waste time
A safe learning environment
Need to feel welcome and comfortable in the learning experience
Need to have trust in the learning design
Do NOT want to be judged
Want to be recognized or affirmed
To be engaged in their learning
Need to be actively involved in the learning process
Learning to be relevant to their lives
Need learning to apply to their personal lives and goals
Relate learning of the topic to their life experiences
The above adult learning principles are rooted in the evaluation of Pedagogy vs. Andragogy. Pedagogy
is defined as, “the art and science of educating children.” Andragogy, on the other hand, is defined as,
“the art and science of helping adults learn.” Both have valuable places in the world of education and
should inform instructional practices of both k-12 and adult educators. Most people relate their
knowledge of education and instructional practices to that of the K-12, which while valuable, does not
take into consideration special needs, barriers, and circumstance associated with the adult learner.
Staff Roles and Responsibilities
AEL Coordinator Role and Responsibilities
The Instructional Coordinators will supply you with class rolls, student enrollment forms, student
assessment forms, sign-in sheets, textbooks, copies, and anything else that may be needed in your
classroom. The Instructional Coordinators will visit class sites, and may aid in student enrollment or
student assessment as necessary. If you notice that you need additional help in your classroom with
enrollment/assessment, please contact your Instructional Coordinators as soon as possible to make
arrangements.
The Instructional Coordinators will conduct periodic classroom observations and file/portfolio
reviews, will provide feedback as to how teachers can improve their classroom, and will provide
hands-on technical assistance. In the case of an emergency at a class site, or if you know you will be
absent, please contact your Instructional Coordinators. Teachers should also contact their
Instructional Coordinators in a case of unresolved conflict with a student or between students.
AEL Site Facilitator Role and Responsibilities
AEL Site Facilitator Responsibilities
By accepting the position as an adult education site facilitator with the Denton ISD AEL program, you are
agreeing to fulfill the following duties and responsibilities:
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Complete initial set up including posting signs and registration table.
Ensure the classrooms are unlocked and ready for instructional use.
Greet teachers and students and direct them to classes.
Assist instructors with prepping classroom materials.
Assist with registering students and student enrollment/assessment forms.
Assist with assessing students using the TABE or BEST test. All students must have baseline and progress
tests.
Assist coordinator in finding substitutes as needed
Staff must meet all required Professional Development Hours. All staff must attend mandatory in-services.
If you do not attend these in-services, you may not be re-hired for the next fiscal year.
Maintain knowledge of program regulations, policy and procedures.
Site Facilitators are expected to contact the Coordinator at least four hours in advance if they will be unable
to attend classes.
Notify Coordinator at least one week prior to a known absence verbally and written.
Site Facilitators will be paid for 6-12 hours per week. All additional time must be pre-approved by the
Director.
Follow FERPA guidelines in regard to confidentiality for student information and records.
Ensure orderly conduct and cleanliness of AEL site.
Maintain a clean, safe, professional and welcoming environment.
Dress professionally- all program staff members should seek to present a professional appearance at all
times.
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Wear an identification badge at all times while on duty. Either the program badge or the local school district
badge may be worn.
Act professionally-all program staff will treat each other with dignity and respect in order to create an
environment that is safe and conducive to learning.
Work with assigned Instructional Aides to make copies, obtain audio-visual material and classroom
instructional material where needed.
Follow paperwork and submission procedures and ensure paperwork is completed accurately and
submitted in a timely manner.
Monitor staff timesheets and student class attendance.
Ensure student files and AEL program materials are safely locked up at the end of each class.
Other duties as assigned by the coordinator.
The AEL program reserves the right to terminate employment on the grounds of poor performance,
dereliction of duties, excessive absences, or if the undersigned does not comply with the above agreed
upon duties and responsibilities.
AEL Instructor Role and Responsibilities
At the heart of a successful Adult Ed. program is the instructor. To the student, you are the most
influential person in the program. The success of the Denton ISD Adult Ed depends on people like
you—people who, although perhaps not trained as professional teachers, have specialties and
interests and enjoy helping others to learn. You are also a public relations person for the Adult
Education Program, and very often, the image a person has of the entire Adult Ed. Program will be
based on contact with you.
You are responsible for teaching those students who are enrolled in the classes you have agreed to
teach, and you are responsible for maintaining all necessary paperwork and files as required by the
Program. The Texas Adult Ed. Content Standard Curriculum Framework serves as a reference guide
for topics to be covered by your class.
AEL Instructor Responsibilities
By accepting the position as an adult education teacher with the Denton ISD AEL program, you are agreeing to
fulfill the following duties and responsibilities:
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Assist with registering students, student enrollment/assessment forms, orientation.
Assessing students using the TABE or BEST test. All students must have baseline and progress tests.
Maintaining student portfolios and student administrative files.
Following the Texas Content Standards and Benchmarks for ABE, ASE or ELA students.
Use a variety of instructional strategies and tools appropriate to the needs of the student.
Use lesson plans that integrate instruction and across content area.
Work with colleagues to develop and evaluate curriculum and materials.
Apply adult education and literacy principles and methods in the workplace classroom.
Assisting with recruitment and retention of students.
Assess adult education needs and promotes program in the community.
Staff must meet all required Professional Development Hours. All staff must attend mandatory in-services.
If you do not attend these in-services, you may not be re-hired for the next fiscal year.
Maintain knowledge of program regulations, policy and procedures.
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Dress professionally- all program staff members should seek to present a professional appearance at all
times.
Wear an identification badge at all times while on duty. Either the program badge or the local school district
badge may be worn.
Act professionally-all program staff will treat each other with dignity and respect in order to create an
environment that is safe and conducive to learning.
We are guests in the classroom, therefore, leave the classroom better than when you came in as well as no
food or drink in the classroom.
Teachers are expected to contact the Coordinator at least four hours in advance if they will be unable to
attend classes.
Notify Coordinator at least one week prior to a known absence verbally and written.
Teachers are expected to be in their class, ready for students, at least five minutes before start time
(morning, afternoon and evening classes).
A daily class attendance of 10 students must be maintained in order for class to remain open.
Teachers will be paid for the class meeting time and prep time (max. 14 hours per week). All additional time
must be pre-approved by the Director.
Complete and submit timesheet into your Coordinator or Site Facilitator on the last class day of the month.
Ensure timesheet reflects actual time of arrival and departure.
Complete and submit paperwork and forms as directed by your Coordinator.
Follow FERPA guidelines in regard to confidentiality for student information and records.
Ensure sign-in sheets are in the students’ own handwriting.
Teachers are expected to return all including technology and/or software at the end of the year, or upon
termination of duties, or they will be charged for those items.
If a teacher will be unable to complete the semester, please give a two-week notice of termination of
duties.
The AEL program reserves the right to terminate employment on the grounds of poor performance,
excessive absences, or if the undersigned does not comply with the above agreed upon duties and
responsibilities. This is an “At Will Position” with the Denton ISD Adult Education and Literacy Program.
AEL Instructional Aide Role and Responsibilities
Teacher aides are vital members of the Adult Education team that insure the success of our programs.
At most sites, you will be responsible for student enrollment and testing. You will also assist with
setting up and maintaining student files, filling out monthly reports, calling students whose
attendance is sporadic, and as time allows, helping with small group instruction.
Teachers should have their files available to teacher aides at all times, because you will be responsible
for periodically updating student files and locating necessary information for the Adult Education
office. Though your duties are largely clerical, students will see you as someone they can reach out to
for additional help or one-on-one assistance.
AEL Instructional Aide Responsibilities
By accepting the position as an adult education teacher with the Denton ISD AEL program, you are agreeing to
fulfill the following duties and responsibilities:
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Assisting with student enrollment, registration and orientation
Assessing students using the TABE or BEST Test and assisting the teacher with maintaining monthly
progress test forms with applicable post-test scores recorded. All students should be administered both
baseline and progress tests.
Maintaining/updating student portfolios and student administrative files
Assisting with recruitment of students
Assisting teachers with student retention by making follow-up calls to students who have missed 3 or
more class periods
Helping teacher maintain student files
Assisting teacher(s) in maintaining student attendance/sign-in forms
Teacher’s Aides will cover various class sites as assigned
Assisting teacher with instruction as needed.
Staff must meet all required Professional Development Hours. All staff must attend mandatory in-services.
If you do not attend these in-services, you may not be re-hired for the next fiscal year.
Maintain knowledge of program regulations, policy and procedures.
Dress professionally- all program staff members should seek to present a professional appearance at all
times.
Wear an identification badge at all times while on duty. Either the program badge or the local school district
badge may be worn.
Act professionally-all program staff will treat each other with dignity and respect in order to create an
environment that is safe and conducive to learning.
We are guests in the classroom, therefore, leave the classroom better than when you came in as well as no
food or drink in the classroom.
Teacher’s Aides are expected to contact the Coordinator at least four hours in advance if they will be unable
to attend classes.
Notify Coordinator at least one week prior to a known absence verbally and written.
Teacher’s Aides are expected to arrive at class sites prior to class starting
Teacher’s Aides will be paid for the class meeting time (max. 14 hours per week). All additional time must be
pre-approved by the Director.
Complete and submit timesheet into your Coordinator or Site Facilitator on the last class day of the month.
Ensure timesheet reflects actual time of arrival and departure.
Assist teachers in completion and submission of paperwork and forms as directed by your Coordinator.
Follow FERPA guidelines in regard to confidentiality for student information and records.
Ensure sign-in sheets are in the students’ own handwriting.
Help to ensure student files and AEL program materials are safely locked up at the end of each class.
If an aide will be unable to complete the semester, please give a two week notice of termination of
duties
The AEL program reserves the right to terminate employment on the grounds of poor performance,
dereliction of duties, excessive absences, or if the undersigned does not comply with the above agreed
upon duties and responsibilities. This is an “At Will Position” with the Denton ISD Adult Education and
Literacy Program.
Program Policies
Staff and Student Timesheets
Staff timesheets need to be completed with accuracy to reflect actual time of arrival and departure
each class taught. Staff will include date, time in and time out. The timesheets will be signed and
turned in to your Site Facilitator or Coordinator on the last class day of the month. Inaccurate and
fraudulent reporting of actual hours worked is considered fraud and will result in immediate termination.
Student sign-in sheets need to be completed daily. Student sign-in sheets will be placed at entrance of
classroom where they will sign in with date and actual time of arrival. Students cannot sign out at the
same time of signing in. Students need to wait until the end of class to sign out. Student timesheets
must be in the students own handwriting. Staff cannot write on student timesheet unless they’re
recording the total hours.
Dress Code
All Program staff members should seek to present a professional appearance at all times. Serving as
role models for our students, appropriate attire and grooming are essential. Clothing such as sweats,
shorts, t-shirts, or ripped or stained jeans should not be worn in the classroom. All Program staff
members should wear an identification badge at all times while on duty. Either the Program badge or
the local school district employee badge (if applicable) may be worn.
The Denton ISD Adult Education and Literacy Program, under the agency of the Denton ISD, has a
dress code in place to prevent disruptions, promote safety, and promote an environment for learning.
A student who does not comply with dress code will be asked to leave the class site, and may return
when appropriate attire is worn.
Attire will not be permitted if it:
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presents an obscene appearance or contains obscene words and gestures
contains offensive words or phrases
advertises illegal products
is determined to be extreme
Disallowed items include:
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any display of undergarments
bandannas or hair nets
chains
tattoos which promote nudity, obscenity, or gang activity. Note: if permanent, these must be
covered
Staff Discipline Policy
Purpose: AEL Department’s progressive discipline policy and procedures are designed to provide a
structured corrective action process to improve and prevent a recurrence of undesirable employee
behavior and performance issues. It has been designed consistent with AEL Department
organizational values, human resource (HR) best practices and employment laws.
Outlined below are the steps of AEL Department’s progressive discipline policy and procedure. AEL
Department reserves the right to combine or skip steps depending on the facts of each situation and
the nature of the offense. The level of disciplinary intervention may also vary. Some of the factors
that will be considered are whether the offense is repeated despite coaching, counseling or training,
the employee’s work record, and the impact the conduct and performance issues have on the
organization.
Procedure
Step 1: Counseling and verbal warning: Step 1 creates an opportunity for the immediate supervisor
to schedule a meeting with an employee to bring attention to the existing performance, conduct or
attendance issue. The supervisor should discuss with the employee the nature of the problem or the
violation of company policies and procedures. The supervisor is expected to clearly describe
expectations and steps the employee must take to improve performance or resolve the problem.
Immediately after the meeting but no later than five business days of this meeting, the supervisor will
prepare written documentation of a Step 1 meeting. The employee will be asked to sign this
document to demonstrate and acknowledge his or her understanding of the issues and the corrective
action.
Step 2: Written warning: Although AEL Department hopes that the employee will promptly correct
any performance, conduct or attendance issues that were identified in Step 1, AEL Department
recognizes that this may not always occur. The Step 2 written warning involves more formal
documentation of the performance, conduct or attendance issues and consequences.
During Step 2, the immediate supervisor and/or director will meet with the employee to review any
additional incidents or information about the performance, conduct or attendance issues as well as
any prior relevant corrective action plans. Management will outline the consequences for the
employee of his or her continued failure to meet performance or conduct expectations.
A formal performance improvement plan (PIP) requiring the employee’s immediate and sustained
corrective action will be issued within five business days of a Step 2 meeting. A warning outlining that
the employee may be subject to additional discipline up to and including termination if immediate
and sustained corrective action is not taken may also be included in the written warning.
Step 3: Suspension and final written warning: There may be performance, conduct or safety
incidents so problematic and harmful that the most effective action may be the temporary removal of
the employee from the workplace. When immediate action is necessary to ensure the safety of the
employee or others, the immediate supervisor may suspend the employee pending the results of an
investigation.
Suspensions that are recommended as part of the normal progression of this progressive discipline
policy and procedure are subject to approval from HR.
Depending on the seriousness of the infraction, the employee may be suspended without pay in fullday increments consistent with federal, state and local wage-and-hour employment laws.
Step 4: Recommendation for termination of employment: The last and most serious step in the
progressive discipline procedure is a recommendation to terminate employment. Generally, AEL
Department will try to exercise the progressive nature of this policy by first providing warnings, a final
written warning or suspension from the workplace before proceeding to a recommendation to
terminate employment. However, AEL Department reserves the right to combine and skip steps
depending on the circumstances of each situation and the nature of the offense. Furthermore, grantfunded employees are considered at-will employees and may be terminated without prior notice or
disciplinary action.
Appeal Process: Employees will have the opportunity to present information that may challenge
information management has used to issue disciplinary action.
Performance and Conduct Issues Not Subject to Progressive Discipline: Behavior that is illegal is not
subject to progressive discipline, and such behavior may be reported to local law enforcement
authorities. Similarly, theft, substance abuse, intoxication, fighting and other acts of violence at work
are also not subject to progressive discipline and may be grounds for immediate termination.
Documentation: The employee will be provided copies of all progressive discipline documentation,
including all PIPs. The employee will be asked to sign copies of this documentation attesting to his or
her receipt and understanding of the corrective action outlined in these documents. Copies of these
documents will be placed in the employee’s official personnel file.
Important note: Nothing in this policy provides any contractual rights regarding employee discipline
or counseling, nor should anything in this policy be read or construed as modifying or altering the
employment-at-will relationship between AEL Department and its employees.
Grievance Chart
Class Site Rules
The Denton ISD Adult Education and Literacy Program has been given generous use of building and
facilities by several school districts, workforce centers, churches, and public libraries. To continue this
use, we must observe the following guidelines. It is the instructor’s responsibility to share these with
the class.
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Food and drinks are not allowed in adult education classrooms. Some class sites have snack
and drink machines available, and you may schedule a break time for your class if you wish,
but please ask students to eat/drink outside or in the hallway.
It is against the law to smoke on school grounds or at school operated facilities. This includes
inside the building and on the grounds. Please remember that classes located at libraries,
businesses, Workforce Centers, etc., must also abide by this rule.
Please remember that we are guests in the classrooms we use. Before leaving a class, return
the classroom, furniture, and any equipment to the way they were found, ready for school or
facility use the next day.
If there is a problem with equipment in a classroom or with the room itself, please notify the
Instructional Coordinator as soon as possible.
Instructional Materials
Teachers will be given a supply cart complete with the necessary classroom supplies, set of textbooks,
teacher manual and rolling cart for transporting materials. Teachers may also have the ability to
checkout additional resource materials, instructional materials and books.
Photocopies: The Denton ISD Adult Education and Literacy office can offer some assistance in copying class
materials on a limited basis. A week’s notice is required. Some class sites have photocopiers available on-site
for teacher use. Please contact your Instructional Coordinator for more information.
Laminating: The Denton ISD Adult Education and Literacy office can offer some assistance in laminating small
class materials on a limited basis. A week’s notice is required. Please contact your Coordinator for more
information.
Teachers are expected to return all non-consumable supplies at the end of each year.
Copyright Laws
Copyright laws govern the use of copyrighted materials. Copying, distributing, and downloading
copyrighted materials for which you do not have the owner's (copyright holder's) permission are a
violation of federal law. Compliance with federal copyright law is expected of all AEL Instructional
staff. They are expected to comply with the provisions of federal copyright law relating to the
unauthorized use, reproduction, distribution, performance, or display of copyrighted materials (i.e.,
printed material, videos, computer data and programs, etc.). Teachers may use copyrighted materials
for educational projects and learning activities, but they must follow specific “fair use” guidelines. Fair
use guidelines strongly advise obtaining permission from copyright owners whenever possible.
Acknowledgement of copyright, including copyright symbol ©, is required. Penalties may be imposed
for unauthorized copying or use of audio, visual, or printed material and computer software without
following the fair use guidelines.
Fair use applies only to teacher or student-created items for instructional or educational purposes.
For fair use to apply, work must be for instructional purposes, not for personal use.
Items can be used for specific periods
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Items created by teachers may be used without permission for a period of up to
two years after the first instructional use.
Material copied by teachers may be used for only one course term.
Items may be kept in student portfolios as examples of academic work for any
length of time.
Video, taped from television, can be shown for up to 10 days from original
broadcast.
Some reproduction of information from the Internet is allowed, some is not
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Copying information from one Internet website onto another Internet website is
not permissible.
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Creating a link to another website is permissible.
Using copyrighted information from the Web in multimedia projects is permissible.
Citing Ownership
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Place the URL directly below any illustration or photograph used.
Different types of information are subject to different limits
Use of intellectual property is subject to limitations, which may vary with the type of information.
Text and data limits
For text and data, educational fair use allows the reproduction of:
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Up to 10%, but no more than 1000 words, of essays, articles or stories, of a single
copyrighted work.
Up to 250 words of an entire poem, or a portion of the poem.
No more than three poems or excerpts by a single poet or five excerpts by different
poets from a single anthology.
Up to 10%, but no more than 2500 fields or cell entries, from a database or data
table.
Information for this publication was obtained from the Copyright Act of 1976.
Confidentiality and Security- FERPA
The Family Educational Rights and Privacy Act, known as FERPA, is a federal law that protects the
privacy of student education records.
There are three types of FERPA protected information:
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Educational Information
Personally Identifiable Information
Directory Information
Educational Information contains official records that are:
Directly related to the student
Maintained by an educational agency or institution or by a party acting for the agency or
institution
Examples of this data include:
 Registration forms
 Grades
 Transcripts
 Student class schedules
 Attendance or contact hour records
Personally Identifiable Information (PII) is information that can be disclosed only if the student (over
18) or the parent of a student under 18 signs a document allowing it—and that document must detail
what the information is, who the recipient will be, and the reason for disclosure.
Directory Information on a student may include:
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Name
Address
Phone number
Email address
Note: FERPA permits publishing of directory information unless an individual elects not to have their
Directory Information released. See
http://www2.ed.gov/policy/gen/guid/fpco/ferpa/mndirectoryinfo.html for more information on the
election process.
How does FERPA impact the Adult Education and Family Literacy Act (AEFLA)?
All Adult Education and Literacy grants are funded through AEFLA under the Workforce Investment
Act (WIA) Title I. Because AEFLA is administered by the Department of Education, programs who
receive AEFLA funds are required by FERPA to maintain the confidentiality of student educational
records.
Unauthorized exposure, such as lost or stolen student educational records, should be reported
immediately to your supervisor or the information security team.
By following the steps presented in this training, you protect student information and ensure
compliance to the AEFLA.
Protecting Educational Information
First, all staff must have a valid business need to access FERPA protected information for the
administration of appropriate Texas Workforce Commission (TWC) programs, such as Adult Education
and Literacy.
FERPA protected information cannot be disclosed to any third parties. This includes written, verbal,
postal mail, email, or fax. It also includes accidental viewing of FERPA protected information on your
computer screen by unauthorized individuals.
Treat FERPA protected student information the same as all other types of PII—protect it as you would
protect your own personal data.
Do not discuss FERPA protected student information with other staff members, unless they have also
been granted access.
Additional Steps
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Use only authorized systems to store FERPA data.
Store FERPA protected student information on mobile devices only if appropriately encrypted.
Do not talk about FERPA protected information with any unauthorized individuals.
When talking to somebody who is not FERPA authorized, turn off your computer monitor
screen or close the windows of the application so FERPA information is not accidentally
exposed.
If accidental disclosure of FERPA protected data occurs, report it to the TWC Adult Education
and Literacy Team or the TWC Information Security Unit immediately.
Third-Party Access
Any third party vendor provided with student educational records or access to them must be required
to safeguard the data.
Granting third party access may require a contract and evaluation of the third party's security controls
to ensure adequate protection of the data.
Student and Parent Access
Students can access their own FERPA protected information.
If a student is under 18, his or her parents can access the student's FERPA protected information.
When students reach 18 years of age, or when they enroll in post-secondary education, they are
considered "eligible students." Once this occurs, parents lose access to their student's FERPA
protected information unless:
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the student grants consent
the student is a dependent for income tax purposes
the parents obtain a court issued subpoena
Release without Consent
FERPA protected information can be disclosed without consent if the request is from:
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State AEFLA staff with legitimate educational interest
Other schools or AEFLA programs to which a student is transferring
Specified officials for audit or evaluation purposes
Appropriate parties in connection with financial aid to a student
Organizations conducting certain studies for or on behalf of the state AEFLA program
Accrediting organizations
Judicial order or lawfully issued subpoena
Appropriate officials in cases of health and safety emergencies
State and local authorities within a juvenile justice system, pursuant to specific state law.
AEFLA programs may disclose, without consent, "directory" information such as a student's name,
address, telephone number, date and place of birth, honors and awards, and dates of attendance.
However, schools must tell eligible students (age 18 or older) and parents (for 16 and 17 year old
students) about directory information and allow eligible students and parents (for 16 and 17 year old
students) a reasonable amount of time to request that the AEFLA program not disclose directory
information about them. Programs must give annual notification to students and parents (for 16 and
17 year old students) of their rights under FERPA. The actual means of notification (special letter,
student handbook, or newsletter article) is left to the discretion of each program.
For more information go to: http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html
Using TEAMS
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The Texas Educating Adult Management System (TEAMS) is the authorized application for
storing FERPA data. Individuals requesting access to TEAMS must certify that they will comply
with FERPA while working with student data.
When adding a new student to TEAMS, you must select whether or not the student has given
permission to share directory information. In addition to the TEAMS entry, you must keep a
student's signed authorization for release of his or her enrollment and performance
information. This includes information released to TWC, the Texas Higher Education
Coordinating Board, and the Texas Education Agency.
Classroom Management
Classroom management refers to the process of ensuring that classroom instruction runs smoothly,
despite disruptive behavior or unexpected events. Most importantly, classroom management implies
the prevention of disruptive behavior. Good classroom management involves clear communication of
behavioral and academic expectations between the teacher and learners, as well as the creation of a
cooperative and respectful learning environment.
Steps to Proactive Classroom Management
The most important tip for classroom management is to be proactive, not reactive. Proactive
classroom management is thoughtful, planned, and extremely effective.
Step 1: Get Organized
The more organized you and your classroom are, the easier classroom management will be. You need to find
a system that works for you, your classroom, and your students.
Here are a few tips:
 Your classroom layout should have a nice flow, allowing for easy navigation.
 Use learning stations! Designate sections of the classroom for computers, group work,
independent work, testing, etc.
 The room should be arranged to foster student communication and interaction.
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The room should allow for fluid monitoring of student engagement and behavior.
Make sure there are no blind spots!
Reduce distractions.
Ensure materials and resources are easily accessible and organized.
Step 2: Communicate
One of the most basic things you can do to manage your classroom is to communicate positively with your
students. Effective communication between students and the teacher creates a learning environment where
everyone understands expectations and outcomes.
Create and enforce classroom rules. No more than five rules are needed, but they need to be reviewed with
every student and posted in the classroom for easy reference.
If you have a cohort of students, creating class rules together helps generate buy-in and a sense of class
culture.
Post lesson objectives. Posting lesson objectives and reviewing them with your students will help students
understand what is expected of them and gives them a sense of control over whether or not they achieve the
objectives.
Provide feedback. Students won’t know they are achieving objectives, learning, or behaving appropriately
unless it is communicated to them. Consistent and frequent feedback is important in classroom management.
Step 3: Keep it Active
Nothing does more for classroom management than an active classroom. Students who are actively engaged
in learning will contribute positively to the classroom environment.
 Get students active immediately. A warm-up or activity they must complete upon entry into class
keeps students working while others filter in.
 Work “bell to bell.” Plan learning activities for the entire class period. Then plan extra ones.
 Post an activity in the room that students can do if they complete work early. If you plan these
out in advance, you won’t be scrambling for things to keep students busy. You also ensure that
the activity will be beneficial to the student and not just “busy work.”
 Plan “active” learning activities. Passive learning activities lead to bored, distracted, and
disruptive students.
 Don’t talk too much. Idle students become disruptive students. The more you talk or present
lecture-style, the higher your chances are of experiencing classroom management issues.
Step 4: Be a Role Model
It is crucial to model the type of behavior you want from your students. Setting the expectation for behavior
in your classroom will show students that you practice what you preach.
 Do you follow the same rules as your students?
 Avoid “I” statements. Example: “I would like everyone to arrive on time for class.” Instead try: “One
of the things essential to helping everyone reach their goals is to arrive on time to class. Everyone
will benefit from trying to avoid lateness.”
 Explicitly demonstrate self-discipline and self-monitoring skills.
 Praise often and verbally.
Step 5: Discipline Privately
Treating our students like adults is fundamental to creating a classroom based on mutual respect and
understanding.
 Always have conversations with students regarding problems or discipline issues in private.
 Review test scores privately.
 Avoid confrontation in the classroom, it creates power struggles.
 Avoid name dropping as a form of discipline. Example: “John, you know we do not permit phone
calls in the classroom.” Instead try giving John a nod toward the door, slipping him a note asking him
to take the call outside, or make a blanket statement at the end of the class reminding everyone of
the class rules.
Step 6: Ensure Success
Students who are experiencing success are usually happy and happy students are less likely to be disruptive.
 Provide frequent and consistent feedback to every student.
 There should be multiple forms of informal or formal assessments in every class.
 Successes should be acknowledged.
 Progress charts in the classroom are great motivators.
 Allow students the opportunity to assess their own progress.
 You can review objectives at the end of the class or provide an exit ticket to help students verify
that they have successfully learned during the class period.
Steps to Handling Classroom Conflict
Step 1: The teacher should attempt to resolve the conflict with the student in a professional manner though
one-on-one discussion(s) away from the other students.
Step 2: If the conflict is not resolved within one week, please contact your Coordinator
Consequences
Program staff will know whether or not a student is choosing to participate as expected by observing
the nature of his or her choices. In all instances the student’s choices will be respected. They will not
be criticized, judged or in any way be made to feel uncomfortable with their choices. However, if
their choices are incompatible with our program’s purposes and goals, we will ask the student to
withdraw from the program.
Students under the age of 18 who have over three absences in any four-week period will be turned
over for truancy.
Any actual or suspected illegal activities will be investigated immediately. Based on the results of the
investigation, students will receive a written warning, be suspended, or be expelled. Students caught
using drugs, causing or inflicting bodily harm to another, or bringing a weapon or facsimile onto the
campus will be subject to immediate expulsion and/or arrest.
Warnings:
1st
2nd
3rd
4th
warning will be verbal
warning will be written
warning will result in program suspension or student will be on class probation
removal from program
Student Code of Conduct
Adult Education Student’s Rights:
You have the right to an education that will enable you to accomplish your goals (e.g., improved basic
skills in reading and /or math, GED®, English-as-a- Second Language, citizenship, computer literacy,
etc.)
You have the right to be treated with respect in the classroom and in regard to your personal and
educational information. Personal and educational information will be kept confidential and only be
released with your written permission.
Adult Education Student’s Responsibilities:
You share responsibility with the teachers for your own learning. You should spend some time when
you are not being taught directly by the teacher studying on your own. There are excellent computer
programs, video tapes, audio cassette tapes, and books at each Adult Education center for you to use.
The teachers will show you how to use them.
You are responsible for helping others to learn by being respectful. During class, you should ask
questions if you don’t understand, participate in the activities, and help others to understand. You
should not be having casual conversations during the class. Your talking may disturb others who are
trying to hear what the teacher is saying, and you will not be listening to the lesson.
You are responsible for taking care of the equipment, the materials, and yourself in the classroom.
Please do not eat or drink at the computers. If you have a problem with a computer, tell a teacher. If
you spill something or make a mess, clean it up. Please do not write on the dictionaries or other
materials.
You should maintain proper hygiene when attending class. Do not attend class when you are sick. You
could have a communicable disease that may spread to students and teachers.
Students attending adult education should leave campus when studies are completed for the day.
Loitering is not allowed on premises. Suspension of student from campus or site will occur if this
rule is not followed.
If you are dismissed from the program for any reason, you will not be allowed to enroll at any other
DISD Adult Education site. You will be dismissed from the program not just from that particular site.
Student’s Responsibilities:
If you damage, destroy, lose, sell, or otherwise dis- pose of college property entrusted to you, you will
be charged the full extent of the damage or loss and will be subject to prosecution under State laws
and disciplinary action by the college.
Engaging in such acts as stealing, disrupting classes or disturbing normal college operations, gambling,
profanity, verbal or physical abuse, and possession of firearms and other dangerous weapons will
make you liable to disciplinary action, probation, or expulsion.
There is to be NO USE OF TOBACCO IN ANY FORM in the classroom areas, library, halls,
restrooms or the Student Center; you may smoke and/or chew in outdoor areas with the exception of
school property. Offenders will be subject to dismissal from the school. Smoking is prohibited by law
in any College vehicle.
Under no conditions will alcoholic beverages or illegal drugs, or persons under the influence of drugs
or alcohol, be permitted on college premises or allowed to participate in any college or student
organization activity. Involvement in the unlawful possession, use, or distribution of drugs and/or
alcohol will result in immediate suspension. The College’s administration and instructional staff will
cooperate to the best of its ability with law enforcement officials in the apprehension of students
engaged in these activities. You will be subject to all national, state, and local laws and ordinances,
and AEL staff will assist authorities in enforcing all applicable legal sanctions for unlawful possession,
use, or distribution of drugs and alcohol.
While the program provides a public place for discussion, dissent and demonstration, guidelines for
the expression of free speech exclude the use of violence, intimidation, disruption of classes, takeover
of buildings, interference with campus communication, or any other activity that interferes with the
ability of students, faculty or staff to perform their work.
In order to maintain a Drug-Free Campus, information is kept available about the dangers of drug
abuse, the availability of counseling, and the penalties for violations. An Information Center is located
in the Library containing pamphlets that deal with these topics. Additional information is available in
the form of videos and special programs that may be scheduled through- out the year.
I understand that the program may opt to use, reproduce and /or publish photographs and/or video
that may include or pertain to you in various publications for information and publicity purposes in
manners the program deems appropriate.
It is my responsibility to inform my instructor and/or program staff of my medical conditions, allergies
and medications.
It is my responsibility to provide Emergency Contact information in the event of an emergency.
Student Grievance Procedures
It is our belief that most problems can best be resolved with personal discussion. If you have a
complaint about the way things are being handled at the program and its staff, please try to discuss
your feelings with your Instructor and site coordinator. However, as a part of due process, the
following steps should be used in any formal complaint or grievance:
You must present your complaint in written form within five (5) working days of the alleged incident
to the program director; you must include the specific grievance/complaint and specific remedies
sought.
The director has five (5) working days in which to investigate and respond in written form.
If not satisfied, you may appeal within five (5) working days to the Human Resources who must
respond in writing within five (5) working days.
If you are not satisfied with this result, an appeal may be made within five (5) working days to the
Deputy Superintendent, who will hear the complaint and render a decision within ten (10) working
days.
Accommodations for special needs are on an as- needed, individual basis. Interpreters, readers, notetakers, etc., can be made available to assist in the hearing and appeals process. Please contact the
Counselor/ ADA coordinator to request accommodations.
Student Services
Student Programs
Denton ISD Adult Education & Literacy (AEL) program is designed to expand the educational
opportunities for adults and to establish programs that will enable adults to acquire basic skills
necessary to function in society and allow them to secure training that will enable them to become
more employable, productive and responsible citizens as well as allowing them to continue their
education to at least the level of completion of secondary school. Many programs offer English as a
second language instruction to individuals unable to speak, read, or write the English language.
The mission of Adult Education and Literacy (AEL) is to provide adults with educational opportunities
to acquire and improve their literacy skills necessary to become self-sufficient and to participate
effectively as productive workers, family members, and citizens.
Our programs help learners to:
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Attain employment and/or better their current employment
Achieve high school equivalency (GED
Attain skills and certificates necessary to enter post-secondary education and training
Exit public welfare and become self-sufficient
Learn to speak the English Language
Master basic academic skills to help their children succeed in school
Become U.S. citizens and participate in demographic society
Gain Self-esteem, personal confidence and sense of personal and civic responsibility
Adult Basic Education (ABE)
These are classes below the high school level where the primary objective is teaching basic literacy
skills. Adult Basic Education primarily focuses on individuals whose inability to effectively use basic
literacy skills constitutes a substantial impairment to either obtain or retain employment or to
function in society. ABE classes provide basic skills instruction in grade levels 0-8 in reading, writing,
mathematics, science, social studies and life-coping skills.
English Language Acquisition (ELA) formerly known as English as a Second Language (ESL)
ESL Instruction is provided for those whose native language is not English. Sometimes referred to as
English Language Learning (ELL). ESL classes, from pre-literacy level to the advanced level, help
students develop speaking, listening, reading, writing, and grammar skills to communicate effectively
in English within their workplaces, communities, and families. The inability to understand, speak,
read, or write the English language may constitute a substantial impairment to obtain or retain
employment commensurate with their abilities, and interfere with functioning successfully in society.
Adult Secondary Education (ASE or GED)
GED Program is provided for eligible adults who lack a high school diploma. The GED is the national
high school equivalency program that includes a set of courses in mathematics, English language arts,
history, science, government, and other courses leading to a high school diploma. The GED exams is a
high school equivalency test developed by the GED Testing Service of the American Council of
Education and approved by the TWC.
Vocational/Business Literacy (Workplace)
Workplace These programs are designed to increase the productivity of the workforce through
improved workplace English literacy skills. The curriculum provides learners with the necessary basic
skills, cognitive skills, and personal and interpersonal qualities important to obtain and retain
employment.
TANF
TANF stands for Temporary Assistance to Needy Families and is the program that replaced the old
welfare program called Aid to Families with Dependent Children or AFDC. In 1996, the Federal
Government created TANF to help low-income families leave welfare and become self- sufficient by
giving TANF money to each state so they could create the kinds of programs that would accomplish
that in their state. TANF Literacy programs provide educational services to promote sustainable
changes in a family, and integrate all of the following activities:
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Interactive literacy activities between parents and their children
Training for parents on becoming the primary teacher for their children and participating as
full partners in the education of their children
Literacy training that leads to economic self-sufficiency
EL-Civics: ESL, Civics and Citizenship Preparation Education
El-Civics integrates programs and services that incorporate English Literacy and Civics Education. The
Program assists immigrant adults to master English to be able to understand and navigate
government, educational, and workplace systems, obtain citizenship, and participate in education,
work and civic opportunities of this country. EL-Civics is an educational program that emphasizes
contextualized instruction on the rights and responsibilities of citizenship, naturalization procedures,
civic participation, and U.S. history and government to help learners acquire these skills and
knowledge to become active and informed parents, workers, and community members. The
curriculum is designed to use ESL as a method and citizenship as the content. The program uses ESL
methodologies and citizenship preparation material to prepare learners to take and pass the United
States Citizenship and Immigration Services (USCIS) written and oral citizenship test.
Distance and Online Learning
Distance learning provides adult learners with the opportunity for structured learning outside the
classroom. This is a fast-developing area of AEL instruction in Texas.
Distance learning is an online-based program that gives students additional practice outside the
classroom and helps decrease the amount of time it takes inside the classroom to study for the GED
test or to improve English language skills. Our Distance Learning Program is user-friendly and can help
the ESL or GED student to develop an individualized study plan. All distance-learning hours completed
count towards the hours needed for ESL and GED progress testing within the classroom.
Benefits to the distance learning student:
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Ability to study outside of class at anytime
Improved computer skills
Provides additional practice in weakest areas; enhances student’s strong areas of study
Independent study allows for working at own pace
Prepares the student for classroom discussions and higher-level work
Work completed is graded immediately and feedback is provided for questions answered
incorrectly
Student Eligibility
In order to be eligible for services, students must:
18 or over, not enrolled in secondary school, and functioning below the 12th grade level in any of the
basic academic areas including reading, math, writing and speaking English.
Age Exceptions for eligibility:
16 years of age with withdrawal forms from last school attended, court ordered documentation, and
parent/guardian permission (must be present at registration).
17 years of age with withdrawal forms from last school attended, and parent/guardian permission
(must be present at registration)
Student Outreach and Recruitment
At Denton ISD, recruiting of adult learners is a continuous and ongoing process for Adult Education
and Literacy Program. DISD Adult Education and Literacy outreach and recruiting activities are
divided into three major components:
Community awareness, involves activities which serve to make the community-at-large aware of the
existence of adult education services. In particular, these awareness activities are directed toward
those agencies whose clientele may need referral to adult education classes.
Learner information, involves activities which are intended to directly inform a potential learner of
the availability of adult education services and to influence them to attend.
Needs assessment and follow-up, involve activities which attempt to determine why an adult
learner is considering or has stopped attending and to address their attendance obstacles in such a
way that they recommit to their attendance.
Community awareness activities include:
The development of a local Adult Education and Literacy website where relevant program
information is posted and updated regularly and the availability of an Adult Education phone number.
Both the website address and the phone number will be widely publicized through the broad
distribution of promotional flyers throughout the Denton and Collin counties.
The regular distribution of an Adult Education Program Brochure of Adult Education and Literacy
activities and events, to all educators, employers, agencies, organizations and other interested
parties throughout our service areas.
The presentation of informational programs on Adult Education to various community groups and
organizations. These are presented by the director and outreach upon at every available opportunity.
The holding of an annual Recognition Ceremony for GED graduates which is well attended and widely
publicized.
The participation by the Adult Education Director as a member of a wide variety of community boards,
councils and groups whose purposes include adult education elements.
The periodic development of human interest or feature newspaper articles on issues related to adult
education and literacy.
Learner information activities include:
The placement of a large semi-permanent sign or smaller portable sign announcing the class location,
days and times in a prominent, highly visible location near the class site (where appropriate).
The distribution of flyers containing specific information about a particular class site. These flyers
have different themes and will be distributed through schools or agencies and placed in community
locations likely to be frequented by potential learners.
The placement of posters publicizing the class site in prominent locations in public buildings and at
other locations where they are likely to be viewed by potential learners.
The distribution of publicly funded/donated pens and pencils, key chains, coffee cups, certificates of
completion, etc., containing the Adult Education website address and our address and phone
number to all learners who attend for twelve hours or sixty hours, respectively. Adult learners often
live, work, and associate with other potential adult learners who may call us for referral or seek more
information from the learner who is already attending.
The inclusion of a “community calendar” newspaper announcement regarding the adult education class
(where available) or a “public service” adult education class announcement on a local radio, T.V. or
cable outlet (where available).
The development of a relationship with local churches and community centers whereby they periodically
publicize the adult education class sites information in the church or center bulletins and/or promote
attendance at the class to their members.
Social media presence.
Learner renewal activities include:
A comprehensive adult learner orientation process where potential attendance obstacles are
identified and addressed.
The performance of a comprehensive audit of the class site’s learning environment in order to identify
and address potential or actual attendance barriers.
The development of a process by which the program staff initiates contact with any learner who has
stopped attending their class in order to determine the reason they no longer attend and if there is
any action they could take which might encourage the learner to re-commit to their attendance.
Student Intake
E.L.A. Intake Procedures
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Students will receive directions and an orientation packet at the front table.
Have the new student complete a student enrollment form and Best-Plus Literacy Tool.
Assess the screening tool to see if they filled it in completely. If they did, they will be
administered the literacy test and move on to take the oral test. If they did not pass the
screening they will only take an oral test.
Create an administrative student file. (registration form, assessment form, student handbook
signature page, attendance policy page, student profile sheet, enrollment documentation,
student contact log, testing materials and answer sheets, counseling log if applicable)
Create a portfolio for the new student in a two-pocket folder. This will be where all of the
student’s daily work will be kept. Periodically, have the student go through his/her folder and
pick out the work he/she would like you to keep in his/her portfolio. At the end of the year,
you will need a sampling of student work to complete each student’s annual report.
ABE Intake Procedures
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Students will receive directions and an orientation packet at the front table.
Have the new student complete a student enrollment form.
Have the new student complete the TABE Locator and TABE Test.
Create a student administration file (registration form, assessment form, student handbook
signature page, attendance policy page, student profile sheet, student contact log, testing
materials and answer sheets, counseling log if applicable). Also enrollment documentation:
High school withdrawal form (if under 18)
Copy of Court Order (if under 18 and applicable)
Letter of parental consent (if under 18)
Create a portfolio for the new student in a two-pocket folder. This will be where all of the
student’s daily work will be kept. Periodically, have the student go through his/her folder and
pick out the work he/she would like you to keep in his/her portfolio. At the end of the year,
you will need a sampling of student work to complete each student’s annual report.
Student Goals
After a student completes registration and testing, it is time to set realistic goals that are achievable within the
program year. Using the test and registration information, the teacher and student should work together to
set and record these goals. Goal setting is important for the student and program for several reasons:
It is a life skill. Many students do not know how to set a goal and plan achievable steps to reach that goal.
The teacher will model this procedure and coach the student as goals are reached and new goals are set.
Goals help structure the student’s learning program. The student will understand the skills that need to be
mastered before going on to the next goal area.
The successful achievement of goals helps motivate students to continue in the program. Success breeds
success.
The student will realize that the adult education class is different from previous learning experiences
because it is personalized.
Setting and meeting goals are necessary to demonstrate the adult education program’s effectiveness and
can lead to performance funding for the program.
Student Portfolio
All student portfolios must contain the following items:
Samples of Student’s Ongoing Work
(Student work should include items that show progress in the following areas: Math, Reading,
Writing, Life Skills, Health Ed., Consumer Ed., Parenting, Government/Law, Etc.)
Examples of other student work that might be included in the student portfolio:
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documentation of improvement in complex word problems
student self-assessments
student learning/study contract
learning styles inventory
incremental progress checks
teacher notes and observations
teacher/counselor log
selected daily work
dated writing samples showing progress
student journal
autobiographical sketches
student writing based on accompanying picture
actual math/problem solving (not worksheets)
summary sheet that synthesizes data from portfolio
Student Education and Workforce Planning
The demand to master high level critical thinking skills is even more urgent for adult education
students who generally have less time to spend in the classroom and a greater necessity to enter the
workforce quickly. It is essential that adult education shift skills attainment goals to reflect the
changing workforce demands and encompass the critical college and career readiness skills
necessary for long term student success and achievement in the 21st century. Adult education
curriculum and classroom instruction must therefore increase rigor to ensure adult students are able
to keep up with changes occurring in the K-12 system. A high school diploma or equivalent must be
only the first step in a career pathway that includes at least some post-secondary education. The
separation between college and work or between academics and technical skills that has been
commonplace in traditional education is no longer valid in today’s workplace. To be successful,
students need both sets of skills with the overall emphasis on preparing for success in both college
and career.
College and career readiness encompasses more than just mastery of content knowledge; it also
includes skills such as critical thinking, problem solving, collaboration and self-reflective metacognition. Students must learn and apply content knowledge to solve real life problems in
innovative and creative ways. In addition, they need key learning skills and strategies which
include time management, goal setting, study skills, and persistence.
The National College Transition Network lists four essential facets included in college and
career readiness: Personal Readiness, Career Readiness, Academic Readiness, and College
Readiness.
COLLEGE AND CAREER READINESS
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Personal Readiness - the ability to anticipate challenges and secure supports proactively, and
juggle multiple commitments while managing stress and time
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Career Readiness - the ability to articulate a realistic goal that is aligned with labor market data
and identify the steps along one’s education and career pathway
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Academic Readiness - content knowledge, study skills, technology skills, and strategies for
college level reading, writing and algebra
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College Readiness - the ability to navigate college culture and the admissions and financial
aid processes
http://www.collegetransition.org/resources.aspirationstoolkit.html
Aspects of college and career readiness should be embedded into all phases of adult education
programming. Adult education programs must work to develop strategies to heighten students’
aspirations and goals. The need for a college and career ready workforce has driven educational
system changes, affected classroom strategies, prompted new standards and informed new
assessments in both K-12 and adult education. High school equivalency assessments now explicitly
reflect the strong link between adult education, post-secondary education and the world of work.
Concentrating on college and career readiness allows adult educators to better focus their efforts and
shape overall instruction, communicate clearer expectations and prepare students not just to pass an
assessment but to achieve long term success.
Strategies to Promote College and Career Readiness in the Classroom
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Raise student aspirations and promote goal setting throughout all program phases including
enrollment, orientation, instruction and long term academic and career planning.
Help students gain an understanding of the skills and knowledge needed to be successful in
post-secondary education and in a career.
Plan instructional activities that expose students to the world of college and careers and
incorporate career infused instruction when possible in the classroom.
Encourage student collaboration through mentoring programs in which students can interact
and network with program graduates that are now engaged in the worlds of post-secondary
education or career.
Professional Development
Professional Development Purpose
A staff development system is more than a series of training events. It is a set of coordinated
resources and activities directed explicitly toward achieving program quality and learner success.
Given that Denton ISD AEL program is essentially building its adult basic and literacy education system
from the ground up due to transition from Texas Education Agency to Texas Workforce System,
substantial development (or adaptation) of both content and processes will occur over the next
several months within both the PD system and the larger AEL delivery system. The AEL staff will work
diligently to support our teachers with quality professional development products and services.
Training content will cover a broad range of topics related to orientation, operation, instruction,
assessment, learning differences, culture, workforce and technology.
For a catalog of Professional Development topics scheduled for 2015-2016: Denton ISD AEL PD
Catalog
Professional Development Hours and Requirements
New Teachers with Texas Teacher Certification-24 hours (6 hours of pre-service, 18 hours in-service
New Teachers without Texas Teacher Certification-30 hours (6 hours of pre-service, 24 hours inservice
Teacher with 2 years of experience, 24 hours
Teacher with 3 years of experience, 18 hours
*For ESL Teachers-we provide training to become Best Plus certified
The Texas Professional Development System for Adult Education and Literacy
http://www.twc.state.tx.us/files/partners/professional-development-model-twc.pdf
District Calendar 2015-2016
http://www.dentonisd.org/cms/lib/TX21000245/Centricity/shared/2015-16/2015-16disdcalendar.pdf
Curriculum and Assessment
Content Standards
What are Content Standards?
Content Standards define what is important for learners to know and be able to do within a specific
content area. Their purpose is to provide a general but clear outline of content and skill so that
programs can develop and align curriculum, instruction, and assessment. In 2007, Texas Adult
Education adopted three of the Equipped for the Future (EFF) content standards for adult basic
education and adult secondary education; and four of the Equipped for the Future (EFF) content
standards for the English as a Second Language Standards. Through a field-based process leading up
to the 2007 rollout, benchmarks were developed to define a progression of levels for each standard.
http://tcall.tamu.edu/taesp/westsum/index.html
Lesson Planning
Teachers must make thoughtful decisions about lesson plans to ensure students successfully learn
lesson content. Lesson plans provide teachers with direction and focus to make time spent in the
classroom as effective and efficient as possible. Classroom instruction must be designed to
efficiently get adult education students ready to both pass the high school equivalency assessment
and succeed in post-secondary education or the world of work. A lesson plan is essentially a
roadmap for teachers to prepare students with the skills and knowledge required to reach the goal
of college and career readiness.
Why Lesson Plan?
Communicate to students what they will learn and how their goals will be assessed
Help teachers organize content, materials, time, instructional strategies, and assistance in the
classroom
Allow for thoughtful and planned instruction that raises the bar and enhances student learning
Whatever model you use, all quality lesson plans contain certain key components. These include:
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Lesson Title
Lesson Objective
Skill/Skill Level
Required Materials/Resources
Warm Up/Introduction
Instructional Activities
Assessment
Technology Component/Distance Learning Option
Instructional Requirements
Instructional Requirements
Instruction must:
• be based in current research and effective practice;
• draw from multiple sources (e.g., internet, workbooks, student writings); and
• incorporate authentic, real-life contexts responsive to student needs, goals, and interests.
Instructional strategies must engage learners, help them think critically, and accommodate their
learning needs, interests, and levels of readiness; therefore, teachers must:
• use a variety of tools and technologies (e.g., video, tablets, smart phones, social media) to support
learning;
• create an atmosphere that promotes classroom participation in which learners are supported to
move beyond their comfort zone; and
• model and reinforce
Assessments for ELA
Assessment is an integral part of any instructional program. It is conducted to place students in
appropriate instructional levels, to measure ongoing progress, to identify student strengths and
weaknesses, to qualify students for academic and vocational programs, to demonstrate student gains,
to guide instruction or to determine program effectiveness. Different types of assessment take place
at different points in the program. Initially, placement assessment is conducted to place students in
the appropriate level.
BEST Plus Test
BEST Plus is the newest version of the BEST test. All sites are required to administer the BEST Plus
oral assessment. In order to administer BEST Plus, you must attend training with a CAL certified test
trainer. Please contact your Instructional Coordinator to make arrangements to attend this training.
The Program will administer, to all ELA students, a literacy assessment.
The Program has purchased the computer-adaptive version of the BEST Plus Literacy. Once prompted
by the computer screen, the test administrator will ask the examinee a question, listen to the
examinee's response, use a rubric to score the response, and enter the score into the computer. The
computer will then select the next test item, choosing questions most appropriate for the examinee's
demonstrated ability level.
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BEST Plus Scores, Student Performance Levels
and Functional Levels
Student Performance
Level (SPL)
0-1
2
3
4
5
6
BEST Plus Score
Below 400
401-417
418-438
439-472
473-506
507-540
BEST Literacy
0-20
21-52
53-63
64-67
68-75
76-78
Functional Level
Beginning ELA Literacy
Low Beginning ELA
High Beginning ELA
Low Intermediate ELA
High Intermediate ELA
Advanced ELA
(*Exit Criteria for Adult Ed and Literacy ELA programs. Students who test into Advanced ELA or higher
in both the Oral and Literacy test tools should be referred to an ABE program to continue classes.)
Assessments for ABE
Assessment is an integral part of any instructional program. It is conducted to place students in
appropriate instructional levels, to measure ongoing progress, to identify student strengths and
weaknesses, to qualify students for academic and vocational programs, to demonstrate student gains,
to guide instruction or to determine program effectiveness. Different types of assessment take place
at different points in the program. Initially, placement assessment is conducted to place students in
the appropriate level.
TABE Test
Testing:
Read both the Norm Manual and TABE Locator Examiner’s manual before administering the TABE.
Students are required to take both the TABE Locator and Survey Test prior to any class instruction.
The Locator should be given on the first class night, and the Survey should be given on the second
class night.
How to Administer TABE Locator Test:
The TABE Locator will determine which TABE Survey test booklet(s) should be used to determine the
students’ scale scores and corresponding grade level.
Testing time for the Locator is 37 minutes.
The Locator is graded according to the number of correct responses.
See page 32 in the TABE Locator Examiner Manual for the student’s assessment level.
The following levels of each section (as it will apply to the TABE Survey) are as follows:
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Level E—Easy
Level M—Medium
Level D—Difficult
Level A—Advanced
How to Administer the TABE Survey Test:
The TABE Survey is to be given on the second class night to assess student functioning level.
Students should only test in the following areas: Reading, Math and Language
Testing time is 1 hour and 30 minutes (Reading - 25minutes, Math Comp & Applied Math – 40
minutes and Language – 25 minutes)
See Survey charts beginning on page 61 in the Norms Book to find the scale scores and functioning
level for each student area.
After the student has completed the Locator, you will know which Survey booklet(s) to use. If a
student’s Locator indicates different assessment levels, different Surveys will need to be
administered.
For example, Student #1 had the following Locator grades:
Reading—M
Math—E
Language—D
This student will then be given three different Survey booklets when he/she returns for the second
class night. He/she will take Survey M for Reading, Survey E for Math, and Survey D for Language.
Student #2 had the following Locator grades:
Reading—D
Math—D
Language—M
This student will then be given two different Survey booklets when he/she returns for the second
class night. He/she will take Survey D for Reading and Math, and Survey M for Language.
PAGE 45
Scoring the TABE Survey:
After the student has completed the Survey, go to the Survey conversion charts in the Norms Book in
order to find the scale scores. The charts begin on page 30.
Please note that Applied Math has its own level charts on pages 147, 155, 163, and 171 to compute
scale scores. You will still compute these according to the number of correct answers that the
student gave.
To get the scale score for total math, go to the level charts on pages 152, 160, 168, and 176. In order
to compute the score, you will need the number correct on the applied math section and the number
correct on the math computation section. These two numbers will give you the total math scale
score.
How to determine student functioning level:
You will use the lowest TABE Survey scale score and the functioning level chart provided to us by TEA
in order to determine the students level (e.g. Beginning ABE, Intermediate ABE, or ASE).
PAGE 47
ABE Student Performance Levels and Functional Levels
Student Performance Level
(SPL)
0-1.9
2-3.9
4-5.9
6-8.9
9-10.9
11-12
Scale Score Ranges
Functional Level
Reading: 367 and below
Total Math: 313 and below
Language: 389 and below
Reading: 368-460
Total Math: 314-441
Language: 390-490
Reading: 461-517
Total Math: 442-505
Language: 491-523
Reading: 518-566
Total Math: 506-565
Language: 524-559
Reading: 567-595
Total Math: 566-594
Language: 560-585
Reading: 596 and above
Total Math: 595 and above
Language: 586 and above
Beginning Literacy ABE
Beginning ABE
Low Intermediate ABE
High Intermediate ABE
Low ASE
High ASE
Assessment Administration Requirements
Assessments must be administered and scored according to test instructions. If staff make changes to
administration or scoring (e.g., giving test directions differently or diverging from a rubric when
scoring), then test scores lose their validity. Before staff administer assessments, they must
successfully complete required assessment trainings.
Continuous Improvement
Continuous Improvement Plan
Every program benefits from efforts to improve systems as well as individual staff members’ skills
and knowledge. A structured process, however, is needed to help the program and the individual
staff manage these efforts to ensure that they are working toward a common goal or purpose. The
full impact of the program and staff development efforts can best be achieved when the two are
joined systematically. A program with a planning process in place is better able to respond to
changing community needs and demographics, new initiatives, trends in technology, and staff
turnover. Key steps in the continuous improvement planning process include:
Assess program needs/strengths: look at each component and the interrelationship of
components within the program (e.g. intake, orientation, curriculum development, instruction,
assessment, advising, follow-up);
Define and prioritize goals for program improvement, based on needs;
Develop a continuous improvement (action/work) plan to meet goal(s) that incorporate individual
staff development plans;
Engage in activities to implement the plan in order to meet those goals and document these
efforts; and
S
Evaluate efforts and progress.
Planning for continuous program improvement should incorporate a process for collecting and
using data to assess program needs and strengths and identify goals, to evaluate the effectiveness
of the plan, revise the plan, and modify goals or identify new goals. At a minimum, the plan must
include a staff review of the program's performance in relation to the Performance Standards and
student assessment data.
PAGE 49
The value of the planning process depends on the extent to which the documented plan is shared
and discussed with staff. Programs should have regularly scheduled staff meetings that allow for the
maximum possible participation of both full- and part-time staff in collaboratively reviewing and
analyzing data, uncovering implications, drawing conclusions, and making decisions regarding
program and classroom practice.
Staff Meetings and Communication
Aside from the required professional development hours, your Coordinator may require meetings at
each site for staff meetings monthly and/or quick meetings on a weekly basis. This will enable the
Coordinator to keep everyone on the same page and for the program to run smoothly. The
Coordinator will also maintain frequent communication through email. Communication is imperative
for a successful team atmosphere and for building positive relationships. Communicate issues and or
concerns with your Coordinator as soon as possible.
Monitoring Visits and Evaluation
The DISD Teacher Evaluation strategy is designed for measuring instructor competency in numerous
areas such as planning, academic time usage, learning environment, and classroom management, use
of teaching resources, lesson effectiveness and assessment. This plan aims to provide more
accountability for director, site coordinators and instructors in the teacher evaluation process and
holds teachers accountable to the same standard.
Program Director and DISD Quality Assurance Specialist will make routine class visits to each AEL class
location each program year. During the visits, the Teacher Evaluation Instrument will be used as a tool
for rating the instructor on the various competencies. Some items on the instrument will require the
director and program coordinators to go into the TEAMS system to look up key data such as teacher
student’s rations, timely administration of post-tests, student progress, average hours of contact per
month, performance measures met, and percentage obtaining goals. If the instructor is found
deficient on any indicator, the instructor, program coordinator and director will work together to
formulate an improvement plan which will include a specific timeline for corrective actions to be
taken.
Performance Assessment System Implementation
The program coordinator will:
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Incorporate an overview of the evaluation process into staff development, specifically in (a)
the orientation of new staff and (b) the first local staff development meeting annually.
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Ensure each staff member understands that the TWC requirement of staff development hours
of approved activities is mandatory for continued employment as specified in the local
contract.
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Use the appropriate instrument to evaluate each instructor and aide.
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Conduct an evaluation conference with each employee to review the employee’s
performance.
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Where necessary, work with the employee to develop a plan of improvement.
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DISD Adult Education and Literacy Programs
WOIA Title II
Adult Basic Education (ABE)
These are classes below the high school level where the primary objective is
teaching basic literacy skills. Each course of study describes the focus
population; the functioning level of the learners served; the basic literacy
taught; and how these skills will be integrated into a standards-based adult
education program. Adult Basic Education primarily focuses on individuals whose inability to effectively use basic literacy
skills constitutes a substantial impairment to either obtain or retain employment or to function in society.
English as a Second Language (ESL)
This program of instruction is designed to help individuals of limited English proficiency achieve
competence in the English language. The inability to understand, speak, read, or write the English
language may constitute a substantial impairment to obtain or retain employment commensurate
with their abilities, and interfere with functioning successfully in society.
Adult Secondary Education (ASE or GED)
Adult secondary subjects consist of courses in mathematics, English language arts, history, science,
government, and other courses leading to a high school diploma. The GED exam is a high school
equivalency test developed by the GED Testing Service of the American Council of Education and approved
by the TWC.
Vocational Literacy (Workplace)
These programs are designed to increase the productivity of the workforce through improved
workplace English literacy skills. The curriculum focuses on pre-employment and workplace
competencies as well as general English language and communication skills. The curriculum
should provide learners with the necessary basic skills, cognitive skills, and personal and interpersonal qualities important
to obtain and retain employment.
TANF
TANF stands for Temporary Assistance to Needy Families and is the program that replaced the old
welfare program called Aid to Families with Dependent Children or AFDC. In 1996, the Federal
Government created TANF to help low-income families leave welfare and become self- sufficient
by giving TANF money to each state so they could create the kinds of programs that
would accomplish that in their state. TANF Literacy programs provide educational services to promote sustainable changes
in a family, and integrate all of the following activities: (1) interactive literacy activities between parents and their children;
(2) training for parents on becoming the primary teacher for their children and participating as full partners in the
education of their children; and, (3) literacy training that leads to economic self-sufficiency.
EL Civics – ESL, Civics and Citizenship Preparation Education
This program supports the design, creation, implementation, and delivery of instructional
activities that either integrate civics education content with existing ESL programs or are
stand-alone civic participation programs. Civic Education is an educational program that
emphasizes contextualized instruction on the rights and responsibilities of citizenship, naturalization procedures, civic
participation, and U.S. history and government to help learners acquire the skills and knowledge to become active and
informed parents, workers, and community members. The curriculum is designed to use ESL as a method and citizenship as
the content. The program uses ESL methodologies and citizenship preparation material to prepare learners to take and
pass the United States Citizenship and Immigration Services (USCIS) written and oral citizenship test.
ADULT EDUCATION AND FAMILY LITERACY
There are five sources of funds for Adult Education and Family Literacy provided through the TWC, consisting of
both Federal and State funds. Federal Funds include two funding categories:
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Federal Basic
Federal EL/Civics
State Funds include three funding categories:
State Basic
State Public Assistance
State Performance
The charts on the following pages indicate for each funding source the purpose, eligible participants, appropriate
use of funds, assessment requirements, and reporting requirements.
(FEDERAL BASIC)
Purpose
To assist adults to become literate and obtain the knowledge and skills necessary for employment and
self-sufficiency;
To assist adults who are parents to obtain the educational skills necessary to become full partners in the
educational development of their children;
To assist adults in completion of a secondary school education.
Eligible Participants
Adult Education means instruction and support services below the postsecondary level for individuals: (A)
who have attained 16 years of age; (B) who are not enrolled or required to be enrolled in secondary school
under state law; and (C) who:
lack sufficient mastery of basic educational skills to enable the individuals to function effectively in
society;
do not have a secondary school diploma or its recognized equivalent, and have not achieved an equivalent
level of education; or
are unable to speak, read, or write the English language.
Use of Funds
Assessment (Pre & Post Test) Requirements
ABE
TABE
ASE
TABE
ESL
BEST Literacy, BEST Plus, CASAS
High School Completion
TABE
(FEDERAL EL/CIVICS)
Purpose
To provide an integrated program of services that incorporates English Literacy and civics education to help immigrants
and the other limited English proficient populations to effectively participate in the education, work and civic
opportunities in this country.
Eligible Participants
Adult Education means instruction and support services below the postsecondary level for individuals: (A) who
have attained 16 years of age; (B) who are not enrolled or required to be enrolled in secondary school under
state law; and (C) who:
lack sufficient mastery of basic educational skills to enable the individuals to function effectively in
society;
do not have a secondary school diploma or its recognized equivalent, and have not achieved an equivalent
level of education; or
are unable to speak, read, or write the English language.
Use of Funds
ESL - Contextualized English
Literacy curriculum with
civics content (EL Civics
Competencies)
Assessment (Pre & Post Test) Requirements
BEST Literacy, BEST Plus, CASAS
ADULT EDUCATION AND FAMILY LITERACY
(STATE BASIC)
Purpose
To assist adults to become literate and obtain the knowledge and skills necessary for employment and selfsufficiency;
To assist adults who are parents to obtain the educational skills necessary to become full partners in the
educational development of their children;
To assist adults in completion of a secondary school education.
Eligible Participants
Adult Education means instruction and support services below the postsecondary level for individuals (A) who
have attained 16 years of age; (B) who are not enrolled or required to be enrolled in secondary school under
state law; and (C) who:
lack sufficient mastery of basic educational skills to enable the individuals to function effectively in
society;
do not have a secondary school diploma or its recognized equivalent, and have not achieved an
equivalent level of education; or
are unable to speak, read, or write the English language.
Use of Funds
Assessment (Pre & Post Test) Requirements
ABE
TABE
ASE
TABE
ESL
BEST Literacy, BEST Plus
High School Completion
TABE
(STATE PERFORMANCE)
Purpose
To assist adults to become literate and obtain the knowledge and skills necessary for employment and selfsufficiency;
To assist adults who are parents to obtain the educational skills necessary to become full partners in the
educational development of their children;
To assist adults in completion of a secondary school education
Eligible Participants
Adult Education means instruction and support services below the postsecondary level for individuals: (A) who have
attained 16 years of age; (B) who are not enrolled or required to be enrolled in secondary school under state law;
and who:
lack sufficient mastery of basic educational skills to enable the individuals to function effectively in
society;
do not have a secondary school diploma or its recognized equivalent, and have not achieved an
equivalent level of education; or
are unable to speak, read, or write the English language.
Use of Funds
Assessment (Pre & Post Test) Requirements
ABE
TABE
ASE
TABE
ESL
BEST Literacy, BEST Plus
High School Completion
TABE
ADULT EDUCATION PROGRAM AND FAMILY LITERACY (STATE PUBLIC
ASSISTANCE)
Purpose
To provide educational services for adults on Temporary Assistance to Needy Families (TANF) and adults who have
been cancelled from TANF and receive extended medical assistance or receive food stamp assistance.
Eligible Participants
Ninety percent (90%) of the units of instruction generated and claimed for public assistance funding must be used to
serve students in the following categories: 04 TANF Single Parent; 06 TANF Two Parent; 07, 08 Food Stamps Only; and
94, 96 Medical Assistance Only for TANF Eligible Because of Medical Expenses. These categories are subject to
change.
Use of Funds
Assessment (Pre & Post Test) Requirements
ABE
TABE
ASE
TABE
ESL
BEST Literacy, BEST Plus
High School Completion
TABE
Department of Labor
Wage and Hour Division
(Revised July 2008)
Fact Sheet #17C: Exemption for Administrative Employees Under the Fair
Labor Standards Act (FLSA)
This fact sheet provides general information on the exemption from minimum wage and overtime pay provided by
Section 13(a)(1) of the Fair Labor Standards Act as defined by Regulations, 29 CFR Part 541.
The FLSA requires that most employees in the United States be paid at least the federal minimum wage for all
hours worked and overtime pay at time and one-half the regular rate of pay for all hours worked over 40 hours
in a workweek.
However, Section 13(a)(1) of the FLSA provides an exemption from both minimum wage and overtime pay for
employees employed as bona fide executive, administrative, professional and outside sales employees. Section
13(a)(1) and Section 13(a)(17) also exempt certain computer employees. To qualify for exemption, employees
generally must meet certain tests regarding their job duties and be paid on a salary basis at not less than $455 per
week. Job titles do not determine exempt status. In order for an exemption to apply, an employee’s specific job
duties and salary must meet all the requirements of the Department’s regulations.
See other fact sheets in this series for more information on the exemptions for executive, professional, computer
and outside sales employees, and for more information on the salary basis requirement.
Administrative Exemption
To qualify for the administrative employee exemption, all of the following tests must be met:
The employee must be compensated on a salary or fee basis (as defined in the regulations) at a rate not less
than $455 per week;
The employee’s primary duty must be the performance of office or non-manual work directly related to the
management or general business operations of the employer or the employer’s customers; and
The employee’s primary duty includes the exercise of discretion and independent judgment with respect to
matters of significance.
Primary Duty
“Primary duty” means the principal, main, major or most important duty that the employee performs.
Determination of an employee’s primary duty must be based on all the facts in a particular case, with the major
emphasis on the character of the employee’s job as a whole.
Directly Related to Management or General Business Operations
To meet the “directly related to management or general business operations” requirement, an employee must
perform work directly related to assisting with the running or servicing of the business, as distinguished, for
example from working on a manufacturing production line or selling a product in a retail or service
establishment. Work “directly related to management or general business operations” includes, but is not
limited to, work in functional areas such as tax; finance; accounting; budgeting; auditing; insurance; quality
control; purchasing; procurement; advertising; marketing; research; safety and health; personnel management;
human resources; employee benefits; labor relations; public relations; government relations; computer network,
Internet and database administration; legal and regulatory compliance; and similar activities.
FS 17C
Employer’s Customers
An employee may qualify for the administrative exemption if the employee’s primary duty is the performance of
work directly related to the management or general business operations of the employer’s customers. Thus,
employees acting as advisors or consultants to their employer’s clients or customers — as tax experts or
financial consultants, for example — may be exempt.
Discretion and Independent Judgment
In general, the exercise of discretion and independent judgment involves the comparison and the evaluation of
possible courses of conduct and acting or making a decision after the various possibilities have been considered.
The term must be applied in the light of all the facts involved in the employee’s particular employment situation,
and implies that the employee has authority to make an independent choice, free from immediate direction or
supervision. Factors to consider include, but are not limited to: whether the employee has authority to
formulate, affect, interpret, or implement management policies or operating practices; whether the employee
carries out major assignments in conducting the operations of the business; whether the employee performs work
that affects business operations to a substantial degree; whether the employee has authority to commit the
employer in matters that have significant financial impact; whether the employee has authority to waive or
deviate from established policies and procedures without prior approval, and other factors set forth in
the regulation. The fact that an employee’s decisions are revised or reversed after review does not mean that the
employee is not exercising discretion and independent judgment. The exercise of discretion and independent
judgment must be more than the use of skill in applying well-established techniques, procedures or specific
standards described in manuals or other sources.
Matters of Significance
The term “matters of significance” refers to the level of importance or consequence of the work performed. An
employee does not exercise discretion and independent judgment with respect to matters of significance merely
because the employer will experience financial losses if the employee fails to perform the job properly.
Similarly, an employee who operates very expensive equipment does not exercise discretion and independent
judgment with respect to matters of significance merely because improper performance of the employee’s duties
may cause serious financial loss to the employer.
Educational Establishments and Administrative Functions
The administrative exemption is also available to employees compensated on a salary or fee basis at a rate not
less than $455 a week, or on a salary basis which is at least equal to the entrance salary for teachers in the same
educational establishment, and whose primary duty is performing administrative functions directly related to
academic instruction or training in an educational establishment. Academic administrative functions include
operations directly in the field of education, and do not include jobs relating to areas outside the educational
field. Employees engaged in academic administrative functions include: the superintendent or other head of an
elementary or secondary school system, and any assistants responsible for administration of such matters as
curriculum, quality and methods of instructing, measuring and testing the learning potential and achievement of
students, establishing and maintaining academic and grading standards, and other aspects of the teaching
program; the principal and any vice-principals responsible for the operation of an elementary or secondary
school; department heads in institutions of higher education responsible for the various subject matter
departments; academic counselors and other employees with similar responsibilities. Having a primary duty of
performing administrative functions directly related to academic instruction or training in an educational
establishment includes, by its very nature, exercising discretion and independent judgment with respect to
matters of significance.
Highly Compensated Employees
Highly compensated employees performing office or non-manual work and paid total annual compensation of
$100,000 or more (which must include at least $455 per week paid on a salary or fee basis) are exempt from the
FLSA if they customarily and regularly perform at least one of the duties of an exempt executive, administrative
or professional employee identified in the standard tests for exemption.
Where to Obtain Additional Information
For additional information, visit our Wage and Hour Division Website: http://www.wagehour.dol.gov
and/or call our toll-free information and helpline, available 8 a.m. to 5 p.m. in your time zone, 1-8664USWAGE (1-866-487-9243).
When the state laws differ from the federal FLSA, an employer must comply with the standard most protective
to employees. Links to your state labor department can be found at www.dol.gov/whd/contacts/state_of.htm.
This publication is for general information and is not to be considered in the same light as official statements of
position contained in the regulations.
U.S. Department of Labor
Frances Perkins Building
200 Constitution Avenue, NW
Washington, DC 20210
1-866-4-USWAGE
TTY: 1-866-487-9243
Contact Us
Continue testing and
leveling until ready for
GED
GED Ready
Pre-assessment
GED
Baseline Testing
Road to GED
Registration
1.
Students will receive directions and an orientation packet at the front table.
2.
Adult students will go to the registration room to complete all required forms (records release, policies and procedures).
3.
Teen students (16 yr. old) will need school withdrawal forms and court order forms. 17 and 18 yr. olds will need school
withdrawal forms. All teens must be accompanied by a parent or legal guardian. They will go to the registration room and
complete all required forms (records release, policies/procedures, attendance, and a parental consent form).
Baseline Testing
1.
Students will then need to take the TABE Locator.
2.
Students will take the TABE (9) or (10) survey for reading, mathematic computation, applied mathematics, and language.
3.
Students return to the front table for class placement.
Orientation
1.
Each student needs at least 12 hours of orientation.
Student Status
1. Students should only be classified as a student after the 12 hours of orientation.
Progress Testing
1.
Students should be progress tested after 40 hours of class work.
2.
Students should be progressed test with the alternating TABE (9) or (10) survey.
3.
If no progress, at the teacher’s discretion after additional hours of instruction, student must be retested with the latest
TABE survey administered.
GED Test Prep
1.
When students level to High Adult Secondary Education, or when the teacher feels that they are ready, they will need to
prepare themselves to take the GED Test.
GED
Continue Testing
& Leveling Until
Ready for ABE
Ready for
ABE
Road to ELA
Registration
1. Students will receive directions and an orientation packet at the front table.
2. Students will go to the registration room to complete Best Plus Literacy Screening Tool and registration form.
(A staff member will assess the screening tool to see if they filled it in completely. If they did, they will be
administered the literacy test and move on to take the oral test. If they did not pass the screening they will only
take an oral test.)
Best Plus Oral Test
1. Go to oral testing room.
a. Once the oral test is complete, the staff member will write down the student’s oral score on the post-it
and on the testing log.
b. The student will be taken to the front table for class placement.
2. Sign and date all appropriate forms. A staff member will take all of the student’s paperwork/testing materials.
3. Mark on the questionnaire how they heard about the AEL program.
4. Be placed in class and receive paper with their class assignment and information.
Orientation
1. Each student needs at least 12 hours of orientation.
Student Status
1. Students should only be classified as a student after the 12 hours of orientation.
Progress Testing and moving to the next level
1. Students should be progress tested after 60 hours of class work.
2. Students should be progressed and leveled according to test scores.
3. Students should be tested after every 60 hours of class work.
Transition to ABE (Adult Basic Education)
1. When student’s levels reach Advanced ELA, teacher should initiate transition to ABE.
ABE
ADULT EDUCATION GED ELIGIBILITY FORM
I am currently 17 years of age, but I am requesting permission to attend the
equivalency (GED) classes sponsored by Region 9 Adult
Education. Although I am below the compulsory school attendance age, I request an
exemption based on the item indicated below.
Check one)
______ (i) referred by school and has parent’s permission
______(ii) required by court order
______(iii) has an established residence separate from parent or legal guardian
______iv) homeless
______________________________________________________________________
Student’s Signature
Social Security Number
Date
______________________________________________________________________
School or Referring Agency Official’s Signature School or Agency
Date
______________________________________________________________________
Parent’s Signature
Address
Date
Documentation may be attached.
Denton ISD - Adult Education & Literacy
TANF Eligibility Form
Please check off any of the following services and programs that you or a family member in your
household receive or participant in:
___ Lone Star Card, SNAP, WIC
___ Medicaid, Supplemental Security Income (SSI)
___ Children’s Health Insurance Program (CHIP), Women’s Health Program (WHP)
___ Child Care and Development Fund (CCDS)
___ Free or Reduced Priced Lunch Program
___ Referred by Texas Health and Human Services Commission HHSC)
___ Referred by Texas Department of Assistive and Rehabilitative services (DARS)
___ Choices Program
___ Temporary Assistance for Needy Families (TANF)
___ Former TANF recipient
___ At-risk of needing TANF benefits
Student Name (Print) ________________________________
Student Signature __________________________ Date ____________________
Staff Name (Print) __________________________
Staff Signature _____________________ _______ Date ____________________
**Copies of provided documentation needs to be attached for verification.
DENTON ISD ADULT EDUCATION & LITERACY PROGRAM
Timesheet for Teacher Aides
(Please Print)
Name:
ESL
Month:
Location
D
ABE/ASE
Year :
_
Date
Time In
D
_
Time Out
Total Time
Total Hours Worked :
Teacher Aide Signature---------------------------
Date
Instructional Coordinator's Initial
Date
Co-op Director's Initial
_
_
_
_
Date-------------
Instructor:
Denton ISD Adult Education & Literacy Program·
TEXAS WORKFORCE COMMISSION
Student Sign In Sheet
PLEASE PRINT
EN LETRAS DE MOLDE, POR FAVOR
Class Site:
Name
Town:
Date
Time
In
Time
Out
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Grand
Total:
KEY:
If a student signs in between:
6:00-6:14 and leaves at 9:00pm they get credit for:
6:15-6:29 leaves at 9:00pm they get credit for:
6:30-6:44 leaves at 9:00pm they get credit for:
6:45-6:59 leaves at 9:00pm they get credit for:
7:00-7:14 leaves at 9:00pm they get credit for:
3 hours
2.75 hours
2.5 hour
2.25 hours
2 hours
Orientation
hrs.
_
_
Class
contact hrs
Total
Hours
Best Plus Literacy Screening Tool
Name: ________________________________
Address: ______________________________
Date of Birth: __________________________
Signature: _____________________________
Today’s Date: __________________________
Best Plus Literacy Screening Tool
Name: ________________________________
Address: ______________________________
Date of Birth: __________________________
Signature: _____________________________
Today’s Date: __________________________
After Test Administration
How to Interpret Assessment Results
TABE Correlations to NRS Levels
How do I know what is the NRS level of my student?
TABE Correlation to NRS Levels
NRS Level
Grade
Level
Reading
Scale Score
Total Math
Scale Score
Language
Scale Score
ABE Beginning Literacy
0.0 - 1.9
367 & below 313 & below
389 & below
ABE Beginning Basic
Education
2.0 - 3.9
368 - 460
314 - 441
390 - 490
ABE Low Intermediate
4.0 - 5.9
461 - 517
442 - 505
491 - 523
ABE High Intermediate
6.0 - 8.9
518 - 566
506 - 565
524 - 559
Low Adult Secondary
9.0 - 10.9
567 - 595
566 - 594
560 - 585
High Adult Secondary
11.0 - 12.9
596 & above 595 & above
586 & above
8
1
8
3
NRS Functioning Levels, Scale Score Ranges, & Student Performance Levels (SPL)
ADULT BASIC EDUCATION
Educational Functioning Level
Scale Score Ranges
Beginning Literacy ABE (grade level 0–1.9)
Beginning ABE (grade level 2–3.9)
Low Intermediate ABE (grade level 4–5.9)
High Intermediate ABE (grade level 6–8.9)
Low ASE (GED) (grade level 9–10.9)
High ASE (GED) (grade level 11–12)
Reading:
Total Math:
Language:
Reading:
Total Math:
Language:
Reading:
Total Math:
Language:
Reading:
Total Math:
Language:
Reading:
Total Math:
Language:
Reading:
Total Math:
Language:
367 and below
313 and below
389 and below
368–460
314–441
390–490
461–517
442–505
491–523
518–566
506–565
524–559
567–595
566–594
560–585
596 and above
595 and above
586 and above
ENGLISH AS A SECOND LANGUAGE
Educational Functioning Level & SPL
Scale Score Ranges
Beginning ESL Literacy (SPL 0-1)
BEST Plus: 400 and below
BEST Literacy: 0–20
TABE CLAS-E:
Reading: 250-392
Writing: 200-396
Total Reading and Writing: 225-394
Listening: 230-389
Speaking: 231-425
Total Listening and Speaking: 230-407
BEST Plus: 401–417
BEST Literacy: 21-52 (SPL 2)
TABE CLAS-E:
Reading: 393-436
Writing: 397-445
Total Reading and Writing: 395-441
Listening: 390-437
Speaking: 426-460
Total Listening and Speaking: 408-449
BEST Plus: 418–438
BEST Literacy: 53–63
TABE CLAS-E :
Reading: 437-476
Writing: 446-488
Total Reading and Writing: 442-482
Listening: 438-468
Speaking: 461-501
Total Listening and Speaking: 450-485
BEST Plus: 439–472
BEST Literacy: 64– 67
TABE CLAS-E:
Reading: 477-508
Writing: 489-520
Total Reading and Writing: 483-514
Listening: 469-514
Speaking: 502-536
Total Listening and Speaking: 486-525
BEST Plus: 473–506
BEST Literacy: 68-75
TABE CLAS-E:
Reading: 509-557
Writing: 521-555
Total Reading and Writing: 515-556
Listening: 515-549
Speaking: 537-567
Total Listening and Speaking: 526-558
BEST Plus: 507–540
BEST Literacy: 76-78
TABE CLAS-E:
Reading: 558-588
Writing: 556-612
Total Reading and Writing: 557-600
Listening: 550-607
Speaking: 568-594
Total Listening and Speaking: 559-600
Low Beginning ESL (SPL 2)
High Beginning ESL (SPL 3)
Low Intermediate ESL (SPL 4)
High Intermediate ESL (SPL 5)
Advanced ESL (SPL 6)
Denton ISD
Adult Education and Literacy
NRS Chart
DENTON ISD ADULT EDUCATION AND Literacy CHART
NRS INSTRUCTIONAL LEVELS
High Adult Secondary Level
*no progress test needed GED completes level
Low Adult Secondary Level
*30 hours minimum using alternate forms of test
High Intermediate ABE Level
*40 hours minimum using alternate forms of test
Low Intermediate ABE Level
*40 hours minimum using alternate forms of test
Beginning ABE Level
*40 hours minimum using alternate forms of test
Beginning Literacy ABE Level
*40 hours minimum using alternate forms of test
Exit Criteria
* When a student has maxed out of both
BEST Plus and BEST Literacy you must administer the TABE Locator
and Survey Test book (E, M, D, A) in all subjects.
Advanced ESL
*60 required instructional hours minimum
High Intermediate ESL
*60 required instructional hours minimum
Low Intermediate ESL
*60 required instructional hours minimum
High Beginning ESL
*60 required instructional hours minimum
Low Beginning ESL
*60 required instructional hours minimum
Beginning ESL Literacy
*60 required instructional hours minimum
SCALE SCORES
Reading: 596 and above
Math: 595 and above
Language: 586 and above
Reading: 567 – 595
Math: 566 - 594
Language: 560 - 585
Reading: 518 – 566
Math: 506 - 565
Language: 524 - 559
Reading: 461 – 517
Math: 442 - 505
Language: 491 - 523
Reading: 368 – 460
Math: 314 - 441
Language: 392 - 490
Reading: 367 and below
Math: 313 and below
Language: 391 and below
BEST Plus: 541 and above
BEST Plus: 507 – 540
Literacy BEST: 76 - 78
BEST Plus: 473 – 506
Literacy BEST: 68 - 75
BEST Plus: 439 – 472
Literacy BEST: 64 - 67
BEST Plus: 418 – 438
Literacy BEST: 53 - 63
BEST Plus: 401 – 417
Literacy BEST: 21 - 52
BEST Plus: 400 and below
Literacy BEST: 0 - 20
TEXAS ADULT EDUCATION STANDARDS AND BENCHMARKS FOR ABE and ASE
Standard: Read with Understanding for ABE/ASE

Determine the purpose for reading.

Select reading strategies appropriate to the purpose.

Monitor comprehension and adjust reading strategies.

Analyze the information and reflect on its underlying meaning.

Integrate new understanding with prior knowledge to address the reading purpose.
Strand 1 of 6: Determine Purpose
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult
Secondary
Education
1.1 Read for
simple, real-life
purposes as
directed.
1.2 Read for reallife purposes.
1.3 Demonstrate
awareness of
reading for real-life
purposes.
1.4 Identify purpose
(e.g., to be informed,
to be entertained,
interpret, to solve
problems) to focus
reading.
1.5 Determine the
appropriate
purpose for
reading a variety of
materials.
1.6 Determine the
appropriate
purpose for
reading a variety of
materials.
Examples
Examples
Reading medicine
labels, voter
eligibility,
instructions for
reading a job
search website.
Reading
information about
college financial
aid, reading
newspaper
conflicting
editorials.
Examples
Reading a grocery
list, words and
prices in store
ads, personal
names and
addresses.
Examples
Reading aloud a
picture book,
reading about
entry-level job
duties, reading
simple greeting
cards.
Examples
Reading a poster
about minimum
wage, citizenship
procedures, or
housing rental ads.
Examples
Reading a nutrition
chart, a health clinic
brochure, a
newspaper advice
column.
Strand 2 of 6: Decode and Recognize Words
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
2.1 Decode words
or word groups in
simple text with
assistance to
* Distinguish,
generate, and
manipulate
sounds (segment,
blend, substitute,
isolate, rhyme),
* Associate
sounds with the
symbols that
represent them,
* Recognize
words from letter
shapes, symbols,
sight, picture
clues, and
common
patterns, and
* Associate oral
vocabulary with
the written
words.
Examples
* Segmenting
sounds: say “cat”
now say the
sounds you hear
in the word “cat”
/k/ /a/ /t/?
* Blending
sounds: what
word do you hear
when I say these
sounds /k/ /a/ /t/
- the answer is
cat.
Level 2
Beginning Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult
Secondary
Education
2.2 Decode and
recognize
everyday, simple
words in short,
simple text with
some assistance
to
2.3 Decode and
recognize most
words in short to
medium length
continuous text
with minimal
assistance by
* Breaking words
into parts, and
applying
pronunciation
rules,
2.5 Recognize and
interpret
abbreviations and
some specialized
content area
vocabulary
independently
(e.g., social
studies, science,
and literature
vocabulary).
2.6 Recognize and
interpret terms,
signs, symbols,
acronyms, and
abbreviations
independently.
* Pronounce
words correctly,
2.4 Recognize
unfamiliar (some
specialized) words
and abbreviations
by using
knowledge of
word parts and
word
relationships.
* Break words
into syllables, and
* Recognize
words using
picture aids,
recalling oral
vocabulary, sight
words, and
common
abbreviations.
Examples
* Breaking words
into syllables:
“cattle” cat-tle
“vacate” va-cate
* Drawing on
content
knowledge and
vocabulary,
* Adjusting
reading pace, and
* Recognizing and
interpreting
contractions.
Examples
* Contractions:
won’t – will not
wouldn’t – would
not
* Breaking words
(e.g., suffixes and
prefixes):
preschool – preschool
Examples
* State
abbreviations:
TX – Texas
Mar – March
M.D. – medical
doctor
GED – general
educational
development
ESL – English as a
Second Language
Examples
* Know the
meanings of:
periodic table
hemisphere
archipelago
metaphor
simile
personification
alliteration
poetry
prose
Examples
* SCUBA – selfcontained under
water breathing
apparatus.
* FAQ –
frequently asked
questions.
* FYI – for your
information.
* IM – instant
message.
* OSHA –
Occupational
Safety and Health
Act.
Strand 3 of 6: Vocabulary Development
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High
Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult Secondary
Education
3.1 Demonstrate
familiarity with
concepts of print
and common
vocabulary.
3.2 Demonstrate
familiarity with
everyday
vocabulary
including
multiple meaning
words and
synonyms and
antonyms.
3.3 Demonstrate
familiarity with highinterest related
vocabulary (e.g.,
work, family,
religious, school,
other students’
work) including
homophones,
homonyms, and
common idiomatic
expressions.
3.4 Demonstrate
familiarity with
everyday and
some specialized
vocabulary (e.g.,
job related,
health).
3.5 Demonstrate
familiarity with
everyday and
some specialized
content
vocabulary (e.g.
science, social
studies, and
literature).
3.6 Demonstrate
familiarity with
specialized content
vocabulary in complex
documents and
literature (e.g. science,
social studies, and
literature).
Examples
* Gaining
information from
printed
text: reading left to
right, top to bottom,
punctuation,
capitalization, book
title, book author,
illustrations support
the text, reading
captions.
Examples
* Multiple
meanings:
Blue: color (n),
emotion (n).
Skirt: article of
clothing (n),
avoiding (v).
Examples
* Hygiene –
needing to wash
hands.
Examples
* Insurance forms.
Examples
* Tax forms.
* Idiomatic
expressions:
* Botany.
* Biology.
“I was by myself.”
“That cracks me up.”
* Political science.
* Synonyms:
* Democracy.
big – large –
oversized
* Sociology.
* Antonyms:
present – absent
* Anthropology.
Examples
* Declaration of
Independence.
* Articles of
Confederation.
* Amendments.
* Bill of Rights.
* Sonnets.
* Science –
hypothesis/thesis.
Strand 4 of 6: Locate Information
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult
Secondary Education
4.1 Locate
information in
short, simple
text with
guidance in
response
to questions
or prompts.
4.2 Locate
information in simple
text and graphs with
minimal guidance in
response to questions
or prompts.
4.3 Locate
information in
simple text and
graphs using a few
strategies (e.g.,
using context cues
and details,
predicting, and
stating main idea).
4.4 Locate important
information from a
variety of texts and
graphs using
appropriate
strategies (e.g., using
context cues and
details, predicting,
skimming, scanning,
and stating main
idea).
4.5 Locate
important
information using
appropriate
strategies with
minimal assistance
(e.g., using context
cues and details,
predicting,
skimming,
scanning, and
stating main idea).
4.6 Identify both
directly stated and
implied information
using a variety of
strategies to guide
reading of long and
varied texts and
graphic sources (e.g.,
recognize bias and
propaganda).
Examples
* Who, what,
when, where.
Use text structure
such as table of
contents, chapter
headings,
glossaries,indices, etc.
to find information.
Examples
* Bus schedule.
* Work schedule.
* Change of Address
form at post office.
Examples
* End of chapter
review.
* Answering
questions related
to passage.
* First aid chart or
manual.
Examples
* Auto owners
manual.
* Assembly
instructions.
* Trip planning using
maps and brochures.
Examples
* Appliance
manual.
* MapQuest.
* Google™
Examples
* Political
ad/cartoon.
* Local news
vs. USAToday
newspaper.
* Editorial in
newspaper.
Strand 5 of 6: Build Comprehension
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning Basic
Education
5.1 Monitor
own accuracy
of decoding
and word
recognition
using simple
strategies, such
as rereading or
asking for help.
5.2 Monitor and
build
comprehension
using strategies,
such as making a list
of new words, using
a simplified
dictionary, and
rereading or
restating text.
Examples
* Read aloud.
Examples
* Put information
read in own words.
* Construct a simple
math equation from
a word problem.
Level 3
Low Intermediate
Basic Education
Level 4
High ntermediate
Basic Education
Level 5
Low Adult
Secondary
Education
5.3 Monitor and build 5.4 Monitor and build 5.5 Independently
comprehension using a comprehension using monitor and build
range of simple
strategies (e.g.
comprehension
strategies (e.g. posing recalling, rephrasing, strategies with a
and answering
explaining the
variety of texts.
questions, identifying
content of the text,
Examples
word and
using simple
comprehension errors,
examples, and
* Correcting word
using trial, error, and
adjusting reading
recognition
adjusting reading rate,
rate).
errors, and
and K-W-L).
adjusting
Examples
predictions.
Examples
* Adjusting reading
* Read and re-state an
rate.
incident report.
* Sport stories.
* Explain meaning of
* TV Guides.
song lyrics.
* Reader’s Digest.
* Consumer Reports.
* Technical Manuals.
Level 6
High Adult
Secondary
Education
5.6 Independently
monitor and build
comprehension
strategies with a
variety of texts.
Examples
* SQ4R.
* Semantic
mapping.
Strand 6 of 6: Analyze and Organize Information
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning
Basic
Education
Level 3
Low
Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult Secondary
Education
Level 6
High Adult Secondary
Education
6.1 Recall
information
stated in
simple lists
and phrases.
6.2 Recognize
key points in
simple texts
and
documents.
Examples
Examples
* Answering
questions
Who? What?,
When?,
Where?, and
Why?
* Notes from
school.
6.3 Identify the
stated or
unstated main
idea and
supporting
details of
medium length
texts.
6.4 Organize and
analyze information in
a variety of texts using
some strategies such
as, recall,
restatement, simple
sequencing, and
simple categorization.
Examples
Examples
6.5 Organize and
analyze information
to derive underlying
meaning of texts by
using classification,
comparison/
contrast, making
inferences, and
drawing conclusions.
6.6 Gain underlying meaning
of specialized text using a
wide range of strategies such
as recognizing unstated
assumptions, applying
relevant information to
multiple scenarios,
summarizing, synthesizing
information from multiple
texts, and interpreting
figurative language.
* Shopping
lists.
* Church
bulletins.
* To do lists.
* Menus.
* Telephone
directories.
* Scan
* Navigate website for
newspaper for
a specific purpose (i.e.
specific purposes.
major purchase or
job).
* Scan flyer from
health providers
* Place orders by
(i.e. heart or
telephone based on
cancer warning
review of printed
signs).
materials.
Examples
* Identify figurative
language.
* Distinguish fact
from opinion (e.g.
recognizing and
interpreting political
propaganda,
advertising,
determining author’s
purpose and
opinion).
* Highlight and
notate key
information from
text.
Examples
* Utilize web-based
information for
documentation.
* Interpretation of “fine print”
in application for credit.
* Decide about health issues
based on printed materials.
Standard: Convey Ideas in Writing for ABE/ASE

Determine the purpose for communicating.

Organize and present information to serve the purpose, context, and audience.

Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure.

Seek feedback and revise to enhance the effectiveness of the communication.
Strand 1 of 5: Determine Purpose
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning
Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High
Intermediate
Basic Education
1.1 Write for a
purpose as
directed with
minimal
attention to
audience.
1.2 Write for a
specified
purpose and
audience as
directed.
1.3 Determine the
purpose and
audience for
communicating in
writing with
prompting.
1.4 Determine the
purpose and
audience for
communicating in
writing with
support.
Examples
Examples
Examples
Examples
* Plan a note for a
child’s hearing and
vision test. Decide
to whom to write
the note and what
is on the note.
* Plan
a TAKS writing
considering
purpose and
audience, using a
prompt from
the TEA website.
* Plan a speech to
a certain group –
determine
purpose, like an
appeal to a school
board.
* Target several
resumes for
different jobs
(multiple resumes
based on job
description).
* Plan a writing
portion of
the GED – use
writing prompts.
* Target several
cover letters for
different jobs
(multiple resumes
based on job
description).
Examples
* Plan a grocery
list.
* To do list.
* Design a
calling
card/business
card.
Examples
* Plan a note
to boss about
doctor
appointment.
* Plan a note
to landlord
about repair.
* Prepare fliers for
advertising job
skills such as
housekeeping,
tree trimming, etc.
Level 5
Low Adult
Secondary
Education
Level 6
High Adult
Secondary
Education
1.5 Determine the 1.6 Determine the
purpose and
purpose and
audience for
audience for
communicating in communicating in
writing with
writing
limited support.
independently.
Strand 2 of 5: Organize Information
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning Basic
Education
Level 3
Low
Intermediate
Basic
Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult Secondary
Education
Level 6
High Adult
Secondary
Education
2.1 Follow a
highly
structured,
externally
developed
plan to
2.2 Follow a
highly structured,
externally
developed plan to
2.3 Use simple planning
strategies to
2.4 Use multiple
planning and prewriting strategies
such as outlining,
using graphic
organizers, and
categorizing ideas in
order to
2.5 Plan and organize
a more complex
composition (multiparagraph) using a
variety of resources
(e.g. websites,
dictionary, and
encyclopedia) and
strategies to
2.6 Independently
plan and organize
information using
a variety
of resources and
strategies to
Use a text
model and
Organize
information
(e.g. lists or
responses to
prompts for
everyday
information).
Examples
* Categorize
grocery list.
* Fill out a
check.
* Complete an
online job
application.
Organize ideas
around a single
familiar topic to
produce a short
but legible and
comprehensible
draft.
Examples
* Plan to write a
thank you note.
* Plan on how to
complete a
shipping return
statement.
Identify and organize a
limited number of ideas
to support a single
purpose (e.g., to convey
personal experience,
meet a specific need, or
respond to recent
learning) to produce a
legible and
comprehensible draft.
Examples
* Plan to write a personal
story with legislator
(adult learner).
* Plan to write an e-mail
to company
(complaint/support).
Identify and organize
a limited number of
ideas to support a
single purpose (e.g.,
writing to inform, get
things done, express
feelings and ideas,
persuade others) to
produce a legible
and comprehensible
draft.
Examples
* Plan a letter to
editor.
* Plan memo to
employees
concerning customer
satisfaction.
Produce a legible and
comprehensible draft.
Examples
* Organize a multipaged paragraph
themed paper,
including
introduction and
conclusion.
* Organize a compare
and contrast paper.
* Prewrite newsletter
article.
* Pre-write letter of
recommendation.
Produce a legible
and
comprehensible
draft.
Examples
* Organize
information for a
college entrance
essay.
* Organize
information for a
cover letter.
Strand 3 of 5: Present Information
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult Secondary
Education
3.1 Convey
information by
writing all letters
of the alphabet
and numbers by
3.2 Convey ideas,
lists, and responses to
prompts with minimal
use of detail by
3.3 Convey ideas
with several
supporting details
and/or examples
by
3.4 Convey ideas
with several
supporting facts,
details, and
examples reflecting
judgment by
3.5 Convey ideas in
medium-length,
coherently-linked,
and detailed text
with appropriate
tone, language, and
levels of formality
by
3.6 Convey ideas in
medium length, wellsequenced, and
detailed text with
appropriate voice,
tone, rhetorical forms
and style, suitable for a
variety of audiences by
Appropriately using
varied and
descriptive word
choices including
abstract nouns and
idioms and
Appropriately using
varied and descriptive
word choices including
colloquialisms,
and cultural
references and
Appropriately using
a variety of
sentence length,
structure, and
complexity.
Appropriately using a
variety of sentence
length, structure, and
complexity (including
those reflecting logical
relations).
Appropriately
using simple,
everyday highly
familiar words
(names,
signatures,
addresses) and
Appropriately
using numbers
(dates, phone
numbers,
addresses, prices).
Examples
* Filling out a job
application.
* Filling out a
credit card
application.
Appropriately using
mostly everyday
familiar vocabulary
(words with personal
significance and
commonly used
adjectives, pronouns
and prepositions) and
Appropriately using
mostly familiar
vocabulary (based
on personal
experience and
learning) and
Appropriately using
simple sentence
structures (simple
and compound
sentences and
questions).
Appropriately using
basic text structure
of simple steps/
instructions/
commands or a few
short, well-linked
paragraphs.
Examples
Examples
* Use information to
compose a thank you
note, a letter to the
landlord.
* Write a
paragraph with a
main idea and
several supporting
details.
* Write an entry in
the problem book
to alert a
supervisor to a
safety issue.
* Write a note to
the teacher
requesting
information
regarding a child’s
screening for
hearing and/or
vision.
Appropriately using
both everyday and
specialized
vocabulary with
attention to
the suitable level of
formality and
Appropriately using
a limited variety of
simple and complex
sentence structures
a few wellconstructed and
linked paragraphs.
Examples
* Respond in writing
to a customer’s
request.
* Write a narrative.
Examples
* Compose a multiparagraph essay in
response to a GED
prompt.
Examples
* Write an
informational brochure
about a community
organization, such as
Even Start program,
school, Girl Scouts.
Strand 4 of 5: Revise Writing
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult
Secondary
Education
4.1 Make a few
simple content
changes to writing
such as words and
phrases that could
be added to make
thoughts clearer, or
more expressive
based on feedback
from teachers,
peers, and others.
4.2 Revise
writing based on
feedback from
teachers, peers,
and others to
improve
4.3 Revise writing
based on reviewing
drafts (reading
silently or aloud)
and feedback from
teachers, peers, and
others to improve
4.4 Review drafts
(reading silently or
aloud), revise
writing to improve
4.5 Work through
problems posed by
the writing task,
including revising to
improve
4.6 Seek out,
describe, and
work through
problems posed
by the writing
task, including
revising to
improve
* Word choice
(with dictionaries
and
thesauruses),
* Level of detail,
and
* Grammar
(simple present
and future
tenses,
subject/verb
agreement)
* Level of detail,
* The coherence
and progression of
ideas by adding,
deleting, combining,
and rearranging
sentences,
* Grammar (simple
tense agreement),
and
* Sentence
structure
(compound and
some complex
sentences).
Examples
- Progression of
ideas [Adobe®
Acrobat® Reader]
* Clarity and
descriptiveness of
ideas,
* Transitions between
paragraphs, passages,
and ideas,
* The appropriateness
of text for the
intended audience,
* Grammar, and
* Sentence structure
(simple/compound/
complex).
Examples - Clarity and
Descriptiveness of
Ideas [Adobe®
Acrobat® Reader]
* Shifts in voice or
tone,
* Clarity and text
organization,
* The development
and logic of ideas,
* The
appropriateness of
text for the
intended audience,
* Grammar, and,
* Sentence
structure.
* Organization
and precision of
word choice,
* The logic and
strength of
arguments,
* Personal voice,
* The tone or
style to address
the audience,
purpose, and
formality of the
context,
* Grammar, and
* Sentence
structure
Strand 5 of 5: Edit Writing
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult Secondary
Education
5.1 Make
simple edits of
handwriting,
spelling,
punctuation,
and
capitalization.
5.2 Make simple
edits of
5.3 Use tools such as
spelling word lists
and simple editing
checklists to make
several simple edits
of
5.4 Use tools such as
simplified
dictionaries,
grammar checklists,
and graphic
organizers to make
several simple edits
of
5.5 Use
appropriate tools
such as
dictionaries and
grammar guides
to undertake
multiple rereadings of text
in order to edits
for
5.6 Undertake
multiple re-readings
of text in order to
make comprehensive
edits for
* Grammar:
present and future
verb tenses,
imperatives,
* Punctuation:
sentence endings,
commas in dates
and greetings),
* Capitalization:
sentence
beginnings,
pronoun “I,” and
proper nouns,
* Language usage:
basic subject-verb
agreement,
correct word
order, complete
sentences, correct
verb tense, and
* Spelling: high
frequency words.
Examples – Cell
Phones [Adobe®
Acrobat® Reader]
* Grammar: present
progressive, past and
past progressive,
modal auxiliaries,
* Punctuation:
commas in a series,
* Capitalization:
titles, magazines,
names of
organizations, and
* Language usage:
consistent verb
tense, regular
plurals, adverbs,
adjectives, articles
pronouns in the
possessive, object
and demonstrative
forms, and
prepositions.
* Grammar: verb
tenses, including
irregular past,
present perfect,
present perfect
progressive, present
real conditional,
habitual past,
* Punctuation:
quotation marks and
apostrophes,
* Capitalization: first
word in a quotation,
special events,
* Language usage:
simple/compound
sentences, irregular
plurals, pronoun/
antecedent
agreement, and
* Spelling and
capitalization.
* Grammar: verb
tenses including,
past perfect,
future perfect,
future perfect
progressive,
present unreal
conditional,
three part
phrasal verbs,
* Internal
punctuation:
commas, colons,
semi-colons and
hyphens,
* Language
usage: simple,
compound and
complex
sentences, and
* Spelling and
capitalization.
* Grammar: verb
tenses including past
perfect progressive
and future perfect
progressive tenses,
past unreal
conditionals, modals
in past tense,
* Varied sentence
structures with
phrases and clauses,
* The active voice,
* Parallel structures,
and
* Spelling,
punctuation,
capitalization,
language usage
Standard: Use Math to Solve Problems and Communicate for ABE/ASE

Understand, interpret, and work with pictures, numbers, and symbolic information.

Apply knowledge of mathematical concepts and procedures to figure out how to answer the question, solve a problem,
make a prediction, or carry out a task that has a mathematical dimension.

Define and select data to be used in solving the problem.

Determine the degree of precision required by the situation.

Solve problem using appropriate quantities procedures and verify that the results are reasonable.

Communicate results using a variety of mathematical representations, including graphs, charts, tables, and algebraic
models.
Strand 1 of 14: Recognize and Compare Numbers
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning
Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult Secondary
Education
Level 6
High Adult
Secondary Education
1.1 Count and
read whole
numbers
between 0
and 10.
5.21.2 Count
and read
whole
numbers
between 0 and
1000.
1.3 Compare and
order fractions.
1.4 Recognize and
use equivalencies
between fractions,
decimals, and percents.
1.5 Compare, convert
and order nonequivalent forms of
commonly used
fractions, decimals,
and percents.
1.6 Compare, convert
and order nonequivalent forms of
commonly used
fractions, decimals,
and percents.
Examples
Examples
* Given: 1/2, 1/3,
2/5, 3/4 order the
fractions from least
to greatest.
* Decide which
product to buy based
on a comparison of
nutritional
information.
* Determine the cost
of attending higher
education or job
training.
* Given 0.1, 0.2,
0.02, 0.001, order
the decimal from
greatest to least.
* Analyze effects of
deductions on
earnings and project
annual income.
Examples
* Label days of
the week with
numbers.
Identify place
value system.
Examples
* Label days of
the month
with numbers.
Identify mixed
numbers.
Compare and order
decimals.
Examples
Examples
* Is ½ of a pizza the
same as 50% of a pizza?
* Make a decision
about how to
consolidate bills and
credit card
payments.
Strand 2 of 14: Mathematical Symbols
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult
Secondary
Education
2.1 Identify and
use mathematical
symbols (+, -, =)
and words that
represent those
symbols.
2.2 Identify simple
fractions.
2.3 Identify and use
mathematical
symbols (>, <, ≠) and
words that represent
those symbols.
2.4 Identify and
use mathematical
symbols (≥, ≤) and
words that
represent those
symbols.
2.5 Identify and
use mathematical
2.6 Identify and
use mathematical
symbols [
,
, 0, ( )] and words
that represent
those symbols.
symbols (
, [ ], {
) and words that
represent those
symbols.
Identify and
compute powers
and roots.
Understand the
meaning of
absolute value.
(e.g. |-8| =8).
Examples
* Use
mathematical
symbols to
represent three
plus five.
Identify and use
mathematical
symbols (x, ÷) and
words that
represent those
symbols for
multiplication and
division.
Examples
* Measure
ingredients for
simple recipes using
benchmark
fractions.
Examples
* Compare prices
from different
advertisements, e.g.
school supplies,
groceries, clothing.
Examples
* Decide which
product to buy
based on a
comparison of
nutritional
information.
Examples
* Given the area of
a square flower
bed, what is the
length of one side?
Examples
* A mountain is
1000 feet above
sea level and 250
feet below. The
absolute value
would be:
1000+|-250|
=1250 feet
Strand 3 of 14: Number Line and Grids
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High
Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult
Secondary
Education
3.1 Plot natural
numbers on a
horizontal
number line.
3.2 Plot natural
numbers on a
vertical number
line.
3.3 Plot points in Quadrant I of
a coordinate grid.
3.4 Plot points in
all four
quadrants of a
coordinate grid.
3.5 Identify
positive and
negative slopes on
a coordinate grid.
3.6 Find slope
and distance on
a coordinate
grid.
Examples
Examples
Examples
Examples
*
Plot the first
five days of the
week using the
number line.
* Plot the daily
temperature on a
vertical number
line over a set
period of time.
Graph linear
equations.
Read and understand integers
(positive and negative
numbers) as showing direction
and change on both horizontal
and vertical number lines.
Examples
* Plot age and weight of their
children on a growth chart.
* Plot the path
of hurricanes
based on given
coordinates.
Examples
* Given this
equation:
y = 3x + 2
What is the
slope of the line?
* Given the
points (0,2) and
(3,-4), find
the slope of a
line.
Strand 4 of 14: Application of Mathematical Operations
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning Basic
Education
4.1 Model and
4.2 Model and
apply meanings of apply meanings
addition (such as
of addition and
counting or
subtraction of
combining) and
two- and threesubtraction (such as
digit whole
taking away or
numbers.
separating inverse
Examples
operations) of onedigit whole
* Add the ages
numbers.
of any three
ninth graders.
Examples
* Add the ages of
two 3-year olds and
one 2-year old.
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult
Secondary
Education
4.3 Model and apply
meanings of
addition and
subtraction of
decimals.
4.4 Model and apply
meanings of four
basic math
operations (i.e.,
addition, subtraction,
multiplication,
division) using whole
numbers, fractions,
and decimals
4.5 Model and apply
meanings of
addition,
subtraction,
multiplication, and
division using
integers.
4.6 Use four basic
operations with
exponents,
including addition
and subtractions of
like terms and
multiplication and
division of
monomials.
Model meanings of
multiplication and
division (inverse
operations) using
facts through 12 x
12.
Examples
* Balance a checking
account.
* Use manipulatives,
mental math, a
calculator, or paper
and pencil to
calculate how much
it will cost for 2
people to go to the
movies.
Examples
* Estimate and
determine weekly
pay based on a
consistent,
predictable pattern,
such as $5 per hour.
* Divide a restaurant
check evenly for a
group of 5 people.
Examples
* Develop a budget
for a home or
business.
* Choose which car
to buy based on
information such as
down payment
required, monthly
installations,
mileage, and
insurance costs.
Examples
* Analyze effects of
deductions on
earnings and
project annual
income.
* Fill out personal
or business income
tax forms.
Strand 5 of 14: Currency
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE Literacy
Level 2
Beginning Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High
Intermediate
Basic
Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult
Secondary
Education
5.1 Identify U.S. currency
and coins
5.2 Count and make
change using U.S.
coins and currency
up to $1.00.
5.3 Count and make change
using all U.S. coins and
currency. .
5.4
Concept
mastered
5.5
Concept
mastered
5.6
Concept
mastered
Examples
* Identify coins, bills or
tokens needed for public
transportation and vending
machines.
* Sort coins into like piles,
and then determine the
value of each pile
Examples
* Make change.
* Sort coins into like
piles, and then
determine the value
of each pile.
Model meanings of
multiplication and division
(inverse operations) using
facts through 12 x 12.
Examples
* How much change would
you get back if you buy a
$29.95 money order from a
$50.00 bill?
Strand 6 of 14: Measurements
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult
Secondary
Education
6.1 Identify
common units of
measurement:
length, volume,
time, and
temperature.
6.2 Identify the
instruments used to
measure common
units of
measurement:
length, volume, time,
and temperature.
6.3 Measure whole
units with
appropriate tools:
length, weight,
volume, time, and
temperature.
6.4 Measure
fractional unit with
appropriate tools:
length, weight,
volume, time, and
temperature.
6.5 Convert units
within length,
weight, volume,
time, and
temperature.
Examples
Examples
6.6 Apply
appropriate units
and instruments of
length, weight,
volume, time, and
temperature to
solve a variety of
problems.
* Which tool would
you use to measure
the number of feet
of baseboard that
will be needed for a
room?
* Read a fuel
gauge.
Examples
* Mark the height
of their children in
feet on a growth
chart.
* Read a school
calendar.
* Read a clock in
whole hours.
Examples
* Read a
thermometer.
* Read a ruler with
whole inches.
* Measure
windows for
curtains, blinds,
and window
coverings
Examples
* Reduce or
expand a recipe.
Examples
* Design a “dream”
house.
* Design a living
room to scale.
Strand 7 of 14: Area, Perimeters, and Angles
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult
Secondary
Education
7.1 Recognize
and identify
simple two- and
threedimensional
shapes.
7.2 Calculate
the perimeter of
polygons.
7.3 Identify and define
all angles including
supplementary,
complementary, and
vertical angles.
7.4 Calculate the
area of squares,
rectangles, and
triangles.
7.5 Calculate area
of polygons.
7.6 Use basic
trigonometric
functions - sine,
cosine, and
tangent.
Examples
* Identify the
shape of the
classroom.
Examples
* Design a garden
with a specific
amount of
fencing.
Find the third interior
angle of triangles.
Examples
* Find a right angle and
an acute angle within
the classroom.
Identify parallel
lines, perpendicular
lines, and
intersecting lines.
Examples
* Determine how
much flooring is
needed for an
irregularly shaped
room.
* Determine the
area of a
rectangular room
for carpeting or tile.
Calculate
circumference and
area of circles.
Calculate volume of
rectangular solids
and cylinders.
Apply the
Pythagorean
Theorem.
.
Examples
* Plan and measure
shelves.
* Determine how
much material
would be needed to
cover a round table.
Examples
* Design a
“dream” house.
* Design a living
room to scale.
Strand 8 of 14: Using Ratios, Proportions, and Percents
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning
ABE Literacy
Level 2
Beginning
Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult Secondary
Education
Level 6
High Adult Secondary
Education
8.1 Concept
introduced at
Level 3
8.2 Concept
introduced at
Level 3
8.3 Identify and
write simple ratios
and proportions.
8.4 Identify and
write ratios and
proportions within
word problems.
8.5 Use ratios,
proportions, and percents
to solve word problems.
8.6 Use ratios,
proportions, and
percents to solve multistep, algebraic
problems
Examples
* What is the ratio
of males to
females in the
classroom?
Examples
* One minute is to
60 seconds as 60
minutes is to ____
seconds.
Examples
* If a flagpole is 12 feet
tall and casts a shadow of
6 feet, and a man casts a
shadow of 3 feet, how tall
is the man?
Examples
* A man drives 180
miles in 3 hours. Find
his average speed and
how far he could drive
in 9 hours.
Strand 9 of 14: Probabilities
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning
ABE Literacy
Level 2
Beginning
Basic
Education
Level 3
Low
Intermediate
Basic
Education
Level 4
High
Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult Secondary Education
9.1 Concept
introduced
at Level 4
9.2 Concept
introduced
at Level 4
9.3 Concept
introduced at
Level 4
9.4 Determine
simple
probabilities.
9.5 Use simple
probabilities to
predict outcomes.
9.6 Use probabilities with dependent
events to predict outcomes.
Examples
Examples
* Flip a
coin. What is the
probability of
landing heads?
* What is the
probability of
drawing a nine from
a deck of cards?
Examples
* If a drawer contains 6 pairs of socks
(2 brown, 2 black, 2 red), what is the
probability of drawing a black pair
and a brown pair in order without
replacing the first pair?
Strand 10 of 14: Graphs and Charts
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult Secondary
Education
10.1 Identify
key features of
simple
everyday
graphs and
charts.
10.2 Collect data
and construct
simple everyday
graphs and
charts.
10.3 Collect and
interpret data to
construct graphs,
schedules, tables,
and diagrams.
Examples
Examples
10.4 Collect and
interpret data to
construct more
complex graphs,
schedules, tables, and
diagrams.
10.5 Collect,
interpret,
represent, and
draw implications
from graphs,
schedules, tables,
and diagrams.
* Develop a
schedule for how
and when to take
medication
according to a
doctor’s order.
Read and interpret
children’s weight
and height charts.
10.6 Interpret,
represent, and identify
trends and/or make
inferences and draw
conclusions from
complex graphs,
schedules, tables, and
diagrams.
Examples
* Interpret a
simple graph
(e.g. in a
child’s height
and weight
chart)
* Choose a phone
plan by comparing
rates and constant
costs.
Examples
* Design a survey
regarding a community
issue, and collect and
organize the results to
communicate results
and affect community
change.
* Develop a yearly
budget and illustrate
expenses by creating a
chart or graph.
Examples
* Read and
interpret aquifer
table/chart to
determine water
restriction.
Examples
* Plot the path of
hurricanes based on
given coordinates.
* Choose which car to
* Make a decision buy based on published
about how to
consumer information.
consolidate bills
and credit card
payments based on
a given chart.
Strand 11 of 14: Averages
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning
Basic
Education
Level 3
Low
Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult Secondary Education
Level 6
High Adult
Secondary
Education
11.1 Concept
introduced at
Level 4
11.2 Concept
introduced at
Level 4
11.3 Concept
introduced at
Level 4
11.4 Find mean, range,
median, and mode.
11.5 Find mean, range, median,
and mode.
Examples
Examples
11.6 Concept
mastered at
Level 5
* Track temperatures for
one week and find the
mean, median, mode,
and range.
* Determine your readiness for
the GED by finding your average
score on the GED official practice
test.
* Design a survey regarding a
community issue, and collect and
organize the results to
communicate results and affect
community change.
Strand 12 of 14: Order of Operations and Linear Equations
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning
ABE
Literacy
Level 2
Beginning
Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult Secondary
Education
Level 6
High Adult Secondary
Education
12.1
Concept
introduced
at Level 2
12.2 Read and
solve simple
addition and
subtraction
equations.
12.3 Use order of
operations (i.e.,
multiplication,
division, addition,
subtraction), to
evaluate
expressions.
12.4 Solve linear
equations with one
variable using
division, addition,
subtraction, and
distributive
property).
12.6 Solve linear
equations with one
variable using
strategies such as the
distributive property
and/or transposition.
Examples
Write simple linear
equations from the
given word problems.
12.5 Use order of
operations (i.e.,
parentheses, exponents,
multiplication, division,
addition, subtraction PEMDAS) to evaluate
expressions with
variables, including
common formulas.
Examples
3+x=8
10-2 * 3+7+12÷6=
Examples
* 3(2x+1)-3 = 2(3)
* Tom is twice as old
as Tammy. Tammy is
6 years old. How old
is Tom?
Express numbers
in scientific notation.
Examples
* Given d= r•t and r=4
t=6. Find r.
* Is 32.4 • 105 written
in scientific notation?
Add and subtract
polynomials.
Factor binomials and
trinomials using
strategies such as
greatest common
factor, difference of
two squares, and/or
x2+ bx + c form.
Examples
Factor x2+5x-6
Simplify
(2x2+4x-1)+(3x2-x+2)
Strand 13 of 14: Patterns and Sequences
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning ABE
Literacy
Level 2
Beginning Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult Secondary
Education
13.1 Recognize
patterns and
sequences using
colors, shapes, and
numbers.
13.2 Construct
simple patterns
and sequences.
13.3 Construct
patterns using
arithmetic
sequences.
13.4 Construct
patterns using
geometric
sequences.
13.5 Construct
complex
patterns and
sequences.
Examples
Examples
Examples
13.6 Determine the
missing terms from
arithmetic
and/or geometric
sequences
3, 5, 7, 9, 11,…
3, 6, 12, 24, 48,…
n, n+2, n+4,
n+6,…
n, n+2, ___, n+6,…
n, 2n, 4n, 8n,…
n, 2n, ___, 8n,…
Examples
2, 4, 6, _, 10,
12,…
Examples
2, 4, 6, _, 10, 12,…
▲,◊,▲,_,◊,…
▲,◊,▲,_,◊,…
Examples
Strand 14 of 14: Rounding and Estimation
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning
ABE Literacy
Level 2
Beginning Basic
Education
Level 3
Low Intermediate
Basic Education
Level 4
High Intermediate
Basic Education
Level 5
Low Adult
Secondary
Education
Level 6
High Adult
Secondary
Education
14.1 Round to
the nearest
10.
14.2 Round to the
nearest 100 or 1000..
14.3 Round to
specified place value
including decimals.
14.4 Apply the concept of
rounding and estimation to
solve multi-step problems.
14.5 Concept
mastered
14.6 Concept
mastered
Examples
Examples
Is 3.674 closer to 3.6
or 3.7?
Estimate the sum of 2.75 +
33.1 + 8.49 + 4.11 to the
nearest tenth.
Examples
Is 6 closer to 1
or 10?
Examples
Is 565 closer to 500 or
600?
Use estimation to
check the answer of
one-step word
problems.
ELA Content Standards
Standard: Listen Actively for ELA

Attend to oral information.

Clarify purpose for listening and use listening strategies appropriate to that purpose.

Monitor comprehension, adjusting listening strategies to overcome barriers to comprehension.

Integrate information from listening with prior knowledge to address listening purpose.
Strand 1 of 5: Attend to Oral Communication
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning
Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High Intermediate
Level 6
Advanced
1.1 Understand
and respond to
some simple and
survival words,
phrases, and
questions in
predictable,
familiar situations
relying heavily on
non-verbal cues.
1.2 Understand and
respond to simple
and high-frequency
words, phrases,
questions, short
conversations, and 1step instructions in
predictable, familiar
situations.
1.3 Understand and
respond to
increasingly complex
words and phrases in
questions, requests,
short conversations,
and short instructions
in predictable
situations.
1.4 Understand and
respond to sentencelength communication
in face-to-face
conversations,
instructions and short
narratives related to
familiar topics or tasks.
1.5 Understand and
respond to complex
sentences, questions,
and multi-step
instructions in
conversations and
narratives related to
familiar tasks and
situations.
Examples
Examples
1.6 Understand and
respond to extended
explanations and
narratives, detailed
instructions, and
complex conversations
in varied contexts
where language is not
adjusted for English
language learners.
* Respond to “Where
are you from?”
* Respond to work
vocabulary (e.g.,
“Paper or plastic?”)
and simple work
requests.
Examples
* Respond to
greetings and
safety signs.
* Provide
addresses,
telephone
numbers, and zip
codes when
requested.
* Understand
verbal use of
dates, months, and
days.
* Point to the
blackboard,
identifying objects
through pictures.
* Respond to “Close
the door,” “Repeat
after me,” and
“Sit/stand.”
Examples
* Follow instructions
on completing a simple
job-related task.
* Understand store
announcements and
current events.
* Understand simple
TV and radio
advertising.
* Follow more complex
recipes.
* Follow simple
recipes.
* Hold brief
conversations with
supervisors.
Examples
* Follow short
telephone
conversations or
recorded messages.
* Engage in a brief
conversation with
supervisor.
* Complete a more
complex job-related
task
.
Examples
* Follow mini-lectures,
panel discussions,
presentations, and
political discussions.
* Understand slang and
colloquialisms.
Strand 2 of 5: Recognize Grammar Usage
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High Intermediate
Level 6
Advanced
2.1 Recognize and
respond to a few
high-frequency
grammar
conventions used in
speech.
2.2 Recognize and
respond to
additional highfrequency
grammar
conventions used
in speech.
2.3 Recognize and
respond to various
grammar
conventions used in
speech, including
simple verb tenses.
2.4 Recognize and
respond to some
complex grammar
conventions used
in speech.
2.5 Recognize and
respond to many
complex grammar
conventions used
in speech.
Examples
Examples
2.6 Understand
highly complex
sentences used in
speech, including
the integration of
most grammatical
forms.
Respond to:
Respond to:
* Present perfect
tense.
* Conditional
tense.
Respond to:
* Modals (e.g.,
should, would, and
can).
* Phrasal verbs
such as "ran into."
* Dependent
clauses in complex
sentences.
Examples
Respond to:
* Simple present
tense for very
common verbs such
as “have,” “be,”
“like,” and “go.”
* Subject pronouns.
* Some whquestions such as
“What is your
name?” and “Where
are you from?”
Examples
Respond to:
* Present
progressive and
simple present
tense, including
negatives.
* Question forms.
* Single/plural
nouns.
Examples
Respond to:
* Simple past tense.
* Simple future
tense.
* Common
contractions like
I’m, I’ve, you’re,
you’ve, we’re, and
we’ve.
* Possessives.
* Adjectives and
adverbs.
* Simple
adjectives.
* Other
prepositions.
* Common verbs.
* Prepositions of
location and time.
* Prepositional
phrases.
* Gerunds.
* Common idioms.
* Complex
sentences.
* Time clauses.
Examples
* Mixture of tenses.
* Passive voice.
Strand 3 of 5: Attend to Pronunciation
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning
Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High Intermediate
Level 6
Advanced
3.1 Recognize
some
consonant and
vowel sounds
to determine
meaning.
3.2 Recognize
most consonant
and vowel
sounds to
determine
meaning.
3.3 Distinguish
similar sounds in
simple words and
contracted speech
to determine
meaning.
3.4 Distinguish
similar sounds in
conversations from
speakers in a variety
of settings to
determine meaning.
3.5 Distinguish sounds
from different speakers
in authentic
communication in a
variety of settings to
determine meaning.
3.6 Begin to
distinguish regional
and non-native
pronunciation of
sounds in words to
determine meaning.
Examples
Examples
Examples
Examples
Examples
Examples
Recognize:
Recognize:
* Short and
long vowel
sounds, ending
consonant
sounds, and
consonant
blends.
* Understand
instructional tapes
or CDs.
Distinguish sounds in:
* Long vowel
sounds and
initial
consonant
sounds.
Distinguish
between:
Distinguish and
understand:
* Slowed and
repeated
speech.
* Slowed and
repeated
speech.
* g/j, e/i, b/v, b/p,
and t/d.
* Minimal pairs
(e.g., heart/hard,
three/tree,
shoes/choose,
mint/meant, and
pin/pen).
* I’ve, can’t, and
isn’t.
* Gonna and
shoulda.
* Understand some
slowed speech with
some repetition.
* Newscasts, TV shows,
guest speakers, and
* Understand speech telephone conversations.
at a normal rate of
* Formal and informal
speed with some
speech.
repetition.
* Various registers:
health, work, and
academic settings.
* Understand speech at a
normal rate of speed.
* “Dawg” vs. “dog.”
* Y’all.
* Yellow vs. yella.
* Added beginning
“e” to words that
start with ‘s” (e.g.,
estomach).
Strand 4 of 5: Develop Comprehension Strategies
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High Intermediate
Level 6
Advanced
4.1 Use nonverbal
and simple verbal
strategies to
demonstrate
understanding
and/or lack of
understanding of
basic concepts,
words, or phrases.
4.2 Demonstrate
understanding
and/or lack of
understanding
relying heavily on
verbal and
nonverbal cues.
4.3 Use a few simple
strategies to convey
a degree of
understanding to
gather missing
information, and/or
to repair problems
in comprehension.
4.4 Use several
strategies to gather
missing
information and/or
to repair problems
in general
comprehension.
4.5 Use a range of
strategies in a
variety of settings
to gather missing
information and/or
repair gaps in
comprehension.
Examples
Examples
4.6 Use a wide range
of strategies to repair
gaps in
understanding, taking
into account implied
meaning, the level of
formality of the
situation, and other
socio-cultural factors.
* Ask speaker to
rephrase, clarify, or
provide
elaboration.
* Request
clarification,
paraphrase, make
notes, and
summarize.
Examples
* Use gestures
(e.g., shrug, shake
head, and frown).
* Use “repeat,”
“don’t know,”
“excuse me,” and
“help.”
Examples
* Use facial
expressions (e.g.,
anger, joy, and
surprise).
* Ask speaker to
repeat.
* Listen for tone.
Examples
* Ask speaker to
repeat.
* Draw a picture or
use simple
rephrasing to check
understanding.
Examples
* Hold questions until
a speaker has finished
and clarify
comprehension.
Strand 5 of 5: Recognize Cultural Conventions of Speech
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High Intermediate
Level 6
Advanced
5.1 Use knowledge
of a few basic
cultural
conventions to
understand oral
communication.
5.2 Use
knowledge of
some basic
cultural
conventions to
understand oral
communication.
5.3 Use
knowledge of
various basic
cultural
conventions to
understand oral
communication.
5.4 Use knowledge of
some complex
cultural conventions
to understand oral
communication.
5.5 Use knowledge
of various more
complex cultural
conventions to
understand oral
communication.
5.6 Use knowledge
of a wide range of
more complex
cultural
conventions to
understand oral
communication.
Examples
* Demonstrate an
understanding of
informal and
formal speech such
as “Hi” vs. “Hello,”
and “How’s it
going,” vs. “How
are you?”
* Distinguish
between rude or
polite
communication:
“please be quiet”
vs. “shut up.”
Examples
Examples
* Understand use
of titles.
* Demonstrate
understanding of
the situation,
conversational
protocols, and/or
cultural norms.
* Understand use
of nicknames.
* Understand use
of first and last
names.
* Understand use
of personal space
and eye contact
when listening.
* Demonstrate
understanding of
concepts of time.
* Understand
phone etiquette.
Examples
* Demonstrate
understanding of the
situation,
conversational
protocols
and registers:
distinguish between
situations, such as job
interviews and
interactions with
supervisors vs. casual
conversations.
Examples
* Demonstrate
understanding of
the situation,
conversational
protocols, cultural
norms, problemsolving activities,
sarcasm, and fact
vs. fiction.
* Follow debates.
* Demonstrate
understanding of
taking turns in
discussions,
arguments, and
meetings.
Examples
* Demonstrate
understanding of
the situation,
conversational
protocols, cultural
norms, and
implied meaning.
* Determine
relevance and
literal vs. implied
meaning.
* Determine
validity.
* Interpret
meaning from
multiple sources.
Standard: Speak So Others Can Understand for ESL

Determine the purpose for communicating.

Organize and relay information to effectively serve the purpose, context, and listener.

Pay attention to conventions of oral English communication, including grammar, word choice, register, pace, and gesture in
order to minimize barriers to listener’s comprehension.

Use multiple strategies to monitor the effectiveness of the communication.
Strand 1 of 4: Vocabulary for Communication
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning Literacy
Level 2
Low Beginning
Level 3
High Beginning
1.1 Use alphabet,
numbers, and a
limited set of
learned words and
phrases related to
personal
information and
basic needs.
1.2 Use words related
to personal experience
and everyday topics in
familiar and predictable
communication tasks.
1.3 Use highfrequency
vocabulary and
phrases to convey
unrehearsed, basic
ideas and
information.
Examples
* Greet familiar
people (co-workers,
classmates, etc.) in
a familiar setting.
* Spell name and
address.
* Say telephone
number and age.
Level 4
Low
Intermediate
Level 5
High Intermediate
Level 6
Advanced
1.4 Use expanded 1.5 Use appropriate 1.6 Use complex
vocabulary in
vocabulary in
vocabulary and
familiar and some
familiar and
phrases (including
unfamiliar
unfamiliar
idioms) in familiar
situations.
situations with
and unfamiliar
proper level of
situations.
Examples
Examples
formality.
Examples
* Ask for simple
* Respond to an
Examples
Examples
directions (e.g., to an
oral interview
* Give a short
address or to the
* Identify self and
about some
* Call a supervisor
speech to the
bathroom).
leave a short,
general personal
to report an onclass about a
simple (learned and
information.
the-job problem.
childhood
* Give short answers
rehearsed)
memory.
about personal
* Participate in a
* Formally
message on
information (e.g., family
basic job
welcome a visitor
* Give clear
telephone voice
questions, birthdays,
interview.
to the workplace or
instructions on
mail.
etc.) in response to
classroom.
how to do a task
* Make an
simple, learned
* Ask for a variety
(e.g., how to take
emergency
* Participate in
questions.
of information
inventory of store
telephone call.
parent-child(e.g., directions to
stock).
teacher
the post office).
conference.
Strand 2 of 4: Grammar Usage
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High Intermediate
Level 6
Advanced
2.1 Use a few
basic grammar
conventions in
structured
communication.
2.2 Use some basic
grammar
conventions in
structured
communication.
2.3 Use some basic
grammar
conventions in
authentic
communication.
Examples
Examples
Examples
2.5 Demonstrate
control of some
complex grammar
conventions in
authentic
communication.
2.6 Demonstrate
consistent control of
most grammar
conventions and
complex sentences
in authentic
communication.
* Call out for help.
* Ask for specific
information (such
as the time or the
cost of an item in a
store).
* Respond to whquestions with
attention to basic
grammar and
authentic
communication.
2.4 Demonstrate
control of basic
grammar
conventions while
beginning to
use some complex
grammar in
authentic
communication.
* Use common
verbs and subject
pronouns.
* Answer simple
questions.
* Answer Whquestions.
* Use simple
present and
present
progressive
tenses.
* Use plurals.
* Use common
prepositions,
future tense, and
possessives.
Examples
* Give simple
directions to a
coworker on what
needs to be done
next.
* Use adverbs and
past progressive
tense.
Examples
* Respond to
questions about
experience and
qualifications in a
simple job
interview.
* Use gerunds,
modals, reduced
forms, and present
perfect tense.
Examples
* Give a 2-minute
oral response to a
likely job interview
question.
* Use conditional
tense, time clauses,
and dependent
clauses
Strand 3 of 4: Monitor Communication
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High Intermediate
Level 6
Advanced
3.1 Use a few basic
strategies to monitor
communication.
3.2 Use several
basic strategies to
monitor
communication.
3.3 Use a few
complex strategies
to monitor
communication
and begin to selfcorrect.
3.4 Use several
complex strategies
to monitor
communication
and self-correct.
3.5 Use complex
strategies to
monitor
communication and
self-correct with
increasing accuracy.
3.6 Use complex
strategies to
frequently monitor
communication
with accuracy.
Examples
* Use nonverbal
communication to
check listener’s
comprehension (e.g.,
point, gesture, shrug,
nod, and make facial
expressions).
* Use simple
questions such as
“Okay?”
Examples
* Check listener’s
reactions to
determine whether
you have been
understood.
Examples
* Give feedback on
individual and
group work.
* Ask speaker to
repeat.
Examples
* Ask appropriate
questions to check
for understanding.
* Rephrase.
* Find another way
to say something
using known
vocabulary.
Examples
* Rephrase.
* Provide details.
* Check pacing.
Examples
* Provide
examples,
selecting the most
important and
relevant
information.
* Clarify.
* Adjust pace.
* Begin to selfassess problems.
* Predict questions
or concerns of
listener.
* Summarize.
Strand 4 of 4: Pronunciation
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning
Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High Intermediate
Level 6
Advanced
4.1 Produce basic
sounds, words,
and phrases as
modeled in an
instructional
setting with very
limited control
over rhythm,
stress, and
intonation.
4.2 Produce basic
sounds, words,
and phrases as
modeled in an
instructional
setting with very
limited control
over rhythm,
stress, and
intonation.
4.3 Produce
rehearsed
comprehensible oral
language
independently with
limited control of
pronunciation,
rhythm, stress, and
intonation.
4.4 Produce
spontaneous
comprehensible oral
language
independently with
some control of
pronunciation,
rhythm, stress, and
intonation.
4.5 Produce
spontaneous
comprehensible oral
language
independently with
increasing control of
pronunciation,
rhythm, stress, and
intonation.
4.6 Produce
spontaneous
comprehensible oral
language
independently with
appropriate control
of pronunciation,
rhythm, stress, and
intonation.
Examples
Examples
Examples
Examples
Examples
Examples
* Produce long
vowel sounds and
initial consonant
sounds.
* Produce short
and long vowel
sounds, ending
consonant
sounds, and
consonant
blends.
* Produce g/j, e/i,
b/v, b/p, and t/d.
* Interact with
instructional tapes
or CDs.
* Participate in
telephone
conversations.
* Participate in
debates.
* Produce speech at
a normal rate of
speed with some
repetition.
* Use formal and
informal speech.
* Produce slowed
and repeated
speech.
* Produce simple
words and
phrases.
* Produce minimal
pairs (e.g.,
heart/hard,
three/tree,
shoes/choose,
mint/meant, and
pin/pen).
* Use contractions
(e.g., I’ve, can’t, and
isn’t).
* Use informal
contracted speech
(e.g., gonna and
shoulda).
* Produce some
slowed speech with
some repetition.
* Demonstrate
expanding
vocabulary.
* Carry out short
presentations such
as book reports.
* Express and defend
opinions.
* Make a speech at a
normal rate of
speed.
* Resolve a problem
over the telephone
(e.g., dispute a
charge on a utility
bill).
* Hold conversations
with native English
speakers.
* Provide detailed
instructions.
* Make appropriate
and well-timed
contributions to an
informal meeting or
discussion.
Standard: Read With Understanding for ESL

Determine the purpose for reading.

Select reading strategies appropriate to the purpose.

Monitor comprehension and adjust reading strategies.

Analyze the information and reflect on its underlying meaning.

Integrate new understanding with prior knowledge to address the reading purpose.
Strand 1 of 6: Purpose
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High
Intermediate
Level 6
Advanced
1.1 Read for simple,
real-life purposes
in survival situations.
1.2 Read for
simple, real-life
purposes
related to
immediate
needs.
1.3 Read for real-life
purposes with
increasingly
complex words and
phrases.
1.4 Read for real life
and self-selected
purposes.
1.5 Read for reallife purposes in
increasingly
complex
situations.
1.6 Read for real-life
purposes by
independently
selecting
appropriate
materials.
Examples
* Read safety signs,
addresses, telephone
numbers, calendars,
and common logos
and symbol such as
restroom signs, traffic
light, + and -.
Examples
* Read a basic
grocery list,
prices in store
ads, and words.
* Read simple
registration
forms.
Examples
* Read a picture
book,
advertisement, bills,
and classified ads.
* Read about entrylevel job duties.
Examples
* Read to a child.
* Read informal
notes, e-mail
messages, short
articles, and selfdeveloped materials.
* Begin to read for
pleasure.
Examples
* Read a poster
about minimum
wage.
* Read medical
brochures and
forms.
* Read formal
letters.
Examples
* Read a nutrition
chart, newspaper,
and internet search
results.
* Read employee
handbooks.
* Read a 1040-EZ
income tax form.
Strand 2 of 6: Decoding
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning
Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High Intermediate
Level 6
Advanced
2.1 Decode
words or word
groups in
simple text
with assistance.
2.2 Decode and
recognize
everyday words in
short, simple text
with assistance.
2.6 Recognize
and use multiple
decoding
strategies to read
with fluency.
Examples
2.4 Decode and
recognize most
words
with fluency in
short-to-mediumlength, continuous
text with minimal
assistance.
2.5 Recognize
unfamiliar and some
specialized words and
abbreviations
independently.
Examples
2.3 Decode and
recognize most
words in short-tomedium-length,
continuous text with
some assistance.
Examples
Examples
* Use knowledge of
word parts and word
relationships (e.g.,
science/scientist/
scientific).
* Read simple
narratives dealing
with various
subjects using
contextual clues
to determine
meaning.
* Associate
sounds with the
symbols that
represent
them.
* Recognize
words from
letter shapes,
sight, picture
clues, and
common
patterns (e.g. ay, -eg, -ing).
* Recognize
numbers.
* Associate oral
vocabulary with
the written
word.
* Distinguish,
generate, and
manipulate
sounds (e.g.
segment, blend,
substitute, isolate,
rhyme).
* Break words into
syllables.
* Recognize words
using picture aids.
* Recall oral
vocabulary.
* Recognize
common sight
words and
abbreviations.
Examples
* Break words into
parts (e.g, prefixes,
suffixes, base words,
compound words).
* Practice proper
pronunciation,
intonation, and stress
by reading aloud.
* Draw on content
knowledge and
vocabulary.
Adjust reading pace.
* Recognize and
interpret
contractions.
* Recognize irregular
sight words such
as was, the, one, of,
shoe, said, do, and
does (Dolch Sight
Word List).
Examples
* Break more
complex words into
parts (geology: geo
= earth; logy = study
of).
* Draw on content
knowledge and
vocabulary.
* Adjust reading
pace.
* Recognize and
interpret
contractions.
* Use authentic
materials on familiar
subjects such as health,
parenting, education,
business, and subject
areas of interest.
* Use complex text
related to life roles
such as a job
description, a manual
explaining how to do a
job, an article on
parenting.
* Read with
efficiency and
accuracy.
Strand 3 of 6: Vocabulary and Language Structure
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High Intermediate
Level 6
Advanced
3.1 Demonstrate
familiarity
with concepts of
print and common
vocabulary.
3.2 Demonstrate
familiarity with
concepts of print,
common
vocabulary,
phrases and
simple sentences.
3.3 Demonstrate
familiarity with
everyday
vocabulary
including words
with multiple
meanings.
3.4 Demonstrate
familiarity with
high-interest
vocabulary.
Examples
Examples
3.5 Demonstrate
knowledge of
everyday and high
interest
vocabulary, as well
as vocabulary in
less familiar
authentic text.
* Recognize
words to define
meaning.
* Complete word
games such as
word search,
bingo, word
scrambles, and
easy crossword
puzzles.
3.6 Demonstrate
increased
knowledge of
everyday and some
specialized
vocabulary in
preparation for
transition to other
educational
programs.
Examples
* Understand left-toright progression,
basic punctuation
(period and question
marks), and
distinction between
upper and lower
case letters.
* Recognize
beginning
thematic
vocabulary, e.g.,
family,
community, and
work.
* Sort familiar
words into
categories.
* Develop a
personal
dictionary.
* Recognize
synonyms and
antonyms.
Examples
* Understand use of
high-interest
vocabulary related
to work, family,
school, and
community.
* Understand use of
homographs
,homophones
,homonyms and
idiomatic
expressions.
Examples
* Use computer
vocabulary.
* Read
instructional
manuals.
* Navigate
employee
handbooks.
* Use college
catalogs.
Examples
* Understand
specialized
vocabulary related
to health and safety
issues.
* Understand workrelated jargon.
* Understand
consumer credit
scores.
Strand 4 of 6: Locating Information
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High
Intermediate
Level 6
Advanced
4.1 Locate survival
information in very
short, simple text with
guidance and in
response to questions
or prompts.
4.2 Locate familiar
information in short,
simple text with
guidance and in
response to questions
or prompts.
Examples
4.4 Locate
information in text
and graphs in
response to
questions or to
satisfy personal
objectives using a
few strategies.
4.5 Locate
information in
text and graphs
using multiple
strategies.
Examples
4.3 Locate
information in
simple text and
graphs with minimal
guidance and in
response to
questions or
prompts.
4.6 Locate
information in a
variety of text
and graphs using
increasingly
complex
strategies.
* Recognize words
such as Stop,
Restroom, Police, Keep
Out, Danger, Help,
Go, and Yes/No.
* Recognize words
such as school, is/are,
I, you, he/she,
and walk.
Examples
Examples
* Use simple maps
such as a
neighborhood map,
or school campus
map.
* Use city maps, bar
graphs, and recipe
cards.
* Recognize words
such as name,
address, DOB, and
male/female on
simple forms.
* Locate answers to
5Wh-questions.
* Find sales and
prices in grocery ads.
* Locate food items
on menus.
* Use index and
table of contents of
a book.
* Use highlighting.
Examples
* Use context
clues.
* Find main
ideas.
* Use web
search engines if
available.
* Skim and scan.
* Find
supporting
details.
* Identify and
search for
keywords to
make meaning.
Examples
* Extract
information from
tables, charts,
and graphs.
* Use outlining.
Strand 5 of 6: Comprehension
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning
Literacy
Level 2
Low Beginning
Level 3
High Beginning
5.1 Comprehend
personal and
survival
information
stated in very
simple lists and
phrases
5.2 Comprehend basic
information stated in
lists, phrases and simple
sentences in a variety of
familiar contexts.
5.3 Comprehend
key points and
some supporting
details in simple
texts and
documents.
Examples
* Recognize
questions about
personal
information such
as name,
address, and
phone number.
* Recognize
words such
as Stop,
Restroom, Police,
Keep Out,
Danger, Help,
Go, and Yes/No.
Examples
* Answer Yes/No
questions.
* Answer choice
questions. (Is Carlos
from Mexico or
Argentina?)
* Understand words on
class calendar such as
January or Monday.
Examples
* Use story
webbing.
* Comprehend and
follow a set of
simple directions.
* Get main ideas
from stories where
language has been
simplified.
* Use K-W-L to
analyze personal
comprehension.
Level 4
Level 5
Low Intermediate High Intermediate
5.4 Comprehend
key points and
many supporting
details in texts
and some
authentic
documents.
5.5 Comprehend
key points and
most supporting
details in more
complex texts and
authentic
documents.
Examples
Examples
* Identify stated
main points and
supporting
details.
* Identify the
implicit and/or
explicit main idea
in magazine
articles,
newspaper, and
short stories.
* Use authentic
materials.
* Answer 5 Whquestions.
* Understand
main point of
formal letters
such as IRS and
school
documents.
* Distinguish fact
from fiction.
Level 6
Advanced
5.6 Comprehend,
interpret, and draw
conclusions in a
variety of more
complex texts and
documents.
Examples
* Organize and
analyze information
through sequencing
and categorizing.
* Demonstrate
comprehension by
producing an
analogy or example.
* Interpret
expressive language
such as poetry.
Strand 6 of 6: Monitor Reading
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High Intermediate
Level 6
Advanced
6.1 Self-monitor
accuracy in
identification of
letter/sounds and
simple words using
basic strategies
with support.
6.2 Self-monitor
accuracy in
decoding and word
recognition using
simple strategies.
6.3 Self-monitor
accuracy in
comprehension
using simple
strategies.
6.5 Self-monitor
accuracy in
comprehension
using advanced
strategies.
6.6 Self-monitor
accuracy in
comprehension using
multiple advanced
strategies.
Examples
Examples
6.4 Self-monitor
accuracy in
comprehension
using more
advanced
strategies.
Examples
Examples
* Recall, explain
the content of the
text, and use
simple examples.
* Pose and answer
questions.
Examples
* Re-read or ask for
help.
Identify sounds of
the letters.
* Identify the
difference between
/e/ and /i/ sounds
for Spanish
speakers.
* Separate a word
apart into
individual sounds
and blend
individual sounds
to correctly
produce the target
word.
* Repeat sight
words such as a,
the, yes, no, like, is,
are, was, you.
* Maintain a
personal
dictionary.
* Use a simplified
or picture
dictionary.
* Demonstrate the
use of Venn
diagrams and Tcharts.
* Ask yourself
questions as you
read to check for
comprehension.
* Create a timeline
from the events of
the reading
passage.
Examples
* Use a dictionary.
* Demonstrate use
of note-taking.
* Sequence story
events into its
“beginning,”
“middle,” and
“end.”
* Identify main
ideas.
* Make personal
connections
between text and
learner’s
background
knowledge.
* Make and
evaluate
predictions about
what is going to
happen next in the
text.
* Adjust reading
rate.
* Complete cloze
activities.
* Identify conflict
and resolution.
* Identify cause
and effect to make
logical story
connections.
* Identify word and
comprehension
errors.
* Identify the implicit
meaning of the text
(e.g., “reading
between the lines”).
* Identify supported
vs. unsupported
conclusions in the
text.
* Use summarization
techniques such as
the GIST procedure.
* Use notes or codes
to reflect level of
comprehension (e.g.,
?? = I don’t
understand; ++ = this
is important).
Standard: Convey Ideas in Writing for ESL

Determine the purpose for communicating.

Organize and present information to serve the purpose, context, and audience.

Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure.

Seek feedback and revise to enhance the effectiveness of the communication.
Strand 1 of 5: Determine Purpose
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning Literacy
Level 2
Low
Beginning
1.1 Write for a basic
1.2 Write for a
purpose as directed with
purpose as
minimal attention to
directed with
audience.
limited
attention to
Examples
audience.
* Appropriately use
writing instruments to
reproduce letters, highly
familiar words, symbols,
and numbers.
Level 3
High Beginning
Level 4
Low
Intermediate
Level 5
High Intermediate
Level 6
Advanced
1.3 Write for a
purpose as
directed with
increasing
attention to
audience.
1.4 Write for a
specified
purpose and
audience as
directed.
1.5 Write for a selfdetermined purpose
and audience for
communicating with
limited instructional
support.
1.6 Write for a selfdetermined purpose
and audience for
communicating in
writing
independently.
Examples
Examples
* Write a thank you
note to a friend.
* Write to a landlord
explaining a needed
repair.
Examples
Examples
* Create a
grocery list
with at least 5
items for
another
person to use.
* Briefly explain
your suggestions
on suggestion
cards that includes
your name,
address, and
telephone
number.
* Create a “to
do” list for
another
person to use.
* Create a
“likes” and
“dislikes”
chart about
food.
Examples
* Write a note
to a school to
explain a child’s
absence.
Strand 2 of 5: Organize Information
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning Literacy
Level 2
Low
Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High Intermediate
Level 6
Advanced
2.1 Organize
information following
a structured format.
2.2 Organize
information
following a
format with
limited
structure.
2.3 Organize
information into
simple and
compound
sentences
following a
minimally
structured
format
2.4 Organize ideas
around a single
familiar topic to
produce a short,
legible, and
comprehensible
document.
2.5 Organize ideas
to support a specific
purpose to produce
a legible and
comprehensible
document.
2.6 Organize ideas
using multiple
planning and prewriting strategies to
produce a clear and
comprehensible
document.
Examples
* On a structured
form reproduce highly
familiar words such as
address and date.
* Write basic personal
identification
information such as
name, address, date
of birth and telephone
number on simple
forms.
* Write new
vocabulary in
organized form
(personal dictionary).
* Write entries in a
personal address
book.
Examples
* Complete a
sign in sheet
for a doctor’s
office visit.
* Write a
short dialogue
to introduce a
new class
member.
Examples
* Fill out a
comment
section on a
form using
simple and
compound
sentences.
Examples
* Write a simple
paragraph with a
main idea and
supporting details,
i.e. family or country
of origin.
* Demonstrate use
of note-taking to
organize
information.
* Demonstrate use
of simple graphic
organizers.
Examples
* Write to convey a
personal experience
such as a complaint
to a store as to why
you are returning an
item.
Examples
* Write to inform, get
things done, express
feelings and ideas, and
persuade others (5paragraph essay).
* Use strategies such
as outlining, graphic
organizers and
categorization of
ideas.
Strand 3 of 5: Present Information
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning
Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High
Intermediate
Level 6
Advanced
3.1 Convey
information by
writing some
highly familiar
words and
phrases.
3.2 Convey
information by
writing simple
sentences with
limited vocabulary,
and limited control
of grammar,
sentence structure,
and spelling.
3.3 Convey information
by writing connected
text with moderate
control of grammar,
sentence structure, and
spelling.
3.4 Convey ideas by
writing simple
paragraph with
instructional
support.
3.5 Convey ideas
with several
supporting
details and/or
examples with
appropriate
vocabulary.
3.6 Convey ideas
coherently with
several supporting
facts, details,
appropriate
vocabulary, and
examples, using a
variety of simple
and complex
sentence
structures.
Examples
* Write
names,
signatures,
addresses,
phone
numbers, and
prices.
Examples
* Write a simple
sentence or phrase
to convey
information.
* Responding to a
prompt from a
teacher.
Examples
* Write simple notes
and messages about
familiar situations.
Examples
* Write a paragraph
with a main idea and
supporting details on
familiar topics with
expected
grammatical and
spelling errors.
Examples
* Write out a
complete recipe.
* Write
directions about
how to get
somewhere.
Examples
* Write a variety of
letters such as
letter of complaint,
business letter,
* Write step-bycover
letter for a
step instructions.
job application, and
* Write short,
letter to the editor.
well linked
* Write a
paragraphs.
persuasive essay.
Strand 4 of 5: Revise Content of Writing
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High Intermediate
Level 6
Advanced
4.1 Recognize the
need for revision
with instructional
support to make
appropriate
changes.
4.2 Make a few
simple content
changes with
intensive
instructional
support.
4.3 Make a few
simple content
changes with
moderate
instructional
support.
4.4 Make changes in
content,
organization, and
grammar with some
independence.
4.5 Revise writing
to organize and
develop ideas
independently.
4.6 Revise writing
independently to check
for coherence and
progression of ideas.
Examples
Examples
Examples
Examples
Examples
* Recognize
mistakes in basic
personal
information.
* “I am/have 39
years old.”
* Exchange a
writing sample for
peer review
followed by selfrevision.
* Add, delete,
combine, and
rearrange sentences.
* Teacherdirected revisions
in parts of
speech.
Examples
* Use feedback from
* Teacher-assisted teachers, peers, and
revisions on
others to
subject-verb
clarify/revise.
agreement
* Provide an
(present, past,
example or
and future).
illustration of a
general or main
point.
* Check for clear
introduction, body,
and conclusion.
* Improve word
choice using a
dictionary and
thesaurus.
* Expand level of
detail.
* Review grammar
use and sentence
structure.
* Use a variety of
compound and
complex structures
consistently.
* Check for transitions
between paragraphs.
Strand 5 of 5: Edit Grammar and Mechanics of Writing
Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing
independence.
Level 1
Beginning Literacy
Level 2
Low Beginning
Level 3
High Beginning
Level 4
Low Intermediate
Level 5
High Intermediate
Level 6
Advanced
5.1 Make
simple edits of
handwriting,
spelling,
punctuation, and
capitalization with
instructional
support.
5.2 Make
basic edits,
including beginning
sentence
capitalization,
spelling, and
punctuation with
instructional
support.
5.3 Use
resources to
make basic
edits with some
instructional
support.
5.4 Use resources
to make simple
edits with
increasing
independence.
5.5Use resources to
make more
complex edits with
increasing
independence.
5.6Use multiple
strategies to
edit selfgenerated text
independently.
Examples
Examples
Examples
* Exchange a
writing sample for
peer review
followed by edit.
* Exchange a writing
sample for peer review
followed by self-edit.
* Reread text and
correct as
needed.
* Correct omitted or
superfluous commas,
common spelling
mistakes (e.g., its vs. it’s),
semicolons, and
quotation marks.
* Read text aloud
to identify
omissions in
punctuation.
Examples
* Write clearly
formed letters –
from left to right.
* Write and
punctuate date
appropriately
(month/day/
year).
* Capitalize proper
names.
Examples
* Use periods and
question marks in
sentence
constructions.
* Write
from teacher
dictation on familiar
material.
* Practice writing
words from word
wall.
Examples
* Capitalize
proper nouns.
* Use spelling
word lists and
simple editing
checklists.
* Use commas
in a series.
* Use simplified
dictionaries,
grammar
checklists, and
graphic
organizers.
* Use quotation
marks, commas,
and apostrophes.
Denton ISD AEL Session Evaluation Form
Date: _____ /_____/ ______
Dear colleague,
You evaluation will provide constructive feedback to us and this sessions presenter(s). Your comments will help the
program improve each year. Please take a couple of minutes to complete this evaluation form.
Session Title:
________________________________________
Strongly Agree ……………....
6
Topic is significant and timely
Presentation met its stated outcomes
Presentation was fresh and creative
I can apply what I learned at this session
Presenter fully engaged me in the topic
Appropriate balance between presentation and audience interaction
Technology was used appropriately
Room set up was comfortable and conducive to learning
Comments
This session was valuable to me because:
I would like a session on:
The presentation did not meet my expectations because:
5
4
Strongly Disagree
3
2
1
N/A
DISD
Adult Education Teacher Evaluation Form
Adult Learning Center
Teacher
Class Location
Class meets on (circle) M T W TH F
From
am/pm To
am/pm
Class is (circle) ABE – ESL – Work-based – Family Lit – Work Readiness – TANF
Number Enrolled
Number in Attendance
Ratings: 3 = Performs tasks above and beyond what is expected to satisfactorily address this area. Critical work tasks are of
exceptional quality. Specific written examples should accompany this rating.
2 = Tasks required to satisfactorily address this area are done so in the expected manner with the expected degree of quality.
1 = Tasks required to satisfactorily address this area are not being performed in the expected manner, or are below the accepted
degree of quality. Specific written examples should accompany this rating, along with written and timely
suggestions for improvement.
Area I – Planning
Documented planning time is available for review
Written lesson plans are available for review
Lesson plans reflect individual learner goals and ability levels
Learning activities are linked to real-life situations and learner goals
Area II – Assessing & Monitoring Student Progress
Follows the state Assessment Policy
Follows the state Goal-Setting Policy with documented evidence
Demonstrates flexibility in helping students make goal adjustments as necessary
Integrates appropriate informal assessments during instruction
Area III – Curriculum and Instruction
Demonstrates that learner goals and adult education standards direct instruction
Demonstrates that explicit skills are taught in real-life contexts
Uses research-based instructional practices for teaching adults
Utilizes materials, resources, and strategies to accommodate diverse learning styles
and educational functioning levels
Incorporates technology into instruction
Classroom environment is positive, supportive, and encouraging to adult learners
Area IV – Professional Responsibilities
Student files contain required Lifelong Learning documents
Submits required data and reports in a complete, accurate, and timely manner
Maintains professional conduct including attendance and use of class time
Meets annual professional development requirements for Lifelong Learning
Attends local meetings as required by the ALC Director
Notes/Comments:
See attachment(s) such as comment summary, specific examples, or plan of improvement
Director’s Signature
Date
Teacher’s Signature
Date
Denton ISD AEL Program
CLASS OBSERVATION FORM
For use by AEL Staff. Copy must be given to teachers in advance.
AEL Site:
City:
Teacher’s Name:
Class Observed:
Registered Students:
Level:
Attending Students:
Subject Taught:
Teaching Method:
Observer’s Name:
Date/Time:
Performance
Indicator
Domain
4
3
2
1
0 Planning
The teacher plans according to the program objectives, using effective strategies and resources, in order to
meet the needs of all students.
Evidence Observed:
4
3
2
1
0 Academic Time Usage
The teacher plans time realistically for content coverage, pacing and transitions. Teacher allows
appropriate amounts of time for warm ups, presentations, practice activities, and wrap ups. Time usage is
relevant to the objectives and levels of the academic program.
Evidence Observed:
4 3
2
1
4
2
1
3
0
0
Academic Time Usage
The teacher effectively engages students in learning by using a variety of instructional strategies and
activities in order to meet individual learning needs.
Evidence Observed:
Learning Environment
DENTON ISD AEL PROGRAM
MAY 2015 V. 1
Creates a student-centered environment that is conducive to learning. Uses resources and procedures to
provide a positive, energetic motivating class. Establishes a climate of trust and teamwork by being just,
caring, and enthusiastic. Respects students’ diversity, including race, gender, social status and special needs.
Evidence Observed:
4
3
2
1
0
Classroom Management
Teacher maintains all students engaged in active learning by using a variety of instructional strategies and
resources. Reinforces learning goals consistently throughout the lesson, maintains momentum, and acts
firmly but fairly with all students.
Evidence Observed:
4
3
2
1
0
Use of Teaching Resources
The teacher optimizes the learning and teaching process with the appropriate and timely use of resources
(audio visual aids, technology, board, textbooks, etc.)
Evidence Observed:
4
3
2
1
0
Lesson Effectiveness
The teacher’s lesson plan and instructional objectives were, Specific, Measurable, Achievable, Relevant,
Time-Bound. (SMART GOALS)
Evidence Observed:
4
3
2
1
0
Assessment
The teacher assesses students’ mastery of the objectives throughout the class.
Evidence Observed:
Evaluator’s Comments:
Teacher’s Comments:
Signature of Teacher:
Signature of Coordinator:
Signature of Evaluator:
Date:
Date:
Date:
ADULT EDUCATION AND LITERACY DISTANCE
LEARNING POLICY
Overview of Distance Learning in Denton ISD AEL program
Distance learning is typically viewed as a way to help students overcome barriers to
attending a traditional adult education classroom. These barriers include conflicting work
schedules, family responsibilities, and transportation problems. Distance learning has the
potential to attract new students deterred by these barriers. In addition, it has the potential
to help existing students stay connected to their studies. These issues are not unique to
rural Denton ISD AEL program; therefore, we must provide distance learning opportunities
to all adults in Denton ISD AEL program in need of adult education services.
Today’s young adults are “digital natives.” As more “digital natives” and tech-savvy adults seek
adult education services, Denton ISD AEL program adult education programs must view
distance learning as a necessity. Distance education has the potential to offer instruction that
better meets the learning styles and learning pace of some students and may provide a richer,
more expedient educational experience than instruction delivered within the traditional
classroom.
Distance learning will be a voluntary delivery option for adult education programs. Programs
must be willing to incur any increased costs associated with distance learning and maintain
traditional classroom instruction. Distance learning teachers and the program director are
encouraged to participate in Project IDEAL’s Distance Learning 101 course prior to implementing
distance learning.
Adult education programs must manage distance learning in accordance with the state’s
Distance Learning Policy and Assessment Policy.
General Distance Learning Requirements
Definition of Distance Education
Distance education is a formal learning activity where students and instructors are separated
by geography, time, or both, for the majority of the instructional period. Distance learning
materials are delivered through a variety of media including, but not limited to print,
videotapes, DVDs, audio recordings, broadcasts, computer software, and Web-based programs
and other online technology. Teachers support distance learners through communication via
mail, telephone, e-mail, online technologies and software, or face-to-face instruction.
Definition of Distance Learners
Distance learners are students who receive distance education services as defined above.
It is not uncommon for adult learners to receive both distance education and traditional
classroom education during the course of the program year. A student’s hours in both
distance learning and traditional classroom programs will be reported in Denton ISD AEL
program’s management information system, T E A M S . A student will be reported as a
Denton ISD AEL program
July 2015
distance learner for federal reporting purposes if he/she received 51% or more of his/her
instruction at a distance (proxy hours). This determination will be made at the end of the
program year.
Measuring Contact Hours for Learners in Distance Education
The U.S. Department of Education, Office of Vocational and Adult Education, requires
students in distance education to have at least 12 hours of direct contact with the adult
education program before they can be counted as a fundable student in the National Reporting
System (NRS). Direct contact hours involve interaction between the learner and program staff
in real time where the identity of the learner can be verified. Direct contact hours may include
face-to-face orientation, pre-assessment, post- assessment, goal setting, and instruction. In
addition, direct contact hours may include contact through telephone, video, teleconference,
or online communication. Live online discussions, telephone conference calls, and live video
broadcast to remote locations are examples of direct contact hours that are countable under
this definition.
Proxy Contact Hours
In addition to direct contact hours, adult education programs must report proxy contact hours
to track the time students spend on distance learning activities. Proxy contact hours must be
associated with one of the three approved distance learning models of instruction.

The Clock Time Model assigns contact hours based on time that a learner
is engaged in a software program that tracks time.

The Teacher Judgement Model assigns a fixed number of hours based on
teacher determination of the extent to which a learner engaged in, or completed, the
assignment.

The Learner Mastery Model assigns a fixed number of hours based on the
learner passing a test on the content of the lesson.
The model used in Denton ISD AEL program will vary depending on the curricula used.
Currently, all state-approved DL curricula are web-based and use the Clock Time Model to
assign proxy hours. The online programs track the time the student works in the program
from logging in to logging out. Distance learning teachers will also maintain a record of
student clock hours.
Proxy and direct contact hours will be recorded separately in TEAMS. This will determine
whether the student will be reported as a distance student (51% or more hours of instruction
via distance) or as a traditional classroom learner. Students who have received some distance
instruction (50% or less of their total instructional hours) may not be reported as a distance
learning student, but may be counted as a traditional student as long as the student has twelve
contact hours.
Approved Curricula for Distance Learning
Denton ISD AEL program has approved Instruction f o r ABC as distance learning curricula.
Adult education programs wishing to use additional types of distance learning curriculum must
determine how proxy contact hours/student engagement time will be calculated for the
learning units. Once this has been determined, the state will approve or disapprove the
distance learning curriculum. As instructors become more experienced and skilled at
delivering distance education, Denton ISD AEL program will expand the approved curriculum
to support the needs of the students and instructors.
Assessing Distance Learners
Denton ISD AEL program’s Adult Education and Literacy Assessment Policy will apply to all adult
education students – distance and non-distance. Assessments will be conducted in a secure, inperson, proctored setting.
NRS Reporting of Students in Distance Learning
Distance learner data will be reported on NRS Table 4C and Table 5A. Proxy contact hours and
actual contact hours for distance learning students will be reported on NRS Table 4C. Core
follow-up outcome measures for distance learning students will be reported on NRS Table
5A. Data entry personnel for distance learning programs must enter data for distance learning
students on a monthly basis.
Funding for Distance Learning
Additional funding will not be available to programs approved to offer a distance learning
program. Programs must be willing to incur any increased costs associated with distance
learning. Hopefully any increase in costs will be offset by an increase in students served.
Training
The AEL will make every effort to accommodate adult education programs that need training.
Teachers and directors will be informed of opportunities for distance learning training
available through workshops or online. Distance learning staff will be encouraged to enhance
their knowledge through these opportunities. Distance Learning 101 will be offered if state
staff is available to facilitate the course.
Contact Information
If you have any questions about Denton ISD AEL program’s Adult Education and Literacy
Distance Learning Policy or any of the requirements for reporting data about distance
learners, contact us at 940 369 0400.
Denton ISD AEL program
July 2015
137
139
141
143
Denton ISD-Adult Education and Literacy Program
Student’s Rights and Responsibilities
The Adult Education Department is a part of the Denton ISD. Therefore,
Adult Education students are governed by the same Student Rights and
Responsibilities as stated in the District handbook, more specifically:
Adult Education Student’s Rights:
You have the right to an education that will enable you to accomplish your goals (e.g., improved basic
skills in reading and /or math, GED®, English-as-a- Second Language, citizenship, computer literacy, etc.)
You have the right to be treated with respect in the classroom and in regard to your personal and
educational information. Personal and educational information will be kept confidential and only be
released with your written permission.
Adult Education Student’s Responsibilities:
You share responsibility with the teachers for your own learning. You should spend some time when you
are not being taught directly by the teacher studying on your own. There are excellent computer
programs, video tapes, audio cassette tapes, and books at each Adult Education center for you to use.
The teachers will show you how to use them.
You are responsible for helping others to learn by being respectful. During class, you should ask
questions if you don’t understand, participate in the activities, and help others to understand. You
should not be having casual conversations during the class. Your talking may disturb others who are
trying to hear what the teacher is saying, and you will not be listening to the lesson.
You are responsible for taking care of the equipment, the materials, and yourself in the classroom.
Please do not eat or drink at the computers. If you have a problem with a computer, tell a teacher. If you
spill something or make a mess, clean it up. Please do not write on the dictionaries or other materials.
You should maintain proper hygiene when attending class. Do not attend class when you are sick. You
could have a communicable disease that may spread to students and teachers.
Students attending adult education should leave campus when studies are completed for the day.
Loitering is not allowed on premises. Suspension of student from campus or site will occur if this rule
is not followed.
If you are dismissed from the program for any reason, you will not be allowed to enroll at any other DISD
Adult Education site. You will be dismissed from the program not just from that particular site.
Student’s Responsibilities:
If you damage, destroy, lose, sell, or otherwise dis- pose of college property entrusted to you, you will be
charged the full extent of the damage or loss and will be subject to prosecution under State laws and
disciplinary action by the college.
Engaging in such acts as stealing, disrupting classes or disturbing normal college operations, gambling,
profanity, verbal or physical abuse, and possession of firearms and other dangerous weapons will make
you liable to disciplinary action, probation, or expulsion.
There is to be NO USE OF TOBACCO IN ANY FORM in the classroom areas, library, halls,
restrooms or the Student Center; you may smoke and/or chew in outdoor areas with the exception of
school property. Offenders will be subject to dismissal from the school. Smoking is prohibited by law in
any College vehicle.
Under no conditions will alcoholic beverages or illegal drugs, or persons under the influence of drugs or
alcohol, be permitted on college premises or allowed to participate in any college or student
organization activity. Involvement in the unlawful possession, use, or distribution of drugs and/or
alcohol will result in immediate suspension. The College’s administration and instructional staff will
cooperate to the best of its ability with law enforcement officials in the apprehension of students
engaged in these activities. You will be subject to all national, state, and local laws and ordinances, and
AEL staff will assist authorities in enforcing all applicable legal sanctions for unlawful possession, use, or
distribution of drugs and alcohol.
While the program provides a public place for discussion, dissent and demonstration, guidelines for the
expression of free speech exclude the use of violence, intimidation, disruption of classes, takeover of
buildings, interference with campus communication, or any other activity that interferes with the ability
of students, faculty or staff to perform their work.
In order to maintain a Drug-Free Campus, information is kept available about the dangers of drug abuse,
the availability of counseling, and the penalties for violations. An Information Center is located in the
Library containing pamphlets that deal with these topics. Additional information is available in the form
of videos and special programs that may be scheduled through- out the year.
I understand that the program may opt to use, reproduce and /or publish photographs and/or video
that may include or pertain to you in various publications for information and publicity purposes in
manners the program deems appropriate.
It is my responsibility to inform my instructor and/or program staff of my medical conditions, allergies
and medications.
It is my responsibility to provide Emergency Contact information in the event of an emergency.
Student Grievance Procedures
It is our belief that most problems can best be resolved with personal discussion. If you have a
complaint about the way things are being handled at the program and its staff, please try to discuss your
feelings with your Instructor and site coordinator. However, as a part of due process, the following steps
should be used in any formal complaint or grievance:
You must present your complaint in written form within five (5) working days of the alleged incident to
the program director; you must include the specific grievance/complaint and specific remedies sought.
The director has five (5) working days in which to investigate and respond in written form.
If not satisfied, you may appeal within five (5) working days to the Human Resources who must respond
in writing within five (5) working days.
If you are not satisfied with this result, an appeal may be made within five (5) working days to the
Deputy Superintendent, who will hear the complaint and render a decision within ten (10) working days.
Accommodations for special needs are on an as- needed, individual basis. Interpreters, readers, notetakers, etc., can be made available to assist in the hearing and appeals process. Please contact the
Counselor/ ADA coordinator to request accommodations.
Student Contract
STUDENT __________________ TEACHER ______________ DATE
________
The Tarrant County Adult Education and Literacy Consortium is the provider for the
ABE/ASE/ELA class you are registering for and is funded through a grant from the
United States Government, the state of Texas and the Texas Workforce Commission
(TWC). The grant pays for services such as materials, instructors and administration
for the classes. By signing up for this class, you are committing to come to this class
as specified below. My goals for this year are attached to this agreement.
STUDENT CONTRACT
I, __________________________, will attend class_______ each week unless I
have a valid excuse. My schedule is as follows:
Monday
Tuesday
Wednesday
Thursday
Friday
I will commit to at least 60 hours of instruction.
I will commit to being progress tested after 40 hours (ABE/ASE) or 60 hours (ELA).
I will notify my teacher and write a note to my teacher if I am absent.
I will notify my teacher if an emergency happens and I must leave the program so my
success can be recorded.
I will respect everyone in my class.
I will use the classroom materials appropriately.
I understand that cell phones must be placed on vibrate or turned off. All emergency
calls must be answered outside the classroom. No text messaging is allowed.
I understand that children cannot be brought to class.
I will use appropriate conduct in and out of the classroom.
I understand that the failure to abide by the stated rules may result in immediate
removal from the class.
STUDENT STANDARDS FOR DRESS
All clothing must fit appropriately in size and length. Clothing must be free from any
holes, tears, cuts, offensive language, picture and emblems, and advertising for
alcohol or tobacco.
NOT ALLOWED
Sagging pants, bare midriffs, visible undergarments, revealing clothing, sleepwear,
house shoes, bandanas, do-rags, or any headgear (exception for religious
requirements) are not allowed.
Student Signature_______________________________
REPORT OF STUDENT GRIEVANCE
Directions: Please provide the information requested on this form and attach written
documentation to explain further concerns listed. Submit the completed form and relevant
documentation to the Equity Coordinator OR to the Deputy Superintendent inside the
Human resources Office.
(PLEASE PRINT)
Name of Person making complaint (Complainant):
Telephone Number: Home
Cell
Address:
City, State Zip
Name of Person Against Whom Grievance is being filed:
Nature of Grievance (please attached additional pages for details and documentation)
Desired Solutions:
Action taken by Complainant to Date:
“I affirm that the above is true to the best of my knowledge and intent.”
Complainant’s Signature
Rec’d by:
College Official
Date
Student Counseling Log
Student name: __________________________________ID#:_______________________
Special notes regarding learning styles and/or special student needs
Date
Comments
Incremental Progress check / Student – Teacher meetings:
Date
Comments
Teacher Notes and Observation:
Date
Comments
Denton ISD Adult Education & Literacy Program
815 Cross Timber Street
Denton, TX 76205
Phone: 940.369.0400
Fax: 940.369.4988
Adult ABE / ELA / El-Civics Attendance Policy Form
PLEASE PRINT (use blue or black ink)
Name of Student:_____________________________________________________________________
Date of Birth (MM/DD/YYYY):____________________
ID#:_________________________
Address: _____________________________________________________________________________
City, State, Zip:______________________________________________________________________
Telephone:________________________________ (email):____________________________________
By signing below, I acknowledge that if I accumulate more than three unexcused absences in the ABE / ELA
course in any defined class calendar period, I risk being suspended and/or removed from the program.
_____________________________________________________________________________________
(Signature)
_____________________________________________________________________________________
(Printed name)
Date: ________________________________________________________________________________
Serving the needs of Denton and Collin Counties
“Our Mission, Your Future”
POLITICAL ACTIVITIES IN SCHOOLS
The Board firmly believes in the democratic process and in those principles, which are parts
of the heritage of our nation. The Board also believes in the exposure of mature students to
persons of political prominence as a means through which students and staff are made aware
of current events in their community, state, nation, and world and the effects of these events
upon their individual lives.
The Board, however, opposes those actions which transform the schools into arenas for
political activity, including the espousing of any political party, any candidate for public
office, or any initiated measures. However, from time to time, elected officials may be
invited to address student groups or classes on specific topics within the curriculum with
all political parties treated equally.
To this end, the Board directs that no cards, flyers, pamphlets, brochures, signs, pins,
badges, or any other political paraphernalia, espousing any political party or candidate, be
distributed or permitted to be distributed, at any time, upon school property or AEL sites.
Further, no employee will, during the employment hours, and on school property, influence
or attempt to influence any pupil, teacher, parent, or other persons to vote for or against any
candidate, or to contact any pupil, teacher, parent, or other persons for the purpose of
espousing any candidate, political party, or initiated measure, or use any property of the
district or any property located on school district premises for the purpose of espousing any
candidate, political party or initiated measure.
Additionally, no school publication will advertise, or accept for advertisement, any
material promoting any political party, initiated measure or any candidate for public office.
Nothing in this policy is to be construed as preventing mock elections, debates, conventions,
or other simulated political activities, where the activity is primarily intended as an
educational experience.
The 13 Characteristics of Successful People
I’ve spent many years studying successful people and have identified the skills, talents, and
characteristics that enable them to succeed. As you look at and study these skills, talents, and
characteristics, you’ll realize that you possess many of them yourself. Some of these skills and
talents are more dominant than others and will play a greater part in your being, or becoming, a
success in the business of life. These are the things you do well. The things you do easily and
effortlessly. These are your strengths.
When you find you need a skill or talent you don’t have, just go out and look for a person or group of
people with the skills, talents, and training you need. Skills and talents that complement your own.
These people will become your teammates, colleagues, co-workers, professional advisors, and
friends. With these combined skills and talents organizations grow, prosper, and become
successful.
These are the five things you’ll find every successful person has in common:
1. They have a dream.
2. They have a plan.
3. They have specific knowledge or training.
4. They’re willing to work hard.
5. They don’t take no for an answer.
Remember: Success begins with a state of mind. You must believe you’ll be
successful in order to become a success.
The following is a list of the skills, talents, and characteristics you’ll find in successful people:
1. Successful People Have a Dream. They have a well-defined purpose. They have a definite
goal. They know what they want. They aren’t easily influenced by the thoughts and opinions of
others. They have willpower. They have ideas. Their strong desire brings strong results. They go
out and do things that others say can’t be done.
Remember: It only takes one sound idea to achieve success.
Remember: People who excel in life are those who produce results, not excuses.
Anybody can come up with excuses and explanations for why he hasn’t made it. Those
who want to succeed badly enough don’t make excuses.
2. Successful People Have Ambition. They want to accomplish something. They have
enthusiasm, commitment, and pride. They have self-discipline. They’re willing to work hard and to
go the extra mile. They have a burning desire to succeed. They’re willing to do whatever it takes
to get the job done.
Remember: With hard work come results. The joy in life comes with working for and
achieving something.
3. Successful People Are Strongly Motivated Toward Achievement. They take great
satisfaction in accomplishing a task.
4. Successful People Are Focused. They concentrate on their main goals and objectives. They
don’t get sidetracked. They don’t procrastinate. They work on the projects that are important, and
don’t allow those projects to sit until the last minute. They’re productive, not just busy.
5. Successful People Learn How to Get Things Done. They use their skills, talents, energies,
and knowledge to the fullest extent possible. They do the things that need to be done, not just the
things they like to do. They are willing to work hard and to commit themselves to getting the job
done.
Remember: Happiness is found in doing and accomplishing, not in owning and
possessing.
6. Successful People Take Responsibility for Their Actions. They don’t make excuses. They
don’t blame others. They don’t whine and complain.
7. Successful People Look for Solutions to Problems. They’re opportunity minded. When they
see opportunities they take advantage of them.
8. Successful People Make Decisions. They think about the issues and relevant facts, give
them adequate deliberation and consideration, and make a decision. Decisions aren’t put off or
delayed, they’re made now!
Success Tip: Spend more time thinking and planning before you make your
decision, and you’ll make better decisions.
Success Tip: When you don’t get the expected results from the decision you’ve made,
change your course of action. Decisions should never be carved in stone.
9. Successful People Have the Courage to Admit They’ve Made a Mistake. When you make
a mistake, admit it, fix it, and move on. Don’t waste a lot of time, energy, money, and/or other
resources trying to defend a mistake or a bad decision.
Remember: When people are wrong, they may admit it to themselves. If they are handled
gently and tactfully, they may admit it to others and even take pride in their frankness and
broad-mindedness. But people become very defensive and angry when others try to cram
their mistakes down their throats.
10. Successful People Are Self-Reliant. They have the skills, talents, and training that are
needed in order to be successful.
11. Successful People Have Specific Knowledge, Training, and/or Skills and Talents.
They know the things they need to know to be successful. And when they need information,
knowledge, or skills and talents that they don’t possess, they find someone who does possess
them.
12. Successful People Work with and Cooperate with Other People. They have positive,
outgoing personalities. They surround themselves with people who offer them help, support, and
encouragement. They are leaders.
13. Successful People Are Enthusiastic. They’re excited by what they’re doing, and that
excitement is contagious. They draw people to them because these people want to work with
them, do business with them, and be with them.
Continuous Improvement Plan Guide
This template is designed to assist the organization in thinking about how to plan and implement quick wins, midterm improvements, and longer-term improvements. The template contains the key areas that the organization
should think through prior to implementing an improvement.
This template can be used in multiple ways:
First, a leader of an organization may use the template to think independently about the organization when planning
for an improvement. The leader can use the template to ensure they have thought through all aspects of the
improvement prior to moving forward. In an improvement situation, where leaders want to think through the steps of
the improvement plan independently, they must ensure a sound diagnosis by including senior staff and stakeholders
in the “assessment phase” prior to writing the plan and after the plan is developed to obtain feedback prior to
implementing it.
Second, the leader of an organization may use the template with their leadership team, allowing the leadership
of the organization to think together when planning for the improvement.
Third, a department/unit within the organization may use the template to plan an improvement within
the department/unit, allowing all staff within the unit to clearly understand the purpose for the
improvement and the role each member of the department/unit will plan in carrying out the
improvement.
Fourth, a facilitator can use the template to guide a team from the organization through thinking and problem solving
to plan improvements within the organization prior to implementation. The use of a facilitator allows for full
participation of all team members and to obtain insight from a third party.
Regardless of which of the above methods is utilized, the template can assist an organization in developing an
understanding of all of the things that must be thought through prior to implementing an improvement.
Taking time to think about the organization, whether independently or as a team, is the work of leading any organization.
The objectives of the template are to help agency leaders drive quick wins, mid-term improvements, and longer-term
improvements that maintain high-quality core service delivery, curtails or eliminates activities outside the core
services, targets improvement in areas of greatest return on investment, and identifies and eliminates inefficiencies.
Creating detailed plans for improvement that begin with a sound diagnosis of strengths and needs, drive immediate
action, detail communication actions at every step, take advantage of quick wins, identify non-negotiable items, and
leverage working teams and taskforces within the organization help position an improvement effort for success and
sustainability.
The improvement planning template is a shell format that includes elements contained in most sound improvement
plans. Users are, however, encouraged to modify this template to meet their unique needs. The following are the
minimum elements of a sound improvement plan:
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Assessment of Current Situation: Findings, root causes and remedies
Rationale: Why will you implement the improvement?
Objective: What will success look like for the organization and the client?
Timeframes for Improvement Initiatives: When will the improvement take place? Will the improvement be
rapid or long term? Responsible Group: Who will be accountable for implementing the improvement?
Activities needing engagement to Support the Improvement: Who will do what by when?
Overcoming Obstacles
Communicating the Improvement Effort: What will you say and to whom?
Monitoring Plan Progress: How will you chart your progress? What methods/tools will you use?
Sustaining the Improvement Effort: How will you ensure the improvement effort continues to be
implemented? What methods/tools will you use for accountability?
Continuous Improvement Plan Template
Complete this template only after completing a thorough assessment of the current situation. Include senior leaders
and key stakeholders in the assessment and share findings (both current strengths and challenges) to ensure a high
level of confidence in the findings, root causes, and remedies.
Brief Description: What do you intend to do?
Rationale: Why do you intend to do it (your case)?
Objective: What will success look like for the organization and its clients?
Timeframes for Improvement Initiatives: When will the improvements take place? Quick win improvements
typically can be implemented within 0-90 days. Mid-range improvements take 3-6 months. Long-range
improvements take 6 months to one year.
Responsible Group: Who will be accountable for implementing the improvements?
Specific Activities and Tasks: Who will do what by when?
Overcoming Obstacles:
Potential Obstacle
How We’ll Overcome It
Communicating the Improvement Effort: What will you say and to whom? Who will deliver the message (director,
managers, or supervisors)? What form will the message be delivered in (written, verbal)? Where will the information
be shared (all staff meeting, department/unit meetings)?
Monitoring Plan Progress: How will you chart your progress? What will you track? What methods/tools will be
used?
Sustaining the Improvement Effort: How will you ensure the improvement effort continues to be implemented?
What methods/tools will you use for accountability?
Budget and Resource Implications: Is this a “no-cost” “low-cost” effort or will money be needed to support the
improvement? If funds are needed how will they be secured? What resources, if any, will you need and who will
you need them from?
Improvement Plan Goals and Action Steps At-a-Glance
The following chart can be developed for each identified goal in the improvement plan. The chart provides an ata-glance view of the improvements committed to in the continuous improvement process. The chart can keep
everyone on the page about the intended improvement and can assist with on-going monitoring and evaluation of
the improvement.
Goal Statement: ___________________________________________________________________
Action Step
Benchmark
Person
Responsible
Timeline
Resources
needed
Status
Completed
®
GED Test-taking Tips
Arrive 15 to 20 minutes before the test is scheduled to start to make sure you can find the room and get situated.
Eat well beforehand, so hunger won’t distract you during the test.
Bring the materials you need Texas photo identification and a watch. (There will be a clock in the room, but you may not be able to see it very well.)
Know the time limit for each test:
Writing Part 1
Writing (Essay)
Reading
Social Studies
Science
Math
75 minutes
45 minutes
65 minutes
70 minutes
80 minutes
90 minutes
At the beginning of each test, write on scratch paper the ending time. Notice how many questions there are for that test.
Write the time for the half-way point and the number of the question that is about halfway. When you reach that halfway question, you should be about half way through your time limit.
The examiner will signal you when you have 10 minutes left by holding up 10 fingers. You should pace yourself and mark
an answer for each of the remaining questions, even if you haven’t had time to read them. Do not leave any answers
unmarked.
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Fill in the circles carefully and dark. Do not make any other marks on your answer sheet.
Make sure the answer you mark on the answer sheet matches the number of your answer choice.
Skim all the answer choices before you choose to avoid making a careless error.
If you are unsure of an answer, eliminate those answers that are obviously wrong and make your best guess
among the remaining answers. Do not skip a question and come back to it later. Mark your answer, write the
number of the question on your scratch paper, then come back to it if you have time.
Find the main idea of each paragraph. The main idea is often stated in the first sentence.
Find the main idea of each chart, illustration, graph, and diagram. This is often stated in the title.
On the essay, draw on your personal experience for examples to help explain your ideas. Use your observations
of the world for examples.
Accommodations: Accommodations are changes made to give YOU an equal opportunity to learn. If YOU know
your rights and responsibilities, YOU can help yourself learn better by finding accommodations that work for YOU.
Sample Accommodations
 Extra time
 Private room for testing
 Take individual tests on different days
 Tests on tape (audio)
 Textbooks on tape (audio)
 Calculator or talking calculator
 Scribe
 Frequent, supervised breaks during testing
 Large-print or Braille test
 Assistive technology devices for classroom use
 Contact your instructor if you wish to apply for GED® test accommodations.
10 Steps to Increase Student Success
1.
Always be courteous with your students and treat them with respect.
2.
Be sensitive to the needs of your students.
3.
Listen attentively to your students, and try to pick up on anything that may be useful to their
learning processes.
4.
Recognize the difficulties that many of your students have gone through in order to arrive where
they are today.
5.
Treat all of your students equally and fairly. Do not show favoritism in your classroom.
6.
Always attempt to give your students accurate information. Let them know if you do not know an
answer, and then make every effort to find out that information.
7.
Keep up to date on any additional resources, agencies, etc. that might be helpful to your students.
8.
Encourage your students to go above and beyond our classes. Encourage lifelong learning.
9.
Be sure that your instruction is related to real- life skills and that your classroom helps to prepare
your students for the outside world.
10. Praise, praise, praise!
The AEL programs are:
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GED General Educational Development diploma
ESL- English as a Second Language
Basic Skills Enhancement
Work Readiness/Workforce Preparation
Citizenship/Civics Education
Family Literacy
Distance Learning
Class/Program Information:
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Classes are free of charge
Books and materials are provided to use in the classroom
Classes are self-paced
Classes meet during convenient daytime and evening hours at several convenient
locations in the Denton and Collin Counties.
24/7 on-line access for those students participating in our distance learning
program (coming soon)*
Instructors work with students to identify and plan out their individual learning
goals
Encouragement is provided throughout the program
Adult Education and Literacy classes promote effective instruction and enhanced program
quality to help ensure that Denton and Collin county residents will have an integrated adult
literacy system, which assists learners in reaching their full potential and goals as individuals,
parents, community members and workers.
Outcomes
Adult Education and Literacy addresses a variety of learner goals. AEL helps learners to:
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Attain employment and/or better their· current employment
Achieve high school equivalency (GED)
Attain skills necessary to enter post-secondary education and training
Exit public welfare and become self-sufficient
Learn to speak and write the English language
Master basic academic skills to help their children succeed in school
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Become U.S. citizens and participate in
democratic society
Gain self-esteem, personal confidence,
and sense of personal and civic
responsibility
Frequently Asked Questions
l. Can I register for classes online or over the
phone?
Registration is in person only at the class site.
2. Do I have to live in the same area where the
classes are held?Generally, there are no residency
requirements. You attend classes in any area that
is s most accessible to you and where we offer
classes.
3. Where do I take the GED test? Denton ISD
Adult Education and Literacy program only helps
you prepare to take the GED test. For official
information on the GED test requirements and a
list of official GED Testing Centers visit
http://ritter.tea .state.tx.us/ged/.
4. How long does it take me to get my GED?
Your readiness to pass the GED
Test depends on many factors.
Factors include your previous level of
education, years away from formal
schooling and time and effort devoted to
preparing for the test. Your GCD
instructors let you know when you are
ready to succeed.
5. Where can 1 find a schedule of the
next classes and registration? Find the
Schedule of Classes on the left tab of the
main page. Confused? Call (940) 369-0400
for live help.
6. How much do the classes cost?
All classes and materials are free-of-charge
to the public. The funds to support adult
education come from federal and state
grants.
Acknowledgement of Confidentiality and Appropriate Use of
Data and Information System - TEAMS
Authorized users are required to preserve the confidentially of all TEAMS records and information.
Authorized users must adhere to the following standards of appropriate use.
1. All users granted access to the TEAMS system must comply with all requirements of
the Family and Educational Privacy Act (FERPA). Additional information related to
FERPA can be found at the US Department of Education website.
2. Unauthorized use or access to TEAMS records and information is prohibited.
3. Access to TEAMS may only be used for work associated with the Adult Education and
Family Literacy program.
4. Users are prohibited from exposing any TEAMS records or reports, except in the execution of
normal duties and responsibilities.
5. Users are prohibited from sharing information revealing student level personal
information with unauthorized personnel.
6. Users agree to maintain log in and password security. Disclosure or sharing of access
information is prohibited.
7. Users agree to maintain adequate security precautions for access, use, retention, and
disposal of student data and agree to exit TEAMS before leaving computer unattended.
8. Users will immediately report any known or suspected breach of security to the program
director.
9. Users are prohibited from including false, inaccurate, or misleading data in any records or
reports.
10. Users are prohibited from personally benefiting or allowing others to benefit from
knowledge of any confidential information gained through TEAMS.
11. Program Administrators will ensure that as soon as TEAMS access is no longer needed or
warranted for an individual that any accounts granting access rights to that individual will be
made inactive.
12. Violation of security precautions to protect confidential information may be a crime, and may
be subject to appropriate disciplinary action, legal action, and/or criminal prosecution.
13. The prohibitions, rules and regulations included in this acknowledgement are meant to
supplement and not supplant any existing rules and regulations. Any additional rules and
requirements of the DISD AEL program must also be followed.
I hereby acknowledge that I have read, understand, and agree to the terms of the
Acknowledgement of Confidentiality and Appropriate Use of the Data and Information
System – TWC (TEAMS) Data system.
Name
Title
Denton ISD Adult Education and Literacy
Fiscal Agent: Denton ISD
AEL Site Facilitator Letter of Agreement
Name
By accepting the position as a site facilitator with Denton ISD Adult Education and Literacy, you are agreeing to fulfill the
following duties and responsibilities:
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Complete initial set up including posting signs and registration table.
Ensure the classrooms are unlocked and ready for instructional use.
Greet teachers and students and direct them to classes.
Assist instructors with prepping classroom materials.
Assist with registering students and student enrollment/assessment forms.
Assist with assessing students using the TABE or BEST test. All students must have baseline and progress tests.
Assist coordinator in finding substitutes as needed
Staff must meet all required Professional Development Hours. All staff must attend mandatory in-services. If you do not
attend these in-services, you may not be re-hired for the next fiscal year.
Maintain knowledge of program regulations, policy and procedures.
Site Facilitators are expected to contact the Coordinator at least four hours in advance if they will be unable to attend
classes.
Notify Coordinator at least one week prior to a known absence verbally and written.
Site Facilitators will be paid for 6-12 hours per week. All additional time must be pre-approved by the Director.
Follow FERPA guidelines in regard to confidentiality for student information and records.
Ensure orderly conduct and cleanliness of AEL site.
Maintain a clean, safe, professional and welcoming environment.
Dress professionally- all program staff members should seek to present a professional appearance at all times.
Wear an identification badge at all times while on duty. Either the program badge or the local school district badge may
be worn.
Act professionally-all program staff will treat each other with dignity and respect in order to create an environment that
is safe and conducive to learning.
Work with assigned Instructional Aides to make copies, obtain audio-visual material and classroom instructional material
where needed.
Follow paperwork and submission procedures and ensure paperwork is completed accurately and submitted in a timely
manner.
Monitor staff timesheets and student class attendance.
Ensure student files and AEL program materials are safely locked up at the end of each class.
Other duties as assigned by the coordinator.
The AEL program reserves the right to terminate employment on the grounds of poor performance, dereliction of
duties, excessive absences, or if the undersigned does not comply with the above agreed upon duties and
responsibilities.
Signature
Date
Denton ISD Adult Education and Literacy
Fiscal Agent: Denton ISD
AEL Instructor Letter of Agreement
Name
By accepting the position as an adult education teacher with Denton ISD Adult Education and Literacy, you are agreeing
to fulfill the following duties and responsibilities:
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Assist with registering students, student enrollment/assessment forms, orientation.
Assessing students using the TABE or BEST test. All students must have baseline and progress tests.
Maintaining student portfolios and student administrative files.
Following the Texas Content Standards and Benchmarks for ABE, ASE or ELA students.
Use a variety of instructional strategies and tools appropriate to the needs of the student.
Use lesson plans that integrate instruction and across content area.
Work with colleagues to develop and evaluate curriculum and materials.
Apply adult education and literacy principles and methods in the workplace classroom.
Assisting with recruitment and retention of students.
Assess adult education needs and promotes program in the community.
Staff must meet all required Professional Development Hours. All staff must attend mandatory in-services. If you do
not attend these in-services, you will not be re-hired for the next fiscal year.
Maintain knowledge of program regulations, policy and procedures.
Dress professionally- all program staff members should seek to present a professional appearance at all times.
Wear an identification badge at all times while on duty. Either the program badge or the local school district badge may
be worn.
Act professionally-all program staff will treat each other with dignity and respect in order to create an environment that
is safe and conducive to learning.
We are guests in the classroom, therefore, leave the classroom better than when you came in as well as no food or drink
in the classroom.
Teachers are expected to contact the Coordinator at least four hours in advance if they will be unable to attend classes.
Notify Coordinator at least one week prior to a known absence verbally and written.
Teachers are expected to be in their class, ready for students, at least five minutes before start time (morning, afternoon
and evening classes).
A daily class attendance of 10 students must be maintained in order for class to remain open.
Teachers will be paid for the class meeting time and prep time (max. 14 hours per week). All additional time must be preapproved by the Director.
Complete and submit timesheet into your Coordinator or Site Facilitator on the last class day of the month.
Ensure timesheet reflects actual time of arrival and departure.
Complete and submit paperwork and forms as directed by your Coordinator.
Follow FERPA guidelines in regard to confidentiality for student information and records.
Ensure sign-in sheets are in the students’ own handwriting.
Teachers are expected to return all including technology and/or software at the end of the year, or upon termination of
duties, or they will be charged for those items.
If a teacher will be unable to complete the semester, please give a two-week notice of termination of duties.
The AEL program reserves the right to terminate employment on the grounds of poor performance, excessive absences,
or if the undersigned does not comply with the above agreed upon duties and responsibilities. This is an “At Will
Position” with the Denton ISD Adult Education and Literacy Program.
Signature
Date
Denton ISD Adult Education and Literacy
Fiscal Agent: Denton ISD
AEL Instructional Aide Letter of Agreement
Name
By accepting the position as an adult education instructional aide with Denton ISD Adult Education and Literacy, you are
agreeing to fulfill the following duties and responsibilities:
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Assisting with student enrollment, registration and orientation
Assessing students using the TABE or BEST Test and assisting the teacher with maintaining monthly progress
test forms with applicable post-test scores recorded. All students should be administered both baseline and progress tests.
Maintaining/updating student portfolios and student administrative files
Assisting with recruitment of students
Assisting teachers with student retention by making follow-up calls to students who have missed 3 or more
class periods
Helping teacher maintain student files
Assisting teacher(s) in maintaining student attendance/sign-in forms
Teacher’s Aides will cover various class sites as assigned
Assisting teacher with instruction as needed.
Staff must meet all required Professional Development Hours. All staff must attend mandatory in-services. If you do not
attend these in-services, you may not be re-hired for the next fiscal year.
Maintain knowledge of program regulations, policy and procedures.
Dress professionally- all program staff members should seek to present a professional appearance at all times.
Wear an identification badge at all times while on duty. Either the program badge or the local school district badge may
be worn.
Act professionally-all program staff will treat each other with dignity and respect in order to create an environment that is
safe and conducive to learning.
We are guests in the classroom, therefore, leave the classroom better than when you came in as well as no food or drink
in the classroom.
Teacher’s Aides are expected to contact the Coordinator at least four hours in advance if they will be unable to attend
classes.
Notify Coordinator at least one week prior to a known absence verbally and written.
Teacher’s Aides are expected to arrive at class sites prior to class starting
Teacher’s Aides will be paid for the class meeting time (max. 14 hours per week). All additional time must be preapproved by the Director.
Complete and submit timesheet into your Coordinator or Site Facilitator on the last class day of the month.
Ensure timesheet reflects actual time of arrival and departure.
Assist teachers in completion and submission of paperwork and forms as directed by your Coordinator.
Follow FERPA guidelines in regard to confidentiality for student information and records.
Ensure sign-in sheets are in the students’ own handwriting.
Help to ensure student files and AEL program materials are safely locked up at the end of each class.
If an aide will be unable to complete the semester, please give a two week notice of termination of duties
The AEL program reserves the right to terminate employment on the grounds of poor performance, dereliction of
duties, excessive absences, or if the undersigned does not comply with the above agreed upon duties and
responsibilities. This is an “At Will Position” with the Denton ISD Adult Education and Literacy Program.
Signature
Date
Acknowledgement of Receipt of Adult Education and Literacy Staff Handbook
I acknowledge that I have received and read the Adult Education and Literacy staff handbook.
___________________________________
Name
___________________________________
Employee ID #
___________________________________
Signature
___________________________________
Date
___________________________________
E-mail
___________________________________
Address