WV Adult Basic Education
Follow-up Questions

Program Year 2014-2015

(Not Required For Temporary/Short-Term Personnel)

Trainee Name: / Date:
Daytime Phone: / Other Phone:
Email (*required):
*If you do not currently have a k12.wv.us email address, you must apply for this type of email account before your peer training is completed.

Trainee Assignment:

o  Save this file to your computer or data storage device before you begin answering questions.

·  Go to the top left and select “Save As”.

·  A dialog box will open. Select the location where you want the file saved (either My Documents, Desktop, or to a data storage device location). Be sure you change the location. Otherwise, your file will be saved to a temporary location and will not be able to be retrieved.

·  Also in the dialog box, make sure the file name Follow-up Questions is showing. Click on “Save.”

·  Make note of the location to which you saved the file so you will know where it is located when you are ready to work on it.

o  Re-examine Sections 1, 4, 5, 6, 11 (and 16 for SPOKES) of the WVABE Instructor Handbook and look at Sections 1 and 2 of the AEMIS User’s Guide.

o  Upload your Follow-up Questions to the Schoology site.

·  Login to www.schoology.com.

·  Click on courses and choose “FY15 WVABE Pre-Service”.

·  Go to the Follow-up Study Assignment and click “Submit Assignment”.

·  Click on the “File” icon.

·  A dialog box will open. Select the location where your file is saved. Double-click on your selected file and click “Submit.”

o  If you have problems, contact:

Pam Young, WVABE-PD Pre-Service Coordinator

1-800-257-3723 ext. 212

Fax: 304-766-7915 E-mail:

Peer Trainer Assignment:

o  Check in Schoology and discuss the answers (in person, by phone, or online) with the trainee.

o  Indicate on the Pre-Service Data Sheet/Training Checklist that the trainee has satisfactorily completed the Follow-up Questions.

o  Send the Data Sheet/Checklist to the professional development office.

o  Remind the trainee to submit the final corrected copy.

WVABE Follow-up Questions, 2014-2015 5

WVABE INSTRUCTOR HANDBOOK, SECTION 1 APPENDIX

A.  Look at the list of Adult Basic Education Staff in the Section 1 Appendix. Identify the staff member(s) available to you for technical assistance.

Role / Name
WVABE Professional Development
State TASC Administrator
Concerns related to technology or the Adult Education Management Information System (AEMIS)
Concerns related to disabilities or special learning needs; and for materials and assessments in special formats (Braille, Spanish, etc.)
Assistance with enrolling and monitoring Distance Education students
Concerns related to English as a Second Language (ESL) or EL/Civics programs
Concerns related to the SPOKES program

WVABE INSTRUCTOR HANDBOOK, SECTION 4

B.  In Section 4 of the Handbook, review the information regarding the Public Non-Discrimination Notice.

1.  What statement must be placed on program information and brochures?

2.  Where can you find a sample of the type of notice that must be placed in your classroom and on advertising brochures?

WVABE INSTRUCTOR HANDBOOK, SECTION 5

C.  Revisit the inventories and screening instruments found online and in Section 5 Appendix.

1.  Since you are required to administer a learning styles inventory, which one do you plan to use?

·  Why have you chosen this specific instrument?

2.  Which instrument(s) will you use?

·  To screen for barriers?
·  To screen for special learning needs?

·  Why have you chosen the specific instrument(s)?

·  How will you follow-up on information you gather from these screening instruments?

LOCAL PROGRAM RESEARCH

D.  Find out by looking in your classroom or asking another instructor or supervisor about the specific assessment instruments used in your local program.

1.  Which assessment instrument(s) are commonly used? (indicate all that are used)

TABE: / Which versions? / Survey / Complete Battery / Form 9/10
TABE Online / Access Code:
CASAS: / Which versions? / Life & Work / Citizenship
BEST: / Which versions? / BEST Plus / BEST Literacy
TRA: / Which versions? / Paper / Computer-based

2.  Which of the following items that accompany the assessment instrument(s) does your class site have? (Indicate all that are available.)

Examiner’s Manual and/or Norms Booklet
Administrator’s Manual and Results Booklet
Locator or Appraisal booklets and answer sheets (necessary for TABE/CASAS only)
Parallel forms of test booklets for pre-test, interim, and post-testing
Answer sheets
Scoring stencils/booklets/overlays or self-scoring answer sheets
Consumable Test Booklets

·  Which assessment items (if any) are missing?

·  If anything is missing, who will you contact?

WVABE INSTRUCTOR HANDBOOK, SECTION 6 and AEMIS USER’S GUIDE, SECTION 2

E.  In Handbook Section 6, read the General Assessment Protocols. In the AEMIS User’s Guide Section 2, read the Assessment section.

1.  Are all students required to take standardized pre- and post-tests?

·  What are some possible exceptions?

2.  What is the maximum number of contact hours a student may attend a regular WVABE class before a standardized pre-test must be administered? (See Section 6, General Assessment Protocols)

3.  In AEMIS, what will happen if you do not record an interim post-test score by the time the student completes 100 contact hours?

4.  In AEMIS, what will happen at the end of the program/fiscal year if you have not recorded either an interim or an exit post-test score? What will be the effect on your program’s performance?

5.  Does every WVABE student who takes a standardized test have to take all the subject tests (e.g., math, reading, etc.)? (See Section 6, General Assessment Protocols)

·  If not, then how do you decide which subject(s) to administer?

·  Among the tests/subjects you administer, how do you decide which test score(s) to record on the ABE 400 Form and in AEMIS?

·  Where should you keep a record of all the assessments you administer (even those not recorded in AEMIS) and copies of all answer sheets and test scores for all tests administered? (Review Section 4, General Student Orientation and Intake Process)

6.  For an interim or exit post-test, in which skill or subject area must the student be re-assessed? (See Section 6, General Assessment Protocols)

7.  When post-testing (interim or exit), how do you decide which test form to use?

8.  According to the Publisher’s Guidelines for the assessment instrument used by your class (TABE, CASAS, BEST or BEST Plus), within what time frame should a student be re-assessed? (See Section 6, Appendix)

Assessment Instrument(s) / Time Frame for Post-testing

9.  What are the exceptions (if any) to the Publisher’s Guidelines? (See Section 6, Appendix)

·  When a student needs to exit the program before the recommended post-testing time frame, and you believe the student has made progress, how do you document the need for an exception?

10. In AEMIS, what will happen at the end of the program/fiscal year if you have recorded an interim test score, but the student has withdrawn before an exit post-test has been administered?

11. What will be the effect on your program performance if students withdraw before interim or exit post-tests have been administered?

F.  In Handbook Section 6, read Guidance on the Use of … (for your specific assessment(s): TABE, CASAS, BEST Literacy, BEST Plus, and/or High School Readiness Assessments).

1.  How much time should be allowed for students to take each part of the assessment(s) you will use (if you will use more than one type of test, list time frames for each)?

2.  What accommodations are available for each assessment you will use (TABE, CASAS, TRA, etc.) for students with documented disabilities? (Note: You may need to go online to find out).


WVABE INSTRUCTOR HANDBOOK, SECTION 11 and AEMIS USER’S GUIDE, SECTION 3

G.  In Handbook Section 11, read about Program Performance. In AEMIS User’s Guide Section 2, read about Achievements.

1.  Indicate which of these achievements are based on pre- and post-test information you enter in AEMIS (and do NOT require a Social Security number in order to be counted for federal outcomes).

Completed Entry FFL / Retained current job (Unsubsidized)
Moved to higher FFL / Enrolled in post-secondary education or job training
Achieved GED®/HS Equivalency / Had public assistance reduced or eliminated
Obtained a job (Unsubsidized)

2.  Indicate which of these achievements are determined primarily by data-matching with other agencies’ databases.

Completed Entry FFL / Retained current job (Unsubsidized)
Moved to higher FFL / Enrolled in post-secondary education or job training
Achieved GED®/HS Equivalency / Had public assistance reduced or eliminated
Obtained a job (Unsubsidized)

·  Can the achievements you have marked above (in #2) be data-matched and counted for students who do not provide a Social Security number and/or a signed Release of Information form?

3.  Can the achievement Enrolled in post-secondary education or job training be data-matched for students who achieve their goal outside of West Virginia, online, or in private schools? (Review Section 11, Program Performance and AEMIS User’s Guide Section 2, Achievements).

·  Why is it important to follow-up on students who enter post-secondary education to find out in which institution they are enrolled?

H.  In Handbook Section 11 Appendix, review the WVABE Performance Measures chart that shows last year’s requirements in the first column and this fiscal year’s requirements in the second column.

1.  Under Core Indicator #1, this chart shows what percentage of students in each FFL (in which your class has students) must make progress. Assume for the moment that your class has students in every level. For how many of the measures should your class show that at least 65% of the students have completed an FFL during this fiscal year?

2.  Under Core Indicator #2, this chart shows what percentage of students that fall in one of the cohorts (i.e., Entered Employment, Retained Employment, or Enter postsecondary education) will need to demonstrate achievements. For how many of the measures should your program show that at least 30% of the students in the cohort have made achievements during this fiscal year?

3.  Under Core Indicator #3, this chart shows what percentage of students that fall in the Obtain Secondary Credential Cohort will need to demonstrate achievement. What percent of the students in that cohort should make achievements during this fiscal year?

I.  In Handbook Section 11, read the General Guidelines for Monthly Student Enrollment and Attendance. SPOKES Instructors should also review Section 16, SPOKES Guidelines.

Note: Instructors in classes not funded by ABE or EL/Civics grants may not be accountable to the same enrollment standards. Check with your local program coordinator.

1.  In Handbook Section 11, use the Monthly Guidelines chart to calculate your required enrollment. If you are the only instructor for your class, based on the number of instructional hours reported in AEMIS, what is the minimum enrollment (number enrolled) your class should have?

2.  Use the Monthly Guidelines chart to calculate your required attendance. If you are the only instructor for your class, what (if any) is the minimum number of contact hours for your class?

3.  If there is more than one instructor in a class, how does this affect the calculation?

4.  If your enrollment falls below the recommended guidelines, what specifically can you do to recruit more students?

J.  Review the Recommended Instructional and Non-Instructional Hours (Section 11 Appendix) and then check with your local program director/coordinator to find out how many hours a week you will be paid for teaching versus lesson planning/program management/AEMIS data entry.

1.  How many hours will you actually be paid in each category?

Paid Instructional Time (working with students):
Paid Non-Instructional Time (data entry, recruitment, etc.):
Paid Planning Time (planning for instruction):

2.  Since only the hours you actually spend instructing the students in your class should be recorded on the Instructor Schedule in AEMIS, how many instructional hours should be reported in AEMIS?

AEMIS USER’S GUIDE, SECTION 1

K.  In the AEMIS User’s Guide, review Section 1, Introduction. Read sub-sections: Log-in and Edit Profile.

1.  What is the web address for AEMIS?

Use the instructions in the AEMIS User’s Guide to log-in to AEMIS. When you finished the first part of your training for WVABE, you should have been entered into AEMIS and received an automated email message under the email of with a link to verify your account (set to expire within 48 hours) and set up your password.

·  If you have not received a notification from AEMIS, you may retrieve your password yourself. Go to the AEMIS main page, enter your email address, and click on “Forgot Your Password?” Next, check your email to see if a password has been sent. Look in your Junk E-mail or Spam folder if you do not see the message in your Inbox.

·  If you do not get an automated message right away, do not try to send an email to the above address. Instead, contact Debbie Walker at . She will be happy to assist you.

2.  After logging-in, check your User Information in AEMIS. Edit your profile. Change your password to one you can remember.

3.  Enter either your “SSN” OR “WVEIS Employee ID.” If you do not enter this information, you cannot be added to a class as the instructor.

4.  Log out and then log in again using the new password.

·  Were you successful?

·  If not, please contact Louise Miller immediately.


LOCAL PROGRAM RESEARCH

L.  Find out about the AEMIS data management procedures from your local program supervisor.

1.  Who will be responsible for entering your local program information on a daily or monthly basis?

I will be trained to enter all data into AEMIS.
The Data Manager for my program will enter the initial data, and I will be trained to update assessment information, goals, and achievements using AEMIS.
The Data Manager for my program will enter all data into AEMIS; however, I understand that I am still responsible for the quality of all data entered, regardless of who enters the data.

2.  Who has been contacted to set up training and/or explain the procedures?

·  What are your local AEMIS procedures (which form(s) must be sent/entered and how often)?

WVABE Follow-up Questions, 2014-2015 5