Technical College System of Georgia

Office of Adult Education

Intake Assessment Form

Directions and Definitions

FY2015

Effective: July 1, 2014

Updated: May 1, 2014

Major changes are indicated in red.

Intake Assessment Form Directions and Definitions

Numbered items provide directions for completing the Intake Assessment Form. National Reporting System (NRS) measures and Federal definitions are included for additional detail. Sources include: The Workforce Investment Act (1997),Implementation Guidelines: Measures and Methods for the National Reporting System for Adult Education (Oct. 2013), and the FY2015 Georgia Request for Application Definitions Supplement.

Please note:

  • The Intake Assessment Form must be completed for all students in all programs each fiscal year.
  • A local grantee may add items to the Intake Assessment Form, but no component may be deleted.
  • Required data is marked with an asterisk (*).
  • All signatures must be in ink.

Section 1:EFL, Class Site, and Pre-test Information

►1.Local programs may replace “Adult Education Program” with the name of the local program.

►2.Local programstaff member entersthe student’s entry educational functioning level based upon his/her lowest assessment score(s),the local class site, and the student’s pre-test information including date, form/level, and score. There is not prescribed format for entering this data, but local programs are encouraged to adopt a consistent practice.

Educational Functioning Level

Definition: the standardized meaning of adult education levels so specific skills and achievements of adult learners can meet standardized reporting requirements.

OAE Approved Assessments

  • BEST Literacy – is a standardized test used to assess the reading/writing skills of English language learners.
  • BEST Plus – is a standardized test used to assess the listening/speaking skills of English language learners.
  • GAIN – The General Assessment of Instructional Needs is a standardized test of English and math
  • TABE –The Test of Adult Basic Education is a standardized test of silent reading comprehension, math computation, applied math, and language.
  • TABE CLAS-E – is a standardized test that measures the listening, speaking, reading, and writing skills of English language learners.

Please refer to the Adult Learner Assessment Policies and Procedures Manual for additional information.

Section 2: Student Data

►3.Student enterstoday’s date, his/her Social Security Number, date of birth, age, and full name.

Demographic Measure: Age

Definition: Years since student’s date of birth.

Applicable Population:All students.

Federal Reporting:Total number of students by age is reported using the following age categories: 16 – 18 years, 19 – 24 years, 25 – 44 years, 45 – 59 years, and 60 years and older.

Collection Procedure: At intake, the individual student’s date of birth is recorded, either through self-report by the student, or observation, if necessary.

►4.Studentcompletes the category ofethnicity by responding YESor NO to indicate if he/she is Hispanic/Latino.

Demographic Measure: Ethnicity (Hispanic/Latino)

Definition:The student self-identifies, appears to belong to, or is regarded in the community as belonging to the Hispanic/Latino ethnicity.

  • Hispanic or Latino – A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. The term “Spanish origin” can be used in addition to “Hispanic/Latino or Latino.”

Applicable Population:All students.

Federal Reporting:Total number of students selecting the Hispanic/Latino ethnic group is reported.

Collection Procedure:At intake, the student is asked if he/she is Hispanic/Latino. The response to this question (yes/no) iscollected, either through self-report by the student, or observation, if necessary.

►5.Studentcompletes the category of gender by selecting male or female.

Demographic Measure: Gender

Definition: Whether the student is male or female.

Applicable Population:All students.

Federal Reporting:Total number of students by gender is reported.

Collection Procedure:At intake, the individual student’s gender is recorded, either through self-report by the student, or observation, if necessary.

►6.Studentcompletes the category of race by selecting one or more categories.

Demographic Measure: Race

Definition: Racial category(ies) to which the student self-identifies, appears to belong to, or is regarded in the community as belonging.The racial categories are:

  • American Indian or Alaska Native – A person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment.
  • Asian – A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
  • Black or African American – A person having origins in any of the Black racial groups of Africa.
  • Native Hawaiian or Other Pacific Islander – A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
  • White – A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

Applicable Population:All students.

Federal Reporting:Total number of students by racial group is reported.If a student is not Hispanic/Latino and selects two or more racial categories, he/she will be reported in the racial category, “Two or more races—A person having origins in two or more race categories and not Hispanic/Latino.”

Collection Procedure:At intake, the student is asked to select his/her race. Students may select one or more racial categories. The data iscollected, either through self-report by the student, or observation, if necessary.

Note: A section for program use only is included on this page. The Institution 1 and 2 fields are for the organization to enter any extra information deemed necessary to identify the student. If entered into GALIS, the fields are searchable under the Students tab or can be exported and sorted using GALIS Report AL303 Institutional Use Data.

►7.Student identifies his/herhighest degree or levelof school completed and whether it is U.S. Based or non-U.S. Based.

Student Status Measure: Highest Degree or Level of School Completed

Definition: The highest number of years of formal schooling the learner has completed or the highest credential or degree the learner has achieved. Schooling in the U.S. or abroad is included.

Applicable Population:All learners.

Federal Reporting:Total number of learners completing the highest grade level or credential is reported for schooling either in the U.S. or abroad.

►8.Student identifies the method by which he/she heard about the adult education program.

►9. Student identifies any special enrollment conditions.

Section 3:Student Contact Information

►10.Student enters his/her contact information.

Section 4: Emergency Contact Information

►11.Student entershis/her emergency contact information.

Section 5: Student Status and Special Populations

►12.Student identifies his/her labor force status.

Intake Assessment Form terms / Federal terms
Employed / = / Employed
Unemployed and looking for work / = / Unemployed
Not working and not looking for work / = / Not in the Labor Force

Student Status Measure: Labor Force Status

Definition: Whether the student is employed, not employed, or not in the labor force at time of entry into the adult education program, according to the following criteria:

  • Employed – Students who work as paid employees, work at their own business or farm, or who work 15 hours or more per week as unpaid workers at a farm or business operated by a member of their family. Also included are students who are not currently working, but who have jobs or businesses from which they are temporarily absent.
  • Unemployed – Students who are not working, but are seeking employment, make specific efforts to find a job, and are available for work.
  • Not in the Labor Force – Students who are not employed and are not seeking employment.

Applicable Population:All students.

Federal Reporting: Total number of students by category is reported.

Collection Procedure:At intake, individual student reports employment status.

►13. Student identifies public assistance status by selecting YES or NO.

Student Status Measure: Public Assistance Status

Definition:Student is receiving financial assistance from Federal, State or local government agencies, including TemporaryAssistance for Needy Families (TANF)or equivalent general assistance, food stamps, refugee cashassistance, old-age assistance,and aid to the blind or totally disabled. Social Security benefits, unemployment insurance and employment-funded disability are not included in this definition.

Applicable Population:All students.

Federal Reporting:Total number of students receiving assistance is reported.

Collection Procedure: At intake, the student reports public assistance receipt.

►14.Student checks all categories that apply: Low Income, Displaced Homemaker, Single Parent, Dislocated Worker, Learning Disabled Adult, Physically Disabled, or None of the above.

Secondary Student Status Measure: Low-Income Status

Definition: The student receives or is a member of a family who receives a total family income in the 6 months prior to enrollment of 70 percent of the income level standard for a family of that size, or the student is receiving or is a member of a family who is receiving cash assistance payments from Federal or State agencies or food stamps, or the student can be designated as homeless under the McKinney Act.(Full Federal definition is provided below.)

Applicable Populations: All students.

Federal Reporting: Total number of low-income students is reported.

Collection Procedure:Student reports low-income status.

Low Income Individual is an individual who:

  1. Receives, or is a member of a family that receives, cash payments under a federal, state, or local income based public assistance program
  2. Received an income, or is a member of a family that received a total family income, for the six month period prior to application for the program involved (exclusive of unemployment compensation, child support payments, payments described in subparagraph (A), and old age and survivors insurance benefits received under section202 of the Social Security Act (42U.S.C.402) that, in relation to family size, does not exceed the higher of:
  3. the poverty line, for an equivalent period, or
  4. 70percent of the lower living standard income level, for an equivalent period
  5. Is a member of a household that receives (or has been determined within the six month period prior to application for the program involved to be eligible to receive food stamps pursuant to the Food Stamp Act of 1977 (7U.S.C.2011 et seq.)
  6. Qualifies as a homeless individual, as defined in subsections (a) and (c) of section103 of the StewartB. McKinney Homeless Assistance Act (42U.S.C. 11302)
  7. Is a foster child on behalf of whom state or local government payments are made, or
  8. In cases permitted by regulations promulgated by the Secretary of Labor, is an individual with a disability whose own income meets the requirements of a program described in subparagraph (A) or of subparagraph (B), but who is a member of a family whose income does not meet such requirements.

Secondary Student Status Measure: Displaced Homemaker

Definition:Student has been providing unpaid services to family members in the home, has been dependent on the income of another family member, but is no longer supported by that income, and is unemployed or underemployed and experiencing difficulty obtaining or upgrading employment

Applicable Population: All students.

Federal Reporting: Total number of displaced homemakers is reported.

Collection Procedure:Student reports displaced homemaker status.

Secondary Student Status Measure: Single Parent Status

Definition: Student has sole custodial support of one or more dependent children.

Applicable Population: All students.

Federal Reporting: Total number of single parents is reported.

Collection Procedure:Student reports single parent status.

Secondary Student Status Measure: Dislocated Worker

Definition: An individual who receives an individual notice of pending or actual layoff from a job, or an individual who receives a publicly announce notice of pending or actual layoff.(Full federal definition is provided below.)

Applicable Population: All students.

Federal Reporting: Total number of dislocated workers is reported.

Collection Procedure:Student reports dislocated worker status.

Dislocated Worker is an individual who:

  1. Has been terminated or laid off, or who has received a notice of termination or layoff, from employment
  2. Is eligible for or has exhausted entitlement to unemployment compensation,or
  3. Has been employed for a duration sufficient to demonstrate, to the appropriate entity at one stop center referred to in section 134(c), attachment to the workforce, but is not eligible for unemployment compensation due to insufficient earnings or having performed services for an employer that were not covered under a State unemployment compensation law; and
  4. Is unlikely to return to a previous industry or occupation
  5. Has been terminated or laid off, or has received a notice of termination or layoff, from employment as a result of any permanent closure of, or any substantial layoff at, a plant, facility, or enterprise
  6. Is employed at a facility at which the employer has made a general announcement that such facility will close within 180 days,or
  7. For purposes of eligibility to receive services other than training services described in section134(d)(4), intensive services described in section 134(d)3), or supportive services, is employed at a facility at which the employer has made a general announcement that such facility will close
  8. Was self employed (including employment as a farmer, a rancher, or a fisherman), but is unemployed as a result of general economic conditions in the community in which the individual resides or because of natural disasters, or
  9. Is a displaced homemaker.

Secondary Student Status Measure: LearningDisabled Adult

Definition:Student with an IQ in the low-average and above level (70+ to any level) who has deficits (related to neurological impairments) in capacity in defined limited learning areas; this can include dyslexia (reading disability), dysgraphia (writing disability), and dyscalculia (math disability). The student also has a history of previous educational efforts.

Applicable Population: All students.

Federal Reporting: Total number of learning-disabled adults is reported.

Student Status Measure: Disability Status (Physically Disabled)

Definition:Student has a record of, or is regarded as having any type of physical or mental impairment, including a learning disability that substantially limits or restricts one or more major life activities (e.g. walking, seeing, hearing, speaking, learning, and working).(Full federal definition is provided below.)

Applicable Population: All students.

Federal Reporting: Total number of disabled students is reported.

►15.Student identifies the language spoken at home and his/her home country.

►16.Studentshould sign and date the form after reading the special accommodations notice and confidentiality notice. Student shouldcheck the box if he/she does not wish to participate in the data match process.

Section 6: Student Goals

►17.This section provides an opportunity for the student to self-select what he/she wants to achieve by attending the adult education program.

Goals in the first box do not have to be recorded in GALIS, as they are duplicative of NRS Core Measures that are automatically set for students based on certain criteria. Definitions for the Core Measures and included further down in this section.

Student Goals

  • Improve Basic Literacy Skills—Improve overall basic literacy skills.
  • Improve English Language Skills—Improve overall skills in the English language.
  • Get a Job—Obtain full- or part-time paid employment.
  • Keep my job—Upgrade skills to enable retention of current job.
  • Get a better job – Upgradeskills to enable acquisition of a better job.
  • Earn GED Diploma—Achieve sufficient skills to pass the GED Test.
  • Enroll in college—Achieve skills to enable enrollment in a postsecondary education program.
  • Enroll in a training program—Achieve skills to enable enrollment in a job training program

►18. Student will also select any other goals that he/she may have. Goals listed in this section are NRS Secondary Measures or Georgia goals. These must be recorded in GALIS and updated by the local program upon completion. Per the RFA assurance, all EL/Civics students must have an EL/Civics goal.

OtherStudent Goals

  • Achieve Work-Based Project Learning Goal
  • Leave Public Assistance Program
  • Achieve Citizenship Skills(EL/Civics)
  • Increase involvement in children’s education
  • Increase involvement in children’s literacy
  • Vote or Register to Vote
  • Increase involvement in community activities
  • Achieve U.S. Citizenship (Georgia goal)(EL/Civics)
  • Achieve ACT WorkKeys Certificate (Georgia goal)

National Reporting System Core Outcome Measures (Tracked by designated cohort)

Core Outcome Measure: Educational Gain

Definition: Learner completes or advances one or more educational functioning levels from the starting level measured on entry into the program.

Applicable Population: All learners.

Federal Reporting: Total number of learners who complete a level during the program is reported, and a rate or percentage of level completion is computed. The number who continue in the program after completing a level, the number who fail to complete a level and leave the program, and the number who remain in the same level are recorded to obtain a fuller picture of student flow and retention.

Follow-up Measure: Entered Employment

Definition: Learner enters employment by the end of the first quarter after the program exit quarter. Employment is working in a paid, unsubsidized job or working 15 hours or more per week in an unpaid job on a farm or business operated by a family member or the student. The exit quarter is the quarter when instruction ends, the learner terminates or has not received instruction for 90 days, and is not scheduled to receive further instruction. A job obtained while the student is enrolled can be counted for entered employment and is reported if the student is still employed in the first quarter after exit from the program.

Applicable Population:Learners who are not employed at time of entry and in the labor force who exit during the program year.

Federal Reporting: States report the total number of unemployed learners in the labor force who enter employment and exit during the program year and the total number of learners in the labor force who are unemployed at entry who exit during the program year. Entered employment rate is computed by dividing these numbers.

Follow-up Measure: Retained Employment