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Frequently Asked Questions from the Fall Directors' Meeting- 10-16-00
ABLELink Questions
1. How will the enrollment figures be triggered in ABLELink?
Answer: There are three ways to enter attendance: (1) detailed attendance, (2) total attendance, (3) enter it directly onto the exit form. If your enter detailed or total, once the student attends for 12 hours, they are automatically enrolled. If you enter attendance hours onto the exit form, you will need to manually check the enrolled box when the student reaches 12 hours.
2. We need individual program consultants available to help us with ABLELink.
Answer: We are working with OLRC to analyze the extent of the need and to provide adequate resources to respond to this need.
3. Are the statistics entered into ABLELink for students who come into our program but who are not yet enrolled available to our state consultants?
Answer: Yes, state consultants can and do review this data. Remember, however, that only aggregate information is available to the state program office. Individual student records are not available.
4. We bought a new computer and tried many times to call ABLELink people to come and install it and fit it with our network. Who is the best person to call to help us with installation?
Answer: The Technical Assistance Team has been very busy with ABLELink issues right now. The Technical Assistance Team needs a three-week notice to schedule an on-site consultant visit.
5. When will the next ABLELink training take place?
Answer: After January of 2001.
6. Can information such as test information be changed once it has been entered if for example we find out that a data entry error occurred?
Answer: Yes. For example if a TABE score is entered incorrectly, it can be changed.
7. Do we need to update the UPS, complete a Progress Form, and enter into ABLELink at the 90-day review for a new student who has not received 12 hours of instruction and is still considered a participant?
Answer: No, the program should review the portfolio and update it as needed. If the person has not been attending, the program should follow-up with the individual to find out if he/she will be returning. The Progress Form does not need to be completed, nor is anything required to be entered into ABLELink, unless you are updating attendance hours. Remember, however, that the registration form information does need to be entered on all participants after they have completed student orientation.
8. What is the time period beyond June 30, 2001 when "adjustments" on student data can be entered? (GED scores of tests taken in May or June of 2001…)
Answer: We have not yet decided when the FY2001 APR will be due in the state ABLE office. We will notify programs as soon as this decision has been made. This decision will be based upon submission date requirements from the U.S. Department of Education.
Assessment Questions
9. CASAS does have a special test and curriculum materials for students with MR/DD. It would be nice if a program could pilot this system to see if it would be useful to document progress and advancement.
Answer: Yes, we have recently become acquainted with this instrument and are working with a group of ABLE instructors and directors as well as professionals from MR/DD Developmental Centers to research and pilot test this assessment instrument. If you would be interested in being one of the pilots, please contact Michael Aronoff-Jones at (614) 466-5015.
10. Can we remove FAX/Copier machine from the KCLA Survey? These skills are not part of the computer curriculum.
Answer: No. Skills needed to work FAX/Copier equipment relate to employability, e.g. Core Indicator of Performance of getting and keeping a job, and as such, may be technology-related instructional activity within ABLE.
11. Why can't passing the GED Practice Test be an achievement?
Answer: Passing the GED Practice Test is not one of the federally prescribed core indicators. Passing the official GED test is a core indicator. The Practice Test may be used under certain conditions to show student progress and advancement. Also remember that the Practice Test is only half the length of the Official GED Test.
12. If a student takes the locator and scores high enough to take the Practice GED Test and they pass the Practice GED Test, what is the placement level?
Answer: If the student passes at least 3 sub-tests, he/she would be placed at the High Adult Secondary Education Level. Please review the new assessment policy statement under "New Information." The new statement is expected to be posted by the end of November 2000.
13. Can the state program office consider using the TIA (Technology and Internet Assessment)?
Answer: Yes. The Workplace Education Indicators Committee is reviewing this test and may recommended that it be added to the ABLE assessment menu. If the committee does make that recommendation, you can order this assessment by contacting the publisher at:
(800) 366-4079 or (727) 422-7760
www.hhpublishing.com
14. How can the GED practice test be used for movement within the functional levels?
Answer: A new Assessment Policy Statement will explain how the GED Practice Test may be used with this scenario. Please check the "New Information Section" of the O-Pas Web Site. This statement is expected to be posted by the end of November 2000.
Counting Student Hours Questions
15. What is the official policy on counting homework hours, home study hours, and time with a volunteer tutor not during a scheduled ABLE class?
Answer: Homework hours do not count toward student contact hours. Home study hours would only count if a program instructor or volunteer were with the student at the time when instruction was taking place. The time a student spends with a volunteer tutor may be counted toward the student's contact hours if the volunteer is a program volunteer and the one-on-one contact is an integral part of the program.
16. If the initial writing assessment is assigned as homework, can the student receive an hour credit toward the initial 12-hour requirement for enrollment?
Answer: No.
Instructional Questions
17. Is there a required student to teacher ratio, or is that up to programs?
Answer: There is no required ratio mandated by the state ABLE office. There are recommended ratios that are considered sound educational practice. The problem with mandating a ratio is that it is not equitable for all students. For example to mandate that a class have a student teacher ratio set at 1 teacher for every 15 students might benefit some students; however, for those students with MR/DD, such a student-teacher ratio would not be prudent. There are just too many variables to mandate one or even several ratio requirements. The program should use common sense and rely on educational research to set their benchmarks. The director may want to consult his/her state ABLE consultant for advice.
Registration Form Questions
18. What is meant by a single parent on the Student Registration Form?
Answer: The student has sole custodial support of one or more dependent children.
Reporting Questions
19. When will our first Interim Progress Report be due?
Answer: There will be no actual paper report due. However, your data must be current through the end of December 2000. The state program office will extract the data as needed. It is very important that your data be complete and up-to-date by the end of January 2001.
W.I.A. Questions
20. (a)With W.I.A., are all partners to be connected electronically? (b) Are we supposed to report once a month electronically? (c)Are the "people" really better off now with W.I.A.? (d)Will the turf issues be broken down?
Answer: A. There is no legislative mandate requiring WIA partners to be electronically connected. This was a goal of Ohio One Stop systems that is still an Ohio WIA goal. This, like many other WIA decisions, is ultimately a local one.
WIA legislation does require accountability of program and service performance data and the establishment of IMS to track it. However, this requirement does not suggest that all WIA partners are to be electronically networked together. Again, that's a local decision.
B. This is a local Workforce Policy Board decision that may be articulated more fully in Memorandums of Understanding (MOU) or agreements with local service partners and providers. Included in this decision may be the specific performance data expected to be collected and shared on a pre-determined basis.
C. This is a subjective question. The answer is in the "eyes of the beholder". The intent of WIA legislation is sound, including but not limited to, Title II of WIA, the Adult Education and Family Literacy Act of 1998. The answer to this question will become more evident by June 2004.
D. Turf issues are an inherent characteristic of collaboration. To the degree that state and local partners understand the characteristics of collaboration and service integration, turf issues will be minimized, or even eliminated. Local assistance with this can be addressed through the For The Common Good Project, a State Leadership initiative of Ohio ABLE. For more information, please call Jeff Gove, ABLE Consultant, at (614)466-5015.
This FAQ page was last updated on November 6, 2000
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