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New Assessment FAQ (from Northeast Teachers Fair)
Participants at the Northeast Teachers Fair in Euclid, Ohio asked the following questions on September 22, 2000. Because we wanted the persons who asked the questions to be able to recognize their particular question, we did not edit the questions from their original form.
1. Does a student have to be enrolled (12 hours or more) before a Student Progress Form can be completed on that student?
Answer: No. Every 90-calendar days the program must complete a Student Progress Form on each student regardless of the number of hours the student has attended the program. In cases of limited or no participation during a three-month period, little or no progress will likely be demonstrated.
2. Does program staff fill out documentation logs with or without the help of students?
Answer: At this point, the Documentation Logs are intended for the teacher to complete. The teacher should, however, involve the student in goal setting in the creation of the Individual Learning Plan, and with the selection of the student's work that will be used as evidence of mastery.
3. Is it a judgement call as to student's level and mastery of it, or should this decision be based solely on tests and assessments at each level?
Answer: No, it is not a judgement call. The decision should be based on test data, assessments, and the completion of the documentation logs with supporting student work.
4. How do we know at what level to start the documentation?
Answer: The initial assessment will indicate the placement functioning level (see page 48 in the O-PAS manual). The functioning level should align with the appropriate documentation log (see pages 58-61 in the O-PAS Manual).
5. As an administrator who has not taught in the ABLE program, what is the best way I can encourage, support, and help my staff begin what seems to them a frustrating task?
Answer: We realize that such systemic changes are not easy. First, you must understand why these changes are necessary and demonstrate your support of them. They are not arbitrary changes, but changes that were put into place to satisfy new legislation in order to continue to receive ABLE funds. All other states and territories are also making similar changes. Once you have a good understanding of why the changes are being made, relate this to your teachers.
The next step is to try to increase their knowledge in bite size pieces. Devote a staff meeting to one topic and cover it well. Replay the parts of the teleconference video series that pertain to the topic you are covering. Ask another director who understands that topic well and who has successfully implemented it to speak to your staff. Attend all the workshops available that you can and finally, ask your resource center or regional consultant for help.
6. There seems to be a disconnect between portfolio assessment and passing the GED.
Answer: The GED test measures achievement in Math, Writing, English, Science, Social Studies and Literature. Take the skills you are working on and match those skills to the documentation logs. Your program's curriculum needs to be matched to the documentation logs as well.
7. How do I set up goals?
Answer: Review the Student Experience Model in the O-PAS Manual. There is a sample goal form toward the end of the O-PAS Manual (sorry, no page numbers exist for this section). Also, watch for training workshops that will be offered soon on this topic.
8. How do I set up an Individual Learning Plan (ILP)?
Answer: Review the Student Experience Model in the O-PAS Manual. There is a sample ILP on the second page of the goal form. The goal form is located toward the end of the O-PAS Manual. The initial Basics of Portfolio Management Training will address the ILP.
9. How do I best facilitate goal setting for 30 students?
Answer: It was always an expectation that all students establish individual goals that align with the authorized purpose of the program. New Legislation requires more specifics about what those goal categories are. There is really no reason why the majority of the goal setting process cannot be completed within a group setting.
10. Is ODE going to specify the Learning Styles Inventory we use and give us possible guidelines or outlines for dialog on learning differences?
Answer: There are a variety of Learning Styles Inventories available. ODE does not specify which of these assessments your program should adopt. Call your regional resource center for some advice and samples.
11. What or which is "the" goal setting forms? How do we do a 12-hour intake with current funding levels?
Answer: There is a general misconception that programs are required to create a 12-hour orientation. This is not true! A student must receive 12 hours or more of service in order to be considered "enrolled." All instructional programs for FY2001 received an additional 14-15% increase in their allocations to be used for the implementation of O-PAS. A sample goal setting form is in your O-PAS Manual.
12. How do you coordinate student goals with goals defined by curriculum guide?
Answer: You must use the primary and secondary goal statements listed on the Student Registration Form. ODE does not mandate a specific curriculum. (This question was unclear. If this answer did not specifically answer the question you had intended, please contact our office.)
13. What and for how long do we have to save UPS documentation?
Answer: Actual hard copies of the student portfolio must be kept for one full program year. For specifics concerning those documents that must be retained for five years, please review FAQ #12 on the OLRC O-PAS Web site at http://literacy.kent.edu/opas/faq_assessment.html
14. We need samples of goal setting forms and Individual Learning Plans (ILP's) from other programs. When and how will examples be distributed?
Answer: We plan on distributing some samples during training workshops. We are also looking into adding a "Best Practices" section to the O-PAS web site. The problem that arises with the distribution of such samples is that someone or some group needs to jury them to make sure they meet state standards.
15. In how many areas must we track each student?
Answer: You must track students in at least one area. This might be the student's goal, or his/her lowest functioning area as evidenced by a score on the initial assessment. Remember, however, that if a student selects both a primary and secondary goal, both of these goal areas must be tracked.
16. What about the spelling locator?
Answer: The spelling locator is an optional form.
17. Do we have to put test scores into ABLELink?
Answer: Yes. Test scores relevant to placement, progress, and completion
must be entered into ABLELink for all students. Although we highly recommend
that all test scores be entered into ABLELink, it is required that those
scores used to track a student's primary and secondary goal are entered.
18. What if a person just wants to take the Practice Test and does not want to go through orientation/testing? Can we serve this person?
Answer: Some programs use the Practice Test as a marketing tool to draw students into their programs. You may continue to do this; however, you cannot count the person as an enrollee until he/she receives 12 or more hours of service.
19. What is the state mandate about providing one orientation/assessment center and then sending students from that center to their sites?
Answer: ODE does not mandate that your program establishes only one center that provides orientation and assessment for the entire program. Your program might choose to establish several sites that offer these services. Your program needs to work out a process that works best for your students and staff.
20. Why time the TABE Test?
Answer: It has always been a requirement that whatever test instrument your program chooses, the person administering the test follow the procedures outlined within the test administration manual. The only reason a standardized test is standardized is because it is given under the same conditions to all students. This is how tests are normed. To administer a standardized test under arbitrary conditions could yield invalid results.
21. Is there a stated or unstated policy that discourages programs from serving intermediate or above students?
Answer: No. No such policy exists; however, funding criteria specifies that priority for recruitment and services is directed toward those who are functioning at, or below a fifth-year-basic-skills- equivalence level.
22. Why do we have to give an overall average on the progress form, when we only have to track their lowest level?
Answer: We do not see where an over-all average is required on the progress form. (Please call our office to clarify this question.)
23. What is the status of version 3.0 ABLELink?
Answer: Programs need to submit their FY2000 Annual Report on 2.0. When you submit your final annual report on 2.0, the OLRC Technical Assistance Staff will walk you through downloading version 3.0.
24. Is orientation required of returning students?
Answer: A full orientation is not required of those students who have been
participating in the program up to the time one-year ends and who then
return the next year. An orientation or parts of an orientation may be
necessary for students who have not been attending the program for some time
before the year ends and then returns during the next program year. Programs
will have to use their own judgement concerning if and the amount of
orientation topics that will need to be repeated with these students.
25. Is a sample Release of Information form available? Where is it? Do we have to use one?
Answer: Using a release of information form is very wise practice. Samples can be obtained from your ABLE Regional Resource Center or you can use the sample provided within the Indicators of Program Quality Resource Guide.
26. The O-PAS Manual states that the Student Progress Form needs to be sent to the "home" office after completion. Why?
Answer: The Student Progress Form, or at least a copy of it, needs to be sent to the person entering the data into ABLELink. Your program needs to create a process that works for your particular administrative system.
27. How do we meet the orientation mandate for jail and homeless populations/ instructional sites?
Answer: For these types of students, you might have to do an individual orientation. The broader question concerns whether or not such places as jails are the best places to have sites. Do the students traditionally stay long enough to gain a minimum of 12 hours of services or demonstrate progress? Your program will have to make this determination.
28. As it relates to those who have home schooled, who signs the GED Application if they are under age?
Answer: The school is still responsible for completing the form. The superintendent from the school of jurisdiction must sign the application.
29. Is there any discussion about grouping ESOL functioning levels for instruction?
Answer: The 6 ESOL functioning levels are fixed by the NRS. It is important to keep the levels separated for reporting purposes of movement from level to level. However, the content standards are written as a continuum so they can be used in multi-level classes. The strands are the same in each level. For example, the first strand in reading is information. Level 1: Comprehends Simple Words, Level e: Comprehends Simple Phrases, Level 3: Comprehends Simple Paragraphs. In a multi-level class, the lesson could be on medical information with low level students working on emergency words, level 2 working on phrases and forms, level three working on reading simple health information.
Also, the speaking/listening and reading/writing mirror each other and can be taught simultaneously. For example, listening level 1: Comprehends simple emergency words, while speaking is: produces simple emergency words. Charts showing the progression of the levels and sample activities are available through the NE ABLE Resource Center and are posted on the NE ABLE web site. Coming soon will be sample activities to demonstrate mastery.
30. More and more judges are "mandating" youth under 18 to attend our GED program. What is the "official" ODE policy on this "increasing" problem?
Answer: Jim Bowling will answer this question by the end of October. The ABLE Program Office will communicate this information.
31. Are the Performance Outcome Measures state averages? For what are programs held to these?
Answer: State Estimated Levels of Performance for fiscal year 2001 and 2002 were based on an analysis of seven years of state performance data and negotiated by ODE with the U.S. Department of Education. Local Programs are accountable for those components contained in their approved project plan.
32. Scenario: A student comes to us with a goal of improving math and we administer the Locator and the TABE math section. The math section has two parts- math computation and math applications. These combine to an overall math score. Can we give one part (i.e. math computation) of the TABE math section to measure progress and advancement, or do we have to give both parts?
Answer: You need to give both parts. If you look at the math documentation logs, you will see that math competencies are both computational and applied. These skills are also interwoven on the GED test. You can measure computation skills through other assessment means. (I.e. end of the chapter skills-tests, etc.).
33. How do we store the UPS?
Answer: While the student is participating in the program, the program should have a plan to keep portfolios accessible, yet secure. After the student has exited the program, the student portfolios must be retained according to the guidelines outlined in this FAQ Sheet #13, and the general FAQ question #12.
34. We hope to get a version of ABLELink that is completed? Will there be more ABLELink training?
Answer: Just as the major computer software companies create new versions to meet changing needs, so will ABLELink. As changes are made, training will be scheduled.
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