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Progress/Advancement FAQ
1. Is the expectation that we use a different copy of the Student Progress Form each time we enter student progress data?
Answer: Yes. Programs will have no less than 1 Student Progress Form in the student file for every 90 days that the student has attended the program.
2. Can we alter the Student Progress Form to make more room for additional progress data to be captured on the same form?
Answer: Yes, that is possible. If your program only uses the TABE 7&8 for example, your program might elect to white-out all additional testing grids. In place of these grids, the program might affix additional progress charts for subsequent 90-day periods.
3. How do you get exit progress results when you can't locate an individual?
Answer: Use your last Uniform Portfolio review to determine progress or advancement.
4. Will we be given extra help tracking students' progress re: employment?
Answer: Possible models will be given during the Teleconference training and will be explained within your O-PAS Manual. A state interagency agreement between ODE/ABLE and ODJFS is being developed to assist programs with this follow-up.
5. What is progressing within a level?
Answer: Progressing within a level is student progress within one functioning level, but not progressing enough to advance to the next level.
6. Will there be a documentation log for each level and competency?
Answer: Yes, for each functioning level and content area, i.e. reading, math.
7. Why are the upper level students in ESOL classes rather than ABLE classes?
Answer: It depends on the students' goals. If their goal is still to improve their English proficiency, then they should be considered an ESOL student. If the ESOL student wants a GED or to improve math, then the student's status would change.
8. Should ESOL classes be divided into 6 levels, or combined into one?
Answer: It depends on your capacity and number of students. Six classes would be ideal but not required or practical for smaller programs. This is a local decision.
9. Can community-based programs assess and report less often since their students progress more slowly?
Answer: It is a generalization to say that all community-based programs serve students who progress more slowly. In order for the system to provide consistent and reliable data, all programs must report at the same intervals. No exception to the 90 day progress documentation is made for CBOs.
10. Can we count home instruction?
Answer: The State ABLE Office will investigate the criteria under which home instruction may be counted.
11. Concerning the federal functioning levels. Does a student count if no progress is made but he/she has 12 or more hours?
Answer: Yes. He/she counts as an enrolled student in the cumulative enrollment, however, the student would not be reported to the federal government as having advanced a level, but would count as progressing within the level.
12. Further define "progressing at the same level."
Answer: This is anything short of advancing to the next level.
13. How are 90 days calculated for the progress report? Is it calendar days?
Answer: Yes.
14. One third of my students will not move up a level. What do I do?
Answer: These students would simply be recorded as "progressing within the same level." A review of the reasons for this repeating over time would be advisable to determine what factors contribute or impede level completions. (See also Indicators of Program Quality)
This Progress FAQ was last updated on July 27, 2000
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