1. DAYTONA STATE COLLEGE, SCHOOL OF ADULT EDUCATION 2016-2017 Cross Training Update

2. NEW INITIATIVES FOR 2016-2017  Unveiling the First and Second Phase of the Career Pathways Contextualized Curricula for all ABX (Pre-GED) Math, Language, Reading, GED, and ESOL Courses  Reinstating the ESOL Program on the Flagler Campus  Created or Updated all Promotional Material for the School of Adult Education, with Campus Specific Information  Created Partnership with Volusia Country Sheriff Office-”Pursue Your Future” Community Outreach Program  Additional Offsites in Orange City with Career Source, Hope Place in Daytona, and with the Neighborhood Network Centers in Daytona  Offering the 18 Credit High School Diploma Option-Students Can Enroll in the Adult High School with 12 Credits  Offering ESOL Tutoring and Academic Support for Food Brings Hope Program  Increase Concurrent Enrollment Opportunities for CTE Track Students

3. FEE WAIVERS/AE SCHOLARSHIPS FOR AE TUITION  The Fee Waiver Process Includes 3 Steps or Pages  Page 1- Main Application  Page 2- Five Paragraph Essay (Referenced Near the Bottom of the Application)  Page 3- Thank You Letter From the Student Receiving the Fee Waiver  All Completed Forms Can Be Turned in to the Adult Education Office on Any Campus  Same Steps Apply For Students Receiving AE Tuition Scholarship

4. CHANGES FOR 2016-2017 – ENROLLMENT OF NEW STUDENTS  New students will go to Admissions, admit and be matriculated.  Records and Registration will run a process that will term activate the student (set up every 15 mins after matriculation)  Student will go to testing if needed and then meet with Academic Advisor to get a schedule.  Student will go to Registration Staff with schedule to get registered. Registration staff will register the student and direct student to pay fee at that time. Registration will also communicate to the student that their classes will begin the following Monday and that they need to have fee paid prior to that date.  Student will go to Student accounts and pay the fee or go online to pay.  If student does not pay fee at that time, communication process will begin to encourage student to make payment.  Weekly Non-Payer Reports should be Sent to Matthew Davids, Suzy McDowell, Kathryn Clark, and Michele Timperio

5. CHANGES FOR 2016-2017 – ENROLLMENT OF CURRENT STUDENTS  Current students will be term activated based on the prior terms attendance (dated parameters & not completed program)  Student will go to testing if needed and then meet with Academic Advisor to get a schedule.  Student will go to Registration Staff with schedule to get registered. Registration staff will register the student and direct student to pay fee at that time.  Student will go to Student accounts and pay the fee or pay online.  Or if student does not pay fee at that time, communication process will begin to encourage student to make payment.

6. CHANGES FOR 2016-2017 – DROP FOR NONPAYMENT OF AE FEE:  Student financials will set up two different processes for AE by session. Students who enroll prior to first day of term will have 1 day after the term starts, to pay their registration fee.  Students who enroll on or after term start date will have 5 days after the date that they enroll to pay fee. (student financials will have set days that this process will run)  *Student financials will set up an automatic daily process to populate fee on students record along with a negative service indicator (owes money)  If a student pays at the time of enrollment, when staff goes into their financial account a fee will be triggered on account based on enrollment (this way we are not waiting for daily run to post fee)  When student pays fee, service indicator will close.  Students can pay online in the student self-service or in person on any campus.

7. CHANGES FOR 2016-2017 – AE WITHDRAW PROCESS  If a student is currently registered and wants to withdraw out of class, registration staff will go to the Quick Enroll Page to withdraw the student, using action date of published AE withdraw in academic calendar (day after term ends) and place a W for grade.  If the student returns after being withdrawn and wants to be registered for the same term, class and class number, records office will be notified to go into enrollment page, remove the W grade to reflect the student is now enrolled again.  FTE Reports-  Looks at student attendance, W grades, not dropped.

8. CHANGES FOR 2016-2017 TESTING AND COURSE SCHEDULING (TABE)  TABE Scores Will be Reported as a Scale Score-(Scale Equivalency Will Be Distributed Soon)  Students Must Earn a Scale Score that Falls “In Range” with the TABE Test Level They Completed  Students That Have a Test Score that is Not “In Range” With the TABE Test Level They Completed, Must Be Re-Tested Immediately-DSC Cannot Report EFL’s or LCP’s for Students Registered for Classes Based on an Out of Range Test.  Students Earning Below a 4.0 Equivalency in Reading on the TABE Will Only Enroll in One Subject Area at a Time, Beginning With Reading  All Students Enrolled in Evening Classes will Take One Course at a Time Until they Have Earned Their Completion for That Course. At that Time, the Student Can Register for their Next Required Course  Any Student Earning Below a 6.0 Equivalency in Reading on the TABE is not Eligible to Enroll in Online Adult Education Courses

9. CHANGES FOR 2016-2017 TESTING AND COURSE SCHEDULING (ESOL)  General Policies and Guidelines  Students must receive at least 70 hours of instruction before taking a post- test.  Administer the CASAS Oral Screening to all students who are new to the program. This is the first step in the assessment process.  Students enrolled in the Adult ESOL courses must be tested in both the reading and listening skill areas when pre-testing and post-testing.  Use the lower of the two test scores for instructional placement.  Use both the listening and reading scores for guiding instruction.

10. UPDATES FOR 2016-2017 (ESOL) SCALE SCORES (CASAS)

11. CASAS recommends testing the student if more than four months pass between the last tests administered in one program year to re-enrollment in the next program year.

12. POLICY FOR REPORTING EDUCATIONAL FUNCTIONING LEVEL (EFL) AND LITERACY COMPLETION POINT (LCP) LEARNING GAINS 2016-2017- NEW STUDENT ENROLLMENT (ESOL)  New Student Enrollment (ESOL) – CASAS:  Students who enroll for the first time in ESOL or ELCATE must pre-test in both listening and reading. The Initial EFL placement is based on the test with the lower score.  Students must post-test in both listening and reading after completing 70 to 100 hours of instruction. EFL and LCP learning gains are calculated based on the test score in the same skill area (listening or reading) used for the Initial EFL placement (see the Adult Education Assessment Technical Assistance Paper for guidance).  Students who make an EFL and LCP learning gain are reported in the next higher EFL in the next reporting term.  Students who do not make an EFL and LCP learning gain or score into a lower EFL should continue to be reported in the same EFL in the next reporting term.  Students who test out of the program should be exited from the course based on the test date.

13. POLICY FOR REPORTING EDUCATIONAL FUNCTIONING LEVEL (EFL) AND LITERACY COMPLETION POINT (LCP) LEARNING GAINS 2016-2017- CONTINUOUS ENROLLMENT (ESOL)  Continuous Enrollment (ESOL) - CASAS:  Students are post-tested in both listening and reading. The EFL should be based on the test (reading) used for the Initial EFL placement.  Students who make an EFL and LCP learning gain are reported in the higher EFL in the next reporting term.  Students who do not make an EFL or LCP learning gain or score into a lower EFL should continue to be reported in the same EFL in the next reporting term.  Students previously or currently enrolled in ESOL or ELCATE who test out of the course based on the reading score should not be re-enrolled using the listening score. Students who test out of the program should be exited from the course based on the test date.

14. POLICY FOR REPORTING EDUCATIONAL FUNCTIONING LEVEL (EFL) AND LITERACY COMPLETION POINT (LCP) LEARNING GAINS 2016-2017- NEW STUDENT ENROLLMENT (ESOL)  New Student Enrollment - All other adult education assessments:  The Initial EFL placement is based on the student’s pre-test score.  EFL and LCP learning gains are calculated based on the test score in the same skill area used for the Initial EFL placement (see the Adult Education Assessment Technical Assistance Paper for guidance).  Students who make an EFL and LCP learning gain are reported in the next higher EFL in the next reporting term.  Students who do not make an EFL and LCP learning gain or score into a lower EFL should continue to be reported in the same EFL in the next reporting term.  Students who test out of the program should be exited from the course based on the test date. For example, an Adult Basic Education (ABE) student who post-tests and scores above 8.9 should have an exit date that reflects the qualifying test score date. A student who takes and passes the GED® should have an exit date which reflects the diploma date.

15. POLICY FOR REPORTING EDUCATIONAL FUNCTIONING LEVEL (EFL) AND LITERACY COMPLETION POINT (LCP) LEARNING GAINS 2016-2017- CONTINUOUS ENROLLMENT (ESOL)  Continuous Enrollment - All other adult education assessments:  Student should be placed based on pre-test scores.  EFL and LCP learning gains are calculated based on the test score in the same skill area used for the Initial EFL placement (see the Adult Education Assessment Technical Assistance Paper for guidance).  Students who make an EFL and LCP learning gain are reported in the higher EFL in the next reporting term.  Students who do not make an EFL or LCP learning gain or score into a lower EFL should continue to be reported in the same EFL in the next reporting term.  Students who have tested out of the program are exited from the course based on the test date. For example, Adult Basic Education (ABE) students who post-test and score above 8.9 should have an exit date that reflects the qualifying test score date. A student who takes and passes the GED® should have an exit date that reflects the diploma date.