New Teachers to Adult Education

New Teachers to Adult Education 2018-2019

New Teachers to Adult Education Training
The ten hour training consists of: 1. Completion of Quia Components (6 hours) View the New Teacher Training PowerPoint Complete the quiz on Quia and score at least 80% View the ABE/GED® or ESOL PowerPoint and other resources 2. Create a lesson plan using the template on Quia (1 hour) 3. Completion of the Mentoring Session (3 hours) Schedule a Mentoring Session with the director, department head, or resource teacher at your school Download and complete the Verification of Mentoring Session form on Quia 4. Completion of the Professional Learning Feedback in Learning Across Broward (LAB) Send a screen shot of your score, a copy of your lesson plan and Verification of Mentoring Session form via to

Career, Technical, Adult, and Community Education (CTACE)
Partners for Success – Support Team Partners for Success Name Title Location Telephone Enid Valdez Director CTACE Christy Bradford Curriculum Supervisor Gloria Bailey Christi Dingman Leola Washington Curriculum Facilitators Richard McElhaney Curriculum Facilitator-ABE/GED® Community Schools South Randy Mogen Schools North Anita Jorgensen Curriculum Facilitator-ESOL Veronica Pitt Yolanda McNeill Guidance Director- AHS/Co-enrolled and South

Adult General Education Program Overview
Adult General Education (AGE) involves non-credit courses designed to develop literacy skills necessary for successful employment and citizenship. Progress through levels may be measured by approved standardized tests or by documentation of proficiency in each standard [Literacy Completion Points (LCPs) and/or Progress Reports]. It is the teacher's responsibility to document student progression of LCPs. The teacher of record must inform the student of his/her progression. Though a student need not master 100% of the benchmarks to demonstrate proficiency in a standard, a student must demonstrate proficiency in 100% of the standards to earn a literacy completion point (LCP).

Adult General Education Program Overview
AAAE - Applied Academics for Adult Education– remediation of basic skills for students enrolled in technical programs ABE - Adult Basic Education ESOL - English for Speakers of Other Languages GED® /HSE – General Education Diploma/High School Equivalency AHS–Adult High School Citizenship Out of School Youth (OSY) grant Christine Lamb, CTACE,

Target Population According to Adult Education and Family Literacy Act of (AEFLA), Section 231 (d), qualifying adults must: Have attained the age of 16; Not be enrolled or required to be enrolled in a secondary school; Lack basic education skills that enable the individual to function effectively in society; Lack a secondary education or be unable to speak, read or write the English language.

The Workforce Innovation and Opportunity Act (WIOA)
Signed into law on July 22, 2014, WIOA is designed: to help job seekers access employment, education, training, and support services to succeed in the labor market. to match employers with the skilled workers they need to compete in the global economy. to provide opportunity for reforms to ensure the American Job Center system is job-driven—responding to the needs of employers and preparing workers for jobs that are available now and in the future. For more information, visit

WIOA Expectations

Curriculum Frameworks
All Adult General Education (AGE) programs follow standardized curriculum frameworks which can be found at: adult-edu-curriculum-framewo.stml

Recruitment Tools Internet Social Networking Sites Phone calls
Television Radio Billboards Flyers/Posters Brochures Post cards Current Students

Assessment, Placement, and Documentation of Progress
State Board rule requires that all students enrolled in a course, whose learning gains are to be reported to the National Reporting System (NRS) and whose Literacy Completion Points (LCPs) are to be reported to the state, must be tested using the state-approved assessments. These students must be pre-tested to determine placement at an Educational Functioning Level (EFL). Students are post-tested to show progress and move to a higher EFL. A Literacy Completion Point is a level through which students progress and is measured by approved standardized tests: Test of Adult Basic Education (TABE) = ABE/GED Comprehensive Adult Student Assessment System (CASAS) = ESOL

Assessment, Placement, and Documentation of Progress
The Florida Department of Education (FLDOE) requires that each person who administers a state approved assessment instrument be trained on the administration of the instrument. Broward testing personnel are required to receive training provided state certified trainers: Richard McElhaney - TABE Cristina Urena/Christi DIngman- CASAS Administrative approval is required for attendance at these trainings.

How does the Broward Workforce Education Funding Formula Work?
Dollars to be allocated to the District are determined by the Florida Legislature using a combination of enrollment and performance data. The district will be funded for the total number of instructional hours in attendance from the date of a student’s enrollment to the end of the term or the student’s last day of attendance in a course. Students may register/enroll up to the last day of the term. Specific codes indicate a student’s status which impacts how much funding the district receives.

How is the Data Collected?
Student data, as reflected on the Workforce Education Registration Application (WERA), is collected at the time of initial registration; once per year. Student Performance Data is collected through Literacy Completion Points (LCPs) and is entered in the student data management system, FOCUS, along with instructional hours. All data elements are uploaded into the state's Workforce Development Information System (WDIS).

Registration All students must complete the following forms: Workforce Education Registration Application (WERA) - hardcopy once per year (or online application) Explanation of Learner Rights and Responsibilities Student Code of Conduct Computer Usage Agreement Form Note: A formal orientation is available at some schools

Registration Registration applications are accepted in person or online for new students at: browardfocus.com/apply Both sides of the application must be completed if using paper registration application. Signature on the line “Counselor or Designee” verifies completion of student information, if the student needs assistance. The application is submitted to IMS/Registrar to be processed and the student receives a printed Student Schedule upon payment. All original hard copies are placed in an auditable folder and/or scanned into OptiView.

Auditable Documents A student file is maintained depending on the school’s administrative procedures. This file is an auditable file subject to review by the Florida Department of Education (FDOE). Workforce Education Registration Application (WERA) (updated annually or if student enrolls in a different program) Workforce Education Student Schedule/Receipt (for each course/section registered) Financial Aid Information Student Handbook Acknowledgement Conduct and Discipline Code (annual) Computer Network & Usage Responsibility Agreement (annual)

Registration Terms: three per year Fees: Tuition is $30 per term
Testing fee $15 (one time for placement) Registration fee $10 (once per school year) Locations Over 30 sites Community Schools, Technical Colleges, Adult Centers Day and Evening classes 100% online courses available

How is the Data Reported?
Data is collected at the end of each survey period. These times are: Survey F (Fall) Survey W (Winter) Survey S (Summer) Student data is entered in the student information system, FOCUS, by your Registrar and/or Information Management Specialist (IMS). The Student Performance Data is transmitted to the Florida Department of Education three (3) times each year into the Workforce Development Information System (WDIS).

How Do Districts Earn Money?
Districts earn money by either sustaining or exceeding performances by: Counseling and grouping targeted students. Retaining students through completion of programs. Assuring high levels of placements into workplace or postsecondary.

How Do Districts Lose Money?
Districts lose money by: Not sustaining enrollment or performance. Not reporting accurately or thoroughly. How does this affect me? You are required to collect and report accurate attendance records and pre- and post-test scale scores to award and validate LCPs. Enrollment generates the revenue that keeps schools and classes functioning. Successful students maintain successful programs. All of these components keep us employed.

Adult General Education Attendance Policy
Students must sign in on a daily attendance sheet for each class session - No exceptions. Attendance must reflect seat time which is the actual time spent in class. All students earn an “E” code on the first day they enter class. Students attendance will automatically appear as “P” for present the entire class time if actual seat time is not entered.

A new student will appear immediately after being registered in FOCUS. Mark the student with “NS” (meaning no show) in FOCUS until the student is physically present in your class. Once the student does show up for their first class, enter an “E” code (meaning entry). After five consecutive “NS” codes, the student will then be deleted from that section by the IMS/Registrar. The student can be added back into that section when they do show up for class. Every student must have an “E” code. A student must have an “E” code before they can be marked present or absent. If a student is absent after entering, enter an “A” code in FOCUS. The student will be automatically withdrawn from FOCUS on the 7th consecutive day an absence is entered.

A Change of Enrollment must be processed within a 24 – 48 hour period. This includes a student who is a “NS” or a student who voluntarily withdraws from class. A student will be limited to one re-entry per enrollment period. Indicate a re-entry by entering an “RE” code. A student that transfers to another class will have their change of enrollment submitted on the day of transfer, prior to the student entering the class.

The Last Day of Attendance (LDA) date is the last date the student was physically in class. The Last Day of Attendance will be used in the database to calculate funding hours.

Withdrawing Students A student must be withdrawn after being absent for 6 consecutive days. Mark the student absent on the 7th day and the student will be automatically withdrawn in FOCUS. When withdrawing students for reasons other than the attendance policy, follow the general rule of withdrawal: If a student is in class today and withdraws or completes the course today, show the student present today, and enter the withdrawal/completion code today. Last day of attendance and withdrawal date should be the same. Withdrawn students may re-register in the same class, if space is available, within 30 days. A change of enrollment must be submitted to data processing indicating the date of re-entry into the class and the re- entry code “RE” must appear on the roster. If the withdrawal and re- entry date are the same date then enter “RE” in FOCUS and no COE (change of enrollment form) is required. After 30 days withdrawn, if the student wants to re-enroll during that same term, they must be registered in an alternate section.

Documentation of Student Progress
Students make progress by attaining a Literacy Completion Point (LCP) based on post testing scores using the Test of Adult Basic Education (TABE) or Comprehensive Adult Student Assessment System (CASAS) assessments. LCPs must be entered into FOCUS upon achievement. LCPs must be entered daily. Assessment data will be entered into FOCUS with or without attainment of progress.

Auditable Documents Official Withdrawal or Notarized letter for underage students (when applicable) Emergency Contact Card (signed annually) Teacher Referrals and/or Counselor/Administrative letters Change of Enrollment Form Authorized Leave Application (when applicable) Attendance Contract (when applicable) 504 documentation

Activities to Incorporate
Retention Strategies Develop Good Rapport Activities to Incorporate Keep documented record of student progress. Help students set realistic goals. Follow up on repeated absentees. Communicate with your students. Provide a supportive and productive environment. Celebrations. Monthly newsletter of program events. Success stories. Informal and formal recognition events. Mentor or buddy system Utilize alumni.

Retention Strategies Vary your delivery system.
Provide relevant instruction. View learning as an on-going process. Begin and end class on time. Provide opportunity for students to practice learned skills. Assist students in identifying and attaining their goals. Provide strategies and materials to attain goals.

Adult Career Pathways The state utilizes MyCareerShines for Education and Career Planning. MyCareerShines is a comprehensive education and career planning system that will help students succeed in the increasingly competitive global economy. They can gain access to the information and tools needed to achieve their goals. Students can: Complete interest surveys. Explore careers. Make a plan for education. Prepare for work.

Career Pathways Student Log in: Admin Log in: See your school’s Kuder admin contact for more details or contact: Gloria Bailey, CTACE Christi Dingman, CTACE Leola Washington, CTACE

Adult Career Pathway Partners
Broward Technical Colleges – Atlantic, McFatter, Sheridan Broward Community Schools Broward College Broward County Library Division of Vocational Rehabilitation CareerSource Broward 2-1-1 Broward

Components of Adult Career Pathways
Adult Education Student Orientation. Career Exploration and goal setting based on high demand/high wage occupations with MyCareetShines data sharing and career pathways in the regional industries most critical to Broward County’s economy. Contextualized curriculum focusing on Broward County’s in demand career clusters: Business Management and Administration, Health Science, Marine Industry, Hospitality & Tourism, Information Technology, Manufacturing, Transportation Distributions & Logistics. See more in-demand career information:

Example of an Adult Education Career Pathway
Earn RNP Earn Postsecondary Degree (BS, AS, AAS, AA, CTE Certification) Earn RNP Earn RN Earn RN Earn LPN Earn LPN Earn GED® Diploma Earn Standard High School Diploma EXIT Enroll in GED® Prep course Enroll in an Adult Secondary High School Earn CNA Certificate Earn CNA Certificate Enroll in CTE program CNA Enroll in CTE program CNA Applied Academics (VPI) Applied Academics (VPI) Adult Basic Education 8.9 Level Math Reading Language 6.0 – 8.9 4.0 – 5.9 2.0 – 3.9 0.0 – 1.9 ESOL 6 NRS Levels Pre-GED 6.0 – 8.9 CAREER PLANNING COURSE (Student Career Plan)

Accommodations for Learners with Disabilities in Adult Education
 Individuals with disabilities have legal protections that include the right to accommodations in instruction and testing.  An accommodation helps a person with a disability get a fair chance to succeed and does not provide an unfair advantage.  Broward County Public Schools is committed to meeting the requirements of both the Americans with Disabilities Act Amendments Act (ADAAA) and Section 504 of the Rehabilitation= Act, two pieces of federal legislation that protect the rights of people with disabilities in employment and education.

Who is an Individual with a disability in Adult Education Programs? An individual with a disability is any person who has a physical or mental impairment that limits one or more *major life activity, has a record of such impairment or **is regarded as having such impairment. Major life activities refer to such things as caring for oneself, performing manual tasks, walking, seeing, learning, speaking, breathing, learning and working, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating. *An impairment that is episodic or in remission is a disability if it limits a major life activity. **With regard to ADAAA, the amended law makes it easier to establish coverage under the “regarded as” as part of the definition of “disability”.

Learner Rights: Nondiscrimination Use of barrier-free facilities Meet with appropriate staff to discuss their needs Learner Responsibilities: Self-identify as having a disability Request services Provide documentation of disability from authorized professionals, such as certifying physicians, school records, psychologists, or rehabilitation/case management counselors (e.g., Division of Vocational Rehabilitation), Social Security Administration, or other service agencies

In adult and postsecondary education, a student with a disability needing classroom and/or testing accommodations must: Self-identify in person or in the FOCUS online registration (which initiates an alert to 504 liaisons to contact the student). Provide current supporting documentation of his/her disability from a qualified professional, community agency, or educational records. The documentation must clearly state the nature of the disability, its impact on his/her ability to participate in classes and exams in a standardized manner, and describe the accommodations needed.

Disability documentation that is within five years is considered current (for local accommodations only). Accommodations for the GED® exam are a separate set of procedures. More information can be found at GED.com. Most reasonable accommodations are free or cost relatively little, and should not have a financial impact on the District. The school may substitute a less costly accommodation for a more expensive one, as long as it meets the same intended need.

Accommodations may include, but are not limited to: Extended Time for Testing (1 1/2x, double, untimed time). Private or separate area for testing. Breaks during tests. Sign Language Interpreter. Scribe to record answers. Large print. Audiotape with tone-indexed tape recorder. Access to building or classrooms. Magnifiers or CCTV. Large key pad or talking calculator. Assistive Technology (based on individual’s need). NOTE: Accommodations needed in the classroom are most often also needed for assessment

Intake/Referral Quick Guide to the 5-Step Intake Process
Step 1: Orientation or Initial Point of Entry Provide Explanation of Learner Rights Step 2: Documented Intake – within 5 days of entry Arrange a meeting and request documentation Step 3: Advisement/Counseling Interview – within 10 days of intake Obtain information about the learner and identify strategies Step 4: Accommodations – within days Develop a 504 Plan with approved testing/classroom accommodations/strategies Obtain or arrange for needed accommodations Step 5: Testing/Program Placement with approved accommodations Prepare for testing accommodations and schedule testing Follow-up Progress

Adults with Learning Disabilities
Adults with learning disabilities are likely to experience lifelong difficulties that significantly affect their academic achievement and employment. In the course of instruction, you are very likely to encounter adults who have been diagnosed, or who are in need of an evaluation for learning disabilities. About three million adults attend a variety of federally funded adult education and training programs An estimated 60% of adults with severe literacy problems have undetected or untreated learning disabilities (National Adult Literacy and Learning Disabilities Center) Contact your school’s 504 designee if you suspect a student should be screened for learning difficulties.

Characteristics of a Learning Disability
This is not a comprehensive list but highlights some difficulties: Has a short attention span, is impulsive or easily distracted Has difficulty with memory Has persistent problems with sentence structure, writing mechanics, and organizing written work Gets lost easily, driving or in large buildings Has average to above average intelligence Has difficulty with math, math language and math problems Misinterprets the subtleties in language Has difficulty completing job applications Hears sounds, words, or sentences incorrectly Has difficulty reading the newspaper, small print or columns Source: The American Council on Education and the National Adult Literacy and Learning Disabilities Center

For additional information about accommodations or disability related concerns, please contact:
Your school administrator or 504 liaison (a list of 504 liaisons and ESE Specialists can be found on the Quia links) OR Christi Dingman, CTACE department

Grow Your Future Students with an Intellectual Disability interested in the Culinary Arts program at McFatter Technical College can apply for the inclusive Grow Your Future program. Students have the opportunity to: Receive a Florida Post-Secondary Comprehensive Transition Program (FPCTP) scholarship ($7,000) toward the completion of the Commercial Foods and Culinary Arts program; Receive employment and soft skills training; Receive Reading and Math Remediation; Earn a local AgriScience certificate; Earn an Industry Certification for ServSafe; Earn a Post-Secondary Adult Vocational certificate in Commercial Foods and Culinary Arts. For more information, please contact Christi Dingman.

Broward County’s Adults with Disabilities Program
Target Population - Individuals who are not expected to become competitively employed or suited for workforce development education programs (ABE/GED®, ESOL). Includes those with severe intellectual disabilities, autism spectrum disorder, cerebral palsy, mental health and sensory disabilities, and severe learning disabilities. Curriculum Priorities: Provides educational, social, recreational, daily living and pre-employability activities to adults with disabilities (18+) and senior adults with disabilities (55+) who have substantially limited skills. For more information, contact or

Broward County’s Adults with Disabilities Program
Enrollment: Any time during the school term, on a space available basis, by contacting one of the area Adult Program Specialists at either Seagull or Whispering Pines Off- Campus. Eligibility: Must be a person with a documented disability who is not on the APD Medicaid Waiver program, but may be considered if on a long wait-list for services. Acceptable documentation includes: Doctor’s verification of disabling condition Psychological Report Educational Records Vocational or Support Plan

Certification, Recertification, and In-service
Broward County School Board Policy requires that all Adult General Education instructors must document ten (10) in-service points directly related to Adult Education to be eligible to teach in Adult Education. All teachers new to Adult General Education must successfully complete a mandatory ten-hour training program within the first 90 days of employment. All Broward County Adult Education teaching certificates must be renewed every five years. To renew a Broward Certificate, the educator shall complete 3 semester hours of approved college credit or sixty hours of in-service credit related to the area of certification as outlined in Board Policy

Florida Legislative Bill CS/HB 751 mandates that effective staff development activities result in improved job performance and/or student achievement. Results Driven Staff Development has certain criteria: measurable objectives adult learning activities follow up and feedback impact evaluation The scenarios in which these activities can be delivered: Professional Learning Communities Continuing Education

Certification, Recertification, and Inservice
It is your professional responsibility to maintain your teaching certificate. Failure to keep your certificate current can result in loss of employment. Your in-service record and/or college transcript serves as proof of your completion of requirements.

Certification, Recertification, and Inservice
Please note - ESOL Training is required for temporary hourly instructional personnel per School Board Policy Complete 60 in-service points in ESOL or 3 semester hours college credit in ESOL. Complete training within three years from the date of hire. For more information about becoming certified to teach ESOL, visit: courses/esol_training.html

-- The Structured Coaching/Mentoring ESOL Training Requirement courses are offered through BVU (Broward Virtual University). For questions regarding the schedule of ESOL courses, please contact Talent Development by visiting their website at: s/esol_training.html or call the BVU Help Desk at For questions regarding ESOL Training Requirements, visit the Certification Department’s website at: Or call the Certification Department at

Certification, Recertification and In-service
Department of Education Professional Certificate Broward County Public Schools Temporary Hourly Adult Certificate Six (6) college credits or 120 inservice points Renewal every five years Three (3) college credits or 60 inservice points If you have questions regarding your Adult Education certificate, contact Certification at or at

District Websites Enterprise Resource Planning (ERP)
View salary statements Benefit information Learning Across Broward (LAB) Search and register for District trainings and PLCs Review in-service records Complete Professional Learning Feedback (evaluations) for trainings

For Support, please contact the ERP Support Center at 754-321-8120
Accessing the Enterprise Resource Planning Department For Support, please contact the ERP Support Center at

Accessing the Enterprise Resource Planning Department
User Login ID: PXXXXXXXX Entry format example: P P + 8 digits. Must be at least eight characters long Must contain at least one special character Example ! $ % & / () ? Password: mmddyyyy (first time users only) Entry format example: ja021956 mm = first 2 letters of birth month (ja) dd = 2-digit birth day (02) yyyy = 4-digit birth year (1956) password is lower case sensitive Password has to be reset every 45 days Cannot be identical to last five passwords First three characters cannot be identical Cannot start with “!” or “?”

Accessing the Enterprise Resource Planning Department

Here is an overview of the options available
Here is an overview of the options available. You may check on your benefits or view your salary statement.

Learning Across Broward (LAB)
To access Learning Across Broward, go to the main Broward Schools Insite page: Click on the Launch Pad Log in to Clever with your Active Directory credentials

Tabs across the top: Courses: Search for courses, links for surveys, current enrolled courses Transcript: Search for past courses and in-service points Certification: Validity dates for Certification(s) Resources: District and State statutes as pertaining to Professional Development

Find messages under the envelope icon. The calendar icon hosts not only individual course date information, but a searchable calendar for upcoming trainings as well. Under the question mark icon, search for information about the technology behind LAB.

Completing the Quia Post Test
Go to the section on the Quia page “My Quia activities and quizzes” Click on the link New Teacher Training – Adult Education Enter your name and the password is teacher Complete the test and take a screen shot of the score page to to:

New Teachers to Adult Education

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