Transcript 4.15.16 CT School of Adult Eduation

DAYTONA STATE COLLEGE,
SCHOOL OF ADULT EDUCATION
2016-2017 Cross Training Update
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
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
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
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.
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.
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.
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
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 posttest.
 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.
UPDATES FOR 2016-2017 (ESOL)
SCALE SCORES (CASAS)
1
NAMES
OF
LEVELS
2
DSC
Course
Prefix
3
Scale SCORES
of Reading
ON CASAS
TABLE
4
5
SCORES TO USE Scale Scores of
FOR
the 980 Series
CALCULATING Listening Test
Post-test
CASAS
EFL 1 Foundations
LEP0013
0 -180
0-179
169-180
EFL 2 Low Beginning
LEP0014
181-190
180-189
181-189
EFL 3 High Beginning
LEP0015
191-200
190-199
190-199
EFL 4 Low Intermediate
LEP0016
201-210
200-209
200-209
EFL 5 High Intermediate
LEP0017
211-220
210-219
210-218
EFL 6 Advanced
LEP0018
221-235
220-234
219-227
UPDATES FOR 2016-2017 (ESOL)
SCALE SCORES (CASAS)
Career and College
Readiness
Citizenship Course
LEP0030
LEP0024
≥235
200 or above
Do not post- Do not post-test
test
≥228 and above
Students do
not post test
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.
POLICY FOR REPORTING EDUCATIONAL FUNCTIONING LEVEL (EFL)
AND LITERACY COMPLETION POINT (LCP) LEARNING GAINS
2016-2017NEW 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.
POLICY FOR REPORTING EDUCATIONAL FUNCTIONING LEVEL (EFL)
AND LITERACY COMPLETION POINT (LCP) LEARNING GAINS
2016-2017CONTINUOUS 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.
POLICY FOR REPORTING EDUCATIONAL FUNCTIONING LEVEL (EFL)
AND LITERACY COMPLETION POINT (LCP) LEARNING GAINS
2016-2017NEW 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.
POLICY FOR REPORTING EDUCATIONAL FUNCTIONING LEVEL (EFL)
AND LITERACY COMPLETION POINT (LCP) LEARNING GAINS
2016-2017CONTINUOUS 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.