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Connecting Policy and Practice:

A Guide to the ABLE Portfolio System

February 2012

Getting Started

Checking Progress

Looking Back

Before Going

Forward

Table of ContentsAcknowledgements..............................................................i

Introduction........................................................................1Organization of Guide...........................................................2The Student Experience Model............................................3

Getting Started....................................................................4Portfolio and Policy...............................................................4Portfolio and Practice...........................................................7Policy and Practice Connections: Student Forms................9Policy and Practice Connections: Teacher Forms...............39

Checking Progress..............................................................63Portfolio and Policy...............................................................63Portfolio and Practice...........................................................65Policy and Practice Connections: Student Forms................68Policy and Practice Connections: Teacher Forms...............74

Looking Back Before Going Forward..................................106Portfolio and Policy...............................................................106Portfolio and Practice...........................................................107Policy and Practice Connections: Student Forms................110Policy and Practice Connections: Teacher Forms...............120

References and Resources..................................................122

http://www.nwable.org/Assessment/Portfolio

http://www.nwable.org/Assessment/Portfolio

This document is the result of the combined efforts of many people. Adult Basic and Literacy Education (ABLE) teachers and administrators developed and submitted the samples, many of which are being used in ABLE programs. Also, invaluable advice on content and formatting came from the Portfolio Task Force. This document was the original work of the OSU ABLE Evaluation and Design Project and is being maintained by the Northwest ABLE Resource Center.

A final word of thanks goes to the staff at the Ohio Board of Regents (OBR) ABLE Program and the Resource Center Network for their suggestions and support.

Portfolio Task Force and Portfolio Sample ContributorsLynne Alexandar Nancy Lougheed Linda SulpizioJudie Bergstresser Jerusha McClendon London WeathersJack Betscher Melody McGee Joyce WintersJudy Franks Jane MeyerJanet French Lathe MooreSharon Halter Gail MorganTerry Hamovitch Lynn ReeseKaren Hibbert Sheryl Risner

ABLE State Director

Jeff Gove

OBR-ABLE Staff

Donna AlbaneseJandi AdamsCindy ZenglerLauren MassieCheryl Brueggemanhttp://ohiohighered.org/able

Resource Center Network Contacts

Central/Southeast Sharon Reynolds, Director(740) 593-4419 or (800) 753-1519www.able-ohiou.org

Northeast Gloria Gillette, Director(216) 261-7076 or (800) 361-7076http://www.neable.org/

Northwest Jody Angelone, Director(567) 661-7355 or (800) 466-9367, Ext. 7355www.nwable.org

Ohio Literacy Resource Center Marty Ropog, Director(330) 672-2007 or (800) 765-2897 http://literacy.kent.edu

The Ohio Board of Regents State ABLE Program does not discriminate on the basis of race, color, national origin, sex or disability in employment or the provision of services. i

http://literacy.kent.edu/

http://www.nwable.org/

http://www.neable.org/

http://www.able-ohiou.org/

http://ohiohighered.org/able

Southwest Lynn Reese, Director(937) 512-5375 or (800) 558-5374www.sinclair.edu/facilities/swable/index.cfm

The Ohio Board of Regents State ABLE Program does not discriminate on the basis of race, color, national origin, sex or disability in employment or the provision of services. i

http://www.sinclair.edu/facilities/swable/index.cfm

http://www.sinclair.edu/facilities/swable/index.cfm

This document connects OBR’s policies with samples that programs may use. Many of the suggestions in this guide, created by Ohio ABLE practitioners, are currently being used in programs. No program is required to use these samples. The suggestions in this guide may be used “as is,” adapted or not used at all, depending on teacher and student needs.

Highlights of the ABLE Portfolio System

OBR Guidance for Programs The portfolio remains a requirement for all students. Each program is to develop its own policies and procedures to

consistently manage the information associated with the ABLE Portfolio System.

Each program is to determine the physical nature of the student portfolio (e.g., folder, binder).

Documents in the administrative file and the student’s portfolio must be kept for one year after the student has exited the program.

Programs are required to maintain a secure, hard copy of student standardized test scores for one year in an administrative file. Standardized test scores cannot be kept in the student portfolio.

Programs must retain individual student records in either paper form or through ABLELink for no less than five years.

OBR Guidance for Teachers Standards-based education (namely Ohio’s standards and

benchmarks) remains the focus of teaching within the ABLE Portfolio System.

As a teaching tool, the student portfolio is used to select standards and benchmarks, to plan instruction and to monitor and complement the results of instruction.

The ABLE Portfolio System serves classroom purposes rather than state reporting purposes.

The student portfolio is to be developed and maintained collaboratively by the teacher and student.

Teacher and student both participate in selecting work samples and using the samples to evaluate progress relative to the student’s previous performance on goals.

The current standardized testing process remains unchanged (pre-test and post-test required), and hard copy of student standardized test scores cannot be kept in the student portfolio.

OBR Guidance for Students The student portfolio is an ongoing record of the student’s

educational process.

Acknowledgements It contains goals, educational plans, assignment sheets and other

concrete pieces that can be used to trace the student’s experience throughout his/her learning.

It contains samples of what the student has completed over time. It is a product and a process that helps the student take ownership

of the work and be proud of their accomplishments.

iii

IntroductionContext for ABLE Portfolio System

The Student Experience Model (SEM) helps to ensure program success in followingO-PAS. The ABLE Portfolio System, then, exists at the core of the SEM. A graphic of the SEM is included at the end of this introduction for reference.

ABLE Portfolio System and Standards-Based Education

Focused on student goals and standards and benchmarks, the ABLE Portfolio System supports program implementation of standards-based education. Specifically it contributes to:

Orientation A staff person provides a separate orientation that includes all

elements as described in the Student Experience Model. ILP closely tied to standards and benchmarks is used to establish

teaching and learning plans. Curriculum materials are chosen based on this information.

Instruction Adjustment of instruction is routinely differentiated for individual

students based on teacher and student assessment of student progress in meeting the standards and benchmarks.

Curriculum materials are aligned with standards and benchmarks. Written lesson plans are used to address standards and benchmarks

and to focus on learning rather than teaching in the student-centered classroom.

Multiple instructional strategies are routinely used.

Monitoring Student Performance Assessments are developed prior to instruction and used as the basis

for instructional planning. Assessments are used to build a shared understanding with students

concerning what they need to know and be able to do before instruction and to evaluate overall student progress.

1

Introduction Assessments are integrated into instruction and are used as

instructional tools and as regular feedback mechanisms. Student evaluation and reflection on learning is embedded in the

monitoring student progress process.

2

IntroductionOrganization of Guide

This guide intends to highlight policy and practices for the portfolio system within the context of the SEM and O-PAS. To do this, it is organized into three sections: 1) Getting Started; 2) Checking Progress; and 3) Looking Back Before Going Forward. The graphic below illustrates how these three sections work together.

Each section of the guide presents the portfolio process and accompanying products. Specifically, each section includes:

Portfolio and Policyo O-PAS information related to part of the SEMo Portfolio Policy—Specific policy to guide portfolio

development and implementation o Key Points for Portfolio Success—Items for students and

teachers to consider (taken from the Instructional Process outlined in O-PAS and enhanced by a companion Student Learning Process)

Portfolio and Practiceo Guidance for implementing the portfolio processo Program Tips—Suggestions for implementation (This piece

includes a completed sample used in the classroom and the accompanying directions.)

Policy and Practice Connectionso Samples of the portfolio in practice—The samples in this

guide represent only a few of the ways programs can use the portfolio system.

3

Getting Started

Checking Progress

Looking Back

Before Going

Forward

Introduction

4

Getting Started

Portfolio and Policy

During orientation, students get started with the ABLE learning process and, as a part of that, the portfolio system. Orientation can be thought of as the student’s first learning experience in the ABLE program. According to the O-PAS Manual, required orientation activities include:

Rapport and Support Building Program and Student Information Sharing Learning Style Assessment Diagnostic Testing Goal-Setting/ILP Student Registration Form Completed

For the portfolio system, orientation truly is a time to get started. Student information is collected, the National Reporting System (NRS) levels and content areas for learning are determined and instruction is planned.

Portfolio Policy

5

At this stage of the Student Experience Model, each student must have an ILP* in the student portfolio that includes the following elements:

*

Note that the ILP can be in the form of one document or multiple documents based on program preference.

Steps and activities to accomplish the short-term goalTimeframe for meeting the short-term goalCommentsInstructional implications from a learning style assessmentAppropriate accommodations and adaptationsStandards, components of performance and benchmarks as criteria to measure student progress

Student nameTeacher nameProgram nameOrientation site (if different from program name)DatePrimary goalSecondary goal (if applicable) Long-term goalShort-term goal

Getting Started

Portfolio and Policy continued

Key Points for Portfolio Success During Orientation and Planning Instruction

The table below takes guidance presented for teachers in the Instructional Process (from the Curriculum and Instruction section of the O-PAS Manual) and combines it with steps for students too. Throughout the student’s ABLE experience, the student and teacher should work collaboratively to ensure success. Students Should: Teachers Should: Participate in formal and informal

assessments. Create long-term goal(s). Select short-term goal. Become familiar with program

policies, expectations and services.

Become familiar with standards-based education.

Develop Individual Learning Plan. Choose steps and activities to

accomplish goals in alignment with Ohio’s standards and benchmarks, appropriate learning styles and strategies.

Determine end product to be used for assessment (evidence).

Work with the student to determine the student’s goals and prior knowledge.

Take into consideration the student’s background.

Consider the results of standardized tests, diagnostic assessments, learning style inventories and, when appropriate, learning disabilities screenings to determine the appropriate instructional level for the student.

Identify the standard(s) that will help the student achieve his/her instructional goals.

Identify a shared goal or purpose when working with groups of students and, as with individual students, determine the appropriate standards and benchmarks.

Work with students to select curriculum and activities that align with Ohio’s standards and benchmarks and that are at the appropriate instructional level.

6

Getting Started Select authentic activities as

learning opportunities. Select learning activities that

match students’ learning styles. Set up a method for maintaining

student portfolios and recording progress.

Ensure that the learning environment is not only safe but also conducive to learning.

Produce written lesson plans to guide instruction.


Lesson Planning* and the Portfolio

So far the information presented in this section of the guide has mainly focused on preparing the student for the learning process and collecting student information. But, equally important is the teacher’s preparation for the teaching process. As teaching tools, lesson plans are not a required part of the student portfolio; however, they do inform the portfolio process.

Lesson Plan Policy

7

► ABLE teachers must plan lessons and create lesson plans that help students achieve the goals defined in the students’ ILPs.

► Lesson plans can take many forms. They may be produced for individual students or classes. They may serve as a stand-alone unit or be a component of a

larger unit or course. They may be accomplished in a few hours or may take

several days. ► At a minimum a lesson plan should include:

Expected outcomes of the activity; The standards, components of performance and benchmarks

being addressed; Activities, materials and resources that will be used to teach

the processes and content being addressed; Methods and/or materials that will be used to assess

learning gains; and

Getting Started

*Lesson plan samples can be found on pages 43 and 44. In addition, the Ohio Literacy Resource Center maintains an ever-growing bank of lesson plan samples on its Eureka webpage at: http://literacy.kent.edu/eureka/.

8

http://literacy.kent.edu/eureka/

Getting StartedPortfolio and Practice

In addition to the required activities, most programs infuse some instructional time into their orientation sessions. This might include teaching the student about setting goals, discussing the educational process or asking the student to create a writing sample or complete some other task. Beyond beginning the teaching/learning process, these types of activities add to the program’s overall assessment of the student. Informal assessments and the results from standardized tests help to diagnose the student’s area of need.

Program Tips

To get started with goal-setting, for example, programs may consider using a technique called force field analysis to help students identify and discuss supports and barriers. The following steps describe the procedure for force field analysis. A completed sample of the Planning for Success handout used in this activity is included on the next page.

1. The students discuss the reasons why they want to improve their skills, and they check which skills (speaking, listening, reading, writing or math) they want to improve and complete the “So I can …” statement with their long-term goals.

2. The students discuss positive forces, giving examples, and then they write in their own positive forces. The teacher coaches the students to think about people, resources and issues like transportation.

3. The students discuss negative forces, giving examples, and then they write in their own negative forces.

4. The teacher demonstrates how to give forces a number, 1 – 5, with 1 being a weak force and 5 a strong force. Then the students assign numbers to each of their positive and negative forces.

5. The teacher demonstrates how to draw arrows between the force and the goal with arrow length dependent on the strength of the force, and the students draw arrows for their forces.

6. The students tally their positive force points and their negative force points and compare the two totals. The group discusses planning for success. If the negative forces outbalance the positive forces, a student may need to delay entry until he/she has a better chance of success.

7. The group discusses things students can do to develop additional positive forces. The students list any additional positive forces they could develop under positive supports of their force field analysis but do not assign points or draw the arrows.

8. The group discusses things students can do to reduce or eliminate negative forces. The students star negative forces they think they can

9

Getting Startedreduce or eliminate, and they write under the force how they can reduce or eliminate it.

9. The teacher explains that the force field is always changing. Students need to take time now to identify the forces influencing them and plan ways to develop additional positive forces and reduce or eliminate negative forces. Students need to make sure they are ready for success before entering the program. If they are not ready, they can delay entry, and the program can help them build more positive force fields.

A blank copy of this handout (SAMPLE #9) is also included on page 24.

10

Circle number and shade arrow to show strength of


Getting StartedCOMPLETED SAMPLE

Name Sasha Smitty Planning for Success Date 12/13/05

Positive Forces Negative Forces

8

Getting StartedStrong family support I want to improve

my skills in

_______ reading

writing

_______ math

Vision problems*

1 2 3 4 5 5 4 3 2 1

9

Getting Started*Go to ophthalmologist

Self-confidence No car*

1 2 3 4 5 5 4 3 2 1

*Take public transportation

Reliable child care Cannot retain employment

1 2 3 4 5 5 4 3 2 1

High practice test scores

Psychological problems*

1 2 3 4 5 5 4 3 2 1

So that I can… *See doctor

Hard worker Pass the essay portion of the GED test.

No income

1 2 3 4 5 5 4 3 2 1

Total Positive Force Strengths 21 Total Negative Force Strengths 20

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Getting StartedPolicy and Practice Connections: Student Forms

The suggestions in this guide may be used “as is,” adapted or not used at all, depending on teacher and student needs.

The samples on the following pages highlight how programs can collect required information and how they can combine the collection of additional student information through educational contracts, employment surveys, interest surveys and writing samples. Items to note from the samples include:

► Samples #1-#9: These samples focus on goal-setting. Goal-setting is an important part of the development of the student’s Individual Learning Plan.

#1. Presents a script to be used with students to explain goal-setting.

#2. Presents a worksheet that can help students begin to think about their goals. This general goal information helps students identify broader goals (long-range goals). This information can then be used to focus the students’ goals into what can be accomplished within the program year.

#3. Asks the student to complete four phrases about priorities, aspirations, strengths and long-range plans. Completing these phrases can help to focus the student’s thinking and help the teacher to translate the student’s thinking into manageable goals.

#4. Arranges goals, barriers, supports and strategies in a simple form. Used as an initial goal-setting form, this worksheet begins the process of encouraging students to think about what they want, what gets in the way, what or who can help and how goal achievement can happen.

#5. Focuses on goal review. The teacher and student can begin to fill out this document during orientation and then revisit it throughout the student’s learning experience.

#6. Collects student goal information and provides key questions and clarification for each section of the worksheet.

#7. Collects student goal information similarly to Sample #6. However, this simplified sample focuses on long-range goal, barriers and supports and primary goal.

#8. Arranges specific goals within the four ESOL standards. This information, along with the students’ test scores, can help to target teaching and learning plans.

11

Getting Started#9. Focuses on identifying supports and barriers (See directions

for this sample on page 10 and a completed sample on page 11.) using force field analysis. This specific sample is for ABE but could be modified for ESOL use.

Policy and Practice Connections: Student Forms continued

► Samples #10-#16: These samples show ways to collect additional information for the student’s Individual Learning Plan.

#10. Presents a monthly learning plan. This form complements the layout and goal information collected in Samples #6 and #7.

#11. Shows the ILP in one document when a timeframe and comments are included under “Strategies/Activities.” Remember programs can use one form or multiple forms to collect ILP information.

#12. Illustrates a learning plan that the student maintains. This sample is intended to be completed over time by the student, allowing the student to track his/her own learning.

#13. Focuses on a weekly ABE learning plan. This document could be adjusted to serve a monthly or quarterly review or could be revised to be used with an ESOL student.

#14. Presents a simple form for recording learning plan information. This sample is used to show an overview of what is to be accomplished during the student’s ABLE experience.

#15. Focuses on a reading and math learning plan. This specific sample is used in a residential setting. It could be modified to include additional academic areas and be tailored for a non-residential ABLE program.

#16. Combines ILP information and a lesson plan. This way the student’s learning plan can become the teacher’s lesson plan. This sample is used in a tutoring situation; however, the same document could be used with a class rather than an individual student.

12

Getting Started► Samples #17-#24: The samples remaining in this section present

additional information that programs may want to collect for the portfolio; however, collecting this information is not required.

#17-#18. Present educational contracts. These forms outline the student and teacher expectations and help to build the student’s commitment to the educational process.

#19-#20. Focus on collecting work-related information. These samples could be used to target instruction and learning plans for students, particularly in a program with a workplace component.

#21-#24. Focus on collecting additional information to better understand the students’ interests and writing skills. Knowing a student’s expectations and interests can help the teacher choose instructional materials that better suit the student. Reviewing a student’s response to a writing task can help the teacher to identify the student’s academic needs. Also, some of the samples can help students get to know each other. Sample #22, for instance, could also be used in an icebreaker activity. The teacher could read the responses aloud, and then the students could guess whose answer was read. Or, students with similar answers could form a group to discuss what else they may have in common. This kind of activity can help students to become more comfortable in the program and can help to create a support system within the class.

13

Getting StartedSAMPLE #1

SETTING PERSONAL GOALS

What is a goal?o Something that a person wants to do, have or be.

When you set a goal, what you are really doing is solving problems, making choices and deciding on how to get from where you are right now to where you want to be.

Action steps are what take you to where you want to be. These are the things that you do that move you step by step to your goal.

We set goals to help us see something in the future that we want to achieve. They take us beyond today.

o They keep us motivated to be working toward what we want to achieve. Goals keep us motivated to make progress each day. Motivation comes as we can measure our progress each day and feel proud of our achievements.

What are some of the benefits of setting goals?

o We benefit when we set goals because: we achieve more. our performance is improved. we feel better about ourselves. we are more motivated. we are encouraged to “stick with it” until we reach our

goal!Barriers What is a barrier?

o A barrier to reaching your goal is some obstacle that gets in the way and stops you from being successful.

What are some possible barriers (personal issues or life situations) an adult might have when they go back to school?

What do we do when we have barriers?

Support

14

Getting Started Support is what (people or things) can help you overcome the barriers

and reach your goal.

What would some of the supports be in your life to help you towards your goals of coming back to school?

Page 1 of 2 Primary Goal-the main or foremost goal.

o Every student enrolling in our classes sets a primary goal for the year.

o To determine your primary goal, think about what you came into this class to do. Was it to improve your math, reading or writing skills? Was it to get ready for the GED test? Was it to brush-up on some skills to enter college? Were you born in another country and want to improve your English skills?

Your primary goal for being in this class is ________________________________________.

A long-range goal is what you want to do, have, or be in the next one to five years. It gives you a target to aim for.

A short-term goal is your strategy or plan for how you will meet your long-range goal. These can be flexible and include any class or training your need to achieve your long-range goal.

TIPS ON SETTING EFFECTIVE GOALS

General Guidelines for Setting Effective Goals:

Use “SMART” criteria.

S=specific Define the goal as clearly as possible.M=measurable Set precise goal with dates, times and amounts, so it is

apparent when reached.A=achievable Set goals slightly out of your immediate grasp but not

so far that they are not attainable or believable.

15

Getting StartedR=realistic Set goals based on a clear understanding of what you

are trying to achieve and the skills and knowledge to be mastered.

T=time line Set specific dates for checking on progress toward goal achievement as well as a date for completion of your goals, and stick with your plan if at all possible. If necessary, redefine the goal and set a new date for completion.

Page 2 of 2

SAMPLE #2

PLANNING AND SETTING GOALS*

Our goals in life are those things we hope to get or achieve. Some of these things are basics that are necessary, and others are extras. This is the difference between what we need and what we want. Each person has his or her own needs, wants and dreams. Needing a car for your job is different from wanting a new car or dreaming about having a fancy sports car. What is a “need” for one person may be a “want” for someone else.

Think about those things you need—things you need to have or things you need to do. List the five most important ones.

1. -_________________________________________________________________________2. _________________________________________________________________________3. _________________________________________________________________________4. _________________________________________________________________________5. _________________________________________________________________________

16

Getting StartedNext, think about those things you want. What do you want to have or want to do? List the five most important ones.

1. -_________________________________________________________________________2. _________________________________________________________________________3. _________________________________________________________________________4. _________________________________________________________________________5. _________________________________________________________________________

Finally, think about your dreams. Close your eyes for a minute. What do you see in the future-what would you like to have? What would you like to be doing? What are some of the things you want that would be a “dream come true?” List the five most important ones.

1. -_________________________________________________________________________2. _________________________________________________________________________3. _________________________________________________________________________4. _________________________________________________________________________5. _________________________________________________________________________

*Adapted from West Virginia ABE Instructor Handbook

17


On the Road to GOAL-SETTING

Ask yourself these questions:

1. What kind of person do I want to be?2. What personal qualities would I like to possess?3. What role do I have and what are my responsibilities?4. If it were up to me, what would I want to do?5. What would my future look like?

Complete the phrases below:

Some of the most important things in my life are:___________________________________________________________________________

Some of my dreams are:

I’m really good at:

In five years, I will be:

18


DREAMSWhat is your goal and why is it important to you for your

future?

DARLINGSWho helps you to overcome

your demons?

DEMONSWhat is keeping you from

your education?

DECISIONSWhat can you do to reach

your goal?

Name: ____________________________

19

GOAL SETTING

Getting StartedDate: _____________________________

20


PERSONAL LEARNING PLAN

Name:______________________________________ Date:_______________________________________

Long-term Goal:

Date set: ________________ Target Date: ________________ Date met: ______________

Skills and Knowledge Needed: __________________________________________________

Possible Problems or Barriers: ___________________________________________________________________________

Short-term Goals:

1. _________________________________________________________________________

Date set: ____________________ Date met: ____________________

2. _________________________________________________________________________

Date set: ____________________ Date met: ____________________

3. _________________________________________________________________________

Date set: ____________________ Date met: ____________________

Dates for Progress Review: ______________ ______________ ______________

Progress Notes: (Learner and instructor initial and date) i

21

Getting Started_______________________________ ___________________________________Learner’s Signature Instructor’s Signature

22


ABLE Student Goals

Today’s Date: _____________ Participant’s Name: _____________________________ ABLE Site: _______________________☼Long-Range Goal: (1 to 5 years) _______________________________________________________________________________________________________________________

Long-Range Goal1.) What do you want to do, have or be in the next one to five years? Write this as your long-range goal.

Student Barriers: Student Supports:

1.)_________________________________ 1.)_________________________________

2.)_________________________________ 2.)_________________________________

Barriers and Supports1.) Under barriers, list the things that might keep you from meeting your goals or coming to school. 2.) Under supports, list the things or people that could help you with these problems.

☼Primary Goal: (to be completed within program year, by June 20, 20__

Check the Core Performance Indicator from the list below that best describes your Primary Goal for this year: □ Get a GED □ Educational Gains □ Go to College or Other Training□ Get or Keep a Job □ ESOL □ Be more involved in Children’s Education or School

Primary Goal1.) This goal is what you want to achieve during this school year.2.) Your teacher will measure your progress by this goal.3.) This goal should help you get closer to your long-range goal and fit into one of the program’s goals.

Secondary Goal: (optional) ___________________________________________________

Check the Core Performance Indicator from the list below that best

Secondary Goal1.) This is an optional goal that fits into or is an outcome of your primary goal and must also be achieved this school year.

23

Getting Starteddescribes your secondary goal: □ Get a GED □ Educational Gains □ Go to College or Other Training□ Get or Keep a Job □ ESOL □ Be more involved in Children’s Education or School □ Citizenship Skills

☼Monthly Goal: ___________________________________________________________

Monthly Goal1.) These are the small steps that will help you meet your primary goal.

SAMPLE #7ABLE Student’s Goal-Setting Form

Today’s Date:________________ Participant’s Name:_____________________________________

Long-Range Goal: (1 to 5 years) Long-Range Goal:1.) What do you want to do, have or be in the future—next one to five years? Record this as your long-range goal.2.) Provides you with a target to aim toward and may be somewhat general and flexible because it is distant.3.) It will help you develop more specific short-term goals.

24

Getting StartedBarriers/Support:1.) What obstacles might be in the way and how can I deal with them? List personal issues or life situations that may keep you from achieving your goal. Now list all the resources people or things that could help you overcome these obstacles.

Primary Goal:1.) This goal states your main reason for attending the program. It is what you want to achieve this year.2.) The program will track your progress and achievement by this goal.3.) This goal should fit into the long-range goal and the program’s goals.

Student Barriers: Student Support:

1.)____________________________ 1.)____________________________

2.)____________________________ 2.)____________________________

Primary Goal: (completed within program year)__________________________________

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ESOL Goals*

Name_________________________________Date________________________________

I would like to speak better English to:

_____ talk with friends and neighbors_____ use the telephone_____ talk to doctors or nurses_____ talk to my children’s teachers_____ talk to people at work_____ order meals in a restaurant_____ ask for and give directions

_____ ask for help from others_____ get services for my car_____ ask questions about community services_____ shop for food and clothing_____ talk to landlords and service people

I would like to read better in English to:_____ read newspapers/magazines_____ understand housing/job ads_____ understand labels—food, clothing, medicine_____ understand food/clothing ads_____ understand memos at work_____ understand notes from school

_____ use the telephone book_____ understand schedules_____ fill out forms_____ understand mail_____ help my children with school work_____ understand leases

I would like to write better English to:_____ write letters, notes, memos_____ complete insurance forms_____ record phone messages_____ write deposit slips/checks

_____ fill out applications_____ write down directions_____ fill out forms_____ write appointments

I would like to hear English better to:_____ understand neighbors/friends_____ understand television/movies_____ understand directions_____ understand waiters/clerks_____ understand teacher’s comments

_____ understand doctors_____ understand lectures_____ understand questions_____ understand interviews_____ understand office workers

*Adapted from The ESL Starter Kit, Illinois Adult Learning Resource Center

Page 1 of 2

26

Getting StartedSPECIFIC GOALS* (Check the appropriate column)

Already Know

Want to Learn

Not Importa

ntReport an emergency.Write personal information.Read signs (road, stores, job, etc.).Use bank (fill out forms).Use post office (fill out forms).Use American money.Read newspaper ads (sales, jobs, housing, etc.).Write letters and notes.Fill out job application.Read letter from child’s school.Shop for food.Ask about job openings.Report problems on the job.

Talk to supervisor at work.

Read medicine labels.Talk to a doctor.Make doctor’s appointment.Fill out insurance forms.Tell about housing problem.Talk to landlord.Read bills.

Use bus.

Follow directions.Read a map.Other:______________________________

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Getting Started*Adapted from: The ESL Starter Kit, Illinois Adult Learning Resource Center Page 2 of 2

28


Name___________________________________ Planning for Success Date_________________________

Positive Forces Negative Forces

I want to improve my skills in

_______ reading

_______ math

_______ writing

So that I can…

1 2 3 4 5 5 4 3 2 1

1 2 3 4 5 5 4 3 2 1

1 2 3 4 5 5 4 3 2 1

1 2 3 4 5 5 4 3 2 1

1 2 3 4 5 5 4 3 2 1

29


force


force

Total Positive Force Strengths__________

Total Negative Force Strengths__________

Getting Started

SAMPLE #10MONTHLY LEARNING PLAN

Student’s Name: ___________________________________________ Site: ___________________________________

Teacher’s Name: ___________________________________________ Today’s Date: ___________________________

Monthly Goal: ____________________________________________________________________________

Month: ____________________________________ Date Reviewed or Revised: ____________________

STEPS TASKS/ACTIVITIES COMPLETED?1.

□ Yes □ No

If no, why not?

1) These steps are things that you can do now to help you reach your goal.

2) Make your monthly goal reachable in one month.

30

Getting Started3) You can change your

goal in the middle of the month.

4) Look at your goal sheet often to see if you are meeting your goal.

2.

□ Yes □ No

If no, why not?

31

Getting StartedSAMPLE #11 ABE Individual Learning Plan

(ILP)

Date_____________________________

ABLE Site_________________________

Instructor:_________________________

Student’s Name__________________________

Learning Style Strength(s)______________________________

Learning Needs Adaptations______________________________

Long-Term-Goal (1 to 5 years)___________________________________________________

Short Term-Goal (1 to 3 months) ________________________________________________

Primary Goal (must be completed before June 30, 20__) _____________________________

32

Getting Started

SAMPLE #12LEARNER PLANNING FORM

Your Name: ____________________________ Date:_________________________

Long-term Goal: ___________________________________________________________

Short-term Goal Steps to Take By When?

33

Getting Started

SAMPLE #13

Individual Learning Plan(To be completed every week)

Name: ______________________________ Target Subject: ___________________

Enrollment Date: __________________________

DATEShort-Term Goal

MATH READING ENGLISH STATUS

34

Getting Started

NOTE: When completed or the student exits, the log is to be filed in the student’s portfolio.

35


INDIVIDUAL LEARNING PLAN

Student’s name ______________________________

MATH

LANGUAGE ARTS, WRITING

LANGUAGE ARTS, READING

SCIENCE

36

Getting Started

The samples provided are for information only. No ABLE program is required to use them.

SOCIAL STUDIES

READING PROGRAM

OTHER

LIFE SKILLS

EMPLOYABILITY SKILLS

37

Getting Started

38


EDUCATION PLAN

Name___________________________________Date_______________________

Entry Date_______________________ Exit Date_____________________________

ABLE Level______Beginning ______Beginning Basic ______Low-Intermediate

______High-Intermediate ______Low Adult Secondary ______High Adult Secondary

Primary Goal_________________________________________________________________

Secondary Goal_______________________________________________________________

Individual Learning Plan

Reading

Math

Resident_______________________________________________

Education Staff__________________________________________

39


Student’s Name: Lesson Plan/Individual Learning Plan Tutor’s Name:

Student Goal (general statement of what the student wants to do)

Outcomes (specific statement of what the student will be able to do after this lesson)

Timeframe

Materials (Write basic curriculum used.)

ESOL Level 1–Standard:Speak So Others Can

Understand

Prior Knowledge (Ask what the student already knows about this topic and write the answer below.)

Benchmarks to guide learningS 1.1 Communicate using

basic, emergency, and survival words, memorized phrases and basic sentences.

S 1.2 Communicate meaning by using non-native common beginning and final consonant sounds (e.g., “stop”, “red”, “verb”).

S 1.3 Use grammatical structures (e.g., verb “to be,” simple present tense) to communicate meaning.

S 1.4 Use simple, highly familiar words (e.g., personal names, addresses) and numbers (e.g., dates,

Activities/actions (List what you plan to do below and briefly explain.)

Documentation (tests, worksheets, etc.)

40

Getting Startedphone numbers, prices).

S 1.5 Use strategies to monitor and enhance communication (e.g., use simple words and gestures to add to meaning, as necessary

Benchmarks fit Components Of Performance: C1. Determine the purpose for communicating. C2. Organize and relay information to effectively serve the purpose, context, and listener. C3. Pay attention to conventions of oral English communication, including grammar, word choice, register, pace and gesture in order to minimize barriers to listener’s comprehension. C4. Use multiple strategies to monitor the effectiveness of the communication.

Page 1 of 2

Check the box below if your student wants to achieve any of the skills listed.Education□ Write letter.□ Read first book to self or child.□ Complete a workbook.□ Use a computer. □ Read newspaper.□ Improve money skills.□ Use correct measurement to perform a

function.□ Give/understand oral directions.

Occupational □ Pass a job-related test.□ Receive award/recognition at work.□ Recognize survival signs.□ Learn safety procedures.□ Fill out a job application.□ Complete resume.

□ Complete time card/time sheets.□ Go to job interview.□ Complete trial employment.

Life Skills □ Open bank account.□ Improve banking/credit knowledge.□ Buy house/rented apartment.□ Pay bills by self.□ Use recipe to create a meal.□ Fill out forms.□ Read menu.□ Improve telephone skills.□ Read personal mail.□ Read book for pleasure.□ Relay personal information.

41

Getting Started□ Create a budget.□ Obtain driver’s license/state ID. □ Read labels/coupons. □ Use or get a library card.□ Use public transportation.□ Meet own needs using a community

resource/agency.

□ Read and understand health-related materials.

□ Vote or register to vote.□ Volunteer in the community. □ Other: (please specify)

Circle the adaptations your student is using:

Note cards Cassette tape Foam letters Colored paper DictionaryEZ Reader Flash cards Flipping Phonics Colored overlays Play doughBlackboard Flip charts Scrabble Large print CalculatorHighlighters Magnetic word letters Mirror Memory boards ComputerStress ball Magnifiers Colored pencils Carpet square

Page 2 of 2

42

Getting Started

SAMPLE #17

STUDENT/TEACHER EXPECTATIONS CONTRACT

As s student with the ABLE program, I can expect: To be treated fairly and with respect. To be given the opportunity to ask questions when I do not

understand something. To be able to participate in the planning of my program. To have the opportunity to meet with education staff to evaluate

my goals and progress regularly. To be given information about services available to me through

the program and within the community.

As an instructor with the ABLE program, I can expect that: You will come to class prepared to learn; will attend regularly;

will tolerate and respect new ideas and cultures; will participate in group activities and will ask questions if you do not understand something.

You will help create a good learning environment for the other students by giving consideration to your language, hygiene, clothing and respect for other learners’ space and style.

You will treat materials and the facility with respect and return all materials used in the same condition as they were received.

I have read this contract and, by signing, agree to abide by the expectations listed above.

__________________________ __________________________

43

Getting StartedInstructor’s Signature Learner’s Signature

__________________________ __________________________Date Date

SAMPLE #18

PERSONAL COMMITMENT

I am here because I choose to be. I promise to do my best for my own personal gain. I will respect others rights and conduct myself accordingly.

Education is the key to growth and success. I want to use this key to open the door of opportunity. In order to do this, I commit myself to 12 hours of study in the ABLE classroom.

I will make every effort to attend all classes prescribed to me by the ABLE Staff.

I will also inform a staff member of any reason I leave the program either during the 12 hours or during the program year.

Personalized Educational Plan

□ ESOL□ Mathematics□ Science□ Social Studies□ Writing Skills/Essay□ Language□ Project Read□ Literature and Art□ Basic Computer Literacy Skills□ Test Taking Tips/Study Skills

44

Getting Started

□ Other _________________________________________

Signature ___________________________________ Date_________________

45


JOB SEEKING SKILLS

Name ___________________________________ Date ___________________

Rate yourself on each of the following items by circling one response for each statement.

I know where to find leads to get a job.

Not at all 1 2 3 4 5 Know very well

I know how to write a resume.


I know how to fill out a job application.


I know how to handle a job interview.


I know questions frequently asked during a job interview.


I know what qualities employers expect employees to have.


I know the top 10 ways to get fired.


46

Getting StartedI know what successful people do.

Not at all 1 2 3 4 5 Know very wellSAMPLE #20

EMPLOYABILITY SKILLS SURVEY & CHECKLIST

Name ___________________________________ Date ___________________

Please put a check by each topic you would like to learn more about.

Check Date Done

Where you can find leads to get a job __________

Writing a resume _____ _____

Filling out a job application _____ _____

How to handle a job interview __________

Questions frequently asked during a job interview __________

Qualities employers expect employees to have __________

The top 10 ways to get fired _____ _____

What successful people do _____ _____

Other: _____________________________ _____ _____

47


Name: _____________________________ Date: _____________________________

Class Expectations

Please answer the following questions. This will help us get to know you better.

1. Why did you come to this class?

2. What do you hope to learn here?

3. What will you do to accomplish this?

4. What do you expect from the teacher?

5. What might prevent you from finishing this class?

6. What can the teacher do or not do to help you accomplish your goals?

7. What would you like your teacher to know about you?

8. What would you like your life to be like a year from now?

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Getting Started

SAMPLE #22

Student Interest and Reading Survey

Name: ________________________________ Date: ____________________________Address:_______________________________Message Phone: _________________________

In order for your teacher to get to know you better, please answer the following questions:

1. What activities do you like to do in your free time?

2. What do you like to do with your family?

3. What sports do you like?

4. How much time do you spend watching TV?

5. What is your favorite TV show?

6. What is your favorite movie?

7. Do you like to read? _____Yes _____ No _____ Sometimes

8. What do you read outside of class?

Books _____ Newspapers _____ Magazines _____ Other _____

9. Tell me one thing you would like me to know about your life.

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Getting Started

SAMPLE #23

ESSAY WRITING TOPICS

Write an essay answering one of the questions below. This essay will help introduce you and your writing skills to the teacher.

1. If you could make one positive change to your daily life, what would that change be? Why?

2. What is a true friend?3. Is it better in a city or a small town?4. Why are pets important to their owners?5. Is it fair for professional athletes to receive such high salaries?6. What is the role of a parent?7. Why do people follow fads?8. Why would some people rather watch television than read books,

newspapers or magazines?9. What are the advantages and disadvantages of a “child-free”

lifestyle?10. Why do some people love to watch sports?11. What are some tips for saving money?12. How are people affected by constantly seeing ads in magazines or

on television?13. In what one way would you like to improve your life?14. What does one need to consider when choosing a job, besides the

work one will be doing?15. Why do many people buy state lottery tickets, even though they

have very little chance of winning?16. How important is having a GED?17. Why are fast food restaurants so popular today?18. How do we develop our food habits?

50

Getting Started19. How does the climate affect you?20. What are the pros and cons of having a hobby?21. Why is regular exercise important?22. What makes a good employee?23. Why are good manners important?24. What are the qualities of a true hero?25. Why do people continue to do things that are bad for them?26. What can be done to prevent child abuse?27. What kinds of things make you angry?28. What is your dream job and why?29. Who do you admire and why?30. If you could spend a day any way you wish, what would you do?31. “Nice people finish last.” Do you agree or disagree with that saying

and why?

SAMPLE #24

ESSAY

There are many things that I would like to accomplish within the next 10 years. There are, however, three specific things that would mean a lot to me and my family.

These are: (List the three things.)1.2.3.

*The first thing I want to do/accomplish is: (Write a paragraph about this.)

*The second thing I want to accomplish is: (Write another paragraph about this.)

51

Getting Started

*Finally, the third thing I want to do is: (Write a paragraph about this.)

*In conclusion: (Repeat 1, 2, and 3 listed above.)

52

Getting StartedPolicy and Practice Connections: Teacher Forms


The samples on the following pages highlight how teachers can use standards and lesson planning information to prepare for the student’s classroom experience. Although standards and lessons are not required elements of a student’s portfolio, they are the foundation of instruction.

► Samples #25-#26: These pieces focus on lesson planning.

#25. Presents a simple lesson plan based on the minimum requirements for a lesson plan. (See the Lesson Planning and the Portfolio information on Page 9 in this section of the guide.)

#26. Expands on the lesson plan requirements, adding space to include: outcomes, goals, NRS level, prior knowledge and reflection/evaluation/next steps. This sample also encourages the teacher to connect the lesson to being purposeful and transparent, to being contextual and to building expertise.

53


Simplified Lesson Plan

Date:

Time Frame:

NRS Level:

Standard(s):

Benchmark(s):

Outcomes:

Materials:

Activities:

Assessment/Evidence:

Reflection:

54

Getting Started

55


READING LESSON PLAN

OUTCOMES STUDENT GOALS MATERIALS

NRS EFL TIME FRAME

STANDARD Read with Understanding

LEARNER PRIOR KNOWLEDGE

Purpose ACTIVITY ADDRESSES BENCHMARKS ACTIVITIES [REAL-LIFE APPLICATIONS]

Work Knowledge

Comprehension

ASSESSMENT/EVIDENCE

REFLECTION/EVALUATION/NEXT STEPS

PURPOSEFUL AND TRANSPARENT

CONTEXTUAL

BUILDING EXPERTISE

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Getting Started

SAMPLE #27ABE MATH BENCHMARKS

(LEVELS 1-3)

The following lists the math benchmarks by component of performance. The shaded box indicates the NRS level in which the benchmark appears. Use this to help plan your lessons. Students can also check the boxes when they master each benchmark.

NRS Levels1 2 3 4 5 6 Benchmarks To Guide InstructionNumber SenseX M.1.

1 Connect and count number words and numerals from 0-999 to the quantities they represent.

X M.1.2

Solve one-, two- and three-digit addition and subtraction problems in horizontal (for example, 6 + 3 + 9 = 18) and vertical* notation without regrouping.

X M.1.3

Compare and order sets of whole numbers from 0-999.

X M.1.4

Estimate (when appropriate) and compute solutions to problems involving whole numbers from 0-999.

X M.2.1

Connect and count number words and numerals from 0-1,000,000 to the quantities they represent.

X M.2.2

Solve, with a high degree of accuracy, multi-digit addition and subtraction problems in horizontal and vertical notation with regrouping; perform multiplication (through 12)

X M.2.3

Compare and order sets of whole numbers from 0-1,000,000.

X M.2.4

Estimate (when appropriate) and compute solutions to problems involving whole numbers from 0-1,000,000.

X M.3.1

Connect and count number words and numerals from 0-1,000,000, including common fractions (1/4, 1/3, 1/2) and decimals (.25, .33, .50), to the quantities they represent.

X M.3.2

Solve, with a high degree of accuracy, problems using four basic mathoperations (addition, subtraction, multiplication, division) using• whole numbers,• fractions and• decimals.

X M.3.3

Compare and order sets of whole numbers, fractions and decimals.

X M.3.4

Estimate (when appropriate) and compute solutions to problems involving whole numbers, fractions and decimals.

X M.3. Evaluate simple expressions using whole numbers,

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Getting Started

NRS Levels1 2 3 4 5 6 Benchmarks To Guide Instruction

5 squares and cubes.Geometry and Measurements X M.1.

5 Identify and compare simple two-dimensional figures (square, circle, diamond, rectangle, triangle) and three-dimensional figures (rectangular solid, cube, cylinder, sphere, cone).

X M.1.6

Identify and define spatial relationships (vertical, horizontal, adjacent).

X M.1.7

Identify basic units of measurement (for example, inches, pounds, temperature, hours/time) and their purpose.

X M.1.8

Select the appropriate tool (for example, ruler, scale, thermometer, clock, calendar) and unit to measure a given property.

X M.1.9

Match equivalent units of measurement, including length, weight, time,temperature and U.S. currency.

X M.1.1.0

Round to the nearest 100.

X M.2.5

Identify and classify features (length, width, height, diameter, radius) of two and three-dimensional figures and angles by degrees.

X M.2.6

Identify and define points, rays, line segments, lines and planes in mathematical and everyday settings.

X M.2.7

Use established formulas to calculate perimeter of a polygon.

X M.2.8

Draw two-dimensional figures.

X M.2.9

Choose appropriate units (cup or quart or gallon, foot or mile) to measure an object’s properties.

X M.2.10

Use appropriate tools (for example, yardstick, measuring tape, meter stick) and units to measure given properties of figures.

X M.2.11

Convert and compute measurements, without regrouping.

X M.2.12

Round to the nearest 1,000.

X M.3.6

Identify figures (tables, clocks, walls, floors) as simple, complex or irregular; two-dimensional or three-dimensional; and symmetrical, congruent or similar.

X M.3.7

Identify coordinate systems and plot pairs of points (x, y).

X M.3.8

Use established formulas to calculate perimeter and area of polygons.

X M.3.9

Complete partial two-dimensional figures on a coordinate grid system.

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X M.3.10

Choose and apply appropriate units, including fractional values, andinstruments to measure length (inch, foot or mile), weight (ounce, pound or ton), capacity (cup or gallon), time (second, minute, day or week) and temperature (degrees).

X M.3.11

Make, record and interpret measurements of everyday figures.

X M.3.12

Convert and compute measurements, with regrouping.

X M.3.13

Round to the nearest 1,000,000, to hundredths and to the nearest wholenumber.

Algebra and PatternsX M.1.

11 Continue simple patterns and sequences of numbers, colors and figures.

X M.1.12

Complete simple number sentences (for example, 5 + ___ = 12).

X M.2.13

Identify, extend and construct numerical patterns and sequences.

X M.2.14

Read and solve simple equations (for example, a + 5 = 12) with addition and subtraction operations.

X M.3.14

Identify, extend and construct numerical and geometric patterns andsequences.

X M.3.15

Solve simple equations (for example, 18 – 3 × 15 = n) using order of operations (multiplication, division, addition, subtraction), excluding parentheses and exponents.

Data Analysis and ProbabilityX M.1.

13 Identify key features of simple charts, pictographs or bar graphs (for example, title, column, row, axis, key, legend).

X M.1.14

Display data using concrete objects, pictographs or charts.

X M.2.15

Read and interpret pictographs and bar graphs.

X M.2.16

Create and interpret pictographs and bar graphs.

X M.2.17

Classify events as likely or unlikely.

X M.3.16

Read and interpret pictographs, bar graphs and line graphs as well asschedules, diagrams and tables.

X M.3.17

Create and interpret pictographs, bar graphs and line graphs as well as

59

Getting Started


schedules, diagrams and tables.X M.3.

18 Calculate mean, median, mode and range for simple data sets.

X M.3.19

Determine simple probabilities.

X M.3.20

Represent likely and unlikely events as fractions and decimals.

Process: Solve ProblemsX M.1.

15 Solve word problems at the appropriate reading level using addition andsubtraction.

X M.1.16

Confirm results with a calculator.

X M.2.18

Solve word problems at the appropriate reading level using addition,subtraction and simple multiplication facts.

X M.2.19


X M.3.21

Solve a variety of problems using addition and subtraction, multiplication and division and fractions and decimals.

X M.3.22


Process: Communicate Mathematical IdeasX M.1.

17 Define simple mathematical terms (for example, addend, sum, difference, operation, borrowing, carrying, rounding) and symbols (for example, $ , ¢ , + , - ,= , < , > ).

X M.2.20

Use simple mathematical terms (for example, product, approximate, factor, remainders) and symbols (for example, × , ≈ ) in solving simple word problems.

X M.3.23

Use correct mathematical terminology (for example, quotient, numerator, denominator, dividend, decimal, divisor) and symbols (for example, ÷ , ≤ , ≥ , ∕ , ± , ≠, % ).

X M.3.24

Show a logical progression of thought, orally and in writing.

Process: Reason MathematicallyX M.1.

18 Identify true or false statements and verify with examples.

X M.2.21

Determine if a mathematical result is a reasonable response to the problem.

X M.3.25

Begin to use logical terms appropriately (and, or, but, if … then).

X M.3. Explain the differences between accuracy and

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Getting Started


26 precision.Process: Connect Mathematical ConceptsX M.1.

19 List real-life settings in which mathematics is used.

X M.2.22

Identify basic mathematical concepts used in real-life settings.

X M.3.27

Apply mathematical concepts in real-life settings.

Process: Mathematical PerformanceX M.1.

20 Perform very basic mathematical operations with directed instruction and few errors.

X M.2.23

Perform basic mathematical operations, excluding division, with directed instruction and few errors

X M.3.28

Perform mathematical operations with increasing independence, usingdecimals and fractions, with few errors.

ABE MATH BENCHMARKS (LEVELS 4-6)

The following lists the math benchmarks by component of performance. The shaded box indicates the NRS level in which the benchmark appears. Use this to help plan your lessons. Students can also check the boxes when they master each benchmark.

NRS Levels1 2 3 4 5 6 Benchmarks To Guide InstructionNumber Sense

X M.4.1

Connect a wide range of number words and numerals, including fractions, decimals and whole numbers, to the quantities they represent.

X M.4.2

Solve, with a high degree of accuracy, multi-digit addition, subtraction,multiplication and division problems in horizontal and vertical notation with regrouping, using• whole numbers,• fractions,• decimals and• positive/negative integers.

X M.4.3

Apply order of operations to simplify expressions and perform computations.

X M.4.4

Compare and order equivalent forms of commonly used fractions, decimals and percents.

X M.4.5

Estimate (when appropriate) and compute solutions to problems involving fractions, decimals, ratios,

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Getting Started


proportions and percents.X M.4.

6Evaluate simple exponent and radical expressions.

X M.4.7


M.4.1


X M.5.1

Solve, with a high degree of accuracy, problems using four basic mathoperations (addition, subtraction, multiplication, division) using• whole numbers,• fractions,• decimals and• positive/negative integers.

X M.5.2

Apply order of operations, including parentheses and exponents, to simplify expressions and perform computations with positive and negative integers.

X M.5.3

Compare and order equivalent forms of commonly used fractions, decimals and percents, including scientific notation and positive/negative integers.

X M.5.4

Estimate (when appropriate) and compute solutions to problems involving ratios, percents and proportions, scientific notation and square roots.

X M.5.5

Evaluate simple radical expressions with negative exponents.

X M.6.1

Solve, with a high degree of accuracy, problems using four basic mathoperations (addition, subtraction, multiplication, division) using• whole numbers,• fractions,• decimals,• positive/negative integers and• absolute values.

X M.6.2

Explain the effects of numerical operations on integers, whole numbers and fractions.

X M.6.3

Compare and order equivalent forms of commonly used fractions, decimals, percents, radicals and scientific notation.

X M.6.4

Estimate (when appropriate) and compute solutions to problems involving ratios, percents and proportions, scientific notation, roots and numbers with integer exponents.

X M.6.5

Evaluate a variety of exponent and radical expressions, applying laws of

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Getting Started


exponents.Geometry and Measurements

X M.4.7

Identify/apply basic formulas about parallel and perpendicular lines, pairs of angles, congruent figures, similar figures, polygons, spheres, cylinders and cones.

X M.4.8

Connect graphical and algebraic representations of lines.

X M.4.9

Use established formulas to calculate perimeter, circumference, area and volume for basic figures.

X M.4.10

Represent and analyze figures using coordinate geometry.

X M.4.11

Show that geometric measures such as length, perimeter, area and volume depend on the choice of unit and that measurements are only as precise as the units used.

X M.4.12

Apply measurement scales and units to describe geometric figures to solve one step and two-step problems.

X M.4.13

Convert fluently, within measurement systems (metric, customary, time), from one unit to another in order to solve contextual problems and express the conversions using appropriate unit labels.

X M.4.14

Apply the concept of rounding to specified place value; distinguish between exact and approximate values.

X M.5.6

Identify/apply basic theorems about parallel and perpendicular lines, pairs of angles, congruent and similar figures, triangles (including right triangles and the Pythagorean theorem), polygons, circles, spheres, cylinders and cones.

X M.5.7

Connect graphical and algebraic representations of lines and simple curves.

X M.5.8

Use established formulas to calculate perimeter, circumference, area andvolume for basic figures.

X M.5.9

Graph and analyze two-dimensional figures in a variety of orientations using coordinate geometry.

X M.5.10

Predict the impact of changes in linear dimensions on length, perimeter, area and volume.

X M.5.11

Use the Pythagorean theorem (a2 + b2 = c2) and its equivalent forms.

X M.5.12

Apply measurement scales and units to describe geometric figures in order to solve two-step problems with embedded and irrelevant information.

X M.5. Convert fluently, between measurement systems

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Getting Started


13 (metric, customary, time), from one unit to another in order to solve contextual problems and express the conversions using appropriate unit labels.

X M.5.14

Begin to apply the concept of rounding to appropriate place value in two-step problems; distinguish between exact and approximate values.

X M.6.6

Identify/apply basic theorems about parallel and perpendicular lines, pairs of angles, congruent and similar figures, triangles (including right triangles and the Pythagorean theorem), polygons, circles, spheres, cylinders, cones and polyhedrons.

X M.6.7

Connect graphical and algebraic representations of lines, simple curves and conic sections.

X M.6.8

Analyze irregular geometric figures to calculate perimeter, area and volume.

X M.6.9

Graph the results of translations, reflections and rotations in the coordinate plane and determine properties that remain fixed.

M.6.10


X M.6.11

Use right triangle trigonometry to solve contextual problems.

X M.6.12

Apply measurement scales and units to describe geometric figures in order to solve multi-step contextual problems with embedded and irrelevant information.

X M.6.13

Convert fluently, within and between measurement systems (metric,customary, time), from one unit to another in order to solve contextualproblems and express the conversions using appropriate unit labels.

X M.6.14

Apply the concept of rounding to appropriate place value in contextualsituations; distinguish between exact and approximate values and justify their uses.

Algebra and PatternsX M.4.

15 Identify, extend and construct arithmetic/geometric patterns and sequences that are one-step and linear or exponential.

X M.4.16

Evaluate and simplify algebraic expressions and solve equations.

X M.4.17

Connect the various representations of a single linear relationship to• a table,• a verbal description,

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Getting Started


• a graph and• an equation.

X M.4.18

Graph linear equations.

X M.4.19

Solve linear equations with one unknown graphically and algebraically.

X M.5.15

Identify, extend and construct arithmetic/geometric patterns and sequences that are multi‐step, linear and exponential.

X M.5.16

Evaluate expressions and solve equations with multiple variables using order of operations (parentheses, exponents, multiplication, division, addition,subtraction).

X M.5.17

Connect a variety of linear relationships to• a table,• a verbal description,• a graph and• an equation.

X M.5.18

Graph linear and nonlinear functions.

X M.5.19

Solve linear equations with two unknowns algebraically and graphically.

X M.6.15

Identify, extend and construct arithmetic/geometric patterns and sequences that are multi‐step and linear, nonlinear or exponential.

X M.6.16

Evaluate and simplify algebraic expressions and solve equations and inequalities.

X M.6.17

Connect the various representations of linear and nonlinear relationships to• a table,• a verbal description,• a graph and• an equation.

X M.6.18

Graph linear and nonlinear functions and analyze their characteristics.

X M.6.19

Solve systems of linear equations with two unknowns by graphing, substitution or addition/elimination.

X M.6.20

Solve quadratic equations for real roots by graphing, factoring, completing the square or applying the quadratic formula.

Data Analysis and ProbabilityX M.4.

20 Collect, organize and interpret data sets involving a single variable.

X M.4.21

Create and interpret data sets using simple frequency distributions and appropriate graphs.

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X M.4.22

Calculate basic measures of central tendency (mean, median, mode) and variability (range).

X M.4.23

Determine, using the fundamental counting principle (multiplication rule), the number of possible outcomes for a situation.

X M.4.24

Determine probabilities in real-world problem situations, recognizing and accounting for events that may occur more than once or when order is important.

X M.5.20

Collect, organize and interpret data sets involving a single variable.

X M.5.21

Create and interpret appropriate graphical displays given frequency distributions for two variables.

X M.5.22

Calculate measures of central tendency (mean, median, mode) and variability (range, interquartile range).

X M.5.23

Use simple probabilities to predict outcomes.

X M.5.24

Calculate probability of events that are independent (not related) and dependent (related).

X M.6.21

Collect, organize and interpret data sets with two variables using frequency distributions for simple counts (one-way tables) and cross-tabulations (two-way tables).

X M.6.22

Create and interpret appropriate graphical displays given frequency distributions for two variables and various distribution shapes.

X M.6.23

Calculate measures of central tendency (mean, median, mode) and variability (range, interquartile range, standard deviation, variance).

X M.6.24

Determine, using the fundamental counting principle (multiplication rule), the number of possible outcomes for a situation, including permutations and combinations.

X M.6.25

Use theoretical or experimental probability, including simulations, to determine probabilities in real-world problem situations involving uncertainty, such as mutually exclusive events, complementary events and conditional probability.

Process: Solve ProblemsX M.4.

25 Solve multi-step problems.

X M.4.26

Specify and use various problem-solving strategies (picture/graph, table, organized list and working backwards).

X M.4.27

Reflect on and analyze problem solutions (both own and others’).

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X M.4.28


X M.5.25

Solve difficult problems that require sustained thought or effort.

X M.5.26

Specify and use various problem-solving strategies.

X M.5.27


X M.5.28


X M.6.26

Solve difficult and lengthy problems that may require sustained thought or effort.

X M.6.27


X M.6.28


X M.6.29


Process: Communicate Mathematical IdeasX M.4.

29 Use correct mathematical terminology (for example, exponent) and symbols (for example, ( ) , · , ⁿ , √ ).

X M.4.30


X M.4.31

Represent contextual situations using mathematics.

X M.5.29

Use correct mathematical terminology and symbols ( [ ] or { } ).

X M.5.30


X M.5.31

Model and represent contextual situations using mathematics.

X M.5.32

Read mathematical material independently with understanding.

X M.6.30

Use correct mathematical terminology and symbols.

X M.6.31


X M.6.32


X M.6.33


Process: Reason MathematicallyX M.4.

32 Use logical terms appropriately (and, or, but, if … then).

X M.4.33

Explain the differences among accuracy, precision and error.

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X M.5.33

Use logical terms appropriately (and, or, but, if … then).

X M.5.34

Explain the differences among accuracy, precision and error; describe how earlier errors affect later calculations.

X M.6.34


X M.6.35


Process: Connect Mathematical ConceptsX M.4.

34 Apply mathematical ideas across a variety of settings (community, family, work).

X M.5.35

Analyze problems using mathematical ideas across a variety of settings (community, work, family).

X M.6.36

Synthesize and evaluate situations in order to solve problems across a variety of settings (community, work, family), using connections among broad domains of mathematics (algebra and geometry, number sense and data analysis).

Process: Mathematical PerformanceX M.4.

35 Perform with increasing independence, range and fluency in demonstrating level-appropriate mathematical skills in contextual situations (community, family, work).

X M.5.36

Perform with increasing independence, range and fluency in demonstrating level-appropriate mathematical skills in contextual situations (community, family, work).

X M.6.37


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SAMPLE #28ABE READING BENCHMARKS

(LEVELS 1-3)

The following lists the reading benchmarks by component of performance. The shaded box indicates the NRS level in which the benchmark appears. Use this to help plan your lessons. Students can also check the boxes when they master each benchmark.

NRS Levels1 2 3 4 5 6 Benchmarks To Guide InstructionPurposeX R.1.1 Identify personal purpose for reading (for example, to

read to a child, to read personal correspondence).X R.1.2 Use background knowledge to select texts to meet

personal purposes for reading. (See the text complexity chart.)

X R.2.1 Identify general purpose for reading (for example, for pleasure, to get information, to pass time).

X R.2.2 Select text to match purpose, appropriate complexity and reading level. (See the text complexity chart.)

X R.3.1 Identify specific purpose for reading (for example, to complete a task, to learn about a topic of interest).


Word KnowledgeX R.1.3 Identify and apply phonemic awareness and decoding

skills (for example, alphabetic knowledge, phonics, sight words) to read words.

X R.1.4 Identify and apply knowledge of word parts (for example, simple word families) to determine word meaning.

X R.1.5 Use context clues (for example, word order) to determine the meaning of words in texts.

X R.1.6 Select and use print and electronic reference materials (for example, picture dictionary) to determine word meaning.

X R.1.7 Use word relationships (for example, synonyms, antonyms) to determine word meaning.

X R.1.8 Understand meaning of basic functional vocabulary (for example, “stop,” “danger”).

R.1.9 Identify and explain use of figurative language (for example, exaggeration) in text.

X R.1.10

Read own writing and level-appropriate texts (see the text complexity chart) smoothly with appropriate pauses, expression and accuracy (with few errors).

X R.2.3 Identify and apply decoding skills (for example, phonics, sight words, compound words) to read words.

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X R.2.4 Identify and apply knowledge of word parts (for example, complex word families, prefixes, suffixes, contractions) to determine word meaning.

X R.2.5 Use context clues (for example, in-sentence definitions) to determine the meaning of words in texts.

X R.2.6 Select and use print and electronic reference materials (for example, glossary, simplified dictionary) to determine word meaning.

X R.2.7 Use word relationships (for example, homonyms, multiple-meaning words) to determine word meaning.

X R.2.8 Understand meaning of basic content vocabulary and complex, functional vocabulary (for example, “warm,” “clean”).

X R.2.9 Identify and explain use of figurative language (for example, regionalisms, slang) in text.

X R.2.10


X R.3.3 Identify and apply decoding skills (for example, six syllable types) to read words.

X R.3.4 Identify and apply knowledge of word parts (for example, roots, affixes) to determine word meaning.

X R.3.5 Use context clues (for example, grammar, sequencing, examples) and punctuation cues (for example, commas, quotes) to determine the meaning of words in texts.

X R.3.6 Select and use print and electronic reference materials (for example, dictionaries, thesauruses) to determine and clarify word meaning.

X R.3.7 Use word relationships (for example, abbreviations, acronyms, homophones) to determine word meaning.

X R.3.8 Understand meaning of common high-interest content vocabulary (for example, “weather”) and general academic vocabulary (for example, “combine,” “technology”).

X R.3.9 Identify and explain use of figurative language (for example, metaphor, simile, idioms) in text.

X R.3.10


ComprehensionX R.1.1

1 Apply, monitor and adjust comprehension strategies (for example, activate prior knowledge, make predictions, find key information, compare understanding with another reader, reread) to

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understand text.X R.1.1

2 Locate and use basic structural elements (for example, title page, columns), basic punctuation clues and visual/graphic cues (for example, drawings, photographs, bold, italics, underlining, web links) to aid in comprehension of print and electronic texts.

X R.1.13

Identify basic story elements (for example, character, setting, plot).

X R.1.14

Distinguish between fact and fiction in the text.

X R.1.15

Identify the stated main idea and supporting details.

X R.1.16

Construct meaning by making connections between text and own experiences and knowledge.

X R.2.11

Apply, monitor and adjust comprehension strategies (for example, predict and confirm outcomes based on personal experiences, question own understanding, identify and correct misread words) to understand text at a literal level.

X R.2.12

Identify and use structural elements (for example, headings, subheadings, indentations, table of contents), visual/graphic cues (for example, basic maps, charts, graphs), punctuation clues and organizational strategies (for example, chronological order, sequence) to aid in comprehension of print and electronic texts.

X R.2.13

Identify narrative elements (for example, problem/conflict, sequence of events, theme) and basic features of poetry and drama.

X R.2.14

Distinguish between fact and opinion in the text.

X R.2.15

Determine a possible implied main idea and supporting details.

X R.2.16

Construct meaning from text by connecting prior experience and knowledge to new information read.

X R.3.11

Apply, monitor and adjust comprehension strategies (for example, adjust reading rate, read ahead, skim text, summarize, make simple inferences) to understand text.

X R.3.12

Use structural elements (for example, captions, sidebars), visual/graphic cues (for example, maps, charts, graphs), complex punctuation clues and organizational strategies (for example, description, compare and contrast) to aid in comprehension of print and electronic texts.

X R.3.1 Analyze how narrative elements interact to develop a

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3 story (for example, character development as a result of events, role of setting in plot development).

X R.3.14

Distinguish relevant from irrelevant information in the text.

X R.3.15

Draw conclusions about text using knowledge of main idea(s) and supporting details, consistent with complexity of the text.

X R.3.16

Construct meaning from text by applying prior knowledge and background reading to new information read.

ABE READING BENCHMARKS (LEVELS 4-6)

The following lists the reading benchmarks by component of performance. The shaded box indicates the NRS level in which the benchmark appears. Use this to help plan your lessons. Students can also check the boxes when they master each benchmark.

NRS Levels1 2 3 4 5 6 Benchmarks To Guide InstructionPurpose

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X R.4.1 Identify purposes for reading (for example, to generate and answer questions about a topic, to solve problems).


X R.5.1 Establish purposes for reading (for example, to inform a discussion, to get information for a paper, to debate a topic).


X R.6.1 Establish and adjust purposes for reading.X R.6.2 Select text to match purpose, appropriate complexity

and reading level. (See the text complexity chart.)Word Knowledge

X R.4.3 Apply decoding skills (for example, multi-syllabic words) to read words.

X R.4.4 Apply knowledge of word parts (for example, Greek and Latin roots) to determine word meaning.

X R.4.5 Use context clues (for example, cause and effect and compare and contrast relationships) to determine the meaning of words in texts.

X R.4.6 Select and use print and electronic reference materials (for example, web search) to determine and clarify word meaning.

X R.4.7 Use word relationships (for example, connotation, denotation) to determine word meaning.

X R.4.8 Understand meaning of some specialized content vocabulary (for example, “constitution”).

X R.4.9 Identify and explain the use of figurative language (for example, hyperboles, personification, mixed metaphor) in text.

X R.4.10


X R.5.3 Apply knowledge of decoding skills to read words.X R.5.4 Apply knowledge of word parts (for example, word

origins) to determine word meaning.X R.5.5 Analyze context clues to determine or clarify the

explicit and implicit meaning of words in texts.X R.5.6 Select and use print and electronic specialized

reference materials (for example, references related to a specific topic area) to determine and clarify word meaning.

X R.5.7 Apply knowledge of word relationships to determine word meaning.

X R.5.8 Understand meaning of specialized content

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vocabulary (for example, “carrying cost,” “broadband”).

X R.5.9 Recognize how the use of figurative language (for example, analogy, cliché, extended metaphor) affects interpretation of text.

X R.5.10


X R.6.3 Apply knowledge of decoding skills to read words.X R.6.4 Apply knowledge of word parts to determine subtle

differences in word meaning.X R.6.5 Analyze context clues to determine or clarify the

explicit and implicit meaning of words in texts.X R.6.6 Select and use print and electronic specialized


X R.6.7 Apply knowledge of word relationships to determine subtle differences in word meaning.

X R.6.8 Understand meaning of extensive specialized content vocabulary (for example, “stethoscope,” “architect”).

X R.6.9 Recognize how the use of figurative language (for example, oxymoron, allusions, paradox) affects interpretation of text.

X R.6.10


ComprehensionX R.4.1

1Apply, monitor and adjust comprehension strategies (for example, note subtle details in texts, pose questions about text) to understand text at an inferential level.

X R.4.12

Use structural elements and organizational strategies (for example, problem and solution, cause and effect) to aid in comprehension of print and electronic texts.

X R.4.13

Analyze literary elements and characteristics that define genres of writing (for example, prose, poetry, drama).

X R.4.14

Analyze how an author uses argument and provides evidence to persuade others.

X R.4.15


X R.4.16

Construct meaning from text by evaluating relevance of prior knowledge and applying appropriate knowledge to new information read.

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X R.5.11

Apply, monitor and adjust comprehension strategies (for example, compare and contrast information) across multiple texts.

X R.5.12

Analyze and use structural elements (for example, footnotes, bibliographies) and organizational strategies to aid in comprehension of print and electronic texts.

X R.5.13

Analyze a variety of literary forms (for example, short story, mystery, fantasy, comedy, tragedy, epic).

X R.5.14

Analyze the use of literary devices (for example, flashback, irony, symbolism, propaganda, stereotyping) to develop arguments or explanations.

X R.5.15


X R.5.16

Develop understanding of concepts by applying appropriate prior knowledge to new information read.

X R.6.11

Apply, monitor and adjust comprehension strategies (for example, evaluate and synthesize) across multiple texts.

X R.6.12

Evaluate how structural elements (for example, appendices) and organizational strategies relate to meaning and graphic/visual appeal of print and electronic texts.

X R.6.13

Analyzes how a work of literature reflects the heritage, traditions, attitudes and beliefs of its author and/or time.

X R.6.14

Evaluate how the author’s personal history, credentials and biases impact the text.

X R.6.15


X R.6.16

Enhance understanding of concepts extending beyond the text by synthesizing prior knowledge and new information read.

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SAMPLE #29ABE WRITING BENCHMARKS

(LEVELS 1-3)

The following lists the writing benchmarks by component of performance. The shaded box indicates the NRS level in which the benchmark appears. Use this to help plan your lessons. Students can also check the boxes when they master each benchmark.

NRS Levels1 2 3 4 5 6 Benchmarks To Guide InstructionPrewritingX W.1.

1 Discuss the purpose and intended audience for a writing situation.

X W.1.2

Write for an assigned or self-selected purpose (for example, to state personal information, to tell a story).

X W.1.3

Write for varying types of tasks (for example, simple stories, friendly letters, invitations, journals, captions).

X W.1.3

Generate writing ideas through discussions with others.

X W.1.5

Choose a topic for writing.

X W.1.6

Gather ideas for investigation about a topic using level-appropriate books, observations or discussions.

X W.1.7

Discuss the characteristics of original and borrowed materials.

X W.1.8

Organize ideas using strategies (for example, what I know, what I want to know, what I’ve learned [KWL], logs).

X W.1.9

Choose an organizational pattern (for example, time order) to present ideas logically.

X W.2.1

Choose from a selection of topics, audiences and purposes for a writing situation.

X W.2.2

Write for a limited number of assigned or self-selected purposes (for example, to describe an event, to convey a message).

X W.2.3

Write for varying types of tasks (for example, stories, letters, responses, notes).

X W.2.4

Generate writing ideas (for example, from printed materials, from observation).

X W.2.5

Form a main idea from provided details or facts.

X W.2.6

Acquire information about an assigned or self-selected topic (for example, from level appropriate books, magazines, videotapes, CDs, websites).

X W.2.7

Rewrite information from a single source in own words.

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X W.2.8

Organize ideas using strategies (for example, simple webs, lists).

X W.2.9

Choose an organizational pattern (for example, logical sequence) to present ideas logically.

X W.3.1

Identify a topic, purpose and intended audience for a writing situation.

X W.3.2

Write for a growing number of purposes (for example, to argue a point, to inform).

X W.3.3

Write for varying types of tasks (for example, narratives, informational reports, formal letters, personal or creative writing).

X W.3.4

Generate writing ideas (for example, lists, discussions, free writing, background reading, other sources).

W.3.5

State and develop a clear main or controlling idea.

X W.3.6

Employ research skills to select level-appropriate sources to support central ideas, concepts and themes.

X W.3.7

Paraphrase from a variety of texts and incorporate into own writing.

X W.3.8

Organize ideas using strategies (for example, notes, Venn diagrams).

X W.3.9

Choose an organizational pattern (for example, classification, compare and contrast, climactic order) to present ideas logically.

DraftingX W.1.

10 Organize writing to include a beginning, middle and end.

X W.1.11

Group related ideas into sentences.

X W.1.12

Select words that convey a clear idea.

X W.1.13

Write simple sentences.

X W.1.14

Use correct spelling for high-frequency words and words with regular short-and long-vowel patterns in writing.

X W.1.15

Punctuate writing correctly using question marks, exclamation points and periods.

X W.1.16

Capitalize the first word in a sentence, names and the pronoun “I.”

X W.1.17

Use basic parts of speech (nouns, verbs, adjectives) in writing.

X W.2.10

Organize writing by providing a simple introduction, a body and a clear sense of closure.

X W.2. Group related ideas into a paragraph with a topic

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11 sentence and supporting sentences.X W.2.

12 Use suitable word choice to convey a message effectively.

X W.2.13

Write simple sentences (statements, questions, commands).

X W.2.14

Use correct spelling for multi-syllabic words, common root words, base words and affixes in writing.

X W.2.15

Punctuate writing correctly using end marks, commas in a series and apostrophes in contractions and possessives.

X W.2.16

Capitalize proper nouns, titles, places and abbreviations.

X W.2.17

Incorporate parts of speech (pronouns, conjunctions) and grammatical structures (for example, verb tenses, subject-verb agreement, noun-pronoun agreement) in writing.

X W.3.10

Organize writing by providing a simple introduction, a body and a clear sense of closure that summarizes important ideas and details.

X W.3.11

Group related ideas into a paragraph with a topic sentence and specific, relevant details and examples.

X W.3.12

Use a variety of descriptive words and literal and figurative language to convey a message.

X W.3.13

Write simple and compound sentences.

X W.3.14

Use correct spelling for contractions, compounds, homonyms and irregular patterns in writing.

X W.3.15

Punctuate writing correctly using commas, end marks, apostrophes, parentheses and quotation marks.

X W.3.16

Use correct capitalization based on the writing situation.

X W.3.17

Incorporate parts of speech (adverbs, prepositions, interjections) and grammatical structures (for example, pronoun usage) in writing.

Editing and Revising X W.1.

18 Reread and make corrections to own writing.

X W.1.19

Proofread writing and edit to improve conventions (for example, use of basic parts of speech, spelling of high‐frequency words, punctuation of sentences, capitalization of names).

X W.1.20

Seek feedback from teachers (for example, through discussions, conferences, written comments).

X W.1.21

Use checklists and rubrics to improve writing.

X W.2. Reread and revise writing to clarify meaning and to

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18 focus topic (for example, adding and deleting words, adding descriptive words, rearranging words and sentences).

X W.2.19

Proofread writing and edit to improve conventions (for example, subject-verb agreement, spelling of compounds, commas in a series, contractions).

X W.2.20

Seek feedback from peers and teachers (for example, through discussions, conferences, written comments).

X W.2.21

Use checklists and rubrics to judge the quality of the work and improve writing.

X W.3.18

Reread and revise writing to clarify meaning and to ensure logical order (for example, word choice, adding transitional words and phrases and rearranging paragraphs).

X W.3.19

Proofread writing and edit to improve conventions (for example, pronouns, commas).

X W.3.20


X W.3.21

Use checklists and rubrics to judge the quality of work and improve writing.

PublishingX W.1.

22 Use available technology to compose text.

X W.1.23

Print legibly and space letters, words and sentences appropriately.

X W.2.22

Use available technology to compose text.

X W.2.23

Rewrite as needed and present writing for display or sharing with others.

X W.3.22


X W.3.23

Add visuals as needed to support the presentation of writing.

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ABE WRITING BENCHMARKS (LEVELS 4-6)

The following lists the writing benchmarks by component of performance. The shaded box indicates the NRS level in which the benchmark appears. Use this to help plan your lessons. Students can also check the boxes when they master each benchmark.

NRS Levels1 2 3 4 5 6 Benchmarks To Guide InstructionPrewriting

X W.4.1

Determine a topic, purpose and audience for a writing situation.

X W.4.2

Write for varying purposes (for example, to persuade, to explain, to entertain).

X W.4.3

Write for varying types of tasks (for example, business letters, letters to the editor, job applications, literature responses, informational essays, informal writing).

X W.4.4

Generate writing ideas through a variety of strategies (for example, surveys, interviews, background reading).

X W.4.5

Formulate a thesis from a main or controlling idea.

X W.4.6

Determine the relevance, accuracy and credibility of level-appropriate sources to support a controlling idea.

X W.4.7

Avoid plagiarism by summarizing findings from sources, and distinguish between own original material and borrowed material.

X W.4.8

Develop a list of sources referenced.

X W.4.9

Select and use organizational methods (for example, outlines, charts, tables, story maps, plot pyramids).

X W.4.10

Choose an organizational pattern (for example, order of importance, problem to solution, topical) to present ideas logically.

X W.5.1

Adjust the topic, audience and purpose for a writing situation.

X W.5.2

Develop writing for a broad range of purposes (for example, to support a thesis, to reinforce a controlling idea).

X W.5.3

Develop writing for varying types of tasks (for example, electronic communications, persuasive essays).

X W.5. Use and adjust strategies (as needed) to generate

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4 ideas for each writing situation.X W.5.

5Develop a thesis statement that establishes a clear focus for the writing.

X W.5.6

Create a plan to integrate level-appropriate sources in support of a thesis.

X W.5.7

Avoid plagiarism by quoting and citing borrowed source material.

X W.5.8

Use style guides to format writing and give proper credit for sources (for example, in a bibliography).

X W.5.9

Use organizational strategies to plan writing in support of a thesis.

X W.5.10

Evaluate and adjust an organizational pattern (for example, time order, compare and contrast, cause and effect) to produce writing that extends the thesis.

X W.6.1

Plan strategies to address topic, purpose and audience.

X W.6.2

Develop writing for a broad range of purposes (for example, to analyze, to synthesize, to evaluate, to reflect, to interpret).

X W.6.3

Develop writing for varying applications (for example, electronic communications, academic writing, workplace writing).

X W.6.4

Use and adjust strategies (as needed) to generate ideas for each writing situation.

X W.6.5

Produce text to extend the thesis and create a coherent whole.

X W.6.6

Evaluate sources and integrate them in support of a thesis.

X W.6.7

Avoid plagiarism by accurately and correctly quoting, paraphrasing and summarizing material from research.

X W.6.8

Cite sources using a style guide (for example, Modern Language Association [MLA], American Psychological Association [APA], Chicago).

X W.6.9

Produce, organize and sufficiently develop writing in support of a thesis.

DraftingX W.4.

11Develop writing with an effective introduction, a body and a conclusion that summarizes, extends or elaborates on points or ideas in the writing.

X W.4.12

Group related ideas into well-developed paragraphs with topic sentences and supporting sentences.

X W.4.13

Use precise language, active voice and descriptive detail to effectively convey a message.

X W.4.14

Write simple, compound and complex sentence structures based on the writing situation.

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X W.4.15

Use correct spelling consistently in writing.

X W.4.16

Punctuate writing correctly using semicolons, colons, hyphens, dashes and brackets.

X W.4.17

Use correct capitalization.

X W.4.18

Incorporate parts of speech and grammatical structures (for example, clauses, phrases, placement of modifiers) in writing.

X W.5.11

Develop writing to create a coherent whole with an engaging introduction, a body and a conclusion that summarizes, extends or elaborates on points or ideas in thewriting.

X W.5.12

Arrange paragraphs in a logical sequence using transitions to maintain coherence across the whole text.

X W.5.13

Use precise language, active voice and descriptive detail to convey a personal style and voice.

X W.5.14

Vary simple, compound and complex sentence structures based on the writing situation.

X W.5.15

Use correct spelling, punctuation and capitalization consistently in writing.

X W.5.16

Use appropriate grammatical structures (for example, subject-verb agreement with collective nouns, parallel structures) in writing.

X W.6.10

Use transitional devices within an effective organizational structure.

X W.6.11

Use precise language, active voice, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.

X W.6.12

Employ sentences of varying lengths and structures that are appropriate to audience, purpose and context.

X W.6.13

Use appropriate conventions of the English language, including grammar and usage, punctuation, capitalization and spelling.

Editing and Revising X W.4.

19Reread and revise writing to clarify meaning (for example, sentence variety, transitions among paragraphs).

X W.4.20

Proofread writing and edit to improve conventions and to correct dangling and misplaced modifiers, fragments and run-ons.

X W.4.21

Seek feedback from peers and teachers (for example, through discussions, conferencing, written

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comments).X W.4.

22Use checklists and rubrics to judge the quality of work and improve writing.

X W.5.17

Reread, analyze and revise writing for clarity and to ensure consistent style and voice.

X W.5.18

Proofread writing and edit to improve sentence fluency and grammar usage.

X W.5.19

Use reflective strategies for critiquing and evaluating own and others’ writing.

X W.6.14

Reread, analyze and revise writing for clarity, consistent point of view and effective organizational structure.

X W.6.15


X W.6.16


PublishingX W.4.

23Use available technology to compose, revise and edit text.

X W.4.24

Present information using a variety of means such as oral, visual, written or multimedia.

X W.5.20

Use available technology to compose, revise and edit text.

X W.5.21

Prepare writing for publication by following a form appropriate to the purpose and include graphics as appropriate to enhance the final product.

X W.6.17

Employ electronic means to create, manipulate, clarify and enhance a variety of print and nonprint texts.

X W.6.18


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Checking Progress


During instruction and monitoring student performance, the student and teacher check progress toward achieving the student’s goals. Because the portfolio is developmental and shows growth over time, checking progress on the plans developed during orientation and the beginning of instruction are crucial for student success. According to the O-PAS Manual:

Curricula and learning activities should be selected that lead students to the achievement of the knowledge and skills reflecting standards and benchmarks.

Student portfolios must be reviewed and updated on an ongoing basis, at least every 90 calendar days and the results, including test information, recorded on the Student Progress Form and entered into ABLELink.

NRS level completion and advancement are demonstrated by results of a standardized post-test.

Portfolio Policy

84

At this stage of the Student Experience Model, OBR guidance on the student portfolio includes:

► The student portfolio must be used to collect and analyze student work in order to monitor student progress toward achievement of standards and benchmarks.

► Each program is to determine how student progress will be monitored in order to focus instruction and determine post-testing.

► Portfolio information may not be used to document NRS level completion and advancement.

► Each program is to develop a definition of mastery* and to outline the procedures to consistently determine mastery, program-wide.

► Each program is to determine the amount and type of student work collected.

► The student portfolio must be reviewed at least every 90 calendar days from the date of registration.

*Note that there are numerous ways programs can determine mastery. One example is to set a rate for the student’s performance—“The student will perform the standard __% of the time.” Another example is to connect mastery to application—“The student will demonstrate his/her knowledge of the standard by applying it to a new situation.”

Checking Progress


Key Points for Portfolio Success During Instruction and Monitoring Student Performance

The table below takes guidance presented for teachers in the Instructional Process (from the Curriculum and Instruction section of the O-PAS Manual) and combines it with steps for students too. Throughout the student’s ABLE experience, the student and teacher should work collaboratively to ensure success.

Students Should: Teachers Should: Participate in a variety of multi-

sensory learning activities. Seek help as needed. Create end products (work

samples) for assessment. Adjust strategies based on

feedback from instructors and other students.

Evaluate what (knowledge or content) has been learned.

Utilize a variety of teaching modalities—textbooks, authentic activities and supplemental materials.

Employ multi-sensory instructional activities.

Model learning strategies that will help students to become more strategic and independent learners.

Maintain a supportive, non-threatening instructional environment.

Offer instructional adaptations and accommodations to students whose learning would be assisted by them.

Provide students with ongoing feedback on their progress.

Follow guidelines for monitoring student progress discussed in the Assessment and Monitoring Student Performance sections of the O-PAS Manual.

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Checking Progress Follow instructions in test

manuals for testing procedures and providing testing accommodations.

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Checking ProgressPortfolio and Practice

Assessment plays a large role in instruction and monitoring student progress, and the portfolio can show a more holistic picture of the student than do results from a standardized test. Assessment is more than a test. It can be an informal check on a student’s achievement. It can be evaluating a student’s success in completing a teacher-made worksheet. Most of all, it should be a collaborative, ongoing effort that is integrated into the teaching/learning process. To balance standardized testing with student portfolio review, some programs ask students to formally track their own learning. This empowers students to judge their own progress, helping them to take responsibility for their learning.

Although they are no longer required, some programs continue to use the Reporting Forms. Other programs have opted for assignment sheets and checklists for students and teachers to use together to track student progress.

There are three key steps to checking a student’s progress toward his/her goals. Specifically, checking progress involves selecting work samples, assessing the work and making decisions about progress. But, before progress can be checked the student must create work samples. The graphic below shows these steps along with “Generate Work,” the step that precedes progress checking.

Generate Work: Throughout the learning process, there are points in time where instruction pauses so that students can try out new skills. At these points, students demonstrate their learning by, for example, completing worksheets, giving presentations, recording their learning in journals or logs, reading orally and interviewing other students. The type of work a student creates is largely based on the student’s needs and the instructional design of the program.

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Generate Work

Select Work

JudgeWork

Determine Progress

Checking Progress

Select Work: After the student creates work samples, he/she, in collaboration with the teacher, picks pieces to include in the student portfolio. There are several methods that can be used to select the work with the goal of being able to judge the student’s progress over time. For example, some programs choose three samples–one from the beginning, one from the middle and one from the end. This can show three different snapshots of the student’s learning.

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Checking ProgressPortfolio and Practice continued

Judge Work: The collected work samples need to be assessed to determine the student’s achievements. Some programs have developed rubrics or matrices for this purpose. These scoring guides generally consist of criteria that define acceptable and unacceptable performance. Also, many teachers create checklists to record students’ accomplishments.

Determine Progress: Determining progress is a decision point in the portfolio process. The judged work samples help to determine the appropriate time for post-testing and, equally important, help the teacher make adjustments for continued instruction.

Program Tips

Just as assessment is more than a test, assessment can also be more than evaluating a student’s knowledge of the content. Many times it is just as valuable to monitor a student’s approach to a subject. Math, for example, can be intimidating to some students. One way to better understand a student’s attitude toward math is to use the Math Behavior handout (a completed sample of this handout is included on the next page). Using this worksheet a teacher can track a student’s confidence, flexibility, curiosity, reflective thinking and appreciation for math. The steps for using this handout include:

1. Before beginning math instruction, the teacher reviews the behavior areas with the student. It is important that the student knows the teacher will be observing his/her math behavior according to confidence, flexibility, curiosity, reflective thinking and appreciation.

2. After one to two initial math assignments, the teacher uses the handout to record a beginning observation.

3. The teacher writes the student’s name and the date of the observation on the top of the form.

4. The teacher places a checkmark next to each behavior observed.5. The teacher records appropriate comments. These might include

examples of when the student has demonstrated the behavior or notes for how to encourage the student to expand his/her approach to math.

6. Prior to the 90-day review, the teacher completes this form a second time. This will provide a comparison for the first observation.

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Checking Progress7. The teacher reviews the two observations with the student and

discusses next steps.

This process can be repeated as many times as necessary based on student and teacher need.

A blank copy of this handout (SAMPLE #36) is also included on Page 59.

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Checking ProgressCOMPLETED SAMPLE

MATH BEHAVIOR

NAME: Abbey Gail DATE: 2-6-06

CONFIDENCE IN USING MATH COMMENTS initiates questions_____confident answers will be found_____helps others with problems

FLEXIBILITY IN DOING MATH_____solves problems more than one way_____changes opinions_____argues for/against a position

CURIOSITY IN DOING MATH_____enjoys seeking solutions_____curious about the “why” of math_____asks questions about the problem and/or solution

REFLECTIVE THINKING IN DOING MATH uses reasoned decision making_____uses mathematical terminology with comfort_____uses workable, appropriate approach

VALUING/APPRECIATING MATH_____understands value of math in life_____applies/extends math to everyday life_____enjoys working on math (a challenge)

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Abbey initiates questions; however, there is very little self-confidence, and she does not offer to

Abbey has good reasoning and is proficient in word problems.

Checking ProgressPolicy and Practice Connections: Student Forms


Remember that programs are to determine how student progress is monitored. The samples on the following pages give examples of how programs can encourage students to track the progress of their own learning. The samples include logs and assignment tracking sheets to be used collaboratively by the student and teacher. Items to note from the samples include:

► Samples #30-#33: These pieces provide templates for students to track their own progress.

#30. Presents a form for the student to use to monitor assignments on a daily basis. It includes areas for recording action steps as well as specific assignment from textbooks. This form allows for increased student ownership of the learning process.

#31. Highlights the student’s goals and strategies to meet those goals. This form is meant to be used collaboratively by the student and teacher. Both actively participate in listing strategies and making comments.

#32. Arranges progress tracking around the student’s goal, objectives, activities and outcomes. This document can be used by the student individually or in conjunction with the teacher. The teacher can write in the learning objectives and time frames, and then the student can complete the remainder of the form as activities are completed.

#33. Provides the basics of math arranged in a checklist format. Following the results of math testing, the student can indicate which topics have already been mastered and make notes about the remaining content.

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Checking ProgressSAMPLE #30

ABLE-STUDENT DAILY LOG

Name:________________________________

The following lists your plan of action according to TABE test results and your instructors’ suggestions. Use this guide for yourself when you are working. Check off assignments or areas you have completed by writing the date finished.

PLAN OF ACTION COMPLETED1.

2.

3.

4.

5. 6.

7.

8.

9.

10.

DATE ASSIGNMENT PAGES SCORES COMMENTS

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Checking Progress

SAMPLE #31

ASSIGNMENT TRACKING SHEET

This portfolio is being kept by _________________________ and ______________________ to show the efforts, progress and achievements that are being made in the journey to reach the short-term goal of ___________________ and the long-term goal of ____________________.

A place to start: Date:________________________

Date Strategies To Meet Immediate Goals Comments

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PORTFOLIO CHECKLIST

Name: ____________________________________________________

Overall Student Goal: ________________________________________________________

Objectives by1. -_________________________________________________________________________ _________________________________________________________________________2. _________________________________________________________________________ _________________________________________________________________________3. _________________________________________________________________________ _________________________________________________________________________4. _________________________________________________________________________ _________________________________________________________________________

Learning ExperiencesActivity Date Outcome

1.

2.3.

4.

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6.7.

8.9.

10

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NAME______________________________

MATH MASTERY TOPICS

WHOLE NUMBERSAddition _____Subtraction _____Multiplication _____Division _____Word Problems _____

DECIMALSAddition _____Subtraction _____Multiplication _____Division _____Word Problems _____

FRACTIONSSimplifying _____Improper _____Mixed Numbers _____Addition _____Subtraction _____Multiplication _____Division _____Word Problems _____

PERCENTAGESRatio and Proportion _____Fractions/Decimals _____Finding the Part _____

GEOMETRYAngles

_____Types _____

Supplements_____Complements_____

Triangles _____Perimeter _____Area _____Circles

_____Parallel Lines

_____Pythagorean Theorem

_____

ALGEBRAOrder of Operations

_____Simple Equations _____Signed Numbers _____

Addition _____Subtraction _____Multiplication_____Division _____

Powers, Exponents_____

Scientific Notation_____

GraphingPlotting Points

_____Lines _____Slope _____

Finding the Whole _____Finding the Percent _____Interest Problem _____

Policy and Practice Connections: Teacher Forms98

Notes:

Checking Progress


The samples on the following pages give examples of how programs can implement uniform tracking processes in their classrooms. The samples include general templates for teacher monitoring of student progress as well as benchmark-specific checklists. Items to note from the samples include:

► Sample #34: This piece presents an NRS checklist. Here teachers can track a roster of students and their NRS levels. This is a good resource for an at-a-glance view of a class.

► Sample #35: This sample shows a template for recording individual assignments/textbook sections for the student to complete throughout the learning process. This piece is set up for a GED student but could be adapted for a Basic Skills or ESOL student.

► Sample #36: Here the sample presents the Math Behavior handout referenced earlier in this section of the guide. This document can be used to better understand a student’s attitude toward math before beginning instruction.

► Samples #37-#40: These pieces focus on evaluating a student’s skills in a specific content area.

#37. Presents a checklist for evaluating a student’s reading skills. It would be best to use this document in conjunction with the set of benchmarks determined by the student’s NRS level. This sample is ABE-specific but could be adjusted for an ESOL student.

#38. Presents a checklist for evaluating a student’s writing skills. It would be best to use this document in conjunction with the set of benchmarks determined by the student’s NRS level. This sample is ABE-specific but could be adjusted for an ESOL student.

#39. Presents a checklist for evaluating a student’s multiplication skills. As only a part of the mathematical content, it would be best to use this document in conjunction with the set of benchmarks determined by the student’s NRS level.

#40. Presents a checklist for evaluating a student’s life skills. This document bridges math, reading and writing. It can be used to create a realistic context for teaching and learning within the student’s specific NRS level.

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Policy and Practice Connections: Teacher Forms

► Samples #41-#43: These samples are checklists organized by specific instructional materials.

#41. Presents a checklist for the teacher to use as the student masters each Math standard. The chart represents ABE levels 1-6.

#42. Presents a checklist for the teacher to use as the student masters each Reading standard. The chart represents ABE levels 1-6.

#43. Presents a checklist for the teacher to use as the student masters each Writing standard. The chart represents ABE levels 1-6.

► Samples #45-#46: These samples are checklists organized by specific instructional materials.

#45. Shows a simple checklist for the teacher to use as a student progresses through a textbook series. This form can be customized according to the program’s instructional materials.

#46. Presents a content checklist. This sample was developed after consulting the requirements of the GED test.

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NRS LEVELS CHECKLIST

Class:__________________________________

Student Name Reading Level Writing Level Math Level1 2 3 4 5

61 2 3 4 5

61 2 3 4 5

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61 2 3 4 5

61 2 3 4 5

61 2 3 4 5

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6

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Checking Progress1 2 3 4 5

61 2 3 4 5

61 2 3 4 5

61 2 3 4 5

61 2 3 4 5

61 2 3 4 5

6

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INDIVIDUAL INSTRUCTIONAL MATERIALS LOG

NAME:_______________________________________

Date Math Date Writing/English

Date Reading Date

Social Studies

Date Science

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MATH BEHAVIOR

NAME:_____________________________DATE:_______________________

CONFIDENCE IN USING MATH COMMENTS_____initiates questions_____confident answers will be found_____helps others with problems

FLEXIBILITY IN DOING MATH_____solves problems more than one way_____changes opinions_____argues for/against a position

CURIOSITY IN DOING MATH_____enjoys seeking solutions_____curious about the “why” of math_____asks questions about the problem and/or solution

REFLECTIVE THINKING IN DOING MATH_____uses reasoned decision making_____uses mathematical terminology with comfort_____uses workable, appropriate approach

VALUING/APPRECIATING MATH_____understands value of math in life_____applies/extends math to everyday life_____enjoys working on math (a challenge)

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EVALUATION OF READING SKILLS

NAME:_________________________________________

VOCABULARY_______understands word recognition in content areas

_______is able to recognize basic 100 sight words_______demonstrates an understanding of word meaning within social

studies, science, mathematics and English content

_______understands word parts_______is able to identify common root words

_______is able to use the meaning of common roots to determine the meaning of

words_______is able to identify common prefixes

_______is able to use the meaning of common prefixes to determine the meaning of

words_______is able to identify common suffixes

_______is able to use the meaning of common suffixes to determine the usage of

words_______demonstrates a knowledge of literary terms

_______is able to identify and know the difference between simile and metaphor_______is able to identify synonym, antonym, homonym_______is able to identify onomatopoeia_______is able to identify personification

_______demonstrates an increase in vocabulary acquisition_______demonstrates personal word study techniques

WORD ATTACK SKILLS_______understands the concept of consonant sounds

_______is able to identify the initial consonant sounds_______is able to identify the medial consonant sounds_______is able to identify the final consonant sounds_______is able to identify consonant blends_______is able to identify digraphs

_______understands the concept of vowel sounds_______is able to identify vowels_______is able to apply basic vowel rules

_______understands the elements of syllabication_______is able to identify basic syllabication rules_______is able to apply basic syllabication rules

_______understands the use of accents_______is able to identify accented syllables_______is able to shift the accent when usage changes

_______understands compound words

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Checking Progress_______is able to identify compound words_______is able to identify the smaller words that comprise the compound word

Page 1 of 2

COMPREHENSION_______understands what is being read

_______is able to identify the main idea (stated or implied)_______is able to identify supporting details_______is able to identify the organizational structure_______is able to distinguish between fact and opinion_______is able to paraphrase/restate ideas/information

_______understands inferences_______is able to make inferences_______is able to draw conclusions_______is able to make predictions_______is able to identify implications_______is able to interpret idioms_______is able to interpret figurative language

_______understands evaluations and judgments_______is able to evaluate the author’s tone_______is able to evaluate the author’s purpose_______is able to evaluate the author’s style_______is able to identify bias and propaganda_______is able to identify the author’s values and beliefs_______is able to identify relevant and irrelevant information_______is able to identify faulty logic and reasoning

_______understands application to another context_______is able to apply information to another context

BEHAVIORS/ATTITUDES_______uses finger/object as reads to keep place_______moves lips as reads, reads aloud or whispers_______eyes are close/too far from the pages_______squints eyes; eyes water_______reads in spare time_______enjoys reading_______rereads books, magazines, etc._______likes being read to

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EVALUATION OF WRITING SKILLS

NAME:_________________________________________

WRITING_______understands the planning step in the writing process

_______is able to determine the writing purpose and audience_______is able to gather ideas and develop the main idea

_______understands paragraph structure_______is able to develop a topic sentence_______is able to develop supporting details

_______understands organizational structure of paragraphs_______is able to use appropriate sequence or relationship in

developing supporting details

_______is able to use appropriate signal/transitional words_______understands basic components of an essay

_______is able to compose an introduction_______presents controlling idea_______provides preview sentences(s)

_______is able to compose the body of the essay_______is able to develop paragraphs that explain the

controlling idea_______is able to compose a conclusion

_______understands the revising and editing step_______makes appropriate corrections_______shows improvement from the first draft to final copy

_______understands importance of voice/tone/word choice_______shows evidence of personal expression_______tone is appropriate to purpose_______uses accurate/appropriate choice of words

GRAMMAR_______understands correct sentence structure

_______is able to compose sophisticated sentences of varied length and structure_______understands correct usage

_______uses correct verb tense_______ uses correct subject-verb agreement_______ uses pronouns correctly

_______understands correct mechanics_______ uses correct capitalization_______ uses correct punctuation_______ uses correct spelling

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EVALUATION OF MULTIPLICATION UNDERSTANDING

NAME_____________________________________

BASICS_______understands basic multiplicative assumptions of multiplication

_______is able to manipulate counters to form a multiplication array_______is able to count by multiples of a number_______is able to complete a pattern of multiples_______is able to find the factor pairs for a number (factoring) using

counters_______is able to find the factor pairs for a number using paper/pencil_______is able to create factor trees_______is able to distinguish between prime and composite numbers_______is able to switch the order of multiplication facts to reach the same

product (Commutative property)_______is able to compute numbers horizontally and vertically_______uses the equal sign when writing problems horizontally

(equation)_______is able to multiply when the product is represented by a

variable (3x5=n)

_______is able to multiply when the variable is written next to the number

(3a=15)_______is able to rewrite a word equation as a number equation

(three times five is fifteen)

_______knows multiplication facts_______understands that multiplication is a shortcut for addition

_______knows the numbers must be the same when used as a shortcut

SINGLE-DIGIT MULTIPLICATION_______understands single-digit multiplication

_______is able to multiply numbers on a number line_______is able to regroup when the product exceeds 10 (carrying)_______is able to use paper and pencil to multiply single digits_______is able to multiply three or more single-digit numbers

MULTIPLE-DIGIT MULTIPLICATION_______understands multiple-digit multiplication

_______is able to keep columns straight when multiplying_______is able to multiply by two-digit numbers_______is able to multiply by three-digit numbers_______is able to multiply by powers of 10 using the shortcut method

APPLICATION

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Checking Progress_______is able to apply multiplication operations to everyday contexts

_______is able to compute area (A=lw)_______is able to compute volume (V=lwh)_______is able to able to multiply money

_______knows a decimal point is not necessary when there are no cents

_______lines up the digits on the right, keeping columns straight_______places a decimal point two places to the left in the product

_______knows how to multiply using a calculator

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EVALUATION OF LIFE SKILLS

NAME:_________________________________________

CONSUMER SKILLS_______understands unit pricing

_______is able to determine the cost of a unit of merchandise_______is able to determine the “best buy” among choices

_______understands interest on savings and loans (I=PRT)_______can define “percentage rate”_______can define “principal”_______is able to compute simple interest earned on a savings account_______is able to compute simple interest owed on borrowed money_______is able to compute total amount owed on borrowed money

_______understands computing discount_______can define “percent”_______can define “discount”_______is able to change a % to a decimal_______is able to determine the cost of an item after the % discount_______is able to determine the % discount

_______understands installment buying_______is able to compute monthly payments_______is able to compute total cost when buying on an installment plan_______is able to compute financing costs_______is able to determine the amount of a down payment (as a %)_______is able to find the unpaid balance_______is able to find the finance charge for the unpaid balance

_______understands how to compute tax and TIPS_______is able to determine amount of tax or TIP due:

_______using paper/pencil_______using a calculator_______using mental math_______using a TAX/TIPS table

_______understands how to complete an order blank_______is able to complete appropriate columns of item description and number, quantity,

dimensions, color, cost for quantity, total for items, tax, shipping, and total cost

_______understands how to compute gas mileage_______is able to determine # of miles driven_______is able to determine # of gallons of gas used_______is able to determine # of mpg

_______understands employee check “stub”_______is able to read different fields on statement of earnings_______is able to understand deductions (taxes, insurance, retirement, etc.)

_______understands various workplace documents_______is able to complete a vacation/medical leave form_______is able to complete an employment/job change form

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Checking Progress_______is able to read health insurance Explanation of Benefits form_______is able to read job safety charts/manuals

_______understands the ‘fine print’ on advertised specials_______is able to determine the true cost of subscribing to special offers_______is able to identify the hidden costs/disadvantages on advertised specials

CITIZEN/COMMUNITY SKILLS_______understands how to read a bus schedule

_______is able to determine which bus to catch_______is able to determine approximate departure/arrival time

_______understands how to use telephone directory_______is able to determine whether to use the yellow pages or white, or business pages_______is able to open the directory in the approximate section (front, middle, back)_______is able to locate name, number and/or address_______is able to find the zip code for mailing address_______is able to find federal, state and local government departments’

numbers/addresses_______understands how to read a map

_______is able to find the cardinal directions_______is able to find the legend/key

_______is able to interpret the symbols in the key_______is able to use the map’s grid coordinates to locate a specific site_______is able to find a “best route” to a specific direction_______is able to give directions to a specific destination

_______understands legal/civic rights and responsibilities_______is able to identify instances of injustice and illegality_______is able to distinguish fact from personal opinion_______is able to use relevant services and agencies to access/understand the system_______can identify their congressional district and representatives

CALCULATOR SKILLS_______understands the operations of a calculator

_______is able to identify the various operation keys_______is able to add multiply using a calculator_______is able to subtract and divide_______is able to round to the nearest given place value from digits given in display_______is able to perform decimal operations using a calculator

_______understands repeating decimals_______is able to convert a fraction to a decimal using a calculator_______is able to work with percents using a calculator_______is able to compute a given exponent using a calculator_______is able to compute a square root from a given square using a calculator_______is able to use the memory keys_______is able to use the constant operation

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Checking Progress_______is able to compute using the Algebraic Operating System to employ order of

operations_______feels comfortable/confident using a calculator

Application of Calculator Skills_______understands how to use the calculator in everyday contexts:

_______is able to compute a TIP_______is able to compute sales tax_______is able to compute unit pricing_______is able to compute percentage discounts_______is able to compute gas mileage

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ABE MATH BENCHMARKS

Student’s Name: ______________________________________ Date: _____________________

The following list the math benchmarks and their NRS levels. Put an “X” in the box to indicate which benchmarks the student has mastered. This document can be used as a checklist.

NRS Levels1 2 3 4 5 6 Benchmarks To MasterNumber Sense

M.1.1

Connect and count number words and numerals from 0-999 to the quantities they represent.

M.1.2

Solve one-, two- and three-digit addition and subtraction problems in horizontal (for example, 6 + 3 + 9 = 18) and vertical* notation without regrouping.

M.1.3

Compare and order sets of whole numbers from 0-999.

M.1.4

Estimate (when appropriate) and compute solutions to problems involving whole numbers from 0-999.

M.2.1

Connect and count number words and numerals from 0-1,000,000 to the quantities they represent.

M.2.2

Solve, with a high degree of accuracy, multi-digit addition and subtraction problems in horizontal and vertical notation with regrouping; perform multiplication (through 12)

M.2.3


M.2.4


M.3.1

Connect and count number words and numerals from 0-1,000,000, including common fractions (1/4, 1/3, 1/2) and decimals (.25, .33, .50), to the quantities they represent.

M.3.2

Solve, with a high degree of accuracy, problems using four basic mathoperations (addition, subtraction, multiplication, division) using• whole numbers,• fractions and• decimals.

M.3.3

Compare and order sets of whole numbers, fractions and decimals.

M.3.4

Estimate (when appropriate) and compute solutions to problems involving whole numbers, fractions and decimals.

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Checking ProgressNRS Levels

1 2 3 4 5 6 Benchmarks To MasterM.3.5

Evaluate simple expressions using whole numbers, squares and cubes.

Geometry and Measurements M.1.5

Identify and compare simple two-dimensional figures (square, circle, diamond, rectangle, triangle) and three-dimensional figures (rectangular solid, cube, cylinder, sphere, cone).

M.1.6

Identify and define spatial relationships (vertical, horizontal, adjacent).

M.1.7

Identify basic units of measurement (for example, inches, pounds, temperature, hours/time) and their purpose.

M.1.8

Select the appropriate tool (for example, ruler, scale, thermometer, clock, calendar) and unit to measure a given property.

M.1.9

Match equivalent units of measurement, including length, weight, time,temperature and U.S. currency.

M.1.1.0

Round to the nearest 100.

M.2.5

Identify and classify features (length, width, height, diameter, radius) of two and three-dimensional figures and angles by degrees.

M.2.6

Identify and define points, rays, line segments, lines and planes in mathematical and everyday settings.

M.2.7

Use established formulas to calculate perimeter of a polygon.

M.2.8

Draw two-dimensional figures.

M.2.9

Choose appropriate units (cup or quart or gallon, foot or mile) to measure an object’s properties.

M.2.10

Use appropriate tools (for example, yardstick, measuring tape, meter stick) and units to measure given properties of figures.

M.2.11

Convert and compute measurements, without regrouping.

M.2.12

Round to the nearest 1,000.

M.3.6

Identify figures (tables, clocks, walls, floors) as simple, complex or irregular; two-dimensional or three-dimensional; and symmetrical, congruent or similar.

M.3.7

Identify coordinate systems and plot pairs of points (x, y).

M.3.8

Use established formulas to calculate perimeter and area of polygons.

M.3.9

Complete partial two-dimensional figures on a coordinate grid system.

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Choose and apply appropriate units, including fractional values, andinstruments to measure length (inch, foot or mile), weight (ounce, pound or ton), capacity (cup or gallon), time (second, minute, day or week) and temperature (degrees).

M.3.11

Make, record and interpret measurements of everyday figures.

M.3.12

Convert and compute measurements, with regrouping.

M.3.13

Round to the nearest 1,000,000, to hundredths and to the nearest wholenumber.

Algebra and PatternsM.1.11

Continue simple patterns and sequences of numbers, colors and figures.

M.1.12

Complete simple number sentences (for example, 5 + ___ = 12).

M.2.13

Identify, extend and construct numerical patterns and sequences.

M.2.14

Read and solve simple equations (for example, a + 5 = 12) with addition and subtraction operations.

M.3.14

Identify, extend and construct numerical and geometric patterns andsequences.

M.3.15

Solve simple equations (for example, 18 – 3 × 15 = n) using order of operations (multiplication, division, addition, subtraction), excluding parentheses and exponents.

Data Analysis and ProbabilityM.1.13

Identify key features of simple charts, pictographs or bar graphs (for example, title, column, row, axis, key, legend).

M.1.14

Display data using concrete objects, pictographs or charts.

M.2.15

Read and interpret pictographs and bar graphs.

M.2.16

Create and interpret pictographs and bar graphs.

M.2.17

Classify events as likely or unlikely.

M.3.16

Read and interpret pictographs, bar graphs and line graphs as well asschedules, diagrams and tables.

M.3.17

Create and interpret pictographs, bar graphs and line graphs as well asschedules, diagrams and tables.

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Calculate mean, median, mode and range for simple data sets.

M.3.19

Determine simple probabilities.

M.3.20

Represent likely and unlikely events as fractions and decimals.

Process: Solve ProblemsM.1.15

Solve word problems at the appropriate reading level using addition andsubtraction.

M.1.16


M.2.18

Solve word problems at the appropriate reading level using addition,subtraction and simple multiplication facts.

M.2.19


M.3.21

Solve a variety of problems using addition and subtraction, multiplication and division and fractions and decimals.

M.3.22


Process: Communicate Mathematical IdeasM.1.17

Define simple mathematical terms (for example, addend, sum, difference, operation, borrowing, carrying, rounding) and symbols (for example, $ , ¢ , + , - ,= , < , > ).

M.2.20

Use simple mathematical terms (for example, product, approximate, factor, remainders) and symbols (for example, × , ≈ ) in solving simple word problems.

M.3.23

Use correct mathematical terminology (for example, quotient, numerator, denominator, dividend, decimal, divisor) and symbols (for example, ÷ , ≤ , ≥ , ∕ , ± , ≠, % ).

M.3.24


Process: Reason MathematicallyM.1.18

Identify true or false statements and verify with examples.

M.2.21

Determine if a mathematical result is a reasonable response to the problem.

M.3.25

Begin to use logical terms appropriately (and, or, but, if … then).

M.3.26

Explain the differences between accuracy and precision.

Process: Connect Mathematical Concepts

119



List real-life settings in which mathematics is used.

M.2.22

Identify basic mathematical concepts used in real-life settings.

M.3.27

Apply mathematical concepts in real-life settings.

Process: Mathematical PerformanceM.1.20

Perform very basic mathematical operations with directed instruction and few errors.

M.2.23

Perform basic mathematical operations, excluding division, with directed instruction and few errors

M.3.28

Perform mathematical operations with increasing independence, usingdecimals and fractions, with few errors.

NRS Levels1 2 3 4 5 6 Benchmarks To MasterNumber Sense

M.4.1

Connect a wide range of number words and numerals, including fractions, decimals and whole numbers, to the quantities they represent.

M.4.2

Solve, with a high degree of accuracy, multi-digit addition, subtraction,multiplication and division problems in horizontal and vertical notation with regrouping, using• whole numbers,• fractions,• decimals and• positive/negative integers.

M.4.3

Apply order of operations to simplify expressions and perform computations.

M.4.4

Compare and order equivalent forms of commonly used fractions, decimals and percents.

M.4.5

Estimate (when appropriate) and compute solutions to problems involving fractions, decimals, ratios, proportions and percents.

M.4.6

Evaluate simple exponent and radical expressions.

M.4.7


M.4.1


120



Solve, with a high degree of accuracy, problems using four basic mathoperations (addition, subtraction, multiplication, division) using• whole numbers,• fractions,• decimals and• positive/negative integers.

M.5.2

Apply order of operations, including parentheses and exponents, to simplify expressions and perform computations with positive and negative integers.

M.5.3

Compare and order equivalent forms of commonly used fractions, decimals and percents, including scientific notation and positive/negative integers.

M.5.4

Estimate (when appropriate) and compute solutions to problems involving ratios, percents and proportions, scientific notation and square roots.

M.5.5

Evaluate simple radical expressions with negative exponents.

M.6.1

Solve, with a high degree of accuracy, problems using four basic mathoperations (addition, subtraction, multiplication, division) using• whole numbers,• fractions,• decimals,• positive/negative integers and• absolute values.

M.6.2

Explain the effects of numerical operations on integers, whole numbers and fractions.

M.6.3

Compare and order equivalent forms of commonly used fractions, decimals, percents, radicals and scientific notation.

M.6.4

Estimate (when appropriate) and compute solutions to problems involving ratios, percents and proportions, scientific notation, roots and numbers with integer exponents.

M.6.5

Evaluate a variety of exponent and radical expressions, applying laws ofexponents.

Geometry and Measurements M.4.7

Identify/apply basic formulas about parallel and perpendicular lines, pairs of angles, congruent figures, similar figures, polygons, spheres, cylinders and cones.

M.4.8

Connect graphical and algebraic representations of lines.

121



Use established formulas to calculate perimeter, circumference, area and volume for basic figures.

M.4.10

Represent and analyze figures using coordinate geometry.

M.4.11

Show that geometric measures such as length, perimeter, area and volume depend on the choice of unit and that measurements are only as precise as the units used.

M.4.12

Apply measurement scales and units to describe geometric figures to solve one step and two-step problems.

M.4.13

Convert fluently, within measurement systems (metric, customary, time), from one unit to another in order to solve contextual problems and express the conversions using appropriate unit labels.

M.4.14

Apply the concept of rounding to specified place value; distinguish between exact and approximate values.

M.5.6

Identify/apply basic theorems about parallel and perpendicular lines, pairs of angles, congruent and similar figures, triangles (including right triangles and the Pythagorean theorem), polygons, circles, spheres, cylinders and cones.

M.5.7

Connect graphical and algebraic representations of lines and simple curves.

M.5.8

Use established formulas to calculate perimeter, circumference, area andvolume for basic figures.

M.5.9

Graph and analyze two-dimensional figures in a variety of orientations using coordinate geometry.

M.5.10


M.5.11

Use the Pythagorean theorem (a2 + b2 = c2) and its equivalent forms.

M.5.12

Apply measurement scales and units to describe geometric figures in order to solve two-step problems with embedded and irrelevant information.

M.5.13

Convert fluently, between measurement systems (metric, customary, time), from one unit to another in order to solve contextual problems and express the conversions using appropriate unit labels.

M.5.14

Begin to apply the concept of rounding to appropriate place value in two-step problems; distinguish between exact and approximate values.

M.6.6

Identify/apply basic theorems about parallel and perpendicular lines, pairs of angles, congruent and similar figures, triangles (including right triangles and

122


1 2 3 4 5 6 Benchmarks To Masterthe Pythagorean theorem), polygons, circles, spheres, cylinders, cones and polyhedrons.

M.6.7

Connect graphical and algebraic representations of lines, simple curves and conic sections.

M.6.8

Analyze irregular geometric figures to calculate perimeter, area and volume.

M.6.9

Graph the results of translations, reflections and rotations in the coordinate plane and determine properties that remain fixed.

M.6.10


M.6.11

Use right triangle trigonometry to solve contextual problems.

M.6.12

Apply measurement scales and units to describe geometric figures in order to solve multi-step contextual problems with embedded and irrelevant information.

M.6.13

Convert fluently, within and between measurement systems (metric,customary, time), from one unit to another in order to solve contextualproblems and express the conversions using appropriate unit labels.

M.6.14

Apply the concept of rounding to appropriate place value in contextualsituations; distinguish between exact and approximate values and justify their uses.

Algebra and PatternsM.4.15

Identify, extend and construct arithmetic/geometric patterns and sequences that are one-step and linear or exponential.

M.4.16

Evaluate and simplify algebraic expressions and solve equations.

M.4.17

Connect the various representations of a single linear relationship to• a table,• a verbal description,• a graph and• an equation.

M.4.18

Graph linear equations.

M.4.19

Solve linear equations with one unknown graphically and algebraically.

M.5.15

Identify, extend and construct arithmetic/geometric patterns and sequences that are multi‐step, linear and exponential.

M.5. Evaluate expressions and solve equations with

123


1 2 3 4 5 6 Benchmarks To Master16 multiple variables using order of operations

(parentheses, exponents, multiplication, division, addition,subtraction).

M.5.17

Connect a variety of linear relationships to• a table,• a verbal description,• a graph and• an equation.

M.5.18

Graph linear and nonlinear functions.

M.5.19

Solve linear equations with two unknowns algebraically and graphically.

M.6.15

Identify, extend and construct arithmetic/geometric patterns and sequences that are multi‐step and linear, nonlinear or exponential.

M.6.16

Evaluate and simplify algebraic expressions and solve equations and inequalities.

M.6.17

Connect the various representations of linear and nonlinear relationships to• a table,• a verbal description,• a graph and• an equation.

M.6.18

Graph linear and nonlinear functions and analyze their characteristics.

M.6.19

Solve systems of linear equations with two unknowns by graphing, substitution or addition/elimination.

M.6.20

Solve quadratic equations for real roots by graphing, factoring, completing the square or applying the quadratic formula.

Data Analysis and ProbabilityM.4.20


M.4.21

Create and interpret data sets using simple frequency distributions and appropriate graphs.

M.4.22

Calculate basic measures of central tendency (mean, median, mode) and variability (range).

M.4.23

Determine, using the fundamental counting principle (multiplication rule), the number of possible outcomes for a situation.

M.4.24

Determine probabilities in real-world problem situations, recognizing and accounting for events that may occur more than once or when order is important.

M.5.20


M.5. Create and interpret appropriate graphical displays

124


1 2 3 4 5 6 Benchmarks To Master21 given frequency distributions for two variables.M.5.22

Calculate measures of central tendency (mean, median, mode) and variability (range, interquartile range).

M.5.23

Use simple probabilities to predict outcomes.

M.5.24

Calculate probability of events that are independent (not related) and dependent (related).

M.6.21

Collect, organize and interpret data sets with two variables using frequency distributions for simple counts (one-way tables) and cross-tabulations (two-way tables).

M.6.22

Create and interpret appropriate graphical displays given frequency distributions for two variables and various distribution shapes.

M.6.23

Calculate measures of central tendency (mean, median, mode) and variability (range, interquartile range, standard deviation, variance).

M.6.24

Determine, using the fundamental counting principle (multiplication rule), the number of possible outcomes for a situation, including permutations and combinations.

M.6.25

Use theoretical or experimental probability, including simulations, to determine probabilities in real-world problem situations involving uncertainty, such as mutually exclusive events, complementary events and conditional probability.

Process: Solve ProblemsM.4.25

Solve multi-step problems.

M.4.26

Specify and use various problem-solving strategies (picture/graph, table, organized list and working backwards).

M.4.27


M.4.28


M.5.25

Solve difficult problems that require sustained thought or effort.

M.5.26


M.5.27


M.5.28


M.6.26

Solve difficult and lengthy problems that may require sustained thought or effort.

125




M.6.28


M.6.29


Process: Communicate Mathematical IdeasM.4.29

Use correct mathematical terminology (for example, exponent) and symbols (for example, ( ) , · , ⁿ , √ ).

M.4.30


M.4.31

Represent contextual situations using mathematics.

M.5.29

Use correct mathematical terminology and symbols ( [ ] or { } ).

M.5.30


M.5.31


M.5.32


M.6.30

Use correct mathematical terminology and symbols.

M.6.31


M.6.32


M.6.33


Process: Reason MathematicallyM.4.32


M.4.33

Explain the differences among accuracy, precision and error.

M.5.33


M.5.34


M.6.34


M.6.35


Process: Connect Mathematical ConceptsM.4.34

Apply mathematical ideas across a variety of settings (community, family, work).

126



Analyze problems using mathematical ideas across a variety of settings (community, work, family).

M.6.36

Synthesize and evaluate situations in order to solve problems across a variety of settings (community, work, family), using connections among broad domains of mathematics (algebra and geometry, number sense and data analysis).

Process: Mathematical PerformanceM.4.35


M.5.36


M.6.37


127


ABE READING BENCHMARKS


The following list the math benchmarks and their NRS levels. Put an “X” in the box to indicate which benchmarks the student has mastered. This document can be used a checklist.

NRS Levels1 2 3 4 5 6 Benchmarks To MasterPurpose

R.1.1 Identify personal purpose for reading (for example, to read to a child, to read personal correspondence).

R.1.2 Use background knowledge to select texts to meet personal purposes for reading. (See the text complexity chart.)

R.2.1 Identify general purpose for reading (for example, for pleasure, to get information, to pass time).

R.2.2 Select text to match purpose, appropriate complexity and reading level. (See the text complexity chart.)

R.3.1 Identify specific purpose for reading (for example, to complete a task, to learn about a topic of interest).


Word KnowledgeR.1.3 Identify and apply phonemic awareness and decoding

skills (for example, alphabetic knowledge, phonics, sight words) to read words.

R.1.4 Identify and apply knowledge of word parts (for example, simple word families) to determine word meaning.

R.1.5 Use context clues (for example, word order) to determine the meaning of words in texts.

R.1.6 Select and use print and electronic reference materials (for example, picture dictionary) to determine word meaning.

R.1.7 Use word relationships (for example, synonyms, antonyms) to determine word meaning.

R.1.8 Understand meaning of basic functional vocabulary (for example, “stop,” “danger”).

R.1.9 Identify and explain use of figurative language (for example, exaggeration) in text.

R.1.10


R.2.3 Identify and apply decoding skills (for example, phonics, sight words, compound words) to read words.

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1 2 3 4 5 6 Benchmarks To MasterR.2.4 Identify and apply knowledge of word parts (for

example, complex word families, prefixes, suffixes, contractions) to determine word meaning.

R.2.5 Use context clues (for example, in-sentence definitions) to determine the meaning of words in texts.

R.2.6 Select and use print and electronic reference materials (for example, glossary, simplified dictionary) to determine word meaning.

R.2.7 Use word relationships (for example, homonyms, multiple-meaning words) to determine word meaning.

R.2.8 Understand meaning of basic content vocabulary and complex, functional vocabulary (for example, “warm,” “clean”).

R.2.9 Identify and explain use of figurative language (for example, regionalisms, slang) in text.

R.2.10


R.3.3 Identify and apply decoding skills (for example, six syllable types) to read words.

R.3.4 Identify and apply knowledge of word parts (for example, roots, affixes) to determine word meaning.

R.3.5 Use context clues (for example, grammar, sequencing, examples) and punctuation cues (for example, commas, quotes) to determine the meaning of words in texts.

R.3.6 Select and use print and electronic reference materials (for example, dictionaries, thesauruses) to determine and clarify word meaning.

R.3.7 Use word relationships (for example, abbreviations, acronyms, homophones) to determine word meaning.

R.3.8 Understand meaning of common high-interest content vocabulary (for example, “weather”) and general academic vocabulary (for example, “combine,” “technology”).

R.3.9 Identify and explain use of figurative language (for example, metaphor, simile, idioms) in text.

R.3.10


ComprehensionR.1.11

Apply, monitor and adjust comprehension strategies (for example, activate prior knowledge, make predictions, find key information, compare understanding with another reader, reread) to understand text.

129


1 2 3 4 5 6 Benchmarks To MasterR.1.12

Locate and use basic structural elements (for example, title page, columns), basic punctuation clues and visual/graphic cues (for example, drawings, photographs, bold, italics, underlining, web links) to aid in comprehension of print and electronic texts.

R.1.13

Identify basic story elements (for example, character, setting, plot).

R.1.14

Distinguish between fact and fiction in the text.

R.1.15

Identify the stated main idea and supporting details.

R.1.16

Construct meaning by making connections between text and own experiences and knowledge.

R.2.11

Apply, monitor and adjust comprehension strategies (for example, predict and confirm outcomes based on personal experiences, question own understanding, identify and correct misread words) to understand text at a literal level.

R.2.12

Identify and use structural elements (for example, headings, subheadings, indentations, table of contents), visual/graphic cues (for example, basic maps, charts, graphs), punctuation clues and organizational strategies (for example, chronological order, sequence) to aid in comprehension of print and electronic texts.

R.2.13

Identify narrative elements (for example, problem/conflict, sequence of events, theme) and basic features of poetry and drama.

R.2.14

Distinguish between fact and opinion in the text.

R.2.15

Determine a possible implied main idea and supporting details.

R.2.16

Construct meaning from text by connecting prior experience and knowledge to new information read.

R.3.11

Apply, monitor and adjust comprehension strategies (for example, adjust reading rate, read ahead, skim text, summarize, make simple inferences) to understand text.

R.3.12

Use structural elements (for example, captions, sidebars), visual/graphic cues (for example, maps, charts, graphs), complex punctuation clues and organizational strategies (for example, description, compare and contrast) to aid in comprehension of print and electronic texts.

R.3.13

Analyze how narrative elements interact to develop a story (for example, character development as a result of events, role of setting in plot development).

130


1 2 3 4 5 6 Benchmarks To MasterR.3.14

Distinguish relevant from irrelevant information in the text.

R.3.15


R.3.16

Construct meaning from text by applying prior knowledge and background reading to new information read.

NRS Levels1 2 3 4 5 6 Benchmarks To MasterPurpose

R.4.1 Identify purposes for reading (for example, to generate and answer questions about a topic, to solve problems).


R.5.1 Establish purposes for reading (for example, to inform a discussion, to get information for a paper, to debate a topic).

R.5.2 Select text to match purpose, appropriate complexity

131


1 2 3 4 5 6 Benchmarks To Masterand reading level. (See the text complexity chart.)

R.6.1 Establish and adjust purposes for reading.R.6.2 Select text to match purpose, appropriate complexity

and reading level. (See the text complexity chart.)Word Knowledge

R.4.3 Apply decoding skills (for example, multi-syllabic words) to read words.

R.4.4 Apply knowledge of word parts (for example, Greek and Latin roots) to determine word meaning.

R.4.5 Use context clues (for example, cause and effect and compare and contrast relationships) to determine the meaning of words in texts.

R.4.6 Select and use print and electronic reference materials (for example, web search) to determine and clarify word meaning.

R.4.7 Use word relationships (for example, connotation, denotation) to determine word meaning.

R.4.8 Understand meaning of some specialized content vocabulary (for example, “constitution”).

R.4.9 Identify and explain the use of figurative language (for example, hyperboles, personification, mixed metaphor) in text.

R.4.10


R.5.3 Apply knowledge of decoding skills to read words.R.5.4 Apply knowledge of word parts (for example, word

origins) to determine word meaning.R.5.5 Analyze context clues to determine or clarify the

explicit and implicit meaning of words in texts.R.5.6 Select and use print and electronic specialized


R.5.7 Apply knowledge of word relationships to determine word meaning.

R.5.8 Understand meaning of specialized content vocabulary (for example, “carrying cost,” “broadband”).

R.5.9 Recognize how the use of figurative language (for example, analogy, cliché, extended metaphor) affects interpretation of text.

R.5.10


R.6.3 Apply knowledge of decoding skills to read words.R.6.4 Apply knowledge of word parts to determine subtle

132


1 2 3 4 5 6 Benchmarks To Masterdifferences in word meaning.

R.6.5 Analyze context clues to determine or clarify the explicit and implicit meaning of words in texts.

R.6.6 Select and use print and electronic specialized reference materials (for example, references related to a specific topic area) to determine and clarify word meaning.

R.6.7 Apply knowledge of word relationships to determine subtle differences in word meaning.

R.6.8 Understand meaning of extensive specialized content vocabulary (for example, “stethoscope,” “architect”).

R.6.9 Recognize how the use of figurative language (for example, oxymoron, allusions, paradox) affects interpretation of text.

R.6.10


ComprehensionR.4.11

Apply, monitor and adjust comprehension strategies (for example, note subtle details in texts, pose questions about text) to understand text at an inferential level.

R.4.12

Use structural elements and organizational strategies (for example, problem and solution, cause and effect) to aid in comprehension of print and electronic texts.

R.4.13

Analyze literary elements and characteristics that define genres of writing (for example, prose, poetry, drama).

R.4.14

Analyze how an author uses argument and provides evidence to persuade others.

R.4.15


R.4.16

Construct meaning from text by evaluating relevance of prior knowledge and applying appropriate knowledge to new information read.

R.5.11

Apply, monitor and adjust comprehension strategies (for example, compare and contrast information) across multiple texts.

R.5.12

Analyze and use structural elements (for example, footnotes, bibliographies) and organizational strategies to aid in comprehension of print and electronic texts.

R.5.13

Analyze a variety of literary forms (for example, short story, mystery, fantasy, comedy, tragedy, epic).

R.5.14

Analyze the use of literary devices (for example, flashback, irony, symbolism, propaganda,

133


1 2 3 4 5 6 Benchmarks To Masterstereotyping) to develop arguments or explanations.

R.5.15


R.5.16

Develop understanding of concepts by applying appropriate prior knowledge to new information read.

R.6.11

Apply, monitor and adjust comprehension strategies (for example, evaluate and synthesize) across multiple texts.

R.6.12

Evaluate how structural elements (for example, appendices) and organizational strategies relate to meaning and graphic/visual appeal of print and electronic texts.

R.6.13

Analyzes how a work of literature reflects the heritage, traditions, attitudes and beliefs of its author and/or time.

R.6.14

Evaluate how the author’s personal history, credentials and biases impact the text.

R.6.15


R.6.16

Enhance understanding of concepts extending beyond the text by synthesizing prior knowledge and new information read.

134

Checking Progress

135


ABE WRITING BENCHMARKS


The following list the math benchmarks and their NRS levels. Put an “X” in the box to indicate which benchmarks the student has mastered. This document can be used a checklist.

NRS Levels1 2 3 4 5 6 Benchmarks To MasterPrewriting

W.1.1

Discuss the purpose and intended audience for a writing situation.

W.1.2

Write for an assigned or self-selected purpose (for example, to state personal information, to tell a story).

W.1.3

Write for varying types of tasks (for example, simple stories, friendly letters, invitations, journals, captions).

W.1.3

Generate writing ideas through discussions with others.

W.1.5

Choose a topic for writing.

W.1.6

Gather ideas for investigation about a topic using level-appropriate books, observations or discussions.

W.1.7

Discuss the characteristics of original and borrowed materials.

W.1.8

Organize ideas using strategies (for example, what I know, what I want to know, what I’ve learned [KWL], logs).

W.1.9

Choose an organizational pattern (for example, time order) to present ideas logically.

W.2.1

Choose from a selection of topics, audiences and purposes for a writing situation.

W.2.2

Write for a limited number of assigned or self-selected purposes (for example, to describe an event, to convey a message).

W.2.3

Write for varying types of tasks (for example, stories, letters, responses, notes).

W.2.4

Generate writing ideas (for example, from printed materials, from observation).

W.2.5

Form a main idea from provided details or facts.

W.2.6

Acquire information about an assigned or self-selected topic (for example, from level appropriate books, magazines, videotapes, CDs, websites).

W.2.7

Rewrite information from a single source in own words.

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1 2 3 4 5 6 Benchmarks To MasterW.2.8

Organize ideas using strategies (for example, simple webs, lists).

W.2.9

Choose an organizational pattern (for example, logical sequence) to present ideas logically.

W.3.1

Identify a topic, purpose and intended audience for a writing situation.

W.3.2

Write for a growing number of purposes (for example, to argue a point, to inform).

W.3.3

Write for varying types of tasks (for example, narratives, informational reports, formal letters, personal or creative writing).

W.3.4

Generate writing ideas (for example, lists, discussions, free writing, background reading, other sources).

W.3.5

State and develop a clear main or controlling idea.

W.3.6

Employ research skills to select level-appropriate sources to support central ideas, concepts and themes.

W.3.7

Paraphrase from a variety of texts and incorporate into own writing.

W.3.8

Organize ideas using strategies (for example, notes, Venn diagrams).

W.3.9

Choose an organizational pattern (for example, classification, compare and contrast, climactic order) to present ideas logically.

DraftingW.1.10

Organize writing to include a beginning, middle and end.

W.1.11

Group related ideas into sentences.

W.1.12

Select words that convey a clear idea.

W.1.13

Write simple sentences.

W.1.14

Use correct spelling for high-frequency words and words with regular short-and long-vowel patterns in writing.

W.1.15

Punctuate writing correctly using question marks, exclamation points and periods.

W.1.16

Capitalize the first word in a sentence, names and the pronoun “I.”

W.1.17

Use basic parts of speech (nouns, verbs, adjectives) in writing.

W.2.10

Organize writing by providing a simple introduction, a body and a clear sense of closure.

W.2.11

Group related ideas into a paragraph with a topic sentence and supporting sentences.

137



Use suitable word choice to convey a message effectively.

W.2.13

Write simple sentences (statements, questions, commands).

W.2.14

Use correct spelling for multi-syllabic words, common root words, base words and affixes in writing.

W.2.15

Punctuate writing correctly using end marks, commas in a series and apostrophes in contractions and possessives.

W.2.16

Capitalize proper nouns, titles, places and abbreviations.

W.2.17

Incorporate parts of speech (pronouns, conjunctions) and grammatical structures (for example, verb tenses, subject-verb agreement, noun-pronoun agreement) in writing.

W.3.10

Organize writing by providing a simple introduction, a body and a clear sense of closure that summarizes important ideas and details.

W.3.11

Group related ideas into a paragraph with a topic sentence and specific, relevant details and examples.

W.3.12

Use a variety of descriptive words and literal and figurative language to convey a message.

W.3.13

Write simple and compound sentences.

W.3.14

Use correct spelling for contractions, compounds, homonyms and irregular patterns in writing.

W.3.15

Punctuate writing correctly using commas, end marks, apostrophes, parentheses and quotation marks.

W.3.16

Use correct capitalization based on the writing situation.

W.3.17

Incorporate parts of speech (adverbs, prepositions, interjections) and grammatical structures (for example, pronoun usage) in writing.

Editing and Revising W.1.18

Reread and make corrections to own writing.

W.1.19

Proofread writing and edit to improve conventions (for example, use of basic parts of speech, spelling of high‐frequency words, punctuation of sentences, capitalization of names).

W.1.20

Seek feedback from teachers (for example, through discussions, conferences, written comments).

W.1.21

Use checklists and rubrics to improve writing.

W.2.18

Reread and revise writing to clarify meaning and to focus topic (for example, adding and deleting words, adding descriptive words, rearranging words and

138


1 2 3 4 5 6 Benchmarks To Mastersentences).

W.2.19

Proofread writing and edit to improve conventions (for example, subject-verb agreement, spelling of compounds, commas in a series, contractions).

W.2.20


W.2.21

Use checklists and rubrics to judge the quality of the work and improve writing.

W.3.18

Reread and revise writing to clarify meaning and to ensure logical order (for example, word choice, adding transitional words and phrases and rearranging paragraphs).

W.3.19

Proofread writing and edit to improve conventions (for example, pronouns, commas).

W.3.20


W.3.21


PublishingW.1.22


W.1.23

Print legibly and space letters, words and sentences appropriately.

W.2.22


W.2.23

Rewrite as needed and present writing for display or sharing with others.

W.3.22


W.3.23

Add visuals as needed to support the presentation of writing.

139

Checking Progress

NRS Levels1 2 3 4 5 6 Benchmarks To MasterPrewriting

W.4.1

Determine a topic, purpose and audience for a writing situation.

W.4.2

Write for varying purposes (for example, to persuade, to explain, to entertain).

W.4.3

Write for varying types of tasks (for example, business letters, letters to the editor, job applications, literature responses, informational essays, informal writing).

W.4.4

Generate writing ideas through a variety of strategies (for example, surveys, interviews, background reading).

W.4.5

Formulate a thesis from a main or controlling idea.

W.4.6

Determine the relevance, accuracy and credibility of level-appropriate sources to support a controlling idea.

W.4.7

Avoid plagiarism by summarizing findings from sources, and distinguish between own original material and borrowed material.

W.4.8

Develop a list of sources referenced.

W.4.9

Select and use organizational methods (for example, outlines, charts, tables, story maps, plot pyramids).

W.4.10

Choose an organizational pattern (for example, order of importance, problem to solution, topical) to present ideas logically.

W.5.1

Adjust the topic, audience and purpose for a writing situation.

W.5.2

Develop writing for a broad range of purposes (for example, to support a thesis, to reinforce a controlling idea).

W.5.3

Develop writing for varying types of tasks (for example, electronic communications, persuasive essays).

W.5.4


W.5.5

Develop a thesis statement that establishes a clear focus for the writing.

W.5.6

Create a plan to integrate level-appropriate sources in support of a thesis.

W.5.7

Avoid plagiarism by quoting and citing borrowed source material.

W.5. Use style guides to format writing and give proper

140


1 2 3 4 5 6 Benchmarks To Master8 credit for sources (for example, in a bibliography).W.5.9

Use organizational strategies to plan writing in support of a thesis.

W.5.10

Evaluate and adjust an organizational pattern (for example, time order, compare and contrast, cause and effect) to produce writing that extends the thesis.

W.6.1

Plan strategies to address topic, purpose and audience.

W.6.2

Develop writing for a broad range of purposes (for example, to analyze, to synthesize, to evaluate, to reflect, to interpret).

W.6.3

Develop writing for varying applications (for example, electronic communications, academic writing, workplace writing).

W.6.4


W.6.5

Produce text to extend the thesis and create a coherent whole.

W.6.6

Evaluate sources and integrate them in support of a thesis.

W.6.7

Avoid plagiarism by accurately and correctly quoting, paraphrasing and summarizing material from research.

W.6.8

Cite sources using a style guide (for example, Modern Language Association [MLA], American Psychological Association [APA], Chicago).

W.6.9

Produce, organize and sufficiently develop writing in support of a thesis.

DraftingW.4.11

Develop writing with an effective introduction, a body and a conclusion that summarizes, extends or elaborates on points or ideas in the writing.

W.4.12

Group related ideas into well-developed paragraphs with topic sentences and supporting sentences.

W.4.13

Use precise language, active voice and descriptive detail to effectively convey a message.

W.4.14

Write simple, compound and complex sentence structures based on the writing situation.

W.4.15

Use correct spelling consistently in writing.

W.4.16

Punctuate writing correctly using semicolons, colons, hyphens, dashes and brackets.

W.4.17

Use correct capitalization.

W.4.18

Incorporate parts of speech and grammatical structures (for example, clauses, phrases, placement of modifiers) in writing.

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Develop writing to create a coherent whole with an engaging introduction, a body and a conclusion that summarizes, extends or elaborates on points or ideas in thewriting.

W.5.12

Arrange paragraphs in a logical sequence using transitions to maintain coherence across the whole text.

W.5.13

Use precise language, active voice and descriptive detail to convey a personal style and voice.

W.5.14

Vary simple, compound and complex sentence structures based on the writing situation.

W.5.15

Use correct spelling, punctuation and capitalization consistently in writing.

W.5.16

Use appropriate grammatical structures (for example, subject-verb agreement with collective nouns, parallel structures) in writing.

W.6.10

Use transitional devices within an effective organizational structure.

W.6.11

Use precise language, active voice, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.

W.6.12

Employ sentences of varying lengths and structures that are appropriate to audience, purpose and context.

W.6.13

Use appropriate conventions of the English language, including grammar and usage, punctuation, capitalization and spelling.

Editing and Revising W.4.19

Reread and revise writing to clarify meaning (for example, sentence variety, transitions among paragraphs).

W.4.20

Proofread writing and edit to improve conventions and to correct dangling and misplaced modifiers, fragments and run-ons.

W.4.21

Seek feedback from peers and teachers (for example, through discussions, conferencing, written comments).

W.4.22


W.5.17

Reread, analyze and revise writing for clarity and to ensure consistent style and voice.

W.5.18


W.5.19


W.6. Reread, analyze and revise writing for clarity,

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1 2 3 4 5 6 Benchmarks To Master14 consistent point of view and effective organizational

structure.W.6.15


W.6.16


PublishingW.4.23


W.4.24

Present information using a variety of means such as oral, visual, written or multimedia.

W.5.20


W.5.21


W.6.17

Employ electronic means to create, manipulate, clarify and enhance a variety of print and nonprint texts.

W.6.18


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Reading Skills Checklist

Student ____________________________________ Date ___________________

Pre-GED Social Studies

_____ Pretest

_____ Chapter 1

_____ Chapter 2

_____ Chapter 3

_____ Chapter 4

_____ Chapter 5

_____ Chapter 6

_____ Chapter 7

_____ Chapter 8

_____ Chapter 9

_____ Post-test

Pre-GED Science

_____ Pretest

_____ Chapter 1

_____ Chapter 2

_____ Chapter 3

_____ Chapter 4

_____ Chapter 5

_____ Chapter 6

_____ Chapter 7

_____ Chapter 8

_____ Chapter 9

_____ Post-test

Pre-GED Language Arts

_____ Pretest

_____ Chapter 1

_____ Chapter 2

_____ Chapter 3

_____ Chapter 4

_____ Chapter 5

_____ Chapter 6

_____ Chapter 7

_____ Chapter 8

_____ Chapter 9

_____ Post-test

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Name ___________________________________________ Date _____________________

GED Requirements

Math

Pretest _______Addition _______Subtraction _______Multiplication _______Division/Averages _______ Story Problems _______Estimation/Rounding _______ Make a Graph _______Pre-Algebra ____ Perimeter/Area _____ Figures ______Mean/Median/Mode/Range ______ Integers _______Ratio _______ Measurement _______ Graphs _______Fractions Add _____ Sub _____ Mult _____ Div _____Decimals Add _____ Sub _____ Mult _____ Div _____Percent 1 _______ Ratio/Proportion _______Square Root/Exponents _______Measurement _______Probability _______Pictographs _______Mean, Median, Mode, Range _______Rectangles _______Triangles _______Sum of Angles _______Similar Triangles _______Angles _______Congruence _______Circles _______Algebra Expressions _______Algebra Equations _______ Algebra Story Problems _______Pythagorean Theorem _______Coordinate Plane/Slope _______

Applying Patterns and Functions _______Graphs _______Math Review _______

English

Sentence Basics _______Pronouns _______Homonyms _______Essays ______Verbs/Agreement _______Combining Sentences _______Organization _______Mechanics _______

Social Studies Review _______Science Review _______GED Pretest _______ Math Review _______English Review _______GED TEST _______

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Looking Back Before Going Forward


At some point while monitoring performance, the student and teacher decide if the student’s goal has been reached. They look back over the student’s progress and determine how to go forward with the student’s ABLE experience.

For some students this is the end of their ABLE experience, and they exit the program.

For some, they choose a new goal and go in a new direction with the learning process.

And, for some students the next step is to revise their ILPs and continue with instruction.

In each of these cases, this is the point of student and teacher reflection.

Portfolio Policy

Key Points for Portfolio Success While Monitoring Student Performance and Reflecting on Learning

The table below takes guidance presented for teachers in the Instructional Process (from the Curriculum and Instruction section of the O-PAS Manual) and combines it with steps for students too. Throughout the student’s ABLE experience, the student and teacher should work collaboratively to ensure success.

Students Should: Teachers Should: Evaluate and reflect on how what

was learned is transferable to real-life situations.

Determine next steps.

Determine which instructional activities were most effective in helping students achieve their goals.

Obtain students’ perspectives of

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At this stage of the Student Experience Model, guidance on the student portfolio includes:

► The student portfolio is evidence of the importance of self-evaluation by students and is a vehicle to help students develop

Looking Back Before Going Forwardwhat activities were most useful to them in and outside of the classroom.

Determine, with the student, the next steps in his/her learning plan.

Consider what professional development opportunities would enhance effectiveness as an instructor.

Portfolio and Practice

Reflection is another important key to a student’s success in the ABLE system. The intent of student reflection is to encourage students to continually review their own learning—to help students take responsibility for learning. Reflections are collected in the student portfolio throughout the learning process. Programs use reflection in a variety of ways to inform their practices. In the classroom, some ask students to reflect on their daily work by maintaining a learning diary or by completing a review sheet at the end of a textbook section or project. Also, programs ask students to reflect on their overall ABLE experience and evaluate the teacher and/or program.

Program Tips

Sometimes reflection can be as simple as reviewing earlier work. Many of the samples included in earlier sections of this guide can be revisited to foster student reflection. Students can be encouraged to add reflections to their comments on assignment tracking sheets, for instance. Another way is to build reflection into goal review with the student. For example, the Planning and Reviewing My 12 Hour Goals worksheet brings together goal-setting and goal reflection. The steps for using this handout include:

1. At orientation the student participates in goal-setting instruction.2. The student and teacher review the planning portion of the

worksheet. 3. Together they fill in the first page of the worksheet. Three goals

are to be recorded, but each goal may not have ten steps associated with it.

4. The worksheet is placed in the student’s portfolio.5. When the student has reached 12 hours of class time, the student

revisits the worksheet.

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Looking Back Before Going Forward6. The student completes the second page of the worksheet, reflecting

on his/her progress to date.7. The student and teacher review the entire worksheet and record

any additional comments and/or plans for the student’s next 12 hours of class time.

This worksheet should be reviewed each time the student has attended class for an additional 12 hours and/or when the student’s goals have been reached or have changed.

A completed sample of this worksheet is included on the next page, and a blank copy (SAMPLE #47) is included on page 111.

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Looking Back Before Going ForwardCOMPLETED SAMPLE

Planning and ReviewingMy 12 Hour Goals

Name Tim Austin Date 10/6/05

One goal that I would like to accomplish in 12 hours of class is:

Improve Math

Steps to achieve this goal are:

1. Take math placement test 6. ________________________2. Review math test results 7._________________________3. Create learning plan 8._________________________4. Review basic math 9._________________________5. Review fractions 10.________________________

Another goal I would like to reach is:

Earn GED

Steps to achieve this goal are:

1. Improve math 6. Take GED test2. Take Practice Test 7._________________________3. Focus on lowest score areas 8._________________________4. Apply for GED test 9._________________________5. Find closest site 10.________________________

A third goal I would like to reach is:

Obtain employment

Steps to achieve this goal are:1. Create resume 6._________________________2. Create list potential employers 7._________________________3. Pick up applications 8._________________________4. Submit resume 9._________________________5. Go on interviews 10.________________________

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Page 1 of 2

150

Looking Back Before Going ForwardPlanning and Reviewing

My 12 Hour Goals

Name Tim Austin Date 11/21/05

How I feel about my progress towards my goals after 12 hours of class:

I feel that I am making good progress toward my goals. I think my goal of obtaining aGED is going to take a lot longer than I anticipated. I didn’t realize how much math is on the test, and it’s an area that I’m not very good in. I am getting close to obtaining my goal of employment. I have submitted 10 applications at various establishments, and I have an interview next week!

Comments:

Tim is doing well. I worry that he sometimes sets unrealistic goals and time lines to accomplish them. He does seem very motivated, so I think he’ll stay with the program. Tim really needs to focus on his Algebra. He has a lot of difficulty grasping the concepts. I will look for an alternative method of delivery to see if it helps.

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Page 2 of 2

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Looking Back Before Going ForwardPortfolio and Practice Connections: Student Forms


The samples on the following pages give examples of how programs can incorporate reflection into their practices through student goal reflection forms, learning diaries and program evaluations. Items to note from the samples include:

► Samples #47-#50: These pieces provide worksheets for student to use to reflect on their own learning.

#47. Presents the Planning and Reviewing My 12 Hour Goals handout referenced earlier in this section of the guide. Page 2 of the handout is the review and reflection of the activity. This sample shows reflection tied to the number of hours the student attends class.

#48. Asks students to reflect on their learning each week. This weekly diary focuses on reviewing learning and then planning for continued learning. The sample is for an ESOL student but could be revised for an ABE student.

#49. Highlights skills and role in addition to learning reflections. This worksheet also asks the student to justify why this work sample is included in the portfolio. This sample can be integrated into the selection process described in the Checking Progress section on page 47 of this guide.

#50. Presents a worksheet asking the student to record reflections on learning and thinking about how this learning can be applied to his/her life. This sample encourages the student to consider how new skills and knowledge can be transferred outside of the classroom.

► Samples #51-#54: These samples show program evaluation forms. These pieces allow students to comment on their entire learning experience with the ABLE program.

#51. Shows a simplified evaluation form. Using pictures to represent the concepts on the evaluation, this format can work well with an ESOL student or a student with limited literacy skills.

#52. Highlights collecting yes/no responses as well as allowing room for students to write in additional pieces of information. Here students indicate both positives and negatives about the program.

#53. Highlights student reflection and evaluation of the entire experience in the ABLE program similarly to Sample #52. This

153

Looking Back Before Going Forwardpiece also leaves space for students to identify themselves and their classes. This information can be helpful if the program intends to follow up with students, and if the program is large, this information can help to identify more specific feedback about a particular site.

#54. Focuses on a particular part of the student’s ABLE experience. This sample asks for feedback about the orientation process. For many students orientation is their first exposure to the program. Feedback on this process can help programs to ensure a good first impression.

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Looking Back Before Going ForwardSAMPLE #47

Planning and ReviewingMy 12 Hour Goals

Name______________________________Date___________________

One goal that I would like to accomplish in 12 hours of class is:

___________________________________________________________________________

Steps to achieve this goal are:1._________________________ 6._________________________2._________________________ 7._________________________3._________________________ 8._________________________4._________________________ 9._________________________5._________________________ 10.________________________

Another goal I would like to reach is:

___________________________________________________________________________


A third goal I would like to reach is:

___________________________________________________________________________


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Page 1 of 2

156

Looking Back Before Going ForwardPlanning and Reviewing

My 12 Hour Goals

Name______________________________Date___________________

How I feel about my progress towards my goals after 12 hours of class:

Comments:

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Page 2 of 2

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ESOL LEARNER DIARY

Name ___________________________________ Date ______________________

This week I studied:

This week I learned:

This week I made these mistakes:

This is difficult for me:

I would like to know:

I would like a lesson on:

My plan for learning and practicing next week is to:

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Reflect and Review Form

Name___________________________

Role: Family Member ______ Worker _____ Citizen _____

Skills Used:

Communication Interpersonal

Reading ___ Cooperate ___Writing ___ Advocate and Influence ___Speaking ___ Resolve Conflict/Negotiate ___Listening ___ Guide Others ___Observing ___

Decision Making Lifelong Learning

Use Math to Solve Problems Take Responsibility for Learning ___And Make Decisions ___ Reflect and Evaluate ___Solve Problems and Make Decisions ___ Learn Through Research ___Plan ___ Use Information and Communications Technology ___

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Work Sample for the Portfolio

Date: Title or Description:

Assignment:

I included this work because:

This is what I learned:


Using What I Learned*

My Goal:

I didn’t know how to… Now I know how to… I’m going to use it

to…

(Describe what you wanted to learn.)

(Describe what you learned.)

(Describe how you will use this in other situations/places.)

*Adapted from EFF Teaching/Learning Toolkit

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ABE/ESOL EVALUATION

Class _________________ Name ______________________ Date _______

1. Did this class meet your expectations? ____Yes ____No 3. Do your teachers help you? How? What else can they do? 4. What is hard/difficult in class?

5. What can be better in class?

One-on-one teaching Small group Large group Time with the teacher

Materials Other

6. The classroom is: Good_____ Not Good_____ If not good, check why.

_____ Poor Lighting _____ Not Clean _____ UncomfortableFurniture

_____ Noisy

_____ Not Safe_____ Crowded

162

2. How do you like to learn in class?

______ ______ ______ Visual Auditory Kinesthetic

“hands on”

Looking Back Before Going Forward_____ Other

163


ABLE PROGRAM EVALUATIONSTUDENT FORM

We are in the process of evaluating our adult basic education program, and we need your help. Please take a few minutes to fill this out. Tell your honest feelings so that we may improve what we offer to you and future students. You are not asked to sign your name on this form.

1. Do you receive enough help? YES NO REMARKS2. Do you think you are learning? YES NO3. Do you feel better about yourself since you started classes here? YES NO4. Are you comfortable in this classroom/learning center? YES NO5. Have you, with the help of your teacher, decided what you plan to do when you complete this program? (Remarks welcome) YES NO

6. If you feel your adult education program needs to improve in any of the following areas, please show this by putting a checkmark next to those items.

_____ a) Improve the enrollment and testing process. _____ b) Offer the classes near my home. _____ c) Offer the classes at a better time. _____ d) Provide better information about the program. _____ e) Make the classroom more comfortable. _____ f) Provide more and better study materials. _____ g) Provide more student counseling.

7. This learning style best describes me. (Check one.) _____ a) auditory-I learn best by listening to instruction _____ b) visual-I learn best by seeing things such as graphs, charts, or diagrams that show the entire picture and make things clearer to me. _____ c) tactile-I learn best by a hands-on method or when physical activity is needed to do the job.

8. Please write a short answer to these questions.

a) What do you like best about this program?

164


b) What would you change or add to make this program better?

165

____(a) teacher presentation ____(d)computer assisted instruction____(b) working alone ____(e) individualized instruction

Looking Back Before Going ForwardSAMPLE # 53

ADULT BASIC LITERACY PROGRAM STUDENT FEEDBACK FORM

1. Were you greeted promptly the first time you came to class?

2. Did you feel welcome?3. Did you read the “Welcome Sheet”?

a. Was it helpful to you?b. Was it easy to read?c. Did you have any questions that

were not answered (by Welcome Sheet or instructor)?

4. Did you have an opportunity to talk with the teacher and/or client advocate about your goal and why you came to ABLE?

5. Have we helped you to set any further goals?

6. Do you feel safe at this site?7. Do you feel that you are making

progress in this class?8. Have you been attending regularly?

a. If you have not, is there a particular reason why not?Explain:________________________________________

9. Do you feel comfortable asking the teacher for help?

10.Has the teacher given you enough help?

11.Which of these learning methods do you prefer?

12.Would you like to enroll in a basic computer literacy class?

Other Suggestions: ____________________________________________________________________________________________________________

___yes ___no___yes ___no___yes ___no___yes ___no___yes ___no

___yes ___no

___yes ___no

___yes ___no___yes ___no___yes ___no

___yes ___no

___yes ___no

___yes ___no

___yes ___no

___yes ___no

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Class location: ________________________ Instructor: ____________________ Date: ______________Your name (optional): ________________________________________________Phone number (optional): _____________________________________________


SAMPLE # 54

STUDENT REACTION SHEETABLE Managed Intake Process

1. Did you benefit from the assessment activities this week?

______ YES ______ NO

2. Which activities were most helpful to you?(Check all that apply)

___ Academic Skills Assessment ___ Interest Inventory

___ Adult Education ___ Learning Styles Assessment ___ Self Evaluation

___ Counseling ___ Starting a Portfolio ___ Information about

One-Stop Centers___ Goal-Setting ___ Vision Screening

___ Referral Services to Social & Community Agencies

3. Were you motivated to take new steps of action?______ YES ______ NO

4. Check any of the following that you might need help with in achieving your goal(s).

______ Child care ______ Transportation ______ Family Issues

Other: ____________________________________________________

5, Would you recommend our program to others?______ YES ______ NO

6. How did you find out about our program?___ Friend ___ Family Member ___ Newspaper Ad

___Telephone/Radio ___Department of Human Service

___ Other: (Specify)__________________________________

Comments:________________________________________

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Date: _____________________Site: ______________________Name:_____________________

(optional)

Looking Back Before Going Forward____________________________________________________________________________________

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Looking Back Before Going ForwardPortfolio and Practice Connections: Teacher Forms


► Sample #55: This piece provides a worksheet for capturing teacher reflections. It focuses on teacher review of transfer of learning for the student and next steps in the instructional process. Teachers should continually review their curriculum choices and methods to ensure that they are a proper fit for the students. This sample, along with considerations for professional development, can help to enhance a teacher’s effectiveness.

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Teacher Reflections*

Use this worksheet to reflect on your own instruction by 1) evaluating and reflecting on how what was learned is transferable to real-life situations; and 2) determining with the students the next steps to help the students meet their goals.

Comments

What type of activity might you do with the students to get them to reflect on what they have learned and the usefulness of that learning?

How will students transfer skills and strategies from one role (i.e., community member, family member, worker) to another?

What are you going to do next in order to ensure that your students continue to gain fluency and independence in a range of activities related to their goals and their needs?

170

Looking Back Before Going Forward*Adapted from Lesson Planning Site Visits, Ohio Literacy Resource Center

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References and ResourcesThere are many materials that programs and teachers can use to ensure success with the ABLE Portfolio System. Beyond the items included here, the ABLE Resource Centers listed in the Acknowledgements section of this guide can provide valuable information and support.

The websites (and associated documents) listed below were consulted in the development of this guide. ABLE practitioners are encouraged to explore these websites on their own, as each provides a wealth of information.

Equipped for the Future http://eff.cls.utk.edu/toolkit/default.htm

Teaching/Learning Toolkit

Illinois Adult Learning Resource Center www.thecenterweb.org/alrc/

The ESL Starter Kit

Ohio Board of Regents Adult Basic and Literacy Education http://www.uso.edu/network/workforce/able/

Ohio Performance Accountability System (O-PAS)Manual Indicators of Program Quality Learning Activities

Ohio Literacy Resource Center http://literacy.kent.edu/

Eureka! AGORA Lesson Planning Site Visits

West Virginia Adult Basic Education http://wvde.state.wv.us/abe/

Instructor Handbook

172

http://wvde.state.wv.us/abe/

http://literacy.kent.edu/

http://www.uso.edu/network/workforce/able/

http://www.thecenterweb.org/alrc/

http://eff.cls.utk.edu/toolkit/default.htm