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Technical College System of Georgia

Office of Adult Education

Essential Knowledge for

Adult Basic Education and Adult Secondary Education:

A Handbook for Instructors

February 12, 2013

Version 3.1

Essential Knowledge for Adult Basic Education and Adult Secondary Education: A Handbook for Instructors February 12, 2013; Version 3.1 i

Table of Contents

Table of Contents ......................................................................................... i

Listing of Acronyms ................................................................................... iii

Listing of Figures ....................................................................................... iv

Listing of Tables .......................................................................................... v

Credits ....................................................................................................... vi

Overview ..................................................................................................... 1

Section 1: Understanding Adult Literacy in Georgia .................................... 3

The Definition of Adult Literacy...................................................................................... 3

Literacy as Academic Skills (Emphasis on Skills): ...................................................... 4

Literacy as Functional Skills (Emphasis on Application of Skills): ............................. 4

Literacy as Social Practice (Emphasis on Social Transformation and

Empowerment): ........................................................................................................... 4

The Guiding Definition of Literacy for Georgia’s Adult Education Programs: ........... 4

The Scope of the Adult Literacy Problem in Georgia ...................................................... 4

Fact 1: Many of Georgia’s Adults Do Not Have a High School Diploma. .................... 5

Fact 2: Because of Immigration, Many Adults Living in Georgia Do Not Speak

English Well.................................................................................................................. 6

Fact 3: African Americans and Hispanics Lag Behind Other Ethnic Groups as It

Relates to High School Completion. ............................................................................ 6

Fact 4: High School Dropout Rates in Georgia Continue to Be High. ........................ 6

Did You Meet the Learning Objectives for this Section? ................................................ 8

Section 2: Understanding the Structure of Adult Education in Georgia ....... 9

Historical Background of Adult Education in America .................................................. 9

Structure of Adult Literacy Programs in Georgia ......................................................... 10

Levels and Programs ...................................................................................................... 11

The Tests of General Educational Development® (GED Tests) .................................. 13

Did You Meet the Learning Objectives for this Section? .............................................. 21

Section 3: Understanding Adult Learners ................................................. 22

Understanding Some Causes of Low-Literacy in Adult Learners................................. 22

Understanding the Difference between K-12 and Adult Learners ............................... 23

Understanding the Needs of Adult Learners ................................................................ 24

Learning Styles Considerations ..................................................................................... 25


Essential Knowledge for Adult Basic Education and Adult Secondary Education: A Handbook for Instructors February 12, 2013; Version 3.1 ii

Section 4: Developing Effective Classroom Recordkeeping Practices ........ 27

Intake Assessment Form (IAF) ..................................................................................... 27

Student Education Plan (SEP) ...................................................................................... 27

Classroom Attendance Records ..................................................................................... 28

Underage Youth Application for Enrollment Form ...................................................... 29


Section 5: Developing Effective Classroom Management Practices ........... 30

Recruitment and Retention ........................................................................................... 30

Recruitment ................................................................................................................ 30

Retention ..................................................................................................................... 31

Goal Setting .................................................................................................................. 31

Procedural Tasks and Instructional Models ................................................................. 33

Procedural Tasks ........................................................................................................ 33

Instructional Models .................................................................................................. 33

Safe Learning Environments ......................................................................................... 34

Setting Boundaries ........................................................................................................ 36


For Further Reading and Learning............................................................ 37

Georgia Resources ...................................................................................................... 37

Learning Inventories .................................................................................................. 38

Appendices ............................................................................................... 39

Appendix 1: Adult Education Program Intake Assessment Form ............................... 40

Appendix 2: Adult Education Program Student Education Plan ................................ 45

Appendix 3: Adult Education Program Adult Learner Daily Attendance Sign-in

Sheet ......................................................................................................... 48

Appendix 4: Adult Education Program Enrollment Procedures for Under-Age

Youth ........................................................................................................ 51

Essential Knowledge for Adult Basic Education and Adult Secondary Education: A Handbook for Instructors February 12, 2013; Version 3.1 iii

Listing of Acronyms

ABE Adult Basic Education

AEA Adult Education Act

ASE Adult Secondary Education

EL English Language

ELP English Language Programs

ESL English as a Second Language

GaGTP The Georgia GED Testing Program

GED General Educational Development

IAF Intake Assessment Form

K-12 Kindergarten through 12th grade

NRS National Reporting System

OAE Office of Adult Education

SDA Service Delivery Area

SEP Student Education Plan

TABE Tests of Adult Basic Education

TCSG Technical College System of Georgia

WIA Workforce Investment Act

Essential Knowledge for Adult Basic Education and Adult Secondary Education: A Handbook for Instructors February 12, 2013; Version 3.1 iv

Listing of Figures

Figure 1: Comparison of High School Completion Rates in the USA and Georgia, Adults

ages 25 and older ................................................................................................. 5

Figure 2: Georgia Adult Education Support Structure ..................................................... 10

Figure 3: Causes of Low Literacy Levels ........................................................................... 23

Figure 4: Maslow’s Hierarchy of Needs ............................................................................ 25

Figure 5: Tasks to Be Completed Before Instruction Begins ............................................ 33

Figure 6: Factors to Consider When Choosing an Instructional Model .......................... 34

Essential Knowledge for Adult Basic Education and Adult Secondary Education: A Handbook for Instructors February 12, 2013; Version 3.1 v

Listing of Tables

Table 1: Educational Attainment in Georgia, Adults ages 25 and older............................. 5

Table 2: Number of Children and Adults Who “Do Not Speak English Very Well,” Ages 5

and older ................................................................................................................ 6

Table 3: Educational Attainment in Georgia, Adults Ages 25 and Older ........................... 7

Table 4: High School Graduation Rates in Selected Southern States ................................ 7

Table 5: Educational Functioning Levels .......................................................................... 13

Table 6: Structure of the GED ........................................................................................... 20

Table 7: Five Differences between Adults and Children as Learners ............................... 24

Table 8: Sections of the Intake Assessment Form (IAF) .................................................. 28

Table 9: Components of a Sign-in Sheet and Daily Attendance Record .......................... 29

Table 10: Effective Retention Strategies ........................................................................... 31

Table 11: Identifying Learners' Goals ................................................................................ 32

Table 12: Strategies to Minimize Disruptive Behavior ..................................................... 35

Essential Knowledge for Adult Basic Education and Adult Secondary Education: A Handbook for Instructors February 12, 2013; Version 3.1 vi

Credits

This handbook is a publication of a cooperative project between the Technical College

System of Georgia’s Office of Adult Education and the Department of Lifelong

Education, Administration, and Policy at the University of Georgia. The idea for the

project originated with those who run local programs, who requested that the Office of

Adult Education develop a cost-effective way to ensure that all adult educators possess

the essential knowledge they need to provide quality and consistent instruction for adult

learners. The project produced three handbooks and an accompanying mastery test for

each one. The titles of the handbooks in the series are:

1. Essential Knowledge for Adult Basic Education and Adult Secondary Education: A Handbook for Instructors.

2. Essential Knowledge for Adult English as a Second Language Education: A Handbook for Instructors.

3. Essential Knowledge about the Office of Adult Education’s Curriculum Framework and Student Education Plans: A Handbook for Instructors.

It is important to note that, in the course of the development, a decision was made to

focus only on the “essential knowledge” that is common to every program in the state. It

goes without saying that there is much more that effective instructors need to know.

For instance, these manuals do not deal with instructional methods, partially because

different programs and instructors use different methods and materials to meet the

needs of diverse learners and diverse learning styles. Instead, each handbook deals with

the conceptual, structural, and bureaucratic information that serves as the basis for

Georgia’s Adult Education system.

This handbook represents the collective work of many people. The University of

Georgia’s Adult Education Research and Development Project led the development of

this handbook, under the leadership of Tom Valentine and Brad Courtenay. The

principal authors on the three handbooks were: Elizabeth Dillon-Marable for Handbook

#1, Margaret McLaughlin for Handbook #2, and Carla DeBose and Barbara James for

Handbook #3. Many other people on the UGA staff worked on a variety of formats and

endless editing, including: Judy Milton, Colleen McDermott, Jennifer Rouan, Patricia

Erwin, Kristi Leonard, Ain Grooms, Julie Range, Jihyun Kim, and Fred Prasuhn.

Throughout the development process, we received consistent and valuable guidance

from the Georgia Office of Adult Education, largely in the persons of Beverly Smith,

Josephine Reed-Taylor, Carla DeBose, Robert Creech, Kimberlee Bryant, Barbara

James, and Lynne Cage. Local program administrators and instructors throughout the

state of Georgia also generously provided hours of their time and the wisdom of hard-

won experience.

Essential Knowledge for Adult Basic Education and Adult Secondary Education: A Handbook for Instructors February 12, 2013; Version 3.1 1

Overview

This handbook – Essential Knowledge for Adult Basic Education and Adult

Secondary Education: A Handbook for Instructors – was developed by the

Office of Adult Education (OAE), Technical College System of Georgia (TCSG). The

purpose of the handbook is to provide all Adult Basic Education (ABE)/Adult Secondary

Education (ASE) instructors within OAE programs the essential information they need

to fulfill the mission of TCSG/OAE:

To enable every adult learner in Georgia to acquire the necessary basic skills —

reading, writing, computation, speaking, and listening — to compete

successfully in today's workplace, strengthen family foundations, and exercise

full citizenship.

Each year, many instructors who are new to the field of adult education enter the OAE-

sponsored adult education system. These instructors may have a background in K-12

education, with subject area expertise in math, reading, or the language arts. However,

many of them will find the world of adult education to be quite different from their

previous teaching experiences, and they sometimes lack an understanding of how adults

learn and the principles of adult education.

One of the goals of the Office of Adult Education is for certain core knowledge to be

shared across programs, helping to ensure that instruction will be more successful and

that collaborative efforts across the state will be more productive. This handbook has

been designed to provide some of that core knowledge. It contains five sections:

Section 1: Understanding Adult Literacy in Georgia

Section 2: Understanding the Structure of Adult Education in Georgia

Section 3: Understanding Adult Learners

Section 4: Developing Effective Classroom Recordkeeping Practices

Section 5: Developing Effective Classroom Management Practices

Some of the questions that this handbook will help ABE/ASE instructors answer include

the following:

What motivates adults to continue their education?

How do adults learn?

How is the progress of adult learners assessed and reported?

How is an adult classroom managed?


How do instructors help adult learners reach personal and program goals?

As most seasoned instructors will tell you, adult literacy education is constantly

changing, and it is often challenging to keep up with program requirements and

expectations. This handbook will also address those current and ongoing program

issues. The focus is on the fundamental information that the Office of Adult Education

believes every ABE/ASE instructor in the state must possess in order to fulfill a variety

of specific assignments related to adult education instruction, regardless of local

program differences. The following important limitations apply:

This handbook is not a substitute for educational training, academic degrees, or

teaching certificates.

This handbook does not provide in-depth training in reading or math instruction.

This handbook is not a substitute for local orientations that focus on program-

specific information about policies and procedures.

This handbook is not a substitute for ongoing staff development training at the

local or state level.

This handbook has been developed to be a resource for educators in the state of Georgia.

Anyone is free to use the handbook at any time.


Section 1:

Understanding Adult Literacy in Georgia

Adult Education instructors need to know basic information about the nature of adult

literacy and the bigger picture of what is happening across the state. In this section, we

will discuss different perspectives on adult literacy and the literacy definition most often

used in the State of Georgia. We will examine the extent of and some possible reasons

causing the literacy problem in Georgia.

Learning Objectives: As you work through this section, you will:

1. Understand the way in which literacy is defined, including any specific definition

used for Georgia’s adult education programs.

2. Understand the extent of the literacy problem in Georgia.

The Definition of Adult Literacy

Over the years, the definition of literacy has been intensely debated and, as a result, has

continually evolved. Literacy has been defined in both simple and complex terms. For

instance, a college English professor might say, “These students are not literate!” This

statement refers to a person’s inability to perform high level processing of literature as

well as an inability to write extensive papers. On the other end of the spectrum, literacy

may refer to a person’s recognition of letters. Still another perspective refers to

knowledge in one’s native language as compared to a student’s ability to process print

and converse in English.

Because of the various uses of the term, literacy, there are many competing definitions

that are used to drive curriculum and public policy. However, almost all definitions fall

under one of three categories:

Literacy as Academic Skills;

Literacy as Functional Skills;

Literacy as Social Practice.

For the purpose of this handbook, however, the critical definition of literacy is the one

recognized by the Georgia Office of Adult Education. This definition relies on a

combination of two types of literacy – Literacy as Academic Skills and Literacy as

Functional Skills.


Literacy as Academic Skills (Emphasis on Skills): Skills-based literacy is literacy in the broadest terms. It is the ability to read, write, and

compute. The focus of this definition is on the types of skills being taught and tested.

Skills-based literacy is defined by Hunter and Harman (1979) as “… the possession of

skills perceived as necessary by particular persons and groups to fulfill their own self-

determined objectives as family and community members, citizens, consumers, job-

holders, and members of social, religious, or other associations of their choosing (p.

135).”

Literacy as Functional Skills (Emphasis on Application of Skills): Literacy defined in terms of functional skills often involves the same definition as

academic skills; however, in functional literacy, emphasis is on the application of

academic skills. The focus is on how academic skills are used in the adult roles that

learners fulfill as family members, community members, citizens, and workers. So

essentially – rather than teaching general reading, writing, and arithmetic – functional

literacy involves teaching skills within the social context in which those skills will be

used. The emphasis here is on social relationships and how people use literacy behaviors

to achieve social purposes in their own lives.

Literacy as Social Practice (Emphasis on Social Transformation and Empowerment): In 1987, scholars advanced the idea of emancipatory literacy, which has at its core the

concept of social transformation and empowerment. Instructors embracing this

definition of literacy focus on the use of reading, writing, and numeracy as they relate to

the social conditions and cultural issues that impact the learner’s world.

The Guiding Definition of Literacy for Georgia’s Adult Education Programs: The guiding definition for Georgia’s adult education programs incorporates elements of

both the academic and the functional definitions. The ultimate definition upon which all

publicly-funded programs are based is that which exists in the current legislation.

Therefore, most Georgia educators currently focus on the definition of literacy provided

under the Workforce Investment Act of 1998:

"(Literacy is)… an individual's ability to read, write, speak in English, and

compute and solve problems at levels of proficiency necessary to function on the

job, in the family of the individual and in society."

The Scope of the Adult Literacy Problem in Georgia

Although the definitions in the previous section will help you understand the different

ways that literacy can be perceived and applied in the lives of adult learners, the larger

question may involve the extent to which there is a literacy problem in the state of

Georgia. A lack of educational attainment is a primary indicator of illiteracy, and there


are a variety of national and state agencies that track this data.

In most State-administered, federally funded adult education programs, the students we

are seeking to help include those without a high school diploma or without the ability to

communicate fully in English. According to the data presented by the U.S. Census

Bureau, we can identify four basic facts or truths that every instructor should know

regarding the literacy problem in Georgia. They are as follows:

Fact 1: Many of Georgia’s Adults Do Not Have a High School Diploma.

Table 1 and Figure 1 show the statistics for high school graduates or higher – in Georgia

and in the nation as a whole. As you can see, both nationally and within our state, there

has been a dramatic increase in the number of people with a high school diploma over

the last 30 to 35 years. Still, as of 2010, Georgia remains slightly behind the national

completion rate of 85.6%. However, the most important truth we face as instructors is

the stark realization that approximately 1 in 7 Georgians do not have a high school

diploma or GED credential.

Table 1: Educational Attainment in Georgia, Adults ages 25 and older

Educational Attainment in Georgia

Percent of high school graduate or higher

1970 1980 1990 2000 2010

40.6 56.4 70.9 78.6 84.3

(Source: U.S. Census Bureau, 2010)

Figure 1: Comparison of High School Completion Rates in the USA and

Georgia, Adults ages 25 and older


30

40

50

60

70

80

90

1970 1980 1990 2000 2009

Per

cen

tage

of

Ad

ult

s

Years

US

GA


Fact 2: Because of Immigration, Many Adults Living in Georgia Do Not Speak English Well.

Although in other parts of the nation this has been a long-standing phenomenon, for

Georgia, this is a comparatively recent event. Immigration into Georgia from foreign

countries has been substantial in the last 20 years. We are now at a point where we are

experiencing a high demand for ESL services. According to census data (see Table 2), in

1990 there were 89,216 children and adults who did not speak English well. By 2000

that number had more than tripled to nearly 312,000, and the figure for 2010 is more

than half a million.

Table 2: Number of Children and Adults Who “Do Not Speak English Very

Well,” Ages 5 and older

Year Georgia

1990 89,216

2000 311,962

2010 504,835


Fact 3: African Americans and Hispanics Lag Behind Other Ethnic Groups as it Relates to High School Completion.

Although approximately 1 in 7 Georgians lacks a high school diploma, these numbers

are not evenly distributed across the population. This is particularly evident with

respect to race. As shown in Table 3, as of 2009, Whites tend to have higher educational

attainment than either African Americans or Hispanics/Latinos in our state. Clearly,

the greatest need for high school completion is among African Americans and

Hispanics/Latinos. Analysis by gender, however, reveals that there is no meaningful

difference between the percentage of women receiving high school diplomas and the

number of men.

Fact 4: High School Dropout Rates in Georgia Continue to Be High. Although statistically more Georgians have a high school diploma than ever before,

Georgia continues to have a challenge in combating its literacy problem. According to

the National Center for Education Statistics, for the 2006-2007 school year, Georgia

ranked 45th among the 50 states with respect to high school graduation rates. Table 4

shows approximate dropout rates for selected southern states.


Table 3: Educational Attainment in Georgia, Adults Ages 25 and Older

Group No Degree

(%)

High School

Diploma or Higher

(%)

Bachelor’s Degree

or Higher (%)

All adults 16.50 83.50 27.30

By Gender

Women 15.4 84.6 27.0

Men 17.6 82.4 27.6

By Race

African American 18.7 81.3 19.1

Asian 14.3 85.7 51.1

Hispanic Latino 45.4 54.6 13.6

Mixed 12.9 87.1 28.0

Native American 15.0 85.0 21.5

Pacific Islanders 7.7 92.3 8.4

White 12.7 87.3 31.3

(Source: U.S. Department of Commerce, Census Bureau, 2007-2009 American

Community Survey (ACS) 3-Year Public Use Microdata Sample (PUMS) data. (This

table was prepared July 2011.))

Table 4: High School Graduation Rates in Selected Southern States

Freshman High School Graduation Rate By Academic Year

Selected States

Average Year

00-01

01-02

02-03

03-04

04-05

05-06

06-07

North

Carolina 69.9 66.5 68.2 70.1 71.4 72.6 71.8 68.6

Tennessee 65.7 59.0 59.6 63.4 66.1 68.5 70.6 72.6

Alabama 65.0 63.7 62.1 64.7 65.0 65.9 66.2 67.1

Florida 64.4 61.2 63.4 66.7 66.4 64.6 63.6 65.0

Georgia 61.4 58.7 61.1 60.8 61.2 61.7 62.4 64.1

South

Carolina 59.2 56.5 57.9 59.7 60.6 60.1 61.0 58.9

U.S. 73.5 71.7 72.6 73.9 74.3 74.7 73.4 73.9

(Source: National Center for Education Statistics, 2010)


Did You Meet the Learning Objectives for this Section?

This section included information that every adult educator in Georgia should know.

To make sure that you have learned this information, please ask yourself the following

questions:

1. Do you understand the way in which literacy is defined, including any specific

definition used for Georgia’s adult education programs?

2. Do you understand the extent of the literacy problem in Georgia?


Section 2:

Understanding the Structure of Adult Education in Georgia

Adult education instructors need to understand the structure and purpose of adult

education, as well as some basic terminology associated with literacy programs in

Georgia. Many agencies, both public and private, work to address the problem of adult

literacy in Georgia and you will be working as a part of the publicly-funded system.

Therefore, in this section, you will examine how publicly-funded literacy programs are

structured in the state. You will also deal with some key terminology that every adult

education instructor needs to know.


1. Understand how publicly funded adult education programs are structured in

Georgia.

2. Increase your knowledge of the types of programs that are offered throughout

Georgia to meet the literacy needs of adult learners.

3. Become familiar with the structure of and requirements for the GED Tests.

Historical Background of Adult Education in America

Some people would argue that the U.S. government first became aware that it had a

literacy problem during World War I. As Americans from all over the country entered

into the military to fight the war, it became increasingly apparent that some could not

understand even the most basic instructions. However, it took another fifty years before

the Unites States actually developed broad legislation to deal with this problem.

In 1966, as part of the Great Society and War on Poverty, the Federal Government

became more involved in adult literacy education with the passage of the Adult

Education Act (AEA). This act established the apparatus for offering programs in

communities throughout each of the states in the nation. This legislation has undergone

several revisions since that time. The most recent revision is known as the 1998

Workforce Investment Act (WIA). Under this federal act, each state receives funding

and is responsible for constructing literacy programs that accommodate the particular

needs of their population.

For decades there was little accountability in the system and therefore, there was wide

choice with respect to the curriculum and how teaching would occur. In more recent

years, however, two major trends have surfaced.


One trend is an emphasis on workplace literacy – Literacy that will result in

improved workers throughout the country.

The second major trend has been accountability—Individual programs are now held

accountable for specific measured progress among their students.

Structure of Adult Literacy Programs in Georgia

The federal and state funds for adult education programs in Georgia are administered

through the Technical College System of Georgia (TCSG), Office of Adult Education

(OAE). The Office of Adult Education’s organizational chart (Figure 2) provides an

overview of the structure of the office. More specifically, direct supervision of OAE rests

in the hands of the Assistant Commissioner and State Director of Adult Education, who

is responsible for the overall management of the office including all budgetary and

managerial tasks.

Figure 2: Georgia Adult Education Support Structure

There are five major components within the Office of Adult Education: GED Support

Services, Instructional Services, Professional Development and Transition Resources,

Community Support and Advocacy, and Administrative Services (See Figure 2). These

components are responsible for the following:

• GED Test support services and reporting;

• Federal and State grant management and technical assistance;

• Professional development and transition support;


• Community outreach and advocacy; and

• General budget and National Reporting System data management.

OAE’s System Office is located in Atlanta, and much of its work is accomplished through

Service Delivery Areas (SDA) which consists of technical colleges, state colleges,

community-based organizations, and school systems across the state. Each Adult

Education Program includes one or more counties and covers a range of instructional

courses.

Levels and Programs

Although this handbook is expressly designed to address ABE/ASE teachers, there are a variety of instructional programs designed to meet the needs of the learners. Some of these programs include:

Adult Basic Education (ABE)—An instruction designed for any adult who lacks competence in reading, writing, speaking, problem solving or computation at a level necessary to function in society, on a job, or in a family.

Adult Secondary Education (ASE)—An instruction designed for students to develop the skills required to pass the GED Tests®.

English Literacy Program (ELP)—An instructional program designed to help individuals of limited English proficiency achieve competence in the English language. The program provides services to adult learners needing English-as-a-Second Language (ESL) services.

Workplace Literacy—Instruction designed for students to learn the basic skills they need to succeed in the workplace. Instruction takes a variety of forms, ranging from lessons taught in ABE, ASE, and ESL programs to special onsite programs for employees of a particular business.

In each of the SDAs, you will find a range of instructional courses that meet the needs of adult learners at a variety of levels. The National Reporting System for Adult Education Programs provides guidelines for addressing different educational functioning levels. The levels for ABE are beginning literacy, beginning basic education, low and high intermediate basic education, and low and high adult secondary education. As can be seen in Table 5, each ABE level has a description of basic reading, writing, numeracy, and functional and workplace skills that can be expected from a person functioning at that level. The test benchmarks for each level are listed in Table 5.

Different programs use different structures to address the needs of learners at these levels. Some small, rural programs will have students at multiple levels in one classroom, somewhat like the traditional one-room schoolhouse. Testing and teaching in smaller programs often occur simultaneously. Conversely, in larger, urban programs, someone other than the instructor often administers testing to students prior to entering the classroom. In these larger programs, there might be separate classrooms


for students at each of the various educational levels. Students ultimately graduate from one level to another.

It is not unusual to find students who have work-oriented goals with students who are trying to attain the high school diploma they never attained. Others may be trying to achieve functional skills and others may set a goal of reading the newspaper. Traditionally, it has been the job of the instructor to work with learners to set reasonable goals. It is also the job of the instructor to measure the learner’s progress using tests of academic abilities to determine whether the learner’s literacy levels have improved. For the majority of students in this program, however, it is worth noting that the most common goal is completing high school. In Georgia, this usually takes the form of preparing for and passing the GED Test.


Table 5: Educational Functioning Levels

EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS

Literacy Level Basic Reading and Writing Numeracy Skills Functional and Workplace Skills

Beginning ABE Literacy Test Benchmark: TABE (9–10) scale scores (grade level 0–1.9): Reading: 367 and below Total Math: 313 and below Language: 389 and below Wonderlic GAIN scale scores: English: 200-406 Math: 200-314

Individual has no or minimal reading and writing skills. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument. At the upper range of this level, individual can recognize, read, and write letters and numbers but has a limited understanding of connected prose and may need frequent re-reading. Can write a limited number of basic sight words and familiar words and phrases; may also be able to write simple sentences or phrases, including very simple messages. Can write basic personal information. Narrative writing is disorganized and unclear, inconsistently uses simple punctuation (e.g., periods, commas, question marks), and contains frequent errors in spelling.

Individual has little or no recognition of numbers or simple counting skills or may have only minimal skills, such as the ability to add or subtract single digit numbers.

Individual has little or no ability to read basic signs or maps and can provide limited personal information on simple forms. The individual can handle routine entry level jobs that require little or no basic written communication or computational skills and no knowledge of computers or other technology.

Note: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills for the level. CASAS = Comprehensive Adult Student Assessment System ● TABE = Test of Adult Basic Education ● MAPT= Massachusetts Adult Proficiency Tests ● Wonderlic GAIN = Wonderlic General Assessment of Instructional Needs




Beginning Basic Education Test Benchmark: TABE (9–10) scale scores (grade level 2–3.9): Reading: 368–460 Total Math: 314–441 Language: 390–490 Wonderlic GAIN scale scores: English: 407-525 Math: 315-522

Individual can read simple material on familiar subjects and comprehend simple and compound sentences in single or linked paragraphs containing a familiar vocabulary; can write simple notes and messages on familiar situations but lacks clarity and focus. Sentence structure lacks variety, but individual shows some control of basic grammar (e.g., present and past tense) and consistent use of punctuation (e.g., periods, capitalization).

Individual can count, add, and subtract three digit numbers, can perform multiplication through 12, can identify simple fractions, and perform other simple arithmetic operations.

Individual is able to read simple directions, signs, and maps, fill out simple forms requiring basic personal information, write phone messages, and make simple changes. There is minimal knowledge of and experience with using computers and related technology. The individual can handle basic entry level jobs that require minimal literacy skills; can recognize very short, explicit, pictorial texts (e.g., understands logos related to worker safety before using a piece of machinery); and can read want ads and complete simple job applications.

Note: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills for the level. CASAS = Comprehensive Adult Student Assessment System ● TABE = Test of Adult Basic Education ● MAPT= Massachusetts Adult Proficiency Tests ● Wonderlic GAIN = Wonderlic General Assessment of Instructional Needs




Low Intermediate Basic Education Test Benchmark: TABE (9–10) scale scores (grade level 4–5.9): Reading: 461–517 Total Math: 442–505 Language: 491–523 Wonderlic GAIN scale scores: English: 526-661 Math: 523-669

Individual can read text on familiar subjects that have a simple and clear underlying structure (e.g., clear main idea, chronological order); can use context to determine meaning; can interpret actions required in specific written directions; can write simple paragraphs with a main idea and supporting details on familiar topics (e.g., daily activities, personal issues) by recombining learned vocabulary and structures; and can self and peer edit for spelling and punctuation errors.

Individual can perform with high accuracy all four basic math operations using whole numbers up to three digits and can identify and use all basic mathematical symbols.

Individual is able to handle basic reading, writing, and computational tasks related to life roles, such as completing medical forms, order forms, or job applications; and can read simple charts, graphs, labels, and payroll stubs and simple authentic material if familiar with the topic. The individual can use simple computer programs and perform a sequence of routine tasks given direction using technology (e.g., fax machine, computer operation). The individual can qualify for entry level jobs that require following basic written instructions and diagrams with assistance, such as oral clarification; can write a short report or message to fellow workers; and can read simple dials and scales and take routine measurements.

Note: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills for the level. CASAS = Comprehensive Adult Student Assessment System ● TABE = Test of Adult Basic Education ● MAPT: Massachusetts Adult Proficiency Tests ● Wonderlic GAIN = Wonderlic General Assessment of Instructional Needs




High Intermediate Basic Education Test Benchmark: TABE (9–10) scale scores (grade level 6–8.9): Reading: 518–566 Total Math: 506–565 Language: 524–559 WorkKeys scale scores: Reading for Information: 75–78 Applied Mathematics: 75–77 Wonderlic GAIN scale scores: English: 662-746 Math: 670-775

Individual is able to read simple descriptions and narratives on familiar subjects or from which new vocabulary can be determined by context and can make some minimal inferences about familiar texts and compare and contrast information from such texts but not consistently. The individual can write simple narrative descriptions and short essays on familiar topics and has consistent use of basic punctuation but makes grammatical errors with complex structures.

Individual can perform all four basic math operations with whole numbers and fractions; can determine correct math operations for solving narrative math problems and can convert fractions to decimals and decimals to fractions; and can perform basic operations on fractions.

Individual is able to handle basic life skills tasks such as graphs, charts, and labels and can follow multistep diagrams; can read authentic materials on familiar topics, such as simple employee handbooks and payroll stubs; can complete forms such as a job application and reconcile a bank statement. Can handle jobs that involve following simple written instructions and diagrams; can read procedural texts, where the information is supported by diagrams, to remedy a problem, such as locating a problem with a machine or carrying out repairs using a repair manual. The individual can learn or work with most basic computer software, such as using a word processor to produce own texts, and can follow simple instructions for using technology.





Low Adult Secondary Education Test Benchmark: TABE (9–10): scale scores (grade level 9–10.9): Reading: 567–595 Total Math: 566–594 Language: 560–585 WorkKeys scale scores: Reading for Information: 79–81 Applied Mathematics: 78–81 Wonderlic GAIN scale scores: English: 747-870 Math: 776-854

Individual can comprehend expository writing and identify spelling, punctuation, and grammatical errors; can comprehend a variety of materials such as periodicals and nontechnical journals on common topics; can comprehend library reference materials and compose multiparagraph essays; can listen to oral instructions and write an accurate synthesis of them; and can identify the main idea in reading selections and use a variety of context issues to determine meaning. Writing is organized and cohesive with few mechanical errors; can write using a complex sentence structure; and can write personal notes and letters that accurately reflect thoughts.

Individual can perform all basic math functions with whole numbers, decimals, and fractions; can interpret and solve simple algebraic equations, tables, and graphs and can develop own tables and graphs; and can use math in business transactions.

Individual is able or can learn to follow simple multistep directions and read common legal forms and manuals; can integrate information from texts, charts, and graphs; can create and use tables and graphs; can complete forms and applications and complete resumes; can perform jobs that require interpreting information from various sources and writing or explaining tasks to other workers; is proficient using computers and can use most common computer applications; can understand the impact of using different technologies; and can interpret the appropriate use of new software and technology.





High Adult Secondary Education

Test Benchmark:

TABE (9–10): scale scores

(grade level 11–12):

Reading: 596 and above Total Math: 595 and above Language: 586 and above WorkKeys scale scores: Reading for Information: 82–90 Applied Mathematics: 82–90 Wonderlic GAIN scale scores: English: 871-1000 Math: 855-1000

Individual can comprehend, explain, and analyze information from a variety of literacy works, including primary source materials and professional journals, and can use context cues and higher order processes to interpret meaning of written material. Writing is cohesive with clearly expressed ideas supported by relevant detail, and individual can use varied and complex sentence structures with few mechanical errors.

Individual can make mathematical estimates of time and space and can apply principles of geometry to measure angles, lines, and surfaces and can also apply trigonometric functions.

Individual is able to read technical information and complex manuals; can comprehend some college level books and apprenticeship manuals; can function in most job situations involving higher order thinking; can read text and explain a procedure about a complex and unfamiliar work procedure, such as operating a complex piece of machinery; can evaluate new work situations and processes; and can work productively and collaboratively in groups and serve as facilitator and reporter of group work. The individual is able to use common software and learn new software applications; can define the purpose of new technology and software and select appropriate technology; can adapt use of software or technology to new situations; and can instruct others, in written or oral form, on software and technology use.


(Source: NRS Implementation Guidelines, May 2012)


The Tests of General Educational Development® (GED Tests)

The Tests of General Educational Development® (GED Tests) were developed after

World War II to serve the many Americans who had left school in order to fight in the

war. The United States Armed Forces Institute wanted to create a way for these

returning military personnel to continue their educational and professional goals.

Consequently, they commissioned the American Council on Education to develop a

battery of tests that might accurately measure high school-level knowledge and skills.

Since that time, the international GED Testing Program has undergone several

transformations, the most notable being that it has moved out of the military sector into

the public sector, and continues to reflect a measurement of knowledge and skills of

contemporary graduating high school seniors.

GED testing eligibility requirements vary by state. In Georgia, the GED Tests can be

administered only to persons who:

Have not graduated from an accredited high school or received a high school

equivalency certificate or diploma;

Are not currently enrolled in a regular high school; and

Are at least 16 years of age. (In the case of students who are 16 and 17 years of age,

applicants must receive special approval.)

Administration of the GED Tests is carefully monitored. In Georgia, the OAE has an

entire department (GaGTP) specifically devoted to GED testing. A pressing concern of

this department is the issue of test security, which must be maintained to ensure

credibility. Therefore, GaGTP and the chief examiner for the SDA work to ensure that

two aspects of GED testing are observed. The first concerns which individuals can

administer the GED Tests. The second addresses the possibility of test compromises.

No one who teaches in adult education is permitted to administer the official GED

Tests.

If a test is ever lost or stolen, all scores related to that content area test form become

invalid and a statewide investigation is launched.

The scores for each content area of the GED Test battery range from 200 to 800 points.

To pass the GED Test battery, students must achieve the minimum passing standard of

2250 total points, a minimum score of 410 points for each content area test, and an

average standard score of 450 points. If the student’s average standard score is a

minimum of 430 points, the student may retake the test with no minimal waiting time.

If the average standard score is between 400 and 429 points, the student must wait

three months or demonstrate evidence of remedial study before retesting. Every year in

Georgia, over 35,000 people take the GED Tests and, of that number, approximately

19,000 earn the Georgia GED Diploma.


The GED Test battery contains five content areas. These are listed in Table 6. Test

questions range from easy to difficult. Most questions are multiple-choice with five

possible answers from which to choose. An essay must also be written as part of the

Language Arts, Writing Test.

Table 6: Structure of the GED

Section Part # Questions Time

1a. Language Arts,

Writing

Part I 50 Questions

15% Organization

30% Sentence Structure

30% Usage

25% Mechanics

75 Minutes

1b. Language Arts,

Writing

Part II Essay 45 Minutes

2. Language Arts,

Reading

40 Questions

20% Comprehension

15% Application

30-35% Analysis

30-35% Synthesis

65 Minutes

3. Social Studies 50 Questions

40% History (U.S. &

Global)

15% Geography

25% Civics

20% Economics

70 Minutes

4. Science 50 Questions

45% Life Science

20% Earth & Space

Science

35% Physical Science

80 Minutes

5. Mathematics Part I

(w/calculator)

and Part II

50 Questions

Numbers Operations

Measurement/Geometry

Data Analysis/Statistics

Algebra

90 Minutes





questions:

1. Do you understand how publicly funded adult education programs are structured

in Georgia?

2. Did you increase your knowledge of the types of programs that are offered

throughout Georgia to meet the literacy needs of adult learners?

3. Have you become familiar with the structure of and requirements for the GED

tests?


Section 3:

Understanding Adult Learners

It sometimes comes as a surprise to new adult education instructors that many people

manage to reach adulthood without acquiring the literacy skills necessary to successfully

function in society. In this section, we will discuss some of the reasons this happens. We

will also look closely at the way in which adults differ from children as learners.

Understanding these differences should have a significant impact on the way you will

teach. We will also briefly discuss the importance of helping adult learners understand

the ways in which they learn best, and we will examine various types of learning styles

and resources recommended by other instructors.


1. Understand some causes of low-literacy in adult learners.

2. Understand the differences between K-12 and adult learners.

3. Understand the needs of adult learners.

Understanding Some Causes of Low-Literacy in Adult Learners

There are certain factors that consistently contribute to low-literacy levels among adult

learners and can possibly contribute to the fact that some adults are rather apprehensive

when it comes to learning environments. Though these factors are as diverse as the

population itself, they generally fall into three broad categories: economic, social, and

individual. Figure 3 provides details concerning the causes of low literacy levels.


Figure 3: Causes of Low Literacy Levels

Economic Causes

Certainly poverty is a prominent factor contributing to low literacy levels in adult

populations. This factor is embodied in issues surrounding unemployment,

marginal employment, the decline of agricultural and industrial resources, or

simply a general scarcity of economic opportunity. In other instances, poverty

can be the end-result of poor health and related sicknesses. Mental and physical

limitations may also be contributing factors.

Social Causes

Social factors may include an inability to access quality educational resources.

Many low literate adults come from educational environments that have limited

resources and inadequate funding to meet the needs of the populations they

serve. Many adult literacy systems serve populations with large dropout rates,

and generational illiteracy. In addition, there has been a significant increase in

the number of students from non-English speaking countries who are not literate

in English and who may not be literate in their native language.

Individual Causes

Historically, these adults have experienced interruptions in their education,

causing gaps that become difficult to bridge. This is partially due to the fact that

these students move more often, have a higher degree of absenteeism, and have

limited resources in terms of family, community or economic support systems. In

addition, some adult learners may have undiagnosed learning disabilities. On a

personal level, their experiences often create feelings of low self-esteem and self-

confidence – issues that significantly impact learning and impede their ability to

read, write, and compute on a functional level.

Understanding the Difference between K-12 and Adult Learners

Now that we have looked at factors that contribute to low-literacy levels, it is time to

discuss the ways adults differ from children as learners. These differences are especially

important because many instructors come from K-12 educational environments and

maybe somewhat unfamiliar with the way adults learn. It is important to understand

that although these adults may lack formal schooling, they have amassed a great deal of

learning through life experiences. Following are five general areas important to

understanding adults as learners.

Experience: As a person matures he/she accumulates a growing reservoir of

experience that becomes an increasing resource for learning.


Readiness to learn: As a person matures his/her readiness to learn becomes

increasingly oriented to the developmental tasks of his/her social roles.

Orientation to learning: As a person matures his/her time perspective changes from

one of postponed application of knowledge to immediacy of application; and

accordingly, his/her orientation toward learning shifts from one of subject-

centeredness to one of problem-centeredness.

Motivation to learn: As a person matures the motivation to learn becomes less

external and more internal.

Self-concept: As a person matures his/her self concept moves from one of being a

dependent personality toward one of being a self-directed human being (Knowles

1984:12).

Table 7 emphasizes some of the differences between adults and children as learners.

Table 7: Five Differences between Adults and Children as Learners

Assumptions

About

Pedagogy* Andragogy**

Concept of the

learner

Dependent personality Self-directed

Increasingly self-directed

Role of learner's

experience To be built upon rather than

used as a resource

Reservoir of Experience

A rich resource for learning

by self and others

Readiness to learn Uniform by age-level &

curriculum

Social Roles

Develops from life tasks &

problems

Orientation to

learning Subject-centered Problem-centered

Task- or problem-centered

Motivation By external rewards and

punishment

Intrinsically Motivated

By internal incentives and

curiosity

* A term used to describe the art and science of teaching and is usually applied to the teaching

of K-12 students

** A term used to describe the art and science of teaching adults

(Source: Knowles, M.S. (1992). Applying principles of adult learning in conference

presentations. Adult Learning, 4(1), p. 12)

Understanding the Needs of Adult Learners

Maslow's hierarchy of needs is a theory in psychology, proposed by Abraham Maslow in

his 1943 paper, “A Theory of Human Motivation,” which he subsequently extended to

include his observations of humans' innate curiosity.


Maslow set up a hierarchy of five levels of basic needs. Beyond these needs, higher levels

of needs exist. These include needs for understanding, esthetic appreciation, and purely

spiritual needs. Generally, the person does not feel the second need until the demands of

the first have been satisfied or the third until the second has been satisfied, and so on.

Maslow's basic needs are as follows:

Figure 4: Maslow’s Hierarchy of Needs

Physiological Needs

These are biological needs. They consist of needs for oxygen, food, water, and a relatively

constant body temperature. They are the strongest needs because if a person were deprived of

all needs, the physiological ones would come first in the person's search for satisfaction.

Safety Needs

When all physiological needs are satisfied and are no longer controlling thoughts and behaviors,

the need for security can become active. Adults have little awareness of their security needs

except in times of emergency or periods of disorganization in the social structure (such as

widespread rioting). Children often display the signs of insecurity and the need to be safe.

Needs of Love, Affection, and Belongingness

When the needs for safety and for physiological well-being are satisfied, the next class of needs

for love, affection, and belongingness can emerge. Maslow states that people seek to overcome

feelings of loneliness and alienation. This involves both giving and receiving love, affection and

the sense of belonging.

Needs for Esteem

When the first three classes of needs are satisfied, the need for esteem can become dominant.

These involve needs for both self-esteem and for the esteem a person gets from others. Humans

have a need for a stable, firmly based, high level of self-respect, and respect from others. When

these needs are satisfied, the person feels self-confident and valuable as a person in the world.

When these needs are frustrated, the person feels inferior, weak, helpless, and worthless.

Needs for Self-Actualization

When all of the foregoing needs are satisfied, then and only then, are the needs for self-

actualization activated. Maslow describes self-actualization as a person's need to be and do that

which the person was "born to do." "A musician must make music, an artist must paint, and a

poet must write." These needs make themselves felt in signs of restlessness. The person feels on

edge, tense, lacking something, in short, restless. If a person is hungry, unsafe, not loved or

accepted, or lacking self-esteem, it is very easy to know what the person is restless about.

However, it is not always clear what a person wants when there is a need for self-actualization.

(Source: Adapted from http://webspace.ship.edu/cgboer/maslow.html)

Learning Styles Considerations

Every learner is unique, and you will discover that not all students will learn in the same

way. Each has a preference as to how new information is presented so it can be quite

challenging to teach to a variety of learning preferences in your classroom.

http://webspace.ship.edu/cgboer/maslow.html


Although there are many assessments and inventories of learning styles available for

classroom instructors, using these tools with your students may not always be practical

or possible. Yet, without knowing a great deal about how the students in your classroom

learn, your best bet is to develop activities and use resources that are varied. For

example, although a preference for visual learning is most common among American

adults, your students may prefer auditory or kinesthetic learning experiences, or a

combination of all of them. While many adults prefer information to be presented

sequentially, the learners in your class may learn more successfully with other kinds of

presentations.

Here are some suggestions to guide your planning and help your students:

Use oral, aural, visual, and kinesthetic resources and activities in every lesson.

Vary the ways in which you present new material and include lists, sequentially

ordered information, and concept maps.

Use pairs and small groups to encourage your students to help each other.

Allow plenty of time for practice after presenting new material.

Review prior material before moving on to a new lesson.

Left-brain activities are verbal, sequential, and analytical; many of your students will

respond to these types of activities.

Right brain activities are non-verbal, abstract, sensory, and intuitive.

Pause often while speaking.

Use visual aids whenever possible.

Rephrase important instructions; check for comprehension.

Non-participation or learning difficulties may be an indication of a learning

disability not previously identified.




questions:

1. Do you understand some causes of low-literacy in adult learners?

2. Do you understand the differences between K-12 learners and adult learners?

3. Do you understand the needs of adult learners?


Section 4:

Developing Effective Classroom Recordkeeping Practices

Adult education instructors need to know the reporting requirements for the state and

for their home institution or agency. Recordkeeping is a critical part of the job of all

adult literacy instructors in Georgia and although local procedures may vary, several

components are mandated by the State of Georgia’s Office of Adult Education. These

include the Intake Assessment Form (IAF), the Student Education Plan (SEP), the

Underage Youth Application, and the Classroom Attendance Record. The Office of

Adult Education uses the Georgia Adult Learners Information System (GALIS) to

capture all student related data and provides the reports as required by the NRS. In

this section, you will learn what is required for each of these components, and you will

see examples of each.


1. Understand the records required by the Georgia Office of Adult Education.

2. Understand what these required documents and forms look like.

3. Understand how these records are maintained.

Intake Assessment Form (IAF)

The IAF is the foundation of the student record or file and is required by the OAE. It is

typically completed during the orientation process. In many smaller programs, the

instructor is responsible for conducting the entire orientation process. However, in

larger programs, someone other than the instructor may be assigned to gather the

information. In either case, specific information should be collected in seven areas, as

listed in Table 8. A sample of the Intake Assessment Form is included in Appendix 1.

Student Education Plan (SEP)

The SEP (see Appendix 2 for an example) represents a specific educational plan for each

student. It lists the curriculum framework indicators derived from performance on the

TABE or WorkKeys assessment. Each instructor is responsible for creating an SEP for

each student. In the fall of 2007, OAE published standards for creating SEPs. In

addition to the general demographic information about each student, the essential

information listed in an SEP includes the following:

1. Curriculum Framework Indicators;

2. Specific instructional materials to accomplish those objectives;


3. The date the student started and completed the instructional materials; and

4. Outcome of performance towards meeting the Curriculum Indicator.

Table 8: Sections of the Intake Assessment Form (IAF)

IAF Section Type of Information When Gathered

1. Student Data SSN, DOB, age, name, race, formal

schooling, referral source

At intake

2. Student Contact

Information

Address, telephone number, and

e-mail address

At intake;

Updated as needed

3. Emergency Contact

Information

Emergency contact and relationship

to learner

At intake;

Updated as needed

4. Student Status and

Special Populations

Employment status,

disabilities/accommodations needed

At intake

5. Student Goals

Primary and secondary goals,

employment, citizenship, family and

health literacy, community and work-

based project goals

At intake;

On-going;

Completed by

learner and

instructor

6. Test Data

Pre- and post-assessment of

educational gain: based on BEST

Literacy, BEST Plus, GAIN, TABE,

and WorkKeys assessment

At intake;

Updated as needed

7. Conference Notes Documents conferences between

instructor and learner

Quarterly

NOTE: The State of Georgia mandates the collection of the specific information listed

above. However, it is important to remember that each local program may require

additional information not gathered in the IAF. You may want to talk with your program

administrator to make sure that you are gathering any additional required information.

Classroom Attendance Records

There is no standardized form for collecting classroom attendance. Typically, each local

program will provide a form that is used by students to “sign-in” and “sign out” of the

class. This sheet is used to record the student’s time in class and usually contains the

information included in Table 9. GALIS has printable sign-in sheets.

The student usually fills in the sign-in sheet as he/she enters and exits class. The

instructor can provide one sheet for all students to sign – or a separate sheet for each

individual student. Examples of a daily sign-in sheet and a weekly sign-in sheet are

provided in Appendix 3.


On the sign-in sheet, instructors also collect comprehensive information on all contact

hours for each student. A contact hour is simply a term used to indicate the number of

hours the student has attended class. Usually, cumulative information on contact hours

is recorded in the instructor’s daily attendance records.

Table 9: Components of a Sign-in Sheet and Daily Attendance Record

Components of a Sign-in Sheet Components of a Daily Attendance

Record

Student’s Name

Date

Arrival Time

Departure Time

Total Daily Contact Hours

Student’s Signature

Student’s Name

All Possible Days (Dates) of Instruction

Total Contact Hours

Underage Youth Application for Enrollment Form

This form, which can be found in Appendix 4, is required for all students who are of

high school age (16 and 17 years of age) but choose to enter the adult education program

as an alternative to high school. This form requires:

1. A signed withdrawal form from the high school which the student formerly attended;

2. A signed release from the parents of the student, giving permission to leave the high

school and attend the adult education class; and

3. A signed release from the student acknowledging his/her agreement to this change.




questions:

1. Do you understand the records required by the Georgia Office of Adult

Education?

2. Do you understand what these required documents and forms look like?

3. Do you understand how these records are maintained?


Section 5:

Developing Effective Classroom Management Practices

Adult education instructors need to know how to manage classrooms that conform to

the standards of practice of their institutions and their state and federal funding

agencies. We have previously explored some of the ways adults differ from children as

learners. These differences present unique classroom management issues that as

instructors, you will have to confront on a daily basis. In this section, we will examine

some of those issues and suggest some possible ways to deal with them.


1. Understand recruitment and retention strategies.

2. Understand goal-setting strategies.

3. Understand instructional formats including group, individualized, tutorial, and

computer-based instructional frameworks.

4. Be able to create safe educational environments and set boundaries.

5. Be able to find resources for problems that you are unable to solve.

Recruitment and Retention

Recruitment In many programs, instructors are responsible for recruiting students into their

programs. Even in close-knit communities where people know each other, this can be a

challenging task for several reasons. There are various factors that hinder recruitment

in many communities. External factors such as family responsibilities, health issues,

work schedules, and lack of transportation often make recruitment difficult. Internal or

personal factors also play a significant role. Individuals who have not been successful in

school often face issues of low self-esteem and sometimes fear educational

environments in which they have repeatedly met with frustration and failure. A third

factor is more cultural, and reflects a general indifference to the value of education.

These external, internal, and cultural factors tend to hinder recruitment efforts.

However, there are strategies that help instructors overcome some barriers. Examples of

these are:

Word-of-mouth testimonies from successful students.

Advertising – radio, television, newspaper articles, brochures.

Celebrations of student progress, to which former students are invited along with the

families of the students who are being honored.


Maintaining contact with former students who have dropped-out of the program.

Retention While some programs do not require that instructors play an active part in recruiting

students, all require that instructors keep accurate records of student retention.

Seasoned instructors will confirm that retention is critical to their programs, and that

they have created numerous ways to keep their students coming back. Table 10 includes

some of those approaches.

Table 10: Effective Retention Strategies

Peer support Ask attending students to call those who have not come to

class and encourage them to return.

Flexible scheduling Since personal and work-related responsibilities tend to be

barriers to retention, providing a flexible schedule that meets

the demands of learners is critical.

Individual attention Be sure to let each learner know how important their needs

are to you as an instructor.

Perceived progress in

developing literacy skills

Students need to know that they are reaching their short and

long-term goals. Goal-setting and continuous evaluation will

help you provide the feedback they need.

Heightened self-esteem Celebrate each student’s successes. Some instructors do this

with individuals and some celebrate as a group. What is most

important is the sincerity you bring to the celebration.

Using community These resources are available to address issues of health care,

childcare, and transportation. Working with the community

not only benefits retention efforts, but also offers rich

resources for learning.

Goal Setting

Adults are often motivated to come to a literacy program for very specific reasons.

Therefore, it is important to identify what their goals are and to work with the student to

create a realistic time line for achieving them. This is a critical part of the orientation

process. However, you will often find that the goals which students describe are often

more long-term and therefore difficult to measure in terms of the step-by-step progress

that each learner needs to see. For example, if students with limited academic skills

enter a program with the objective of achieving a GED credential, they may become

frustrated with the amount of time it will take them to achieve their goal.


In the goal setting process, the instructor should work with the student to break long-

term goals – such as obtaining a GED credential – into smaller, short-term goals that

can be accomplished within a measurable but shorter timeline. These goals can include:

inferential, literal and evaluative comprehension; reducing fractions; writing a

compound or complex sentence; or other skills that are necessary to pass the GED Tests.

Conversely, if students’ goals are more general – such as learning to read better or write

better – the instructor may want to set goals by discussing the everyday tasks that the

learners want to perform. These can include writing notes to the family, reading

coupons, reading to their children, or any of the many other tasks they perform as

adults. Table 11 offers examples of the way some adult literacy educators approach

identifying learner goals.

Table 11: Identifying Learners' Goals

Task-Related Goal Setting

Tasks Can Do Work On

Now

Work On

Later

Not

Interested Evaluate

Getting around

Use telephone

book

Read street names

Skill-Related Goal Setting

Learning Objective Priority Criteria for evaluation

Reading

Inferential

comprehension Student will:

Each instructor may choose different methods, and those choices will depend on the

individual needs of the learners. Generally however, when goal-setting, instructors

should always keep in mind that:

Not all students have a clear understanding of what their goals are.

Goal setting is a collaborative effort between the student and the instructor.

After identifying each goal, the instructor should help students prioritize their goals.

The goal-setting process should provide a way to measure incremental and ongoing

progress toward student goal achievement.

Celebration of these achievements should also be an end-result of the overall goal-

setting process.


Procedural Tasks and Instructional Models

Procedural Tasks At this point it will be helpful to summarize the tasks that should be completed before

we discuss instructional models.

Figure 5: Tasks to Be Completed Before Instruction Begins

Many adult literacy instructors include the following steps prior to choosing an

instructional model:

1. Pre-testing students using standardized testing;

2. Identifying (through standardized testing) specific skills that need remediation;

3. Identifying (through the interview process) the goals of the learner;

4. Placing the student on the appropriate educational level;

5. Selecting textbooks and other materials that can be used to remediate skill-gaps; and

6. Designing a Student Education Plan (SEP) that addresses both the personal goals of

the learner and the academic goals of the program.

Instructional Models As instructors know, there are several teaching modalities they can use to implement the

educational plan for each student. Group instruction involves having the students work

together as a class or in groups of two or more to work on a specific project or skill.

Independent study is implemented by providing each student a task that can be

completed without the input of other students and with minimal instructor support.

This may involve the use of workbooks or worksheets that address a specific skill-gap.

One-on-one instruction differs from independent study. In the one-on-one model, the

student is not able to work alone. The constant support and feedback of the instructor is

required. Finally, computer-based instruction can be a combination of group, individual

or tutorial depending on the structure of the assignment and the capacity of the

computer program to provide feedback and support. There are several factors that need

to be considered when choosing the instructional model you will use. Figure 6 addresses

these factors.


Figure 6: Factors to Consider When Choosing an Instructional Model

Enrollment (Open-entry vs. Managed Enrollment)

If the program is an open-entry program, students will be attending classes as their

personal and work schedules permit. It is difficult to conduct group instruction when

students cannot attend on a regular day and time. In this case, group instruction is

difficult to implement. However, individual, tutorial, and computer-based methods

will work quite effectively.

Group instruction is best delivered in a situation where managed enrollment is used.

Managed enrollment involves setting up classes by subject and time blocks. Students

attend on a regular basis and are tested at specific, pre-set intervals. Though this

approach is conducive to group instruction, all other types of instruction may also be

used.

Multi-level classrooms

Many programs, especially in rural areas, have students on different levels studying

to achieve different objectives. It is important that each student’s individual goals are

addressed. However, in situations where there is only one instructor who is helping

students—on multiple skill levels– to reach a variety of long and short term goals,

individual, tutorial, and computer-based instruction may be most effective.

Safe Learning Environments

As in all educational environments, learners should feel safe physically, socially and

emotionally. This is even more important when educators are working with individuals

whose past experiences in academic settings may have involved feelings of frustration

and failure. The issue of safety is also important for students who come from different

cultures. In addition to learning academic skills, these individuals often are trying to

adapt to different social norms and language issues.

However, establishing safe learning environments is about more than simply posting

evacuation plans (a requirement for Georgia ABE/ASE classrooms). It is about

addressing an unfortunate phenomenon in the world of adult literacy education – a

noticeable increase in instances of behavioral problems. This may be due to an increase

in younger populations who drop out of traditional high schools.

While some come to attain a GED credential in lieu of a high school diploma, others may

be motivated for reasons that have nothing to do with education. Some attend in order

to get their driver’s license. Some attend because of parental demands. Some attend

because it is a stipulation of their probation status. Whatever the reason, mandated

attendance has changed the overall nature of adult basic education which has

traditionally embraced older students who enroll voluntarily to gain skills that help

improve their roles as individuals, family members, workers, and citizens. This shift


from voluntary to reluctant and sometimes hostile participation creates a need for

instructors to develop strategies that help to eliminate – or at least minimize –

disruptive behaviors.

Learning effective strategies to minimize disruptive behaviors becomes extremely

important in environments where the instructor is somewhat isolated and without other

professional support. Table 12 lists some of those strategies.

Many local programs have well-established policies related to discipline within the

classroom. Instructors should consult local program administrators and/or the

instructor handbook for further information.

Table 12: Strategies to Minimize Disruptive Behavior

Strategies Directions

1. Respect should be the cornerstone of your classroom.

Establish that your classroom will be a place where you and your students will respect the academic efforts and personal differences of others.

2. Continually monitor the emotional climate of the class. Do not ignore the potential for negative situations.

Identify learners who exert a positive influence as well as learners who are likely to exhibit negative behaviors. Sometimes one can exert a positive influence on the other.

3. Establish methods to help disruptive students reconcile and return to class.

Take students aside when they are disruptive.

Discuss the learner’s feelings.

Listen.

Discuss possible solutions.

Follow-up.

If no improvement results, provide alternate learning environments for the disruptive student.

4. Reinforce positive behavior. Set up a system of rewards for students who make the classroom a place of mutual respect and encouragement.

5. Establish a “code of conduct” that lists specific expectations.

Have each student sign and commit to upholding those expectations.

6. Establish and enforce attendance rules for programs.

Establish program level attendance policies and enforce them consistently. Students, who make a habit of arriving late or failing to attend on a regular basis, are to be disciplined appropriately.


Setting Boundaries

What should you do when you experience a problem you cannot solve such as a student

who needs counseling for severe family or personal issues?

Students often come to class with personal situations that require expert attention. If

they view the instructor as an individual who can help them address personal problems,

it would be wise for the instructor to set clear boundaries around his or her area of

expertise and refer students to the appropriate resources. A partial list of Georgia

resources that might be helpful for learners can be found in the “For Further Reading

and Learning” part of this handbook.




questions:

1. Do you understand recruitment and retention strategies?

2. Do you understand goal-setting strategies?

3. Do you understand instructional formats including group, individualized,

tutorial, and computer-based instructional frameworks?

4. Are you able to create safe educational environments and establish boundaries?

5. Are you able to locate resources for problems you are unable to solve?


For Further Reading and Learning

For an in-depth description of the history of the TCSG and the OAE go to the New

Georgia Encyclopedia at http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-

3292

Georgia Resources

Organization Description

Georgia Department of Human Services

http://dhs.georgia.gov/

Go to the sitemap on this page for an

extensive listing of services available to

Georgia residents.

Georgia Department of Behavioral Health

and Developmental Disabilities.

http://dbhdd.georgia.gov/

Provides treatment and support

services to people with mental illnesses

and addictive diseases, and support to

people with developmental disabilities.

Georgia Council for the Hearing Impaired,

Inc.

http://gachi.org/

Provides advocates to guide, empower,

represent, and educate deaf and

hearing-impaired individuals who need

help accessing social services,

education, health care, and other

programs.

Americans with Disabilities Act (ADA)

Coordinator’s Office

http://ada.georgia.gov/

Provides comprehensive educational

and technical support for State

agencies so that those programs,

services, and activities operated by the

State of Georgia are accessible and

usable by everyone.

http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-3292

http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-3292

http://dhs.georgia.gov/

http://dbhdd.georgia.gov/

http://gachi.org/

http://ada.georgia.gov/


Organization Description

The Georgia Department of Veterans

Service

http://veterans.georgia.gov/

Created for the purpose of advising,

counseling, and assisting Georgia's

veterans and their families in receiving

their rightful benefits under the vast

and complex framework of veterans'

laws.

Georgia Department of Community Affairs

http://www.dca.state.ga.us/housing/Speci

alNeeds/index.asp

Providing assistance for homeless and

special needs populations.

Learning Inventories 1. Dr. Thomas Armstrong (Multiple Intelligences): Description of Howard Gardner’s

theory of multiple intelligences developed in 1983

http://www.thomasarmstrong.com/multiple_intelligences.htm

2. VARK: A Guide to Learning Styles: Contains FAQs, helpsheets, and directions for

using VARK, and printable VARK questionnaires

http://www.vark-learn.com/english/index.asp

3. Marcia Conner (Assessment): Various questionnaires to assess your preferred

learning style and motivation style

http://www.agelesslearner.com/assess/learningstyle.html

4. Learning Styles Assessment: This easy to use inventory can help you assess your

own approach to learning and how you take in information

http://www.personal.psu.edu/bxb11/LSI/LSI.htm

http://veterans.georgia.gov/

http://www.dca.state.ga.us/housing/SpecialNeeds/index.asp

http://www.dca.state.ga.us/housing/SpecialNeeds/index.asp

http://www.thomasarmstrong.com/multiple_intelligences.htm

http://www.vark-learn.com/english/index.asp

http://www.agelesslearner.com/assess/learningstyle.html

http://www.personal.psu.edu/bxb11/LSI/LSI.htm


Appendices

Appendix 1:

Adult Education Program Intake Assessment Form

Appendix 2:

Adult Education Program Student Education Plan

Appendix 3:

Adult Education Program Adult Learner Daily and Weekly Attendance Sign-in Sheet

Appendix 4:

Adult Education Program Enrollment Procedures for

Under-Age Youth


Appendix 1:

Adult Education Program Intake Assessment Form

Technical College System of Georgia, Office of Adult

Education, Intake Assessment Form, Effective: July 1, 2012

Available from:

https://galis.tcsg.edu/OAL_PORTAL/Docs/FY13%20Intake%20Assessment%20Form.

docx

https://galis.tcsg.edu/OAL_PORTAL/Docs/FY13%20Intake%20Assessment%20Form.docx

https://galis.tcsg.edu/OAL_PORTAL/Docs/FY13%20Intake%20Assessment%20Form.docx


Appendix 2:

Adult Education Program Student Education Plan


Education, Student Education Plan (SEP), effective July

2008


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Appendix 3:

Adult Education Program Adult Learner Daily Attendance Sign-in Sheet

GALIS Report #AL073 & GALIS Report #AL074, to date as of 9/10/2012


Appendix 4:

Adult Education Program Enrollment Procedures for Under-Age Youth


Education, Enrollment Procedures for Under-Age Youth,

effective May 18, 2012

Available from:

https://galis.tcsg.edu/OAL_PORTAL/Docs/FY13%20Underage%20Youth%20Applicati

on.docx

https://galis.tcsg.edu/OAL_PORTAL/Docs/FY13%20Underage%20Youth%20Application.docx

https://galis.tcsg.edu/OAL_PORTAL/Docs/FY13%20Underage%20Youth%20Application.docx