student orientation and intake process - West Virginia Department of ...

The West Virginia Adult Education (WVAdultEd) Program is funded by the
Adult Education and Family Literacy Act, enacted August 7, 1998 as Title II
of the Workforce Investment Act of 1998. WVAdultEd is administered through the West Virginia Department of Education
Office of Adult Education and Workforce Development, Building 6, Room 230,
1900 Kanawha Boulevard, East, Charleston, West Virginia 25305-0330. The WVAdultEd Instructor Handbook is produced by the WVAdultEd Professional
Development Program, whose fiscal agent is the Regional Education Service
Agency (RESA) 3, 501 22nd Street, Dunbar, West Virginia 25064-1711. For questions or concerns related to the content of the WVAdultEd
Instructor Handbook, contact Cathy Shank at the WV Adult Education Hotline,
1-800-642-2670, or via email at cshank@k12.wv.us. RESA 3 does not discriminate on the basis of race, color, religion, sex,
national origin, age, disability, or any other characteristic protected by
law in access to, employment in, or provision of any of RESA 3's programs,
benefits, or activities. 4 Program Enrollment and Entry WVAdultEd PROGRAM MODELS 1 Scheduling Models 1
FastTRACK Programs with Managed Enrollment 1
Pre-Bridge Classes with On-going/Continuous Enrollment 2
Intake (Registration and Entry) Structures 3
Managed Intake/Entry - regularly scheduled, set registration time 4
Open Intake/Entry - no set registration time 4 http://www.ncsall.net/index.html@id=733.html ELIGIBILITY FOR WVAdultEd
PROGRAM ENROLLMENT 4 General Eligibility for Enrollment 5
Eligibility of Students Currently Enrolled in Post-Secondary Education or
Job-Training Programs 5
Eligibility of Foreign Students who are English Language Learners 6
Eligibility of Adults with Disabilities 6
Public Non-discrimination Notice 7
Eligibility of Young Adults (16 to 18 Years Old) 7
Required Paperwork for 16 to 18 Year Olds 9
No Enrollment Caps for Young Adults 9
Attendance Guidelines for Students under Age 18 Enrolled to Maintain WV
Driver's License 9
Guidelines for Students under Age 18 Preparing for the HSE Assessment
11
Eligibility of Students Assigned to WVAdultEd by a Court Order 11 STUDENT ORIENTATION AND INTAKE PROCESS 12 Checklist for Student Orientation and Intake 13
General Student Orientation and Intake Procedures 14
Welcoming Activity 14
Program Overview 14
Needs Assessment and Goal Exploration 15
Registration Forms 16
Learning Needs/Barriers Screening 17
Strengths Identification 18
Career Exploration 18
Standardized Pre-tests 19
Private Student Interview to Discuss Results and Set Up a Plan of Study
19 Orientation for Specific Types of Students 23 Orientation for HS Equivalency Diploma Candidates (HSE Registrant Only)
23
Orientation for Distance Education (DE) Students 23
Orientation for English Language Learners (ELLs) 23
Orientation for SPOKES Students 23
Orientation for Low-Level Literacy Students 23
Orientation for Students with Disabilities 24
Orientation for Young Adult Students (16 to 18 Years Olds) 25 WVAdultEd PROGRAM STUDENT INTAKE/PROGRESS FILES 26 What type of files must be maintained? 26
Program Files Checklist 27
Permanent Program-Intake/Progress File for Each Student (maintained by the
instructor/aide; not accessible to students) 27
Strictly Confidential Files on Specific Students 28
Student Working File/Folder 28 WVAdultEd REPORTS 29 WVAdultEd Personnel Confidentiality Agreement 30
What responsibility do I have for reporting child abuse? 30
Release of Information 31
Directory Information 31
Educational Record Information 31
Strictly Confidential Information 33
Audio-Visual (Media) Information 34
Requesting Confidential Information from Other Agencies 34 REFERRALS 35 Keeping Track of Students Referred to Your Program from Other Agencies
35
Release Forms for Students Referred by External Agencies 35
Referring Students from Your Program to Other Agencies 36
APPENDIX 37
Sample Public Non-Discrimination Notice 39
Sample Intake Paperwork 41
Sample Verification of Withdrawal from High School 43
Sample Home-School Letter Template 44
Rights and Responsibilities of Students in WVAdultEd programs 45
Student Rights 45
Student Responsibilities 45
Code of Conduct 46
Dress Code 46
Student Technology Acceptable Use Policy 47
Sample Student Commitment Contracts 49
WVAdultEd Student Commitment Contract A 51
WVAdultEd Student Commitment Contract B 53
WVAdultEd Attendance Form 55
Confidentiality and Referral Forms 59
WVAdultEd Personnel Confidentiality Agreement 61
Authorization For Release of Strictly Confidential Information to
Local Staff or Volunteers 62
Authorization for Release of Information to External Agencies or
Individuals 63
WVAdultEd SPOKES Authorization For Release of Information 64
Student Confidential Records Log 65
Sample Media Release Form 66
WorkForce West Virginia Partner Referral Form 67
This page intentionally left blank. WVAdultEd PROGRAM MODELS Encouraging students to enter and remain in your class is one role you play
as a WVAdultEd instructor. Throughout the state, programs have adopted
various scheduling, intake, and delivery models for their classes.
Scheduling Models Your program's enrollment schedule affects the way you organize and deliver
instruction. Several scheduling features affect the success of your
program: . Duration (how many weeks/months per program year the class is open)
. Intensity (how many hours/week of instruction are available)
. Character of the enrollment schedule (whether students begin and end
the class at the same time or enter and exit constantly) In order for students to make progress toward their goals, programs of
sufficient duration and intensity must be established. To demonstrate
academic progress, 50 to 100 hours of instruction is usually recommended.
So then, if a student is only able to attend a class three or four hours
per week over the course of 12 weeks, then even under the best conditions
the students may not study long enough to demonstrate progress. If you are an instructor in a SPOKES program, your class has a very
particular model that you are required to use (see Section 16, What is
SPOKES? for details). Other WVAdultEd programs will have particular structures as identified in
their grant proposals. These would include Pre-Bridge, Bridge Prep, Bridge
I and II, IET, and IEL/CE. For more information on bridge programs, see the
Descriptions of Adult Education Programing Models, Section 1, Appendix. WVAdultEd programs vary considerably. Ask your local program coordinator to
see the grant proposal for your program which outlines the particular
structure your program has planned to offer. As a new instructor, you need
to understand how your local classes have been set up in the past (and
whether the model was successful).
FastTRACK Programs with Managed Enrollment FastTRACK Bridge-Prep and Bridge programs have scheduled beginning and
ending dates and have specific class hours when all students are expected
to attend (Managed Enrollment). Most FastTRACK models run for 10 to 16
weeks. Testing usually occurs at the beginning and the end of the course
(unless an individual has to drop out before the class ends). New students
enter only during the first week of the class; that is why it is referred
to as Managed Enrollment. Students that miss the entry date wait for the
next class to begin. Another type of managed enrollment offers a repeating set of modules with
specific entry points (similar to the SPOKES class structure). Students can
enter at the beginning of the next module and keep going until they
complete all the components. Some programs that employ multiple instructors organize bridge classes
within a larger learning center framework that offers a flexible ongoing
Pre-Bridge class with continuous enrollment. One instructor may manage the
continuous enrollment pre-bridge group while the other teaches a bridge
class with a FastTRACK structure (fixed start and end). Because of their limited duration, FastTRACK classes need to be of
sufficient intensity (offering enough hours/week) in order for students to
show progress. It is important to build in sufficient contact hours to meet
recommended post-testing guidelines. For example, the TABE assessment
recommends 50 to 60 hours of instruction (with a minimum of 40 hours) prior
to post-testing for students in FFL #1 to #4. Thus, a class that meets
twice a week for three hours each night would need to run at least 10-12
weeks in order for students to accrue sufficient contact hours to
demonstrate progress (allowing for a few absences or class cancellations),
while a class that met four nights a week might only run for six weeks. Each class startup must be well-advertised because the registration period
occurs in the two or three weeks preceding the first class and a minimum of
10-12 participants should register in order for the class to run
successfully (given absences and drop-outs). Students decide to attend based on the topic and the time schedule of the
short-term class. Students are pre-tested at the beginning of class and
post-tested at the end. Expectations for regular class attendance are
strongly emphasized. These classes require a thorough intake process that
includes careful identification and resolution of participation barriers.
Classes that offer a particular certificate or the chance to test for a
credential at the end are most successful because the student has a
particular goal and deadline in mind from the outset.
Pre-Bridge Classes with On-going/Continuous Enrollment Many WVAdultEd programs offer a Pre-Bridge alternative in additi