NORTH CAROLINA COMMUNITY COLLEGE SYSTEM R. Scott Ralls, Ph.D. President

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1 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM R. Scott Ralls, Ph.D. President August 28, 2014 MEMORANDUM TO: FROM: RE: Basic Skills Directors Randy Whitfield, Ed.D. Associate Vice President of College and Career Readiness Basic Skills Administrator s Technical Assistance Guide Attached is the Basic Skills Technical Assistance Guide which replaces the Basic Skills Policy and Procedures Manual. Our College and Career Readiness State Leadership Advisory Board worked very closely with our System Office College and Career Readiness staff to develop this guide for you. Our System Office staff will be meeting next week to discuss placing key documents such as this guide on our redesigned website. We will contact you when that occurs. The former Administrative Code has been renamed the State Board of Community Colleges Code and is in the process of being revised. The references to this new code in the attached guide are prefaced with Future SBCCC because not all of them have been through the approval process and, therefore, are not yet listed in the code. If you have any questions about the new draft sections, please contact me at whitfieldr@nccommunitycolleges.edu or C: Presidents Chief Academic Officers Continuing Education Officers CC Mailing Address: 5016 Mail Service Center Raleigh, NC Street Address: 200 West Jones Raleigh, NC Phone: Fax: AN EQUAL OPPORTUNITY EMPLOYER

2 BASIC SKILLS ADMINISTRATOR S TECHNICAL ASSISTANCE GUIDE A guidance document to help Basic Skills practitioners design and implement quality programs Randy Whitfield, Ed.D. Associate Vice President of College and Career Readiness North Carolina Community College System

3 Table of Contents PROGRAM AREAS... 1 ADULT BASIC EDUCATION (ABE)... 2 ADULT SECONDARY EDUCATION (ASE)... 3 ENGLISH AS A SECOND LANGUAGE... 4 Teaching in Spanish... 5 SPECIALIZED OFFERINGS... 6 ADULT HIGH SCHOOL... 7 Required Credits... 7 Agreement of Affiliation... 7 Books for Adult High School... 8 Tuition for Adult High School Diploma Courses... 8 Adult High School Transcripts... 8 BASIC SKILLS PLUS... 8 CAPTIVE CO-OPTED... 8 Prior Approval for Captive Co-opted Programs... 8 DISTANCE LEARNING... 9 ENGLISH LITERACY/CIVICS FAMILY LITERACY Comprehensive Family Literacy Contextualized Family Literacy HIGH SCHOOL EQUIVALENCY PREPARATION MATH SENSE PATHWAYS TO EMPLOYMENT TRANSITIONS SPECIAL LEARNING NEEDS LEARNING DISABILITIES ATTENTION DEFICIT DISORDER AND ATTENTION DEFICIT HYPERACTIVITY DISORDERS (ADD/ADHD) PHYSICAL, PSYCHOLOGICAL OR EMOTIONAL DISABILITIES... 14

4 INTELLECTUAL DISABILITIES ENROLLMENT AND SEPARATION ENROLLMENT REQUIREMENTS ELIGIBILITY CLARIFICATIONS Withdrawal from Secondary School Enrollment of High School Graduates Ability to Benefit Social Security Numbers Federal Reporting of Enrollment ENROLLMENT OF MINORS Waiting Period for Minors (16 and 17 year old students) Emancipated Minors Classes for Minors Serving Minors in ESL Drivers License Laws and Dropouts Disciplinary Guidelines for Minors Serving Minors in Division of Youth/NCDPS Facilities ENROLLMENT OF FOREIGN STUDENTS ENROLLMENT OF ADULTS WITH DISABILITIES Funding for ADA Students: Serving ADA Students: ENROLLMENT OF STUDENTS ASSIGNED TO BASIC SKILLS BY A COURT ORDER.. 19 SEPARATION Impact on Federal Performance Measures Separated Students Who Re-enroll Tips for Determining Returning Students DRIVERS LICENSE LAWS DRIVERS LICENSE LAW #1: DRIVERS LICENSE / DROPOUT PREVENTION LAW DRIVERS LICENSE LAW #2: LOSE CONTROL; LOSE YOUR LICENSE LAW DRIVERS LICENSE LAWS AND DROPOUTS... 23

5 DRIVERS LICENSE ELIGIBILITY CERTIFICATES Emancipated Minors Issuing Certificates to Minors Not Enrolled in Basic Skills Notifying Minors Regarding Law SADLS System ASSESSMENT NEED FOR ASSESSMENT POLICY STANDARDIZED ASSESSMENT AT-A-GLANCE Pre-testing: When to Administer Pre-tests: Post-testing: Post-testing Percentage: Training for Administering Assessments: Test Environment: Test Accommodations: Movement from Low Adult Secondary to High Adult Secondary for Adult High School Students: Quality Control: STANDARDIZED ASSESSMENT CHECKLIST INFORMAL ASSESSMENT ASSESSMENT HOURS FOR BASIC SKILLS PERFORMANCE AND ACCOUNTABILITY RATIONALE FOR MEASURING PROGRAM PERFORMANCE THE NATIONAL REPORTING SYSTEM (NRS PROGRAM PERFORMANCE MEASURES FEDERAL PERFORMANCE MEASURES NRS Core Measures Data matching: Separation date: NRS Secondary Measures The Twelve Hour Rule STATE PERFORMANCE MEASURES... 36

6 Basic Skills Student Progress: GED Diploma Passing Rate LITERACY EDUCATION INFORMATION SYSTEM (LEIS) LEIS System LEIS Forms PROGRAM MONITORING Monitoring Visits Number of Programs Visited Program Monitoring Forms PERSONNEL ALLOWABLE COSTS FOR BASIC SKILLS PERSONNEL MINIMUM REQUIREMENTS FOR HIRING CONFERENCES/FIELD TRIPS/MEETINGS PAYMENT FOR NON-TEACHING HOURS PRORATION OF SALARIES FUNDING FUNDING FOR BASIC SKILLS FEDERAL FUNDING Availability of Funding STATE FUNDING FTE Calculation of Allocation LIMITS ON USE OF BASIC SKILLS FUNDS FEDERAL SPECIAL PROJECT FUNDING PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT/CREDENTIALING Certification Accepted for NRS Tables THE PROFESSIONAL DEVELOPMENT SYSTEM Core Certificate Program NCCCS College and Career Readiness Course Catalog of Professional Development Courses earning CEU s CORE Instructional Certificate... 50

7 Reading Specialty Certificate English for Speakers of Other Languages (ESOL) Specialty Certificate Adult Secondary Education (ASE) Specialty Certificate ADMINISTRATIVE PROGRAM PLAN LAWS CONCERNING STUDENT DISCIPLINE Regulation of Student Discipline FERPA AND BASIC SKILLS Guidelines for following FERPA Regulations LISTS FOR BASIC SKILLS DIRECTORS Correspondence to Colleges CORRESPONDENCE TO SYSTEM OFFICE COLLEGE AND CAREER READINESS STAFF GLOSSARY Adult Basic Education (ABE) Adult Secondary Education (ASE) English as a Second Language Adult High School Basic Skills Plus Captive Co-opted Colleague Comprehensive Family Literacy Continuous Enrollment Student Contextualized Family Literacy Distance Learning Drivers License Law: Drivers License Law: Lose Control; Lose Your License Emancipated Minor English Literacy/Civics FERPA and Basic Skills Informer Reports LEA... 63

8 LEIS Math Sense NCODPS Pathways to Employment Returning Student SADLS System... 64

9 PROGRAM AREAS 1

10 Program Areas The North Carolina Community College System includes three primary program areas within Basic Skills: Adult Basic Education, Adult Secondary Education, and English as a Second Language. ADULT BASIC EDUCATION (ABE) State Requirements Future State Code 1D SBCCC Program Descriptions Adult Basic Education (ABE) is a program of instruction less than 9.0 grade level (or its equivalent) designed for adults who need to improve their reading, writing, speaking, problem solving, or computation skills to function more effectively in society, on a job, or in the family. Based on placement results, students fall into one of four ABE levels: 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 Test Benchmark: TABE (9 10) scale scores (grade level 2 3.9): Reading: Total Math: Language: Beginning Literacy ABE CASAS scale scores: Reading: 200 and below Math: 200 and below Writing: 200 and below Beginning Basic Education CASAS scale scores: Reading: Math: Writing: Wonderlic GAIN scale scores: English: Math: Wonderlic GAIN scale scores: English: Math:

11 Test Benchmark: TABE (9 10) scale scores (grade level 4 5.9): Reading: Total Math: Language: Low Intermediate ABE CASAS scale scores: Reading: Math: Writing: Wonderlic GAIN scale scores: English: Math: Test Benchmark: TABE (9 10) scale scores (grade level 6 8.9): Reading: Total Math: Language: High Intermediate ABE CASAS scale scores: Reading: Math: Writing: Wonderlic GAIN scale scores: English: Math: WorkKeys scale scores: Reading for Information: Applied Mathematics: ADULT SECONDARY EDUCATION (ASE) Adult Secondary Education (ASE) is a program of instruction (9.0 grade level and above or the equivalent) designed to prepare adults for further education or transition toward skill obtainment and employment. Adult Secondary Education includes the Adult High School Diploma program and the High School Equivalency Diploma program. Based on placement results, students fall into one of two ASE levels: Test Benchmark: TABE (9 10) scale scores (grade level ): Reading: Total Math: Language: Adult Secondary Education Low CASAS scale scores: Reading: Math: Writing: Wonderlic GAIN scale scores: English: Math: WorkKeys scale scores: Reading for Information: Applied Mathematics:

12 Test Benchmark: TABE (9 10): scale scores (grade level 11 12): Reading: 596 and above Total Math: 595 and above Language: 586 and above Adult Secondary Education High CASAS scale scores: Reading: 246 and above Math: 246 and above Writing: 271 and above Wonderlic GAIN scale scores: English: Math: WorkKeys scale scores: Reading for Information: Applied Mathematics: ENGLISH AS A SECOND LANGUAGE English as a Second Language (ESL) is a program of instruction designed to help limited English proficient adults achieve competence in speaking, reading, listening, and writing the English language. Based on placement results, students are assigned to one of six ESL levels according to approved NRS assessments: Beginning ESL Literacy Test Benchmark: CASAS scale scores: Reading: 180 and below L&W Listening: and below BEST Plus: 400 and below (SPL 0 1) BEST Literacy: 0 20 (SPL 0 2) TABE CLAS-E scale scores:* Total Reading and Writing: Total Listening and Speaking: Test Benchmark: CASAS scale scores Reading: L&W Listening: Writing: Test Benchmark: CASAS scale scores Reading: L&W Listening: Writing: Low Beginning ESL BEST Plus: (SPL 2) BEST Literacy: (SPL 2-3) High Beginning ESL BEST Plus: (SPL 3) BEST Literacy: (SPL 3-4) TABE CLAS-E scale scores:* Total Reading and Writing: Total Listening and Speaking: TABE CLAS-E scale scores:* Total Reading and Writing: Total Listening and Speaking:

13 Test Benchmark: CASAS scale scores: Reading: L&W Listening: Writing: Test Benchmark: CASAS scale scores: Reading: L&W Listening: Writing: Test Benchmark: CASAS scale scores: Reading: L&W Listening: Writing: Low Intermediate ESL BEST Plus: (SPL 4) BEST Literacy: (SPL 4-5) High Intermediate ESL BEST Plus: (SPL 5) BEST Literacy: (SPL 5-7) Advanced ESL BEST Plus: (SPL 6) BEST Literacy: (SPL 7-8) ** TABE CLAS-E scale scores:* Total Reading and Writing: Total Listening and Speaking: TABE CLAS-E scale scores:* Total Reading and Writing: Total Listening and Speaking: TABE CLAS-E scale scores:* Total Reading and Writing: Total Listening and Speaking: Teaching in Spanish A major purpose of the Basic Skills program is to help students learn the English language. The federal Workforce Investment Act of 1998 allows states to provide instruction in English, not in other languages. 5

14 SPECIALIZED OFFERINGS 6

15 Specialized Offerings Within the three program areas, specific target populations are designated: Adult High School, Basic Skills Plus, Captive Co-Opted, Distance Learning, English Literacy/Civics, Family Literacy, High School Equivalency Preparation, Math Sense, Pathways, and Transitions. ADULT HIGH SCHOOL Adult High School (AHS) is an Adult Secondary Education program offered cooperatively with local public school systems to help adults earn an Adult High School Diploma. Adult High School diplomas must be issued in conjunction with a local public school because community colleges do not have the statutory authority to issue high school diplomas. Four signatures should be on the diploma: the president of the college, the chairperson of the college s Board of Trustees, the superintendent of the public school system, and the chairperson of the public school system s Board of Education. State Requirements Future State Code 1D SBCCC Program Descriptions Required Credits Colleges must offer at least the minimum number of credits required for graduation by the North Carolina Department of Public Instruction. Programs may choose to set a different number of credits required for minors than they do for adults unless specified differently in the local Agreement of Affiliation. Colleges may also align their number of required credits with those of the local school system if the school system s required credits exceed the state minimum. Agreement of Affiliation Colleges must sign an Agreement of Affiliation with their local public school system in order to offer an Adult High School Diploma program. Blank copies of the Agreement of Affiliation may be obtained from the System Office. Once an agreement is signed by both community college and local school officials, a copy must be sent to the North Carolina Community College System to the attention of College and Career Readiness -- Adult High School/High School Equivalency. 7

16 Books for Adult High School Colleges may suggest that Adult High School students purchase textbooks but should make free books available in classrooms. Programs do not have to provide free books for students to write in, only to read. It is highly recommended that all books used are made available in a laboratory or library setting for students to use outside of class. Tuition for Adult High School Diploma Courses Colleges may not require students to pay tuition for other college programs and transfer credits into the Adult High School Diploma program. Adult High School Transcripts Adult High School transcripts are kept at each community college, not at the System Office. BASIC SKILLS PLUS The Basic Skills Plus program provides basic skills (reading, writing and math) and occupational training to adults as they prepare for employment. Basic Skills Plus students, functioning at the Adult Secondary Education level, acquire employability skills, and job-specific occupational and technical skills as they are co-enrolled in Basic Skills and occupational courses while earning their high school diploma or equivalent certificate. Local colleges may use up to twenty percent (20%) of their State Literacy Funds to develop and implement a customized Basic Skills Plus education program and delivery model. Basic Skills Plus programs include career pathways, collaborative instructional strategies, contextualized instruction materials/teaching aids, collaborative partnerships, student support and development, and accelerated strategies that support student success. Colleges must obtain State Board approval before expending funds for their Basic Skills Plus program. For information and guidelines, refer to the Basic Skills Plus Policies and Procedures manual on the Career and College Readiness section of the community college website ( CAPTIVE CO-OPTED Captive co-opted programs are those programs where students are incarcerated or in other immured groups and cannot attend other programs. Examples include programs that are taught in prisons, jails, day reporting programs, community rehabilitation facilities (formerly called sheltered workshops), psychiatric hospitals, and nursing homes. Prior Approval for Captive Co-opted Programs Starting July 1, 2003, the State Board of Community Colleges requires prior approval for teaching all Basic Skills classes taught in a captive co-opted setting. Special approval forms are available from the System Office. The captive co-opted form for State Board approval 8

17 must be submitted to the Associate Vice President of College and Career Readiness by the third day of the month prior to the month it is presented to the State Board of Community Colleges. DISTANCE LEARNING Distance learning is a formal educational activity in which students and instructors are separated by geography, time, or both for the majority of the instructional period. Distance learning materials are delivered through a variety of media. These include print, audio recording, videotape, broadcasts, computer software, web-based programs and other online technology. Instructors support distance learners through communication via mail, telephone, or online technologies, and software. Some distance programs are set up so that students work totally on their own. In addition, hybrid courses offer a combination of face-to-face classroom learning with distance education methods. Distance learners must be assessed under the same guidelines as all adult learners in the state. Students in distance education must have at least 12 hours of contact with the program before they can be reported to the National Reporting System. Requirements to receive Basic Skills full-time equivalent credit (FTE) for distance education courses: students must attend a face-to-face orientation and must be pre- and post-tested. For specific guidance on assessment and FTE related to distance learning students, refer to the Distance Learning section of the North Carolina College and Career Readiness Assessment Manual. State Requirements NC State Assessment Policy Future 1D SBCCC (d) Assessment Procedures Under Student Data (#13 on page 2 of the LEIS form), there is a category listed for Distance Learning Student. Only students who receive at least 51% of their instruction at a distance should be included in this category. Since some students may enroll in both distance and classroom-based classes, you may need to wait until the end of the year to determine if their attendance justifies being counted as a distance learning student. 9

18 ENGLISH LITERACY/CIVICS The English Literacy and Civics (EL/Civics) program is grant funded through the U.S. Department of Education and is designed to: Promote the development of integrated programs of services that incorporate both English literacy (academic English) and civics education. Help students acquire the skills and knowledge to become active and informed parents, workers, and community members. Equip students with the skills and knowledge needed to participate effectively in the education, work, and civic opportunities of this country. Provide contextualized instruction in: Rights and responsibilities of citizenship Naturalization procedures how to gain U.S. citizenship U.S. history, government, and culture, including diversity and multiculturalism Civic participation becoming active participants in the community. Instructors who work in programs that receive EL/Civics funding are responsible for more than academic instruction that is focused on reading, writing, listening, and speaking skills. Contextualized instruction means these skills are taught in the context of U.S. history and government and of civic participation in the local community. Civic participation means that immigrant students learn to interact with social, political, and educational structures (libraries, banks, schools, etc.) in their communities. In addition, students who want to prepare for U.S. citizenship are provided with appropriate resources. Funding for EL/Civics courses is made available through an annual application process from the System Office. FAMILY LITERACY Family literacy programs are funded through grants awarded by the North Carolina Community College System Office. North Carolina offers two types of family literacy programs: comprehensive and contextualized. Comprehensive Family Literacy The purpose of Comprehensive Family Literacy is to break the cycle of poverty and illiteracy by (1) improving the educational opportunities of low-skilled families by integrating adult basic education, parenting education, and children s education into a unified program; (2) by establishing programs that (a) are implemented through cooperative arrangements to use community resources; (b) promote the academic achievement of adults and children; (c) 10

19 assist under-educated families to achieve challenging content and student performance standards; and (d) use scientifically-based reading research. Components of Comprehensive Family Literacy programs include: Interactive literacy activities between parents and their children; Training for parents regarding how to be the primary teacher for their children and full partners in the education of their children; Parent literacy training that leads to economic self-sufficiency; and An age-appropriate education to prepare children for success in school and life. Contextualized Family Literacy This model includes contextually appropriate adult literacy instruction with a dual focus on the contexts of the family and career education. Family-centered programs include these elements: Family-centered content that includes training for parents regarding how to be the primary teachers for their children and more involved partners in their education; Family-centered content that includes adult education instruction that strengthens the transition of adults into career pathways and/or postsecondary education; Integration of occupational exploration and career planning ; and A sufficient number of hours to show progress, with at least ten (10) contact hours per week in contextually appropriate adult education instruction focusing on family and career education. HIGH SCHOOL EQUIVALENCY PREPARATION North Carolina s high school equivalency preparation courses offer instruction to assist learners in preparing to successfully pass a designated high school equivalency test. This test is designed to document knowledge equivalent to a graduating high school senior. A high school equivalency diploma is issued from the North Carolina Community College System. Through December 31, 2014, North Carolina will use the General Education Development Test to measure high school equivalency. The System Office has released a Request for Proposal (RFP) to determine if additional high school equivalency tests will be used after December 31, MATH SENSE Math Sense is a course that prepares students for entry into the developmental math modules, (DMA). Math Sense serves as a prerequisite for students who take the diagnostic placement test and place below the lowest level module, DMA 010. The format of this course follows that of the eight DMA modules that have already been developed by the Developmental Math Redesign Task Force. 11

20 Math Sense is designed to align with the developmental math sequence and is offered as a Basic Skills course. Math Sense may be taught by Basic Skills or Developmental Education instructors. PATHWAYS TO EMPLOYMENT Pathways to Employment is a short-term occupational training program that integrates: Assessment and self-paced individualized instruction in learning skills; Job skill development for specific jobs identified by labor market analysis; Workforce basic skills (reading, writing, mathematics, communication, critical thinking and problem solving) leading to self-sufficiency; and Human resources development (self-management, job hunting, employment expectation) leading to self-sufficiency. Pathways to Employment is the precursor to Basic Skills Plus and the operational components are very similar. TRANSITIONS Transition strategies and initiatives are designed to help students obtain the knowledge and skills needed to successfully enroll in college and obtain employment credentials. With the increased focus on transitioning Basic Skills students into postsecondary, curriculum, and job training programs, students are enrolled in programs of study that may include approved career pathways that are tied to certifications and credentials for employment. In addition to rigorous academics, the strategies also include non-academic assistance such as financial aid, study skills, time management, wraparound student support services, and other skills critical to college success. 12

21 SPECIAL LEARNING NEEDS 13

22 Special Learning Needs North Carolina is committed to serving the needs of all learners, including adults with special learning needs. To provide effective instruction to these individuals, instructors require knowledge regarding the nature of disabilities, screening instruments, referral systems, as well as teaching strategies and accommodations that can assist learners with their special needs. Special learning needs experienced by Basic Skills students might include: LEARNING DISABILITIES Learning disabilities can impact academic performance in listening, speaking, reading, writing, mathematics, etc. Learning Disabilities such as Dyslexia, Dysgraphia, Dyscalculia present ongoing challenges that may impact learning and academic performance. According to the American with Disabilities Act, students may request reasonable accommodations to assist their learning. The local community college s disabilities service office is a good resource for questions regarding accommodations. ATTENTION DEFICIT DISORDER AND ATTENTION DEFICIT HYPERACTIVITY DISORDERS (ADD/ADHD) ADD/ADHD are neurological conditions which may affect academic performance. Adults with The local community college s disabilities service office is a good resource for questions regarding accommodations. PHYSICAL, PSYCHOLOGICAL OR EMOTIONAL DISABILITIES Physical, psychological or emotional disabilities may cause students to have distinct learning challenges. The local community college s disabilities service office is a good resource for questions regarding accommodations. INTELLECTUAL DISABILITIES Intellectual disabilities may limit an individual s ability to achieve higher academic success levels. The local community college s disabilities service office is a good resource for questions regarding accommodations. 14

23 ENROLLMENT AND SEPARATION 15

24 Enrollment and Separation ENROLLMENT REQUIREMENTS It is important that you understand the federal and state requirements posted to the right before you proceed. Review these requirements first. ELIGIBILITY CLARIFICATIONS Withdrawal from Secondary School No student who is currently enrolled in a public or private secondary school may be enrolled in Basic Skills. Enrollment of High School Graduates Students who have a high school diploma, a high school equivalency, or Adult High School diploma may enroll in Basic Skills classes IF they score 12.9 or below (or its equivalent) on a state-approved standardized test, even if they are enrolled in curriculum programs and require Developmental Studies courses. Ability to Benefit Programs should not refuse to serve students who are in the target population unless the program has an ability to benefit policy which has been approved by the college president and Board of Trustees. A sample policy is available from the System Office. Social Security Numbers Programs are asked to get social security or tax identification numbers from students upon enrollment because these are used to data-match employment, high school credential, and postsecondary outcomes. However, services cannot be denied if the students do not provide the program with their social security or tax ID numbers. Federal Requirements Federal legislation defines the services and target population for Basic Skills/literacy programs as services or instruction below the postsecondary level for individuals (A) who have attained 16 years of age; (B) who are not enrolled or required to be enrolled in secondary school under State law; and (C) who (i) lack sufficient mastery of basic educational skills to enable the individuals to function effectively in society; (ii) do not have a secondary school diploma or its recognized equivalent, and have not achieved an equivalent level of education; or (iii) are unable to speak, read, or write the English language. State Requirements Future 1D SBCCC Enrollment/Registration Process Future 1D SBCCC Admission Requirements for Minors Future 1D SBCCC (6) Admission Requirements for Legal Aliens 16

25 Federal Reporting of Enrollment For the purposes of federal reporting, students must be enrolled for 12 hours or more before they are included in the federal student count for educational gain and follow-up performance measures. Hours accrued by students attending fewer than 12 hours can, however, be included for FTE purposes. ENROLLMENT OF MINORS Waiting Period for Minors (16 and 17 year old students) State and federal requirements do NOT specify that minor students should have a waiting period before their enrollment. That is a local college decision, often developed in collaboration with the local school system. Some school systems prefer a waiting period as a deterrent to dropping out of school; others do not. Refer to 1D SBCCC for enrollment guidelines for minors. Minors withdrawn within a six-month period must obtain a signed official withdrawal form from the local public or private educational agency and a notorized petition of the minor s parent, legal guardian, or other person or agency having legal custody and control. Minors withdrawn for at least six months do not need a release form but do require a notarized petition of the minor s parent or legal guardian. Emancipated minors do not need a release form or notarized petition. Emancipated Minors An emancipated minor is a person below 18 years of age who has married or has a court order stating that the person is emancipated. Programs must obtain proof of emancipation before granting minors the status of emancipation. No agency or individual may grant a transfer in the judicial decree of emancipation; therefore, each agency must obtain proof of emancipation in the form of a court order or marriage license. Emancipated minors do not need release forms. Classes for Minors Minors cannot be required to attend classes set up only for them. However, a college may locate classes wherever the college deems appropriate, as long as minors are not restricted to any particular location. Serving Minors in ESL Colleges may serve persons who are 16 and 17 years old in ESL classes if they meet the same criteria as native speaker minor students. Drivers License Laws and Dropouts When minors drop out of public schools, public schools should decertify them which means they lose their drivers permit/license. All students who drop out of public schools 17

26 are counted as dropouts. (Refer to the Drivers License information in the next section for more details.) Disciplinary Guidelines for Minors Colleges should require minors to meet the same conduct standards and disciplinary policies and procedures as adult students. Colleges may not adopt different disciplinary procedures or grievance procedures for minor students. Serving Minors in Division of Youth/NCDPS Facilities: Minors younger than 16 may be served in community colleges if they are in programs operated by the Office of Juvenile Justice, but not if they are in programs operated by the Department of Public Safety; however, federal Basic Skills funding may not be used to serve any minor younger than 16. ENROLLMENT OF FOREIGN STUDENTS Basic Skills programs may not serve foreign students studying in the United States on F-1 (Student) Visas. Federal adult education legislation does not specify the need to prove legal status of foreigners as a condition for enrollment in Basic Skills classes. Thus, it is not necessary for foreigners to present passports, visas, work permits, or Social Security cards to prove legal status in order to enroll. However, foreign students (with F-1 Visas) enrolled in universities or private English language institutes may not simultaneously enroll in publicly funded adult education programs. English language learners who have completed post-secondary education in another country, but lack basic English language skills may enroll in Basic Skills programs (as long as they do not have an F-1 Visa). ENROLLMENT OF ADULTS WITH DISABILITIES The Basic Skills program requires that all persons have equal access to its programs, facilities, and services without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, or sexual orientation. It does not discriminate in admission to its programs, services, or activities; in access to them; in treatment of individuals with disabilities; or in any aspect of their operations. A qualified individual with a disability is defined by the Americans with Disabilities Act (ADA) as: an individual with a disability who, with or without reasonable modifications to rules, policies, or practices, the removal of architectural, communication, or transportation barriers, or the provision 18

27 of auxiliary aids and services, meets the essential eligibility requirements for the receipt of services or the participation in programs or activities provided by a public entity. Individuals with documented disabilities may request reasonable accommodations for assessment and instruction. This means that your program may not turn away potential students who are blind, deaf, or otherwise physically handicapped. Students with emotional and learning disabilities must also be served. Funding for ADA Students: The ADA is an unfunded mandate programs must provide funding for ADA needs, but they do not receive any funding for that purpose. Some colleges have established a separate fund for ADA, but others take the funding from each program as needed. Check with your local college ADA administrator. Serving ADA Students: One of the most important areas of ADA is physical access. Programs must provide physical access to and within the building where students come for services. Also, under the ADA, all programs are required to provide reasonable accommodations to students with disabilities. Those disabilities include both physical disabilities and learning disabilities. Check with your local college ADA administrator to determine reasonable accommodations. Colleges are not required to use IDEA standards (Individuals with Disabilities Education Act) for individuals with disabilities because that is the law that governs K-12 education. ENROLLMENT OF STUDENTS ASSIGNED TO BASIC SKILLS BY A COURT ORDER Sometimes a judge will order an individual to attend a Basic Skills class or take a high school equivalency test as a condition of release or parole. The court-ordered student may have specific attendance guidelines dictated by the court. If the court has not set attendance guidelines, the Basic Skills program should determine the appropriate attendance requirement. It is recommended that the student sign a commitment contract or similar document that specifies the attendance requirements, and this document should be sent to the court official (i.e., probation officer or other designee providing oversight). Once the student contract is completed, or if the student is terminated, the appropriate court official must be notified in writing. 19

28 SEPARATION Students are separated from the program for one of three primary reasons: (1) The student has not participated in the program for 90 consecutive days and has no classes scheduled. (2) The student has completed his/her program of study (i.e. by receiving a high school equivalency diploma or AHS diploma) and does not plan to continue within the program year, or (3) The student explicitly states he/she is leaving the program early, has been out of class for 90 consecutive days, and does not plan on returning. The LEIS form has a space to indicate separation date. This date is now calculated in Colleague through the use of the Last Date Attended section of the FGRN screen. Instructors should note on attendance forms when a student has stopped attending their class and Colleague will then interpret separation dates by stacking all classes that the student has attended up to determine if they have truly separated from the program. Impact on Federal Performance Measures Despite the challenges in determining separation dates, they play an important role in your program s performance on federal measures. Students in the employment, post-secondary, and high school credential cohorts only receive credit for those achievements if they have exited the program. In other words, if a student earns an Adult High School diploma and leaves the program to enroll in college, the program will not get credit for either outcome unless the student is officially separated from the program during that program year. Colleague uses the separation date to indicate that separation. Separated Students Who Re-enroll Students who have separated, but return during the program year will not be included in NRS cohorts as they would still be enrolled at the colleges at the end of the program year. This will be checked by looking for an intake date after the separation date within the same program year. An intake date should be given to each student when they enter the Basic Skills Program and when the student returns after a separation. 20

29 Tips for Determining Returning Students Here are a couple of tips that might be helpful. Near the end of the program year, obtain a list of high school equivalency and Adult High School graduates. Running an Informer report on those students will identify which ones did and did not have a separation date indicated on their LEIS forms. If, in fact, they are no longer attending the program, separation dates can be inserted based on their last date of attendance. Since separation dates impact federal postsecondary and employment outcomes, Informer reports can also be used to identify students who were enrolled in the fall semester but did not return for the spring semester. Since these students would exceed the 90 day exit period, they could be given separation dates based on their last date of attendance. While this procedure may not capture everyone who should have a separation date, it will capture a good percentage of them. Remember, the students are not included in the employment, postsecondary, and high school credential cohorts until they EXIT your program. Therefore, if they do not have a separation date, they will not necessarily hurt you; they just will not help you if they did in fact meet those outcomes. 21

30 DRIVERS LICENSE LAWS 22

31 Drivers License Laws DRIVERS LICENSE LAW #1: DRIVERS LICENSE / DROPOUT PREVENTION LAW The Drivers License/Dropout Prevention law of 1998 requires that all 16- and 17-year old students who drop out of public schools, even though they subsequently enroll in a community college Basic Skills program, must lose their drivers license or permit until one of the following conditions is met: completion of high school equivalency or Adult High School diploma or attending a Basic Skills class (not HRD, Continuing Education, or curriculum class) for six months for sixty hours per month and making progress (progress based on individual program - check web site for details). Students who lose their license under this law may apply for a hardship to the local community college, but it is extremely rare that hardships are granted (and only under extenuating circumstances which are documented in writing). (See Drivers License/Dropout Prevention Guidelines on website.) State Requirements Future 1D SBCCC Driver s Eligibility Certificate Dropout Prevention Driver s License Guidelines Lose Control, Lose Your License Guidelines DRIVERS LICENSE LAW #2: LOSE CONTROL; LOSE YOUR LICENSE LAW The Lose Control; Lose Your License law of 2000 denies or takes away permits or licenses for minors if they are suspended or expelled for three or more days due to one of the following offenses: possession of drugs or weapons on a school campus or at a school-related activity or assault on school personnel. Students who lose licenses or permits under this law must lose them for an entire year. This means that if a minor is 17 ½ and loses his/her license/permit under this law, he/she cannot get the license back until age 18 ½. If a student who has lost his/her license/permit due to a drug offense enters a drug rehabilitation program approved by the local community college, the community college may decide to restore driving privileges after a sixmonth period. (See Lose Control; Lose Your License Guidelines on the website listed in the text box above.) DRIVERS LICENSE LAWS AND DROPOUTS When minors drop out of public schools, public schools should decertify them which means they will lose their drivers permit/license. If they are making progress, they will not lose their drivers permit/license. If the public school does not decertify a student, the community college should not decertify the student until he/she is not attending classes and/or making progress in the community college program. All students who drop out of public schools are counted as 23

32 dropouts. They are no longer considered to be transfers when they enter our programs. DRIVERS LICENSE ELIGIBILITY CERTIFICATES When students who lost their license/permit due to dropping out of school earn the high school equivalency or Adult High School diploma or have attended a Basic Skills class for six months for sixty hours per month and are making progress, local programs need to issue the students a Drivers Eligibility Certificate (DEC). (If students lose their licenses/permits due to Lose Control; Lose Your License Law, they are not eligible for a DEC upon completion of the high school equivalency or Adult High School diploma or after attending a class for six months, sixty hours per month, and making progress. Those students cannot get their licenses/permits back for an entire year unless their decertification was due to a drug offense and they complete a drug rehabilitation course. Students who complete the drug rehabilitation course may be allowed to get their license/permit back within six months.) The DEC will allow students to return into the DMV system where they left off with a permit, a license, or an application for a permit. Do not tell students that when they get a DEC, they will get their license. That may not be true because they may only be eligible for a permit. Also, they must meet DMV s requirements for getting a license/permit (such as taking Drivers Education). Once a student turns 18, this Drivers License/Dropout Prevention law no longer applies, even if the student has not earned a high school diploma or its equivalent. Since a suspension based on the Lose Control; Lose Your License may extend past age 18, make certain that the student has not had driving privileges suspended due to the Lose Control; Lose Your License law before issuing a DEC. Most DMV offices require a Drivers Eligibility Certificate (DEC), not a high school equivalency or Adult High School diploma, in order for students to get their licenses/permits. Emancipated Minors Emancipated minors are not exempt from the drivers license laws; however, they may sign their own Drivers Eligibility Certificate. Attach a copy of the document which shows the minor is emancipated (marriage certificate or court order). Issuing Certificates to Minors Not Enrolled in Basic Skills Community college staff may only issue drivers eligibility certificates to students who are enrolled in Basic Skills programs; they may not issue these certificates for students enrolled in curriculum programs or any Continuing Education programs except for Basic Skills. If someone under the age of 18 does not have a high school diploma from a regionally accredited high school, he/she must enroll in a North Carolina public, private, approved home school or community college Basic Skills program leading toward a high school equivalency or Adult High School diploma and demonstrate adequate academic progress toward obtaining a high school diploma or its equivalent. If a student has passed the necessary placement tests at a community college and is enrolled in a curriculum program, he/she can get a driving eligibility certificate by enrolling in a North Carolina public, 24

33 private, approved home school or community college (Basic Skills program leading toward a high school equivalency or Adult High School diploma) and demonstrate adequate academic progress toward obtaining a high school diploma or its equivalent. Notifying Minors Regarding Law It is extremely important to give all minor students information regarding this law upon entry into the program. It is also important that students receive prior notification before being decertified. SADLS System All information regarding both drivers license laws must be entered into the SADLS system. Each college should have one person who can enter this system. Access to this system may be obtained by contacting the North Carolina Community College System Office. 25

34 ASSESSMENT 26

35 Assessment Understanding the North Carolina Basic Skills State Assessment Policy is critical for administrative, instructional, support, and data staff members. The state policy is based on guidance from the US Department of Education, Office of Career Technical and Adult Education (OCTAE), which specifies requirements for statewide assessment policies that must contain certain elements and be submitted to and approved by OCTAE each year. The regulations also describe how tests must be administered locally in order to accurately measure education gains. If you have not reviewed the State Assessment Policy, be sure to do so before you proceed. It can be accessed through the URL provided in the text box to the right. Federal Requirements Federal Guidance on NRS Assessment FR /pdf/08-69.pdf State Requirements NC State Assessment Manual Future 1D SBCCC (d) Assessment Procedures NEED FOR ASSESSMENT POLICY North Carolina s assessment policy provides a framework to measure program effectiveness and provides important criteria for continuous improvement on several levels. At the student level, an individual assessment provides vital, reliable information about the student s academic status and progress and allows the student to make informed decisions about goal setting. At the program level, accurate assessment data are critical for decision making in planning, instruction, professional development and program improvement. Student assessments help instructors pinpoint student needs and choose appropriate curricula. Aggregate data inform program directors regarding needed improvements and help guide staff professional development. At the state and federal level, incentive funding rests, in part, upon student achievement in NRS functional levels. 27

36 Uniform implementation of North Carolina s assessment policy ensures that high quality, accurate data are collected statewide and reported to OCTAE so programs can be compared across the state and nation. STANDARDIZED ASSESSMENT AT-A-GLANCE The assessment policy includes detailed guidance on proper assessment procedures. When in doubt, refer to the policy. Below is a quick summary of some of the key points to remember. Pre-testing: All students entering Basic Skills classes must be assessed by a standardized test. Local Basic Skills/literacy providers are required to assess students using standardized pre-post assessments included in the National Reporting System (NRS) to place students in federal educational functioning levels (EFL s) and report gain measures for the National Reporting System (NRS). See the North Carolina Assessment Policy Manual for a list of allowable assessments. When to Administer Pre-tests: Pre-tests must be administered prior to placement or within the first twelve hours of enrollment. Students must be placed into adult education levels based on their lowest test score. Post-testing: Each approved standardized test has guidelines for the amount of time/instruction that must occur between pre-testing and post-testing. Refer to the assessment policy for guidance. Keep in mind that these are minimums; instructors should use professional judgment in determining whether the student has made sufficient progress after the minimum number of hours to warrant a post-test. Post-testing Percentage: The assessment policy states that a minimum of 65% of all students who attended at least 12 hours must be post-tested annually. Training for Administering Assessments: Training is essential for a quality assessment system. All staff who either administer or score any standardized assessment used to measure educational gain must be trained before administering the tests by a certified state/national trainer or local facilitator. In addition, all staff including instructors involved in gathering, analyzing, compiling, and reporting data for the National Reporting System must be trained. Each local program should have a designated test coordinator/trainer for every standardized test that it uses. Test Environment: Assessment instruments must be administered in a quiet, proctored environment. Assessment instruments must be kept in a secure environment. 28

37 Test Accommodations: The assessment policy includes guidance on test accommodations when the student has disclosed the presence of a disability and has provided documentation by a qualified professional. Typical assessment accommodations include large print, extended time, audio-cassette, calculator for math, private room, and break time. Movement from Low Adult Secondary to High Adult Secondary for Adult High School Students: Movement from low adult secondary to high adult secondary may be determined by two methods for the Adult High School Diploma program: (1) post-test scores or (2) completion of 50% of the requirements for the Adult High School program. (For example, a college that requires students to complete 20 credits may move students from adult secondary low to adult secondary high upon the completion of 10 credits.) Students who score 10.9 or below (or the equivalent) and have completed 50% or more of the requirements for the Adult High School program should be placed in Adult Secondary Low until successful completion of at least one Adult High School credit. Quality Control: Testing data should be entered into LEIS on an on-going basis. Data should be entered no less than monthly. Quality control must be maintained for assessment procedures. STANDARDIZED ASSESSMENT CHECKLIST Local program directors/coordinators may use the following assessment checklist to ensure correct assessment procedures have been followed. Standardized Assessment Checklist Assessment Standards for Test Administrators 1. The test administrator has been trained in giving the assessment(s) by a state certified trainer or local facilitator. 2. The test administrator has read the test manual(s). 3. The test administrator follows all directions in giving the assessment(s), including strict adherence to time limits, etc. 4. The testing facility is quiet, has adequate lighting, and adequate space for test-takers. 5. The tests are accurately scored and raw scores are converted to scale scores. 6. Tests results are kept confidential. 7. Test results are shared with test takers and appropriate instructors in a timely manner. yes/no 29

38 8. Test answers are not shared with test takers, but the type of questions missed may help test takers to understand what they need to learn. 9. Tests results are available for instructors and program staff. 10. Test results are reported in LEIS in a timely manner on a monthly basis. INFORMAL ASSESSMENT In addition, local programs are encouraged to use a variety of informal assessments to assist instructors/tutors in selecting appropriate teaching methods and materials. Some examples include: Computerized assessments End of unit tests from textbooks Checklists Individual projects of products Small group projects Educator-made assessments Dated anecdotal records of teaching observations Performance samples, including writing samples, journals, worksheets, videos Role playing Student interviews and self-evaluations. ASSESSMENT HOURS FOR BASIC SKILLS The hours a student takes to complete a high school equivalency exam are reportable for budget/fte. High school equivalency testing hours may only be counted for budget FTE if students are enrolled in the year during which the assessment occurred. If a student is given an assessment and receives no Basic Skills classroom or online instructional hours (i.e., instruction in reading, writing, mathematics, or communication skills), then the student assessment hours may not be reported for budget FTE. Any Basic Skills student s initial assessment, testing and retesting hours may be counted only when the student receives Basic Skills instruction in addition to the initial placement assessment. In this situation, both the assessment hours and the instructional hours may be reported for budget FTE. This applies for all Basic Skills classes. These students must be registered for the appropriate Basic Skills class. 30

39 PERFORMANCE AND ACCOUNTABILITY 31

40 Performance and Accountability RATIONALE FOR MEASURING PROGRAM PERFORMANCE As financial support for Basic Skills programs tighten, the need to demonstrate program performance at the state and local levels becomes critical. It is not enough to simply provide instruction and trust that students learned something. Being accountable for the use of Basic Skills resources requires programs to know how the program is measured, understand how results compare to performance standards, and continually make improvements in instruction and classroom management. THE NATIONAL REPORTING SYSTEM (NRS) Federal Requirements National Reporting System Guidelines ons/implementation_guidelines.as px State Requirements Future 1D SBCCC (b) Program Monitoring The National Reporting System began in the 1990s as a federal initiative to develop an accountability system for the federallyfunded adult education program. In 1995 Congress considered eliminating adult education as a separate program and integrating its activities into existing workforce development programs. To keep the program separate, it was essential to develop a strong data collection system to show the impact of adult education. The National Reporting System (NRS) was developed as the national accountability system for adult education. NRS established assessment guidelines, common definitions, and standard data collection protocol in addition to criteria for measuring federal performance measures. As a result, a national picture of what adult education programs across the country, including North Carolina, are doing can be presented to Congress and other funders. In addition, the program s performance is important at the state level. In 2010, President Scott Ralls established a Performance Measures Committee to develop new performance based student success measures to go into effect in After a year of researching, drafting, and soliciting feedback from college faculty and staff on potential measures, the Committee developed eight measures which were then adopted by the General Assembly. With the revised state performance measures, our state legislators receive a 32