Mississippi Adult Education Teacher Orientation Manual January 2014 MON 1

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1 Mississippi Adult Education Teacher Orientation Manual January 2014 MON 1

2 PROGRAM ACCOUNTABILITY AND DATA MANAGEMENT Adult Education Management System (AEMS) The Adult Education Management System commonly referred to as AEMS is a system that was developed for the state to be in compliance with the requirements of the National Reporting System. The AEMS system in Mississippi was developed by staff from the Mississippi Community College Board in consultation with a team of adult basic education teachers, directors, data input personnel, and other professionals throughout the state. The system allows for data collection to be conducted in a real-time basis 24/7. Data can be aggregated by many demographic variables including race, gender, ethnicity, functioning level, entry and exit status, and other measures. One of the primary purposes of the AEMS system is to allow for programs to collect, review, and interpret data for program improvement purposes. The AEMS system allows for each program and the state office to generate the federal compliance tables 1-12 which are required for end-of-year program reporting purposes to the U.S. Department of Education. Three-Year Monitoring Cycle Adult Basic Education programs in Mississippi are monitored every three years by the Mississippi Community College Board during a two-day scheduled monitoring visit. During the monitoring visit, the state board staff schedule a meeting with all program personnel including full and part-time personnel to go over program updates and review compliance issues. Each full and part-time class location instructor must provide a set of folders that contains current year and previous year inactive students who have dropped or completed the program for the state staff to review. The following items are required in each student s folder: a. Personal Data Sheet b. Student Instructional Objectives and Assignments (SIO) c. Samples of student work d. TABE locator test results (non ESL student) e. TABE pre and post-test results (Best Plus for ESL) f. Student update sheets g. Documentation of withdrawal status for 17 year old students h. Information Release Form Mississippi Adult Education Teacher Orientation Manual January 2014 MON 2

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11 RECORD MANAGEMENT AND REPORTING PROCEDURES It is imperative that each teacher maintain records as meticulously as possible. The Adult Basic Education teacher s role in record management and reporting includes, but is not limited to, the following: Submitting accurate and complete AEMS Personal Data Sheets for data entry Refer to pages AEMS 3-5 for minimum required information. Maintaining a cumulative folder on each adult learner enrolled in an ABE Program Refer to page MON 2 for specific content of the folder. Completing Monthly Class Enrollment Reports in an accurate and timely fashion Refer to page AEMS 12 for a sample completed roll. Definitions of all reporting measures may be found on pages NRS 2-6 or on the NRS website. Blank reports are available in AEMS under BLANK REPORTS and in the MCCB Appendix. Reporting Post-Test Scores at intervals indicated by local program Refer to page AEMS 9 for optional Monthly Class Update Form for batch reporting of test scores. Recording and submitting for data entry student update information Data include demographic changes, accomplishments, core outcome achievements, post-test scores, etc. Mississippi Adult Education Teacher Orientation Manual January 2014 MON 11

12 Student Permanent Folder A permanent record must be maintained on each learner enrolled in an Adult Basic Education/ GED/ESL class. Each record must contain the following minimum information: AEMS Personal Data Sheet Copies of all updates submitted to AEMS must be included in the student permanent folder. Student Goals Assist the learner in setting realistic short-term goals. Core outcome achievements must be documented on an update form in the permanent folder and recorded in AEMS. Pre- and Post-Assessments All learners must be tested upon entry into the program. The most commonly used assessment is the Tests of Adult Basic Education, Forms 9 and 10, and BEST Plus. All learners should be post-tested after the minimum NRS-required hours by skill level. Diagnostic Profile TestMate Test Report or Individual Diagnostic Profile Use the software-generated individual printout or complete the appropriate level(s) of the Individual Diagnostic Profile form. (See samples of both on pages I + A ) SIOA Each learner must have a unique Student Instructional Objectives and Assignments plan based on the non-mastered objectives identified by the diagnostic test. The SIOA should be updated as objectives are mastered or deficiencies are noted. A blank SIOA for the objectives measured on TABE 9 and 10 is included on pages I + A Writing Sample The writing sample can give the teacher insight into the learner s range of experiences and goals and can provide an informal needs assessment. If the learner is not able to write, the teacher should write what the learner dictates. Samples of Student Work Include periodic samples of significant work. Proof of Withdrawal from School (when appropriate) Adult Education programs may not serve students who are enrolled in public K-12 schools. When appropriate, include verification of withdrawal from school. See your director for local program guidelines. Mississippi Adult Education Teacher Orientation Manual January 2014 MON 12

13 Compulsory School-Age Youth Referral Students 16 years of age must provide a referral form from the Mississippi Compulsory School Attendance Officer from their local jurisdiction in order to attend classes. Eligible 16 year-olds include but are not limited to the following: (1) Students in residential federal employment and training programs such as Job Corps; (2) Students confined in state hospitals or alcohol/drug rehabilitation centers; (3) Former students of alternative schools covered under SB 2855; (4) Adjudicated youth and those under court order to attend ABE/GED classes; (5) Students enrolled or formerly enrolled in home-instructional programs; (6) Students planning to enroll or formerly enrolled in the Youth Challenge program; (7) Students who are residents of a MDOC facility or youth detention center. Students who are married and/or minor status removed must provide proper verification. See you program director for specific guidelines on accepting students under 18 years old. Documentation of Achievements, Referrals, Disciplinary Actions, etc. Document in the cumulative record any interactions with learners regarding educational counseling sessions, achievements, community resource referrals, disciplinary actions, etc. Space for notes, post-test scores, goal completions, and dates is provided on the second page of the AEMS Personal Data Sheet. Abide by confidentiality guidelines; such information may necessitate being secured in a confidential folder. See pages I + A Information Release Form Include an information release form signed by the student. All information not specified otherwise on the form is considered confidential. See your director for the local program form. A sample release form is included in the MCCB Appendix. Mississippi Adult Education Teacher Orientation Manual January 2014 MON 13

14 TABE not administered as publisher recommends TABE diagnostic profiles not used for student SIOA Specific assignments not recorded to include pages and unit to be covered to meet specific content objectives No documentation of achievements Post-test not documented or not consistently given at intervals appropriate for the student and according to NRS-required minimum hours by skill level Average daily attendance falling below eight per teacher unit Instructors not meeting 20 hours of staff development Little emphasis on life skills or employability in instruction State-approved AEMS forms not utilized Monthly reports not correctly completed or accurately posted Incomplete sign in sheets Lack of literacy materials in the multi-level classroom Mississippi Adult Education Teacher Orientation Manual January 2014 MON 14

15 Mississippi Teacher Performance Assessment System (P.A.S.) The Mississippi Teacher Performance Assessment System was designed in 2002 by a team of State Board professionals and local program directors to develop a statewide system for measuring instructor competency to meet classroom management measures, teaching effectiveness measures, professional service measures, and professional development measures. This plan has provided more accountability for directors and instructors in the teacher evaluation process and holds teachers statewide accountable to the same standard. Each director is required to make at least two class visits to each Adult Basic Education class location each program year. During the visits, the P.A.S. instrument is to be used as a tool for rating the instructor on the various competencies. Some items on the instrument will require the director to go into the AEMS system to look up key data such as average hours of contact per month, performance measures met, and percentage obtaining goals. If the instructor is found deficient in an area with a rating of 2 or below on any indicator, the instructor and director will work together to formulate an improvement plan which will include a specific timeline for corrective actions to be taken. Performance Assessment System Implementation The director will: 1. Incorporate an overview of the evaluation process into staff development, specifically in (a) the orientation of new staff and (b) the first local staff development meeting annually. 2. Ensure each staff member understands that the requirement of twenty staff development hours of approved activities (a minimum of ten hours must be MCCB-sponsored activities) is mandatory for continued employment as specified in the local contract. 3. Use the appropriate instrument to evaluate each instructor and aide. 4. Conduct an evaluation conference with each employee to review the director s rating of the employee s performance and to obtain signatures. 5. Where necessary, work with the employee to develop a plan of improvement. Unless the local district requires a higher standard, the director will require a plan of improvement for each employee who does not meet expectations (i.e., for each employee who receives a 1 or a 2 as a performance rating.) Mississippi Adult Education Teacher Orientation Manual January 2014 MON 15

16 Performance Assessment System Director s Evaluation for Adult Education Instructor Name Date Rating Scale 5 Consistently exceeds standards and expectations 4 Frequently exceeds standards and expectations 3 Meets standards and expectations 2 Occasionally fails to meet standards and expectations 1 Fails to meet standards and expectations NA/NO Criterion not applicable to this position or behavior not observed Classroom Management The Instructor Maintains required daily attendance 2. Leads ½ of students with required level hours to attain goals 3. Post-tests 70% of students with required level hours 4. Meets at least ½ of the minimum State Target Performance Measures for those Educational Functioning Levels in which the instructor provides instruction* NA/ NO * Example: An instructor has students enrolled in four levels on NRS Table 4. For a satisfactory evaluation, the instructor must meet the minimum performance measures in two of these four levels. Teaching Effectiveness The Instructor Works with multiple levels 2. Has breadth and depth of knowledge in subject area 3. Provides appropriate materials 4. Utilizes technology and media 5. Conforms to adult education standards 6. Maintains a professional attitude toward students 7. Provides multi-level instruction 8. Promotes retention through interpersonal skills NA/ NO Mississippi Adult Education Teacher Orientation Manual January 2014 MON 16

17 Professional Service The Instructor Adheres to local and state policies and procedures 2. Maintains accurate records 3. Submits reports on time 4. Reports to duty post as scheduled 5. Promotes the program within the community 6. Is able to work with others 7. Makes contribution to the field through service NA/NO Instructor Cont d. Professional Development The Instructor Is a life-long learner 2. Meets annual staff development requirements through approved activities (20 hours) 3. Willingly accepts and implements program changes NA/NO Comments: (Adult Education Employee s Signature) (Date) Adult Education Director s Signature) (Date) Mississippi Adult Education Teacher Orientation Manual January 2014 MON 17

18 Performance Assessment System Director s Evaluation for Adult Education Instructional Aide Name Date Rating Scale 5 Consistently exceeds standards and expectations 4 Frequently exceeds standards and expectations 3 Meets standards and expectations 2 Occasionally fails to meet standards and expectations 1 Fails to meet standards and expectations NA/NO Criterion not applicable to this position or behavior not observed Job Performance The Instructional Aide Possesses required job skills and competencies 2. Performs assigned tasks efficiently and correctly 3. Works with minimal supervision 4. Takes the initiative in solving problems 5. Works harmoniously with colleagues 6. Offers assistance to other staff and to students 7. Demonstrates mastery of TABE objectives 8. Uses technology to enhance job performance 9. Maintains a professional attitude and appearance 10. Promotes retention through interpersonal skills NA/NO Professional Service The Instructional Aide 1. Adheres to local and state policies and procedures 2. Maintains accurate records 3. Submits all assignments/records on time 4. Maintains confidentiality of all records 5. Reports to duty post as scheduled 6. Treats students and other staff with respect 7. Projects positive attitude in all interactions 8. Promotes the program within the community 9. Makes contribution to the field through service NA/NO Mississippi Adult Education Teacher Orientation Manual January 2014 MON 18

19 Professional Development Aide Cont d. The Instructional Aide 1. Is a life-long learner 2. Meets annual staff development requirements through approved activities 3. Willingly accepts and implements program changes NA/NO (Adult Education Employee s Signature) (Date) Adult Education Director s Signature) (Date) Mississippi Adult Education Teacher Orientation Manual January 2014 MON 19

20 Performance Indicators for Instructors The following questions and comments reflect employee behaviors, actions, and achievements which the director may want to consider when rating an employee on the evaluation criteria. While the list is not intended to be inclusive of all the factors that a director may wish to consider, it does offer clarification of the intent of each evaluation criterion. Classroom Management CRITERIA 1-4 Can the instructor s achievement of each criterion be substantiated through a review of class records? Teaching Effectiveness CRITERION 1: Works with multiple levels Does the instructor utilize TABE or other approved standardized testing to determine placement and achievement levels? Has the instructor worked with the student to develop learning goals? Has the instructor obtained or developed SIOA s for each student? Does the instructor demonstrate flexibility in accommodating student needs? CRITERION 2: Has depth and breadth of subject knowledge Does the instructor have the required competencies to teach the assessment objectives? If required, does the instructor have the required certification to teach in the assigned field? Does the employee demonstrate sound instructional techniques and practices? Do learners progress in the instructor s class? CRITERION 3: Provides appropriate materials Is the material used by the instructor directly related to the student s learning objectives? For the GED student, does the instructor use materials relative to the organization and content of the current GED test? CRITERION 4: Uses technology and media Is the instructor technologically literate? Do the instructor s technology assignments further the accomplishment of student s learning objectives? CRITERION 5: Conforms to adult education standards Does the instructor demonstrate awareness of the Model Indicators of Program Performance? (located on Teacher and Staff Resource Center webpage) CRITERION 6: Maintains a professional attitude toward students Do student evaluations reflect a positive view of the instructor? Does the instructor demonstrate genuine interest in students? Does the instructor maintain an appropriate relationship with students? Mississippi Adult Education Teacher Orientation Manual January 2014 MON 20

21 CRITERION 7: Provides multi-level instruction Has the instructor determined functional levels through testing? Has the instructor utilized the diagnostic profiles derived from the assessment instrument to teach specific objectives? Does the instructor teach objectives in the correct sequence that is, in the order dictated by the diagnostic profile? Does the instructor provide a variety of learning experiences? Does the instructor accommodate different learning styles? Does the instructor post-test at regular intervals to determine learners progress? Professional Services CRITERION 1: Adheres to local and state policies and procedures Does the instructor demonstrate knowledge of both local and SBCJC adult education policies and procedures? Does the instructor routinely abide by these regulations? CRITERION 2: Maintains accurate records Does the instructor maintain a complete folder on each student, including a data sheet, writing assessment, SIOA, and work sample? Does the instructor maintain accurate attendance records, including sign-in sheets? Does the instructor prepare accurate monthly reports? Does the instructor maintain SIOA s on each learner? Does the instructor complete time and effort reports accurately? CRITERION 3: Submits reports on time Are time sheets, class rolls, and other reports submitted on time? Are the reports in the correct format? CRITERION 4: Reports to duty post as scheduled Does the instructor have a good attendance record? Is the instructor punctual? Is the instructor routinely on task? CRITERION 5: Promotes the program within the community What evidence is available to document the instructor s promotional efforts? CRITERION 6: Is able to work with others Is the instructor respected by colleagues? Is the instructor a team player? Does the instructor have a good relationship with learners? CRITERION 7: Makes contributions to the field through service Is the instructor a member of the local program advisory committee, staff development committee, or local literacy council? Does the instructor interact with the committees to learn state-of-the-art practices and procedures? Mississippi Adult Education Teacher Orientation Manual January 2014 MON 21

22 Does the instructor promote and recruit students through networking with local community groups? Does the instructor sponsor or support program enrichment activities? Professional Development CRITERION 1: Is a life-long learner Does the instructor attend staff meetings, planning sessions, conferences, workshops and other events as requested by the director? Does the instructor monitor professional information sources to learn trends and innovations to improve the instructional program? Does the instructor have a commitment to personal development? CRITERION 2: Meets annual staff development requirements through approved activities Does the instructor earn the mandated twenty hours of staff development per contract year? Are at least ten of these hours in activities sponsored by the Mississippi Community College Board? CRITERION 3: Willingly accepts and implements program changes Does the instructor support the mission, goals, and objectives of the local strategic plan? Does the instructor implement programming and procedures with minimal supervision? Does the employee complete professional duties as assigned? Performance Indicators for Instructional Aides Since local programs utilize aides in a variety of ways, the evaluation instrument must be less specific than the one for instructors. Therefore, the adult education director must use his/her local job description for aides in conjunction with the evaluation instrument. The job description must list specific duties as well as the competencies and performance standards associated with the particular duties. Where the criteria for aides are synonymous with those for instructors, questions/comments to clarify each criterion may be extrapolated from the list provided for instructors. Mississippi Adult Education Teacher Orientation Manual January 2014 MON 22

23 Plan of Improvement Please describe below your plan of improvement to address any areas in which you received a rating of 2 or 1 on your annual performance assessment completed on. Criterion Personal Plan for Improvement (Include All Steps) Completion Target Date Employee Signature Plan approved by Director s Signature Date Date Date Mississippi Adult Education Teacher Orientation Manual January 2014 MON 23