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Adult Basic Education Program (MASABEP) ABEP a prelude to post -secondary education A comprehensive program guide for internal governance and funding. 2012


Adult Basic Education Program The MAS Adult Basic Education Program (ABEP) is designed to serve participants who are under-educated and desire improvement in basic education. Our purpose is to prepare mothers of our community for post-secondary education prospects and enhance career development. Several students may use the Adult Basic Education Program strategically to develop the required skills in order to master the General Equivalency Diploma test (GED), which can transpire into college enrollment. In addition, this program will assist participants with the ability to efficiently use arithmetic, reading, writing, and to utilize language effectively. The MAS Adult Basic Education Program will develop communication skills and improve daily life skills. Examples: Analyzing stock options, creating a house hold budget, or writing a grocery list. The ABEP program will include individuals who test on various curriculum benchmark levels it is our goal to decrease dependency on governmental assistance, and induce autonomy. Studies illustrate that lack of education and economic inequality are closely linked; therefore, solidifying an educational foundation is imperative, and the ABEP will facilitate this joint effort collaboratively with participant interaction at the forefront of its success. The ABEP Program is vastly needed; more than 40% of adults, who lack a high school diploma, encompass only an 8th grade level of education. Education is an integral element of constructing a foundation for the success of the family. We will outline the ABEP and identify the objectives and goals of the program that will be instrumental in minimizing these astounding statistics surrounding Adult Learning. The Adult Basic Education Program (ABEP) is an Adult literacy program that provides comprehensive educational instruction. This program is designed for adults who lack basic knowledge in reading, writing and mathematical concepts. The Texas Education Agency policies and procedures are used as a guide for adult basic education administration. The ABEP program will aid students in increasing knowledge in reading, writing, and math skills. The program will operate using various instruction methodologies to accommodate dissimilar academic levels that students may arrive at in the course of the curriculum. The, ABEP will individualize learning with varied instruction methods comprising of; solitary tutoring, group tutoring, individual study, and class instruction. A Participant’s progression of this course will be based on the curriculum benchmark levels set by the Texas Education Agency. Additionally, the ABEP curriculum will be based on the Texas Adult Education Standardized Curriculum Framework recommendations, such as the Literacy Completion Points. Participants must complete 100 percent of the standards listed within a Literacy Completion Point with 80 percent proficiency to meet each benchmark set by and measured by standardized test (TABE) or other documentation.

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Mission Statement It is our mission to cultivate independence by enabling vital educational requirements to obtain post secondary instruction, comprehensive career development, which will enrich the lives of undereducated mothers of our communities.

Vision Statement It is our vision to equip the under-educated and underserved by providing progressive educational programs. Within the first five years MAS will aid hundreds of women in their aspirations of enhancing their lives through, the Adult Basic Education Program. We envision that this will fabricate the framework that is integral for positive modification that will be generational lasting.

Philosophy The Mothers Aiming for Success Adult Basic Education Program will operate according to the theoretical philosophy standards implied. Utilizing self-directive cognition skills, students will initialize their own educational endeavors, setting goals, centralizing on the most beneficial learning methods, and evaluating their progress. We will initiate a Critical reflections theme that (Mezirow 1990) embodies transformative learning by reflecting on one’s educational and life experience, and integrating knowledge gained from those experiences for the application and improvement of their present educational environment. The MASABEB staff will invoke adequate learning methodologies, using feedback from our students signalizing the most effective progressive teaching methods.

Core Values  Confidence–Operating with self assurance and with self reliability to accomplish the impossible.  Excellence-Striving to accomplish the distinctive goal of perfection, but with the comprehension that excellence is manifested in various forms.  Dignity-Motivated by integrity and encompassing the self-regard approach that repels negativity.  Humility-Continuing the cycle of learning and teaching in humility while maintaining the position of success.

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Objective Objectives are utilized to assist an identifying a program’s general purpose and intent. It is an essential prerequisite for the development process of a program. Utilizing our objective we will gauge each aspect of this program and evaluate its obligation according to the specified objectives.  Establishing achievements in literacy skill levels in reading, writing and speaking the English language, numerical problem-solving, English language acquisition, and other literacy skills.  Accomplishing a secondary school diploma or the recognized equivalent.  Acquiring or completing post-secondary education, training,  Obtain unsubsidized employment or career advancement.

Instituting a need for the Adult Basic Education Program The Workforce Investment Act of 1998 (WIA) defines individuals eligible for services as follows: Section 203(1) of the WIA goes on to define ABE to mean services or instruction below the post-secondary level for individuals:  who have attained 16 years of age;  who are not enrolled or required to be enrolled in secondary school under State law; and Who:  lack sufficient mastery of basic educational skills to enable the individuals to function effectively in society;  lack a secondary school diploma or its recognized equivalent and have not achieved an equivalent level of education; or  are unable to speak, read, or write the English language. Establishing a need in the Harris County area  21% of Harris County adult residents are unable to read a news paper Source: National Center for Education Statistics (NCES  26% of Harris County adult residents lack a high school diploma or equivalent Source: Census Bureau  12.8% of Harris County families live below the poverty level which is 3.6% above the national poverty level average Source: Census Bureau  12.1% of Harris County residents have less than a 9th grade education Source: Census Bureau

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 As many as a quarter of Harris county children live in single parent homes, which are associated with high poverty rates Source: Texas Kids Count  As many as 60% of Harris county children are enrolled for free or reduced lunch by residing in families with incomes at or below 185% of the national poverty level Source: Texas Kids Count

Program Probable Results To assemble the essential elements in educational foundation by teaching students the primary aspects of English, Reading, and Math      

Transition Adult Basic Education students to adult secondary education Transition Adult Basic Education students from adult secondary education, to college Enhance career objectives that are beneficial to families Assist students in obtaining High School Equivalency Diploma Obtain skills essential to entering post-secondary education or training Exit governmental assistance programs by becoming self sufficient

Student Population Profile Compared to other states and the nation, Texas faces unique educational challenges that require immediate attention in order to educate the citizens of Texas:  Over 21 percent of adults in Texas have less than a high school diploma, as compared to 14.8 percent for the nation.  More than 40 percent of adults who lack a high school education also have less than an eighth grade education.  There are more than 1.2 million adults in Texas who speak English poorly or do not speak it at all. Utilizing the definition of eligibility from the Workforce Investment Act (WIA) of 1998, adult education should be designed to serve individuals who lack basic skills, a high school diploma or its equivalent, or the ability to read, write or speak English. Under that definition, potential consumers of ABE services range from 4.8 million to 5.5 million in Texas. The numbers are projected to increase slightly every year, barring an unexpected event such as an increase in immigration or a severe economic downturn that could increase demand. Many adults needing educational services face multiple challenges that can discourage them from completing programs and continuing on to higher education. These include: job responsibilities, childcare, scheduling, high cost of fuel, tuition, books, and other materials.

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The Adult Basic Education Program will service a diverse group of students who have acquired a variety of backgrounds and educational levels. Adult learner educational levels may vary between the basic skill level of 1.0 or 12.9 as measured using the TABE test. Our participants are 16 years of age or older and are not registered in a traditional K-12 learning institution. These students may lack: sufficient mastery of basic educational skills used to enable the individual to function effectively in society, a secondary school diploma or its recognized equivalent, and have not achieved an equivalent level of education; or are unable to read or write the English language. Our students may be employed, unemployed, retired or actively seeking employment. Participants may have encountered negative academic experiences in the past that became barriers to education. It is not unlikely that many adult learners experienced multiple obstructions to education like family related issues, job related barriers, pregnancy or health barriers, negative K-12 occurrences, incidents of boredom or a feeling of not fitting in. Some students may have recently learned English and may be ESL transplants. In some aspects Adult Basic Education participants may be labeled, as nontraditional students, while not easily defined a nontraditional student is described by the National Center for Education Statistics (NCES) in seven characteristics: Delays enrollment (not entering postsecondary education right after high school) Attends part time; for at least part time of the academic year Works full time (35 hours a week or more) Is financially independent for purposes of determining eligibility for financial aid Has dependents other than a spouse (usually children but sometimes others) Is a single parent; or does not have a high school diploma (has completed high school with a GED or other nontraditional diploma  Does not have a high school diploma (completed high school with a GED or other nontraditional diploma or has not finished high school)      

The degree to which a student is “nontraditional” plays an integral function in, evaluating the probability of completing a degree. Several of these characteristics are interrelated, students are considered “minimally nontraditional” if they attain one characteristic, “moderately nontraditional” if they attain two or three, and “highly nontraditional” if they attained four or more. For those students with a goal of obtaining a bachelor’s degree, 42% of minimally nontraditional, 17% of moderately nontraditional, and 11% of highly nontraditional students reached their goal (compared to 54% of traditional students.)Their demands include time and scheduling, money, and long-term commitment constraints. Supportive services are essential to the enrollment of nontraditional students in college or training settings. To cultivating success for nontraditional students it is imperative that institutions comprising of Adult learners labeled as nontraditional students have continual supportive measurements at their disposal.

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The Adult Basic Education Program has implemented accommodations that will enable the nontraditional student with supportive foundational programs that are aimed to reduce barriers that are associated with adult learning. Our supplemental programs are designed to minimize student retention procedures. The MASABEP will offer an expedient class schedule, advisement counseling, student evaluations mentor sponsorship, peer & staff support, child care assistance and transportation assistance as our core supplemental agenda.

Core Competencies The competency model will aid in gauging the core skills needed to facilitate a role or position; this triangulated approach will assist participants, staff and administrators in building an educational foundation. Program Administration Competencies  Maintains ongoing agency outreach and publicity to promote the program and secure funding, community expertise, and other resources.  Establishes partnerships and alliances with businesses, institutions of higher education, local educational agencies, child care centers, health centers, employment and job training centers.  Expands the network of adult education, and assess the needs for program enhancement.  Ensures that expenditures are allowable and appropriate and that allocated funds are available throughout the fiscal year.  Tracks expenditures and submits and implements a written budget  Allocates funds equitably to programs needs

Program Staff Imputes  Guides instructional staff in designing and implementing appropriate educational curricula that accommodates adult roles, diverse purposes, learning styles, abilities, and cultures  Supports staff in planning instructional programs based on state performance standards, research on effective practice, community and learner needs, demographics, resources.  Establishes structures and processes that allow instructors to work together to improve teaching and learning.  Encourages use of resources and curriculum materials that support anti-bias and multicultural learning

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 Assists instructors in incorporating technology into instructional practices  Oversees development and implementation of procedures for initial and ongoing assessment  Appropriates procedures for special learning needs participants  Oversees development and implementation of procedures for student goalsetting  Maintains state advised annual ABE training  Certified in K-12 and Adult Education Participant Competencies  Pursues all aspects of work with force, and with the idea of completion; is resilient to opposition even when facing of resistance or hindrances  Utilize time effectively and efficiently; capable of centralizing priorities  Generates a climate that is conducive for success; promotes confidence and optimistic attitudes inwardly and toward fellow class mates  Encompasses attentive and active listening  Visibly illustrates and conveys instructions procedures

Program Initiatives Program initiatives will ensure adequate measure of our overall MASABEP objective outlook and will be instrumental in distinguishing if the incorporation of new ideologies is required to maintain the implementation of these the initiatives. (1) Provide adequate employment recruitment strategies that will assist in developing, administering and supporting a comprehensive basic adult education program (2) Administer and manage state funds for the program. (3)This will have a development process that will enable development in the initial program development phases and continuant program enhancement that is measured in evaluation factors that are aligned with targeted community demographics, retention prototypes, adult learner requirements and resources, financial viability trends, and technical educational development in the Adult Basic Education arena. (4) Acquisition of a technology agenda that correlates with the goals of the program and enhances the overall productivity of participants through technology training resources in the Adult Basic Education Program. (5)This program will utilize community outreach, public relations, and company collaboration to promote awareness, understanding, and recruitment of this program. (7) Configures the ability of systematizing instruction, evaluating student progress, and developing curriculum.

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Data Collection and Analysis The data collection and analysis will promote clear procedures for collecting, documenting, analyzing, and reporting data to state and federal authorities Facilitated by the Texas Educating Adults Management System (TEAMS) guidelines  Guides staff in deciding what data to collect based on requirements and program improvement initiatives  Establishes and monitors a process for collecting, documenting, and reporting data in a appropriate and accurate way  Oversees assessments of community needs to determine service and employment needs and Opportunities  Fulfills legal and program requirements for compliance, record keeping, and reporting  Maintains appropriate confidentiality of staff and student records  Oversees collection of data on student educational and societal outcomes  Analyzes and disseminates data to stakeholders in an accessible and timely manner  As a funded project responsible and held accountable for the integrity of the data entered into the state’s management information system – Texas Educating Adults Management System (TEAMS).

Orientation Policy Orientation will be delegated for new student enrollees. Orientation will outline the MASABEP program overview, student goal setting, and assessments. All students are required to participate in student orientation. Generally student orientation will last between 6 and 12 hours and may be divided into two intervals that will http://faxzero.com/integrate over a two day time period. We will facilitate the Standardized Placement Test assessment. These contact hours within orientation must be documented, entered, and counted in the management information system Texas Educating Adults Management System (TEAMS). Orientation will, but will not be limited to:  Identify student goals (short and long term with counselors) related to core measures  Indentify an Individual Learning Plan (ILP)  Complete Registration/Enrollment  Complete placement assessments outlined in the ILP

Assessment Policy The Workforce Investment Act and Texas House Bill mandate that Texas employ a standardized test to measure acquisition levels of literacy, math, and language skills for

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all adult students. Participants will be categorized based on TABE test scores in six major assessment classifications for the National Reporting System (NRS) Educational Functioning Level (EFL) table referenced in figure 1.1. The Mothers Aiming for Success Adult Basic Education Program will use a standardized placement test as recommended by the Texas Education Agency Our assessment policy will follow the guidelines and procedures set by the Texas Education Agency. The Test of Adult Basic Education (TABE) is the official assessment instrument used to identify and measure student progress in Texas. The TABE Test is designed to assess reading, mathematics, language, and spelling skills. The TABE Test will determine the assessor’s National Reporting System (NRS) Functioning Level from six classifications: Beginning Adult Basic Education (ABE) Literacy, Beginning Basic Education, Low Intermediate Basic Education, High Intermediate Basic Education, and Low Adult Secondary Education (ASE). Pre-Assessment Students must be assessed using a pre assessment TABE Test before beginning the curriculum. Texas requires that students are assessed before enrollment in the adult education management information system, named Texas Educating Adults Management System (TEAMS). Texas mandates that students are administered at least one sub-test of the standardized assessment instrument, prior to any academic contact. Programs may administer any additional sub-tests of the standardized assessment within 14 days of the first academic contact hour. Any proceeding test administered within the first 30 days of any test may be compared and used to determine student comprehension. Post-Assessment A subsequent post assessment must be administered to gauge the progress of completion of curriculum benchmarks. After 60 instructional hours each participant must be post-tested in their Domain of Significance (DOS) which will determine whether an achievement level has been attained, exceeded, or languished. All Students are required to minimally test once per program year. Sub-tests may be administered for all subjects or within only specified subjects a full completion approximates less than 1 hour. The Complete Battery test will approximates at 3.5 hours for full completion. Exemptions to all assessment rules and regulations are not advised nor supported. Exemptions are rare; the only exemption permitted by the Office of Vocational and Adult Education is for Adult Secondary Education (ASE) functioning level that are post tested using TABE.

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Figure 1.1 NRS Functioning Level

Grade Level Equivalent Range

Reading Score Ranges

Total Math Scale Score Ranges

Language Scale Score Ranges

0-1.9

0-367

0-313

0-389

2-3.9

368-460

314-441

390-490

Low Intermediate Basic Education

4-.5.9

461-517

442-505

491-523

High Intermediate Basic Education

6-8.9

518-566

506-565

524-559

Low Adult Secondary Education

9-10.9

567-595

566-594

560-585

High Adult Secondary Education

11.-12.9

596-812

595-775

586-826

Beginning Adult Basic Education Literacy (ABE) Beginning Basic Education

Figure1.1

Special Needs Policies and Procedure Guidelines Accommodation for Students with Disabilities or Other Special Needs Procedural Guidelines Dictated by the Texas Education Agency and Texas LEARNS Texas Adult Education and Family Literacy Collaboration

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Participants with documented disabilities who require accommodations may request assessment instruments in alternative formats and alterations in test administration procedures. Participants who have obtained documented disabilities signifies that the individual can present a formal document provided by a qualified professional (physician, educational counselor, psychologist, special education teacher, or a rehabilitation counselor) such as a doctor’s report, a diagnostic assessment, an Individual Education Plan (IEP) or other formal record of disability that includes: A. A diagnosis of the disability, whether it be a medical, psychological, learning, developmental and/or attention deficit disorder. B. An evaluation of the educational implications of the diagnosis and the impact of the disability on areas of functioning. C. Recommendations for the specific strategies and accommodations in education required by the disability which are reasonable and necessary as provided by ADA/Section 504. D. The accommodations provided in the assessment should be the same accommodations used during instruction. E. Students who are mentally retarded and/or developmentally disabled, served by local programs, are subject to the standardized testing requirements as referenced in the State Assessment Policy for Adult Education.

Curriculum Policy The Mothers Aiming for Success Adult Basic Education Program will institute a comprehensive curriculum structure based on the Texas Standardized Curriculum Framework. This curriculum will be aligned with and incorporate learning standards from the Texas Adult Basic Education Curriculum Framework. Our curriculum will contribute to the participant’s progress toward achieving their goals. This curriculum will be reviewed on a regular basis (at least annually) to ensure that curriculum, instruction, and assessments are aligned with the Texas ABE Curriculum Frameworks.

Curriculum Benchmark Framework The Mothers Aiming for Success Adult Basic Education Program will encompass the Texas Standard Curriculum Benchmark Framework. Language Arts Level 0.0-1.9 Literacy Completion Point D Standard 1-Produce legible cursive & manuscript handwriting Standard 2-Apply the beginning rules of capitalization Standard 3-Apply the beginning rules of punctuation Standard 4-Apply the basic concepts and rules of grammar

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Standard 5-Demonstrate the ability to organize information Standard 6-Understand that writing is a form of communication Standard 7-Demonstrate the ability to speak effectively Standard 8-Familiarize themselves with computers and computer terms Language Arts Level 2.0-3.9 Literacy Completion Point E Standard 9-Demonstrate beginning knowledge of the rules of standard written English Standard 10-Apply the rules of capitalization Standard 11-Apply the rules of punctuation Standard 12-Apply the basic concepts and rules of grammar Standard 13-Demonstrate the ability to organize information Standard 14-Write in order to communicate ideas and information Standard 15-Demonstrate the ability to speak effectively Standard 16-Demonstrate basic computer use Language Arts Level 4.0-5.9 Literacy Completion Point F Standard 17-Apply the rules of capitalization Standard 18-Apply the rules of punctuation Standard 19-Demonstrate competency in spelling Standard 20-Recognize language errors and makes corrections Standard 21-Recognize and apply the rules of structural and grammatical writing Standard 22-Communicate ideas through the writing process Standard 23-Demonstrate the ability to speak effectively Standard 24-Perform different computer tasks Language Arts Level 6.0-8.9 Literacy Completion Point G Standard 25-Compose sentences and paragraphs that are structurally and grammatically correct Standard 26-Demonstrate and understand the functions of the parts of speech Standard 27-Communicate ideas Standard 28-Write to communicate ideas in a variety of content areas Standard 29-Use the computer to enhance personal learning and performance Mathematics Level 0.0-1.9 Literacy Completion Point D Standard 1-Understand pre-math skills Standard 2-Understand different ways numbers are used in the real world Standard 3-Solve problems using addition and subtraction Standard 4-Solve real world measurement problems Standard 5-Identify two and three dimensional shapes Standard 6-Solve money problems Mathematics Level 2.0-3.9 Literacy Completion Point E Standard 7-Understand how whole numbers are used in the real world Standard 8-Understand number systems Standard 9-Solve addition and subtraction problems Standard 10-Solve multiplication and division problems

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Standard 11-Use math skills in word problems Standard 12-Use estimation skills Standard 13-Use units of measurement Standard 14-Interpret data Standard 15-Understand different types of patterns, relations, and functions Standard 16-Describe & identify multi-dimensional shapes Standard 17-Show ways in which shapes can be combined Standard 18-Solve money problems Mathematics Level 4.0-5.9 Literacy Completion Point F Standard 19-Understand how whole numbers are written & used Standard 20-Add and subtract whole numbers Standard 21-Multiply whole numbers Standard 22-Divide whole numbers Standard 23-Solve problems using fractions Standard 24-Solve problems using decimals Standard 25-Use estimation to solve problems and compute Standard 26-Understand theories related to numbers Standard 27-Solve problems using measurements Standard 28-Solve problems using geometry Standard 29-Solve problems using algebra Standard 30-Interpret data from graphs, charts, and maps Standard 31-Calculate differences to solve problems encountered in daily living Standard 32-Apply math operations to information contained in printed material Standard 33-Demonstrate consumer math skills Mathematics Level 6.0-8.9 Literacy Completion Point G Standard 34-Solve problems using fractions Standard 35-Solve problems using decimals Standard 36-Solve problems using ratios and proportions Standard 37-Solve problems using percents Standard 38-Solve problems using integers Standard 39-Solve problems using geometry Standard 40-Use estimation skills to solve problems Standard 41-Solve problems using measurement Standard 42-Understand and apply theories related to numbers Standard 43-Interpret and compare data from graphs, charts and maps Standard 44-Demonstrate consumer math skills Reading Level 0.0-1.9 Literacy Completion Point D Standard 1-Demonstrate mastery of pre-reading skills Standard 2-Demonstrate basic understanding of phonics/structural analysis Standard 3-Demonstrate knowledge of basic vocabulary Standard 4-Demonstrate literal comprehension skills Standard 5-Demonstrate evaluative comprehension skills Standard 6-Understands how word choice affects meaning Standard 7-Analyze fiction, non-fiction, poetry, or drama

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Reading Level 2.0-3.9 Literacy Completion Point E Standard 8-Demonstrate basic understanding of phonics/structural analysis Standard 9-Demonstrate knowledge of basic vocabulary Standard 10-Comprehend a wide range of printed material Standard 11-Demonstrate inferential comprehension skills Standard 12-Demonstrate evaluative comprehension skills Standard 13-Understand how word choices affect meaning Standard 14-Understand the characteristics of different types of writing Reading Level 4.0-5.9 Literacy Completion Point F Standard 15-Demonstrate basic understanding of phonics/structural analysis Standard 16-Demonstrate knowledge of basic vocabulary Standard 17-Demonstrate literal comprehension skills Standard 18-Demonstrate inferential comprehension skills Standard 19-Demonstrate evaluative comprehension skills Standard 20-Understand how word choice affects meaning Standard 21-Demonstrate understanding of a variety of literary forms Standard 22-Respond critically to fiction, poetry, drama & essay Reading Level 6.0-8.9 Literacy Completion Point G Standard 23-Understand patterns and functions of language Standard 24-Demonstrate knowledge of basic vocabulary Standard 25-Demonstrate literal comprehension skills Standard 26-Demonstrate inferential comprehension skills Standard 27-Demonstrate evaluative comprehension skills Standard 28-Demonstrate understanding of how word choice affects meaning Standard 29-Demonstrate understanding of the distinctive features in literary forms Standard 30-Respond critically to fiction, poetry, drama, and essay

Instruction Procedures A. The MASABEP has a process for developing curriculum that is based on the assessment of learners and includes participation and input from administrators and staff. B. The curriculum reflects the mission and philosophy of the program and is compatible with the principle MASABEP objectives for adult learners. C. This curriculum will includes goals, objectives, outcomes, approaches, methods, activities, materials, technological resources, and evaluation measures that efficiently meet the learners’ needs and goals. D. The curriculum identifies assessable learning objectives for each instructional aspect for learners and is appropriate for learners in multilevel classes.

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E. Curriculum and instructional materials are easily accessible, up to date, appropriate for adult learners, culturally sensitive, oriented to the language and literacy needs of the learners, and suitable for a variety of learning styles. F. The program has an ongoing process for curriculum revision and modification in response to the changing needs of the learners, community, and policies.

A. Instructional activities adhere to principles of adult learning and language acquisition. These principles include the following: B. Adult learners bring a variety of experiences, skills, and knowledge to the classroom that need to be acknowledged and included in lessons. C. Language acquisition is facilitated through providing a non-threatening environment in which learners feel comfortable and self-confident and are encouraged to take risks to use the target language. D. Adult learners progress more rapidly when the content is relevant to their lives. E. Learning is cyclical, not linear; therefore learning objectives will be recycled in a variety of contexts. F. There will be an array of Instructional approaches that will meet the needs of adult learners with diverse educational and cultural backgrounds. G. There will be Instructional activities that will engage the learners in taking an active role in the learning process. H. Our instructional activities will focus on the acquisition of communication skills necessary for learners to function within the classroom, outside the classroom, or in other educational programs. I. There will be instructional activities to integrate the four language skills (listening, speaking, reading, and writing), focusing on receptive and productive skills appropriate to learners’ needs. J. Instructional activities will vary to address the different learning styles (e.g., aural, oral, visual, kinesthetic) and special learning needs of the learners. K. Instructional activities will incorporate group strategies and interactive tasks that facilitate the development of authentic communication skills. These include cooperative learning, information gap activities, role plays, simulations, problem solving, and problem posing. L. Instructional activities will consider the needs of multilevel groups of learners, particularly those with minimal literacy skills.

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M. Instructional activities will focus on the development of critical thinking approaches, problem solving, team participation, and study skills. N. Instructional activities will give learners opportunities to use authentic resources both inside and outside the classroom. O. Instructional activities will give learners opportunities to develop awareness of and competency in the use of appropriate technologies to meet lesson objectives. P. Instructional activities are culturally sensitive to the learners and integrate language and culture. Q. Instructional activities will prepare learners for formal and informal assessment situations, such as test taking, job interviews, and keeping personal learning records.

Enrollment Agreement All Participants will be required to comprehend and sign an enrollment agreement, signifying they are willing participants in the MASABEP, and will adhere to rules, regulations, and participant initiatives. Students who do not adhere to the contractual document may face adverse actions by the program.

Program Retention The MASABEP supports retention through enrollment and attendance procedures that reflect program goals, requirements of program funders, and demands on the participants. Our program encourages learners to participate consistently and with endurance to reach each identified goal. We will accomplish this by adjusting the scheduling and location of classes and by providing appropriate supportive services. Our program effusively strives to accommodate the special needs of learners. We will contact participants with irregular attendance patterns and acknowledge learners who attend regularly. Lastly the MASABEP will provide participants with appropriate support for transitioning to post secondary programs.

Employment Guidelines and Procedures Overview Employment Conditions A. The MASABEP program supports compensation and benefits commensurate with those of instructional and other professional staff with comparable positions and qualifications within similar institutions.

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B. This program has placed policies and procedures that ensure professional treatment of staff. C. Our program supports a safe and clean working environment. D. The MASABEP program recruits and hires qualified instructional staff with training in the theory and methodology of teaching ABE academia. D.1 Qualifications may vary according to local agency requirements and type of instructional position (e.g., paid instructor, volunteer). E. This program recruits and hires qualified administrative, instructional, and support staff that have appropriate training in cross-cultural communication, reflect the cultural diversity of the learners in the program, and have experience with or awareness of the specific needs of adult English learners in their communities. F. Our program recruits and hires qualified support staff to ensure effective program operation.

Licensure Requirements for a license typically consist of a bachelor's degree and completion or certification of an approved teacher training program. The MASABEP will adhere to the guidelines and instructions set by The Texas Education Agency for licensing and educational requirements.

Adult Basic Education Assessment Administration Training Texas requires that test administrators be properly trained before administering standardized assessments. The MASABEP will utilize Texas LEARNS who provides certified trainers through the regional GREAT Centers to provide test administrator training. Our program shall maintain at least one test administrator for each test instrument and maintain test administrator training documentation on file available for review by a Grant Services Manager or other state staff.

Other qualifications Adult education and literacy teachers must have the ability to work with students who come from a variety of cultural, educational, and economic backgrounds. They must be understanding and respectful of their students' circumstances and be familiar with their concerns. All teachers, both paid and volunteer, should be able to communicate well and motivate their students. The Texas State Board of Education minimum requirement is that all staff has completed at least a GED or high school diploma to be eligible as a tester, but it is highly and strongly recommended that a 4-year degreed teacher administer the TABE.

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Our Program will have ongoing training on data collection. Directors will be required annually to be up-to-date on National Reporting System policy, accountability policies, data collection processes, definitions of measures, and how to administer assessments.

Facilitation This course will encompass full time teachers, tutors, and group learning environments. Class settings may vary for each individual learner characterized by their placement level. The program will offer six courses: Beginning Adult Basic Education Literacy (ABE), Beginning Basic Education, Low Intermediate Basic Education, High Intermediate Basic Education, Low Adult Secondary Education, and High Adult Secondary Education. Participant placement will be based upon the results of the Standardized Assessment. It is our goal to aid each participant according to their curriculum benchmark level. Each course will have a length of nine weeks totaling five sessions per fiscal year, beginning from the first weekday of May and ending with the last week day of April. The program will be equipped with adequate instructors, staff and volunteers.

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References Maryland Adult ESL Program Standards Maryland Department of Labor, Licensing and Regulation WVSCTC General Education Core Student Competencies

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Abep