STATE OF KANSAS ADULT EDUCATION
STATE OF KANSAS ADULT EDUCATION
ABE/ASE/ESL
STUDENT DATABASE
AND
PROGRAM REPORTING SYSTEM
PABLO
Updated: July 1, 2008
ABE/ASE/ESL Student Database and Program Reporting System
Database developed by Dev Ravindran, formerly with KBOR.
Manual developed by KBOR Adult Education staff.
COPYRIGHT NOTICE
Copyright © 2006, Kansas Board of Regents. All rights reserved.
Table of Contents
PABLO Account Creation, Maintenance, and Login 5
Main Menu 19
Search for Student 20
Student Information 23
Programs/Goals. 27
Current Tests 29
Hours 34
Referrals 36
Outcomes 37
Surveys 39
Technology/Pre-employment 43
Assessment History 46
College Readiness 47
Summary 50
Staff 51
Staff Profile Information 52
Student or Staff Rollover 55
Deleting a Student or Staff Record 57
Student Reports 59
Staff Reports 60
List Reports 61
Forms 62
Appendix 1
Definitions of Terms 65
Definitions for Data Collection 69
Appendix 2
Definitions of Educational Functioning Levels 89
Logic Tables for Educational Functioning Levels Completions Outcome 90
Appendix 3
Outcome Measures Definitions ABE/ESL 93
Appendix 4
Who Qualifies for Adult Education Services 103
Appendix 5
Student Reports 107
Validate Data Reports 111
List Reports 117
Disaggregate Reports 121
Index 123
PABLO Account Creation, Maintenance, and Login
URL:
The KSPSD website has both a public and private section. Aggregate reports appropriate for public viewing can be found on the website without a login. Student specific reports or data submission options require the user to be granted access from the KBOR Institutional Research Unit. No individual will be granted user access to PABLO until he/she is reported as a current staff member in the STAFF reports on PABLO.
IR Home Page
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Definition or Explanation of Terms
User ID – All new accounts created are required to be at least 8 characters long. The User ID cannot contain any spaces and is not case sensitive.
Password – Must be at least 8 characters long, and must contain at least one numeric value and one special character (characters like &, #, or %). The password will expire every 90 days.
Password Hint – Any statement the user wishes to enter that will remind the user of the password. When a password is forgotten, the Password Hint will be emailed to the user at the address stored in our database.
Title – The users job title at the institution.
Secret Question – A question the user will be asked when his/her account has been frozen. An account is frozen when the user has incorrectly entered his/her password three times. The secret question is determined by the user. In order to “defrost” the frozen account, the user must correctly answer this secret question.
Secret Answer – User supplied answer to the secret question identified by the user.
Access Levels – Read or Write
Read – Allows user to read student level data, but the user cannot modify data.
Write – Allows user to read student level data and add or modify data.
Changing an Expired Password
For security purposes a user’s password will expire every 90 days. When a user tries to log into the system after the password has expired, he/she will be asked to change the password and password hint question.
Step 1 – Click on the login link on the IR Home Page and enter current password.
Step 2 – If the password is expired, the user will automatically be routed to the Change Password Page and prompted to enter a new password and password hint question.
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Step 3 – Once the new password has been entered, a message will appear to say the password has been changed. At this time, the user should click on the “Cancel” button to be returned to the login page and to login in with the new password.
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Step 4 – This step is only required for those users who had an account before June of 2005. The first time you log into the new PABLO system, you will be asked to change your password. You will also be asked to agree to the user policy and will then be taken to the account update screen where you will need to enter in all of your account information previously not in the PABLO database.
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Steps to Login when Password and ID are Known
Step 1 – Click on the login link on the IR Home Page
Step 2 – The user will automatically be routed to a secure server. As part of this process, the user may receive a Security Alert message asking if the user wants to proceed. The user should click on the Yes button to proceed. (The user may also encounter another Windows message related to moving to a secure site. The user should click on the Yes button and proceed.)
Step 3 – The user should enter his/her user ID and password, and then click on the “Login” button.
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Steps when Password or User ID is Forgotten
Step 1 – The user should click on the login link on the IR Home Page. Then click on the “Forgot User ID/Password?” button.
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Step 2 – The user should enter his/her email address. The email address entered must be exactly the same email address that is currently in the PABLO system. If another email address is entered, KBOR IRHelp CANNOT verify the user's identity and, therefore, CANNOT communicate relevant password/ID information.
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Step 3 – The user's password hint and user ID will be sent to the email address that is stored in the PABLO database. The password hint is designed to remind the user of his/her password. If the hint helps the user to remember his/her password, the user may go back to the login link and login. If the password hint does not help the user remember his/her password, the user must contact IRHelp@.
Email Alert Page
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Email Message
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Steps to Defrost an Account
A user can lose access to his/her PABLO account in two different ways. The first way is by entering an incorrect User ID five (5) consecutive times. The second way is by entering an invalid login three (3) consecutive times. An invalid login is defined as entering a correct user ID, but an incorrect password.
Step 1 – After entering an incorrect user name five times, the website will become frozen, and the user must click on the “X” button to completely close out of the system. At this point the user can re-enter the PABLO website and login.
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Step 2 – After three invalid logins, the account will be frozen and the following screen will appear.
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Step 3 – After the account has been locked, the user will receive an email stating the account is locked. The email message will also provide a URL that will ask the user for an answer to his/her secret question. If the correct answer to the question is provided, the account will be unlocked or defrosted. If the user is unable to answer the question correctly, the user must contact IRHelp@.
Email Notification
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Unlock Account URL provided in the email
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Step 4 – Correctly answering the secret question will unlock the account. The user should see the following page if the account is unlocked. If the question is answered incorrectly, the user must contact IRHelp@.
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Step 5 – Since the account is now locked, the user will be required to enter a new password. The user must click the “Go Back” link to change his/her password and to eventually log into the system with the new password. In order to change a password, the user should follow the Changing an Expired Password steps found earlier in this manual
Steps to Update Account Information
This choice should be used when the user needs to update an email address, phone number, any personal information or access to projects.
Step 1 - Click on the login link on the IR Home Page. Click on the “Update Account” button to make modifications.
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Step 2 – Enter the new account information.
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Step 3 – If the user needs to change access to a project, click on the “Request Change to Access” button. The user will be taken to a screen where he/she can choose the project for which a change in access is requested. Once the Request to change is clicked, the user must complete a form requesting an access change.
Project list for access change request
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Form to change access
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Steps to Apply for a New KSPSD Account
PLEASE NOTE: A user should not use this option if he/she already has an account and simply needs to modify the access level or project access. If a user needs to modify access, he/she should use the update account section.
Step 1 – Click on the login link on the IR Home Page. Then click on the Apply for a New Account link.
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Step 2 – The user will be asked to agree to the usage policy. Click on “I agree” to continue.
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Step 3 – Enter user information. Refer to descriptions of these fields in either the on-line help or the outline that appears at the beginning of the account creation and maintenance section of this manual. If everything is entered properly, the user will receive an alert screen saying the application is being processed.
Form to apply for a new account
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Alert screen showing the user's application is being processed
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Step 4 – The user will receive an email when his/her account has been setup. At this time, the user may login to PABLO.
Example of an email received when an account has been created
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Main Menu
The Main Menu screen opens automatically once a user logs in to PABLO. The Main Menu is organized into six main sections--Student, Staff, Other, Forms and Documents, Help, and an online version of the PABLO Manual.
This menu allows the user to do the following tasks:
• Search for a student and add new students.
• Search for staff and add new staff.
• Preview Student and Staff reports before printing or submitting.
• Open Validate Data reports to check for missing or inconsistent data.
• View the List Menu containing different types of student data reports.
• View and print forms.
• View Disaggregate Reports.
• Rollover continuing students and staff for use in the next reporting year.
• View student and staff data from previous years.
• View a list of frequently asked questions.
• View location for all adult education center and their outreach sites.
• Access PABLO Manual.
• Sign out of PABLO.
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NOTE: When viewing Student and Staff data the user should ensure that he/she has selected the appropriate fiscal year from the Change option on the tool bar.
Student
Search for Student
To search for a student, from the Main Menu page, click on the Search for Student link. Once the link is open, enter the student’s Social Security Number, first name, or last name. If you enter a few letters of the first or last name or a few numbers of the Social Security Number, you will see a list of all students whose names or Social Security Numbers meet those criteria. If you simply click on the Search button, you will get a list of all students in the database.
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Add Student
To add a new student, click on the Add Student link found on the Main Menu screen.
ALL learners served with Adult Education funds (federal, state, and/or local matching funds) must be added to PABLO although the learner may never become a participant. There is no penalty for learners who have incomplete data and have less than 12 hours of participation within a fiscal year. However, complete enrollment data must be entered for all learners with twelve (12) or more hours of participation within a single fiscal year.
The initial screen accessed by selecting the Add Student link contains fields for entering Student Info, such as Social Security Number, name, address, ethnic origin, gender, entry classification, etc. Tabs located across the top of this screen allow you to enter additional student information.
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The Program/Goals tab links to a screen that contains a series of check boxes to indicate if the learner is in a program targeting certain learners and/or if the learner is in a specific category. The tab also contains a series of check boxes to report the goals that the learner will be working toward achieving during the program year.
The Current Tests tab links to a screen containing fields for all of the learner’s appraisal, pretest and posttest forms, scores, and testing dates. The Hours tab links to a screen containing fields for reporting the learner’s class code(s), hours of participation, and time of day of attendance. The Referral tab links to a screen containing fields for tracking the agencies to which the learner has been referred. The Outcomes tab links to a screen with check boxes to indicate the goal(s) the learner identified, check boxes to indicate the outcome(s) the learner achieved (both intended and unintended), fields for entering the date of employment and/or taking the GED, check boxes for reporting the learner’s reason for leaving the program, and a field for entering the leaving date (last date of instruction).
The Survey tab links to a screen with a form to collect information on outcomes for a learner who has the goals of entering employment and/or entering post-secondary education or training. The Technology/Pre-employment tab links to a screen containing checklists and fields for entering information on the learner’s mastery of technology and pre-employment skills. The Assessment History tab links to a screen with a longitudinal history of all pre- and posttest scores, test forms used, and dates of testing. The College Readiness tab links to a screen containing checklists and fields for entering assessment information confirming that the student demonstrates the skills necessary for entering post-secondary education. The Summary tab links to a screen with a detailed snapshot of the learner’s pre- and post-test scores, test forms used, dates of testing, instructional hours, technology/pre-employment checklists mastered, goals identified and outcomes achieved.
To save the record at any time after the Social Security Number is entered, click on the Save button located at the top left-hand side of each screen.
Continuing learners’ records must be updated by entering the current fiscal year program entry date, location code, entry classification (assessment data), and time of day the learner attends class. Update the learner’s address, telephone numbers and emergency contact information as needed.
Student Information
Enter information in the fields on the Student Info screen as follows:
Please note that the fields marked with a * are mandatory fields. You will not be able to save this page until all of the required information is entered.
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1. Social Security Number: Enter the learner’s Social Security Number (no hyphens needed). This is a mandatory field. The student record will not save without the SSN.
For learners without a Social Security Number, or work permit number, programs must create a student identification number using the three digit program code, followed by the two digit site location (if applicable,) followed by four assigned numbers. Programs should assign numbers in numerical order and keep a list of numbers assigned and to whom the numbers were assigned.
Example: 501020001, 501020002, 501020003.
NOTE: If your program has created ID numbers for learners in previous years, DO NOT reassign returning learners new ID numbers. Learners who continue from previous years with assigned ID numbers should continue with the assigned numbers from one year to the next. However, if a learner who initially was assigned an ID number supplies a Social Security Number at a later date, the learner’s file should be updated by replacing the assigned ID number with the learner’s Social Security Number.
2. Program Entry Date: Enter the date of the first day the learner received services during the current fiscal year (MMDDYYYY format, forward slashes will automatically insert). For continuing learners, the Program Entry Date is the first day that the learner returns for services in the new fiscal year. This is a mandatory field.
NOTE: Programs MUST enter every learner who receives at least one hour of adult education services into PABLO. Programs that collect information on all learners, including potential learners who have pre-registered by phone, should enter the initial date of contact as the Program Entry Date. This date must be revised when and if the learner receives face-to-face services for the first time.
3. Name: Enter First Name, Last Name (mandatory fields) and Middle Initial. Each part of the name is entered in a separate field. Each name field automatically appears as upper case letters.
4. Ethnicity: Click on the drop down arrow, and select the ethnic origin identified by the learner. If the learner chooses not to self-identify, the program staff must make an educated guess. See Appendix 1 for definitions. This is a mandatory field.
5. Gender: Click on the drop down arrow, and select the gender identified by the learner. This is a mandatory field.
6. Date of Birth: Enter date of birth (MMDDYYYY format, forward slashes will automatically insert). This is a mandatory field.
7. Age on Entry: This field is automatically calculated based on the learner’s Date of Birth and Program Entry Date.
8. Native Language: Click on the drop down arrow, and select the language identified by the learner. If the learner’s native language does not appear in the drop down list, select “other.”
9. Address: Enter street address and, if appropriate, apartment number and/or other location identifiers where the learner currently resides. This field automatically appears as upper case letters. This is a mandatory field.
10. City: Enter the name of the town or city in which the learner currently resides. This field automatically appears as upper case letters. This is a mandatory field.
11. State: Click on the drop down arrow, and select the state where the learner currently resides. This is a mandatory field.
12. County: Enter the name of the county in which the learner currently lives.
NOTE: The learner’s identified City of residence should be located in the learner’s identified County of residence. This field automatically appears as upper case letters.
13. Residency Area Type: Click on the drop down arrow, and select the appropriate check box that describes the population density for the learner’s residence--urbanized area, rural or other. Click on the magnifying glass to link to a web site that will assist in determining the classification of a specific city or town. See Appendix 1 for definitions. This is a mandatory field.
14. Zip: Enter the learner’s five-digit Zip Code. This is a mandatory field.
15. Daytime Phone: Enter a telephone number (no hyphens needed) at a location where the learner or a family member can usually be contacted from 8:00 A.M. to 5:00 P.M. The area code is required. This is a mandatory field.
16. Disabled?: This field defaults to No. Check Yes if there is sufficient evidence of a disability. See Appendix 1 for definition.
17. Employment Status: Click on the drop down arrow, and select the appropriate check box that describes the learner’s employment status at program entry—employed; unemployed, available; or unemployed not available. See Appendix 1 for definitions. This is a mandatory field.
18. Evening Phone: Enter a telephone number (no hyphens needed) at a location where the learner or a family member can usually be contacted after 5:00 P.M. The area code is required. This is a mandatory field.
19. Learning Disabled?: This field defaults to No. Check Yes if there is sufficient evidence of a specific learning disability. A learning disability is a subset of the broader category of Disabled. If Learning Disabled is checked, Disabled must be checked. See Appendix 1 for definition.
20. Highest Grade of Education Completed: Enter the number of the highest grade completed, i.e. 1 – 17. (If the learner has a graduate or professional degree, enter the number 17.) If the learner attended school outside of the United States, the learner may report the number of years of formal schooling instead of completion of a “grade level.”
21. Emergency Contact and Emergency Contact Phone Number: These are two separate fields. Enter the name (automatically appears as upper case letters) and telephone number (no hyphens needed, area code required) that the learner has provided. Inform the learner that this phone number will be used to contact an individual in case of a medical emergency requiring the notification of a family member, guardian, or close friend. Inform the learner that this phone number may also be used for follow-up surveys if the provided day and evening telephone numbers are no longer valid when the surveys are conducted. This is a mandatory field.
22. On Public Assistance: This field defaults to No. Check Yes if applicable. See Appendix 1 for definition.
23. Number of Children 12 and under: Enter the number of children 12 years of age and under living in the learner’s household. Children may include those natural born to the learner, adopted, or receiving foster care, or any child 12 years of age and under for whom the learner has some responsibility for food, clothing, and livelihood.
23. Completed Education in U.S.?: Did the learner receive the majority of his/her formal education in the United States? This field defaults to Yes. Check No if applicable.
24. Country of Origin: Click on the drop down arrow, and select the country of origin identified by the learner. If country is not available in the drop down list, select “other.”
25. Primary Advisor: Enter the name or assigned code for the instructor who will be primarily responsible for monitoring the learner’s attendance, curriculum, assessments, progress toward goals.
26. Referral Source: Enter the name of the referring agency if the learner was referred to the program. This field automatically appears as upper case letters.
27. Notes: Enter additional information in this field that will clarify other information entered in the database.
28. Signed FERPA Release?: This field defaults to No. Check Yes if the learner has signed a release form agreeing to release personally identifiable information (i.e. name, social security number) for data matching. Since attainment of employment goals are determined through data matching, all learners should sign a FERPA release form.
29. Distance learner?: This field defaults to No. Check Yes if at the end of the fiscal year the learner’s hours of participation in distance education activities exceeds the learner’s hours of participation in face-to-face activities.
Save the record before exiting.
Make sure to save frequently. The database times out after 20 minutes and requires the user to login again to continue working.
Programs/Goals
After saving newly entered information on the Student Info screen, click on the Programs/Goals tab. The learner’s name and the fiscal year are automatically brought forward from the Student Info screen. If these fields do not pull forward to this screen, the Student Info screen was not saved. To save a record at any time, click on the Save button located at the top left of the menu bar. Data has been saved when the message, “Your changes have been saved,” appears in red at the top left hand side of the screen.
The Programs/Goals screen displays two sets of check boxes; the initial date the learner set a particular goal; the date the goal was updated, removed, or changed; and the history of all the updates made to the learners’ goal(s).
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1. Categories:
Click on one or more of the check boxes if the learner is in a program designed specifically for one of the following listed categories of learners:
Homeless
Correctional Facilities
Community Corrections
Family Literacy
Workplace Literacy
Other Institutional
2. Programs:
Click on one of more of the check boxes if the learner is in one of the following special project programs:
TIAN (Teachers Investigating Adult Numeracy)
Next Step (Adult Education to College Transition)
SIA (Stands in Action)
English Literacy/Civics Education
3. Goals: Click on the check box corresponding to the program goal identified by the learner in conjunction with a program staff member--after review of initial testing and one-on-one counseling-to determine the appropriateness of the identified goal(s). Up to three program goals in addition to Educational Gain, which is a required goal for each learner, may be chosen. Goal #1, Educational Gain, is automatically checked for all learners since all individuals entering an education program obviously have this goal. See Appendix 1 for details on each goal.
1. Educational Gain
2. Enter Employment
3. Retain/Improve Employment
4. Receive GED/High School Diploma
5. Placement in Post-secondary Education/Training
6. Achieve Citizenship Skills
7. Increase Involvement in Children’s Education
8. Increase Involvement in Children’s Literacy Activities
If incorrect data is entered into PABLO, simply highlight the cell and delete it by selecting the delete button on the keyboard.
Save the record before exiting.
Current Tests
Click on the Current Tests tab to enter or review the learner’s assessment data. The learner’s name and the fiscal year are automatically brought forward from the Student Info screen. If these fields do not pull forward to this screen, the Student Info screen was not saved. To save a record at any time, click on the Save button located at the top left of the menu bar. Data has been saved when the message, “Your changes have been saved,” appears in red at the top left hand side of the screen.
The Current Tests screen contains fields for entering appraisal tests and diagnostic pre- and posttest forms, scores and dates of testing.
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1. ABE/ESL Appraisal – Appraisal test forms used, scores, and dates of testing are entered in the assigned fields. Appraisal testing is not required. However, if an appraisal score is entered, the form number and the testing date must also be entered.
Invalid test scores (scores outside of the valid range) should never be entered into PABLO in the pre- and posttest fields. When a learner answers so many test items correctly on an appraisal test that he/she scores in the invalid range, the highest valid test score should be entered into PABLO. Test administrators must always refer to the "Suggested Next Test Manual" to determine the appropriate diagnostic test form to administer after the appraisal test. When a learner answers too few test items correctly to achieve a valid score on an appraisal test, a score of "0" should be entered on PABLO to indicate that the learner had significant difficulty on the appraisal test on which the "0" was entered. Test administrators must always refer to the "Suggested Next Test Manual" to determine the appropriate diagnostic test form to administer after the appraisal.
2. ABE Diagnostic Reading, Math, and Writing and ESL Diagnostic Reading, Listening, and Writing Diagnostic - Record pretest forms, scores, and dates in the Pretest row. Record up to four posttest forms, scores, and dates in the four Posttest rows. A pretest score must be entered in order for a posttest score to be entered. Posttest scores must be entered in the fields in order of test administration dates from left to right (first posttest administered during the fiscal year is entered in the first field, second posttest administered during the fiscal year is entered in the second field, etc.). If no diagnostic pretest score is entered, the first posttest score automatically becomes the pretest score.
Invalid test scores (scores outside of the valid range) should never be entered into PABLO in the pre- and posttest fields. When a learner answers so many test items correctly on a diagnostic test that he/she scores in the invalid range, the next higher level diagnostic test must be administered in order for the learner to achieve a valid test score. Test administrators must always refer to the "Suggested Next Test Manual" to determine the appropriate diagnostic test to administer next. Even if a learner is tested on a Level D diagnostic test and scores in the invalid range because he/she answered so many test items correctly, only the highest valid test score may be entered into PABLO.
When a learner answers too few test items correctly to achieve a valid score on a diagnostic test, a lower level diagnostic test must be administered in order for the learner to achieve a valid test score. Test administrators must always refer to the "Suggested Next Test Manual" to determine the appropriate diagnostic test to administer next. If a learner cannot answer enough test items correctly on the lowest level diagnostic test to achieve a valid score (Form 27 in reading, Form 51 or Form 81 in listening, and Form 11 or 31 in Math), a score of "0" must be entered on PABLO to indicate that the learner could not answer a sufficient number of test items to achieve a valid diagnostic test score. The "0" must NOT be entered if a valid test score could be achieved on the lowest level diagnostic test in reading, listening, and/or math. Test administrators must always refer to the "Suggested Next Test Manual" to determine the appropriate diagnostic test form to administer.
Yellow fields indicate a data entry error. Before saving the page, the warning message should be corrected. If you fail to correct the data entry error and save the record, information entered will be deleted.
Special Note for High Level 4 and Level 5 Learners:
CASAS Secondary Level Program Assessments (500 Series) include:
Mathematics Economics American Government
United States History English/Language Arts World History
Biological Science Physical Science
If the program is using a CASAS Secondary Level Program Assessment other than mathematics, record the pre- and posttest scores in the ABE Diagnostic Reading fields. If the program is using the Secondary Math assessment, record pre- and posttest scores in the ABE Diagnostic Math fields. Pre- and posttesting must be in the same subject area. Record the subject area in the Notes field.
The CASAS Secondary Level Program Assessments (500 Series) cannot be used interchangeably with other CASAS assessments. For example, if a Form 505 (CASAS Secondary Level Program Mathematic Assessment) is used as a pretest, the Form 506 must be used as the posttest—not a CASAS ECS Math Form 17 or 18. If a Form 507 (CASAS Secondary Level Program Economics Assessment) was used as a pretest, the Form 508 must be used as the posttest. Neither the Form 509 (CASAS Secondary Level Program American Government Assessment) nor the Reading Form 17 (CASAS ECS Level D Reading Assessment) is a parallel form of the Form 508, so neither can be used as a posttest.
3. ABE and ESL Narrative Writing scores should be entered as scales scores. These writing scores must be determined by a minimum of two individuals who are certified to use the CASAS Functional Writing Assessment. After individually scoring the writing sample, the two scorers should come to consensus on the level of the writing sample. Once consensus on the level has been reached, the lower of the two scorers' scale scores should be entered into PABLO. If the two scorers cannot come to consensus on the level of the writing sample, a third scorer who is certified to use the CASAS Functional Writing Assessment must read and score the writing sample. Then the two scorers who are closer in their scorings must determine the level of the student's writing sample, and the lower of the two scorer's scores must be entered into PABLO.
4. Citizenship Skills and Citizenship Dictation – The CASAS Government and History for Citizenship Test is used to measure entry level skills and progress of learners who have the goal of “achieving the skills necessary to pass the U.S. Citizenship examination.” This test consists of two parts—a multiple choice reading assessment (Citizenship Skills) and a dictation assessment (Citizenship Dictation). This test also has two parallel forms for pre- and posttesting—Form 963 and Form 964. While the multiple choice reading assessment has two distinct forms, the dictation assessment is composed of three sentences chosen from a choice of six sentences. Programs are responsible for ensuring that the three sentences used for the dictation assessment pretest are not repeated on the dictation assessment posttest. As with all assessments, no sentence used in a dictation assessment may be used on a subsequent dictation assessment within a six-month time frame.
Record pretest forms, scores, and testing dates in the Pretest fields. Record the posttest forms, scores, and testing dates in the posttest fields. Since this test has two parts (reading and dictation), the form identifiers for the Citizenship Skills test are 963R and 964R (“R” for reading), and the form identifiers for the Citizenship Dictation are 963D and 964D (“D” for dictation).
If a learner scores a minimum of “206” on the Citizenship Skills pretest and a minimum of “2” on Citizenship Dictation pretest, he/she has obtained the outcome of “achieved citizenship skills.” The pretest forms, scores, and dates should be entered in both the pretest and posttest fields.
5. Entry Level: The Entry Level is based on the lowest subject area in which the learner is studying. The Entry Level is always based on a CASAS diagnostic assessment.
At least one diagnostic pretest form, score and date must be entered on the Current Tests screen in order to save any information entered on this screen. An error message in yellow will appear on the screen until diagnostic pretesting information is entered. If a user attempts to save the screen without entering diagnostic pretesting information, information already entered will be deleted.
In the far left column under ABE Entry Level and ESL Entry Level, a filled circular field indicates the learner’s lowest diagnostic pretest score. PABLO automatically calculates the correct Entry Level based on this lower or lowest diagnostic pretest score. This automatically calculated level will appear in the Suggested field at the bottom of the page.
If a learner chooses not to work in the area where he/she achieved the lower or lowest diagnostic pretest score, the user must manually click on the Entry Level circle next to the subject area in which the learner will actually be studying. When an override is executed in response to the learner’s decision not to study in the subject area where the lower or lowest pretest score was achieved, information regarding this decision must be entered in the Notes field and maintained in the learner’s permanent folder. If at a later date the learner decides to study in the subject area where the lower or lowest pretest score was achieved, the override must be removed.
NOTE: Posttesting in an overridden subject area is evidence that the learner has studied in this area.
The override function should also be executed for a Level 4 or Level 5 learner (based on the lower or lowest pretest score) who appears to be an excellent “GED fast track” candidate. In order to override a learner in this scenario, the learner must have at least one pretest score at Level 6, and after only a very limited amount of instruction, the learner and an instructor determine that the Level 6 pretest score is a better predictor of the learner’s actual skill level. Information regarding this override decision must be entered in the Notes field and maintained in the learner’s permanent folder. Level completion for a learner in this scenario is accomplished by passing the GED Test Battery—not through CASAS posttesting.
If a learner in this scenario receives more than 70 hours of adult education services before completing Level 6 (passing the GED Test Battery), the override must be removed. Then the learner should be provided instruction in the subject area which produced the lower or lowest pretest score followed by posttesting.
When the Current Tests screen is saved after overriding, the user will get a message stating that he/she has chosen to override the Suggested entry level. The manually selected level will appear in the Entered field at the bottom of the screen.
6. Verify This: After pretest scores are entered on the Current Tests screen, click on the Verify This! button at the bottom or top of the page to ensure that the learner’s entry level has been recorded correctly. The Verify This! screen will also pop up when the Save button is clicked.
If incorrect data is entered into PABLO, simply highlight the cell and delete it by selecting the delete button on the keyboard.
Save the record before exiting.
Hours
Click on the Hours tab to enter the classes the learner attends, the time of day (morning, afternoon, evening, weekends), and the learner’s instructional hours for each class. Each field relating to a class must be filled. You will receive an error message if you fail to enter the Class Code and Hours or if the Class Time is not selected. Total time per quarter is calculated automatically.
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1. Quarter:
Quarter 1: July 1 – September 30
Quarter 2: October 1 – December 31
Quarter 3: January 1 – March 31
Quarter 4: April 1 – June 30
2. Class Code: Each quarter contains fields to enter up to six (6) different classes (i.e., Class 1, Class 2) that the learner may have attended during the quarter. Class Codes, composed of up to five characters, should be assigned based on instructors, time of class, and/or class location. Assignment of Class Codes allows program to print reports, compare data, examine outcomes, etc. on narrowly defined groups of learners.
NOTE: Class codes must be used to difirentiate between distance learning hours and face-to-face time. At the end of the fiscal year, a learner should be identified as a face-to-face learner or a distance learner (See 29. Distance learner?, page 26) based on how the majority of hours of adult education services were delivered.
3. Class Time: Click on the drop down arrow to select the time of day the learner attends the class (morning, afternoon, evening, weekends).
4. Hours, Minutes: Enter the learner’s actual time of attendance (hours and minutes) for the entire quarter for each class.
5. Quarter Total: PABLO automatically calculates the learner’s total time of attendance each quarter.
6. Total Hours, Minutes: PABLO automatically calculates the learner’s total attendance time for the entire fiscal year.
If incorrect data is entered into PABLO, simply highlight the cell and delete it by selecting the delete button on the keyboard.
Save the record before exiting.
Referrals
Click on the Referrals tab to record the names of up to four agencies to which the learner was referred during the fiscal year. The screen also includes fields to capture the dates of the referrals.
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If incorrect data is entered into PABLO, simply highlight the cell and delete it by selecting the delete button on the keyboard.
Save the record before exiting.
Outcomes
Click on the Outcomes tab to record the outcomes achieved by the learner during the fiscal year, enter dates when certain outcomes were achieved, report the reason the learner left the program, and enter the learner’s last day of attendance. Participants outcomes can only be marked when the learner has identified the goal as a goal prior to achieving it or prior to exiting the program.
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1. Participant Outcomes: The learner can have up to three goals in addition to Educational Gain. Therefore, the learner can have up to four Participant Outcomes in a fiscal year. See Appendix 1 for an explanation of how each of the outcomes is achieved.
2. Selected Goals: The learner’s identified goals have been repeated here for reference only. They cannot be changed on this screen.
3. Unintended Outcomes: An Unintended Outcome is an outcome achieved by the learner although the learner had not identified this outcome as a goal toward which he/she would be working.
NOTE: The same outcome cannot be reported as both an intended and unintended outcome.
4. Entered Employment: If this outcome is checked, the appropriate fields under "Employment Survey" must be included on the Survey screen.
5. Date Obtained Employment: The approximate date (MM/YYYY) of the learner’s first day on the job. Do not check the Entered Employment outcome (intended nor unintended) without providing the Date Obtained Employment. This date should also be included on the Survey screen.
6. Received GED/High School Diploma: Check the type of diploma received.
7. Date GED Taken: Enter the date (MM/DD/YYYY) the GED Test was taken even though confirmation of success was received at a later date. If unsure of the date the learner took the GED Test, enter an approximate date.
8. Placement in Post-Secondary Education/Training: If this outcome is checked, the fields in the Post-Secondary Education/Training Survey on the Survey screen must be filled.
9. Demonstrated College Readiness: If this outcome is checked, at least one criterion for college readiness must be met, and the appropriate fields on the College Readiness screen must be filled.
10. Reasons for Leaving: Check the learner’s reason for leaving the program.
11. Last Date of Instruction: Enter the last date (MM/DD/YYYY) the learner was provided adult education services.
If incorrect data is entered into PABLO, simply highlight the cell and delete it by selecting the delete button on the keyboard.
Save the record before exiting.
Surveys
Click on the Surveys tab. The surveys screen displays all records pertaining to a learners’ post-secondary education/training and employment goals. All fields on the surveys screen are mandatory if the learner has the outcome of Entered Postsecondary Education or Entered Employment. Under the “Survey Results” section, if “has not entered PSE,” “has not entered employment,” or “could not be contacted,” is selected, the “Date of First Class” and “Date of Employment” must be left blank.
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1. Employment Survey:
NOTE: All learners with the goal of enter employment and who are reported as having achieved this outcome must be included in this survey. All participants with the employment goal do not have to be included in the survey since the Kansas Board of Regents Adult Education conducts data matching with the Kansas Department of Labor. Employment surveys are not required to be completed. However, if a program wishes to survey participants who would not be identified in the data matching (for example, those without a valid social security number, who are self-employed or working for an employer who does not pay unemployment insurance), the program is encouraged to do so.
Date Survey Taken/Attempted: This is a mandatory field. Enter at least two dates on which the learner informed the program about attainment of the entered employment outcome.
Contact Person: This is a mandatory field. Enter the name of the person providing the information necessary to complete the remainder of the survey.
Phone or "IN PERSON": This is a mandatory field. Enter each phone number used to contact the learner. If contact was made in person enter “in person” in the phone number field. If the contact was made via the internet, e.g. e-mail, My Space, Facebook, also enter “in person.”
Employer: This is a mandatory field. Enter the name of the participant’s employer. Enter “NA” if survey attempt is unsuccessful or if the learner report he/she has not achieved this outcome.
Date of Employment: This is a mandatory field. Enter the approximate date (MM/YYYY) of the participant’s first day of employment. This field must be left blank if survey attempt is unsuccessful or if the participant reports he/she has not achieved this outcome.
Other Notes: This is a mandatory field. If the learner has entered employment, enter the participant’s place of employment. If the survey attempt was unsuccessful, enter information clarifying the unsuccessful attempt (i.e., “Phone disconnected.” “No answer.” “Call back”). Enter “no outcome” if learner reports he/she has not achieved this goal.
Survey Results: This is a mandatory field. Use the drop down option to select if the participant has entered employment, has not entered employment, or if the participant could not be contacted.
2. Post-Secondary Education/Training Survey and Follow Up:
NOTE: All learners with the goal of placement in post-secondary education or training who have exited the program must be included in this survey. Adult education programs are responsible for exercising “due diligence” to contact all learners with this goal to ensure accurate reporting on this outcome. No program is expected to have a 100% response rate on follow-up surveys. However, programs are expected to use each of the learner’s contact phone numbers (day, evening and emergency) and attempt to contact the learner at different times of the day and on different days before abandoning the attempt to survey the learner and selecting “Could Not Contact” in the Survey Result field.
What is an example of good Post-Secondary Education Follow Up?
For example, a participant who exits in Q1 must receive a follow up call within the quarter immediately following their last date of instruction and every quarter thereafter until the participant enters postsecondary education or other training, is not able to be contacted or definitely does not enter postsecondary education or other training. Contacts with the participant should be viewed as more than simply “surveying”. The conductor of the survey should have a planned and systematic approach to assisting the learner with the achievement of his/her goal. For example, the first contact might be to verify contact information, address, phone, e-mail and/or to assure the former student that the Adult Education program staff is still willing to assist with college and training program searches and admission applications. The next call may serve to invite the former student to a financial aid open house offered by a local college or university. Then a later follow up may serve to make sure that the former student has completed the federal financial aid application or to check to see if the former student has encountered other problems that the program could help the individual overcome in order to enter postsecondary education. Having a plan for assisting the learner with their goal means more than just “seeing if they are enrolled and taking classes.” With a written plan for transitioning participants to postsecondary education, the Adult Education program staff becomes a part of the support system for the participant—playing an active role in helping the participant make their postsecondary education decisions and achieve their goal. The last attempts to support the participant’s goal achievement should be made prior to submission of the end-of-the-year report (Q2 of the next fiscal year) to determine if he/she has entered postsecondary education or training or if any additional assistance is needed. However, if an Adult Education program has been working its transition plan, the participant should be enrolled and attending postsecondary education or training or in the military.
Additionally, programs must have a written Post-secondary Education/Training Transition Plan. This plan must have reasonable resources designated to implement the plan. A high school diploma or its equivalent is no longer a guarantee of employment, much less employment that provides self-supporting wages and benefits. It is imperative that programs are committed to assisting their participants’ transitions to programs that enable them to obtain additional education and training, thus, providing their learners the opportunity for self- and family sufficiency in an ever-increasing high skilled world of work.
Date of Follow-up Attemped: This is a mandatory field. Enter up to fifteen dates on which attempts were made to verify the learner’s participation in a post-secondary education or training program.
Contact: This is a mandatory field. Enter the name of the person providing the information necessary to complete the remainder of the survey. Ideally, the contact is the former learner. However, a family member, roommate, or close friend who has updated information on the former learner may provide survey information. Enter “Data matching” if the outcome was confirmed through data matching with a post-secondary institution’s student database. When a survey attempt is unsuccessful, enter the reason for the unsuccessful attempt in the Course of
Study/Other Notes field (see below).
Phone Number or "IN PERSON": This is a mandatory field. Enter each phone number used to contact the learner. If contact was made in person enter “in person” in the phone number field. If contact was made via the internet, e.g. e-mail, My Space, Facebook, also enter “in person.”
Post-Secondary Education /Training: This is a mandatory field. If the learner has entered post-secondary education or training, enter the name of the post-secondary institution. Enter “No outcome” if learner reports he/she has not achieved this goal. Enter “NA” if survey attempt is unsuccessful.
Date of First Class: This is a mandatory field. If the learner has entered post-secondary education or training, enter the approximate date of the first class (MM/YYYY). This field must be left blank if survey attempt is unsuccessful or if the learner reports he/she has not achieved this outcome.
Course of Study/ Other Notes: This is a mandatory field. If the learner has entered post-secondary education or training, enter the learner’s course of study. If the survey attempt was unsuccessful, enter information clarifying the unsuccessful attempt (i.e., “Phone disconnected.” “No answer.” “Call back”). Enter “no outcome” if learner reports he/she has not achieved this goal.
Survey Results: This is a mandatory field. Use the drop down option to select if the learner has entered post-secondary education, has not entered post-secondary education, or if the learner could not be contacted.
If incorrect data is entered into PABLO, simply highlight the cell and delete it by selecting the delete button on the keyboard.
Save the record before exiting.
Technology/Pre-employment
Select the Technology/Pre-employment tab to record technology level completion and pre-employment checklist mastery, dates when the levels/checklists were completed and if completion was achieved through instruction.
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Technology Skills
1. Technology Level: Technology levels must be completed in alphabetical order (A-D). Check the technology level pretest box after the pretest is administered. Check the technology level posttest box after the learner has successfully completed the posttest either before or as a result of instruction.
2. Date Completed: Enter the date (MM/DD/YYYY) the learner completed the Technology Level.
3. Completion through Instruction: The field defaults to No. Check Yes if the learner completed the Technology Level through instruction. If the learner demonstrated technology level mastery on a Technology Pretest Checklist, he/she did not complete a technology level through instruction. Completion through Instruction is required in order for the learner to be included in the determination of the percentage for Kansas Indicators of a Quality Adult Education Program Measure 5.2.
Pre-Employment/Work Maturity Skills
1. PreEmployment/Work Maturity Checklist: Checklist A pretest and Checklist F must be administered before any of the other checklists. Check the Checklist A pretest box after the pretest is administered. Check the Checklist F box after learner has signed and dated Checklist F during the initial counseling session.
Check the other PreEmployment/Work Maturity pretest boxes as the checklists are administered. Check the PreEmployment/Work Maturity posttest boxes after the learner has mastered the posttests either before or as a result of instruction.
NOTE: Checklists from FY00, FY01 and FY02 are no longer used in the calculation of number of checklists mastered.
2. Date Completed: Enter the date (MM/DD/YYYY) each Pre-Employment/Work Maturity checklist was completed. The date entered for Checklist F is the data of the final counseling session when the learner signed and dated Checklist F. If the learner leaves the program before the final counseling session, enter the learner’s last date of instruction.
3. Completion through Instruction: The learner must be given the pretest for both Checklist A and Checklist F and must also posttest on Checklist A AND complete at least one other checklist through instruction in order for the learner to be counted towards the number of participants who completed WES through instruction.
The field defaults to No. Check Yes if the learner completed the PreEmployment/Work Maturity Checklist through instruction. If the learner demonstrated preemployment/work maturity mastery on a PreEmployment/Work Maturity Pretest Checklist, he/she did not complete the pre-employment checklist through instruction. Completion through Instruction is required in order for the learner to be included in the determination of the percentage for Measure 2.2 of the Kansas Indicators of a Quality Adult Education Program.
WorkReady Credential
Kansas WORKREADY! is a state-wide initiative that uses WorkKeys, an ACT national assessment system, to create a career readiness certificate documenting an individual’s skills in the following areas:
1. Score and Date: Enter the WorkKeys scale subtest test Score and the Date of testing for each of the following subtests:
Applied Mathematics - measuring the skills people use when they apply mathematical reasoning and problem-solving techniques to work-related problems;
Locating Information – measuring the skills people use when they work with workplace graphics, such as charts, graphs, tables, forms, maps, diagrams, and instrument gauges; and
Reading for Information – measuring the skills people use when they read and use written text in order to perform duties such as memos, letters, directions, signs, policies, and regulations.
A student may test only twice on each subtest.
2. Level of Certificate: Choose the Level of Certificate from the drop-down box. Kansas WORKREADY! Certificates have the following three levels:
Bronze Level: An individual achieving this level possesses core skills for approximately 30 percent of the jobs profiled by WorkKeys.
Silver Level: An individual achieving this level possesses core skills for approximately 70 percent of the jobs profiled by WorkKeys.
Gold Level: An individual achieving this level possesses core skills for approximately 90 percent of the jobs profiled by WorkKeys.
When awarding a certificate, the individual’s lowest score on any one test determines the type of certificate awarded.
Gold: must receive a score of 5 or above on all three tests
Silver: must receive a score of 4 or above on all three tests
Bronze: must receive a score of 3 or above on all three tests
(Example: If an individual scores 4 in Applied Math, 3 in Locating Information, and 5 in Reading for Information, a Bronze certificate is awarded.)
3. Certificate Number: Use a standard numbering convention to ensure certificate verification. (Example: Allen County CC Adult Education would use 800-001-09 for the first WORKREADY! Certificate it awards in FY 2009.)
If incorrect data is entered into PABLO, simply highlight the cell and delete it by selecting the delete button on the keyboard.
Save the record before exiting.
Assessment History
Click on the Assessment History tab to review a “historical” perspective on the learner’s pretests, posttests, test forms used, and dates of testing. Information is for reference only; you cannot enter data on this screen.
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College Readiness
Click on the College Readiness tab to enter assessment information confirming a student's ability to enter postsecondary education at the credit-bearing level. College readiness may be confirmed through one or more assessments, and the user should indicate each assessment on which the student achieved the KBOR Adult Education college readiness criterion by checking the block heading the category AND the block in front of the assessment. Since KBOR Adult Education is collecting data in an attempt to determine the correlation of different assessments to success in postsecondary education, users are encouraged to enter all assessment data available on the student--whether or not the assessment results meet the college readiness criteria. If a student took an assessment but did not reach the college readiness criterion for that assessment, enter the assessment score(s), but do not check the box preceding the name of the assessment.
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Evidence of College Readiness (Check all that apply):
1. Met postsecondary institution's non-developmental education
NOTE: In order to use the "Met postsecondary institution's non-developmental education" criterion for college readiness, a program must have submitted the postsecondary education's institution testing criteria to KBOR Adult Education. It is the program's responsibility for submitting their host institution's developmental education "cut scores" between developmental education and non-developmental education or the postsecondary institution's "cut scores" to which the adult education student has a goal of entering. If a program cannot identify a postsecondary institution's "cut scores," another assessment (such as CASAS, the OPT, or the GED) must be used to confirm college readiness.
The following assessments (with their subtests) are commonly used by postsecondary institutions to determine if an individual "Met postsecondary institution's non-developmental education" criteria:
ASSET (Writing, Reading, and Numerical Reasoning)
COMPASS (Writing, Reading, and Mathematics)
ACCUPLACER (Sentence Skills, Reading Comprehension, Arithmetic, Elementary Algebra, and Written Essay)
ACT (Reading, Math, Social Studies, and Science Reasoning)
In addition to the above listed assessments, a variety of other assessments are used by postsecondary institutions to determine the college readiness of students. Therefore, an "Other" category is provided on PABLO, with some common subject areas that are tested on these less-frequently-used assessments. If the "Other" category is selected, the name of the test or subtest used by the institution and taken by the student must be entered in the field below "Other."
In order to confirm college readiness through one of these assessments, check the box preceding "Met postsecondary institution's non-developmental education" AND the box preceding the specific assessment used by the postsecondary institution. The scores meeting the postsecondary institutions non-developmental education criteria must also be entered in the fields preceding each subtest. (If the student took the college readiness assessment used by a postsecondary institution AND did not meet the non-developmental education criteria, the test scores should still be entered into PABLO, but the box preceding "Met postsecondary institution's non-developmental education" and the box preceding the specific assessment must NOT be checked.)
2. Met CASAS score requirements
Enter the student's CASAS Diagnostic Reading score and CASAS Diagnostic Math Score in the appropriate fields. In order to demonstrate college readiness via CASAS testing and check the box preceding "Met CASAS score requirements," the student must have achieved a minimum scale score of 250 on a CASAS Reading Diagnostic Test and a minimum scale score of 240 on a CASAS Math Diagnostic Test. (If the student took the CASAS Reading and Math Diagnostic Tests and did not meet the CASAS score requirements for college readiness, the test scores should still be entered into PABLO but the box preceding "Met CASAS score requirements" must NOT be checked.}
3. Met GED or OPT requirements
NOTE: A student does not have to meet both the GED and OPT college readiness requirement in order to check the box preceding "Met GED or OPT requirements. However, the student must meet either the GED or the OPT college readiness requirement in order to check this box.
Enter the student's GED subtest scores in the appropriate fields. In order to demonstrate college readiness via GED testing and check the box preceding "GED," the student must have achieved a minimum scale score of 500 on each GED subtest. (If the student took the GED Test and did not meet the GED Test requirements for college readiness, the test scores should still be entered into PABLO but the box preceding "GED" must NOT be checked.)
Enter the student's OPT subtest scores in the appropriate fields. In order to demonstrate college readiness via OPT testing and check the box preceding "OPT," the student must have achieved a minimum scale score of 500 on each OPT subtest on either a Form PE, PF, or PG. (If the student took the OPT and did not meet the OPT requirements for college readiness, the test scores should still be entered into PABLO but the box preceding "GED" must NOT be checked.)
4. Met WorkKeys requirements
Enter the student's WorkKeys subtest scores in the appropriate fields. In order to demonstrate college readiness via WorkKeys testing and check the box preceding "WorkKeys," the student must have achieved a minimum scale score of 4 on each WorkKeys subtest. (If the student took the WorkKeys and did not meet the WorkKeys requirements for college readiness, the test scores should still be entered into PABLO but the box preceding "WorkKeys" must NOT be checked.)
If incorrect data is entered into PABLO, simply highlight the cell and delete it by selecting the delete button on the keyboard.
Save the record before exiting.
Summary
Click on the Summary tab to review a “snapshot” of the learner during the current fiscal year. Information on the screen includes pretests and posttests, testing forms used, dates of testing, entry level, hours of attendance by quarter, goals, outcomes, etc. Information is for reference only; you cannot enter data on this screen.
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Staff
The Main Menu screen provides two different options for accessing and/or entering information on program staff members.
Search for Staff
Click on the Search for Staff link on the Main Menu screen. Once the link is open, enter the staff member’s Social Security Number, first name, or last name. If you enter a few letters of the first or last name or a few numbers of the Social Security Number, you will see a list of all staff members whose names or Social Security Numbers meet those criteria. If you click on the Search button, you will get a list of all the staff members in the database.
Clicking on a name will access the staff member’s Staff Profile Information screen.
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To add new staff, return to the Main Menu and click on the Add Staff link.
Staff Profile Information
Click on the Add Staff link on the Main Menu screen to enter data on a staff member. The screen contains an individual staff member’s demographic information, employment-related information, and professional development history. Fields marked with an * are mandatory.
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1. Primary Advisor Code: Name or assigned code used to link this staff member with learners. A primary advisor is the staff member who is primarily responsible for monitoring a group of learners’ attendance, curriculum, assessments, progress toward goals, etc.
2. SSN: Enter the staff member’s Social Security Number (no hyphens needed) or an assigned identification number (9 digits). This is a mandatory field. The staff member’s record will not save without a number in this field.
3. Date Hired: Enter the first day (MM/DD/YYY) of employment or approximate first day of employment. This is a mandatory field.
4. Position Code: Click on the drop down arrow, and select the one position code which best describes the staff member’s position. This is a mandatory field.
5. Education Code: Click on the drop down arrow and select the staff member’s highest educational level. This is a mandatory field.
6. Name: Enter First Name, Last Name (these are mandatory fields) and Middle Initial. Each part of the name is entered in a separate field. Each name field automatically appears as upper case letters.
7. Address: Enter street address and, if appropriate, apartment number and/or other location identifiers where the staff member resides. This field automatically appears as upper case letters.
8. City: Enter the name of the town or city in which the staff member resides. This field automatically appears as upper case letters.
9. County: Enter the name of the county in which the staff member lives.
10. State: Click on the drop down arrow and select the sate where the staff member resides.
11. Zip: Enter the staff member’s five-digit Zip Code.
12. Phone: Enter the staff member’s telephone number (no hyphens needed).
13. Email: Enter the staff member’s email address.
14. Gender: Click on the drop down arrow and select the gender identified by the staff member.
15. Ethnicity: Click on the drop down arrow and select the ethnic origin identified by the staff member.
16. KAEA Credentialed?: The field defaults to No. Check Yes if the staff member has a current KAEA Credential in his/her possession.
17. Duty/Assignment Codes: Select the instructional area(s) or assignment(s) that describe the staff member’s job responsibilities. To select more than one option, hold the Ctrl (control) key while clicking on the appropriate codes. This is a mandatory field.
18. Date Left: Enter the staff member’s last day (MM/DD/YYYY) of employment.
19. Credential Expire Date: Enter the expiration date (MM/DD/YYYY) of the staff member’s KAEA Credential.
20. Date Attended: Enter the date the staff member attended the KBOR Adult Education Essential Training Workshop.
21. Training Completed?: Check the box if the staff member completed all requirements of the KBOR Adult Education Essential Training Workshop.
22. Special Projects: Attended:
This is to identify staff members involved in special projects, such as TIAN.
If incorrect data is entered into PABLO, simply highlight the cell and delete it by selecting the delete button on the keyboard.
Save the record before exiting.
Other
Students Rollover and Staff Rollover
Click on either the Student Rollover or the Staff Rollover link on the Main Menu to rollover continuing students’ and/or a staff members’ basic demographic data for use in the next reporting year.
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The screen allows the user to search for a student or staff member by first or last name, or by social security number. For students, the user may also check the box titled Not Exited Yet?, and click on the search button. This action will bring up a list of all learners who do not have a last date of instruction.
If the user selects the search button from the Rollover screen, he/she will get a list of all learners and staff in his/her program. The user then can manually select the students or staff members to be rolled over by checking the box next to the student’s and/or staff member’s names, and then clicking the Rollover link.
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After selecting students and/or staff members to be rolled over, click on the rollover button. A screen will appear letting the user know that the selected student (or staff member) and the corresponding demographic information has been rolled over to the next fiscal year. The educational functioning level must be re-computed for each student by clicking in the “Save” button on the “Tests Tab.” Users must allso remember to update the 'Program Entry Date on the “Student Info Tab” with the date the learner enters the program in the new fiscal year (year that the data was rolled into).
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Deleting a Student or Staff Record
Click on the X Delete Student link on the Main Menu to delete a student’s record. This is a permanent deletion; the user will not be able to access the student’s
information in the future. Deleting a record in this manner should be used with caution.
Click on the X Delete Staff link on the Main Menu to delete a staff member’s record. This is a permanent deletion; the user will not be able to access the staff members’ information in the future. Deleting a record in this manner should be used with caution.
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The screens allows the user to search for a student or staff member by first or last name or by social security number.
By selecting the search button from the Delete screen, a list of all learners and/or staff in the program will be displayed. The user may manually select the students or staff members to be deleted by checking the box next to the students’ or staff members’ names. Then click the Delete button.
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After selecting the students or staff to be deleted, the user must click on the delete button. A message will appear letting the user know that the selected students’ and/or staff members’ information has been deleted.
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Student Reports, List Menu, Forms, and Validate Data Reports
Student Reports
See Appendix D.6 and D.8.
1. Before running Reports under the Student section of the Main Menu, the user must check the validity of the data on student records. From the Main Menu, under the Other section, select the Validate Data option. Most of the queries check for a null value. If a query has missing or incorrect data, the learner’s name and the missing or incorrect data will appear. (See Appendix 5, Validate Data Reports). The screen can be printed to assist the user in correcting the query. Once the missing or correct data is located, the data can be entered on the learner’s record on the appropriate screen. Close the query to return to the Validate Data menu.
2. Select the Reports option located under the Student section on the Main Menu. The user must check to ensure that the appropriate reporting year has been selected. The Reports menu only reports students who have 12 or more program hours. (See Appendix 5, Student Reports).
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3. To preview the reports, the user must click on the button of the report to be viewed. The reports can then be printed by clicking on the print icon located on the tool bar. Close the report to return to the Reports menu.
Staff Reports
1. Click on Reports under the Staff section on the Main Menu. The user must ensure that the appropriate reporting year is selected. The staff Reports menu allows the user to view a staff listing, a list of trainings staff has attended, staff credentialing information, and staff mailing labels.
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List Reports
1. Select List Reports under the Student section on the Main Menu. The user must ensure that the appropriate reporting year is selected. The List Reports menu will report data for all students, not just those with 12 or more hours.
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2. The List Reports provide useful information, including a list of all students in the program, age breakdown information, mailing labels, the ability to choose test types and forms administered, technology and pre-employment reports, etc.
Forms
Select Forms under the Forms and Documents link on the Main Menu to access forms and documents that can be printed, as well as an electronic copy of the ABE Policy Manual.
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APPENDICES
APPENDIX 1:
Definitions of Terms
Definitions for Data Collection
Definitions of Terms
|Adult Education |Services or instruction below the post-secondary level for individuals - |
| |(1) who have attained 16 years of age; |
| |(2) who are not enrolled or required to be enrolled in secondary school under state law; and|
| |(3) 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. |
|Educational Service Agency |A regional public multi-service agency authorized by state statute to develop and manage a |
| |service or program, and to provide the service or program to a local educational agency. |
|Eligible Agency |The sole entity or agency in a state responsible for administering or supervising policy for |
| |adult education and literacy in the state consistent with the law of the state. |
|Eligible Provider |The term “eligible provider” means - |
| |(a) a local educational agency; |
| |(b) a community-based organization of demonstrated effectiveness; |
| |(c) a volunteer literacy organization of demonstrated effectiveness; |
| |(d) an institution of higher education; |
| |(e) a public or private nonprofit agency; |
| |(f) a library; |
| |(g) a public housing authority; |
| |(h) a nonprofit institution that is not described in any of subparagraphs (a) through (g) and|
| |has the ability to provide literacy services to adults and families; and |
| |(i) a consortium of the agencies, organizations, institutions, libraries, or authorities |
| |described in any of subparagraphs (a) through (h). |
|English Literacy Program |A program of instruction designed to help individuals of limited English proficiency achieve |
| |competence in the English language. |
|Family Literacy Services |Services that are of sufficient intensity in terms of hours and of sufficient duration, to |
| |make sustainable changes in a family and that integrate all of the following activities: |
| |(a) Interactive literacy activities between parents and their children. |
| |(b)Training for parents regarding how to be the primary teacher for their children and full |
| |partners in the education of their children. |
| |(c) Parent literacy training that leads to economic self-sufficiency. |
| |(d) An age-appropriate education to prepare children for success in school and life |
| |experiences. |
|Individual with a Disability |An individual with any disability (as defined in section 3 of the 1990 Americans with |
| |Disabilities Act). |
|Individual with Limited English Proficiency |An adult or out-of-school youth who has limited ability in speaking, reading, writing, or |
| |understanding the English language, and - |
| |(a) whose native language is a language other than English; or |
| |(b) who lives in a family or community environment where a language other than English is the|
| |dominant language. |
|Institution of Higher Education |The term has the meaning given in Section 1201 of the Higher Education Act of 1965. |
|Literacy |An individual’s ability to read, write, and speak in English, compute, and solve problems, at|
| |levels of proficiency necessary to function on the job, in the family of the individual, and |
| |in society. |
|Local Educational Agency |The term has the meaning given in Section 14101 of the Elementary and Secondary Education Act|
| |of 1965. |
|Post-secondary Educational Institution |The terms means - |
| |(a) an institution of higher education that provides not less than a 2-year program of |
| |instruction that is acceptable for credit toward a bachelor’s degree; |
| |(b) a tribally controlled community college; or |
| |(c) a nonprofit educational institution offering certificate or apprenticeship programs at |
| |the post-secondary level. |
|Instruction in a Real-life Context |Instruction delivered using actual materials, resources or locations within the adult |
| |learners’ communities that are relevant to the learners’ roles as workers, family members and|
| |community members. |
|Secretary |The Secretary of Education |
|Sufficient Intensity and Duration |Services are available so each learner can receive appropriate assistance to complete his/her|
| |program as designated in the Indicators of A Quality Adult Education Program. Services can |
| |include tutoring, computer-aided instruction, small and large group instruction, counseling, |
| |assessment, job readiness, and other approved activities. |
|Well-Trained Instructors, Administrators, and |Instructors, administrators and counselors who have the appropriate professional training and|
|Counselors |certification and who have Kansas Adult Education Association credentials. |
|Workplace Literacy Services |Literacy services that are offered for the purpose of employment readiness and improving the |
| |productivity of the workforce through the improvement of literacy skills. |
Definitions for Data Collection
All funded AEFLA programs are responsible for understanding and using the following definitions when entering information into PABLO. One-on-one technical assistance for using PABLO is available free of charge to AEFLA-funded programs.
A. PARTICIPANT INFORMATION:
During program orientation, learners must be informed that by enrolling in the local adult education program they are agreeing to the release of all individual personally identifiable demographic and educational information to the Kansas Board of Regents (KBOR), the state educational agency (SEA) responsible for the oversight of AEFLA funds. In addition to monitoring learners’ and programs’ progress, KBOR staff members will use individual learners’ contact information to conduct follow-up surveys. The brief follow-up surveys ask learners questions about how adult education classes have affected them, their families, their future educational pursuits, their employment opportunities, etc. This survey information is gathered with the intention of helping programs identify issues that impact learners’ retention and goals attainment. All responses are kept confidential.
Learners must also be informed that limited personally identifiable information (SSN) will be released to other state agencies, such as the Department of Commerce and Department of Social and Rehabilitation Services solely for the purpose of data matching to confirm learner outcomes. Once the data matching has been completed, all learners’ personally identifiable information will be destroyed. Learners must be informed that their enrollment in an adult education program is evidence that they agree to these follow-up procedures.
Programs participating in state-approved research projects must also inform learners of the opportunities they may have to participate in federally and state approved research projects. Learners must be informed of all the personally identifiable information that will be shared with researchers. Learners must also be informed about how this information will be used by the research team. If learners agree to participate in a research project, they must sign a state-approved permission form allowing the local program to release information to the researchers. If a learner is less than eighteen years of age, a parent or legal guardian must sign the form. Programs must maintain the original signed permission form in the learner’s permanent file. Programs can indicate that a learner (or parent or legal guardian) has signed a release of information form by marking the “Yes” check box corresponding to the Signed FERPA Release? field on the PABLO Student Info tab. Programs must be extremely diligent about ensuring that no personal information about a learner is release to anyone without the learner’s (or parent’s or legal guardian’s) written permission.
Early in the orientation process, learners must be informed that assessment is a critical component of the adult education program. Programs use assessment results to inform learners about their educational levels at program entry and about their progress during participation. Assessment results also provide the instructional staff with information necessary for appropriate instructional planning and counseling. Finally, assessments provide the program with critical information necessary for monitoring program effectiveness and meeting state and federal reporting requirements.
B. DEMOGRAPHIC INFORMATION:
1. Age: A learner’s age is defined as his/her day, month, and year of birth subtracted from the date of entry. Learners must have reached or passed their sixteenth birthday in order to participate in adult education program activities.
2. Disability: A learner with a disability is defined as a learner who has a record of, or is regarded as having, any type of physical or mental impairment, including a learning disability, that substantially limits or restricts one or more major life activities, including walking, seeing, hearing, speaking, learning, and working. Adults with learning disabilities may be included as a subset of adults with disabilities only if they have documentation as defined below.
Learning Disability: A learner with a learning disability is defined as an individual having an IQ in at least the low-average range (70 or higher) who has deficits (related to neurological impairments) in capacity in defined limited areas related to learning--including dyslexia (reading disability), dysgraphia (writing disability), and dyscalculia (math disability)--and who have a history of previous educational efforts.
Program staff should use the Initial Documentation of Disability form on the Forms link to document that a staff member has reviewed the documentation of a disability, to note the type of disability, and to begin the process of identifying appropriate accommodations. In most instances, the actual documentation (i.e. medical doctor’s diagnosis, IEP summary and testing information to qualify for IDEA, clinical psychologist’s evaluation) should be returned to the learner and not maintained in the learner’s permanent file. However, copies of the documentation may be maintained in the learner's permanent file.
3. Employment: Employment status is determined when the adult enters the program for the year (i.e., employment status as of date of entry). If a learner becomes employed during the fiscal year, do not change his/her employment status from “unemployed” to “employed” until the beginning of the new fiscal year. However, if at entry a learner’s employment status is “unemployed, not available” and he/she reveals at a later date that he/she is seeking employment, the employment status should be changed to “unemployed, available.”
□ Employed means learners who work as paid employees, work in their own business or farm, or who work 15 hours or more per week as unpaid workers on a farm or in a business operated by a member of the family. Also included are learners who are not currently working but who have jobs or businesses from which they are temporarily absent.
□ Unemployed, Available means learners who are not working but are seeking employment, have made specific efforts to find a job, and are available for work.
□ Unemployed, Not Available means learners who are not employed and are not seeking employment. This group of learners includes homemakers, retirees, independently wealthy, or those who are unable to work.
4. Entry Level: A learner’s entry level is always based on a CASAS Diagnostic assessment. Most learners are assessed in more than one subject area. However, a new learner’s entry level is determined by the lower/est pretest score in the subject area in which the learner is studying. (See Current Tests, pages 29-33 for additional information.) Once CASAS pretest scores are entered in the database, PABLO automatically determines the learner’s entry level based on the National Reporting System (NRS) guidelines (Appendix 2).
For continuing learners, a diagnostic test score may be carried over from one fiscal year and entered as a pretest score in the next fiscal year. In order for a test score to be carried across fiscal years, the score must have been achieved on a test given within 90 days of the learner’s current fiscal year Program Entry Date.
If a continuing learner returns to an adult education program in a new fiscal year, and the learner’s most recent diagnostic test scores were achieved on a test administered more than 90 days prior to his/her current Program Entry Date, the program must administer new diagnostic tests. The scores from the new diagnostic tests become the continuing learner’s pretest scores for the new fiscal year, and the lower/est diagnostic pretest score determines the entry level.
5. Ethnicity: The determination of a learner’s ethnicity should be made by the learner, not the staff doing intake. However, if a learner does not self select an ethnicity, then a staff member will have to make a determination of the learner’s ethnicity in order for the learner’s record to be saved in PABLO.
American Indian or Alaskan Native is defined as a person having origins
in any of the original people of North America and who maintains cultural identification or community recognition.
Asian is defined as a person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent. These areas include, for example, China, India, Japan, and Korea.
Native Hawaiian or Other Pacific Islander is defined as a person having origins as a native of the Hawaiian Islands or the other islands of the Pacific, such as the Philippine Islands and Samoa.
Black or African American is defined as a person having origins in any of the Black racial groups of Africa but not of Hispanic culture or origin.
Hispanic or Latino is defined as a person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race.
White is defined as a person having origins in any of the original peoples of Europe, North Africa, or the Middle East, but not of Hispanic origin.
6. On Public Assistance means a learner is receiving financial assistance from federal, state, or local agencies, including TANF/SRS, food stamps, WIC, HUD Section 8 housing, tribal or federal commodities, refugee cash assistance, old-age assistance, and aid to the blind or totally disabled. It does NOT include Social Security benefits, unemployment insurance, SSI, and employment-funded disability.
7. Residence Area Type: description of the population size of a learner’s place of residence (currently lives or maintains an address). Use the link on the Student Info screen (magnifying glass) to access a web site that gives the population of Kansas towns and cities. The web link can also be used to determine the residence area type of learners living in adjacent states.
Rural is used to describe a learner’s place of residence with a population of less than 2,500 and outside an urbanized area.
Urbanized Area is used to describe a learner’s place of residence with a population of 50,000 or greater.
Other is used to describe a learner’s place of residence with a population of 2,500 or greater but less than 50,000.
8. Telephone Numbers: Day and evening phone numbers are defined as telephone numbers where the learner may be reached in the daytime or evening respectively. Programs should make every effort to determine if the learner can actually be reached at those numbers. Programs should also stress the importance of having a valid emergency contact phone number in case of illness or other emergency during class. The emergency contact number frequently serves as the only means of securing follow-up information on a learner’s outcome(s) after he/she exits the program.
C. GOAL and OUTCOME INFORMATION:
Program Goal is defined as a learner’s primary and/or secondary reason for participating in the adult education program. A learner’s program goal(s) should be realistically achievable for the learner during his/her current tenure with the program. It is the program’s responsibility to help the learner distinguish between “long-term goals” and “program goals.” Many adult learners’ primary reason for attending an adult education program is to pass the GED Test and/or to get a job or to enter a post-secondary education or training program. Often these goals will take many months to achieve. In these instances, the adult education program staff needs to assist learners in identifying the necessary steps to accomplish their long-term goal, and frequently one of these intermediary steps is the program goal. For example, a learner may express the goal of passing the GED Test. However, after examination of the learner’s assessment scores, it is apparent that attainment of the GED will be a long-term process. Therefore, while the learner may have the “long-term goal” of passing the GED Test, the appropriate “program goal” would be educational gain.
Since adult education is first and foremost an educational program, PABLO is programmed to select “Educational Gain” as a program goal for every learner. Learners may also identify up to three additional goals they hope to achieve as a result of participating in the adult education program. However, it is critical that adult education programs have an effective counseling process in place to assure that learners are identifying reasonable goals, that the instructional staff is informed about learners’ goals and informing learners about strategies for achieving these goals, and that counseling sessions are conduced on a regular basis to ensure that both learners and staff members are monitoring progress toward goals and revising strategies or even goals if necessary.
Programs should have a “goal document” in every learner’s file that confirms the learner’s involvement in the goal setting process. At a minimum, this document must include the learner’s signature and the date of the signature for each goal identified and for each updating of goals.
Goal 1. Educational Gain is defined as moving from one educational functioning level to a higher level, as determined by CASAS posttesting, or passing the GED (Level 6 only). A participant must complete a level or advance to a higher level in order to make educational gain. Educational gain is an understood goal for all participants in an adult education program.
a. Entry Level: A learner’s entry level at one of the twelve educational functioning levels is determined by CASAS diagnostic* pretest scores. In some instances, due to very limited basic skills or limited English language skills, a learner may not be able to achieve a “valid” diagnostic test score on even the lowest level of a CASAS diagnostic test because the learner could not provide a sufficient number of correct answers to achieve a valid test score. In this scenario, enter a score of “0” in the database for the lowest level diagnostic test when an invalid test score was achieved because the learner could not provide a sufficient number of correct answers to achieve a valid test score. Also enter the test form on which the invalid score was achieved and the reason for the “0” diagnostic score in the Notes section of PABLO and keep a copy of the invalid test answer sheet in the learner’s permanent folder.
NOTE: A "0" should only be entered on PABLO when the learner could not achieve a valid score on the lowest level CASAS Diagnostic Test (Form 27 in Reading, Form 51 or 81 in Listening, and Form 11 or 31 in Math). Invalid scores at the lower end and upper end typically result in retesting on a lower level or higher level CASAS Diagnostic Test. Test administrators should always refer to the "Suggested Next Test Manual" to reduce the number of invalid test scores obtained. NO INVALID TEST SCORES should ever be entered on PABLO in the pre- and posttest fields.
Entry classification levels must be based on CASAS diagnostic test scores and verified against levels recommended by PABLO software. Discrepancies must be corrected, or the reason for overriding the recommended level must be documented in the Notes section of PABLO. While there are valid reasons for overriding an entry classification level recommended by the software, the NRS requirement that “the learner must be leveled in the lower/est subject area the learner is studying” always applies.
Program staff may choose to override the level recommended by the software if the learner chooses to study only in an area with a higher CASAS diagnostic score. The level should be based on the lower/est pretest score in the area where the learner will actually be studying. Program staff may not override the recommended level if the learner studies in a lower-level subject area and/or is posttested in the same subject area, even if the posttest demonstrates no educational gain.
In some instances, a learner’s entry level is determined by pretest scores in more than one subject area. For example, a learner scores at Level 2 on both the writing and math pretests and at a Level 3 on the reading pretest. In this scenario, the learner’s entry level is Level 2 (based on the two lower level pretest scores), and a level completion would be achieved by a Level 3 posttest score in either writing or math. The learner does not have to achieve a Level 3 posttest score in both writing and math in order to have an educational gain outcome.
In some instances, a learner initially may be leveled based on the lower/est pretest score, but after a short period of time, the learner and the program staff determine that the learner is actually ready or will be quickly ready for GED testing. If the learner has at least one pretest score at Level 6, the learner’s original entry level may be overridden to Level 6, since this score is a more accurate descriptor of the learner’s actual educational functioning level.
Similarly, in some instances, a learner initially may be leveled based on his/her higher/est diagnostic test score at Level 6 because the learner states that he/she wants to simply review and quickly prepare for GED testing. However, if after GED Official Practice Testing or after more than 70 hours of instruction, the learner and the program staff recognize that the learner will need more intensive instruction in order to be to prepared for GED testing, the override to the Level 6 must be removed.
Example 1: A learner takes CASAS diagnostic tests in reading and math and scores 246 in reading and 234 in math. The appropriate classification, Level 4 (High Intermediate), is based on the lower pretest score (234). However, the learner insists on preparing for the GED. At this point, the Level 4 should be overridden to a Level 6, and a note explaining the reason should be included in the Notes section of PABLO. Within a short length of time (less than 70 hours of participation), the learner passes the Official GED Practice Tests (OPT) and is ready for GED testing. Even if there is some limited GED-focused math instruction, a lack of a math posttest score AND the fact that the GED OPT was passed in a relatively short period of time provide evidence that the higher pretest score was a more accurate indicator of the learner’s actual educational functioning level.
However, if a CASAS diagnostic math posttest score is entered, the learner remains at Level 4, and gain (or lack of gain) is determined by the CASAS Diagnostic Math posttest score. Administration of a CASAS math posttest indicates the learner was working in his/her lower functioning area.
Example 2: A new learner takes CASAS diagnostic pretests in reading and math and scores 217 in reading and 201 in math. Initially, the learner is classified as Level 2 based on the lower score of 201 in math. However, the learner determines that he wants to work solely in reading. Therefore, the Level 2 entry level is overridden to Level 3, based on the reading pretest score. If the learner studies math or if the learner is given a math posttest, the Level 3 override must be removed. By studying math, the learner demonstrates that he has made the decision to work in his lowest subject area, and, therefore, that is the area in which he must be leveled. Even if the math posttest score does not indicate a learning gain, and the reading posttest score does indicate a learning gain, PABLO will not capture the gain because NRS guidelines require learners to be leveled and learning gains measured “in the lower/est subject area in which the learner is studying.”
b. Program Classification: The determination of a learner’s entry level is based on diagnostic score(s). Entry classifications (ABE/ASE/ESL) are also determined by diagnostic test scores, not the class the learner is attending or even how the learner would self identify. For example, a non-native speaker of English who has the goal of passing the GED Test takes a diagnostic reading test and scores 246 and a diagnostic listening test and scores 228. Although this learner may identify himself/herself as an ESL student, this learner should be leveled at Level 6 because the diagnostic scores are too high for the learner to be classified as an ESL learner. Since the learner is working toward attaining a GED, the learner qualifies for adult education services. If this learner has already earned a high school diploma (or even a higher degree) and is not interested in working on passing the GED Test, he/she does not qualify for adult education services because both diagnostic scores indicate that the learner has adequate basic skills.
c. CASAS score gains are defined as the number of points gained from the lower/est diagnostic pretest to the higher/est posttest in a subject area the learner chooses as a learning goal (reading, writing, math, or listening). If the learner takes tests on entry and chooses not to study in the subject area with the lower/est score, then the learner must be posttested in the subject area that is identified by the next lower/est pretest score and in which the learner has studied. If a learner’s has lower/est pretest scores in two areas at the same level, either area may show educational gain. Although posttesting in multiple areas of study is encouraged, a CASAS diagnostic pretest in one subject area may NOT be compared with a CASAS posttest in a different subject area to measure educational gain.
Programs should only posttest learners in subject areas where the learner has had a significant amount of instruction, i.e. 70 – 90 hours minimum. Programs should not indiscriminately posttest all learners in all subject areas.
Programs have the flexibility to posttest learners on either a scheduled basis for all learners at a similar level (in a class) or on an individual basis as significant gains occur. However, the state assessment policy is that all learners will be initially posttested in the lower/est area (or in the lower/est area in which the learner is actually studying) at some time between 70 and 90 hours of participation and then at every 70 to 90 hours of instruction thereafter. While every learner is not expected to demonstrate significant learning gains within 70 to 90 hours of participation, learners and programs must monitor progress. The exception to this policy is the administration of appropriate posttest to learners who have indicated they are separating from the program although they may not have participated in a minimum of 70 hours of instruction. While these learners are not expected to demonstrate a significant learning gain, no posttesting will guarantee no evidence of learning gains.
Conversely, programs should not administer posttests to learners who have fewer than thirty (30) hours of instruction since the pretest. While a program may elect to posttest a learner with fewer than 30 hours of instruction, no posttest score with fewer than 30 hours of instruction may be entered into a PABLO posttest field.
For learners who continue from one fiscal year to the next fiscal year, it is not necessary to test again at the beginning of the new fiscal year as long as the learner returns to continue instruction within 90 days. The 90-day period begins with the date of the last administration of a CASAS diagnostic test where a valid test score was achieved. For example, on June 15 a learner was administered reading and math diagnostic tests on which valid test scores were achieved. If the learner returns for instruction by September 15, the program may use the previous year's posttests as the current year's pretests. If the learner returns for instruction after September 15, the learner should be given alternative forms of the diagnostic tests that were administered on June 15. These new test scores will serve as the pretest scores (and will be used to determine the learner's educational functioning level) for the new fiscal year.
Do not administer CASAS appraisal tests more than once to an individual. After the initial administration of appraisal tests, CASAS diagnostic scores should be used for determining the appropriate follow-up tests. Never give the same form of a diagnostic test within a six months time frame. Never give the same form of a diagnostic test back-to-back, regardless of the time expired between test administrations.
For learners working on workplace readiness skills, the successful completion of a Pre-Employment/Work Maturity Checklist(s) in one year is recorded on PABLO. Accomplishments are carried over from one fiscal year to the next fiscal year.
d. Official GED: Learners at High Adult Secondary Education (Level 6), achieve the Educational/Workplace Readiness Gain outcome by passing the actual GED Exam. All GED Tests to measure educational gain may be taken in English or other available languages.
Note: It is highly recommended that learners not be CASAS posttested after they have taken the GED Test Battery.
e. Educational outcomes (or lack of outcome) by level for “Completing a Level,” “Completed and Advanced,” “Advanced Two or More Levels,” and “Remaining” are defined in PABLO programming and are determined directly from data entered.
f. Last Date of Instruction (Leaving Date): The exit quarter is the quarter in which the last date of instruction occurred. If a learner has not received instruction for 90 days and is not scheduled to receive instruction (for example, the learner simply stops attending class), the last date of instruction (leaving date) is the date the learner last attended class (or participated in a distance learning session) before stopping.
Goal 2. Enter Employment means that the learner was identified as “unemployed, available” at entry (or “unemployed, unavailable” and changed his/her employment status to “unemployed, available” during the course of the year) AND has a goal to get a paid, unsubsidized job, or an unpaid job working 15 hours or more per week on a farm or business operated by the learner or a family member. If the learner does not state “enter employment” as a goal, getting a job as defined above CANNOT be counted as an outcome. The learner may select the goal of “enter employment” at any time from entry into the program until BEFORE a job offer is received or self-employment starts. The goal may not be added AFTER a job offer is received or after self-employment starts. For this outcome to be counted, the learner must enter employment sometime between the date of entry into the program and the end of the first quarter after the program “leaving” quarter. Learners who enter employment without stating it as a goal may have their outcome counted as “unintended” in PABLO.
Programs may survey learners prior to reporting attainment of an employment-related goal. The survey must include the employer’s name, location, and date of employment before the outcome is reported on PABLO. This data will be verified through data matching at the state level. The Last Date of Instruction must be entered before this outcome can be documented. For example, a learner enters on January 2 and attends class in Quarters 3 and 4, but the last date of instruction is June 15, which is in Quarter 4. The learner gets a job before September 30 (i.e., in the first quarter of the next year), and, therefore, it is counted as an outcome. If the learner got a job after September 30, it is NOT counted. If the learner remains in the program after entering employment, the goal must be changed to “retain or improve employment” in any hard copy records for the learner. The learner's goal does not change in PABLO. If the learner remains in the program across fiscal years, the learner's employment status changes from "unemployed, available" to "employed," and his goal should change from "enter employment" to "retain employment."
Note: Data matching is used to confirm the "enter employment" outcome and the "retain employment" outcome for learners who achieve the "enter employment" outcome.
Goal 3. Retain or improve employment means that the learner was identified as “employed” at entry AND has a goal to upgrade skills in order to get, keep, or advance in a paid, unsubsidized job or an unpaid job working 15 hours or more per week on a farm or business operated by the learner or a family member. The Last Date of Instruction must be entered before this outcome can be documented. If the learner does not state “retain or improve employment” as a goal, keeping or advancing in a job as defined above CANNOT be counted. The learner may add the goal to “retain or improve employment” at any time from entry into the program until he/she leaves the program. The goal must NOT be changed AFTER he/she leaves the program. Learners who retain or improve employment without stating it as a goal may have their outcome counted as “unintended” in PABLO.
Goal 4. Receive GED or adult high school diploma means to pass the official GED Test Battery and receive the Kansas State High School Diploma credential. In order for this outcome to be counted, the learner must indicate receiving the GED as a goal BEFORE taking the actual GED Exam. The Last Date of Instruction must be entered before this outcome can be documented. Learners who receive a GED or adult high school diploma without stating it as a goal may have their outcome counted as “unintended” in PABLO.
Goal 5. Entered Post-secondary Education or Training means the learner enrolls in a post-secondary educational or occupational skills training program that does not duplicate other services or training received, regardless of whether the prior services or training were completed. The Last Date of Instruction must be entered before this outcome can be documented. Examples of this type of education or training include job training, community and four-year colleges and universities, adult post-secondary education programs, and entering active duty military service. In order for this outcome to be counted, the learner must indicate “Placement in PSE or Training” as a goal BEFORE entering the training or education program. Participants who enter post-secondary education or training without stating it as a goal may have their outcome counted as “unintended” in PABLO if the program receives a report from the participant or through data matching with the adult education program’s host institution.
Programs must follow up and survey participants prior to reporting attainment of the placement in post-secondary education goal. The survey must include the type of class taken or program entered, date of the first class or program entry, and the name of the education or training institution before the outcome may be reported on PABLO. The Last Date of Instruction must be entered before this outcome can be documented.
What is an example of good Post-Secondary Education Follow Up?
For example, a participant who exits in Q1 must receive a follow up call within the quarter immediately following their last date of instruction and every quarter thereafter until the participant enters postsecondary education or other training, is not able to be contacted or definitely does not enter postsecondary education or other training. Contacts with the participant should be viewed as more than simply “surveying”. The contacts should have a planned and systematic approach to assisting the learner with the achievement of their goal. For example, the first contact might be to verify contact information, address, phone, e-mail and/or to assure the former student that the Adult Education program staff is still willing to assist with college and training program searches and admission applications. The next call may serve to invite the former student to a financial aid open house offered by a local college or university. Then a later follow up may serve to make sure that the former student has completed the federal financial aid application or to check to see if the former student has encountered other problems that the program could help the individual overcome in order to enter postsecondary education. Having a plan for assisting the learner with their goal means more than just “seeing if they are enrolled and taking classes.” With a written plan for transitioning participants to postsecondary education, the Adult Education program staff becomes a part of the support system for the participant—playing an active role in helping the participant make their postsecondary education decisions and achieve their goal. The last attempts to support the participant’s goal achievement should be made prior to submission of the end-of-the-year report (Q1 of the next fiscal year) to determine if he/she has entered postsecondary education or training or if any additional assistance is needed. However, if an Adult Education program has been working its transition plan, the participant should be enrolled and attending postsecondary education or training or in the military.
Additionally, programs must have a written Post-secondary Education/Training Transition Plan. This plan must have reasonable resources designated to implement the plan. A high school diploma or its equivalent is no longer a guarantee of employment, much less employment that provides self-supporting wages and benefits. It is imperative that programs are committed to assisting their participants’ transitions to programs that enable them to obtain additional education and training, thus, providing their learners the opportunity for self- and family sufficiency in an ever-increasing high skilled world of work.
Goal 6. Achieve Citizenship Skills means that the learner attains the skills needed to pass the U.S. citizenship examination. It does not matter if the learner actually takes or passes the citizenship exam, as long as he/she has attained the skills. Attainment of skills needed to pass the citizenship exam is measured by attainment of a minimum score of 206 (18 correct) on the CASAS Government and History for Citizenship Test (Form 963 or 964) and a total score of 2 or more on the CASAS Citizenship Dictation Test. In order for this outcome to be counted, the learner must indicate “Achieve Citizenship Skills” as a goal BEFORE achieving a score of 206 and 2 on the citizenship test.
Goal 7. Increase Involvement in Children’s Education means the learner in a family literacy category wants to increase involvement in the education of school-aged dependent children under his or her care, including: helping children more frequently with homework, increasing contact with children’s teachers to discuss the child’s education, and more involvement in children’s school – such as by attending school activities and parent meetings, and volunteering to work on school projects. In order for this outcome to be counted, the learner must indicate “Increase Involvement in Children’s Education” as a goal BEFORE he/she achieves the goal. Learners who are not in a family literacy category should not have this goal or outcome indicated. (See category definitions in D-1.) Learners who increase involvement in children’s education without stating it as a goal may have their outcome counted as “unintended” in PABLO.
Note: Programs are responsible for collecting and maintaining evidence that documents learners’ attainment of this goal.
Goal 8. Increase Involvement in Children’s Literacy Activities means the learner wants to increase involvement in the literacy-related activities of pre-school-aged dependent children under his or her care, including reading to children, visiting a library, or buying books or magazines for children. In order for this outcome to be counted, the learner must indicate “Increase Involvement in Children’s Literacy Activities” as a goal BEFORE he/she achieves the goal. Learners who are not in a family literacy category should not have this goal or outcome indicated. (See category definitions in D-1.) Learners who increase involvement in children’s literacy without stating it as a goal may have their outcome counted as “unintended” in PABLO.
Note: Programs are responsible for collecting and maintaining evidence that documents learners’ attainment of this goal.
Goal 9. Demonstrate College Readiness means the learner has demonstrated the knowledge and skills necessary for successful entry and persistence in post-secondary education at the credit-bearing level (above Developmental Education). Learners do not have to identify this goal in order for the program to report achievement of the outcome. (See College Readiness, pages 47 – 49.)
D. REPORTING INFORMATION:
1. Category: Learners who fit into any of the following categories may be counted in one or multiple categories as applicable.
Homeless Category is for learners who are adults lacking a fixed, regular nighttime residence or who are residing in a temporary shelter or institution. “Homeless” does not apply to any individual imprisoned or otherwise detained due to legal reasons.
Correctional Facilities Category is for learners in any prison, jail, work farm, conservation camp, detention center, or any other similar federal, state, or local institution designed for the confinement of criminal offenders.
Community Corrections Category is for learners in a community-based probation/parole program or day-reporting program.
Other Institutional Category is for learners in a medical or mental institution, youth institution, or other special institution.
Family Literacy Category is for learners participating in instructional activities with a literacy component for parents and children or other intergenerational literacy components. Examples include Even Start, Reading Excellence, and locally developed family literacy activities. This category does NOT include activities offered in partnership with Parents as Teachers or Head Start UNLESS those partnerships include family literacy activities with a distinct adult education component.
Workplace Literacy Category is for learners participating in instructional activities to improve the literacy skills needed to perform a job and at least partly under the auspices of an employer.
2. Last Date of Instruction (Leaving Date): The last date of instruction is the date the learner last attended class before leaving the program. If a learner has not received instruction for 90 days and is not scheduled to receive instruction (for example, the learner simply stops attending class), the last date of instruction should be reported as the last date the learner attended class. On the end-of-the-year report, any learner who has not returned within the first quarter of the new fiscal year must be given a last date of instruction during the previous fiscal year.
3. Hours: In order for goals to “count” as outcomes, the learner MUST have 12 or more hours as a participant in the program. An hour is defined as 60 clock minutes of active learner participation in instructional activities.
Instructional activities must be offered at a program center or outreach site or via distance education and include the following:
□ Orientation and intake,
□ CASAS assessments,
□ Performance-based assessments,
□ Class instruction,
□ Individual tutoring or small group work,
□ Peer discussion or conversation groups where learning occurs,
□ Teacher-made tests or quizzes,
□ Computer-assisted instruction and computer lab study,
□ Intergenerational activities (as part of family literacy services as defined in D-1) if adult education staff or other resources are involved,
□ Language labs, and
□ Vocational and/or post-secondary education/training counseling.
Instructional activities do NOT include homework time, offsite activities, socializing or extended break times, unmonitored study hall periods, 1-7 hours of official GED testing, or family literacy activities that involve no adult education staff or other resources.
Programs are responsible for maintaining two reliable systems for monitoring learners’ exact hours and minutes of participation. One of these systems must be a computerized sign-in. Other systems for monitoring learners’ participation include paper-and-pencil sign ins/outs, instructors monitoring attendance, learners maintaining a participation log, etc.
4. Programs: In addition to being at a certain level, learners are considered to be in certain “programs” as defined below. Learners are classified as participants in ONLY ONE program per year. An ABE learner who was initially leveled at an ESL level (typically Levels 10 and 11) on initial entry into the program may be re-classified as ABE based on CASAS ABE test results at the beginning of a new fiscal year. Any earlier ESL test score (listening) should not be entered into PABLO for the current fiscal year. If an ESL learner is tested in CASAS diagnostic ESL areas and classified as ESL (Levels 7 through 11) for that year, and later, after a significant amount of instruction, begins testing in ABE areas, do not report ABE diagnostic post-test scores in math for that same year, except in the Notes section of PABLO. Report only ESL diagnostic (reading, writing, and listening) posttest scores. (The CASAS Diagnostic Reading Assessments provide scale scores that are valid for both ABE and ESL learners. However, reading scores for ESL learners should be entered in the ESL area on PABLO. Reading scores for ABE learners should be entered in the ABE area on PABLO. ESL learners transferring into ABE or ASE classes do not need to be retested in reading unless it is time for a reading diagnostic posttest.)
Adult Basic Education Program (ABE) is a program of instruction designed for adults who lack competence in reading, writing, speaking, problem solving, or computation at a level necessary to function in society, on a job, or in the family. Learners at Levels 1 through 4 are considered as being in this program.
Adult Secondary Education Program (ASE) is a program of instruction designed for adults who have basic literacy skills and can function in everyday life, but are not proficient at advanced literacy levels or do not have a certificate of graduation from a secondary school or its equivalent. Learners at Levels 5 or 6 are considered as being in this program.
English as a Second Language Program (ESL) is a program of instruction designed to help adults who are limited English proficient achieve competence in the English language. Learners at Levels 7 through 11 are considered as being in this program.
5. Quarter:
Quarter 1 is defined as July 1 to September 30. Data for Quarter 1 must be entered into PABLO, reports reviewed, and queries checked no later than October 15*.
Quarter 2 is defined as October 1 to December 31. Data for Quarter 2 must be entered into PABLO, reports reviewed, and queries checked no later than January 15*.
Quarter 3 is defined as January 1 to March 31. Data for Quarter 3 must be entered into PABLO, reports reviewed, and queries checked no later than April 15*.
Quarter 4 is defined as April 1 to June 30. Data for Quarter 4 must be entered into PABLO, reports reviewed, and queries checked no later than July 15*.
* If this date falls on a weekend or holiday, the quarterly data must be entered into PABLO no later than the first working day following this date.
6. Quarterly Reports: Programs are expected to enter data into PABLO on a regular basis. Programs must review Reports and Validate Data queries quarterly—at a minimum.
KBOR staff will review data entered into PABLO on a regular basis. Approximately two weeks after the end of the quarter (see dates above) KBOR staff will take a “snapshot” of each program’s data. KBOR staff will check each of the Reports and Validate Data queries. After each of the quarterly reviews, KBOR staff will converse with programs about data accuracy, progress toward projections, progress toward meeting program improvement objective(s), etc.
7. Year: A fiscal year is defined as July 1 through the next June 30. However, outcomes achieved by learners who exit the program in one fiscal year and do not return in the following fiscal year may be reported until the annual report is finalized in early November. Programs are encouraged to NOT report finalization of annual reports until extensive efforts have been made to ensure that all outcomes have been documented, survey logs have been completed, and all last dates of instruction have been entered. However, learners remaining in the program (i.e., participating in instructional activities), as participants for the current year should have outcomes achieved after June 30 reported in the current fiscal year rather than in the previous fiscal year. If the learner does not and will not have twelve (12) hours in the current fiscal year, the outcome(s) must be reported in the previous fiscal year.
8. Yearly Reports: Programs must have all data for the end-of-the-year-report entered into PABLO no later than November 1*. This data includes the survey logs for the goals of “enter employment” and “enter post-secondary education and training.” Local program staff must review all Reports and Validate Data items and resolve any issues concerning participant data before November 1.
In addition to the PABLO data, a professional development for program improvement report must be submitted to KBOR by August 1*. A completed capital outlay inventory form must be submitted to KBOR by October 1*. The total expenditures reported on a program’s capital outlay inventory form must equal the capital outlay reported on the program’s most recently approved annual budget form.
Two semi-annual budget reports must be submitted to KBOR. The first semi-annual budget report covers program expenditures during the first and second quarters of the fiscal year (July 1 – December 31) and is due February 15*. The second semi-annual budget report covers program expenditures during the third and fourth quarters of the fiscal year (January 1 – June 30) and is due August 15*. The sum total of the line items on the two semi-annual budget reports must equal the line items on the final approved annual budget report. A discrepancy between the two semi-annual budget reports and the approved annual budget report requires the submission of a revised annual budget report that accurately reflects the sum total of line item expenditures reported on the semi-annual budget reports.
* If this date falls on a weekend or holiday, the quarterly data must be entered into PABLO or the reports must be submitted to KBOR no later than the first working day following this date.
NOTE: Definitions were compiled and revised with the input of the Kansas Adult Education Advisory Committee. KBOR Adult Education welcomes additional feedback for future editions.
APPENDIX 2:
Definitions of
Educational Functioning Levels
and
Logic Tables for
Educational Functioning Levels
Completion Outcome
Definitions of Educational Functioning Levels
Based on CASAS Diagnostic Pretest Scores
|ABE |Level |
|Area |1 |2 |3 |4 |5 |6 |
|+Math |=246 |
|+Write |=201 |202-210 | |not completed a |
| | | | |level and who remain|
| | | | |in the program. |
|Reading =200 |201-210 |>=211 | |
|=200 |>=201 |202-210 | | |
|Writing =200 |201-210 |>=211 | |
|=200 |>=201 |202-210 | | |
|#2 Beginning Basic Education |
|Math 201-209 |>=210 |211-220 |>=221 | |
|=210 |>=211 |212-220 | | |
|Reading 201-209 |>=210 |211-220 |>=221 | |
|=210 |>=211 |212-220 | | |
|Writing 201-224 |>=225 |225-242 |>=243 | |
|=225 |>=226 |226-242 | | |
|#3 Low Intermediate Basic Education |
|Math 211-219 |>=220 |221-235 |>=236 | |
|=220 |>=221 |222-235 | | |
|Reading 211-219 |>=220 |221-235 |>=236 | |
|=220 |>=221 |222-235 | | |
|Writing 226-242 |>=243 |243-260 |>=260 | |
|=243 |>=244 |244-260 | | |
|#4 High Intermediate Basic Education |
|Math 221-234 |>=235 |236-245 |>=246 | |
|=235 |>=236 |237-245 | | |
|Reading 221-234 |>=235 |236-245 |>=246 | |
|=235 |>=236 |237-245 | | |
|Writing 243-259 |>=260 |261-270 |>=271 | |
|=260 |>=261 |262-270 | | |
|#5 Low Adult Secondary Education |
|Math 236-244 |>=245 |>=246 |NA | |
|=245 |>=246 |>=247 | | |
|Reading 236-244 |>=245 |>=246 |NA | |
|=245 |>=246 |>=247 | | |
|Writing 261-269 |>=270 |>=271 |NA | |
|=270 |>=271 |>=272 | | |
|#6 High Adult Secondary Education |
|Official GED Test |Outcome | | | |
| |Passed GED | | | |
LOGIC TABLE FOR EDUCATIONAL FUNCTIONING LEVELS COMPLETION OUTCOME
Levels 7 - 12
|Level |Complete |Complete/Advance |Advance 2 or |Remaining |
| | |(subset of Complete) |More Levels | |
|#7 Beginning ESL Literacy |
|Reading =180 |181-190 |>=191 | |
|=180 |>=181 |182-190 | | |
|Listening =180 |181-190 |>=191 | |
|=180 |>=181 |182-190 | | |
|#8 Low Beginning ESL |
|Reading 181-189 |>=190 |191-200 |>=201 | |
|=190 |>=191 |192-200 | | |
|Listening 181-189 |>=190 |191-200 |>=201 | |
|=190 |>=191 |192-200 | | |
|Writing 136-144 |>=145 |146-200 |>=201 | |
|=145 |>=146 |147-200 | | |
|#9 High Beginning ESL |
|Reading 191-199 |>=200 |201-210 |>=211 | |
|=200 |>=201 |202-210 | | |
|Listening 191-199 |>=200 |201-210 |>=211 | |
|=200 |>=201 |202-210 | | |
|Writing 146-199 |>=200 |201-210 |>=211 | |
|=200 |>=201 |202-210 | | |
|#10 Low Intermediate ESL |
|Reading 201-209 |>=210 |211-220 |>=221 | |
|=210 |>=211 |212-220 | | |
|Listening 201-209 |>=210 |211-220 |>=221 | |
|=210 |>=211 |212-220 | | |
|Writing 201-224 |>=225 |226-242 |>=243 | |
|=225 |>=226 |227-242 | | |
|#11 High Intermediate ESL |
| |
|Reading 211-219 |
|=220 |
|>=220 |
|>=221 |
|221-235 |
|222-235 |
|>=236 |
| |
|Listening 211-219 |
|=220 |
|>=220 |
|>=221 |
|221-235 |
|222-235 |
|>=236 |
| |
|Writing 226-241 |
|=242 |
|>=242 |
|>=243 |
|243-260 |
|244-260 |
|>=261 |
| |
|#12 Advanced ESL |
| |
|Reading 221-234 |
|=235 |
|>=235 |
|>=236 |
|236-245 |
|237-245 |
|>=246 |
| |
|Listening 221-224 |
|=225 |
|>=225 |
|>=226 |
|226-228 |
|227-228 |
|NA |
| |
|Writing 243-259 |
|=260 |
|>=260 |
|>=261 |
|261-270 |
|262-270 |
|>=271 |
| |
APPENDIX 3:
Outcomes Measures Definitions
|Outcome Measures Definitions |
|Implementation: July 1, 2009 |
|Educational Functioning Level Descriptors—Adult Basic Education Levels |
|Literacy Level |Basic Reading and Writing |Numeracy Skills |Functional and Workplace Skills |
|Level 1 |Individual has no or very minimal reading or writing skills. At the lower |Individual has little or|Individual has little or no ability to read basic signs or |
| |range of this level, may have little or no comprehension of how print |no recognition of |maps, can provide limited personal information on simple forms|
|Beginning ABE Literacy |corresponds to spoken language and may have difficulty using a writing |numbers or simple |and has few or no workplace skills. The individual can handle|
| |instrument. May recognize common signs that are universally accepted symbols. |counting skills or may |routine entry-level jobs that require little or no basic |
|Pre-test Scores: |At the upper range of this level, individual can recognize, read and write |have only minimal |written communication or computational skills and no knowledge|
|CASAS Math: 200 and below |letters and number, but has a limited understanding of connected prose and may |skills, such as the |of computers or other technology. |
|CASAS Reading: 200 and below |need frequent re-reading. Can write a limited number of basic sight words and |ability to add or | |
|CASAS Writing: 200 and below |familiar words and phrases, including very simple messages. Can write basic |subtract single digit | |
| |personal information on simplified forms. Narrative writing is disorganized |numbers. | |
|Completion Benchmarks: |and unclear; inconsistently uses simple punctuation (e.g., periods, commas, | | |
|CASAS Math: >200 |questions marks); contains frequent errors in spelling. | | |
|CASAS Reading: >200 | | | |
|CASAS Writing: >200 | | | |
|Level 2 |Individual can read simple material on familiar subjects and comprehend simple |Individual can count, |Individual is able to read simple directions signs and maps, |
| |and compound sentences in single or linked paragraphs containing familiar |add and subtract three |fill out simple forms requiring basic personal information, |
|Beginning Basic Education |vocabulary. Can write simple notes and messages based on familiar situations, |digit numbers, can |write phone messages and make simple change. There is minimal|
| |but lacks clarity and focus. Sentence structure lacks variety, but shows some |perform multiplication |knowledge of, and experience with, using computers and related|
|Pre-test Scores: |control of basic grammar (e.g., present and past tense), and some control of |through 12; can identify|technology. The individual can handle basic entry level jobs |
|CASAS Math: 201-210 |basic punctuation (e.g., periods, capitalization). |simple fractions and |that require minimal literacy skills; can recognize very |
|CASAS Reading: 201-210 | |perform other simple |short, explicit,, pictorial texts, e.g., understands logos |
|CASAS Writing: 201-225 | |arithmetic operations. |related to worker safety before using a piece of machinery; |
| | | |can read want ads and complete simple job applications. |
|Completion Benchmarks: | | | |
|CASAS Math: >210 | | | |
|CASAS Reading: >210 | | | |
|CASAS Writing: >225 | | | |
|Outcome Measures Definitions |
|Educational Functioning Level Descriptors—Adult Basic Education Levels |
|Literacy Level |Basic Reading and Writing |Numeracy Skills |Functional and Workplace Skills |
|Level 3 |Individual can read text on familiar subjects |Individual can perform with high |Individual is able to handle basic reading, writing and computational tasks |
| |that have a simple and clear underlying |accuracy all four basic math |related to life roles, such as completing medical forms, order forms or job |
|Low Intermediate Basic Education |structure (e.g., clear main idea, chronological|operations using whole numbers up |applications; can read simple charts, graphs labels and payroll stubs and simple |
| |order). Can use context to determine meaning; |to three digits, can identify and |authentic material if familiar with the topic. The individual can use simple |
|Pre-test Scores: |can interpret actions required in specific |use all basic mathematical |computer programs and perform a sequence of routine tasks given directions using |
|CASAS Math: 211-220 |written directions. Can write simple |symbols. |technology (e.g., fax machine, computer operation). The individual can qualify |
|CASAS Reading: 211-220 |paragraphs with main idea and supporting detail| |for entry level jobs that require following basic written instructions and |
|CASAS Writing: 226-242 |on familiar topics (e.g., daily activities, | |diagrams with assistance, such as oral clarification; can write a short report or |
| |personal issues) by recombining learned | |message to fellow workers; can read simple dials and scales and take routine |
|Completion Benchmarks: |vocabulary and structures; can self and peer | |measurements. |
|CASAS Math: >220 |edit for spelling and punctuation errors. | | |
|CASAS Reading: >220 | | | |
|CASAS Writing: >242 | | | |
|Level 4 |Individual is able to read simple descriptions |Individual can perform all four |Individual is able to handle basic life skills tasks such as graphs, charts and |
| |and narratives on familiar subjects or from |basic math operations with whole |labels, and can follow multi-step diagrams; can read authentic materials on |
|High Intermediate Basic Education |which new vocabulary can be determined by |numbers and fractions; can |familiar topics, such as simple employee handbooks and payroll stubs; can complete|
| |context; can make some minimal inferences about|determine correct math operations |forms such as a job application and reconcile a bank statement. Can handle jobs |
|Pre-test Scores: |familiar texts and compare and contrast |for solving narrative math |that involve following simple written instructions and diagrams; can read |
|CASAS Math: 221-235 |information from such texts, but not |problems and can convert fractions|procedural texts, where the information is supported by diagrams, to remedy a |
|CASAS Reading: 221-235 |consistently. Individual can write simple |to decimals and decimals to |problem, such as locating a problem with a machine or carrying out repairs using a|
|CASAS Writing: 243-260 |narrative descriptions and short essays on |fractions; can perform basic |repair manual. The individual can learn or work with most basic computer |
| |familiar topics; has consistent use of basic |operations on fractions. |software, such as using a word processor to produce own texts; can follow simple |
|Completion Benchmarks: |punctuation, but makes grammatical errors with | |instructions for using technology. |
|CASAS Math: >235 |complex structures. | | |
|CASAS Reading: >235 | | | |
|CASAS Writing: >260 | | | |
|Outcome Measures Definitions |
|Educational Functioning Level Descriptors—Adult Basic Education Levels |
|Literacy Level |Basic Reading and Writing |Numeracy Skills |Functional and Workplace Skills |
|Level 5 |Individual can comprehend expository writing and identify |Individual can perform all basic |Individual is able or can learn to follow simple multi-step directions,|
| |spelling, punctuation, and grammatical errors; can |math functions with whole numbers,|and read common legal forms and manuals; can integrate information from|
|Low Adult Secondary Education |comprehend a variety of materials such as periodicals and |decimals and fractions; can |texts, charts and graphs; can create and use tables and graphs; can |
| |non-technical journals on common topics; can comprehend |interpret and solve simple |complete forms and applications and complete resumes; can perform jobs |
|Pre-test Scores: |library reference materials, and compose multi-paragraph |algebraic equations, tables and |that require interpreting information from various sources and writing |
|CASAS Math: 236-245 |essays; can listen to oral instructions and write an |graphs and can develop own tables |or explaining tasks to other workers; is proficient using computers and|
|CASAS Reading: 236-245 |accurate synthesis of them; can identify the main idea in |and graphs; can use math in |can use most common computer applications; can understand the impact of|
|CASAS Writing: 261-270 |reading selections and use a variety of context issues to |business transactions. |using different technologies; can interpret the appropriate use of new |
| |determine meaning. Writing is organized and cohesive with| |software and technology. |
| |few mechanical errors; can write using a complex sentence | | |
|Completion Benchmarks: |structure; can write personal notes and letters that | | |
|CASAS Math: >245 |accurately reflect thoughts. | | |
|CASAS Reading: >245 | | | |
|CASAS Writing: >270 | | | |
| | | | |
|Level 6 |Individual can comprehend, explain and analyze information|Individual can make mathematical |Individual is able to read technical information and complex manuals; |
| |from a variety of literacy works, including primary source|estimates of time and space and |can comprehend some college-level books and apprenticeship manuals; can|
|High Adult Secondary Education |materials and professional journals; can use context cues |can apply principles of geometry |function in most job situations involving higher order thinking; can |
| |and higher order processes to interpret meaning of written|to measure angles, lines and |read text and explain a procedure about a complex and unfamiliar work |
|Pre-test Scores: |material. Writing is cohesive with clearly expressed |surfaces; can also apply |procedure, such as operating a complex piece of machinery; can evaluate|
|CASAS Math: 246 and higher |ideas supported by relevant detail; can use varied and |trigonometric functions. |new work situations and processes, can work productively and |
|CASAS Reading: 246 and higher |complex sentence structures with few mechanical errors. | |collaboratively in groups and serve as facilitator and reporter of |
|CASAS Writing: 271 and higher | | |group work. The individual is able to use common software and learn |
| | | |new software applications; can define the purpose of new technology and|
| | | |software and select appropriate technology; can adapt use of software |
| | | |or technology to new situations and can instruct others in written or |
|Completion Benchmark: | | |oral form on software and technology use. |
|Pass Official GED Test Battery | | | |
|Outcome Measures Definitions |
|Educational Functioning Level Descriptors—English-As-A-Second Language Levels |
|Literacy Level |Speaking and Listening |Basic Reading and Writing |Functional and Workplace Skills |
|Level 7 |Individual cannot speak or understand English, or |Individual has no reading or writing skills in any|Individual functions minimally or not at all in English |
|Beginning ESL Literacy |understands only isolated words or phrases. |language. May be able to recognize and copy |and can communicate only through gestures or a few |
| | |letters, numbers and a few words (e.g. own name). |isolated words. May recognize only common words, signs |
|Pre-test Scores: | |May have little or no comprehension of how print |or symbols (e.g. name stop sign, product logos). Can |
|CASAS Reading: 180 | | | |
|Level 8 |Individual can understand basic greetings, simple |Individual can read numbers and letters and some |Individual functions with difficulty in social situations|
| |phrases and commands. Can understand simple |common sight words. May be able to sound out |and in situations related to immediate needs. Can |
|Low Beginning ESL |questions related to personal information, spoken |simple words. Can read and write some familiar |provide limited personal information on simple forms, and|
|Pre-test Scores: |slowly and with repetition. Understands a limited |words and phrases, but has a limited understanding|can read very simple common forms of print found in the |
|CASAS Reading: 181-190 |number of words related to immediate needs and can |of connected prose in English. Can write basic |home and environment, such as product names. Can handle |
|CASAS Listening: 181-190 |respond with simple learned phrases to some common |personal information (e.g., name, address, |routine entry level jobs that require very simple written|
|CASAS Writing: 136-145 |questions related to routine survival situations. |telephone number) and can complete simple forms |or oral English communication and in which job tasks can |
| |Speaks slowly and with difficulty. Demonstrates |that elicit this information |be demonstrated. May have limited knowledge and |
|Completion Benchmarks: |little or no control over grammar. | |experience with computers. |
|CASAS Reading: >190 | | | |
|CASAS Speaking: >0 | | | |
|CASAS Listening: >190 | | | |
|CASAS Writing: >145 | | | |
|Outcome Measures Definitions |
|Educational Functioning Level Descriptors—English-As-A-Second Language Levels |
|Literacy Level |Speaking and Listening |Basic Reading and Writing |Functional and Workplace Skills |
|Level 9 |Individual can understand common words, simple |Individual can read most sight words and many other |Individual can function in some situations related to |
| |phrases, and sentences containing familiar |common words. Can read familiar phrases and simple |immediate needs and in familiar social situations. Can|
|High Beginning ESL |vocabulary, spoken slowly with some repetition. |sentences, but has a limited understanding of connected|provide basic personal information on simple forms and |
| |Individual can respond to simple questions about|prose and may need frequent re-reading. |recognizes simple common forms of print found in the |
|Pre-test Scores: |personal everyday activities, and can express | |home, workplace and community. Can handle routine |
|CASAS Reading: 191-200 |immediate needs, using simple learned phrases or|Individual can write some simple sentences with limited|entry level jobs requiring basic written or oral |
|CASAS Listening: 191-200 |short sentences. Shows limited control of |vocabulary. Meaning may be unclear. Writing shows very|English communication and in which job tasks can be |
|CASAS Writing: 146-200 |grammar. |little control of basic grammar, capitalization and |demonstrated. May have limited knowledge or experience|
| | |punctuation and has many spelling errors. |using computers. |
|Completion Benchmarks: | | | |
|CASAS Reading: >200 | | | |
|CASAS Listening: >200 | | | |
|CASAS Writing: >200 | | | |
|Level 10 |Individual expresses basic survival needs and |Individual can read simple material on familiar |Individual can interpret simple directions, schedules, |
| |participates in some routine social |subjects and comprehend simple and compound sentences |signs, maps, etc. Completes simple forms but needs |
|Low Intermediate ESL |conversations, although with some difficulty. |in single or linked paragraphs containing a familiar |support on some documents that are not simplified. Can|
| |Understands simple learned phrases easily and |vocabulary. Individual can write simple notes and |handle routine entry level jobs that involve some |
|Pre-test Scores: |some new phrases containing familiar vocabulary |messages on familiar situations, but may lack variety |written or oral English communication but in which job |
|CASAS Reading: 201-210 |spoken slowly with repetition. Asks and |in sentence structure, clarity and focus of writing. |tasks can be clarified orally or through demonstration.|
|CASAS Listening: 201-210 |responds to questions in familiar contexts. Has|Shows some control of basic grammar (e.g., present and |Individual may be able to use simple computer programs |
|CASAS Writing: 201-225 |some control of basic grammar. |past tense) and spelling. Uses some punctuation |and can perform a sequence of routine tasks given |
| | |consistently (e.g., periods, commas, question marks, |directions (e.g., fax machine, computer). |
|Completion Benchmarks: | |capitalization, etc.). | |
|CASAS Reading: >210 | | | |
|CASAS Listening: >210 | | | |
|CASAS Writing: >225 | | | |
|Outcome Measures Definitions |
|Educational Functioning Level Descriptors—English-As-A-Second Language Levels |
|Literacy Level |Speaking and Listening |Basic Reading and Writing |Functional and Workplace Skills |
|Level 11 |Individual participates in conversation in familiar |Individual can read text on familiar subjects that have |Individual can meet basic survival and social |
| |social situations. Communicates basic needs with some |a simple and clear underlying structure (e.g., clear |demands, and can follow some simple oral and written|
|High Intermediate ESL |help and clarification. Understands learned phrases |main idea, logical order). Can use word analysis skills|instructions. Has some ability to communicate on |
| |and new phrases containing familiar vocabulary. |and context clues to determine meaning with texts on |the telephone on familiar subjects. Can write |
|Pre-test Scores: |Attempts to use new language but may be hesitant and |familiar subjects. Individual can write simple |messages and notes related to basic needs and |
|CASAS Reading: 211-220 |rely on descriptions and concrete terms. May have |paragraphs with main idea and supporting details on |complete basic medical forms and job applications. |
|CASAS Listening: 211-220 |inconsistent control of more complex grammar. |familiar topics (e.g., daily activities, personal |Can handle jobs that involve basic oral instructions|
|CASAS Writing: 226-242 | |issues) by recombining learned vocabulary and |and written communication in tasks that can be |
| | |structures. Can self- and peer-edit for spelling, |clarified orally. Individual can work with or learn|
|Completion Benchmarks: | |grammar, and punctuation errors. |basic computer software, such as word processing, |
|CASAS Reading: >220 | | |and can follow simple instructions for using |
|CASAS Listening: >220 | | |technology. |
|CASAS Writing: >242 | | | |
|Level 12 |Individual can understand and communicate in a variety |Individual can read moderately complex text related to |Individual can function independently to meet most |
| |of contexts related to daily life and work. Can |life roles and descriptions and narratives from |survival needs and to use English in routine social |
|Advanced ESL |understand and participate in conversation on a variety|authentic materials on familiar subjects. Uses context |and work situations. Can communicate on the |
| |of everyday subjects, including some unfamiliar |and word analysis skills to understand vocabulary, and |telephone on familiar subjects. Understands radio |
|Pre-test Scores: |vocabulary, but may need repetition or rewarding. Can |uses multiple strategies to understand unfamiliar texts.|and television on familiar topics. Can interpret |
|CASAS Reading: 221-235 |clarify own or others’ meaning by rewording. Can |Can make inferences, predictions, and compare and |routine charts, tables and graphs, and can complete |
|CASAS Listening: 221-225 |understand the main points of simple discussions and |contrast information in familiar texts. Individual can |forms and handle work demands that require |
|CASAS Writing: 243-260 |informational communication in familiar contests. |write multi-paragraph text (e.g., organizes and develops|non-technical oral and written instructions and |
| |Shows some ability to go beyond learned patterns and |ideas with clear introduction, body, and conclusion), |routine interaction with the public. Individual |
| |construct new sentences. Shows control of basic |using some complex grammar and a variety of sentence |can use common software, learn new basic |
|Completion Benchmarks: |grammar but has difficulty using more complex |structures. Makes some grammar and spelling errors. |applications, and select the correct basic |
|CASAS Reading: >235 |structures. Has some basic fluency of speech. |Uses a range of vocabulary. |technology in familiar situations. |
|CASAS Listening: >225 | | | |
|CASAS Writing: >260 | | | |
APPENDIX 4:
Who Qualifies
for
Adult Education Services?
Who Qualifies for Adult Education Services?
In order to qualify for adult education services, one of the following three criteria must be met. Upon enrollment in the adult education program, a qualifying individual:
I. Does not have a secondary credential;
I.
A. Does not have a high school diploma;
and
B. Has not successfully completed the GED battery of tests and is working toward obtaining a Kansas High School Diploma (GED diploma) issued by the Kansas Board of Regents.
OR
II. Does not have basic reading, writing, or math skills;
A. Scores below 246 on the CASAS Reading Diagnostic Test;
or
B. Scores below 246 on the CASAS Math Diagnostic Test;
or
C. Scores below 271 on the CASAS Writing Assessment.
OR
III. Does not have proficiency in the English language necessary to function in the multiple adult roles of citizen, employee, and family member.
A. Scores below 225 on the CASAS Listening Diagnostic Test;
or
B. Scores below 236 on the CASAS Reading Test;
or
C. Scores below CASAS 261 on the CASAS Writing Assessment.
Only one of the criteria must be met to qualify for adult education services offered by an adult education program. However, it is expected that an adult education learner with a high school diploma or a GED diploma will be working primarily in the area of the identified deficiency and that learning gains will be reported in this area.
A learner enrolled in a community college course or vocational/technical school/college program, must meet one of the requirements above and may not be enrolled in a credit or non-credit course in the same area of study as the primary learning activities in the adult education program.
See examples in the KBOR Adult Education Policy Manual.
APPENDIX 5:
Student Reports
Validate Data
Student Reports
The Student Reports are organized into two different categories.
Below you will find the category name and a brief definition of the report.
|Report |Demographic Summary Reports |Description |
|ID | | |
|A1 |Quarterly |Reports participants’ quarter hours, total hours, percentage of total hours, and average |
| |Instructional Hours |hours. |
|A2 |Participants by Age, Ethnic, Gender |Provides breakdown of demographic data. |
|A3 |Participants Status and Category Enrollment |Reports learners with disabilities. Indicates employed, unemployed, on public assistance.|
| | |Provides the number of participants in each category and a percentage. |
|A4 |Participants by Entry Class, Ethnic, Gender |Provides breakdown of learners by level, gender, and ethnicity. |
|A5 |Program Type and Age |Provides breakdown of learners by program type and age. |
|A6 |# of Children 12 and Under |Reports the number of participants’ children age 12 and under. |
|Report |Goals & Outcomes |Description |
|ID | | |
|B1 |Enter Employment – Data Matching |Lists learners who have the goal of enter employment with SSNs. Indicates if the outcome |
| | |was achieved, and includes an exit date. |
|B2 |Retain/Improve Employment – Data|Lists learners who have the goal of retain/improve employment with SSNs. Indicates if the|
| |Matching |outcome was achieved and includes an exit date. |
|B3 |Placement in PSE |Lists learners who have the goal of placement in post-secondary education. Indicates if |
| | |the goal was achieved. Provides a count and the percentage of those with an exit date. |
| B4 |Achieve Citizenship Skills |Lists learners who have the goal of achieve citizenship. Indicates learners who have |
| | |achieved the outcome. |
|B5 |Receive GED/Adult HS Diploma |Lists learners who have the goal of receiving a GED. Indicates learners who have achieved|
| | |the outcome with an exit date. |
|B6 |Involvement in Children’s |Lists learners who have a family literacy goal. Indicates learners who have demonstrated |
| |Education and Literacy |involvement in children’s education and/or children’s literacy activities. |
|B7 |Core follow-up Outcome |Provides a count of learners with the goal of enter or retain employment, receive a GED, |
| |Achievement |and/or enter PSE. Includes the numbers and percentges of participants who have exited and|
| | |who have achieved each outcome. |
|Report ID |Goals & Outcomes |Description |
|B8 |Secondary Outcome Measures |Provides a count of learners with the goal of increase involvement in children’s education|
| | |and/or literacy activities and/or achieve citizenship skills. Includes the numbers and |
| | |percentages of participants who have achieved each outcome. |
|B9 |Unintended Outcome Measures |Provides number of participants achieving outcomes that were not indicated as goals. |
|B10 |Unintended Outcomes- Data |Lists of all learners who have unintended outcomes. |
| |Matching | |
|Report |Educational Gain and Exit Reasons |Description |
|ID | | |
|C1 |Educational Gains by Participants |Lists individual learners, entry levels, hours, pre- and posttests, goals and outcomes. |
|C2 |Educational Gains – Complete |Reports total number of participants by entry levels, number who have completed a level, |
| | |total attendance hours, percentage completing a level, and the average hours of |
| | |attendance. |
|C3 |Educational Gains by Participants - |Reports the number of learners who have completed a level and advanced to a higher level. |
| |Advanced | |
|C4 |Educational Gains – Advanced 1 Level |Reports the number of learners who have completed and advanced at least one level. |
|C5 |Educational Gains – Advanced 2 + Levels |Reports the level of learners who have completed and advanced at least two levels. |
|C6 |ABE CASAS Ed Gain Summary |Reports the number of participants at each ABE and ASE level, number posttested, number |
| | |completed a level, number remaining in a level, and attendance hours. |
|C7 |ABE CASAS Ed Gain by Participants |Provides information on individual learners in ABE and ASE programs who have made an |
| | |educational gain by CASAS pre- and posttesting, including entry levels, hours, pre- and |
| | |posttests scores, goals and outcomes. |
|C8 |ABE CASAS Advance Summary |Reports the number of participants at each ABE and ASE level, number posttested, number |
| | |completed a level, number remaining in a level, number completed and advanced one or more |
| | |levels, and attendance hours. |
|C9 |Participants – Remain |Lists all learners by level who have not completed the level. |
|C10 |Participants – Leave |Lists all learners by level who have left the program. |
|C11 |Reason for Leaving |Lists all learners who have left the program and the reason for leaving. |
|Report |Educational Gain and Exit Reasons |Description |
|ID | | |
|C12 |ESL CASAS Ed Gain Summary |Reports the number of participants at each ESL level, number post tested, number |
| | |completed a level, number remaining in a level, and attendance hours. |
|C13 |ESL CASAS Ed Gain by Participants |Provides information on individual learners in ESL program who have made an educational |
| | |gain by CASAS pre- and posttesting, including entry levels, hours, pre- and posttests |
| | |scores, goals and outcomes. |
|C14 |ESL CASAS Advance Summary |Reports the number of participants at each ESL level, number posttested, number |
| | |completed a level, number remaining in a level, number completed and advanced one or |
| | |more levels, and attendance hours. |
|Report |Educational Gain Summaries |Description |
|ID | | |
|D1 |By Level |Report allows user to select an educational gain summary by entry level. |
|D2 |By Primary Advisor |Report allows user to select an educational gain summary by primary advisor. |
|D3 |By Primary Advisor and Level |Report allows user to select an educational gain summary by primary advisory and by |
| | |learner’s entry level. |
|D4 |By Class Code |Report allows user to select an educational gain summary by specific class codes. |
|Report |Special Programs |Description |
|ID | | |
|E1 |Educational Gain Complete |Reports total number of ELCE, TIAN, SIA or Next Step participants by entry levels, |
| | |number who have completed a level, total attendance hours, percentage completing a |
| | |level, and the average hours of attendance. |
|E2 |Achieved Citizenship Skills Outcomes |Lists ELCE learners who have the goal of achieve citizenship. Indicates learners who |
| | |have achieved the outcome. |
|E3 |Placement in PSE Outcomes |Lists ELCE, TIAN, SIA, or Next Step participants who have the goal of placement in |
| | |post-secondary education. Indicates if the goal was achieved. Provides a count and the|
| | |percentage of those with an exit date. |
|E4 |Obtained GED Outcomes |Lists ELCE, TIAN, SIA, or Next Step participants who have the goal of receiving a GED. |
| | |Indicates learners who have achieved the outcome with an exit date. |
|E5 |Educational |Lists individual TIAN or Next Step participants, entry levels, hours, pre- and |
| |Gains by Participants |posttests, goals and outcomes. |
Validate Data
The Validate Data reports are organized into seven different categories.
Below you will find the queries’ names, a brief explanation of information provided by each query, and information on how to use the queries to minimize data entry errors.
|Report ID |Goals/Outcomes/ |Description |Key for Identifying Errors |
| |Entry Level Validation | | |
|A1 |Unemployed Not Available, but Goal is Employed |Learner listed has the goal of gaining employment|Report should be blank. |
| |or Retain/Improve |or retaining/improving employment; however, the | |
| | |learner’s employment status is “unemployed not | |
| | |available.” | |
|A2 |Program Goal is Blank |Learner listed has failed to indicate program |Report should be blank. All |
| | |goal(s). |participants must have the goal of |
| | | |educational/workplace readiness gain as|
| | | |a minimum. |
|A3 |More than 4 Goals Marked |Learner listed has more than four goals at one |Report should be blank. |
| | |time in one program year. | |
|A4 |Educational Gain Goal is not marked |Educational/workplace readiness gain is a |Report should be blank |
| | |mandatory goal for all participants in the | |
| | |program; however, this is goal is not marked for | |
| | |the listed learner(s). | |
|A5 |Missing Entry Level Classification |Listed learner has no pretest score(s) to |Report should be blank. |
| | |determine entry level. | |
|A6 |Ed Gain Complete Vs. Level Complete Verification|Query indicates if the educational gain outcome |N = error |
| | |has been checked. The query rechecks each | |
| | |learner with an educational gain outcome to | |
| | |ensure that learners not making educational gain | |
| | |are not given the outcome inadvertently. | |
|A7 |Ed Gain Complete Vs. Level Remain/Leave |Learner has completed a level, but the outcome |Y = error |
| |Verification |has not been reported. | |
|Report |Test Validation |Description |Key for Identifying Error |
|ID | | | |
|B1 |Missing Citizenship Test with Goal of |Learner had the goal of achieving citizenship |Report should be blank. |
| |Citizenship |skills but is missing the Citizenship pre-test, | |
| | |the dictation pre-test, or both test information.|No = error |
|B2 |Missing Citizenship Tests with |Learner has the outcome of achieve citizenship |Report should be blank. |
| |Citizenship Outcome Reported |skills, but posttest scores have not been | |
| | |recorded, or posttest scores are too low to |No = error |
| | |achieve outcome. | |
|B3 |Same Test Given within 6 Months |Learner was administered the identical test form |Report should be blank. |
| | |more than once within six months. | |
|B4 |Last Test Date 90 days Older than Entry |Learner’s latest test date is from the previous |Report should be blank. |
| |Date |fiscal year, and is older than 90 days. | |
|Report |ABE/ESL Validation |Description |Key for Identifying Error |
|ID | | | |
|C1 |Does Not Qualify for ABE Services |Learner does not qualify for ABE services. Refer|Report should be blank. |
| | |to page 97 in the PABLO manual. | |
|C2 |Does Not Qualify for ESL Services |Learner does not qualify for ESL services. Refer|Report should be blank. |
| | |to page 83 in the PABLO Manual. | |
|C3 |ESL Listening Score > 228 |Learner has a CASAS Listening score above 228. A|Report should be blank. |
| | |listening score >228 is not a valid CASAS score. | |
|Report ID |Survey Validation |Description |Key for Identifying Error |
|D1 |Entered Employment But No Survey Taken |Learner has the outcome of entered employment, |N = Error |
| | |but follow-up survey information is not entered | |
| | |on survey form. | |
|D2 |Entered Post Secondary Education, But No Survey |Learner has the outcome of entered post-secondary|N = Error |
| |Taken |education, but follow-up survey information is | |
| | |not entered on survey form. | |
|D3 |Post- Secondary Survey for Exited Learners |Learner has the goal of post-secondary education |If there is a Y under entered post-sec |
| | |and has an exit date. |ed and a N under surveyed = Error |
|Report |Other |Description |Key for Identifying Error |
|ID | | | |
|E1 |Exit Reason is Given but No Last Date of |Learner is missing last date of instruction; |Report should be blank. |
| |Instruction |however, reason for leaving has been marked. | |
|E2 |No Hours Entered |Learner has 0 program hours. |Report should be blank. |
|E3 |No Last Date of Instruction Vs. Quarter Hours |This query examines learner’s quarter hours. If |Error = Learner has no hours in a full |
| |Verification |learner is missing hours for an entire quarter, |quarter after entry date and no last |
| | |learner should have a last date of instruction |date of instruction. Does not apply if|
| | |entered. |learner returns after exiting (after a |
| | | |full quarter with no attendance) within|
| | | |a fiscal year. |
|E4 |Number of Children listed as Zero |Report lists the number of children under the age|-1 = Error |
| | |of 12 living with the participant. | |
|E5 |Rural Urbanized Other Area is Blank |Learner has not indicated if they live in a |Report should be blank. |
| | |rural, urban, or other area. | |
|E6 |Missing Grade Level |Highest grade of education completed is blank on |Report should be blank. |
| | |the student info page | |
|E7 |Technology Date is Blank |A technology checklist is checked, but date of |Report should be blank. |
| | |completion is not entered. | |
|E8 |Pre-Employment Date is Blank |A pre-employment checklist is checked, but date |Report should be blank. |
| | |of completion is not entered. | |
|Report |Duplicate Verification |Description |Key for Identifying Error |
|ID | | | |
|F1 |Duplicate SSNs |More than one learner has the same social |Report should be blank. |
| | |security number. | |
|F2 |Duplicate Last Names |More than one learner has the same last name. |Informational report only. Check for |
| | | |exact duplicates indicating double |
| | | |entry of single learner. |
|Report |Informational Reports |Description |Key for Identifying Error |
|ID | | | |
|F3 |Duplicate DOBs |More than one learner has the same date of birth.|Informational report only. Check |
| | | |for exact duplicates indicating |
| | | |double entry of single learner. |
|Report |Informational Reports |Description |Key for Identifying Error |
|ID | | | |
|G1 |Recommended Level does not match Entry Level |Learner has an entry-level override and is not |Informational report only. Check |
| | |working in their lowest level. |to ensure that “Notes” section |
| | | |contains valid rationale for |
| | | |override. |
|G2 |ABE Level 1-3 with GED Goal |List learners in levels 1-3 that have the goal of|Informational report only. Is GED |
| | |GED. |goal appropriate for this learner? |
|G3 |ABE Level 4 with No GED Goal |Lists learners in level 4 who do not have the |Informational report only. Isn’t |
| | |goal of GED. |GED goal appropriate for this |
| | | |learner? |
|G4 |Rural Urbanized Vs. City Verification |List of all learners and their location code |Informational report on learners’ |
| | |(rural, urban, or other). |residence area types. Check to |
| | | |ensure that all locations are |
| | | |accurately identified. |
|G5 |Outcome Vs. Goal Comparison |Report lists all participants’ goals and |Informational report only |
| | |outcomes. | |
|G6 |Invalid SSNs |Indicates invalid social security number. |Report should be blank. |
|G7 |> 60 Hrs, No Post-Tests |List of learners with more than 60 hours and no |Informational report only. Is |
| | |posttest score. |program appropriately monitoring |
| | | |each learner’s progress? |
|G8 |Missing FERPA Release |Report lists participants who have not signed a |Informational report only. Report |
| | |FERPA release of information. |would most likely be used by |
| | | |programs participating in the KU |
| | | |literacy study. |
|G9 |Missing Primary Advisor |Report lists participants who have not been |Informational report only. |
| | |assigned a primary advisor | |
|G10 |Outcome Vs. Goal Comparison for Primary |Report allows user to select a specific advisor |Informational report only. |
| |Advisor |and view all their participants’ goals and | |
| | |outcomes. | |
List Reports
The List Reports are organized into eight different categories.
Below you will find the category name and a brief definition of the report
|Report |Learner Listing |Descriptions |
|Identification | | |
|A1 |List of Learners with data |Lists all learners and their demographic data. |
|A2 |Learners 16 and 17 |Lists all learners’ hours, and outcomes between the ages of 16 and 17. |
|A3 |Learners under 21 |Lists all learners’ hours and outcomes under the age of 21. |
|A4 |Learners with the |Lists all learners with the goal of GED, indicates if they have achieved it, and the|
| |goal of GED |exit date. |
|A5 |Learners by Primary |Lists learners’ demographic data by advisor. |
| |Advisor | |
|A6 |ESL Learners |List of all ESL learners and their demographic data. |
|A7 |ESL Learners |List of all ESL learners under the age of 21 and their demographic data. |
| |under 21 | |
|A8 |Learners by Class |List of learners’ demographic data by class code. |
| |Code | |
|A9 |Learners by Goal |Provides a list of learners by goal. |
|Report |Test Form-Score Dates |Description |
|Identification | | |
|B |Program classification by |Provides a list of learners by test type, and indicates their appraisal, pre- and |
| |assessment type |post-test scores. |
|Report |Educational History all Learners |Description |
|Identification | | |
|C1 |By Level |Provides an educational history by level. |
|C2 |By Primary Advisor |Provides an educational history by advisor. |
|C3 |By Primary Advisor and level |Provides an educational history by advisor and level. |
|C4 |By Staff and Class |Provides an educational history by staff and class code. |
|C5 |By Class Code |Provides an educational history by class code. |
|Report |Educational History all Learners |Description |
|Identification | | |
|C6 |By Test |Provides an educational history by test. |
|C7 |All Learners who |Educational history of all learners who have not exited the program. |
| |have not exited | |
|C8 |All Learners with |Lists all learners with the goal of Family Literacy / Child Literacy. |
| |Family Literacy / Child Literacy | |
| |Goal | |
|Report |Special Categories |Description |
|Identification | | |
|D1 |Homeless |Lists all participants who have indicated they were homeless. |
|D2 |Disabled |Lists all participants who have indicated they were disabled. |
|D3 |Corrections/ |Lists all participants who have indicated they were in corrections and/or |
| |Institutionalized |institutionalized. |
|D4 |On public assistance |Lists all participants who have indicated they were on public assistance. |
|D5 |In Family Literacy |Lists all participants who are participating in family literacy. |
|Report |Surveys |Description |
|Identification | | |
|E1 |Post-Secondary Education |Lists all participants who have been surveyed. |
|E2 |Employment |Lists all participants who have been surveyed. |
|Report |Mailing Labels |Description |
|Identification | | |
|F1 |By Date |Labels for learners by entry date. |
|F2 |All Learners |Labels for all learners. |
|F3 |GED Graduates |Labels for all GED graduates. |
|F4 |GED not Complete |Labels for all learners who have not completed the GED test. |
|Report |Technology and Pre-Employment |Description |
|Identification | | |
|G1 |Technology |Lists all learners who have completed a technology check list. Indicates if there |
| | |was a pre and post test and if it was completed through instruction. |
|G2 |Pre-Employment |Lists all learners who have completed a pre-employment check list. Indicates if |
| | |there was a pre- and post test, and if it was completed through instruction. |
|Report |Other |Description |
|Identification | | |
|H1 |Median Hours Levels 5 and 6 |Provides the mean and median for level 5 and 6 learners. |
|H2 |Median Hours all Learners |Provides the mean and median for all learners. |
|H3 |Median Hours all Participants |Provides the mean and median for all participants. |
Disaggregate Reports
There are eight different disaggreagate reports.
Below you will find the report name and a brief definition of the report
|Report |Report Name |Descriptions |
|Identification | | |
| |Age Disaggregate Reports | |
|A1 |Core Follow-up Outcome |Provides number and percentages of participants who have exited the program, had the|
| |Achievement |goal, and have achieved the core outcomes of enter employment, retain/improve |
| | |employmnt, pass the GED, and enter postsecondary education/training by age groups. |
|A2 |Educational Gains - Complete |Provides number and percentages of participants who have completed an educational |
| | |functioning level by age groups. |
| |Disability Disaggregate Reports | |
|B1 |Core Follow-up Outcome |Provides number and percentages of participants who have exited the program, had the|
| |Achievement |goal, and have achieved the core outcomes of enter employment, retain/improve |
| | |employmnt, pass the GED, and enter postsecondary education/training by disability |
| | |status. |
|B2 |Educational Gains - Complete |Provides number and percentages of participants who have completed an educational |
| | |functioning level by disability status. |
| |Ethnicity Disaggregate Reports | |
|C1 |Core Follow-up Outcome |Provides number and percentages of participants who have exited the program, had the|
| |Achievement |goal, and have achieved the core outcomes of enter employment, retain/improve |
| | |employmnt, pass the GED, and enter postsecondary education/training by ethnicity. |
|C2 |Educational Gains - Complete |Provides number and percentages of participants who have completed an educational |
| | |functioning level by ethnicity |
| | | |
|Report |Report Name |Descriptions |
|Identification | | |
| |Gender | |
| |Disaggregate Reports | |
|D1 |Core Follow-up Outcome |Provides number and percentages of participants who have exited the program, had the|
| |Achievement |goal, and have achieved the core outcomes of enter employment, retain/improve |
| | |employmnt, pass the GED, and enter postsecondary education/training by gender. |
|D2 |Educational Gains - Complete |Provides number and percentages of participants who have completed an educational |
| | |functioning level by gender. |
Index
90 Days after Last Class for
Exit Date 78, 82
90 Days to use CASAS Diagnostic
Posttest as Pre-test for New Year 77
Add Student 20
Address 24
Adult Basic Education Program
(Levels 1-4) 83
Adult High School Diploma 79
Adult Secondary Education Program
(Levels 5-6) 84
Age 71
Age at Entry 24
Apply for a New KSPSD Account 16
Assessment History 46
Capital Outlay Inventory forms 85
CASAS Diagnostic Testing 76
Category 82
Certificate (WorkReady) Numbering 45
Changing an Employment Goal 79
Changing an Expired Password 6
Changing Program from ESL to ABE 83
Checklist Completed 44
Children's Literacy Skills 81
Children's Educational Skills 81
Citizenship Skills Goal 81
Class Code 34
Class Time 34
College Readiness 47,81
Community Corrections Category 82
Comparing Different Skill Areas in
Posttesting 77
Completion through Instruction 43
Continuing Learners 22
Correctional Facilities Category 82
Current Tests 29
Date GED passed 38
Date Obtained Employment 38
Date of Birth 24
Deadlines 84
Definitions for Data Collection 65, 69
Definitions of Educational Gains 87
Definitions of Levels 89
Definitions of Terms 65, 67
Defrost an Accout 11
Deleting a Student Record 57
Demographic Information 71
Disability Status 71
Education Completed in the U.S.? 26
Educational Gain 74, 78
Emergency Telephone Numbers 73
Employed 71
Employment Status 25
English as a Second Language Program (Levels 7-12) 84
Enter Employment Outcome 78
Entry Classification 74,89
Entry Level 32, 74
Ethnic Group 72
Ethnicity 24,72
Exit Quarter 78
Family Literacy Category 82
Family Literacy Outcomes 81
Forms 62
GED Practice Tests 78
GED Tests in English 78
GED, Receive 79
Gender 24
Highest Grade Level of Education Completed 25
Homeless Category 82
Hours 34,82
Institutional, Other Category 82
Instructional Hour 82
IQ, Learner 71
Kansas State High School Diploma 79
Last Date of Instruction 38, 78
Learning Disability 71
Learning Disabled 25
Learning Gain 74, 78
List Menu 61
List Reports 117, 121
Level of Certificate 45
Logic Tables 90
Login When Password and ID
Are Known 8
Login When Password or User ID
Is Forgotton 9
Main Menu 19
Name 24
Outcomes 37
Outcomes Measures Definitions 93
Outcomes, Current Year 85
Outcomes, Previous Year 84
Overriding Computer Entry Cassification 75
PABLO/KSPSD Account Creation and Maintenance 5
Participant Information 69
Post-Secondary Education Goal 79
Pre-Employment/Work Maturity 44
Primary Advisor 26
Program Goal 74
Program Goal List 28
Program of Instruction 83
Programs/Categories 27
Programs/Goals 27
Public Assistance 26, 73
Quarter 34, 84
Quarter 1, 2, 3, & 4 Deadlines 84
Reasons for Leaving 38
Re-classify 83
Referrals 36
Release, for Surveys and Data Matching 69
Reports
Annual 84
Quarterly 84
Retain or Improve Employment Outcome 79
Rollover 55
Rural/Urbanized Area/Other 25
Saving 22, 23
Search for Staff 51
Search for Student 20
Social Security Number 23
Staff 51
Staff Profile Information 52
Staff Reports 60
Steps to Defrost an Account 11
Student Info 23
Student Reports 105, 107
Summary 50
Surveys, Employment and
Postsecondary 39
Technology 43
Telephone Numbers 73
Emergency Contact 25
Evening 25
Testing Returning Learners in New Year 77
Tests 29
Appraisal 29
Citizenship Skills 30
Diagnostic
Listening 30
Math 30
Reading 30
Writing 30
Update User Account Information 14
U.S. Citizenship Examination 81
U.S. Citizenship Skills 81
Unemployed, Available 71
Unemployed, Not Available 72
Unintended Outcomes 78, 79, 80, 81
Validate Data 59, 105
Validate Data Reports 111
Who Qualifies for Adult Education
Services 101, 103
Work Maturity Skills 44
Workplace Literacy Category 82
WorkReady Credential44
Year, Fiscal 84
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