Learning for Life Starter Kit

Presented by Meagen F. Howe of Farrell Ink

April 2010
 This training is provided FREE by Farrell Ink,
LLC thanks to the Sandra Sullivan Learning for
Life Program.
 The Sandra Sullivan Learning for Life Program
of the West Side Catholic Center in Cleveland,
Ohio supports non-profits & faith communities
to provide cost effective, volunteer-based adult
education tutoring.
 You may duplicate, present, or print this
training FREE for non-commercial purposes
and can customize it as long as you attribute
the Sandra Sullivan Learning for Life Program.
(No plagiarism, please!)
 Overview of formal assessment & TABE 9/10.
 Methods to reduce stereotype threat &
protect test validity and security.
 Practice scoring TABE 9/10 Survey.
 Practice discussing results with students.
 Decide procedures for documentation, post-
testing, and retention in your program
or classroom.
 Before we start, here’s some vocabulary you
should know:
 Assessment = a measurement of a person’s

current level of competency in certain skills

 TABE = Test of Adult Basic Education
 Student Orientation Leader = person

responsible for new (or returning) student

testing & registration
 Site Manager = person who oversees student

instruction (may be same as SOL)

The wonderful world of tests

Back to Training Objectives

 TABE, GED, or other NRS-linked assessments
are the only “formal assessments” to track
student progress for funding purposes.
 30 minutes + reflection questions
 Handout: Video workbook
Unlock your students’ success

Back to Training Objectives

 What is test validity?
◦ The circumstances under which you can trust the test
scores to accurately measure student abilities.
 How can one insure the validity of TABE?
◦ Use the Locator test to assign TABE level.
◦ Only give required amount of time unless student has
been diagnosed with a disability.
◦ Same form & level only given once every 6 months.
◦ Not given immediately to walk-in students.
◦ Do not assist with or give hints about test questions
or answers. **Always check for writing in test**
 Complete questions, then score.
 You need this to see if students have a

diagnosed disability, because then you must

use required accommodations, but…
 What is Stereotype Threat?
◦ “refers to being at risk of confirming, as self-
characteristic, a negative stereotype about one's
group” (Steele & Aronson, 1995).
◦ For our purposes: under-performing on tests to
conform to perceived negative stereotypes
 Who is affected?
◦ Women for math
◦ Non-native English speakers
◦ Stereotyped minorities
◦ Non-traditional adult students
◦ Could be anyone!
 Over 3000 published studies suggest:
 Students have to be screened for disabilities,
and complete registration, but doing this can
interfere with testing outcomes!
 What can you do?

 TIP: We create an agenda for registration &

testing in the training “New Student
Orientation.”
Use TABE 10 to post-test
 A student wants to see the test with answer key to
review their missed questions.
 You open test booklet and notice answers circled in
pen.
 Your registration form includes information on
gender, income, and race. When should new
students complete this form?
 What are some things you can say to help students
perform to the best of their ability?
 Student took TABE 9D and has attended 60 hours
of class. Give what form & level for post-testing?
 Review the skills (not exact questions) missed with
student and provide practice questions.
 Shred the test.
 Either have an orientation/intake on a separate day
as testing, have an activity between paperwork &
testing, or have students fill out form after taking
TABE.
 Example: “This test is just to make sure don’t waste
your time studying things you already know.”
 TABE 10D…9A, or 10A if you suspect enough
progress.
Finding the right numbers

Back to Training Objectives

 It’s a warm up!
 Only information we get is number correct,

and suggested TABE level.

 Reading: 12 minutes
 Math Computation: 5 minutes
 Applied Math: 8 minutes

 Can use 4 function calculator (cell phone?) on

applied math but not math computation.
TABE: Some students may need to change
booklets to take a different math level than
reading level.
Students can take tests on different days, not
the same time as Locator, if needed:
 Reading: 25 minutes
 Mathematics Computation: 15 minutes
 Applied Mathematics: 25 minutes

 Potty breaks in between not during tests.

 NC: Number Correct
 SS: Scale score (to compare across tests)
 GE: Grade Equivalency (for instructional level)
 Don’t forget Total Math score!

 DEMONSTRATION: How to find the numbers

in the Norms Book.
 Get in groups or pairs & distribute tasks
 Student 1: Randomly fill in answers on

Locator Answer Sheet

 Student 2: Randomly fill in answers on TABE

Answer Sheet
 Orientation Leader 1: Check Locator test with

answer key & assign TABE level

 Orientation Leader 2: Check TABE Answers at

“assigned” level
 Orientation Leader 3: Find SS & GE from NC
 TABE Answer Sheets go in a secure, locked
file…not daily student folder!
 Document scores (Number Correct-NC, Scale

Score-SS, & Grade Equivalent-GE) on:

◦ Individual Learning Plan
◦ Registration form and/or in database
◦ Student Verification Forms, if student requests
Student Name: Sam Pull Student Phone Number:(216)555-1234
Emergency Contact: Sam Spouse Phone Number:(216)555-4321
Washington 13 Score: 4 Primary Goal: Pass GED Test
Secondary Goal (optional): Pass Civil Service Exam

Date Test Name Form/Level Subject Scale Score Grade Eq.

8/4/09 TABE 9M Reading 520 5.6

9D Math Comp 514 5.2

App Math 580 7

Total Math 554 6.2

Back to Your Turn: Break the News

What the news, doc?

Back to Training Objectives

Form: 9, or 10 9 usually initial assessment, 10 is post-test
Level: E, M, D or A Easy, Medium, Difficult or Advanced
NC: Number Correct Between 0-25
SS: Scale Score Can compare results across test levels
GE: Grade Equivalent Approximate level to assign materials
NRS: 1-6 National Reporting System, 1 level=2 grades
Example:
Subject Form Level NC SS GE NRS

Reading 9 D 19 500 9.9 5

Math Computation 9 M 8 380 4.2 3

Applied Math 9 M 15 440 6.6 4

 “Would I pass the GED test today?” This is
question most students want to know, and
most people-even with a diploma!-would
need to study first. Grade Equivalent 10+!
 1 NRS level = 2 GE.
 Here’s a simplification of

NRS levels that is

easy to explain:
 Get a partner
 Role play: one student, one test administrator
 Practice explaining the results using the

example individual learning plan

 Want to know what to assign for homework?

Check out our training “Assigning Materials
Based on TABE 9/20 Survey”
Plan for good outcomes

Back to Training Objectives

 Take a minute per question to think about
how to organize TABE testing for your class:
 Where will you securely store TABE & student

test results?
 How often will you post test? Who will do it?
 Who will hold Student Orientation Leader

accountable for test security & validity?

 Who will follow up on paperwork for students

who have been diagnosed with or need extra

testing for a disability?
 True/False The Locator test is optional.
 True/False The registration form has no

impact on testing outcomes.

 How long should you wait before giving the

same form & level of the TABE?

◦ 1 month 6 months 1 year
 True/False If a student says “Yes” to being
diagnosed with a disability, you should give
extra time on the TABE.
 True/False TABE is a formal assessment.
 False: the Locator increases test validity
 False: information on the registration can

trigger stereotype threat

 6 months: Other forms & levels can be given

earlier.
 True: Almost all people with disabilities are

given extra time to complete the test,

regardless of other testing accommodations.
 True: it has been tested for accuracy &

validity across ages, cultures, etc.

 This training is just one in a series!
 We recommend all Student Orientation

Leaders also complete the training:

◦ New Student Orientation
 Site Managers who administer TABE for
instructional purposes should check out:
◦ Assigning Materials Based on TABE
◦ Administering TABE Advanced Level Tests
 Check out our other FREE trainings &
publications at Scribd.com/farrellink,
including:
◦ Sandra Sullivan Learning for Life Program: Program
Management Procedures (Information from
trainings in an FAQ format)
 Sign up for Farrell Ink’s FREE monthly
eNewsletter or email with any questions.
God, thank you for the mustard seed although it is so small.
God, thank you for the plant that grows up largest of them all.
God, thank you for the birds that sing in branches that reach
wide.
God, thank you for the words you teach while walking by my
side.
God, give us love and strength to meet each other’s human
need.
God, bury me to rise again just like the mustard seed.
AMEN
 We hope this is enough to get you started
administering the TABE 9/10 Survey!

 This training is FREE! If you would like to

support our ongoing work, please donate to
the West Side Catholic Center with the memo:
“Sullivan Learning Center.”
◦ 3135 Lorain Avenue, Cleveland, OH 44113
◦ (216) 631-4741, ask for Susan Ertle at x132