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 3.10 MATHEMATICS

 
 

 Purpose

 

P1. To provide students with the math skills needed for employment in their chosen career fields and to function independently in society.

 

 Requirements

 

R1. Required Instruction

Centers must provide students with instruction in mathematics that will enable them to perform:

a. Addition, subtraction, multiplication, and division of whole numbers

b. Addition, subtraction, multiplication, and division of decimals

c. Addition, subtraction, multiplication, and division of fractions

d. Percent and proportion calculations

e. Linear, square, and volume measurements

f. Pre-algebra

g. Simple plane geometry

h. Consumer mathematics, to include, at a minimum, the following subject areas:

1. Understanding paycheck information and income taxes

2. Managing money

3. Banking

4. Becoming a wise consumer

i. Workplace mathematics related to the student’s specific career field.

R2. Placement in Mathematics Instruction

Centers must:

a. Test each student’s mathematics proficiency at the beginning of enrollment in Job Corps using the mathematics component of the Tests of Adult Basic Education (TABE) 9/10, in accordance with Appendices 301 and 305​.

b. Provide each student who tests below 566 with instruction in mathematics.

c. Continue math instruction as a part of the student’s overall academic and career technical skills training programs, and conduct follow-up TABE testing until the student achieves a math score of 566 or greater on the TABE.

d. Consult Appendices 301 and 305​ for exceptions that apply to students with cognitive disabilities, and specific requirements for TABE test administration.

e. Determine where targeted training in math will take place, for example, in separate math courses, high school equivalency classes, high school courses, or through applied academic skills training in career technical skills programs.

f. Establish math scores for placement of students into math courses and programs.

g. Provide math instruction and TABE testing for students at centers in Puerto Rico as follows:

1. Administer follow-up TABE testing for students who test below 777 on the TABE Español. (Initial Test Level – E-M; follow-up – Level M.) 

2. Include students who score 551 or below on the initial TABE math subtest (764 on TABE Español) in the pool for tracking learning gains as outlined in Appendix 501a​​.

h. Place students in English Language Learner classes based on TABE scores as specified in “Initial Testing: All Students” in Appendix 301​.

1. Administer the TABE within the first 90 days on center to Limited English Proficiency (LEP) students who test at the “Beginning ESL Literacy Level” as specified in the “National Reporting System for Adult Education (U.S. Department of Education): Test Benchmarks for Educational Functioning Levels” (see Appendix 201).

2. Provide LEP students with the option to take the paper-based TABE test if they are unable to take the online version.

3. Adhere to the protocols specified in Appendix 301, Tests of Adult Basic Education (TABE®) Requirements and Instructions, used for disabled students who require paper-based tests to guarantee testing security and validity.

R3. Reporting/Documentation/Recordkeeping

Centers must:

a. Ensure all students’ test results and progress are documented and recorded using the automated Student Testing System (STS) of the Center Information System (CIS).

b. Document student academic progress as described in the center’s CDSS Plan that is referred to in PRH Chapter 3, Section 3.1, R1​.

 

 Appendices

 
  
Appendix 201 Test Benchmarks for Educational Functioning Levels
Appendix 301 Tests of Adult Basic Education (TABE) Requirements and Instructions
Appendix 305 Checklist for Exemption from TABE for Students with Disabilities and TABE Testing Waiver Form
Appendix 501a Policies and Procedures for Job Corps' PY 2018 PMS-Center OMS