R1. Required Instruction
Centers must provide instruction in the following mathematical content domains to enable students to master the U.S. Department of Education’s National Reporting System Educational Functioning Level (EFL) Descriptors for Adult Educations as shown in the Mathematics section of Exhibit 3-7, and to meet standards:
a. Number and Operations in Base Ten
b. The Number System
c. Number and Operations - Fractions
d. Operations and Algebraic Thinking
f. Measurement and Data
g. Expressions and Equations
h. Ratios and Proportional Relationships
i. Statistics and Probability
j. Number and Quantity
m. Financial Literacy to include, at a minimum, the following subject areas:
n. Workplace mathematics related to the student's specific career field
1. Understanding paycheck information and income taxes
2. Managing money
3. Banking and credit
4. Becoming a wise consumer
R2. Placement in Mathematics Instruction
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) 11/12, in accordance with Appendices 301 and 305.
b. Provide each student who tests below Educational Functioning Level (EFL) 6 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 EFL 6 on the TABE 11/12.
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. Determine where supplemental instruction will take place; for example, in evening and weekend studies.
g. Establish math scores for placement of students into math courses and programs.
h. Provide math instruction and TABE testing for students as follows:
1. Administer follow-up TABE testing for students who test at EFL 4 or below on the TABE Español. (Initial Test Level – E-M; follow-up – Level M.)
2. Administer follow-up TABE testing for students who test at EFL Level 5 or below on the initial TABE 11/12 Math subtest and include these students in the pool for tracking learning gains as outlined in Appendix 501a.
i. 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. Adhere to the protocols specified in Appendix 301, Tests of Adult Basic Education (TABE®) Requirements and Instructions, for students with disabilities.
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.