R1. Required Instruction
Centers must provide instruction in the following reading competencies:
a. Initial skills
1. Letters of the alphabet
2. Vowel sounds
3. Letter sound associations for consonants
4. Consonant-vowel-consonant-silent e pattern
5. Sounds of diphthongs and other vowel combinations
6. Number words: zero through ten
7. Digraphs and other blends
8. Compound words
9. Irregular verbs
10. Forming plurals
11. Sounds of silent letter combinations
12. Sounds of vowels with r
13. Adding endings to y words
14. Forming possessive nouns
15. Syllabification patterns
16. Prefixes and suffixes
17. Accent marks
b. Interpret graphic information
3. Dictionary usage
5. Reference sources
6. Card catalog displays
10. Consumer materials
c. Understand words in context
1. Same meaning
2. Opposite meaning
3. Appropriate word
d. Recall information
3. Stated concepts
e. Construct meaning
1. Character aspects
2. Main idea
7. Supporting evidence
f. Evaluate/extend meaning
1. Facts and opinions
2. Predict outcomes
3. Apply passage element
5. Author purpose
6. Point of view
7. Style techniques
R2. Placement in Reading Instruction
a. Test each student’s reading proficiency at the beginning of enrollment in Job Corps using the reading subtest of the Tests of Adult Basic Education (TABE) 9/10, in accordance with Appendices 301 and 305.
b. Provide each student who scores below 567 with instruction in reading.
c. Continue instruction in reading as a part of the student’s overall academic and career technical skills training program and conduct follow-up TABE testing until the student achieves a reading score of 567 or greater on the TABE level M or D 9/10.
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 reading will take place, for example, in separate reading courses, high school equivalency classes, high school courses, or through applied academic skills training in career technical skills programs.
f. Establish reading scores for placement of students into reading courses and programs.
g. Provide reading instruction and TABE testing for students at centers in Puerto Rico as follows:
1. Administer follow-up TABE testing for students who test below 760 on the TABE Español. (Initial Test Level – E-M; follow-up – Level M).
2. Include students who score 552 or below on the initial TABE (751 on TABE Español) in the pool for tracking learning gains as outlined in Appendix 501a.
h. Place students in English Language Learner (ELL) 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.
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.