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 3.9 READING

 
 

 Purpose

 

P1. To provide students with the reading skills needed for continuing education, training, and employment in their chosen career fields and to function independently in society.

 

 Requirements

 

R1. Required Instruction

Centers must provide instruction in the following reading content domains to enable students to master the U.S. Department of Education National Reporting System’s Educational Functioning Level (EFL) Descriptors for Adult Education as shown in the Literacy/English Language Arts section of Exhibit 3-7​, and to meet standards​:

a. Phonological Awareness

b. Phonics and Word Recognition

c. Key Ideas and Details

d. Craft and Structure

e. Integration of Knowledge and Ideas

R2. Placement in Reading Instruction

Centers must:

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) 11/12, in accordance with Appendices 301 and 305.

b. Provide each student who scores below Educational Functioning Level (EFL) 5 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 EFL 5 or higher 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 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. Determine where supplemental instruction in reading will take place; for example, in evening and weekend studies.

g. Establish reading scores for placement of students into reading courses and programs.

h. Provide reading instruction and TABE testing for students as follows:

1. Administer follow-up TABE testing for students at Puerto Rico centers 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 4 or below on the initial TABE 11/12 Reading subtest and include these students in the pool for tracking learning gains as outlined in Appendix 501a​​​​​. 

i. 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. Adhere to the protocols specified in Appendix 301, Tests of Adult Basic Education (TABE®) Requirements and Instructions​, for students with disabilities.

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​.

 

 Exhibits

 
  
Exhibit 3-7 New Educational Functioning Level Descriptors for Adult Basic Education (ABE)
 

 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 2019 PMS-Center OMS