Florida GED Administrators' Manual

STATE BOARD OF EDUCATION RULES 

State Board of Education Rules (SBER) included in the Florida Administrative Code (FAC) govern the operation of General Educational Development Programs.  These rules include:

• 6A-6.014, FAC, General Requirements for Adult General Education Program requires academic skills tests for Adult General Education.  The purpose of this initial assessment is to place adult education students in the appropriate literacy level.

• 6A-1.0943, FAC, Modification of the State Student Assessment Test Instruments and Procedures for Exceptional Students and Other Eligible Handicapped Students provides examples of allowable testing procedure modifications which may include, but are not limited to, flexible scheduling, flexible setting, flexible recording of answers, mechanical aids, revised format and flexible timing.

• 6A-6.021, FAC, State of Florida High School Diploma.  The Commissioner shall award a State of Florida high school diploma to a candidate who meets all the requirements prescribed herein and has attained a standard score of forty-four (44) or above on each of the five (5) General Educational Development Tests, with an average of forty-five (45) effective July 1, 1999; and forty-five (45) or above on each of the five (5) General Educational Development Tests, with an average of forty-five (45) effective July 1, 2000.

• 6A-6.021, FAC, State of Florida High School Diploma also defines those eligible to take the General Educational Development Tests in the State of Florida.  Candidates must be 18 years of age or older and be a resident of Florida. 

• 6A-6.021, FAC, State of Florida High School Diploma also provides educational agencies the guidelines for establishing an age waiver policy for implementation at the local level and defines extraordinary reasons for granting an age waiver to a student under the age of 18.  Candidates ages 16 or 17 must be granted an age waiver by their local educational agency.  Candidates ages 16 or 17 must be legally withdrawn from the regular high school program prior to age waiver approval.

Conducting a periodic needs assessment can give the GED administrator information he/she needs to make smart decisions.  With little or no change in funding over the past three years, the GED administrator must be able to weigh the needs of the community against the financial constraints within which he/she must work.  Before making a decision to expand an existing program or open a new one, the GED administrator must first gauge the true needs within his/her service area.

Program planning is ongoing and should be guided by internal and external evaluations.  The GED administrator should develop a written plan that takes into consideration:

• Community demographics
• Community needs
• Available resources, financial and human
• Economic development and trends
• Technology trends

When making decisions about possible changes or expansion of programs, the administrator should:

• Use data that reflect the needs of the community, such as:
  • current census data
  • data related to poverty levels
  • data on education levels and dropout rates
  • immigration data
  • information for social service agencies
• Obtain input from the community in the planning process. An advisory council can play a key role in obtaining this input
• Develop a plan that has specific, measurable goals and objectives that are reviewed on a regular basis
• Conduct an annual review of programs and outcomes to determine if goals and objectives have been met:
  • identify areas of strength
  • identify areas where improvements are needed
  • survey students and advisory council members to gauge program perception and whether the program has met community/student needs or not 
  • survey faculty and staff to determine areas of concern which must be addressed. 

• Instructional material needs
• Staff development needs
• Systems to monitor student progress
• Recruitment of adult students
• Procedures to ensure readiness for the GED

When the decision has been made to expand a GED program, one of the most important decisions in the successful operation of a program must be the selection of a new teacher or other staff members.  The teacher chosen to work in the GED Preparation program must be able to handle a complex learning environment with students from different backgrounds, all with their own �baggage� and expectations.  Every GED teacher should:

• Understand the difference between the learning principles for adults and children
• Use appropriate teaching strategies designed for adults
• Have the ability to relate to the students
• Be sensitive to cultural diversity and disabilities
• Have a commitment to his/her own professional development
• Model professional work habits for students
• Prepare materials and strategies before each class session

• Diagnose students� learning problems and identify solutions 
• Match materials to students� learning style/preference as well as objectives
• Evaluate student progress and keep students focused on goals
• Counsel students so they remain motivated as they pursue their educational goals
• Maintain accurate and up-to-date records
• Refer students to other agencies or organizations when other social services are required
• Provide one-on-one, small and large group instruction
• Use technology to enhance student achievement
• Use technology to enhance professional self-growth

GED Preparation programs may be provided in a variety of settings, ranging from schools to community colleges, churches, community centers, store-fronts and even in correctional facilities.  When the decision has been made to expand or establish programs in non-traditional settings, the administrator should:

• Locate a facility that is safe, accessible and appropriate for adults
• Ensure that the setting is conducive to teaching adults and has adequate lighting and ventilation
• Maintain a clean, secure facility that is free of hazards
• Identify an area that has sufficient parking, is accessible to public transportation, and is in an area where target population lives
• Ensure the facility is accessible to persons with disabilities

Every GED classroom should have adequate instructional materials and supplies to meet the needs of the students.  A sample list of instructional materials has been included in Appendix G as well as a list of publishers/vendors who provide GED level materials.  Every effort should be made to include technology when possible.  Access to computers and multimedia instructional aids can enhance student retention and achievement.  Information on the use of technology in the GED classroom is included in this chapter.

Marketing GED Programs 

Using appropriate marketing strategies is essential to continued program growth.  Every adult center should develop a marketing plan that targets individuals and groups that can benefit from the services being provided.  Administrators should identify ways to increase public awareness of their programs:

• Develop a media list that includes contacts with:
  • local newspapers
  • neighborhood newspapers or newsletters
  • city or regional magazines
  • radio stations
  • television stations
• Write press releases to announce special events, activities occurring in the program.  This is an excellent way to get free publicity
• Develop flyers and brochures for distribution through local organizations and agencies
• Agree to serve as a speaker for local civic groups.  Provide them with information about GED programs
• Purchase advertisements in local papers - if budget permits

Coordination and Collaboration 

Developing linkages with other agencies, organizations and community groups can result in students having access to a wide range of services.  There are many advantages to the development of linkages with other organizations, including:

• Increased use of the program
• Increased student retention
• Improved communication
• Increased public awareness

In the State of Florida, the Workforce Development Board�s One-Stop Center concept is an excellent example of collaboration.   Multiple agencies and organizations often share facilities making services more accessible to adults.  In some areas, GED programs have been established within One-Stop Centers allowing clients of the centers to take advantage of education and training on site.  Other types of linkages include collaboration with local groups to provide classroom volunteers to work one-on-one with students and agencies providing access to services on a school/college campus. 

CLASSROOM DESIGN 

Selecting a Site

Adult classes are typically offered in public school or community college facilities.  However, many GED classrooms are also located in other types of facilities.  These facilities may include: business or industry sites, churches, malls or storefronts, community centers, libraries, public or private agency sites, hospitals and correctional facilities.  Instructional facilities should be consistent with the number and nature of adults served, as well as the instructional methods and objectives.  They must also provide program accessibility for persons with disabilities as required by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA).

It is often difficult to find the ideal GED site.  Even local education-based settings are not always perfect.  Some points that should be considered when selecting a facility for a GED program are:

• Facility should be accessible to persons with disabilities
• Facility should be accessible to the populace served
• Transportation such as buses should run to or near the site
• Adequate, well-lit parking should be available
• Environment should be positive for adult students
• Adult restrooms should be available
• Proper signage should be visible
• Private areas for counseling, orientation and intake should be provided

• A legal agreement in the form of a written contract approved by the school or community college's legal council
• Occupancy permits in compliance with the number of students to be served
• Health, fire and building codes in compliance
• Adequate utilities, such as air conditioning, indoor and outdoor lighting and parking

Rooms for adult learners should be neat and pleasant.  Instructors need to work in an area where they have maximal student contact.  Frequently used materials and equipment should be close to the student work areas.  When instructors are physically close to students, more learning takes place and less classroom management problems occur.  Arrange work areas where students can go for small group instruction, learning centers, computer-assisted instruction or individual work.

Instructors should arrange work areas and desks so that students can be easily monitored regardless of one's position in the room.  Bookshelves should be placed away from exits and in places where vision is not obstructed.  Instructors� desks, files and other equipment should be placed so that they do not interfere with traffic flow.  Desks should not create a barrier between the teacher and the students.  However, an instructor's desk should be placed away from the doorways so that students cannot access materials easily and walk out.  Keep high-traffic areas clear.  Allow enough clearance to easily walk between each row and around the room.

Students� desks do not have to be in a traditional row.  Place students� desks or chairs where students can easily see the teacher during whole class or small-group instruction.  Students should be able to see the instructor as well as frequently used marker boards, screens, demonstration areas and displays.  Make sure you have enough chairs and desks for each student.

Different Types of Classroom Arrangements 

Traditional
The traditional classroom works well for individualized instruction.  This arrangement discourages noise and learner interaction.

Grouped
The grouped classroom works well with small-group learning, peer tutoring or computerized learning situations.  This type of classroom encourages learner interaction.

Dialog Style
The dialog-style setup is perfect for whole-group discussions and lecture-style instruction.

General Purpose Classrooms

Most GED programs are conducted in general purpose classrooms.  Classroom size should be approximately 350 square feet.  Some basic guidelines for the GED classroom are as follows:

Basic Furnishings and Supplies

• Adult-size desks and/or tables and chairs - large writing surfaces
• Locking filing cabinets
• Book shelves
• Black or white board, chalk or markers
• Bulletin board
• Pencil sharpener
• Storage
• Computers and printers (if available)
• Teacher space
• Books and other curriculum materials
• Adequate provision for students with disabilities
• Paper, pencils, markers, file folders, scissors, labels, ink cartridges and other consumable supplies

• Post procedures, emergency information, schedules, student work, decorations
• Post a large example of how work should look, format, assignments
• Post examples of the types of tests students will take, assignments they will turn in and papers they will write

• Adequate lighting
• Adequate heat and air conditioning
• Computers placed under tables to minimize noise
• Carpeting, wall coverings
• Classroom zones/dimmable, indirect ceiling lighting
• Electronic controls depending on room size
• Labels for light switches so teacher knows which switch controls what lights
• Window coverings
• Adequate power outlets

• Laptop computer
• Computer work stations
• Computer tables - minimum width of 48" for one person
• Teaching station with easy access to equipment
• Screens large enough for classroom size, e.g. 7 foot screen for 30 foot deep room and mounted high enough so all students can see the bottom of the picture
• Television mounted approximately 52" above the floor for comfortable viewing angle for students
• Visual presentation system
• Video presentation and recording capabilities
• File server and equipment 

Technology is becoming a necessity for education.  Research speaks of a "smart" classroom.  Smart classrooms are also called electronic or technology classrooms.  These classrooms are equipped with ceiling projectors, sound systems, computers, VCRs, laser disc players, slide projectors and/or overhead projectors.  Smart classrooms create new opportunities for teaching and learning by integrating technology into the classroom.  Although GED classrooms often do not have the capability of being "smart" classrooms, initiating the usage of technology in the educational setting is important. 

Basic hardware and equipment that are usually found in a smart classroom include:

• Laptop computer
• Computer workstations
• Ceiling mounted video/data projectors
• User access panel for projector controls, VCR and lighting
• Large-screen video/data projectors
• Small lectern with Ethernet connections
• Overhead projector
• VHS videotape player
• 35 mm slide projector
• 16 mm film projector

Over the past few years, the State of Florida has placed more emphasis on higher levels of student achievement.  This applies to the adult student as well as to the student in the K-12 program.

In the GED program, the emphasis is placed on the attainment of Literacy Completion Points (LCPs) that are tied directly to the student�s achievement of passing scores on the Official GED Tests.  Literacy Completion Points are assigned for each of the five tests of the GED.  Students may earn Literacy Completion Points for passing the entire test or for passing portions of the test.
 

GED Course #	Subject Area	GED Test # Name	Literacy Completion Point
9900021	Writing Skills	Test 1 Writing	A
9900022	Social Studies	Test 2 Social Studies	B
9900023	Science	Test 3 Science	C
9900024	Literature	Test 4 Literature & the Arts	D
9900025	Mathematics	Test 5 Mathematics	E
9900026	Comprehensive	Tests 1-5 (all or some)	A-E (dependent on tests passed)

It is the responsibility of the administrator as the instructional leader of the GED program to ensure that the GED teachers provide students with opportunities to become active, critical thinkers who move beyond learning facts to building knowledge and applying academic and critical thinking skills to their daily lives.  GED students must learn to synthesize, evaluate and assimilate new information into their personal knowledge.

There are many effective teaching strategies which may be used in the GED classroom.  For information on these and other methods for improving student performance, please refer to The Florida GED Teachers� Handbook (1999).

CORE INDICATORS OF STUDENT PERFORMANCE 

Section 212, Performance Accountability System of the Workforce Investment Act (WIA) of 1998 requires that all states establish a comprehensive performance accountability system.  Data from this system will be used to assess the effectiveness of the local educational agency in achieving positive student outcomes.

The Florida Department of Education (DOE) is focusing on the achievement of student outcomes.  The following is a list of the core indicators established by the DOE:

1. Demonstrated improvements in literacy skills in reading and problem solving, numeracy, writing, English language acquisition, speaking the English language and other literacy skills
2. Placement in, retention or completion of literacy levels within a program and/or advancement to higher program levels
3. Placement in, retention or completion of post-secondary education, vocational/technical training, employment or career advancement
4. Receipt of a secondary school diploma or its equivalent

Administrators may wish to establish an Adult Education Program Improvement Plan (similar to a School Improvement Plan) which addresses the core indicators and provides quantifiable data that may be used to make instructional, programmatic and financial decisions.  This proactive approach to increased student achievement and increased program performance can help centers avoid pitfalls as adult education programs move to greater levels of accountability and increased demands for student and program performance.

INTAKE, ASSESSMENT AND TESTING 

With the passage of Senate Bills 1688 (1997) and 1124 (1998), the emphasis shifted in adult education programs from funding for �seat-time� to funding for performance.  As a result student orientation has become more important than ever.  Recognizing that financial constraints and often a lack of sufficient staff may affect the intake and orientation process of students, it is important that administrators find ways to enhance this area of the adult education program.

Ideally, the intake procedure should include seven steps.  These seven steps go beyond the initial assessment of the student.  This procedure follows the progress of students as they continue through to completion.  The following seven steps (modified from the Ohio Department of Education�s Adult Basic and Literacy Education Handbook) are important parts to a complete intake procedure.   Each center will have to determine which steps they can use to better serve students.

1. Orientation � The student and counselor (intake staff member) meet away from the classroom and discuss the student�s needs and goals as well as what the program has to offer the student.

2. Goal Setting � The student and counselor establish both long- and short-term goals for the student.

3. Initial Assessment � The student takes the Tests of Adult Basic Education (TABE) or other approved assessment instrument to determine appropriate placement.

4. Advising � The counselor or teacher reviews the results of the initial assessment with the student and discusses the student�s class schedule.

5. Assessment of Progress � The teacher meets with the student on a regular basis to discuss progress.  Retesting using the TABE may occur, or the student may take the Practice GED Test.

6. Pre-Completion � Prior to the student leaving the program, the teacher or counselor meets with the student to discuss future goals, including employment, vocational training or other continuing education program.

7. Follow-up � Ideally the counselor or teacher will contact the student after he/she has left the program to gain information about the student�s current education or job status, to survey student and evaluate program effectiveness and to use the information for future planning.

USING THE TESTS OF ADULT BASIC EDUCATION 

The Tests of Adult Basic Education (TABE) is the most widely used assessment instrument for the GED program.  The TABE was developed specifically for the adult learner.  Adult Secondary Education programs such as GED Preparation do not require that all students be assessed prior to enrollment.  However, the TABE provides instructors with information about the student and his/her specific academic areas of strengths and weaknesses.  In the GED program, the TABE is often used as a diagnostic tool to establish an individualized program for the student.

Adult educators should use the most current edition of the TABE, Forms 7 and 8.  Question and answer formats have been more closely aligned with that of the GED Tests.  This provides students with another opportunity to become familiar with the type of questions they will face on the Official GED Tests.  The TABE may be administered individually or in groups.  Rule 6A-1.0943, FAC, allows modifications to the testing procedures for students with disabilities.

The TABE just like any other assessment instrument should be maintained in a secure location.  Materials should be checked on a regular basis to see that they are in good condition.  Old test booklets and answer sheets should be shredded before discarding.

Overview of the TABE 

There are two versions of the TABE, either of which may be used in the GED program:

• Complete Battery
• Survey Form

• L - 0.0-1.9
• E - 1.6-3.9
• M - 3.6-6.9
• D - 6.6-8.9
• A - 8.6-14.9

The TABE has five subtests:

• Test 1 - Reading
• Test 2 - Mathematics Computation
• Test 3 - Applied Mathematics
• Test 4 - Language
• Test 5 - Spelling

Every institution has its own specific enrollment procedures, however the following information is provided as a guide in developing new programs or updating existing programs.  There are six GED Preparation courses:

• 9900021 - Writing Skills
• 9900022 - Social Studies
• 9900023 - Science
• 9900024 - Literature and the Arts
• 9900025 - Mathematics
• 9900026 - Comprehensive (all inclusive)

• a student who has never taken the Official GED Tests
• a student who has taken the Official GED Tests, but has passed none of the subtests
• a student who passed all of the subtests, but did not obtain an overall passing score of 225

• A-Writing Skills
• B-Social Studies
• C-Science
• D-Literature and the Arts
• E-Mathematics

The GED Practice Test is used in classrooms across the state to determine if a student is ready to take the Official GED Tests.  The practice test is an excellent indicator of student achievement.  However, administrators should be aware there is a margin of error when using the practice test.  It is recommended that a student score approximately 50 points on each of the subtests of the practice test before taking the Official GED Tests.  Although the official passing rate in Florida for the GED Tests is 44 on each subtest, setting a practice test standard of 50 gives the student a better opportunity for success. 

The print edition of the GED Practice Test is available through the Steck-Vaughn Company (Appendix G).  They provide half- and full-length tests, as well as tests in Spanish and large print editions.  The electronic version of the GED Practice Test is available through NTC/Contemporary Books (Appendix G).  Either version may be used in the GED classroom.  Students should be tested under the same conditions they will face in the real testing situation.  The practice test should be timed, as this is one problem many students encounter on the Official GED Tests. 

ADDRESSING LEARNING STYLES IN THE GED CLASSROOM 

For adult education administrators, having a basic understanding of learning styles is essential to the operation of a successful GED program.  Learning styles can simply be defined as different ways or approaches to learn.  Three primary perceptual learning styles, or ways of taking in information, are (1) visual, (2) auditory, and (3) tactile/kinesthetic.

• The visual learner learns through seeing.  In school, this student may appear to be �smart� and a voracious reader.  As a rule, visual learners take class notes in extensive detail, watch instructors� facial expression and body language to add meaning to words, sit close to the instructor and prefer learning from written formats.

• The auditory learner learns through listening.  In school, this student has to say it � to learn it.  Auditory learners talk more in class, listen to others and learn best through lectures, reading aloud or using a tape recorder.  Information is stored as on a cassette tape.  Information is linear sequential and has to be rewound and replayed to learn.  All information is processed more slowly, with written formats having little meaning to the student.

• Tactile/kinesthetic learners learn through touching, moving and doing.  Their muscle memory storage is long term.  In school, they have difficulty paying attention for long periods of time and get distracted due to the need to explore, move and be physically active.  They learn best with a hands-on approach and the ability to take frequent breaks to move their bodies.

The following includes books and websites that will serve as a resource for ordering reference material for both GED administrators and instructors.

Learning Styles References 

Babich, A. M., Burdine, P., Allbright, L., & Randol,  P. C. I. T. E. Learning Styles Instrument. Wichita, KS: Center for Innovative Teaching Experiences, Murdock Teacher Center, Wichita Public Schools.

Dunn, R., Dunn, K. & Price, G., (1985). Manual: Learning Style Inventory. Lawrence, KS: Price Systems.

Perrin, J., (1981) Primary Version. Learning Style Inventory. Jamaica, NY: Learning Style Network, St. John�s University. 

Learning Styles Websites 

A Personal Style Inventory
(http://www.fln.vcu.edu/Intensive/PSI.html)
At this website, you can complete a personal style inventory to determine your own style.

Exploring Learning Styles and Instruction by Karen Hood
(http://jwilson.coe.uga.edu/EMT705/EMT705.Hood.html)
This site presents a scholarly paper with references on the interactive process of learning and the exploration of learning styles.

Learning Modalities, Styles and Strategies
(http://www.fln.vcu.edu/Intensive/LearningStrategies.html )
This site has an introduction to learning as an educational goal and to learning modalities.  It includes the following inventories: 1) Myers Briggs Type Indicator (MBTI), 2) Reading Style Inventory (RSI), 3) Personal Style Inventory (PSI) and 4) Grasha Riechman Student Learning Style Scales (GRLSS).

Learning Style Inventory
(http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/
guidebk/teachtip/lernstyl.htm)
This site provides a learning style inventory adapted from the Barsch Learning Style Inventory and the Sensory Modality Checklist from Honolulu Community College�s website.

Learning Style Links
(http://snow.utoronto.ca/Learn2/lstylstd.htm)
This site has learning styles information, learning styles tests and a section for teachers.

The Center for New Discoveries in Learning�s Personal Style Inventory
(http://www.howtolearn.com/personal.htm)
This site has information on how to learn, general information about personal style and also offers a free newsletter.

Your Temporal and Spatial Learning Situation Preferences
(http://www.fln.vcu.edu/Intensive/chronotope.html)
This site has an inventory to complete measuring temporal and spatial learning situation preferences.

GED CURRICULUM FRAMEWORKS 

The GED Curriculum Frameworks incorporate skills required on the Official GED Tests as well as SCANS (Secretary�s Commission on Achieving Necessary Skills) competencies.  The  GED Frameworks have been correlated with the Florida Sunshine State Standards and with Goal 3 of the Student Standards of the Florida System for School Improvement and Accountability.  The GED Curriculum Frameworks and Competency Checklists are provided in Appendix B. 

Intended Outcomes of the GED Program 

1. Demonstrate and apply advanced language skills through writing and communicating ideas effectively
2. Demonstrate and apply advanced reading skills using selections in history, geography, political science and behavior science
3. Demonstrate and apply advanced reading skills using selections in biology, chemistry, earth science and physics
4. Demonstrate and apply advanced reading skills using selections in various genres using fiction, nonfiction, poetry and drama literary forms
5. Demonstrate advanced mathematics skills in calculation and application problems
6. Demonstrate basic study, test taking and reference skills appropriate to the GED program
7. Demonstrate acceptable job acquisition/job retention skills
8. Demonstrate basic computer literacy skills

• Study, test-taking and reference skills
• Workforce readiness skills
• Basic computer literacy

Students who are at least 16 years of age and currently enrolled in high school may take the GED Tests only through the GED/HSCT Exit Option Model.  A student who uses this option must:

• Meet program eligibility criteria and be enrolled in:
  • dropout Prevention
  • teenage Parent
  • department of Juvenile Justice
  • second Chance Schools 
• Demonstrate probability for success on the GED Tests as documented by practice or achievement tests
• Not graduate before the graduation date of the class with whom he/she entered kindergarten
• Pass both parts of the High School Competency Test (HSCT)

School districts implementing the GED/HSCT Exit Option Model must meet the following minimum requirements.  They may however, enhance the program by incorporating additional criteria for program placement, operation and/or completion.  They may also wish to enhance the employability of students by requiring participation in a vocational program prior to completion.

Substantive Instructional Content

The content of the program must consist of an academic component and may include a vocational focus at a high school level.  The content cannot be limited to test-taking instruction.  The academic instruction must allow for mastery of the skills required to pass both portions of the HSCT.

Adequate Instructional Resources

The increased cost factor for this program enhances the opportunity to offer smaller class size, appropriate and innovative curriculum materials and highly qualified staff.  Teachers providing instruction must be certified according to guidelines established in State Board of Education Rules.  Teachers should also be provided staff development to ensure that they possess the skills necessary to work with at-risk youth.

Sound Criteria for Student Selection and Testing

Students must meet basic criteria for Dropout Prevention, Teenage Parent, Juvenile Justice or Second Chance Schools.  Beyond these criteria each student should be evaluated to be sure that this option is the most appropriate educational placement.  Student achievement records, credits earned and career/education plans after graduation should be considered.  The GED/HSCT option may not be used to accelerate graduation.  Students must demonstrate their ability to benefit from the instruction by making acceptable scores on reading and/or basic skills tests. 

Counseling Services

Informed counseling is essential for program credibility and success.  Student records for participants served in voluntary programs must include parent involvement in the placement decision.  A parent/student/teacher conference should be conducted with supporting documentation provided to describe the requirements and intent of the GED/HSCT Exit Option.  All records must contain the appropriate signatures and must reflect parental consent.

Adequate State GED Support

The GED Tests, for currently enrolled students, must be administered by GED Chief/Alternate Examiners at test centers, employing security and test-monitoring procedures.  Technical assistance is available through the DOE's Department of Dropout Prevention, Division of Workforce Development and Adult Education staff.  The State GED Office maintains adequate staff to meet testing volume.

GED/HSCT Exit Option Evaluation Plan

The GED/HSCT Exit Option must be evaluated on an annual basis to determine effectiveness of instruction and to monitor student progress and success.  In addition to state required reporting, each district should establish a self-evaluation process to monitor both compliance and program quality on an annual basis.

Reporting Student Graduation

Schools should use the W-10 withdrawal code to report that a student enrolled in the Exit Option has graduated from school based on successful completion of the GED Test.

SPANISH GED PREPARATION PROGRAMS 

In some parts of Florida, there are large numbers of adults whose primary language is Spanish.  This is especially true of South Florida in Palm Beach, Broward and Miami-Dade counties.  Many of these adults wish to earn their high school diplomas by taking the GED Tests in Spanish.  These adults often need a high school diploma for employment purposes or they may wish to earn the diploma for reasons of personal satisfaction.  During 1998 more than 1,000 adults took the GED Tests in Spanish.

In response to the needs of the community, Spanish GED Preparation programs have been developed.  The instruction is provided entirely in Spanish.  Instructors focus on the skills needed to pass the Spanish edition of the test.

Spanish-Language Edition 

The 1998 Spanish-Language GED Tests were written, reviewed and edited by experts from Central and South America, Cuba and Puerto Rico.  The content of the Spanish GED Test includes:

Spanish-Language Writing Skills Test, Part I

• Sentence Structure � 35%
• Usage � 40% (emphasis on grammatical elements that are specific to Spanish)
  • number and gender agreement
  • sequence of tenses
  • use of the subjunctive case
  • multiple-object pronouns
• Mechanics � 25% (less emphasis on pronunciation and capitalization and more on spelling)

Just as in the English-Language Test, examinees must respond in writing to a prompt or topic.  The essay presents an issue or situation and the examinee must present a point of view or explain the situation.  The essay is scored holistically.

Spanish-Language Social Studies Test

The contexts for the content areas are Hispanic or global in nature.  The Spanish-Language Social Studies Test includes questions related to:

• History 20%
• Economics 20%
• Political Science 20%
• Geography 15%
• Behavioral Science 25%

Items included in the test are the same as those in the English-Language Test except that measurements (mass, distance, temperature, etc.) are given in the metric system.

Spanish-Language Interpreting Literature and the Arts Test

Items in the test are the same or similar to those in the English-Language Test except that all excerpts are from Spanish-language writers, with emphasis on authors from the following cultures:

• Caribbean
• Central American
• South American

Items in the test are the same or similar to those in the English-Language Test except for use of the metric system.

NTC/Contemporary Books has developed materials for use in the Spanish GED classroom, including:

• El GED Esencial � a complete GED program with clear, concise instruction, practice and assessment for native Spanish-speaking students
• Exito! � math and English exercises for Spanish speakers, which provide mini-lessons in English with directions in Spanish. These materials work well with students who have limited English proficiency, but are literate in Spanish.
• Diccionario Espanol e Ingles para Principiantes � a beginning Spanish and English dictionary with more than 3,500 basic, everyday words 

• GED en Espanol � Arco (1996)
• Mejora tu Espanol � Regents Publishing Inc. (1979)

Access to professional and staff development activities is essential to faculty, staff and program growth and enhancement.  It is important that administrators have a clear understanding of the difference between professional and staff development:

• Staff development usually focuses on ways to increase efficiency and knowledge that will benefit students.  These may include:
  • areas of staff or student concerns
  • program weaknesses
  • administrative concerns
  • externally mandated changes, such as those resulting from:
    • legislation
    • policy changes
    • curriculum concerns, resulting from:
      • student test scores
      • retention rates
• Professional development usually focuses on personal development that increases knowledge in the individual�s chosen field, such as:
  • personal needs or goals
  • instructional enrichment
  • certification

It is important that every staff member make a commitment to his/her own professional development.  However, the GED administrator should be responsible for ensuring that all staff members are adequately trained. 

Professional development activities are available at the local, regional, state and national level with most adult educators participating at the local or regional level.  Local activities are usually developed and implemented by district/college staff and address specific areas of concern to the educator.  Local providers of staff development may offer inservice through a variety of methods including:

• Brown-bag sessions
• Peer support systems
• Demonstrations
• Hands-on activities
• Panel discussions
• Role playing
• Teacher centers
• Site visits to other schools/centers
• Workshops

• State organizations, such as:
  • ACE of Florida, Inc. (ACE)
  • Florida Literacy Coalition
  • Florida Administrators of Adult and Community Education (FAACE)
  • Florida Dept. of Education, Division of Workforce Development (DWD)
  • Regional DWD Technical Assistance Teams
  • Groups or organizations who are funded through grants to develop special demonstration/training projects

• AAACE, American Association for Adult and Continuing Education
• NCEA, National Community Education Association
• COABE, Commission on Adult Basic Education
• National Family Literacy Center

Many GED programs are developing and implementing technology plans and investing in computers and other new technologies.  Because the effective use of technology requires significant investments in hardware, software, infrastructure, professional development and support services, there is a great need to evaluate the effectiveness of the use of technology in the GED classroom.  Research supports that when used effectively, technology can greatly assist students in the learning process. 

The term technology refers not simply to computer-assisted instruction, but to a wide range of electronic materials and methods for learning.  Technology in the GED classroom can be used in four basic ways to support learning.  Technology can be used as:

• A tutor system such as drill-and-practice software, computer-assisted instruction or instructional television.
• A means to explore or research information such as simulations, CD-ROM encyclopedias or computer-based laboratories.
• A tool to create, compose, store and analyze data such as word processing software, desktop publishing systems or Internet search tools.
• A means to communicate with others such as e-mail and interactive distance learning. 

• Age appropriate format 
• Appropriate reading level
• Real-life material 
• Quality pictures and graphics
• Workplace readiness skills integrated with academic skills
• Content which meets the needs of the subject area
• Adequate number or type of questions for review
• Interactivity of the software

Software and Computer-Assisted Instruction 

There are many excellent computer-assisted instructional programs available for the adult education student.  As with all instructional materials, there are some steps the GED teacher should take in the selection process.  The following questions were developed as part of Project Software.  Kit Bieschke-Baker, Coordinator of the Adult Learning Lab in Abindgon, Virginia, has developed a comprehensive software review program that may be accessed through the Internet at http://www.vcu.edu/aelweb/ps/kitletter.htm.  A sample Software Evaluation Form is included in Appendix H.

Internet Software Reviews

The Internet provides excellent reviews of adult education software.  Use these sites as a resource when you are making decisions about purchasing new instructional software for your programs.  The sites listed below were found on the World Wide Web on June 25, 1999  and were last updated by D. J. Rosen on May 6, 1999. http://www2.wgbh.org/mbcweis/ltc/alri/software.html

Adult Education Software List
http://www.vcu.edu/aelweb/kit2.htm
This includes a detailed list of adult education software programs for use in adult literacy, pre-GED, GED and workplace education classes.

Northwest Regional Literacy Resource Center Software Buyer�s Guide
http://www.literacynet.org/nwrlrc/buyersguide/home.html
The Resource Center publishes the �Software Buyer�s Guide,� a guide to software for Adult Basic Education programs written by practitioners.  This site includes some sample reviews including: Type to Learn, Inspiration, TriplePlay Plus!, Contemporary�s GED Interactive, Reading in the Workplace and Diascriptive Reading. (1997)

Project Software
http://www.vcu.edu/aelweb/ps/kitcover.htm
This includes reviews by Virginia adult education teachers and students of literacy, pre-GED and GED software, Integrated Learning System software and others.  The reviews are all online and detailed.  (1997)

GED Curriculum Software 

There are many software programs for adult students.  The following is a list of the most commonly used instructional software programs used in GED classrooms.  There are more programs being introduced on the market every day.  Administrators and teachers should develop contacts with publishers to find out about the most recent additions to the market.

AMERICAN GUIDANCE SERVICES (800-328-2560)

• GED ADVANTAGE

• GED INTERACTIVE
• GED PRACTICE TESTS 

• GED PRACTICE TESTS 
• GED 2001 

• SKILLSBANK 4

• PLATO 

• TUTORSYSTEMS 

• PASSKEY LEARNING SYSTEMS

The Internet provides a wealth of information for educators and students.  The Internet includes millions of computers, is global in nature and supports a huge range of uses and interests.  In education, the Internet provides a collection of resources to assist administrators and teachers.  One example of an excellent technology resource is the website for Pathways which includes a highly informative paper entitled �Critical Issue: Using Technology to Improve Student Achievement� (1999). http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm

Bringing Technology into the GED Classroom 

Making a decision as to what computers and other technology to buy for the adult education classroom can be overwhelming.  Technology purchases are often made without consideration of the program's learning goals.  Careful planning is essential to develop a technology budget and plan that provides the hardware and software necessary for effective teaching.  These are some important questions to ask prior to purchasing computer technology.

• What kind of computer should I buy? 
• How much memory do I need? 
• How do I get on the Internet? 
• Do I need a printer?  Should it be color?  Laser or ink-jet? 
• What do RAM, MB and Gigs stand for? 
• Do I need to know this information before I make my purchase? 
• How will I know if I have made the right decision? 

Technology-based or "smart" classrooms can be expensive to implement for a GED program.  One computer can cost from less than $1200 to over $3000.  The more items that a GED program requires, the higher the cost.  GED programs with limited resources may wish to start with a single computer in a classroom for use by the teacher.  As additional resources become available, additional machines and features can then be added to expand technology in the classroom.

Although each GED classroom is different, the following technology items should be considered when equipping the classroom:

• Computers for student usage
• Computer for teacher usage
• Printer
• Laptop computer for teacher usage at home
• Network access 
• Internet access 
• Software to support objectives in the GED Curriculum Frameworks
• Projection equipment to enable the teacher to present materials to the class
• Videotape players and a television set
• Overhead projector

Internet Costs

When planning for Internet access for the GED classroom, consider the following costs that are incurred:

• The initial cost of a lab, including computers, printers, software, and access to the World Wide Web through modems or T-1 lines
• The cost for staff training and ongoing support
• Miscellaneous ongoing computer costs such as a maintenance contract, electrical power, etc.
• Printer ink and paper
• Possible charges from an Internet service provider 
• Cost of browser software
• Charges for the phone line
• Possible billing from sites, although much of the Internet that is used by educators is free 

The successful adoption of computer and communication technology requires a great deal of ongoing professional staff development.  It is important to provide teachers with professional development to help them choose the most appropriate technologies and instructional strategies for their GED students.  Students cannot be expected to benefit from technology if teachers are uncomfortable or unskilled in using it. 

The primary reason teachers do not use technology in the classroom is generally their lack of experience.  Ongoing professional development is important to help GED teachers learn how to use new technology as well as how to provide meaningful instruction to their students.  The time spent in training teachers to use available technology will greatly determine the importance and effectiveness of the instructional tools with the students.

Using the Internet as a Tool for Professional Development

The Internet has opened up new possibilities for training of teachers and administrators.  Web-based training programs allow teachers to participate in professional development at their own time and place.  Distance learning can enable them to take courses through universities.  Educators can earn inservice points through specially designed web-based training programs.  These programs allow teachers and other adult educators the opportunity to expand their knowledge and understanding of the issues facing today�s adult learner through research on the Web.  No longer do teachers have to travel to university libraries to find out the latest in adult education research.  Now they can simply connect to the Internet and let the World Wide Web be their own personal library.

Adult education practitioners in Florida are currently developing web-based training programs in areas such as:

• Retention of adult education students 
• Use of the Internet in adult education

WORKFORCE DEVELOPMENT INFORMATION SYSTEMS (WDIS)

In 1997, WDIS was developed to address the data collection and reporting needs of workforce development programs.  GED programs must submit data to WDIS three times each year.

• SURVEY F � Covering the period from the last day of the regular school year to the end of summer school
• SURVEY W � Covering the period included in the first semester of the regular school year
• SURVEY S � Covering the period included in the second semester of the regular school year

• Adult Education Functioning Level, Initial � This code is represented by a letter that indicates the student�s academic skill level upon entry into the program.  TABE scores usually determine the functioning level for GED students.
  • B - 0.0-1.9
  • F - 2.0-3.9
  • H - 4.0-5.9
  • J - 6.0-8.9
  • N - 9.0 and above
  A GED student should be functioning at or above a 9.0 grade equivalent and would be coded with an �N.�

• Adult Education Functioning Level, Final � This code is awarded to a student upon completion and promotion to a higher functioning level.  If a student moves to a higher level, then the appropriate code would be indicated.  For a student who passes the Official GED Tests, this code would be �P� � functions above a 9.0 and has a high school diploma.

• Adult General Education Termination Code � When the GED student completes the program and has passed the Official GED Tests, a termination code is provided.

• C � the student has completed and passed the Official GED Tests or parts of the test and has exited the program.
• R � the student has completed parts of the Official GED Tests and will remain enrolled in the program until all sections of the test have been passed.
• Literacy Completion Points � Points are awarded when a student passes all or part of the Official GED Tests.
  • A-Writing Skills
  • B-Social Studies
  • C-Science
  • D-Literature and the Arts
  • E-Mathematics
• Withdrawal Codes � When a student leaves the program a withdrawal code and date of withdrawal must be included on the student�s electronic record.

DATA DRIVEN DECISION MAKING 

With the move to performance-based funding, the ability to collect and use data to make program decisions has become more important than ever.  The GED administrator must identify the data that will enable him/her to make decisions about staffing, purchase of materials and supplies and the expansion or reduction of programs. To do this, one must become knowledgeable about the data that is currently collected.  In addition, the GED administrator may need to identify other data elements that could help in the decision-making process.

Currently, administrators have access to data that is collected through the Workforce Development Information System (WDIS).  This data is used to determine funding, with primary emphasis placed on the identification of completions and placements.  Performance is determined by the number and type of completions attained during the school year.  GED administrators can obtain reports from their local MIS/DMS offices on the number of completions earned during the year.  GED administrators may wish to have this data developed by:

• Teacher
• Program
• Center, if GED Administrator is a Director/Dean of adult education for a school district or community college

If an administrator is operating two or more programs and has found one to have more students than the other, the administrator should look further to determine the reasons for the limited enrollment, including asking questions such as:

• Is the enrollment related to the day and time of the class?
• Is the enrollment seasonal with highs and lows depending on the time of year?
• Is the enrollment related to access to public transportation?
• Is the program located in an area that is populated by the targeted audience of the program?
• Have large numbers of students enrolled only to dropout within a few days or weeks?
• Has there been a change in staff at the site?
• Is unemployment low or high in the area � affecting student enrollment?

In addition to locally collected information, student placement data is usually gathered through the Florida Education and Training Placement Information Program (FETPIP).  FETPIP provides information on student placement in higher levels of education and training, as well as employment and advancement.  Unfortunately this data runs about 18-24 months behind, so it does not provide administrators with current information that can be used to make decisions.  Administrators should identify methods for the local collection of employment placement and advancement information.  This local collection may be used to supplement state level data.  It may also be used to validate data received from the state.  Collection of this type of data will require financial and human resources and should be included when developing budgets for programs. 

Data is also available from the Florida GED Testing Administrator.  The data provided is useful from a district or college-level perspective since it is not broken down to the center level.  Local administrators may wish to do that themselves.  Data from the GED office include:

• Number of students tested annually
• Number of students who passed the GED Tests
• Percent of passing rate
• Comparison with other educational agencies

CONTINUING EDUCATION OPPORTUNITIES FOR STUDENTS 

Obtaining the GED is a major goal in students' lives.  However, each educational facility should counsel all students in career planning and further educational opportunities.  The successful completion of the GED opens educational doors to students.  Staff should be knowledgeable regarding various continuing educational opportunities as well as financial assistance available to students.

Higher education or technical training can be achieved through attending various types of educational facilities and through diverse training methods.  The schools available are as varied as the interests of the students.  Generally, schools are categorized either as technical or vocational training schools and colleges/universities.  Some educational programs may be also available through distance learning programs.  Each GED center should have a list of area schools for students to explore when planning their future.

Technical/Vocational Training Schools

Technical schools offer a variety of training options for students often providing what is known as high skill/high wage positions.  Typically programs at technical schools are short, lasting from six to twelve months.  These certificate programs show that an individual has completed coursework in a focused area of study.  The programmatic offerings at technical schools include such diverse careers as law enforcement, practical nursing, culinary arts, building maintenance, electrical wiring, plumbing, electronics, medical and legal secretary, child care, firefighting, automotive technology, cosmetology, computer programming and dental technician. 

Apprenticeship Programs

Apprenticeships are offered for those individuals interested in working in an industrial or service trade.  The person enters into an agreement with an employer in which the employer assumes the responsibility of teaching the trade to the apprentice.  Often these programs are operated in conjunction with either a technical school or community college.  Examples of apprenticeship programs include: culinary arts, masonry, electrical wiring, plumbing and heating/air-conditioning. 

Colleges and Universities

Two-year community colleges generally offer programs that result in an Associate's degree.  These courses of study may either lead to an Associate of Science or an Associate of Arts degree.  Community colleges provide specialized workforce training in certain areas as well as courses designed to transfer to four-year colleges. 

Four-Year Colleges and Universities

These institutions offer Bachelor's degrees.  They generally offer a wider variety of studies and curriculum.  Many colleges and universities also offer graduate studies.  Numerous GED graduates obtain higher level degrees each year.

Short-Term Courses or Training

Most educational facilities or community school settings offer short-term courses for students.  These courses may include computer literacy or software applications, CPR, catering or floral design.  It is important for GED graduates to view education as a lifelong learning process.  The pursuit of a certificate or degree is not the only method to continue one's education and improve one's skills.

Financial Assistance for Continuing Education

Education can be expensive.  Each year millions of scholarship dollars go unspent.  The GED student may meet the criteria required for eligibility for scholarship or grant dollars.  The Office of Student Financial Assistance is responsible for the administration of Florida student financial aid programs.  It is located at 255 Collins Building, 325 W. Gaines Street, Tallahassee, Florida 32399-0400 or at 850-488-4095. 

Basic types of financial aid for higher education include:

Federal Assistance
The U.S. Department of Education offers the following major student financial aid programs:

• Pell Grant
• Supplemental Educational Opportunity Grant (SEOG)
• College Work Study (CWS)
• Perkins Loan
• Stafford Loan
• PLUS Loan

Veterans, their dependents and/or survivors may be entitled to educational benefits under Title 38 of the United States Code.  More information can be obtained on Veteran's benefits through financial aid officers or by calling 800-827-1000.

State Financial Aid

The State of Florida has numerous financial aid programs.  Some of these programs are available only to regular high school graduates such as the Florida Bright Futures Scholarship Program.  However, many scholarships and financial aid programs are available to GED graduates.  There is no one source of all the scholarship opportunities available.  An extensive World Wide Web search will provide the GED graduate with numerous scholarships to explore.  Using career exploration and planning is an excellent classroom project for the GED program.  A beginning site for scholarship and financial aid information is the FinAid Home Page located at http://www.finaid.org/

Local Financial Assistance

Community organizations, educational entities, civic groups, businesses and other local sources often provide scholarships to graduates.  Ensure that your GED graduates can obtain these local scholarships.  Local agencies will often provide special scholarships to GED graduates and appreciate the opportunity to present the awards at graduation ceremonies.