USING INSTRUCTIONAL GOALS AND OBJECTIVES TO

MONITOR STUDENT PROGRESS

What is the WV ABE Verification Checklist Monitoring System?

The WV ABE verification checklist of Essential Instructional Goals and Objectives (IGOs) monitoring system is designed to track student mastery of specific skills. This process assists instructors with identifying areas of academic deficiencies and skills mastered.

This process is currently NOT accepted by the US Department of Education for documenting student completion of an FFL or movement to a higher FFL. It is, however, an effective strategy for developing appropriate programs of study for adult learners. This system can be used to document and report academic achievement for learners upon exit from the program.

What Does the Essential IGO Monitoring Process Include?

This monitoring process consists of three components:

· Essential IGOs that describe what a student needs to know or do to be successful in each subject area.

· Performance Descriptors that define the performance criteria to document IGO mastery and help guide instructors in selecting appropriate and consistent evaluation tasks.

· Benchmark Tasks that are in the form of learning tasks or activities developed to meet the criteria stated in the performance descriptors are used to document mastery of IGOs. Sample evaluation tasks have been created for many of the Essential IGOs. Instructors may choose to use the developed tasks, develop their own, or use commercial materials to document mastery of individual IGOs.

What Essential IGO Checklists are Available?

For regular ABE students, an Essential IGO Verification Checklist and descriptors have been developed for each FFL in three content areas: Math, Reading, and Writing/Composition.

Benchmark Tasks are available for:

Math FFL 1-5

Reading FFL 1-3

Writing/Composition FFL 1-5

The Benchmark Tasks are available, free-of-charge, from the Curriculum Technology Resource Center (CTRC) at Cedar Lakes. Instructors may call 1-800-982-5627 to request a copy of each.

There are also GED Essential IGO Verification Checklists for students at FFLs 5 and 6 whose goal is to pass the High School equivalency exams. There are checklist for five content areas: Math, Reading, Social Studies, Science, and Writing/Composition.

For ESL, Essential IGOs Verification Checklists have been developed for each FFL in two subject areas: Reading/Writing and Oral Communication. Performance descriptors and benchmark tasks have not been created.

For Computer Literacy, an Essential IGO Verification Checklist and Benchmark Tasks have been developed for each FFL. Instructors receive these items during the required Computer Literacy Pre-Service.

When and How do I Begin Using the Verification Checklist?

In order to use this monitoring system, you must first complete Assessment 100: Assessment to Instruction Part 1 and Curriculum 100: Assessment to Instruction Part 2. The training sessions are three hours each. You will be introduced to the components of this monitoring system and be provided effective techniques for adopting and implementing this system into an ABE program.

Once you are trained, you will follow the process described below:

· Pre-test: Administer the appropriate level of a recommended standardized assessment instrument to determine the student’s entry FFL.

· Use IGO Verification Checklist: Select and use the appropriate IGO Verification Checklist based on the student’s entry FFL. The Verification Checklists may be used to monitor progress in any or all of the content areas. Verification Checklists and any available performance descriptors are found in this Section of the Handbook and can also be downloaded from the ABE website at http://wvabe.org/essential_igos.htm.

· Provide instruction: Use the appropriate IGO Verification Checklist to develop a program of study based on the academic prescription gained from the standardized assessment tool and deliver appropriate instruction.

How do I Use the Verification Checklist to Monitor and Verify Student Progress?

Performance descriptors have been developed for the Essential IGOs. These descriptors specify the content and nature of an appropriate assessment task for a particular IGO. IGO mastery is verified using a benchmark task (an activity developed to meet the criteria stated in the performance descriptor and is used to informally assess and document mastery of the IGO).

Instructors may choose to develop their own benchmark tasks, based on the conditions stated in the descriptors, by using such resources as:

· Instructor-made assessments

· Student projects/products

· Performance samples

· End of chapter tests

· Rubrics

· Worksheets

· Computerized assessment

As an alternative, instructors may use pre-developed Benchmark Tasks for ABE Writing/Composition FFLs 1-5, ABE Reading FFLs 1-3, and ABE Math FFLs 1-5, which are available, free-of-charge, from the Curriculum Technology Resource Center (CTRC) at Cedar Lakes. Instructors may call (800) 982-5627 to request a copy of each.

The Benchmark Tasks or other forms of assessment used to verify mastery of IGOs are to be maintained in the student’s permanent program folder. The instructor must document the mastery of each IGO by dating and initialing in the designated space on the appropriate Verification Checklist/s. The Verification Checklist/s are also to be kept in the student’s permanent program folder with assessment documentation such as standardized tests.

WV ADULT BASIC EDUCATION

VERIFICATION CHECKLIST

READING

WEST VIRGINIA ADULT BASIC EDUCATION VERIFICATION CHECKLIST

READING

Federal Functioning Level 1 – Beginning Literacy (0–1.9)

Student:

Program:

Instructor:

Date Enrolled:

R.1 PHONEMIC AWARENESS/ WORD ANALYSIS	Date & Initial
1.1.1 Recognize the concepts of print (left to right, top to bottom, front to back, return sweep).
1.1.2 Recognize upper and lower case manuscript letters of the alphabet and their sounds.
1.1.3 Identify words with the same consonants/sounds in initial word positions (e.g., car, cow, cat).
1.1.4 Manipulate initial sounds to recognize, create, and use rhyming words (e.g., may, say, ray).
1.1.5 Identify single consonants/sounds in initial, medial, and final word positions.
1.1.6 Identify short and long vowels and their sounds.
1.1.7 Use short vowel sounds to decode one-syllable words.
1.1.8 Identify “r-controlled” vowel sounds (e.g., ur, ar, ir).
1.1.9 Identify two-letter consonant blends in initial and final word positions (e.g., br-, sp-, cl-, -nd, -sk) and use these to decode one-syllable words.
1.1.10 Identify two-letter consonant digraphs in initial and final word positions (e.g., ch, sh, th, wh) and use these to decode one-syllable words.

R.2 VOCABULARY	Date & Initial
2.1.1 Demonstrate ability to read personal information (name, address, zip code, phone number, age).
2.1.2 Identify common functional and survival signs and labels with one word or symbol (e.g., danger, hospital, restroom, poison).
2.1.3 Read written numbers (one, two,), clock time, prices, sizes, and isolated words and phrases in familiar contexts (e.g., traffic signs, store ads, clothing tags, fast food menus).
2.1.4 Identify and match common symbols (e.g., dollar sign) and abbreviations (e.g., days, months, clothing size) to full form of the word.
2.1.5 Use picture clues to identify unfamiliar words.
2.1.6 Use context clues to determine word meaning (e.g. by identifying missing words from sentences).
2.1.7 Read a minimum of 80% of sight words from an appropriate level word list (e.g., 100 most frequently used words)

R.3 COMPREHENSION	Date & Initial
3.1.1 Locate pertinent information in simple familiar materials (e.g., want ads, job listings, schedules, signs, food packages).
3.1.2 Respond to instructional level text (1) by distinguishing between fact and opinion and (2) by comparing and contrasting ideas.
3.1.3 Respond to instructional level text (1) by identifying sequence and (2) by making predictions (e.g., by using illustrations and titles).
3.1.4 Read and interpret simple and compound sentences in a short paragraph containing familiar vocabulary.
3.1.5 Interpret and follow very simple visual instructions that utilize pictures and diagrams.
3.1.6 Demonstrate self-monitoring strategies (e.g. self-correct when an incorrectly identified word does not fit).

R.4 FLUENCY	Date & Initial
4.1.1 Read orally with accuracy and comprehension, texts designed for this instructional level. (Rubrics will be developed to measure this consistently.)

Number of IGOs mastered: ______________

85% mastery required (21 of 24 IGOs)

August 2001

Performance Descriptors

READING – BEGINNING LITERACY – LEVEL 1

Each IGO must be mastered with a minimum score of 80%.

Phonemic Awareness/Word Analysis

R.1.1.1 Read a few very simple sentences with familiar learned words pointing to each word as it is read; demonstrating movement from left to right and top to bottom; and movement from the end of a line to the beginning of the next (return sweep) with continuation on to the back of the page.

R.1.1.2 Look at a list with a mixture of at least forty upper and lower case manuscript letters of the alphabet that are not in alphabetical order, say the names of the letters for your instructor, and indicate the sounds the letters make.

R.1.1.3 Listen to twenty sets of words and identify the one word in each set of four that has a beginning sound different from the other three words in the set (e.g., cat, cow, car, dog).

R.1.1.4 For twenty sets of words, listen to the first word in the set and identify one of the following three words that rhymes. Listen to ten key words and make at least two rhyming words for each. For five words, listen to the word, identify a rhyming word, and make a sentence using both words.

R.1.1.5 Identify the single consonants/sounds in initial, medial, and the final word positions of fifty or more words.

R.1.1.6 Identify five vowels of the English language and make the five short and five long vowel sounds using picture words with the vowel sounds in them.

R.1.1.7 Decode twenty or more one syllable words that use the five short vowel sounds.

R.1.1.8 Identify twenty or more “r-controlled” vowel sounds (e.g., ur, ar, ir) and use them to read the words orally.

R.1.1.9 Identify the two-letter consonant blends in the initial and the final word positions (e.g., br-, sp-, cl-, -nd, -sk) of twenty or more one- syllable words and use them to read the words orally.

R.1.1.10 Identify two-letter consonant digraphs in the initial and the final word positions (e.g., ch, sh, th, wh) of twenty or more one-syllable words and use them read the words orally.

Vocabulary

R.2.1.1 Read personal information labels (name, address, zip code, phone number, age, etc.) and match to own personal information or complete the personal information sheet for WC.1.1.6.

(See also WC.1.1.6)

R.2.1.2 Identify a graphic of ten or more common functional signs, survival signs, and labels with one word or symbol (e.g., danger, hospital, restroom, poison).

R.2.1.3 Read twenty-five or more written numbers (one, two,), clock time, prices, sizes, and isolated words and phrases in familiar contexts (e.g., traffic signs, store ads, clothing, tags, fast food menus).

R.2.1.4 Identify and match ten or more common symbols (e.g., dollar sign) and abbreviations (e.g., days, months, clothing size) to full form of the word.

R.2.1.5 Use picture clues to identify ten unfamiliar words.

R.2.1.6 Use context clues to determine ten word meanings (e.g., by identifying missing words from sentences).

R.2.1.7 Read a minimum of 80% of twenty-five or more sight words from an appropriate level word list (e.g., 100 most frequently used words).

Comprehension

R.3.1.1 Locate pertinent information in two or more simple materials (e.g., want ads, job listings, schedules, signs, food packages).

R.3.1.2 Respond to instructional level text (1) by distinguishing between fact and opinion in one passage and (2) by comparing and contrasting ideas in one passage.

R.3.1.3 Respond to instructional level text (1) by identifying sequence in one passage and (2) by making predictions (e.g., by using illustrations and titles) in one passage.

R.3.1.4 Read and interpret simple and compound sentences in a short paragraph containing familiar vocabulary by answering five comprehension questions.

R.3.1.5 Interpret and follow a very simple set of visual instructions that utilize pictures and diagrams for one task.

R.3.1.6 Demonstrate self-monitoring strategies (e.g., self correct when an incorrectly identified word does not fit) by reading three or more passages for the teacher.

Fluency

R.4.1.1 Read orally, with accuracy and comprehension, texts designed for this instructional level. Use the rubric developed for this IGO to measure this consistently.

WEST VIRGINIA ADULT BASIC EDUCATION VERIFICATION CHECKLIST

READING

Federal Functioning Level 2 – Beginning Basic (2–3.9)

Student:

Program:

Instructor:

Date Enrolled:

NOTE: Essential IGOs related to the GED test are underlined

R.1 PHONEMIC AWARENESS/ WORD ANALYSIS	Date & Intial
1.2.1 Identify two and three letter consonant blends (e.g., str, spl, thr) and digraphs in initial, medial, and final word positions and use them to decode one-syllable words.
1.2.2 Identify long vowel combinations and use them to decode one-syllable words.
1.2.3 Identify dipthongs (e.g., ou, aw, ay) and use to decode one-syllable words.
1.2.4 Identify the schwa sound (e.g., away) and use to decode simple words.
1.2.5 Identify and use silent consonants (e.g., kn, gh).
1.2.6 Identify words with inflectional endings (e.g., s, es, ed, ing, er, est).
1.2.7 Identify and use contractions and be able to match them to the two words being replaced (e.g., I’m for I am).
1.2.8 Identify and use compound words.
1.2.9 Identify root words, prefixes (e.g., pre-, un-, dis-), and suffixes (e.g., -less, -ly, - ment) and use them to decode multi- syllabic words.
1.2.10 Use decoding strategies to identify and count syllables in multi-syllable words.

R.2 VOCABULARY	Date & Initial
2.2.1 Read a minimum of 80% of sight words from an appropriate level word list (e.g., 300 most frequently used words).
2.2.2 Recognize synonyms, antonyms, homonyms, and homophones (e.g., dear-deer) for identified vocabulary words presented in isolation or within a group of words.
2.2.3 Recognize the correct meaning of multiple-meaning words (e.g., bill, train) when presented in text.
2.2.4 Use context clues to determine the meaning of an unknown word.
2.2.5 Use structural analysis to determine the meaning of words (e.g., prefixes, suffixes, and root words).
R.3 COMPREHENSION	Date & Initial
3.2.1 Locate explicitly stated information in functional reading (e.g., invitations, bulletins).
3.2.2 Locate specific items in an alphabetical listing (e.g., class list, phone directory, dictionary) or in a topical listing (e.g., picture dictionary, table of contents).
3.2.3 Distinguish between fact and opinion in a short paragraph.
3.2.4 Use comparison and contrast to draw conclusions in a story.
3.2.5 Evaluate information from simple charts, graphs, labels, and payroll stubs to answer questions.
3.2.6 Use newspaper headlines or other titles to draw conclusions and make inferences about simple written materials.
3.2.7 Paraphrase a simple written passage.
3.2.8 Follow a set of simple written directions.
3.2.9 Determine the sequence (e.g., events in a story, set of directions, and/or a missing item) in a process.
3.2.10 Identify the author’s purpose in a selection when it is not explicitly stated.
3.2.11 Use graphic organizers such as story maps and Venn diagrams to determine meaning in texts written for this instructional level.
3.2.12 Self-monitor and clearly identify specific words or wordings that are causing comprehension difficulties (e.g., by circling or underlining difficult words).

R.4 FLUENCY

Date & Initial

4.2.1 Read orally with accuracy and comprehension, texts designed for this instructional level. (Rubrics will be developed to measure this consistently.)

Number of IGOs mastered: ______________

85% mastery required (24 of 28 IGOs)

August, 2001

Performance Descriptors

READING – BEGINNING BASIC – LEVEL 2

Each IGO must be mastered with a minimum score of 80%.

Phonemic Awareness/Word Analysis

R.1.2.1 Identify two and three letter consonant blends and digraphs in one-syllable words. Find initial blends in twenty words, final blends in ten words, and the blends and digraphs in five words that have the combinations in the initial, end, or both positions. Use the sounds of the digraphs and blends to help you pronounce all the words.

R.1.2.2 Identify long vowel combinations and use them to decode twenty

one-syllable words.

R.1.2.3 Identify diphthongs (e.g., ou, aw, ay) and use them to decode twenty one-syllable words.

R.1.2.4 Identify the schwa sound (e.g., a as in away) and use them to decode ten simple words.

R.1.2.5 Identify and use silent consonants to read ten simple words.

R.1.2.6 Identify the inflectional endings (e.g., s, es, ed, ing, er, est) from a list of twenty words.

R.1.2.7 Match ten contractions to the two words being shortened (e.g., I’m for I am.) and identify ten contractions in a paragraph.

R.1.2.8 Identify compound words in twenty sentences and make five compound words from ten one-syllable words.

R.1.2.9 Identify the prefixes and roots in ten words, the suffixes and roots in ten words, and identify the prefixes, suffixes (or both), and roots in five words. Say the words for the teacher.

R.1.2.10 Use decoding strategies to identify and count syllables in twenty multi-syllable words.

Vocabulary

R.2.2.1 Read a minimum of 80% of the English words listed as the final 200 words of the 300 most frequently used words.

R.2.2.2 Recognize eight synonyms, fifteen antonyms, and twenty homonyms and homophones (e.g., dear-deer) for identified vocabulary words presented in isolation or with-in a group of words.

R.2.2.3 Recognize the correct meaning of multiple-meaning words (bill, train) when presented in ten sentences.

R.2.2.4 Use context clues to determine the meaning of ten or more unknown words.

(See also R.2.1.6)

R.2.2.5 Use the meaning of prefixes and suffixes to determine which prefixes and suffixes to add to root words to give meaning to a paragraph.

Comprehension

R.3.2.1 Look at one functional reading (invitations, bulletins, signs) and answer at least five questions from information explicitly stated in the reading.

(See also WC.2.4.3)

R.3.2.2 Locate five specific items in one alphabetical listing (e.g., class list, phone directory, dictionary) and five items in one topical listing (e.g., picture dictionary, table of contents).

(See also WC.1.1.3)

R.3.2.3 Distinguish between fact and opinion in one short paragraph.

(See also WC.2.4.7)

R.3.2.4 Use comparison and contrast to draw conclusions in one short story.

(See also WC.2.5.3, WC.2.3.4)

R.3.2.5 Evaluate information from one simple chart, graph, label, and payroll stub by answering fifteen questions.

R.3.2.6 Use five newspaper headlines or other titles to draw at least two conclusions for each about simple written material that would follow.

R.3.2.7 Paraphrase one simple written passage. Use a rubric to evaluate.

(See also WC.2.3.1)

R.3.2.8 Follow at least two sets of simple written directions.

(See also WC.2.3.1)

R.3.2.9 Determine the sequence (e.g., events in a story, set of directions, and/or a missing item) in two or more processes.

(See also WC.2.2.5)

R.3.2.10 Identify the author’s purpose in one selection when it is not explicitly stated.

R.3.2.11 Use a graphic organizer such as a story map or a Venn diagram to determine meaning in a text written for this instructional level.

(See also WC.2.2.3, WC.3.3.8, WC.2.5.3)

R.3.2.12 Demonstrate self-monitoring techniques to clearly identify specific words or wordings that are causing comprehension difficulties (e.g., by circling or underlining difficult words) in one short selection taken from a text on instructional level.

(See also WC.5.4.1)
Fluency

R.4.2.1 Read orally with accuracy and comprehension a text designed for this instructional level. Use the rubric to measure consistently.

WEST VIRGINIA ADULT BASIC EDUCATION VERIFICATION CHECKLIST

READING

Federal Functioning Level 3 – Low Intermediate (4–5.9)

Student:

Program:

Instructor:

Date Enrolled:

R.2 VOCABULARY	Date & Initial
2.3.1 Use prefixes, suffixes, root words, antonyms, and synonyms to determine meaning of unfamiliar words.
2.3.2 Use context clues to determine meaning of unfamiliar words.
2.3.3 Read a minimum of 80% of sight words from an appropriate level word list.
2.3.4 Identify the meaning of frequently used synonyms, antonyms, and homographs.

R.3 COMPREHENSION	Date & Initial
3.3.1 Identify the main idea of a passage and relevant supporting details.
3.3.2 Identify cause/effect signal words in sentences (e.g., as a result, because, consequently, thus).
3.3.3 Follow simple written multi-step instructions and diagrams.
3.3.4 Locate pertinent information in multi-paragraph passages and apply it to answer a question.
3.3.5 Locate pertinent information in print materials (e.g., ads, labels, pay stubs, public signs) and apply it to answer a question.
3.3.6 Read and interpret simplified policies/procedures (e.g., simple employee handbooks, payroll stubs, driver’s manual).
3.3.7 Use comparison and contrast to determine the best purchase of an advertised item.
3.3.8 Evaluate information from simple graphic materials such as charts, pictures, maps, signs, diagrams, tables, or graphs.
3.3.9 Locate information on a given topic in several types of reference materials (e.g., dictionary, atlas, encyclopedia, newspaper).
3.3.10 Draw conclusions and make inferences about short passages (such as by identifying correct multiple choice answers or by writing short answers to questions).
3.3.11 Determine the appropriate reading strategy to acquire specific information (rereading, skimming, scanning).
3.3.12 Identify and apply appropriate strategies to aid comprehension (e.g. graphic organizers, outlining).

R.4 FLUENCY

Date & Initial

4.3.1 Read instructional level narrative and expository text aloud with fluency and accuracy, and with appropriate pacing, intonation, and expression. (Rubrics will be developed to measure this consistently.)

READING

Federal Functioning Level 1 – Beginning Literacy (0–1.9)

R.1 PHONEMIC AWARENESS/

WORD ANALYSIS

1.1.1 Recognize the concepts of print (left to right, top to bottom, front to back, return sweep).

Phonemic Awareness/Word Analysis

R.1 PHONEMIC AWARENESS/

WORD ANALYSIS

R.3 COMPREHENSION

Phonemic Awareness/Word Analysis

Vocabulary

Comprehension

READING

Federal Functioning Level 3 – Low Intermediate (4–5.9)

R.3 COMPREHENSION