Note: This document has been excerpted or adapted
from its original format for functional and consistency purposes within the
warehouse. To obtain the full document and supplementary materials, please
visit the state’s website at: http://wvabe.org/essential_igos.htm.
WV
ABE Instructor Handbook
Section
6
Objectives
(IGOs)
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,
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
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,
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
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.
VERIFICATION
CHECKLIST
MATHEMATICS
Federal Functioning Level 1 – Beginning Literacy
(0–1.9)
|
Student: |
Program: |
|
Instructor: |
M.0
PRE-COMPUTATIONAL MATH SKILLS |
Date
& Initial |
0.1.1
Recognize and count numbers
through 999. |
|
|
0.1.2 Count by twos,
fives and tens to 100. |
|
|
0.1.3
Identify even and
odd numbers. |
|
|
0.1.4
Identify missing
numbers in a
sequence. |
|
M.1 WHOLE
NUMBERS
|
Date
& Initial |
|
1.1.1 Add whole numbers up to three
digits (without carrying). |
|
|
1.1.2 Subtract whole numbers up to
three digits (without borrowing). |
|
|
1.1.3 Multiply whole numbers
through twelve using numerals. |
|
|
M.2
COUNT MONEY AND MAKE CHANGE |
Date
& Initial |
|
2.1.1 Recognize currency (up to
$20.00) and coins; count and trade pennies, nickels, dimes, and quarters
to 100 cents. |
|
|
2.1.2 Count back change (up to
$5.00) using coins and currency.
Ex. The student will
count change to be received from a $5.00 bill used for a $1.70
purchase. |
|
|
M.3
FRACTION |
Date
& Initial |
|
3.1.1
Identify
fractional parts (¼, 1/3,
½) and
whole. |
|
M.9 UNITS OF TIME AND
MEASUREMENT |
Date & Initial |
|
9.1.1
Read time to the
nearest hour
and half hour. |
|
|
9.1.2
Understand use of
standard linear measurements (inches, feet). |
|
|
9.1.3 Understand use of
standard
measurements (cups, pints,
quarts, and gallons). |
|
|
M.13
GEOMETRY |
Date & Initial |
|
13.1.1 Identify and describe
triangles,
squares,
rectangles, and circles. |
|
Number
of IGOs mastered:
___________
85%
mastery required (12 of 14 IGOs)
August
2001
Performance
Descriptors
MATHEMATICS – BEGINNING
LITERACY – LEVEL 1
Each IGO should be mastered with a minimum score of
80%.
M.0.1.2 Count by twos,
fives and tens to100 either orally or through a written
exercise.
M.0.1.3
Identify a
minimum of ten even and odd numbers.
Whole
Numbers
M.1.1.1 Complete a
minimum of ten problems that require adding whole numbers up to three digits
(without carrying).
M.1.1.2 Complete a
minimum of ten problems that require subtracting whole numbers up to three
digits (without borrowing).
M.1.1.3 Complete a
minimum of ten problems that require multiplying whole numbers through twelve
using numerals.
M.2.1.2 Given a minimum
of ten different situations, count back change (up to $5.00) using coins and
currency.
Ex. The student will count change to be received from a $5.00 bill used
for a $1.70 purchase.
M.3.1.1 Identify a
minimum of two examples each of the fractional parts (¼, 1/3, ½) and
whole.
M.9.1.1 Complete a
minimum of five problems that require reading time to the nearest hour and five
problems to the nearest half hour.
M.9.1.2 Complete a
minimum of ten statements that demonstrate an understanding of linear
measurement. For example, the
length of a book is measured in (a) inches
(b) feet.).
M.9.1.3 Complete a
minimum of ten problems that demonstrate an understanding of standard
measurements (cups, pints, quarts, and gallons). For example, a glass of milk is
measured in (a) quarts (b) cups (c) pints.
M.13.1.1 Identify a triangle, square,
rectangle, and circle; draw an example of each.
Federal Functioning Level 2 – Beginning Basic (Level
2–3.9)
|
Student: |
Program: |
|
Instructor: |
Date
Enrolled: |
M.1 WHOLE NUMBERS |
Date
& Initial |
1.2.1 Identify place value to
at least the thousands place. |
|
|
1.2.2 Add whole
numbers up to three digits using carrying. |
|
|
1.2.3
Subtract
whole numbers up to three digits using borrowing. |
|
|
1.2.4 Multiply whole
numbers up to three digits using carrying. |
|
|
1.2.5 Divide whole
numbers up to hundreds by one digit. |
|
|
1.2.6 Solve single
step real life word problems involving addition and subtraction using up
to three digit whole numbers. |
|
M.3
FRACTIONS |
Date
& Initial |
|
3.2.1 Identify and
demonstrate an understanding of fractional parts including ¼, ⅓, ½, and
whole. |
|
M.4
DECIMALS |
Date
& Initial |
|
4.2.1 Identify and
write amounts of money using decimals and words. |
|
M.6 APPLY MATH IN A FUNCTIONAL
CONTEXT |
Date
& Initial |
|
6.2.1 Solve simple
addition and subtraction problems by computing costs from a restaurant
menu. |
|
M.8 ESTIMATION |