Office of Adult Education The FY20 Intake Assessment Form Before Watching FY20 Intake Assessment Form FY20 Intake Assessment Form Directions and Definitions Participant Worksheet ID: 776685
Download Presentation The PPT/PDF document " Technical College System of Georgia" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Technical College System of GeorgiaOffice of Adult EducationThe FY20 Intake Assessment Form
Slide2Before Watching
FY20 Intake Assessment FormFY20 Intake Assessment Form Directions and DefinitionsParticipant Worksheet
2
Slide3Objectives
Understand the importance of the Intake Assessment FormBecome familiar with each sectionLearn key definitions and procedures
3
Slide4Intake Assessment Form (IAF), cont.
Foundation of data collection for Federal and State reporting
Adult Education personnel should assist students as they complete the form at intakeStudents may need guidance when updating their informationAsterisks indicate required fieldsReview forms for accuracy and completeness before GALIS data entry
4
Slide5Intake Assessment Form (IAF)
An Intake Assessment Form is completed:
by a new student when entering a program for the first timeAn Intake Assessment Form is updated:when a student starts a new Period of Participation (Students needing updates are listed on the GALIS dashboard.)Students who continue their enrollment across a fiscal year, without a 90-day gap in attendance, do not have to update their IAF, since all of their information was collected at the beginning of their enrollment. GALIS will roll all student data fields into the new fiscal year.
5
Slide6Intake Assessment Form (IAF)
6
Slide7Intake Assessment Form (IAF)
7
IAF, p. 1; DD, p. 2
Slide8IAF Section 1: EFL, Class Site, and Pre-test
8
IAF, p. 1; DD, p. 2
Slide9IAF Section 2: Student Contact Information
9
IAF, p. 1; DD, p. 2
Slide10IAF Section 3: Emergency Contact Information
10
IAF, p. 1; DD, p. 2
Slide11IAF Section 4: Student Data
11
IAF, p. 1; DD, p. 3
Slide12Race Categories and Origins
Federal CategoryOriginsAmerican Indian or Alaskan NativeNorth and South America (including Central America) and who maintains tribal affiliation or community recognitionAsianFar East, Southeast Asia, or the Indian subcontinent including Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and VietnamBlack or African AmericanAny of the Black racial groups of AfricaNative Hawaiian or Other Pacific IslanderHawaii, Guam, Samoa, or other Pacific IslandsWhiteEurope, the Middle East, or North Africa
12
Slide13IAF Section 4: Student Data
13
IAF, p. 1; DD, p. 3
Slide14IAF Section 4: Student Data
14
IAF, p. 1; DD, p. 3-4
Slide15IAF Section 4: Student Data
15
IAF, p. 1; DD, p. 4
Slide16IAF Section 4: Student Data
16
IAF, p. 2; DD, p. 4
Slide17IAF Section 5: Student Status and Special Populations
17
IAF, p. 2; DD, p. 4-5
Slide18IAF Section 5: Student Status and Special Populations
18
IAF, p. 2; DD, p. 5-7
Slide19IAF Section 5: Student Status and Special Populations
19
IAF, p. 2; DD, p. 7
Slide20IAF Section 6: Student Goals
20
IAF, p. 3; DD, p. 7-8
Slide21IAF Section 6: Student Goals
21
IAF, p. 3; DD, p. 7-8
Slide22IAF Section 6: Student Goals
22
IAF, p. 3; DD, p. 8
Slide23Conference Notes
23
Academic AdvisementGoal ProgressAssessment ResultsService Referrals
Maintained in hard copy format in the student permanent record or in GALIS
Slide24Example of an ABE 5 Conference Note
24
I met with George to review his TABE math post-test. He advanced to
ABE 5
from ABE 4. We discussed what is needed to prepare to pass the math portion of the GED® Test. George committed to attend class as scheduled and complete assignments to be ready to take the math GED® Test within the next 6 weeks.
Slide25Example of an ABE 2 Conference Note
25
Mr. Luster is working in Reading only (ABE
2).
He attends class regularly and is making considerable progress. An informal assessment showed areas of weakness in the
subskill
Words
in
Context
.
I am providing supplemental resources to target this area. He will be informally reassessed after 10 more hours of instruction.
Slide26Example of an ESL Conference Note
26
Sunhee continues to progress in the Beginning ESL class. She has difficulty with friction sounds
f, v,
and
th
. I gave her a list of links to online videos that she can watch at home to practice those sounds. Sunhee registered for Intermediate ESL next semester.
Slide27Technical Assistance
27
Office of Adult Education
Instructional Services Director
Bobby Creech
bcreech@tcsg.edu
404-679-1641
North Georgia
Grant
Program Support Coordinator
April Barkley
abarkley@tcsg.edu
404-679-1358
Metro Atlanta
Grant
Program Support Coordinator
Leatricia
Williams
lwilliams@tcsg.edu
404-679-5234
Central/Western
Georgia
Grant
Program Support Coordinator
Felicia Phelps
fphelps@tcsg.edu
404-679-5829
Southern/Eastern Georgia
Grant
Program Support Coordinator
Charita Boles
cboles@tcsg.edu
404-679-1628
Instructional Services
Technical
Coordinator
Kimberlee Bryant
kbryant@tcsg.edu
404-248-1060
Instructional
Services Administrative Assistant
Jamie Albee
jalbee@tcsg.edu
404-679-1648
GALIS
Helpdesk
datacenter@tcsg.edu