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This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented in this technical assessment paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included in this technical assistance paper. Additionally, the following important information for adult education programs is reviewed: (1) Definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (4) Verification of student learning gains, Educational Functioning Level and/or program completion; (5) Accommodations for students with disabilities and other special needs; (6) Assessment procedures for Distance Education; and (7) Training for all staff who administer the standardized assessments. [For the 2021-2022 report, see ED616047.]

This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented in this technical assessment paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included in this technical assistance paper. Additionally, the following important information for adult education programs is reviewed: (1) The definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (4) Verification of student learning gains, Educational Functioning Level, and/or program completion; (5) Accommodations for students with disabilities and other special needs; (6) Assessment procedures for Distance Education; and and (7) Training for all staff who administer the standardized assessments. [For the "2019-2020 Florida Adult Education Assessment Technical Assistance Paper," see ED600585.]

This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented herein are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included. Additionally, the following important information for adult education programs is reviewed: (1) the definition of key terms and acronyms; (2) selection of appropriate assessments by student and program type; (3) appropriate student placement into program and instructional level; (4) verification of student learning gains, Educational Functioning Level and/or program completion; (5) accommodations for students with disabilities and other special needs; (6) assessment procedures for Distance Education; and (7) training for all staff who administer the standardized assessments. [For the "2020-2021 Florida Adult Education Assessment Technical Assistance Paper," see ED609706.]

This manual provides an on-the-job basic orientation and training program for beginning child care workers. Content areas covered were selected by child care worker supervisors as being the most troublesome for trainees adjusting to group care responsibilities. The training program is divided into two main parts. The first part consists of an orientation unit designed to prepare the new child care worker for independent functioning in a cottage which provides residential care for children. This unit is general in nature and was designed to fit most of the institutions in the Florida Group Child Care Association. Test suggestions for supervisors are included at the end of the orientation unit. The second part, entitled "Basic Skills and Techniques for Child Care Workers," consists of six units. These units cover the content areas of (1) daily living, (2) behavior management, (3) individual counseling, (4) working with groups, (5) staff relationships, and (6) supervision. Each unit is divided into five sections: unit contents are explained; learning objectives for recall, comprehension and application are stated; teaching materials are listed; teaching methods are suggested and, in an appendix, unit tests are provided. (Author/RH)