Ged Preparation Comprehensive   (#9900135)

Version Description

PURPOSE
The GED® Comprehensive Preparation Program consists of four content-area assessments: Reasoning through Language Arts, Mathematics Reasoning, Science, and Social Studies. The purpose of the program is to prepare students to obtain the knowledge and skills necessary to pass the Official GED® Tests and be awarded a State of Florida High School Diploma and be better prepared for postsecondary education. An additional performance level will certify that the adult student is career and college ready. This program strives to motivate students not only to obtain a GED® diploma, but to continue their education to earn a postsecondary degree, certificate, or industry certification. In order to be enrolled in the Comprehensive course number, students must be receiving concurrent instruction in at least two of the above subject areas.

THE GED® ASSESSMENT
Information on the GED® Assessment and the performance targets and content topics are derived from the Assessment Guide for Educators provided by GED® Testing Service. The manual can be downloaded at http://gedtestingservice.org.


Webb’s Depth of Knowledge (DOK) Model
Bloom’s Taxonomy was used to guide the development of test items for the GED® 2002 series. The GED® Testing Service is using Webb’s Depth of Knowledge model to guide test item development for the GED® assessment. In Bloom’s Taxonomy, different verbs represent six levels of cognitive processes. However, unlike Bloom’s system, the DOK levels are not a taxonomical tool that uses verbs to classify the level of each cognitive demand. The DOK is the cognitive demand required to correctly answer test questions. The DOK level describes the kind of thinking involved in the task. A greater DOK level requires greater conceptual understanding and cognitive processing by the students. The DOK model includes 4 levels: (1) recall, (2) basic application of skill/concept, (3) strategic thinking, and (4) extended thinking. Roughly 80 percent of the items across all four tests will be written to DOK levels two and three, and roughly 20 percent will require test-takers to engage level one DOK skills. Level four entails skills required to successfully complete long-term research projects. Therefore, DOK level four is beyond the scope of this assessment.


PROGRAM STRUCTURE
The GED® Preparation Program consist of four courses: Reasoning through Language Arts, Mathematics Reasoning, Social Studies, and Science. The courses are non-graded and characterized by open-entry, open-exit, and/or managed enrollment; self-paced instructional modules; differentiated instruction; flexible schedules; and performance-based evaluation. Agencies are awarded one LCP (V-Y) per test passed by the student. While course lengths can vary, the recommended total length of all four subject areas is 900 hours.

Course Number	Course Title	Length	LCP
9900135	GED®  Preparation Comprehensive	Varies	V-Y
9900131	GED®  Preparation- Reasoning Through LA		V
9900132	GED®  Preparation Social Studies		W
9900133	GED®  Preparation Science		X
9900134	GED®  Preparation-Mathematical Reasoning		Y

Program procedures include the following:

1. Determining eligibility for enrollment: 
   1. Must be 16 years of age or older. 
   2. Legal withdrawal from the elementary or secondary school with the exceptions noted in Rule 6A-6.014, FAC. 
   3. Student does not have a State of Florida diploma. 
   4. Student must be functioning at or above a 9.0 grade level.
2. Diagnosing learning difficulties as necessary. 
3. Prescribing individualized instruction. 
4. Managing learning activities. 
5. Evaluating student progress. 

Note: F.S. 1003.435 (4) states that “ a candidate for a high school equivalency diploma shall be at least 18 years of age on the date of the examination, except that in extraordinary circumstances, as provided for in rules of the district school board, a candidate may take the examination after reaching the age of 16.”

ACCOMMODATIONS
When a student with a disability is enrolled in an adult education class with modifications to the curriculum framework, the particular accommodations must be specified in the student’s Section 504 Accommodation Plan or any other accommodation plan.

Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Students with disabilities in adult education programs must self-identify, provide documentation, and request accommodations, if needed.

It is recommended that accommodations be identified on a Transition Individual Educational Plan (TIEP), a Section 504 Accommodations Plan, or the development of a plan with their service provider. Accommodations received in secondary education may differ from those received in adult education. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands, and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

Special Notes: Career Development Standards The Adult Career Pathways System includes the following career development standards for students to achieve in their career exploration and planning. Students can access Florida CHOICES or a comparable system for career exploration and planning activities.  Agencies determine if the career plan is developed at intake or integrated into classroom instruction.  The following is the list of career development standards: CP.01   Develop skills to locate, evaluate, and interpret career information. CP.02   Identify interests, skills, and personal preferences that influence career and education choices. CP.03   Identify career cluster and related pathways that match career and education goals. CP.04   Develop and manage a career and education plan.