Administrators and Teachers

Computer Literacy

Overview

As taken from the National Reporting System (NRS) Descriptors

The National Reporting System (NRS) divides educational functioning into six levels for Adult Basic Education/Adult Secondary Education (ABE/ASE) and English as a Second Language (ESL). Each ABE/ASE level describes the skills in basic reading and writing, numeracy, and functional and workplace skills that a person functioning at each level could be expected to perform. The ESL levels describe speaking and listening skills, as well as basic reading and writing skills, and functional and workplace skills that a person functioning at each level can be expected to perform.

Adult Education centers are permitted to record “advancement” on students who, after assessment, have demonstrated improvement in reading and writing, numeracy, or speaking and listening skills sufficient for that student to move to a higher Educational Functioning Level (EFL).

The Arkansas Department of Workforce Education, Adult Education Section, has developed these guidelines to allow Adult Education centers to record “advancement” on students in Functional and Workplace skills through an approved Computer Literacy curriculum.
The computer literacy Educational Functioning Level (EFL) advancements will count as an advancement in core indicators and hours will count in the total attendance hours for the student.
Computer literacy instruction is not designed to train students to be proficient in the use of software programs, but to help them become literate in the use of technology. The content of all computer literacy instruction offered with adult education funds may not exceed approved guidelines. The use of computers should be integrated into the overall instruction of adult education. This will give every student the opportunity to become computer literate.

Students who enroll in adult education programs will be assessed using the Test of Adult Basic Education (TABE), Basic English Skills Test (BEST), Comprehensive Adult Student Assessment System (CASAS), or other state-approved assessments. Centers may also include assessments of computer literacy competencies using the state-approved Functional and Workplace Skills Program Computer Literacy Curriculum Checklist.

Students are enrolled in an EFL according to the Functional and Workplace Skills descriptors in the NRS based on reading scores and show “advancement” by demonstrating mastery of skills on the state-approved Functional and Workplace Skills Program Computer Literacy Curriculum Checklist.

3 Table Of Content

EFL-ABE Levels 1 and 2, EFL-ESL Levels 7 and 8

Students who score:

  • TABE (7-8) Scale Score below 461 in reading (grade level 0-3.9)
  • CASAS below 201
  • Oral BEST below 42
  • Literacy BEST below 47

will be enrolled in an EFL corresponding to their score. Students will receive instruction to improve basic skills and have computer literacy incorporated as a part of their basic skills instruction. These students will not be able to show “advancement” through computer literacy instruction alone.

EFL-ABE Level 3, EFL-ESL Level 9

Students who score:

  • TABE (7-8) Scale Score ranging from 461-517 in reading (grade level 4-5.9)
  • CASAS 201-210
  • Oral BEST 42-50
  • Literacy BEST 47-53

will be enrolled at Low Intermediate Basic Education level (Arkansas Core Indicator 1.3) or in Low Intermediate ESL level (Arkansas Core Indicator 1.9) in Functional and Workplace Skills.

Students advance to High Intermediate Basic Education level (Arkansas Core Indicator 1.4) or to High Intermediate ESL level (Arkansas Core Indicator 1.10) when has mastery of competencies 1 through 13 from the state-approved Functional and Workplace Skills Program Computer Literacy Curriculum Checklist has been demonstrated.

EFL-ABE Level 4, EFL-ESL Level 10

Students who score:

  • TABE (7-8) Scale Score ranging from 518-566 in reading (grade level 6-8.9)
  • CASAS 211-220
  • Oral BEST 51-57
  • Literacy BEST 54-65

will be enrolled at High Intermediate Basic Education level (Arkansas Core Indicator 1.4) or in High Intermediate ESL level (Arkansas Core Indicator 1.10) in Functional and Workplace Skills.

Students advance to High Adult Secondary Education level (Arkansas Core Indicator 1.6) or to High Advanced ESL level (Arkansas Core Indicator 1.12) when mastery of competencies 1 through 22 from the state-approved Functional and Workplace Skills Program Computer Literacy Curriculum Checklist has been demonstrated.

EFL-ASE Level 5, EFL-ESL Level 11

Students who score:

  • TABE (7-8) Scale Score ranging from 567-595 in reading (grade level 9-10.9)
  • CASAS 221-235
  • Oral BEST 58-64
  • Literacy BEST 66 and above

will be enrolled at Low Adult Secondary Education level (Arkansas Core Indicator 1.5) or in Low Advanced ESL level (Arkansas Core Indicator 1.11) in Functional and Workplace Skills.

Students advance to High Adult Secondary Education level (Arkansas Core Indicator 1.6) or to High Advanced ESL level (Arkansas Core Indicator 1.12) when mastery of competencies 1 through 46 from the state-approved Functional and Workplace Skills Program Computer Literacy Curriculum Checklist has been demonstrated.

EFL-ASE Level 6, EFL-ESL Level 12

Students who score:

  • TABE (7-8) Scale Score 596 and above (grade level 11-12)
  • CASAS 236-245
  • Oral BEST 65 and above

will be enrolled in an EFL corresponding to their score. Students advance when mastery of competencies 1 through 46 from the state-approved Functional and Workplace Skills Program Computer Literacy Curriculum Checklist has been demonstrated.
Student mastery of computer literacy competencies will be documented on the state-approved Functional and Workplace Skills Program Computer Literacy Curriculum Checklist. A pre/posttest and/or competency based assessment may be designed by the individual program or by using commercial software as long as it meets the Functional and Workplace Skills Program Computer Literacy Curriculum Checklist criteria. A portfolio must be maintained documenting student progress.

It is the intent of the Arkansas Department of Workforce Education, Adult Education Section to provide for the flexibility and diversity of the adult education clients and programs throughout the state, while still using a state-approved curriculum.

These guidelines are based on the Functional and Workplace Skills Descriptors from the National Reporting System for Adult Education, and the West Virginia model.

Computer Literacy Curriculum Checklist