DISTRICT FIVE ADULT EDUCATIONProgram GUIDE

Our mission is to inspire and facilitate learning, empowering participants to attain personal, academic, and career goals.

"Education is not filling a pail but the lighting of a fire." -Heraclitus, 1865

“Adult Ed provides an advanced, open learning experience, with friendly staff and more recreational freedom.” -Matthew Barnette, Student

“Adult Ed helped me to qualify for advancement in my workplace and increased my self-esteem. I actually enjoyed learning for the first time. I appreciated the flexibility in class

schedules and how they taught based on my learning style. I highly recommend it.” -Lashone Chavis, Student

“being in Adult Ed has made me feel more confident in myself, and made me more determined to work hard to get my hse Diploma” -Laurie Lindler, Student

TABLE OF CONTENTS

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CHANCESWE SPECIALIZE IN SECOND

Courses of Study…………………………………………...3Program Schedule and Sites……………………………….3Program Overview…...…………………………………….4Orientation and Intake……………………………………...5Attendance Requirements/Expectations…………………....7Fee Schedule……………………………………………… 9 Curriculum………………………………………………....9 Distance Learning…………………………………………12Completion Criteria……………………………………….14Boundaries and Legal Considerations…………………….16Parking…………………………………………………….17I.D. Badges, Expectations for Attire and Conduct…….….17Acceptable Use of Technology……………………………18Meals……………………………………………………...20Program Library……………………………….………….21Handicap Accessibility……………………………………21Equipment and Materials………………………………….21Safety and Emergency Procedures………….…………….21Family Literacy ……………………….………………….22Transition Services……………………….……………….22Assessment…………………….………………………….23Leadership Team Contact Information……………………26

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Courses of Study, Locations, Standard Class SchedulesIrmo High and Chapin Sites

6671 St. Andrews Road,Columbia, SC 29212

SC High School Equivalency (On-site & Virtual), Career Readiness Certification (WorkKeys), Paraprofessional, Family Literacy, College and Military Entrance Exam Preparation, Academic Enrichment, Computer

LiteracyMonday

8:30 am - 12:30 pm 1:00 pm - 3:00 pm (tutoring)

Tuesday, Wednesday, Thursday

8:30 am -12:30 pm 3:00 pm – 5:00 pm (tutoring) 5:00 pm – 8:00 pm

********Writing WorkshopMonday – Thursday12:30 pm – 1:30 pm

********High School Diploma

Monday, Tuesday, Wednesday, Thursday8:30 am – 3:00 pm

Tuesday, Wednesday, Thursday5:00 pm – 8:00 pm

********

English Language Acquisition Ashland Methodist Church Site

2600 Ashland Road, Columbia, SC 29210Monday, Wednesday, Thursday

9:30 am – 12:00 noon

5:30 pm – 8:00 pm

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The Adult Education Program of School District Five of Lexington and Richland Counties is

the primary adult education provider for the northwest Columbia metropolitan area. Nearly

100,000 people live in these exponentially growing communities of St. Andrews, Harbison,

Irmo, Dutch Fork, Ballentine/White Rock, and Chapin. There is no student population more

diverse than that of adult education. Every age group beyond the age of 17, every community,

and a wide range of ethnicities and cultures are represented. This is both a strength and a

challenge embraced by our highly skilled and caring staff. Achieving a high school credential,

key skills, or certifications are not end points, but new beginnings or jumpstarts to a greater

future. We seek to ignite or renew a hunger for that which not only nourishes the body, but the

heart, mind, and soul. Our wish is for our students to demonstrate a mentality of purposeful

pursuit of success and productivity, and not be content with mere survival. They continue to

evolve and adapt. Our transition services facilitate the development of soft skills needed for

success in the 21st Century job market and larger society.

Direct and technology-integrated instruction is provided by a highly qualified and certified

instructional staff. Supplemental instructional activities are available for additional practice at

home via the internet. These programs track instructional hours and progress. Print resources

are also used for additional practice and reinforcement of learning. Online support programs

include Essential Education, ConnectEd, ITTS (Instruction Targeted for TABE Success),

Career Ready 101, APEX, USA Test Prep, and Compass Learning, Khan Academy, and News

for You. We specialize in assessing student needs, creating, and delivering individualized,

comprehensive plans of study, and assisting students with transitions to initial employment,

career changes, and postsecondary education and training. We maintain partnerships with

numerous community and service agencies to provide assistance to our students in accessing

other community and agency resources.

Our mascot is the golden dragon a symbol of beauty and power. In China it is said that anyone

born in the year of the dragon will be healthy, wealthy, and wise. The precious metal of gold

symbolizes high standards and the value of the opportunity to achieve despite the struggles that

force us to reshape and even re-invent ourselves. Knowledge and wisdom does not come

without sacrifice. The Lexington Five Golden Dragons “Dare to be Wise”.

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Program Leadership Team Director: Dr. Kathie Greer Assistant Coordinator: Dr. Elizabeth Fisher

Primary areas of responsibility: Testing, Teacher observations, LPR readiness, New teacher

orientation, Diploma program coordination, Assist with the implementation and

maintenance of childcare program, Coordination of boot camps

Transition Specialist: Mrs. Mary Hugee Primary areas of responsibility: All transition services, CNA and apprenticeship programs,

Career pathway development, HSE program coordination, Family literacy initiative

oversight, recruitment and coordination of agency and business partnerships

Administrative Professional: Mrs. Sharone Wilkins Primary areas of responsibility: Scheduling of orientation and intake, Student records,

Inventory and supply distribution, Parking, Program data management, Financial

accounting, Weekly and monthly data reports

Office Hours It is our intent to provide the best possible customer service for current and prospective

students. This requires a great deal of planning, preparation, and record-keeping. Therefore, we

have established hours during which we will be available for walk-in requests. Office hours are

as follows:

Mondays and Wednesdays 10:00 am – 3:00 pm Tuesdays and Thursdays 8:30 am – 11:30 am 3:00 pm – 5:30 pm Fridays Appointment Only

Orientation and Intake The leadership team collaborates to develop a program calendar and select the process for

orientation and intake. The Administrative professional maintains a schedule of orientation and

intake dates. Prospective students schedule intake dates by contacting the Administrative

professional or using the link on the adult education webpage. The Administrative professional

provide an overview of the intake process, fees, class schedules, sites, etc. The student then

selects a date for orientation and intake. Orientation and Intake for all programs except English

Language Acquisition, will take place at the main site located at 6671 St. Andrews Road,

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Columbia, S.C. 29212 unless special arrangements must be made to accommodate individual

situations. Orientation and intake for the Language Acquisition program occur at the class site.

Students enrolling in credential-granting programs must bring a copy of their social security

card and state picture identification card. Students 17-21 are also required to provide an official

withdrawal form and transcript from the last high school attended.

Orientation for All Programs Except Language Acquisition

During the first forty hours of enrollment students will receive classroom orientation,

individual career and academic counseling and planning services, work on the domain for post-

testing using TABE instructional resources and ITTS, computer literacy, begin math and

science High School Equivalency (HSE) content instruction, prep for the WorkKeys test using

the Career Ready 101 curriculum, and take the WorkKeys assessment. Assessment information

will be used to set and review goals, progress, determine class assignments and readiness for

HSE examinations.  

Completion of all pre and post assessments is critical for continued assessment of individual

students, as well as generating program level data for continuous improvement of services.

Completion of assessments is required for eligibility to receive program testing scholarships

and training scholarships when available.

Orientation for Language Acquisition Program

Orientation will be held twice a month. There will be one daytime orientation and one evening

orientation. Students will receive an overview of the program and complete pre-assessments.

Instructors will schedule pullout sessions to conduct assessment analysis, counseling and goal

setting. Assessment information will be used to review goals, progress, determine class

assignments and readiness for examinations.  

Completion of all pre and post assessments is critical for continued assessment of individual

students, as well as generating program level data for continuous improvement of services.

Completion of assessments is required for eligibility to receive program scholarships when

available. All students will have an individualized program plan that will be reviewed and

updated as needed. Students are expected to maintain awareness and ownership of their status

in relation to their program plan. 6

Program Year The adult education instructional program year is September – May, with a summer session

offered June - July. Students who do not complete program goals prior to the end of a program

year and choose to return the following year, are required to repeat the registration and

orientation process. Students enrolled during the regular session and meet the requirements to

continue during the summer session and are in good standing relative to attendance, will not

be assessed an additional fee for the summer session, but will be required to update

registration information.

Attendance All students are required to complete an initial assessment, counseling and orientation. Upon

completion of these activities, students will be assigned to the program of study aligned with

their goals and entry level. Class attendance is critical if students are to achieve their

objectives. Classes are scheduled during the day and evening to accommodate various work

schedules. Students also have the opportunity to complete a percentage of the total hours

required through instructor assigned homework through approved online learning systems.

Access to on-line curricula is provided for this purpose.

All students will be post tested upon completion of 40 hours of instruction with the exception

of diploma, ESL, students scoring in the low adult secondary category on the pre-assessment,

and students enrolled in WorkKeys. Students enrolled as a WorkKeys only candidate and HSE

students scoring in the low adult secondary level of TABE in their assessed domain

(determined by the lowest level score) will be post tested after 30 hours. ESL students will post

test after 60 hours of instruction. Students who are not successful in completing the minimum

hours required will be counseled and their progress reviewed. We are investing a great deal of

resources to provide programs to our community. We must focus those resources on students

who demonstrate a commitment to pursuing their academic goals. Students who have not

accumulated the minimum number of hours required will be assessed a $50 re-enrollment fee.

If special circumstances exist, students are responsible for providing sufficient documentation

of illness or other extenuating circumstances to the program director at the time absences

begin. Poor attendance and excessive time missed due to late arrival and early departure will

result in students being placed on a waiting list for enrollment in subsequent instructional

sessions.

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Minimum Attendance Expectations for All Programs except Diploma

Day Students 48 hours per month

Evening Students 25 hours per month

Minimum Attendance Expectations for Diploma

Day Students 78 hours per month Evening Students 25 hours per month

Minimum Attendance Expectations for Weekend Students 15 hours per month

Documentation of Attendance The approach of those that monitor our programs at the state and federal level is that if an

activity is not documented, it didn’t occur. Therefore, it is critical that every minute of your

instructional and assessment time is properly documented and accurate. Student attendance is

collected via a google based electronic system at the Irmo location. This system records the

time and also time-stamps the entry. Student attendance is collected electronically at satellite

locations with the exception of Ashland, using the Google-based system. Reports are printed

weekly and attendance data entered into LACES weekly. The Ashland location uses attendance

cards. These cards are submitted weekly and data entered into LACES weekly. Discrepancies

or missing sign-in or out times are resolved through verification from the instructors by the

LACES data entry clerk. All attendance files are maintained by the LACES Entry Clerk.

Everything we provide has a cost attached to it. Our funding is based on student progress as

measured by TABE and completion of credentials such as WorkKeys, diploma, and HSE.

Everything we do must be documented and all assessments must be administered at the

appropriate points in the process and by the state and federal guidelines. Your full cooperation

and attention to detail is extremely important. You should treat the sign-in/sign-out process

here with the same significance you would at your workplace to determine your paycheck each

day. We must earn our funding each year – there is no guaranteed allocation of funding.

Shortfalls in funding due to lack of attendance and progress will result in reductions in services

and/or funding that must be generated through the collection of additional fees for services.

This is our economic reality.

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Standard Fee schedule

TABE $15.00 (up to 4 subtests; 3.00 each additional)WorkKeys $45 (standard 3-test battery) (reschedule fee $10.00)Practice GED Testing $28 ($7 per subtest) GED Testing $150 ($37.50 per sub test) TASC Testing $124 ($24.80 per sub test) TASC Practice Testing $15 ($3.00 per subtest) Parapro Testing $55 (reschedule fee $10.00) Transcripts One official and one sealed free

Subsequent copies $2 if picked up and $5 if mailed or faxed Diploma $50 per Course Distance Learning Diploma $50 per course HSE Preparation Classes $60 Other Regular Program Enrollment $60

Computer Literacy $45 Distance Learning Enrollment $75

Re-Enrollment Fee $50 Damage or Destruction of Program Equipment Replacement Cost

Replacement I.D. $5

Replacement Lanyard $2 *Students enrolled in our program will have some of these fees reduced or waived.

Diploma Course Curriculum

The APEX online curriculum is the resource used for the majority of the diploma courses.

Apex Learning® Comprehensive Courses deliver a wide range of solutions for original

credit, Advanced Placement (AP), credit recovery, and high-stakes exam preparedness.

Rigorous standards-based courses in math, science, English, social studies, world languages,

and electives meet high school graduation requirements and provide a complete course of

study that offers breadth of standards coverage, depth of instruction, and integrated formative

and summative assessment. Students discover concepts and apply knowledge through

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real-world examples that help them visualize concepts and extend their learning. Each lesson

includes multiple opportunities for students to explore, apply, practice, and confirm their

understanding. Used for original credit and credit recovery in AE, Comprehensive Courses

engage students in active learning to develop critical thinking skills and prepare them for

college and work. Credit recovery and English courses are proficiency based. Math and

language arts courses cover the full breadth and depth of the adopted state standards. Courses

are designed to ensure that the rigorous material required to meet the standards is accessible

to all students. Course progress and completion is monitored and assessed by secondary

certified instructors.

Core and elective courses include:

Math Foundations, Algebra I, II; Geometry, Mathematics I, II, III; Introductory Algebra, Pre-Calculus, Calculus AB, Financial Literacy, Liberal Arts Math, Mathematics of Personal Finance, Probability and Statistics Science Foundations, Earth Science, Physical Science, Biology, Chemistry, Physics, English Foundations, English 9, 10, 11, 12; Introduction to Literature and Composition, Critical Reading and Effective Writing, American Literature, British and World Literature, English Language and Composition, English Literature and Composition, Creative Writing, Media Literacy, Reading Skills and Strategies, Writing Skills and Strategies Geography and World Cultures, World History, U.S. History, U.S. Government and Politics, U.S. and Global Economics, Macroeconomics, Microeconomics, Multicultural Studies, Sociology, Psychology, French, Spanish, Mandarin Chinese, Latin, German, College and Career Preparation, Art Appreciation, Music Appreciation, Physical Education, Skills for Health Business Applications, Principles of Information Technology, Introduction to Health Science, Principles of Technology Applications, Information Technology Applications, Intermediate Health Science,

Introduction to Business and Marketing. Two courses (IBA & Senior Internship) are locally

provided. All diploma students will use the Career Ready 101 curriculum to develop and 10

practice work readiness skills. Students will be administered the WorkKeys assessment after

30 hours of instruction and are expected to earn a certificate prior to completing the diploma

program.

Virtual SC

Students may also be enrolled in courses through Virtual SC. Virtual SC allows adult

education students to complete requirements for a high school diploma or to complete credits

needed to enter a postsecondary program. Virtual SC delivers standards-based, student

centered online curriculum.

HSE Curriculum

During the first forty hours of enrollment students will receive classroom orientation, work

on the domain for post-testing using TABE instructional resources and ITTS, computer

literacy, begin math and science HSE content instruction, prep for the WorkKeys test using

the Career Ready 101 curriculum, and take the WorkKeys assessment. Students will be post-

tested according to readiness and accumulation of the required number of instructional hours.

Make-up testing will occur one day each week for students not present on scheduled post-

testing days. Assessment information will be used to review goals, progress, determine class

assignments and readiness for HSE examinations. Each student’s program of study is

customized to his/her needs. The pace at which students complete vary widely. All HSE

instructors are secondary certified teachers.

We provide preparation and testing for the GED high school equivalency examination. In

addition, the state has adopted TASC (Test Assessing Secondary Completion) ™, created

through a partnership between CTB and each state, as a second option for high school

completion through examination. This test offers students the flexibility to test at any location,

online or on paper. We are a test site and our instructors are prepared to instruct students on

the content and skills needed to pass this exam.

The process for intake, orientation, and preparation will mirror that for the GED examination.

However, materials aligned to the TASC examination will be incorporated to ensure that 11

students are receiving the highest quality preparation program regardless of the examination

selected. Students will not be allowed to combine scores from the two examinations.

English Language Acquisition Curriculum English language classes are designed to help immigrants and others who have not yet developed proficiency in English to acquire the basic knowledge and skills they need to function effectively as parents, workers, and citizens. To this end, we use a team approach to instruction, assigning two to three instructors to classes to allow for ability grouping and other differentiated instructional formats. Some of the resources used are Oxford Picture Dictionary (OPD) Second Edition and accompanying workbooks, classic classroom activities that go along with the OPD series, and the assessment manual for OPD. Azar English Grammar Basic, Interchange, Access Newcomers kits, Touchstone, English in Action, Downtown, and a variety of other print resources. Online resources are News for You, USA Learns, Tell Me More, multiple IPAD apps, Career Ready 101, and multiple free internet sites. Students are also provided instruction in civics and citizenship exam preparation.

Distance Learning Diploma Program In an effort to work with students with situations that inhibit full-time program participation, we are piloting a distance learning program. The ideal situation is daily face-to-face interactions with your instructors. This option is intended to address exceptional situations. The determination of “exceptional” will be made by the leadership team. Requests will be considered on an individual basis. Factors such as past course performance and attendance, work ethic, and attitude/ approach to class work. Students must attend the 12-hour orientation to the program and an orientation to the APEX learning system and course expectations. Day students must accumulate at least 20 hours per month of classroom instruction on-site. Students will have a designated check-in date each week. Attendance for the full day is required on check-in day (8:30 -3:00). Evening students must accumulate at least 12 hours of classroom instruction on site each month. These students must attend at least four full evening sessions per month to meet the check-in requirement (5:00 – 8:00). Day and night students missing weekly on-site check-in must make up the time by attending two full days the following week. Failure to make up the missed check- in will result in the course being locked until the student returns to class and makes up the time missed. Students not meeting target deadlines for course completion will be warned initially, then required to attend class until their work is on

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schedule. Students will be required to attend additional class sessions due to poor performance in a course (grades and mastery). Continued failure to complete work at an acceptable pace will result in course lock out and limitation of student to the on-site program only and/or assessment of fees for current and remaining courses.

All assignments must be submitted prior to taking tests. All exams must be taken in class. Attending class only to complete an exam does not count as a check-in day. Plagiarized work will receive a grade of 0. Diploma courses are delivered through APEX learning software. Computers and internet services are not provided by the program. Students must sign-in and out on the proper form each time they attend class. Students who will take more than one course will have their hours calculated for each course using a combination of on-site seat time and hours documented by the APEX system (*see note regarding those needing only one). It is the responsibility of the student to initiate contact with instructors regarding assignments and grades. Email addresses will be provided. Students can contact the Diploma Program Coordinator, Dr. Fisher, 803-476-8231 efisher@lexrich5.org or the Adult Education Director, Dr. Greer 803-476-8229 kgreer@lexrich5.org with questions regarding the program and in instances where they have been unable to contact the course instructor. *Students needing only one full credit course to graduate must have at least 60 hours of actual

classroom attendance. Those needing only one half unit to graduate must have at least 30 hours

in residence. This is a state requirement. APEX is not used for initial credit for regular high

school courses and will not transfer as a high school credit. Course length and content has been

specially designed and approved for completion in an adult education setting.

Distance Learning HSE Program In an effort to work with students with situations that inhibit full-time program participation, we are piloting a distance learning program. The ideal situation is daily face-to-face interactions with your instructors. This option is intended to address exceptional situations. The determination of “exceptional” will be made by the leadership team. Requests will be considered on an individual basis. Factors such as past course performance, prior assessment results, attendance, work ethic, and attitude/approach to class work. Current students will be required to secure a reference from at least one teacher to assist with assessing these factors.

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Students must attend the 12-hour orientation to the program, an orientation to the online learning system and pay the applicable enrollment fee. In order to benefit from online programming without face to face instruction, students must score at least in the High Intermediate level on the A level TABE pre-assessment in reading and mathematics. Day students must accumulate at least 16 hours per week of online instruction. Evening students must accumulate at least 9 hours of online instruction per week. After 40 hours of online instruction, students must call the adult education center to schedule a time to complete a post-test assessment, WorkKeys assessment (3 subtests), and conference with the Transition Specialist or Director to determine necessary curriculum changes or readiness for the HSE Ready Examination. These assessments must be administered on-site in order for students to receive a free exam. When a student achieves a score of 150 or higher on a HSE Ready subtest, they will be recommended to register for the HSE examination in that area. Instructional hours are tracked by the online system. Failure to maintain the required number of instructional hours will result in the student’s account being locked until the student visits or contacts the Director, Assistant Director, or Transition Specialist to discuss valid reasons (documentation may be required) for lack of productivity. Computers and internet services are not provided by the program. Students are responsible for obtaining access to compatible technology and internet.

Completion Criteria Completion of a program is determined by goal achievement. Some students enroll to enhance

academic and work skills. However, the majority of students have the goal of achieving a

secondary credential or certification. Diploma candidates are required to meet all SC

diploma requirements. A student must earn a total of 24 units of credit distributed as follows:

English/Language Arts 4 Units U.S. History and Constitution 1 Unit

Economics (1/2 Unit), Government (1/2 Unit) 1 Unit

Other Social Studies 1 Unit

Mathematics 4 Units

Science 3 Units

Physical Education or ROTC 1 Unit

Computer Science (Including Keyboarding) 1 Unit

Foreign Language or Occupational Education 1 Unit

Electives 7 Units

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Minimum seat time requirements in adult education are 60 hours for full credit courses and 30

hours for half credit courses. Students must also take End of Course Examinations in the

courses to which this applies. Program residency is required for the semester prior to the

graduation date. Daytime diploma students must attend an average of 58 hours per month to

have course fees waived for subsequent courses. Evening diploma students must average 28

hours.

HSE candidates must obtain a passing score (145 or higher) on each subtest of the HSE

Examination (Reasoning through Language Arts, Math, Science, Social Studies). Students may

also earn an “Honors” score for obtaining a score of 175 on a test part.

Below Passing: 100 – 144 Passing Score: 145 – 164

College Ready: 165-174 College Ready and Credit: 175 – 200

All students are required to take the WorkKeys test unless they have previously achieved a

gold or platinum certificate. WorkKeys® is an employment skills assessment system.

Employers use WorkKeys® to measure workplace skills of employees and job applicants.

Schools and colleges also use WorkKeys® to prepare students for the workplace. WorkKeys is

an accepted alternative to the paraprofessional examination for current school district

employees who want to qualify for jobs in this category who have not previously completed at

least two years of college coursework.

Score of 3 Bronze Certificate

Certifies that you have the basic skills for 30% of the jobs in the U.S. To earn a Bronze Certificate, you must score at least a “3” on all three assessments.

Score of 4 Silver Certificate

Certifies that you have the basic skills for 65% of the jobs in the U.S. To earn a Silver Certificate, you must score at least a "4" on all three assessments.

Score of 5 Gold Certificate

Certifies that you have the basic skills for 90% of the jobs in the U.S. To earn a Gold Certificate, you must score at least a “5” on all three assessments.

Score of 6 or 7 Platinum Certificate

Certifies that you have the basic skills for 99% of the jobs in the U.S. To earn a Platinum Certificate, you must score at least a "6" all three assessments.

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We provide test preparation for students seeking to obtain certification as a paraprofessional. The Parapro Assessment measures the skills and knowledge in reading, writing and math possessed by prospective and practicing paraprofessionals. It also measures their ability to apply those skills and knowledge when assisting in classroom instruction. It was designed to satisfy the requirements of the federally legislated No Child Left Behind Act. Test takers have 2½ hours to complete the test. Test subjects include reading, writing and math. The test has 90 multiple-choice questions, approximately two-thirds of which focus on basic skills and knowledge. The remaining one-third, focus on applying skills in the classroom. The assessment is delivered on computer and administered by appointment in participating school districts, regional offices of education and other agencies. The minimum score for certification varies from state to state. In South Carolina, the minimum score is 456.

Adult Education Boundaries and Legal Considerations on District Five Property Sites District Five adult education’s main site is located on the Irmo campus, but is a separate entity

from Irmo High. Therefore, students must observe program boundaries. Adult education

students should avoid interactions with Irmo High students and are prohibited from being

present in areas other than those designated for adult education. The only exception to this is

that students can report to the Irmo High cafeteria during the scheduled time for adult

education to purchase and eat lunch each day. Students are to arrive and depart each day via the

back entrance of the adult education area (only students who require handicap accessible

facilities will enter and exit through the front entrance). Students must also be aware that state

law prohibits the possession or use of tobacco products on school district property. Vapor

paraphernalia are also not permitted. It is illegal to possess weapons of any type.

Students are to refrain from bringing or inviting others who are not enrolled in our program to

our classrooms or any other program areas unless we are sponsoring a program event or

activity for which we have specified that others can be invited or that the activity is open to the

public.

Student Parking

Students will be provided with a parking decal that must be displayed in vehicles while parked

on the campus. Parking in unauthorized areas or failing to display parking decals may result in

towing of your vehicle.

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I.D. Badges Identification badges are provided to all students by the Transition Specialist. These badges are

to be worn at all times during the school day/evening while on campus.

Expectations for Attire Students are expected to dress in a manner that demonstrates respect for themselves and those

sharing space with them. Students are to refrain from wearing see-through clothing or attire

that exposes breasts or genitals. Shorts and skirts should not expose any portion of the

buttocks. Bare midriffs are also considered inappropriate. Spandex clothing is to be covered by

another layer of clothing that extends below the buttocks. When participating in field studies

and career/ business activities, students are expected to wear professional or professional

casual attire.

Expectations for Conduct Students are expected to demonstrate behavior consistent with that of a mature adult (i.e.

respect others’ feelings, personal space, personal property, individual rights, and rights to a

positive learning environment). Although we are all adults, there are people within the

environment who must be acknowledged and respected as having the authority to give

instruction and direction. Students are expected to follow instructions and directives given by

program staff, as well as following verbal and written program policies and procedures.

Appropriately delivered questions and input are welcome, as we do intend to provide an

environment that is conducive to the needs of all. Students who are disrespectful,

uncooperative, disruptive, or harass others will be subject to consequences that may range from

an administrative conference to program dismissal, depending on the severity of the conduct.

Any staff member is assigned the authority to send a student home for the day for misconduct.

The program director will determine if any further action is appropriate and notify the student

accordingly.

Every effort is made to protect instructional time to maximize the benefit to students. We will

refrain from interrupting instructional periods. Our expectation is that students will minimize

instructional disruptions by setting phones to off or silent positions, avoiding side

conversations during direct instruction, and remaining in class for the full instructional period.

Students are expected to arrive on time and be engaged until the official ending time for class 17

sessions. Under no circumstances should students engage in phone conversations within the

classroom environment.

In addition to signing in and out of each class sessions, students are expected to maintain a

record of their academic program progress using the tracking forms provided during your

orientation conferences.

Acceptable Use of Technology School and District Five of Lexington and Richland Counties are pleased to be able to offer

Internet Access for student use. Our goal in offering this access is to enhance the educational

experience for our students. The Internet offers access to worldwide information in text and

media form that, if properly used, will stimulate student learning. It can be a particularly

powerful motivational tool for students because of the richness of the format and the depth of

information resources not available through conventional means. The Internet is an electronic

highway connecting millions of computers and people around the globe. Students and teachers

will have access to: electronic mail communication with people all over the world; current

news; research and information databases; downloadable software and discussion groups. The

District’s purpose for using the Internet is to support instruction by providing access to unique

resources consistent with educational objectives and the opportunity for collaborative work.

School District Five of Lexington and Richland Counties uses a technology protection measure

that blocks or filters Internet access in compliance with the Children’s Internet Protection Act

(CIPA). This filtering device is not 100% accurate and can misclassify internet sites. Staff will

monitor students’ use of the Internet through software means and/or direct supervision.

Students may not use the resources of School District 5 of Lexington and Richland Counties

for entertainment purposes

Students agree to: • Be polite and use appropriate language (no swearing or use of vulgarities).

• Practice proper system use and observe security restrictions.

• Understand that electronic mail (E-Mail) is NOT guaranteed to be private.• Respect all electronic communications and information as private property. Use

technology resources for educational purposes as appropriate to complete instructional assignments.

• Take good care of the computer (no objects on the computer or food or drink near the computer).

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Students will not • Engage in any form of Cyber Bullying while using district technology resources. Cyber

bullying is defined as the use of e-mail, instant messaging, chat rooms, pagers, cell phones, or other forms of information technology to deliberately harass, threaten, or intimidate someone.

• Use chat rooms, instant messaging, and personal e-mail is prohibited except for designated classroom activities.

• Use the network in ways that would cause disruption of the use of the network by other users.

• Use the computer to create, use or download materials which would not be permissible in District Five classrooms in any other form (i.e., obscene, profane, or pornographic materials.)

• Use the computer, programs or files without permission.

• Delete programs, systems or data files without permission.

• Login to the computer or programs as any other person or allow anyone to login with • your account. • Will not share district provided user name or password with other students.

• Deliberately tamper with a computer system (examples: switching cables, disabling fans, introducing a virus, removing or changing keys, putting magnets on the computer, etc.)

• Steal or vandalize any part of the computer or network.

• Use the computer to tamper with, change or alter records or documents of the district. • Use district computers for personal use or gain, product advertisement or political

lobbying. • Use public domain software and shareware beyond the provided evaluation period

without properly registering and paying for same.

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Enforcement of Policy: 1. School District 5 of Lexington and Richland Counties uses a technology protection

measures that block or filter Internet access in compliance with the Children’s Internet

Protection Act (CIPA). This filtering device is not 100% accurate and can misclassify sites.

2. School District 5 staff will monitor students’ use of the Internet through software means

and/or direct supervision.

Responsibility: District: School District Five of Lexington and Richland Counties makes no warranties of any

kind for the technology resources it is providing. The District will not be responsible for any

damages the student incurs including loss of data resulting from delays, non-deliveries, mis-

deliveries, or service interruption. Use of any information obtained via the Internet is at the

student’s own risk. The District specifically denies any responsibility for the accuracy, quality,

or cost of information, goods, or services obtained through the Internet.

MealsAdult education students may choose to eat breakfast and lunch in the Irmo High cafeteria

during the period designated for adult education. Students are responsible for paying for these

lunches. Students may elect to bring lunch each day. A refrigerator and microwave has been

provided for student use. Complimentary coffee is also available. It is the responsibility of the

students to clean and maintain the coffee and food storage and microwave area. Students must

also brew coffee and notify a staff member when supplies needed for coffee are low. A snack

machine is located in the food area. Additional snacks, soft drinks, and water are available for

purchase in the main office area. Under no circumstances should students shake or tilt the

snack machine. Any problem with items vending properly should be reported in the main or

director’s office. Requests for the inclusion of new items are welcome.

Program Library The program maintains an extensive and diverse reading library as well as instructional print

materials that are made available to students for checkout.

Handicap Accessibility Student in need of handicap accessibility will be directed to park in the spaces designated as

such and enter the program area by passing through the courtyard in front of the Irmo High 20

cafeteria. Handicap accessible restrooms are located along that same route in close

proximity to the JROTC area.

Equipment and Materials Tens of thousands of dollars have been invested in instructional technology, supplies, and

materials. Students are expected to care for these resources and not remove them from the

premises without properly checking them out. Damage and/or destruction of equipment and

materials will require financial reimbursement for the replacement cost of these resources.

Technology is provided for instructional purposes only. Under no circumstances are students

allowed to download programs, software, etc. or use program technology to play games, shop,

or visit social media sites unless directed by an instructor as part of an instructional activity.

Failure to observe these restrictions may result in consequences such as loss of technology

privileges, billing for damage to the system or device, suspension from the program, or

program dismissal. Food and drinks are not allowed in the testing room, except during

scheduled special events organized and facilitated by the program staff.

Safety/Emergency Procedures Adult education participates in emergency drills organized and scheduled by the Irmo High

School administration. First aid kits are maintained at the program location for minor injuries.

Students will be issued a referral to the school nurse for injuries and illnesses not requiring

emergency medical attention.

Students should inform friends and family that may need to see them during class time that

they must report to the main office. A staff member will call the student from the classroom.

Visitors are not allowed in the classroom or any other program or campus area without

permission from a leadership team member.

Family Literacy Services

Purpose: To promote statewide improvement and expand literacy services offered by adult

education throughout the state. Vision: For all South Carolina adults to have a high level of

literacy that enables them to access needed information, take independent action express

ideas and opinions, keep up with the changing world, and exercise rights and responsibilities

as family members, workers, and community members.

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Lexington/Richland Five Adult Education Plan: To serve families in the Irmo cluster with

parents receiving academic assessment, instruction, parent education, referrals for appropriate

community support services, and college and career readiness skill development and services.

Children are to receive school readiness, developmental, and health screenings, referrals to

appropriate community resources, and school readiness instruction. Families participate in

interactive child and parent education time during home visits, and monthly literacy nights.

The aim of the initiative is to increase capacity for economic stability and break the cycle of

poverty and underachievement.

Transition Services Transition specialist help students identify a college they want to attend, conduct college tours,

assist students in applying to colleges, and help with the financial aid process. In addition, the

transition specialist counsels with students about career pathways and interest and skill

assessments. Students may also get assistance from the specialist with job readiness training:

resume writing, employability skills, interviewing skills and employment applications.

1. Coordinate Student Community Referral SystemA. Employment

i. Assist in job placementii. Career Assessmentiii. Develop individual career plansiv. Offer skill training in job application completion, interview skills and resume

preparation to prepare students for the world of workv. Coordinate career fairs

B. Armed Forces i. Contact recruiters to establish informational sessions for potential adult education

studentsii. Host ASVAB testing on adult education site

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C. Postsecondary/Training i. Present information about local postsecondary/other training opportunities

ii. Coordinate on-site visits with the technical college admissions counselors to

include EOC

iii. Provide student assistance with financial aid information and forms to be completed

iv. Guide adult education students through the application process

v. Arrange on-site campus visitsSchedule with Midlands Technical College the

student administration of the Accuplacer test at the adult education site

2. Student Accountability

A. Maintain a student database to include contact and student placement

B. Work in tandem with the adult education teachers and staff to promote students

achieving their goals

C. Process student ID

Assessment

1. GED® - The 2014 GED® test is a four-subject high school equivalency test that

measures skills required by high schools and requested by colleges and employers. The

four subjects are Science, Social Studies, Mathematical Reasoning, and Reasoning Through Language Arts. After you pass the GED® test, your diploma or credential will

be issued by the State Department of Education but you’ll receive a GED® transcript to

apply to college, start training, or get a better job.

The GED® test will have a passing score of 145 on each test part. Therefore, you will

need to reach a score of at least 145 on each part and a total score of 600 across the four-

part battery in order to receive your GED® test credential. You may also earn an

“Honors” score if you receive a score of 170 on a test part.

Scores are available the same day you test on your My GED online portal under the My

Scores section. Log in at www.GED.com to see your scores.

The price of the initial test is $150 for the four-subject areas or $37.50 each subject area.

The price of the retest is $17.50 per subject area. If you meet LR5AE program

requirements, adult education will pay for the last two-subject areas.

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A test module and two subsequent module retests may be taken, with no restrictions

between retakes. If you fail the second or any subsequent retest, the test taker must wait

60 days for each successive attempt.

After receiving two retakes at the reduced price, the price of the test subject returns to

the regular price. If you fail that subject again, you will receive two more retakes at the

reduced rate. The discount applies to two retests, taken within 12 months of your initial

failed subject test. Roughly 98 percent of U.S. colleges and universities accept GED®

graduates in the same manner as high school graduates. www.GEDtestingservices.com

*Students are expected to provide a copy of all practice tests

2. Practice GED® - Preview and practice with the content and technology that are part of

the 2014 GED® test

Review the “answer explanation” on each question to confirm the correct answer and

see explanations for why the other options were incorrect. Use the Companion Guide to

understand which standards-based skill is being assessed in the questions on the free

practice test

3. WorkKeys - ACT's National Career Readiness Certificate (NCRC) is a portable credential that demonstrates achievement and a certain level of workplace employability

skills in Applied Mathematics, and Locating Information, and Reading for Information.

Individuals can earn the NCRC by taking three WorkKeys® assessments: Applied

Mathematics, Locating Information, & Reading for Information.

WorkKeys assessments measure "real world" skills that employers believe are critical to

job success. Test questions are based on situations in the everyday work world. The ACT

NCRC offers the efficient matching of talent with work—which helps people find great

jobs, companies find skilled workers, and our nation's economy grow and prosper.

Launched in 2006, today more than 2.3 million certificates have been issued and more

than 40 states have statewide or regional certificate programs.

4. The Test for Adult Basic Education (TABE) is the assessment used for pre and post

testing of students. This assessment measures abilities in reading, mathematics, and

language. The assessments administered are based on individual student program goals.

Students in all programs except ESL are administered this assessment within the first 12

hours of enrollment. The scores from this assessment are used to determine class

placement. After 40 hours of instruction, students are administered a post-assessment in

the area in which the student achieved the lowest score. The post test is administered to 24

assess the impact of instruction. Students who demonstrate a gain in the post-tested area

will be exempt from additional post-testing for the remainder of the school year. The

ITTS (Instruction Targeted for TABE Success) is the primary online program that will

be used to address basic skill deficits identified by the TABE assessment. Students will

also engage in direct instruction and utilize print materials related skill deficits identified

by the TABE assessment. skill deficits identified by the TABE assessment. Students will

also engage in direct instruction and utilize print materials related to the skills deficits

identified upon entry. 5. TASC (Test Assessing Secondary Completion) requires a minimum passing score of

500 for Reading, Mathematics, Science, and Social Studies. The TASC Writing subtest

has one additional requirement—the examinee must score at least 500 and achieve at

least a two out of the eight possible points on the Writing essay. The TASC Test

Readiness Assessment can help examinees practice and prepare to see if they have the

knowledge, skills, and abilities needed to pass the TASC test. By completing the

readiness assessment, examinees receive a score in the form of a percentage that

indicates the likelihood of them passing the TASC test. In addition, the Readiness

Assessment provides examinees feedback on areas of weakness, allowing them to better

focus their efforts as they prepare to take the test.

6. Best Plus is an individually administered, face-to-face oral interview designed to assess

the English language proficiency of adult English language learners in the United States.

BEST Plus is a combined test of listening and speaking skills. As an oral assessment,

BEST Plus provides a short, practical test that meets the accountability needs of

programs that report to the National Reporting System (NRS). BEST Plus is intended to

assess interpersonal communication using everyday language used in practical

situations. Test items reflect language used in everyday life in the U.S. – at home, at

work, and in the community.

7. Best Literacy assesses reading and writing skills in authentic situations specifically

geared for adult English language learners in the United States. Reading tasks include

reading dates on a calendar, labels on food and clothing, bulletin announcements, and

newspaper want ads. Writing tasks include addressing an envelope, writing a rent check,

filling out a personal background form, and writing personal notes.

Testing environments are to be free from unnecessary distractions and noise. Therefore,

cell phones must be turned off. Students should only speak with the test administrator(s) 25

and raise their hand if they need assistance. The majority of assessments administered

are timed. It is imperative that students avoid leaving the testing room during a test. If

there is an emergency that requires leaving the room, the test administrator needs to be

notified. All of the assessments provided during the program have a cost attached. We

have made an effort to find alternate sources of funding to cover these costs instead of

charging students for these assessments. Therefore, students who demonstrate an

intentional disregard for the efficient use of these assessments or are viewed randomly

marking answers, leaving and not returning to complete assessments, etc. will be

assessed the standard fee for retaking the assessment.

Services for Special Needs Our program is highly individualized for all students. However, we recognize that some

students may have documented disabilities that prevent full access and/or hinder progress

without accommodations. Certified special education instructor services and resources are

provided as appropriate for students who qualify, in accordance with state and federal laws and

guidelines, as well as guidelines and procedures set by the local district and testing companies.

Leadership Team Contact Numbers & Email AddressesAdministrative Professional: Mrs. Sharone Wilkins 803-476-8230 swilkins@lexrich5.org Program Director: Dr. Kathie Greer 803-476-8229 kgreer@lexrich5.org Assistant Program Coordinator: Dr. Elizabeth Fisher 803-476-8231 efisher@lexrich5.org Transition Specialist: Mrs. Mary Hugee 803-476-8232 mhugee@lexrich5.org

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DREAM IT! PURSUE IT!ACHIEVE IT!

Updated 9/27/17 27