LAKE TECHNICAL COLLEGE
Adult Basic Education (ABE)
Adult Basic Education (ABE) is designed to assist students with increasing mastery of Mathematics, Language Arts (language, speaking and listening, and writing), and Reading at or above the ninth-grade level. The program is designed not as an “end all,” but it is the first and foundational step toward accomplishing high school completion through the GED® and/or establishing an understanding of and preparation for postsecondary education and career. It also offers opportunities to develop digital literacy and to acquire college and career readiness skills.
• Must be sixteen (16) years of age or older.
• Legal withdrawal from the elementary or secondary school with the exceptions noted in Rule 6A-6.014, FAC. This applies to those individuals who are in pursuance of the GED® option.
• Completion of official digital or online application.
• Completion of basic skills testing such as the Test of Adult Basic Education (TABE) as a means for assessing specific academic needs.
• Applicants completing assessments with an objective to enroll in a career and technical education program may also be tested on reading and math skills using CASAS GOALS in the place of the Reading and Math TABE. CASAS GOALS reading and math may also be used for testing when pursuing the GED® (high school equivalency exam) preparatory option.
• For students desiring to enroll in the adult basic education (ABE) distance learning option, TABE and/or CASAS GOALS scores for all subjects should be at a minimum no less than a 6.0 grade equivalent, and the subject assessments must have been taken at no less than the “D” for difficult level.
Enrollment in ABE complies with school policy and state law. Students complete the basic skills testing as noted above prior to enrollment.
Essential training tasks involve the specific requirements that one must be able to accomplish in order to successfully work through a program of study (in this instance the ABE program). These requirements or tasks are physically, mentally, and emotionally oriented. The physical, mental, and emotional requirements for the ABE program are that a student must have the ability to:
• Sit for extended periods of time.
• Comprehend both spoken and written English.
• Use a computer keyboard or a keypad.
• Work with others as a team as well as working independently.
• Interpret a variety of instructions furnished in written, oral, and/or diagrammatical form.
• Plan, organize, and manage time as well as daily activities.
Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s IEP or 504 plan or postsecondary student’s accommodations plan to meet individual needs to ensure equal access. Postsecondary students with disabilities must self-identify, present documentation of accommodations, if needed, and develop a plan with their postsecondary service provider.
Students desiring accommodations or updates to their accommodations are encouraged to self-identify as early in the program as possible. In order to receive disability accommodations, students must self-disclose the disability to the Special Populations Coordinator and provide documentation that clearly shows evidence of a disability and applicable accommodations. The Special Populations Coordinator will schedule a meeting with the student and the Adult Education Program Manager to discuss the documented disability and applicable accommodations.
Accommodations received in postsecondary education may differ from those received in secondary education. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments, assessments, time demands, schedules, learning environment, assistive technology, and special communication systems. Documentation of the accommodations requested and provided are maintained in a confidential file separate from the academic record.
Students in need of academic accommodations for a disability may consult with the Special Populations Coordinator to arrange appropriate accommodations. Students are required to give reasonable notice (typically 5 working days) prior to requesting an accommodation.
Noncompliance with school and program policies may result in withdrawal from the program. The missing of six consecutive scheduled class sessions will result in an immediate withdrawal. This is due to state policy. Inappropriate behavior may result in withdrawal or dismissal as determined through a Student Intervention Team (SIT) meeting process Students who are dismissed are unable to attend Lake Technical College for a determined amount of time and may return only after meeting with and an approval from the executive director of Lake Technical College or a designee. For those who are withdrawn during a term and who wish to return during the same, a reenrollment fee of $10.00 is required.
A program orientation is required for all Lake Tech Adult Education students. Students will sign off each new academic year on an understanding of the policies of the college and the individual program requirements at the conclusion of the orientation.
The mission of Lake Technical College (LTC) and the Adult Education Program includes providing the necessary skills for students to be successful employees in whatever career they choose. To be successful in the workforce, as well as college and career ready, graduates must possess both strong academic skills and good professional skills. These types of skills are what employers are looking for in their employees, for example, communication skills, dependability, productivity, and teamwork. The following are areas that all adult education students are expected to exhibit in class:
Professional and Academic Integrity
• Attendance: Attends class for all scheduled hours assigned; arrives/leaves on time; logs in and out properly; communicates with instructor when arriving late, leaving early, or being absent for any reason.
• Communication/Teamwork: Contacts instructor with learning or other concerns; works cooperatively with people with diverse backgrounds and abilities; is an active group member; teaches others; contributes ideas and suggestions.
• Ethics: Displays academic integrity (no plagiarism); follows LTC’s code of conduct (appropriate use of cellphone/smartphone, following tobacco product rule, food and drink rule, etc.).
• Respect: Shows respect for self, classmates, instructors, and staff; does not engage in harassment of any kind (verbal, nonverbal, written, and electronic); and respects class materials – appropriate use of technology, books and other materials are not marked in or taken from the classroom and are returned to appropriate place or instructor.
• Appearance: Follows the LTC dress code using appropriate dress, grooming, and hygiene, and wears regulation uniform.
• Attitude: Shows positive attitude; willing to cooperate; accepts constructive criticism.
• Preparedness: Has needed materials and supplies to complete assignments; comes ready to learn; prioritizes tasks and time for the day.
• Productivity: Stays on task; utilizes time constructively; when finishes assignment and is waiting for further instructions, finds appropriate materials and continues studying.
5 = Exceeds Expectations: Professional skills performance is exemplary. Student consistently demonstrates characteristics that will stand out in the work environment and will advance her/him in the career chosen.
4 = Meets Expectations: Professional skills performance standards are met. Student demonstrates characteristics that will stand out in the work environment.
3 = Needs Moderate Improvement: All professional skills standards are met most of the time. The quality of the student’s professional skills performance is that of a good employee in the normal work environment.
2 = Needs Substantial Improvement: Some professional skills standards are not met. Additional work on employability skills is recommended.
1 = Unacceptable: Professional skills performance is below average. Most skills have not been met.
Lake Technical College makes every effort to provide a safe environment for all students, visitors, faculty and staff. Basic safety standards, which will include fire drills, weather drills, equipment usage, and traffic regulations, will be covered in the program orientation. Also, for further safety, all students are required to wear the appropriate Lake Tech shirt for that program; adult education students wear a light blue shirt with the Lake Tech logo. Furthermore, students must wear the school issued photo identification while on campus. These basic safety standards will be reinforced throughout the program enrollment. See the current school catalog for additional campus safety information.
Students and employees are expected to make off-campus childcare arrangements. The College assumes no responsibility for the supervision of children. At no time should children be left unattended either in buildings, grounds or vehicles.
To protect equipment and furnishings in the classroom and laboratory areas, only water, in closed, covered containers, is permitted. No other food or drinks are allowed, unless specific permission is granted by the instructor.
Food services are provided, for a fee, on the main campus in the Lake Tech Café and are available during breaks and lunch. Adult students may leave the LTC campus during the scheduled 30-minute lunch break as long as they return to the program on time.
Students at the main campus may park only in the south parking lot in spaces not designated as “staff/faculty” or “customer service.” For safety, loitering in or around vehicles once the vehicle is parked is not permitted and a 5 mph speed limit is enforced. In consideration of the neighbors and classes in session, loud music in vehicles on campus is prohibited. A person parking in spaces designated as “disabled permit only,” requires an official state disability decal to be displayed on the vehicle. Students parking on the campus must have the Lake Tech issued annual school year parking decal visibly displayed on their vehicle; this decal will be available in the business office and is included in the regular registration fee.
The college is a tobacco free institution, so the use of tobacco products of any kind and the appearance of such use, including e-cigarettes and vapes, is not permitted at any school location, including parking lots. Any student who is found to have violated this policy will be subject to dismissal.
In an effort to develop appropriate work ethics, LTC students are expected to attend all class sessions. Only regularly scheduled class hours will be reported for attendance. Make-up time will not be accepted. Students with continued excessive absences may be subject to penalties such as prohibition from reenrollment in the next grading period.
If it is necessary to be absent due to illness or emergency situations, all students are to notify the instructor as soon as possible prior to the start of class, as is the case in the workplace when students are fully employed. The missing of six consecutive scheduled class sessions will result in an immediate withdrawal.
Students in ABE, GED® Preparation, and Applied Academics for Adult Education (AAAE) programs must have achieved a minimum of 80% attendance at the end of each semester. Students not having met this requirement will sign an acknowledgement that they have been notified that continued absences may pose a threat to program enrollment. Teacher conferencing and School Intervention Team meetings will be held with the student as necessary to attempt to alleviate issues resulting in excessive absences and to counsel him or her of possible alternatives and consequences.
Students on attendance behavior contracts are deemed to be on probation until such time that their absences are 20% or less
As in the workplace, students are expected to be in their class promptly in the morning, after break, and after lunch. Students are expected to notify the faculty before the start of class of any anticipated tardies. Any student who is tardy and/or leaves early for 20% or more of the number of days scheduled for any given 9-week period will be placed on a behavior contract. Probationary status will terminate when the number of tardies/early departures no longer exceeds 20% of the completed scheduled attendance days.
For safety reasons, all students must notify their instructor when leaving campus early. Students may leave campus for lunch provided this is done within the allotted time.
Only through continuous communication with your instructor and consistent work habits can an online course be a successful experience. Please read the following policies and procedures to understand the specific participation requirements to maintain enrollment in the online ABE, GED® Preparation or AAAE program course.
You may be called upon to attend a two (2) hour orientation at the main campus before beginning your coursework; although, the orientation is usually performed remotely/online. During this time, you will complete required forms and review any pertinent information. You must have a working email address for direct consultation with your instructor as well as the Adult Education Online Coordinator. You will receive via email your login information for the online tools used for study just prior to or on the date of your online program start.
You are enrolled for six (6) hours for part-time or ten (10) hours for full-time each week. Your attendance will be determined by the number of work hours on computer-based coursework, additional assignments and other events as determined by your instructor. Attendance reports will be run each Monday by the LTC data clerk and submitted to the Adult Education Program Manager for review.
ABE online students are required to participate a minimum of eighty percent (80%) per week of their enrollment. If you have participated less than four point eight (4.8) hours in a week, part-time, or eight (8) hours in a week, full-time, you will be notified by your instructor. To maintain your current enrollment status, you must show a minimum of 4.8 hours (part-time) or 8 hours (full-time) of participation for EACH three (3) week period.
If you do not meet the above requirements, you will be automatically withdrawn from the program. It is important to notify your instructor of circumstances that may prevent you from attaining the required number of hours of participation.
Re-admission will be subject to availability, willingness to abide by the policies and procedures for distance learning (online classes), and current re-admission procedures of the Admissions Office. Note that you will be subject to a reenrollment fee of $10.00 if the reenrollment occurs in the same semester as withdrawn.
A meeting with the Adult Education Program Manager may be required before re-enrolling in the course.
Students who attend Lake Tech shall dress in a manner appropriate for the job in which they are receiving training, including any special protective gear and professional uniforms. All clothing must be neither distracting nor offensive and be clean, neat, modest, in good repair and appropriately sized. In order to instill professionalism and consistency, as is done in the career and technical programs, students within any Adult Education program will wear a specific Lake Technical College t-shirt for that program. These shirts will be available for purchase in the Business Office. Students are expected to display their valid student ID, or have on their person when unable to display due to safety in the program, at all times.
The director or designee has the final authority for determining whether or not a student’s apparel conforms to the dress code. If it is determined that it does not, students will be required to change into clothing which will conform to this code or leave campus. Students may return to campus when they have changed into appropriate clothing.
The aim of ABE is to provide basic literacy and life/employability skills for students who are performing below the ninth-grade level. The program is characterized by open-entry/open-exit enrollment, self-paced instructional modules that differentiate students’ goals and learning styles, flexible schedules, and performance-based evaluations. Highly qualified instructors facilitate learning and develop lesson plans in order to teach to the College and Career Readiness Standards as noted by the Florida Department of Education. Lessons and materials include career related success skills along with the academic components of Reading, Math, Language and digital literacy.
Goals and objectives for ABE are:
• To help students develop a career path that matches their skills, desires and interests to appropriate postsecondary education and work.
• To prepare students for the workplace by modeling appropriate work habits soft skills such as punctuality, appropriate grooming, teamwork, self-management, critical thinking skills, etc.
• To identify the students’ level of academic competence in reading, math, and language through the TABE.
• To prescribe individual study plans for each subject area needing remediation.
• To manage, monitor, and evaluate the students’ learning activities and progress and provide immediate constructive feedback through progress checks.
• To obtain the skills so as to advance to the GED® preparation program.
Completion time is also a variable depending on the student’s academic level at entry, time spent in the class, and program or personal goal requirements.
The ABE classroom is equipped with a wide variety of multi-media materials to meet diverse academic levels, interests, and learning styles of students. These include textbooks, workbooks, programmed written materials, videos, computer software, and the Internet.
Individualized lesson plans are prescribed for all students that address individual needs in reading, math, and language. Learning style questionnaires determine the student's learning style, in order to meet the needs of visual, auditory, and kinesthetic learners.
The Special Populations Coordinator is available to provide assistance to students with special needs. Adult students with disabilities must self-identify and request accommodations.
Students are given immediate feedback on all class work and tests. Scores and dates are recorded on individual prescription sheets. As students complete prescriptions, the basic skills assessments are re-administered. Computer printouts of all test grades and modular analysis are available for comparison.
Instructional strategies for this program include methods that require students to identify, organize and use resources appropriately; to work with each other cooperatively and productively; to acquire and use information; to understand social, organizational and technological systems; and to work with a variety of tools and equipment. Instructional strategies also incorporate methods to improve students’ personal learning strategies and high order thinking skills.
After successfully completing appropriate coursework for each subject area of the program, the student will be able to either shift upwards into the GED® Preparation program or into the AAAE program. Students will also be expected to have completed a career plan and to have made progress towards enrollment in postsecondary education or job placement.
The ABE program provides the necessary skills for students to be successful employees in whatever career they choose. To be successful in the workforce, college and career ready, graduates must possess both strong academic skills and good professional skills. These types of skills are what employers are looking for in their employees, for example, communication skills, dependability, productivity, and teamwork. Instructors give assistance and counsel students regarding good professional skills in preparation for work force entry and/or entry into the GED® program of study. A career specialist and workshops are available to students throughout each semester.
Community representatives and school staff serve on the Adult General Education Advisory Committee. Committee members represent many of the schools and agencies with whom ABE staff must interact to coordinate efforts made on behalf of the student population. Educational trends at the local, state, and federal levels are shared among committee members.