Section 1004.91, F.S. - Career-Preparatory Instruction
Section 1008.24, F.S. - Test Security
Section 1008.29, F.S. - College-Level Communication and Mathematics Skills
Rule 6A-10.0315, FAC - College Preparatory Testing, Placement and Instruction
Rule 6A-10.040, FAC - Basic Skills Requirements for Postsecondary Vocational
Licensure Exams (Licensure Programs that exempt students from meeting basic skills
Throughout the years, career education (formerly vocational education) has focused on teaching
technical competencies and related academic skills that prepare students to enter and advance in
a variety of career fields. Program and course descriptions are reviewed on a regular basis to
ensure that the technical and academic skills identified for each program/course meet industry
standards as well as requirements established by licensure boards.
Each career education program has associated basic academic skills (reading, math and
language) exit requirements. For the purpose of career education and basic skills, “exit” is
defined as when a student reaches the final occupational completion point (OCP) for the
program. The basic skills exit requirements are determined by state technical advisory
committees based on the level of academic skills employees need to demonstrate in order to be
successful within that particular field.
The purpose of this paper is to provide information about: (1) legal basis for basic skills
assessment in career education; (2) procedures to be followed throughout the assessment process;
(3) counseling of students who do not meet the basic skills exit requirements; (4)
exemptions/waivers of basic skills requirements; and (5) accommodations for students with
disabilities.
who enroll in a program offered for career credit of 450 hours or more to complete an entry-level
examination within the first six weeks of admission into the program. The examination is
designed to assess student mastery of basic skills. Assessment instruments meeting this
requirement include: Florida College Entry-Level Placement Test (CPT) or Multiple Assessment
Placement Service (MAPS) (as authorized); Tests of Adult Basic Education (TABE), Forms 7 &
8, Complete Battery or Survey forms; Tests of Adult Basic Education, Work-Related Foundation
Skills (TABE-WR); Tests of Adult Basic Education (TABE) 9 & 10, Complete Battery or
Survey; and Wonderlic Basic Skills Test (WBST). Students with documented disabilities should
be provided with accommodations in the testing procedure as needed on an individual basis.
Rule 6A-1.0943, Florida Administrative Code (FAC), Statewide Assessment for Students with
provides examples of allowable testing procedure accommodations.
Students who do not achieve the minimum level of basic skills required for completion (exit)
from their career education programs will not be awarded a career certificate. However, adult
students with disabilities, as defined in Rule 6A-6.0132, FAC, and exceptional students (except
gifted) as defined in s. 1003.01, F.S., may be exempted from meeting the basic skills level to
earn a career certificate and be reported as a completer.
Students who are exempted from meeting the basic skills exit score requirement include those
possess a college degree at the associate in applied science (AAS) level or higher;
have successfully completed or are exempt from the college-level communication and
computation skills examination pursuant to s. 1008.29; F.S.;
are exempt from the college entry-level examination pursuant to s. 1008.29, F.S.; and
pass a related state, national or industry licensure exam (Appendix D).
All students must be tested within the first six (6) weeks of enrollment in a career education
program of 450 hours or longer; however, if the student successfully completes their coursework,
does not meet the exit basic skills requirements for exit (pre- and post-testing), sits for and passes
a related licensure exam identified by the Department of Education, Office of Workforce and
Economic Development, that student shall be counted as a completer and does not have to be
retested on one of the basic skills examinations. The local educational agency (LEA) is required
to maintain documentation that the student passed licensure in order to report the student as a
completer for funding and auditing purposes.
Students enrolled in law enforcement training academies are exempt from the basic skills
requirements in s. 1004.91, F.S. FDLE has designated the Florida Basic Abilities Test (FBAT)
for use with these students. Please refer to section 943.17(6), F.S., for more information.
The student who does not meet the basic skills requirement on the pre-test should be referred to
either vocational preparatory instruction (Pre-VPI or VPI) or adult basic education (ABE) for
help in accelerating their basic skills. The student should be post-tested to determine whether or
not they meet the exit requirements before they take the related professional test.
A student enrolled in a career education program that does not meet the basic skills requirement,
but passes an identified licensure exam should be recorded as “incomplete” until the local
educational agency (LEA) receives documentation of the licensure and then reports the student
as a completer from the career education program and from VPI. If the student does not meet the
basic skills requirements for completion, is not exempt, or does not pass an identified licensure
exam, the student cannot be reported as a completer from the final OCP of the program.
The basic skills requirements for career education programs are exit requirements from those
programs, not entry or placement requirements. A student may enter the career education
program before reaching minimum basic skills levels, but may not receive the final OCP until
basic skills requirements are met, except students exempted in accordance with Rule
or s. 1004.91, F.S. Remediation must be provided to assist students to attain the required basic
skills levels. The remediation may be provided concurrently with enrollment in the career
education program, or, in certain cases (i.e., programs with waiting lists), prior to entry into the
career education program.
PLEASE NOTE: Federal legislation prohibits denying entry into a career education program on
the basis of criteria that have the effect of disproportionately excluding persons of a particular
race, color, national origin, sex or handicap. In order to use such criteria, the recipient must
demonstrate that such criteria have been validated as essential to participation in a given program
(Federal Register, Wednesday, March 21, 1979).
determine basic skills levels of career education students. They are:
Tests of Adult Basic Education (TABE) 7 & 8 or 9 & 10, complete battery or survey
Florida College Entry-Level Placement Test (CPT) at the community college level
Thus, assessment is used to determine whether or not the student has the basic skills necessary to
be successful in the chosen career. If, following admission to the program, a student is unable to
demonstrate the basic skills exit requirement, remediation is provided. After remediation, the
student has the opportunity to post-test before the completion of the final OCP. If the student’s
basic skills score still does not meet program exit requirements, the student may:
if they are a student with a disability, provide appropriate documentation and request an
exemption from meeting the basic skills exit requirements of the program.
The intent of (4) of s. 6A-10.040, F.S., is to provide opportunities for remediation when needed
and to avoid penalizing a student who may not be able to attain the required basic skills
requirements due to a disability. Students with disabilities should be tested with appropriate
testing procedure accommodations as needed, participate in remediation if needed, and then post-
test to determine gains. However, if the student has demonstrated mastery of the student
performance standards for the career education program, but has not attained the appropriate
basic skills levels required for completion from that program, the local educational agency
(LEA) may use the exemption, code the student as a completer, and award the appropriate
certificate.
This rule includes permissive language that allows LEAs to exempt adults with disabilities from
meeting the required basic skills level to earn a career education certificate. Since application of
the exemption is permissible and not mandatory, each LEA must develop a local written policy
describing the steps to be followed and documentation to be maintained throughout the testing,
remediation, certification, reporting, and audit process.
This policy should not deny anyone access or opportunities because of a disability.
The steps for exempting a student with a documented disability would be as follows:
If the student does not meet the exit requirements on the TABE, but have met the
. This requirement does not
preclude a recipient from providing factual information about licensing and certification
requirements of particular careers.
Counseling is an essential element in career preparation to assist students in identifying career
goals and selecting appropriate training programs. Explaining the demands of the academics
involved in the career education program is an important part of the counseling process. A clear
understanding of expectations will better prepare the student for making sound decisions and
successfully completing the program. It is important for students to understand the relationship
between basic skills and success in their chosen career education program, and that improving
their skills will help foster success in the program and in future employment.
While it depends on the student and remains a local decision, the following are commonly used
practices used by many providers throughout the state: (1) students who test below the sixth
grade level may be referred to the Pre-VPI program or to adult basic education; (2) students who
test two grade levels below the basic skills requirements for their career education program may
be provided with counseling and remediation in VPI before entry into the career education
program; and (3) students who test within two grade levels of the requirements may be provided
concurrent remediation in VPI while enrolled in a career education program. Also, students who
are on a waiting list for entry into a career education program may be provided with remediation
in VPI prior to entry. REMEMBER, these are just practices used in Florida. If a student wishes
to enter a career education program without remediating, Federal law prohibits denying entry
into a career education program based solely on a test score.
It is strongly recommended that VPI students have a Technical Education Plan (TEP) and that it
addresses/includes special support services the student needs to be successful in the career
education program. It is recommended that if a student with a disability has an AIEP, the TEP
should be incorporated into that document.
All students who are referred to adult education programs require ongoing counseling/
monitoring to ensure that: (1) basic skills levels are improving; (2) support services are being
provided if needed; and (3) progression toward completion of program goals is occurring.
It is vital that assessment instruments used are both valid and reliable and are only used with the
students they were designed to be used with. The state of Florida has approved standardized
tests to meet the requirements of Florida Statute and Florida School Board Rules. Standardized
tests are valid and reliable and are used throughout the country in a variety of educational and
employment settings. Some of these tests are normed on certain populations and some are
criterion-based tests.
Validity refers to the degree to which evidence and theory support the interpretations of test
scores entailed by proposed uses of the tests. Validity is the most fundamental consideration in
developing and evaluating tests. The process of validation involves accumulating evidence to
provide a sound scientific basis for the proposed score interpretations (AERA, APA & NCME,
1999). The purpose of validation is not to validate the test, but to validate the interpretations of
the test scores for a particular use or purpose.
Reliability refers to the consistency of such measurements when the testing procedure is repeated
on a population of individuals or groups. The Standards for Educational and Psychological
Testing (1999) indicates that reliability evidence may be reported in terms of variances or
standard deviations of measurement errors, in terms of one or more coefficients, or in terms of
IRT-based test information functions. (p. 27)
Individual raw scores or scale scores are often referred to the distribution of scores for one or
more comparison groups to draw useful inferences about an individual’s performance. Test
score interpretations based on such comparisons are said to be norm-referenced. Other test
score interpretations make no direct reference to the performance of other examinees. These
interpretations may take a variety of forms: most are collectively referred to as criterion-
referenced interpretations.
The use of standardized, valid and reliable assessments ensures quality assessment. Quality
assessment plays a major role in career and adult education programs, including the following:
All career education students enrolling in career education programs of 450 hours or more must
be tested within the first six (6) calendar weeks after admission into the program. The purpose of
testing is to determine the extent of basic skills mastery and to evaluate the need for remediation
if necessary. This applies to all postsecondary career education students, including secondary
students dually enrolled in postsecondary career education certificate programs. Exceptions
include those exempted in s. 1004.91, F.S.
Testing may not to be used as a screening device. Students may not be denied entry into a career
education program based solely on a test score. Students with disabilities must be tested and
provided remediation if needed although they may be exempted from meeting the basic skills
exit requirement for their career education program. The procedure for this exemption must be
determined by district policy. This policy should be written and approved by the school board or
community college board of trustees.
Apprenticeship students enrolled in career education programs of 450 hours or longer must meet
the basic skills requirements of s.1004.91, F. S. to be reported as a completer. If the student
completes the career education program and earns Journeyman status in the area of study, they
may be reported as a completer, even if they do not meet the basic skills exit requirements.
After a student has completed the remediation prescribed, the student shall be retested on the
alternate version of the same test used for pre-testing. No student, except those exempted in this
rule, shall be awarded a career certificate until the student reaches the minimum basic skills
levels required for the final Occupational Completion Point (OCP) for that career education
program or passes a related state, national or industry licensure exam identified by the
Department of Education, Office of Workforce and Economic Development.
Program Course Standards, updated yearly, list minimum basic skills levels as grade equivalents.
The charts listed in this document (Section 7) provide a crosswalk of grade equivalents to the
scale scores of the approved tests. A student only has to reach the minimum basic skills level
when completing the final Occupational Completion Point of a program of 450 hours or longer.
Students may be reported as completers of OCPs upon mastery of the technical skills without
meeting the required basic skills levels if the OCP is not the final OCP. If a student tests and is
deficient in only one area, the student needs only to be retested in the area in which they were
deficient.
Test security is an essential component of standardized testing. The importance of test security
can not be stressed enough. If test security is compromised, data is not accurate. All test
booklets, answer sheets, answer keys, etc., must be maintained in a secured manner and not
revealed to students or teachers prior to testing because to do otherwise would give some
students an unfair advantage over those who had not seen the questions. Moreover, the test
would no longer be examining students’ achievements but would merely assess recall of answers
to the specific questions that are on that particular form of the test.
A more subtle issue is that teachers are not permitted to study, read, inspect or copy the test
either before, during or after it has been administered. Again, this would give an unfair
advantage to certain teachers and students when the test is next administered. Only those staff
with responsibility of administering the tests should have access to the tests.
It is unlawful for anyone to knowingly and willingly violate test security rules adopted by the
State Board of Education for mandatory tests. Test security is covered in Section 1008.24, F.S.,
Test Security; and in Rule 6A-10.042, FAC, Maintenance of Test Security. (See Appendix C.)
Training of personnel administering tests is critical to ensure maintaining test security
disabilities.
personnel not directly involved with the instructional process.
Recommended testing procedures established by test publishers should be followed for
documenting and reporting problems with materials, disruptive student behavior,
No individual, committee, and/or program may develop any workshop, training or instructional
session or create any materials designed to teach or prepare students to answer specific test
questions that appear on any state-approved assessment instrument. Instructors may not review
specific test items with students or include any actual test items or revised test items in any
instructional materials. Instructors should focus on the competencies measured and the
underlying basic skills during instruction and when preparing students for testing.
The educational community is sometimes uncertain as to what practices legitimately contribute
to the “opportunity to learn” as opposed to the more narrow concept of “teaching to the test.”
The former is a positive endeavor meant to help students learn the desired skills and
competencies, whereas the latter activity is a negative approach that would provide instruction
only on items that are mirror images or clones of the items on the test. Students should be
provided a rich instructional program that includes the skills and competencies that will be
sampled by the content on the assessment tests.
Every standardized assessment has a standardized protocol that must be followed to ensure
accurate test results. All test administrators must familiarize themselves with the test
administrator manual for each test they administer. It is highly recommended that each person
who administers a state approved assessment instrument be trained on the instrument they are
administering.
The quality of a program depends on the accuracy of assessment and reporting. Without proper
test procedures, the state would not be able to compare programs throughout the state.
assessment testing programs.
Florida educators who are responsible for the administration of state and district
assessment tests shall abide by policies established in statute and rule regarding test
security.
Florida educators responsible for administering district and statewide assessment tests
shall adhere to the instructions found in the administration manuals for each test.
Personnel with test administration and test proctoring responsibilities will be
appropriately trained.
Students will be prepared for the testing activities prior to the day of testing.
Test administrators will provide adequate test administration conditions.
Students with disabilities will be provided appropriate test accommodations and
modifications.
Test results will be communicated to appropriate audiences.
Minimum time between testing: The minimum time between testing should always follow the
testing publisher’s guidelines outlined in the testing administrator’s manual. The American
Psychological Association (APA) states that there should be a minimum of six (6) months
between testing when using the same assessment document (same version of the same test). The
Department of Education, Office of Workforce and Economic Development suggests that a
minimum of six (6) weeks or about 60 hours of instruction should be allowed between pre- and
post-testing, using an alternate version of the same assessment instrument. Remediation should
be provided during this time. The National Reporting System (NRS) states that there should be
at least sixty (60) hours of instruction when using the same level, different form of a test, and at
least 120 hours of instruction when using the same level, same form of a test instrument.
Post-testing: A student should always be post-tested on the alternate version of the same level of
the test used in pre-testing. When post-testing with any approved test, testing publisher
guidelines must be followed. If pre-testing was done with TABE 7 & 8, post-testing may be
done with TABE 7 & 8 or TABE 9 & 10. Once a student is tested with TABE 9 & 10, you may
not retest the student with TABE 7 & 8 again.
Locator Test: The locator test is not required when testing career and technical education
students. The Department of Education, Office of Workforce and Economic Development,
recommends using the D level of the TABE if the program completion levels are below 9
grade.
Calculator: Some tests allow for the use of calculators on some portions of the mathematics test.
If this is allowable, the site should provide calculators and instruction on the use of those
calculators for the testing procedure. This ensures equity for all students.
Reporting grade level equivalencies: When reporting math grade levels on the TABE, you must
report the Total Math score, not an average of math computation and applied math, or the higher
or lower of either of these scores.
TABE Survey versus Complete Battery: Both the TABE Survey and Complete Battery are
approved in Rule 6A-10.040, FAC; however, the state recommends that the Complete Battery be
given for the initial (pre) test so that a better diagnosis may be made of a student’s learning
deficiencies. The Survey is recommended for post-testing.
Test scores are valid for two (2) years: The test scores remain valid as long as the student is
enrolled even if the length of the program keeps the student in school for longer than two years.
If the student has a break of service of more than one year, the student must be retested.
TABE scores will be accepted from one public institution to another provided they are less than
two (2) years old and are transmitted electronically or in a sealed envelope from the institution
that administered the test.
General: Each test administrator must have access to the test administration manual for each test
they administer. This ensures that each student is tested equally.
Programs should have a testing policy in place that includes procedures to ensure the following:
Students are informed of the reason they are being tested, prior to the test administration
The appropriate amount of instruction is provided between pre- and post-testing
For local training purposes, instructors may examine tests for review purposes only. It is
essential that this occurs in a controlled, supervised environment with test security safeguards in
place. Agencies should take special care to ensure the collection of all test booklets at the
completion of training. Florida recommends that only those personnel responsible for
administering the tests be trained with the tests.
Some students with disabilities may require testing procedure accommodations. Students with
disabilities should have every opportunity to discuss such needs with appropriate staff early,
during the counseling process, when the student participates in planning his/her program.
However, adult students are not required to reveal their disability and may elect to participate in
the program without special assistance. Subsequently, students may self-identify and request
accommodations services if they do not succeed without accommodations. Documentation of
the need for specific testing procedure accommodations should be maintained in the student's
confidential records and revealed only on a “need to know” basis. The Family Educational
Rights and Privacy Act (FERPA) (Appendix B) is designed to protect the privacy of a student’s
education records. The law applies to all schools that receive funds under an applicable program
from the U.S. Department of Education. Generally, schools must have written permission from
the parent/guardian or eligible student in order to release any information from a student's
education record. However, FERPA allows schools to disclose those records, without consent,
State and local authorities, within a juvenile justice system, pursuant to specific
Schools may disclose, without consent, "directory" information such as a student's name,
address, telephone number, date and place of birth, honors and awards, and dates of attendance.
However, schools must tell parents/guardians and eligible students about directory information
and allow parents/guardians and eligible students a reasonable amount of time to request that the
school not disclose directory information about them. Schools must notify parents/guardians and
eligible students annually of their rights under FERPA. The actual means of notification (special
letter, inclusion in a Parents and Teachers Association (PTA) bulletin, student handbook, or
newspaper article) is left to the discretion of each institution.
Rule 6A-1.0943, FAC, Statewide Assessment for Students with Disabilities, provides the basis
for accommodations to Florida's statewide assessment system for students with disabilities and
provides examples of allowable testing accommodations. Consideration must be given to
providing accommodations that will allow the student with a disability to demonstrate the skills
and knowledge the test is designed to measure rather than a score that reflects the student’s
disability. Accommodations are not to provide the student with an unfair advantage or interfere
with the validity of the test; they are required to allow the student an equal opportunity to
demonstrate the underlying skills that are being measured by the test. Students are unique and
may require different accommodations, even if they have the same disability. When specifying
test accommodations for an individual student, consideration should be given to the option
requested by the student. Test accommodations are based on accommodations used by the
student during classroom instruction. All accommodations must be documented on the student’s
Individual Educational Plan (IEP), Adult Individual Educational Plan (AIEP), 504 Plan or other
educational plan.
testing at a different time of day, additional time.
separate room, special lighting, equipment, acoustics.
Braille response.
reading items.
(if authorized in test administration manual).
The goal is to ensure that each student has every opportunity to demonstrate mastery of basic
skills. Some students with disabilities may need special testing accommodations during the
testing and instructional process (including remediation). These testing accommodations must
be provided to ensure equal access to programs and activities.
Accommodations may be used only if they do not alter the underlying content that is being
measured by the assessment or negatively affect the assessment's reliability or validity.
An adult education student (VPI & Pre-VIP) must have at least twelve (12) contact hours to be
counted as enrolled. Only two (2) hours of assessment can be counted toward the twelve (12)
hour minimum.
Pre-Vocational Preparatory Instruction (Pre-VPI) students earn LCPs by post-testing at or above
the 6.0 grade level on TABE Level M or D.
attaining the basic skills exit requirement of their career education program as measured
problem-solving), and personal qualities (including individual responsibility, integrity and
others). A correlation table showing which TABE products assess each of these skills is found
in the TABE 7/8 User’s Handbook (#91488) which may be ordered by calling (800) 538-9547.
Which adult reference groups were used when norming TABE?
Four norm reference groups were used for TABE 7/8 including: 1) adult basic education
students, 2) postsecondary career education students, 3) adult and juvenile offenders, and 4)
college students. TABE 5/6 also included adult basic education students and career education
students as norm reference groups, but it separated adult offenders and juvenile offenders into
separate norm groups, and did not provide norms for college students.
Do you have a Teacher’s Guide for TABE, or any other materials to help me train my
staff?
There are several guides designed for educators and administrators who work with TABE 7/8.
They include: Examiner’s Manual, User’s Handbook (#91488), Marker Items Booklet (#10553),
Norms books, Technical reports, and various other documents.
My staff could use some training in test administration – do you offer any training
programs?
Yes. CTB can arrange a training program tailored to the needs at your site or another suitable
location. To set up such a program, contact your CTB Evaluation Consultant.
Are there any materials that can help my students become familiar with TABE?
Yes. CTB has prepared Getting to Know TABE, a special 24-page booklet for prospective adult
students to read before they take a TABE pre-test. It has a welcome letter, tips for taking tests,
and some 50 self-scored practice items covering each of the five TABE sub-test topics. This
introductory booklet is especially designed to reduce test-anxiety and give students experience
“bubbling in” answers to selected response items. For a sample copy, contact your Evaluation
Consultant.
Are there materials to help my students learn objectives they have not mastered?
Yes. After your students take the TABE pre-test, they can use Building Skills with TABE
workbooks to study the objectives they have not mastered. Reading, Language and Spelling are
covered in one workbook at each level, while Mathematics Computation and Applied
Mathematics appear in another workbook. There are eight books in all, geared to TABE 7/8,
Levels E through A.
Can I get copies of old TABE tests for students to study?
No. CTB does not make old TABE tests available for students to study. (See their web site for
more information: www.ctb.com )
SECTION 7: SCALE SCORE TO GRADE LEVEL EQUIVALENT CHARTS
The following pages show comparison charts for the norm-referenced tests. The scale scores
given are the minimum scale scores for each grade level equivalency.
Revised March 1, 2007
17
TABE Information - Scale Score to Grade Equivalent Charts
TABE 7
R = Reading
Complete Battery, All Levels
except L
Survey, All levels
MC = Math Computation
AM = Applied Mathematics
R MC
AM TM
L
R AM
TM
L
GL
TM = Total Mathematics
L = Language
12 610 619 605 608 602 607 606 608
601
11 596 604 592 596 586 601 594 595
586
10 582 593 572 579 574 586 574 579
572
9 570
581
559 566 562 574 560
566
567
8 554
555
548 550 550 552 549
551
555
7 536
531
536 528 540 537 534
528
541
6 518
512
504 506 526 521 510
506
524
5 487
471
476 473 508 495 475
473
513
4 462
436
445 442 492 463 451
443
491
3 430
390
412 399 459 432 413
402
463
2 369
309
354 314 392 377 356
322
393
1 300
235
270 247 295 300 273
248
295
GL = Grade Level Equivalency
Spelling is not required.
TABE 8
R = Reading
Complete Battery, All Levels
except L
Survey, All levels
MC = Math Computation
AM = Applied Mathematics
R MC
AM
TM L R
AM
TM L
GL
TM = Total Mathematics
L = Language
12 611 625 607 608 600
609
607
608
600
11 599 614 590 597 588
596
591
596
588
10 583 592 573 579 575
583
572
579
575
9 567 581 562 566 560
569
560
566
563
8 554 552 549 550 550
553
549
550
553
7 537 531 535 528 544
539
534
528
543
6 518 508 505 507 524
519
505
506
525
5 487 478 475 473 508
487
474
473
515
4 461 438 447 442 492
462
447
442
494
3 429 395 412 399 459
429
416
402
461
2 368 313 351 314 395
369
352
314
394
1 300 245 260 246 295
300
307
247
295
GL = Grade Level Equivalency
Spelling is not required.
Revised March 1, 2007
18
TABE 9
R = Reading
Complete Battery, All
Levels except L
Survey, All levels
MC = Math Computation
AM = Applied Mathematics
R
MC
AM L
R MC
AM L
GL
TM = Total Mathematics
L = Language
12
612
617
606 601
617 619 610 600
11
603
605
593 586
598 607 592 586
10
584
595
575 572
582 592 573 572
9 567
578
562 562
569 576 560 568
8 554
554
549 551
555 557 548 555
7 538
530
534 540
541 528 535 542
6 519
507
505 524
520 508 507 528
5 487
471
474 508
487 475 474 508
4 463
440
445 491
463 436 449 492
3 430
390
415 459
429 397 419 467
2 371
307
356 390
369 315 354 393
1 300
245
275 295
300 245 302 295
GL = Grade Level Equivalency
Spelling is not required.
TABE 10
R = Reading
Complete Battery, All
Levels except L
Survey, All levels
MC = Math Computation
AM = Applied Mathematics
R
MC
AM L
R MC
AM L
GL
TM = Total Mathematics
L = Language
12
609
618
610 603
608 626 614 604
11
600
603
591 586
597 604 593 586
10
585
590
573 571
590 593 572 581
9 568
578
559 561
567 580 560 563
8 552
555
549 550
553 557 548 554
7 540
528
534 541
537 529 536 542
6 522
509
504 525
518 511 505 530
5 487
471
475 508
489 472 474 508
4 461
438
445 491
461 442 446 496
3 431
392
414 459
430 392 413 460
2 373
305
353 394
372 307 353 395
1 300
244
279 295
300 245 317 295
GL = Grade Level Equivalency
Spelling is not required.
Revised March 1, 2007
19
The Tests of Adult Basic Education (TABE) 7 & 8 and 9 & 10 have a Standard Error of Measure
(SEM) of plus or minus (+/-) 2 years when using grade level equivalents. The chart below
should assist you in making decisions as to whether the student was tested on an incorrect
version of the TABE, or if the Content Range of material is appropriate for the student.
Content Range is the range in which the majority of questions are designed for the particular
level. A Bell curve is used for the Content Range, which means level M questions have a few
questions at the 3.6 level and a few questions at the 6.9 level with the majority of the questions in
the 4.0 and 5.0 ranges.
Grade Level Equivalency is a score on a scale developed to indicate the school grade (usually
measured in months) that corresponds to an average chronological age, mental age, test score, or
other characteristic of a student. A grade equivalent of 6.4 is interpreted as a score that is average
for a group in the fourth month of Grade 6. Grade equivalents do not compose a scale of equal
intervals and cannot be added, subtracted, or averaged across test levels the way scale scores can.
TABE 7 & 8 Content Ranges
TABE Levels
SEM - 2 Years
(below the Content Range)
Content Range
SEM + 2 years
(above the Content Range)
Level E
1.6 – 3.9
5.9
Level M
1.6
3.6 – 6.9
8.9
Level D
4.6
6.6 – 8.9
10.9
Level A
6.6
8.6 – 12.0
12.9
TABE 9 & 10 Content Ranges
TABE Levels
SEM - 2 Years
(below the Content Range)
Content Range
SEM + 2 years
(above the Content Range)
Level E
0.0
2.0 – 3.9
5.9
Level M
2.0
4.0 – 5.9
7.9
Level D
4.0
6.0 – 8.9
10.9
Level A
7.0
9.0 – 12.0
When retesting a student, determine if the student scored in the higher end of the Content Range
but still within the SEM on the pretest. If so, retest to show progress at the next level of the
examination.
Revised March 1, 2007
20
Revised March 1, 2007
21
Pat Smittle, from Santa Fe Community College, Gainesville, developed the following chart, to
help testing personnel and counselors determine the grade level equivalency of students testing
on the Computerized Placement Test (CPT). The chart shows the correlation from CPT to
TABE. There is not a correlation available for TABE 9 & 10.
CPT (correlated to TABE 7 & 8) Complete Battery
GL
CPT Reading to
TABE Reading
CPT Language
to TABE
Language
CPT Arithmetic
to TABE Math
Computations
CPT Arithmetic
to TABE
Applied Math
CPT Arithmetic
to TABE Total
Math
12
77 79 79 50 54
11
72 76 54 48 49
10
67 74 49 41 47
9
58 65 48 39 41
8
52 58 40 35 38
7
50 NC 36 31 31
6
48 55 31 28 29
5
41 51 28 25 25
4 36
47
26
NC
24
3
32 41 25 24 20
2 NC
32
23
20
NC
1
27
31 NC NC NC
GL = Grade Level Equivalency
NC = No correlation available
TABE - Work Related Foundation Skills
GL
General Health
Trade/Technical
Business/Office
R MC AM
TM L R MC
AM TM L
R MC AM TM L
R MC
AM
TM
L
12
608 619 610 608 601
619 642 612 608 600 608 630 612 609 605 618 641 612 609 610
11
NC NC 599 596
586
603
613 596 596 590 596 NC 596 595 595
603 608 595 595 588
10
594 NC 580 580
572
590
593 573 579 572 584 598 574 581 576
590 NC 572 579 579
9
571 589 561 566 567
569 577 565 566 564 575 576 559 566 566 568 586 564 568 561
8
552 553 552 551 555
560 563 550 550 550 557 558 552 550 558 559 552 549 550 553
7
536 539 534 529 541
536 537 534 528 543 542 530 538 528 540 542 537 541 529 545
6
520 514 506 506 524
522 512 508 507 524 520 518 506 507 532 519 508 506 507 529
5
491 478 474 474 513
493 474 476 473 511 490 475 475 473 514 488 481 485 475 513
4
467 437 446 442 491
462 441 461 442 497 465 440 448 443 495 461 451 460 443 496
3
439 395 429 402 463
434 418 418 399 459 436 398 429 400 461 431 390 426 408 466
2
387 358 375 315 393
377 384 375 315 390 377 341 399 327 405 378 353 362 328 417
1
339 255 317 255 295
303 255 317 255 295 306 255 317 255 295 300 255 317 255 295
ised March 1, 2007
22
GL = Grade Level Equivalency R = Reading
MC = Math Computation AM = Applied Mathematics
TM = Total Mathematics L = Language
NC = No Correlation Available
Rev
Revised March 1, 2007
23
WBST Information
Wonderlic Basic Skills Test (WBST)
GL Verbal
Quantitative
Composite
12 327
313
322
11 297
288
294
10 268
262
265
9 238
237
237
8 208
212
209
7 178
186
180
6 148
161
152
ised March 1, 2007
24
APPENDIX A
Example of TEP
Below, you will find an example of a Technical Education Plan (TEP). You may use this to develop plans for your school/district.
VPI TECHNICAL EDUCATION PLAN
1.
Entry Date _____________ Completion Date_____________
2.
School Name ___________ Student ID/SS #______________
3.
Student Name _____________________________________
4.
Sex ____Male ____ Female
5.
Race ____White (non-Hispanic) ____Black (non-Hispanic)
____Hispanic ____ Asian/Pacific Islander
____American Indian/Alaskan Native
____ Other (Specify) ___________________________
6.
Birth Date _________________________________________
7.
VPI Status ____ Concurrently Enrolled
____ Enrolled in VPI, preparing to enter training
8. Special Needs ____ Academic ____ ESOL
____ Disability (Specify) ________________
____ Economic
____ Accommodations (Specify)___________
9. Goal ____ Agriscience and Natural Resources
____ Business Technology Education
____ Marketing Education
____ Diversified Education
____ Health Science Education
____ Public Service Education
____ Industrial Education
____ Family & Consumer Sciences Education
____ Technology Education
10. Career Area _______________________________
11. Language: English ____ Spanish ____ Other ________
Basic Skills Examination (Specify)________________________
Level _______ Form _______ Pre-test Date _________
GL Placement _____ Math ____ Language ____ Reading
Strengths ____________________________________________
Weaknesses __________________________________________
Posttest Date ___________
GL Placement _____ Math ____ Language ____ Reading
Posttest Date ___________
GL Placement _____ Math ____ Language ____ Reading
Learning Styles
Preferred Learning Style ____ Auditory ____ Visual
____ Kinesthetic
Preferred Mode of Expression ____ Written ____ Verbal
Preferred Learning Environment ____ Group ____ Individual
Workplace Readiness Skills ______________________________
Complementary Skills __________________________________
Occupational Exploration _______________________________
Recommendations for career education Placement and Supplemental
Services
________________________________________________________
________________________________________________________
SA925
Revised 07/17/06
Rev
APPENDIX B
Downloaded from: http://www.ed.gov/offices/OII/fpco/ferpa/
FERPA
Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that
protects the privacy of student education records. The law applies to all schools that receive funds under an
applicable program of the U.S. Department of Education.
FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the
student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom
the rights have transferred are "eligible students."
•
Parents or eligible students have the right to inspect and review the student's education records maintained
by the school. Schools are not required to provide copies of records unless, for reasons such as great
distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for
copies.
•
Parents or eligible students have the right to request that a school correct records which they believe to be
inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then
has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the
parent or eligible student has the right to place a statement with the record setting forth his or her view about
the contested information.
•
Generally, schools must have written permission from the parent or eligible student in order to release any
information from a student's education record. However, FERPA allows schools to disclose those records,
without consent, to the following parties or under the following conditions (34 CFR § 99.31):
o
School officials with legitimate educational interest;
o
Other schools to which a student is transferring;
o
Specified officials for audit or evaluation purposes;
o
Appropriate parties in connection with financial aid to a student;
o
Organizations conducting certain studies for or on behalf of the school;
o
Accrediting organizations;
o
To comply with a judicial order or lawfully issued subpoena;
o
Appropriate officials in cases of health and safety emergencies; and
o
State and local authorities, within a juvenile justice system, pursuant to specific State law.
Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number,
date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible
students about directory information and allow parents and eligible students a reasonable amount of time to request
that the school not disclose directory information about them. Schools must notify parents and eligible students
annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin,
student handbook, or newspaper article) is left to the discretion of each school.
For additional information or technical assistance, you may call (202) 260-3887 (voice). Individuals who use TDD may
call the Federal Information Relay Service at 1-800-877-8339.
Or you may contact us at the following address:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-4605
Revised March 1, 2007
25
APPENDIX C
Rules
Downloaded from:
http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=Ch0943/SEC17.HTM&Title=
->2002->Ch0943->Section%2017#0943.17
The 2005 Florida Statutes
Title XLVII
CRIMINAL PROCEDURE AND
CORRECTIONS
Chapter 943
DEPARTMENT OF LAW
ENFORCEMENT
View Entire Chapter
943.17 Basic recruit, advanced, and career development training programs; participation; cost; evaluation.
--
The commission shall, by rule, design, implement, maintain, evaluate, and revise entry requirements and job-related
curricula and performance standards for basic recruit, advanced, and career development training programs and
courses. The rules shall include, but are not limited to, a methodology to assess relevance of the subject matter to the
job, student performance, and instructor competency.
(1) The commission shall:
(a) Design, implement, maintain, evaluate, revise, or adopt a basic recruit training program for the purpose of
providing minimum employment training qualifications for all officers to be employed or appointed in each discipline.
(b) Design, implement, maintain, evaluate, revise, or adopt an advanced training program which is limited to those
courses enhancing an officer's knowledge, skills, and abilities for the job he or she performs.
(c) Design, implement, maintain, evaluate, revise, or adopt a career development training program which is limited to
those courses related to promotion to a higher rank or position. Career development courses will not be eligible for
funding as provided in s. 943.25(9).
(d) Design, implement, maintain, evaluate, revise, or adopt a specialized training program consisting of identified
goals and objectives that enhance an officer's ability to perform his or her duties.
(e) Implement, administer, maintain, and revise a job-related officer certification examination for each discipline.
(f) Acknowledge any specialized training course approved by the commission prior to October 1, 1984, as an
inservice training course under s. 943.175, except that the radar training course developed under former s.
943.14(14), Florida Statutes 1983, shall be considered an approved advanced training program course.
(g) Assure that entrance into the basic recruit training program for law enforcement, correctional, and correctional
probation officers be limited to those who have passed a basic skills examination and assessment instrument, based
on a job task analysis in each discipline and adopted by the commission.
(2) The commission is encouraged to design, implement, maintain, evaluate, and revise criminal justice training
courses, or to enter into contracts for such training courses, that are intended to provide for the safety and well-being
of the citizens of and visitors to this state.
(3) The program shall be responsible for the accuracy of curriculum content through the identification and revision of
typographical or grammatical errors, incorrect statutory citations, or information which can be identified as inaccurate
by superior references. The commission shall be advised of any revision, and a copy of revised curricula shall be
provided to all criminal justice training schools.
Revised March 1, 2007
26
(4) The commission may, by rule, establish a sponsorship program for prospective officers. The rule shall specify the
provisions of s. 943.13 that must be satisfied prior to the prospective officer's enrollment in a basic recruit training
course. However, the rule shall not conflict with any laws or rules of the Department of Education relating to student
enrollment.
(5) The commission, in consultation with the Florida Violent Crime and Drug Control Council, shall establish
standards for basic and advanced training programs for law enforcement officers in the subjects of investigating and
preventing violent crime. After January 1, 1995, every basic skills course required in order for law enforcement
officers to obtain initial certification must include training on violent crime prevention and investigations.
History.
--s. 7, ch. 74-386; s. 4, ch. 78-323; s. 7, ch. 80-71; ss. 10, 24, 25, ch. 81-24; s. 1, ch. 82-46; s. 2, ch. 83-265;
s. 15, ch. 84-258; s. 12, ch. 86-187; ss. 5, 6, ch. 87-186; s. 5, ch. 91-429; s. 8, ch. 93-204; s. 16, ch. 93-252; s. 6, ch.
95-408; s. 1635, ch. 97-102; s. 40, ch. 97-271; s. 18, ch. 98-94; s. 2, ch. 2000-187; s. 2, ch. 2001-127; s. 6, ch. 2002-
205.
Revised March 1, 2007
27
The 2005 Florida Statutes
Title XLVIII
K-20 EDUCATION CODE
Chapter 1004
PUBLIC POSTSECONDARY
EDUCATION
View Entire Chapter
1004.91 Career-preparatory instruction.--
(1) The State Board of Education shall adopt, by rule, standards of basic skill mastery for certificate career education
programs. Each school district and community college that conducts programs that confer career credit shall provide
career-preparatory instruction through which students receive the basic skills instruction required pursuant to this
section.
(2) Students who enroll in a program offered for career credit of 450 hours or more shall complete an entry-level
examination within the first 6 weeks of admission into the program. The State Board of Education shall designate
examinations that are currently in existence, the results of which are comparable across institutions, to assess
student mastery of basic skills. Any student found to lack the required level of basic skills for such program shall be
referred to career-preparatory instruction or adult basic education for a structured program of basic skills instruction.
Such instruction may include English for speakers of other languages. A student may not receive a career certificate
of completion without first demonstrating the basic skills required in the state curriculum frameworks for the program.
(3) An adult student with a disability may be exempted from the provisions of this section. A student who possesses a
college degree at the associate in applied science level or higher is exempt from this section. A student who has
completed or who is exempt from the college-level communication and computation skills examination pursuant to s.
1008.29, or who is exempt from the college entry-level examination pursuant to s. 1008.29, is exempt from the
provisions of this section. Students who have passed a state, national, or industry licensure exam are exempt from
this section.
History.--s. 234, ch. 2002-387; s. 93, ch. 2004-357.
Revised March 1, 2007
28
The 2002 Florida Statutes
Title XLVIII
K-20 EDUCATION CODE
Chapter 1008
ASSESSMENT AND
ACCOUNTABILITY
View Entire Chapter
1008.24 Test security.--
(1) It is unlawful for anyone knowingly and willfully to violate test security rules adopted by the State Board of
Education for mandatory tests administered by or through the State Board of Education or the Commissioner of
Education to students, educators, or applicants for certification or administered by school districts pursuant to s.
1008.22, or, with respect to any such test, knowingly and willfully to:
(a) Give examinees access to test questions prior to testing;
(b) Copy, reproduce, or use in any manner inconsistent with test security rules all or any portion of any secure test
booklet;
(c) Coach examinees during testing or alter or interfere with examinees' responses in any way;
(d) Make answer keys available to examinees;
(e) Fail to follow security rules for distribution and return of secure test as directed, or fail to account for all secure
test materials before, during, and after testing;
(f) Fail to follow test administration directions specified in the test administration manuals; or
(g) Participate in, direct, aid, counsel, assist in, or encourage any of the acts prohibited in this section.
(2) Any person who violates this section commits a misdemeanor of the first degree, punishable as provided in s.
775.082 or s. 775.083.
(3) A district school superintendent, a president of a public postsecondary educational institution, or a president of a
nonpublic postsecondary educational institution shall cooperate with the Commissioner of Education in any
investigation concerning the administration of a test administered pursuant to state statute or rule.
History.--s. 370, ch. 2002-387.
Revised March 1, 2007
29
Downloaded from:
http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=Ch1008/SEC29.HTM&Title=
->2002->Ch1008->Section%2029#1008.29
The 2005 Florida Statutes
Title XLVIII
K-20 EDUCATION CODE
Chapter 1008
ASSESSMENT AND
ACCOUNTABILITY
View Entire Chapter
1008.29 College-level communication and mathematics skills examination (CLAST).--
(1) It is the intent of the Legislature that the examination of college-level communication and mathematics skills
provided in s. 1008.345(3) serve as a mechanism for students to demonstrate that they have mastered the academic
competencies prerequisite to upper-division undergraduate instruction. It is further intended that the examination
serve as both a summative evaluation instrument prior to student enrollment in upper-division programs and as a
source of information for student advisers. It is not intended that student passage of the examination supplant the
need for a student to complete the general education curriculum prescribed by an institution.
(2) Public postsecondary educational institutions shall administer a minimum of two administrations, one of which
may consist of an alternative administration, of the college-level communication and computation skills examination
per academic term. Such administrations shall be available to all lower-division students seeking associate in arts or
baccalaureate degrees upon completion of at least 18 semester hours or the equivalent. Public postsecondary
educational institutions shall report at a minimum the examination scores of all students tested at each administration
of the college-level communication and computation skills examination.
(3) No public postsecondary educational institution shall confer an associate in arts or baccalaureate degree upon
any student who fails to complete successfully the examination of college-level communication and computation
skills. Students who received their associate in arts degree prior to September 1, 1982, shall be exempt from the
provisions of this subsection.
(4) The State Board of Education, by rule, shall set the minimum scores that constitute successful completion of the
examination. In establishing the minimum scores that constitute successful completion of the examination, the State
Board of Education shall consider any possible negative impact of the tests on minority students. Determinations
regarding a student's successful completion of the examination shall be based on the minimum standards prescribed
by rule for the date the student initially takes the examination.
(5) Any student who, in the best professional opinion of the university, has a specific learning disability such that the
student can not demonstrate successful completion of one or more sections of the college-level communication and
computation skills examination and is achieving at the college level in every area except that of the disability, and
whose diagnosis indicates that further remediation will not succeed in overcoming the disability, may appeal through
the appropriate dean to a committee appointed by the president or vice president for academic affairs for special
consideration. The committee shall examine the evidence of the student's academic and medical records and may
hear testimony relevant to the case. The committee may grant a waiver for one or more sections of the college-level
communication and computation skills examination based on the results of its review.
(6) Each public postsecondary educational institution president shall establish a committee to consider requests for
waivers from the provisions of subsection (3). The committee shall be chaired by the chief academic officer of the
institution and shall have four additional members appointed by the president: a member of the mathematics
department, a member of the English department, the institutional test administrator, and a fourth faculty member
from a department other than English or mathematics. Any student who has taken a subtest of the examination
required by this section at least four times and has not achieved a passing score, but has otherwise demonstrated
proficiency in coursework in the same subject area, may request a waiver from that particular subtest. Waivers shall
be considered only after students have been provided test accommodations or other administrative adjustments to
permit the accurate measurement of the student's proficiency in the subject areas measured by the examination
authorized in this section. The committee shall consider the student's educational records and other evidence as to
whether the student should be able to pass the subtest under consideration. A waiver may be recommended to the
president upon majority vote of the committee. The president may approve or disapprove the recommendation. The
president may not approve a request which the committee has disapproved. If a waiver for a given subtest is
Revised March 1, 2007
30
approved, the student's transcript shall include a statement that the student did not meet the requirements of
subsection (3) and that a waiver was granted.
(7) The State Board of Education, by rule, shall establish fees for the administration of the examination to private
postsecondary students.
(8) The State Board of Education, by rule, shall establish fees for the administration of the examination at times other
than regularly scheduled dates to accommodate examinees who are unable to be tested on those dates. The board
shall establish the conditions under which examinees may be admitted to the special administrations.
(9) Any student fulfilling one or both of the following requirements before completion of associate in arts degree
requirements or baccalaureate degree requirements is exempt from the testing requirements of this section:
(a) Achieves a score that meets or exceeds a minimum score on a nationally standardized examination, as
established by the State Board of Education; or
(b) Demonstrates successful remediation of any academic deficiencies identified by the college placement test and
achieves a cumulative grade point average of 2.5 or above, on a 4.0 scale, in postsecondary-level coursework
identified by the State Board of Education. The Department of Education shall specify the means by which a student
may demonstrate successful remediation.
Any student denied a degree prior to January 1, 1996, based on the failure of at least one subtest of the CLAST may
use either of the alternatives specified in this subsection for receipt of a degree if such student meets all degree
program requirements at the time of application for the degree under the exemption provisions of this subsection.
This section does not require a student to take the CLAST before being given the opportunity to use any of the
alternatives specified in this subsection. The exemptions provided herein do not apply to requirements for certification
as provided in s. 1012.56.
History.--s. 372, ch. 2002-387.
Revised March 1, 2007
31
Section 504 Rehabilitation Act
Downloaded from: http://www.section508.gov/index.cfm?FuseAction=Content&ID=15
Section 504 of the Rehabilitation Act - Nondiscrimination Under Federal Grants and Programs
Sec. 504.(a) No otherwise qualified individual with a disability in the United States, as defined in section 7(20), shall,
solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity receiving Federal financial assistance or under any program
or activity conducted by any Executive agency or by the United States Postal Service. The head of each such agency
shall promulgate such regulations as may be necessary to carry out the amendments to this section made by the
Rehabilitation, Comprehensive Services, and Developmental Disabilities Act of 1978. Copies of any proposed
regulation shall be submitted to appropriate authorizing committees of Congress, and such regulations may take effect
no earlier than the thirtieth day after the date on which such regulation is so submitted to such committees.
(b) For the purposes of this section, the term "program or activity" means all of the operations of
(1)(A) a department, agency, special purpose district, or other instrumentality of a State or of a local government; or
(B) the entity of such a State or local government that distributes such assistance and each such department or
agency (and each other State or local government entity) to which the assistance is extended, in the case of
assistance to a State or local government;
(2)(A) a college, university, or other postsecondary institution, or a public system of higher education; or
(B) a local educational agency (as defined in section 14101 of the Elementary and Secondary Education Act of 1965),
system of vocational education, or other school system;
(3)(A) an entire corporation, partnership, or other private organization, or an entire sole proprietorship-
(i) if assistance is extended to such corporation, partnership, private organization, or sole proprietorship as a whole; or
(ii) which is principally engaged in the business of providing education, health care, housing, social services, or parks
and recreation; or
(B) the entire plant or other comparable, geographically separate facility to which Federal financial assistance is
extended, in the case of any corporation, partnership, private organization, or sole proprietorship; or
(4) any other entity which is established by two or more of the entities described in paragraph (1), (2), or (3); any part
of which is extended Federal financial assistance.
(c) Small providers are not required by subsection (a) to make significant structural alterations to their existing facilities
for the purpose of assuring program accessibility, if alternative means of providing the services are available. The
terms used in this subsection shall be construed with reference to the regulations existing on the date of the
enactment of this subsection.
(d) The standards used to determine whether this section has been violated in a complaint alleging employment
discrimination under this section shall be the standards applied under title I of the Americans with Disabilities Act of
1990 (42 U.S.C. 12111 et seq.) and the provisions of sections 501 through 504, and 510, of the Americans with
Disabilities Act of 1990 (42 U.S.C. 12201-12204 and 12210), as such sections relate to employment.
Revised March 1, 2007
32
6A-1.0943 Statewide Assessment for Students with Disabilities
Downloaded from: http://www.firn.edu/doe/rules/6a-1-8.htm#6A-1.0943
(1) The Division of Public Schools and Community Education shall assure the inclusion of students with disabilities
as defined by Section 228.041(18), Florida Statutes, in the statewide assessment program, develop the test
instruments required herein and provide technical assistance to school districts in the implementation of the
requirements of this rule including appropriate accommodations to instruments and statewide assessment
procedures administered pursuant to Section 229.57, Florida Statutes. Students who are identified solely as gifted
are not eligible for state assessment accommodations.
(a) The decision to exclude any student with a disability, as defined in Section 228.041(18), Florida Statutes, from
statewide or district assessment programs is made by the Individual Educational Plan (AIEP) team and recorded on
the AIEP. Students may be excluded from statewide or district assessment programs if the following criteria are met:
1. The student's demonstrated cognitive ability prevents the student from completing required coursework and
achieving the Sunshine State Standards as incorporated by reference in Rule 6A-1.09401, FAC., even with
appropriate and allowable course modifications, and
2. The student requires extensive direct instruction to accomplish the application and transfer of skills and
competencies needed for domestic, community living, leisure, and vocational activities.
(b) Students who are excluded from statewide or district assessment will be assessed through an alternate
assessment procedure identified by the AIEP team. The alternate assessment procedure shall be recorded on the
student's AIEP.
(c) Students who are excluded from the state-required graduation test using the criteria in paragraphs (1)(a) and (b)
of this rule will not be eligible for a standard high school diploma.
(2) Each school board shall utilize appropriate accommodations to the statewide assessment instruments and
procedures, within the limits prescribed herein. Accommodations are defined as adjustments to the presentation of
the assessment questions, method of recording examinee responses to the questions, schedule for administration
of the assessment, or use of assistive devices to facilitate administration of the assessment. Statewide assessment
accommodations may be used only if they do not alter the underlying content that is being measured by the
assessment or negatively affect the assessment's reliability or validity. Accommodations shall be identified for each
eligible student and recorded on the student's AIEP or plan developed under Section 504 of the Rehabilitation Act.
Allowable accommodations are those that have been used by the student in classroom instruction as long as the
accommodations are within the limits specified in this rule. Such accommodations may include:
(a) Presentation. The student may be administered any statewide assessment through the following presentation
formats:
1. Regular print versions of the test may be enlarged through mechanical or electronic means.
2. The district test coordinator may request large print versions.
3. Braille versions may be requested for students who use Braille materials. Some test items may be altered in
format for Braille versions of the test as authorized by the Department. test items that have no application for the
Braille reader will be deleted as authorized by the Department. Student performance standards that cannot be
assessed in the Braille format will be deleted from the requirements of Section 229.57, Florida Statutes.
4. Signed or oral presentation may be provided for all directions and items other than reading items. Reading items
must be read by the student through visual or tactile means.
5. The student may use means to maintain or enhance visual attention to test items.
Revised March 1, 2007
33
6. Presentation formats not covered by this rule may be requested through the Department of Education and will be
provided, as appropriate, upon approval by the Commissioner of Education.
(b) Responding. The student may use varied methods to respond to the test, including written, signed and verbal
response. Written responses may include the use of mechanical and electronic devices. A test administrator or
proctor may transcribe student responses to the format required by the test. Transcribed responses must accurately
reflect the response of the student, without addition or edification by the test administrator or proctor.
(c) Scheduling. The student may be administered a test during several brief sessions allowing frequent breaks
during the testing sessions, within specifications of the test administration manual. Students may be provided
additional time for the administration of the test.
(d) Setting. The student may be administered a test individually or in a small group setting. The student may be
provided with adaptive or special furniture and special lighting or acoustics.
(e) Assistive devices. The student may use the following assistive devices typically used in classroom instruction.
1. If the purpose of the assessment requires complex computation, calculators may be used as authorized in the
test administration manual. A calculator may not be used on assessments of basic computation as specified in the
test administration manual.
2. Visual magnification and auditory amplification devices may be used. For students with visual impairments, an
abacus may be used.
3. Technology may be used without accessing spelling or grammar-checking applications for writing assessments
and without using speech output programs for reading items assessed. Other assistive technology typically used by
the student in classroom instruction may be used provided the purpose of the testing is not violated. Implementation
of assistive devices must assure that test responses are the independent work of the student. Unusual
circumstances of accommodations through assistive devices must be approved by the Commissioner of Education
before use.
(3) The preceding accommodations described in paragraphs (2)(a) through (e) of this rule are authorized, when
determined appropriate by the school district superintendent or designee, for any student who has been determined
to be an eligible student with disabilities pursuant to Section 228.041(18), Florida Statutes, and Rule 6A-6.0331,
FAC., and has a current AIEP, or who has been determined to be a student with a disability pursuant to Rule 6A-
19.001(6), FAC. Satisfaction of the requirements of Rule 6A-1.0942, FAC., by any of the above accommodations
shall have no bearing upon the type of diploma or certificate issued to the student for completing school.
(4) The need for any unique accommodations for use on state assessments not outlined in this rule must be
approved by the Commissioner of Education.
(5) District personnel are required to implement the accommodations in a manner that ensures the test responses
are the independent work of the student. Personnel are prohibited from assisting a student in determining how the
student will respond or directing or leading the student to a particular response. In no case shall the
accommodations authorized herein be interpreted or construed as an authorization to provide a student with
assistance in determining the answer to any test item.
(6) The test scores of students with disabilities, as defined in Section 228.041(18), Florida Statutes, will be included
in the state's accountability system as determined by the Commissioner of Education.
(7) Procedures for exemption from the assessment required for graduation with a standard high school diploma due
to extraordinary circumstances of a student with a disability, as defined in Section 228.041(18), Florida Statutes, are
specified in Rule 6A-1.09431, FAC.
Specific Authority 229.57(3)(11), 232.246(8)(9) FS. Law Implemented 229.57(3)(11), 232.246(8)(9) FS. History -
New 9-12-78, Amended 3-4-84, Formerly 6A-1.943, Amended 6-12-90, 9-17-2001.
Revised March 1, 2007
34
6A-10.0315 College Preparatory Testing, Placement, and Instruction
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(1) For admissions after October 1, 1991, for enrollment for the academic terms beginning January 1992 through July
31, 1995, first-time-in-college applicants for admission to community colleges and universities who apply to enter
degree programs shall be tested for reading, writing, and mathematics proficiency prior to the completion of
registration, using one (1) or more of the tests listed in this subsection, and shall enroll in college preparatory
communication and computation instruction if the test scores are lower than those listed below.
(a)
ACT Assessment, American College Testing Program.
Composite
14
English
15
Mathematics
13
(b)
Enhanced ACT, American College Testing Program.
Reading
16
English
16
Mathematics
16
(c)
SAT, The College Board.
Verbal
340
TSWE
31
Mathematics
400
(d)
SAT I, The College Board administrations
between March 1, 1994, and March 31, 1995.
Verbal
340*
Mathematics
400
Administrations after March 31, 1995
Verbal
420*
Mathematics
440
*Students with scores below the cut score on the verbal subtest of the SAT I shall be considered to have fallen below
the cut score in both reading and writing for placement and reporting purposes.
(e) MAPS, The College Board
Reading Comprehension
13
TSWE
31
Elementary Algebra
209
(f) New MAPS, The College Board.
Reading Comprehension
109
Conventions of Written English
311
Elementary Algebra
613
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35
(g) CPT, Computerized Placement Tests, The College Board.
Reading Comprehension
72
Sentence Skills
78
Elementary Algebra
51
(h) ASSET, American College Testing Program.
Reading Skills
22
Language Usage
43
Elementary Algebra
12
(I) New ASSET, American College Testing Program.
Reading Skills
37
Writing Skills
37
Elementary Algebra
37
(2) For admissions beginning August 1, 1995, first-time-in-college applicants for admission to community colleges
and universities who apply to enter degree programs shall be tested for reading, writing, and mathematics proficiency
prior to the completion of registration, using the Florida College Entry-Level Placement Test. Students earning scores
less than those listed below shall enroll in college preparatory communication and computation instruction:
Standard Score
(a) Reading Comprehension
72
(b) Sentence Skills
78
(c) Elementary Algebra
51
(3) For admissions beginning with the academic term in the fall 1996, first-time-in-college applicants for admission to
community colleges and universities who apply to enter degree programs shall be tested for reading, writing, and
mathematics proficiency prior to the completion of registration, using the Florida College Entry-Level Placement Test.
Students earning scores less than those listed below shall enroll in college preparatory communication and
computation instruction:
Standard Score
(a) Reading Comprehension
83
(b) Sentence Skills
83
(c) Elementary Algebra
72
(4) Community colleges and universities shall have the option of delaying implementation of the provisions of
Subsection (3) of this rule upon notification by the president of the institution to the Commissioner. No institution shall
be permitted to exempt the provisions of Subsection (3) of this rule for more than one (1) academic year, and no
exemptions may be in effect past June 30, 1997.
(5) Community colleges and universities may identify optional placement tests to supplement those listed in
Subsection (2) of this rule that may be useful. If such optional tests are identified, each institution shall be responsible
for designating the scores that will be used for placement purposes and the courses into which the student will be
placed.
(6) For admissions prior to the fall 2000 academic term, students who present scores on either the College Board's
SAT-I or the American College Testing Program's Enhanced ACT test that meet or exceed the scores shown below,
may be exempted from taking the Florida College Entry-Level Placement Test at the option of the president of the
community college or university:
Revised March 1, 2007
36
Standard Score
SAT-I, The College Board
Verbal 420
Mathematics 440
Enhanced ACT, American College Testing Program
Reading
16
English 16
Mathematics 16
(7) For admissions beginning with the academic term in the fall of 2000, students who present scores on either the
College Board's SAT-I or the American College Testing Program's Enhanced ACT test that meet or exceed the
scores shown below, may be exempted from taking the Florida College Entry-Level Placement Test at the option of
the president of the community college or university:
Standard Score
SAT-I, The College Board
Verbal
440
Mathematics 440
Enhanced ACT, American College Testing Program
Reading
18
English
17
Mathematics 19
(8) Community colleges and universities may negotiate agreements with local school districts to permit, on a
voluntary basis, high school students to take the Florida College Entry-Level Placement Test at the beginning of the
tenth grade before enrollment in the eleventh grade for the purpose of obtaining remedial instruction prior to entering
postsecondary education.
(9) Each community college president shall negotiate agreements with its local service area school district to permit
the Florida College Entry-Level Placement Test to be administered to high school students. The agreement shall
provide the opportunity for students to have the option of taking the Placement Test at the beginning of the tenth
grade for the purpose of obtaining counseling regarding future college and career planning and for the purpose of
providing remedial instruction that may be appropriate. High school eleventh or twelfth grade students also may be
given the option of taking the Placement Test.
(10) Each state public university president may negotiate an agreement with local school districts to permit the Florida
College Entry-Level Placement Test to be administered to high school students. The negotiations with the school
district shall take into consideration any previous or anticipated agreement negotiated by the community college
president as described in Subsection (9) of this rule to minimize any confusion in the administration of the test to high
school students. The agreement negotiated by a university president shall be subject to the conditions of Subsections
(11) and (12) of this rule except that the test administration responsibilities would be assumed by the university.
(11) The agreement shall provide for the administration of the Placement Test under the control and supervision of
the community college. The agreement shall incorporate plans to administer the Placement Test according to
specifications developed by the Commissioner. These specifications shall include how the test is to be administered,
when, to whom, at what cost, how the costs will be paid, and how the test results will be reported.
(12) The agreement shall be sent to the Commissioner for review and approval prior to implementation. If the
agreement does not adhere to the specifications defined in Subsection (11) of this rule, it shall not be approved.
(13) Nothing provided in Rule 6A-10.0315(1), FAC., shall be construed to prevent the enrollment of a student in
college preparatory instruction if the community college or university determines that such enrollment would enhance
the student's opportunity for future academic success. The determination of enrollment would be made after
counseling with the student and the analysis and consideration of other assessment techniques and measurements,
Revised March 1, 2007
37
which may include transcripts, grade evaluations, diagnostic, placement or psychological instruments, or other proven
indicators or predictors of academic performance. Students who are initially placed in college preparatory instruction
and subsequent performance indicates the students have been misplaced may be moved into college level courses if
they meet the requirements of Paragraph (19)(b) of this rule.
(14) Students whose first language is not English may be placed in college preparatory instruction prior to the testing
required herein, if such instruction is otherwise demonstrated as being necessary. Such students shall not be
exempted from the testing required herein.
(15) Test modifications and exemptions in Rule 6A-10.0311(5), FAC., shall apply in the case of applicants with
records of physiological disorders.
(16) Institutions affected by this rule shall accept test scores on any one of the tests identified in Rule 6A-10.0315(1),
FAC. Individual student scores shall be valid for two (2) years.
(17) During their first term, full-time students who are registered for at least twelve (12) credits, shall begin
competency-based preparatory instruction based on the placement test results. Part-time students shall enroll prior to
completing twelve (12) credits.
(18) Students shall not enroll for more than three (3) attempts in each course to complete college preparatory
instruction. Students who withdraw from a course under major extenuating circumstances may be granted an
exception. Such exceptions require approval under guidelines established by the boards of trustees or the Board of
Regents. Students enrolled in English as a second language may be exempted from this limitation based on a plan
submitted by the institution and approved by the Board of Regents or the State Board of Community Colleges for their
respective institutions.
(19) Uniform standards for completion of competency-based college preparatory instruction shall correspond to those
listed herein for placement in college credit instruction. Once competence has been certified, other public community
colleges and universities shall accept the certification upon student transfer. Competence shall be certified upon:
(a) Successful completion of courses in which the competencies specified in Rule 6A-10.033(1)(c)1., FAC., are
taught, and
(b) Passing a criterion-referenced assessment which tests the competencies specified in Rule 6A-10.033(1)(c)1.,
FAC.
(20) Students enrolled in college preparatory instruction shall be permitted to take courses concurrently in other
curriculum areas for which they are qualified. Pursuant to Section 240.117(4), Florida Statutes, students who test into
college preparatory instruction and subsequently enroll in college preparatory instruction must successfully complete
the required college preparatory studies by the time they have accumulated twelve (12) hours of college credit
coursework or they must maintain continuous enrollment in college preparatory coursework each semester until the
requirements are completed while performing satisfactorily in the degree earning coursework.
(a) College preparatory students may not enroll in the following categories of college credit courses while completing
their college preparatory coursework:
1. College preparatory students who are deficient in mathematics may not enroll in any mathematics courses that
meet the requirements of Rule 6A-10.030, FAC., or other courses that require mathematics skills that are beyond the
skill level of the student.
2. College preparatory students who are deficient in English and/or reading skills may not enroll in English or
humanities courses that meet the requirements of Rule 6A-10.030, FAC., or other courses that require
communication skills that are beyond the skill level of the student.
3. College preparatory students who are deficient in all three (3) areas may enroll in college- level courses such as
orientation courses, college success courses, or other courses that are not dependent on college-level computation
and communication skills.
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38
(21) The Commissioner shall report to the State Board of Education by November 30 each year the results of the
common placement testing.
Specific Authority 229.053(1), 239.301(10), 240.117(1) FS. Law Implemented 239.301, 240.117 FS. History - New 7-
15-84, Amended 6-6-85, Formerly 6A-10.315, Amended 5-17-88, 7-25-91, 10-18-94, 8-28-95, 6-25-96, 3-28-2000.
Revised March 1, 2007
39
6A-10.040 Basic Skills Requirements for Postsecondary Vocational Certificate Education
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(1) Students who are enrolled in a postsecondary program offered for career education credit of 450 hours or more
shall complete an entry-level basic skills examination within the first six (6) weeks after admission into the program.
The assessment instruments listed in paragraphs (1)(a) through (1)(e) of this rule (English version only) are
designated to assess student mastery of basic skills and shall be used according to standards established for test
administration and interpretation set forth in Standards for Educational and Psychological Testing (APA, AERA,
NCME, 1992) and with appropriate accommodations for students with disabilities as specified in Rule 6A-1.0943,
FAC.:
(a) Tests of Adult Basic Education (TABE), Complete Battery or Survey Form, Forms 9 & 10, 2003;
(b) Florida College Entry-Level Placement Test or Multiple Assessment Placement Service (MAPS), where
authorized;
(c) Tests of Adult Basic Education (TABE), Complete Battery or Survey Form, Forms 7 & 8, 1994;
(d) Tests of Adult Basic Education - Work Related (TABE-WR), 1994; or
(e) Wonderlic Basic Skills Test (WBST), 1994.
(2) Scale scores corresponding to the minimum basic skills grade levels in each career education program
description adopted under Rule 6A-6.0571, FAC., and published annually by the Commissioner in the document
entitled, "Career Education Program Courses Standards" shall be used to determine basic skills levels required for
completion of the career program. Scale score comparison charts are available from the Department of Education,
325 West Gaines Street, Tallahassee, Florida 32399.
(3) Students deemed to lack the required minimal level of basic skills as measured by one of the designated
examinations shall be provided with instruction specifically designed to correct the deficiencies.
(4) After a student completes the remediation prescribed for basic skills deficiencies, the student shall be retested
using an alternative form (if possible) of the same examination that was used for initial testing. No student shall be
awarded a career vocational certificate until the student achieves the minimum level of basic skills required for that
program by the Department of Education. Adult students with disabilities, as defined in Section 1004.02(7), Florida
Statutes, may be exempted from meeting the career basic skills grade levels required for completion of the career
program as described in subsection (2) of this rule. Each school district and community college must adopt a policy
addressing procedures for exempting eligible students with disabilities from the basic skills exit requirements as
permitted in Section 1004.91(3), Florida Statutes.
(5) Procedures for students whose first language is not English:
(a) No student is exempt from this rule because of language deficiencies. If one of the approved basic skills
assessment instruments cannot be administered, an alternative assessment from subsection (7) of this rule should
be used for initial testing. Limited English Proficient students (LEP) shall be given English language instruction and
remediation in basic skills as needed to improve proficiency. The math assessment may be measured by one (1) of
the designated tests in subsection (1) of this rule.
(b) LEP students must achieve the minimum grade level/scale score or higher on one of the designated tests in
subsection (1) of this rule as required by the Department to be awarded a certificate of completion in a career
program.
(6) If a student has achieved the minimum basic skills grade levels/scale scores on one of the designated tests in
subsection (1) of this rule, these scores shall be acceptable for a period of two (2) years. The program
Revised March 1, 2007
40
administrators must receive a copy of the test scores from the institution which administered the test or an official
copy of the transcript.
(7) If the tests listed in subsection (1) do not meet the initial assessment needs of the adult student, one of the
following alternative assessment instruments may be used within the first six (6) weeks, for diagnostic and
remediation purposes only:
(a) Adult Language Assessment Scales (A-LAS) 1991;
(b) Brigance Employability Skills, 1995;
(c) Brigance Life Skills, 1994;
(d) Comprehensive Test of Adaptive Behaviors (CTAB), 1986;
(e) Comprehensive Adult Student Assessment System (CASAS) Life Skills, 1996 (reading and listening;)
(f) Comprehensive Adult Student Assessment System (CASAS) - STRETCH 1996;
(g) Comprehensive Adult Student Assessment System (CASAS) - Test for Special Populations, 1996;
(h) Kaufman Functional Academic Skills Test (K-FAST), 1994; (i) Literacy Volunteers of America (LVA) English as a
Second Language Oral Assessment (ESLOA), 1995; or
(j) Comprehensive Adult Student Assessment System (CASAS) - Life and Work, 2001 (reading).
(8) Students who possess a college degree at the associate of applied science level who have completed or are
exempt from the college-level communications and computations skills examination (CLAST) pursuant to Section
1008.29, Florida Statutes; who are exempt from the college entry-level examination pursuant to Section 1008.29,
Florida Statutes; or who have passed a state, national, or industry licensure exam are exempt from this rule. The
designated program administrator must receive an official copy of the degree, transcript, or test score.
Specific Authority 1001.02(1), 1004.91(1)FS. Law Implemented 1004.91 FS. History - New 10-8-85, Formerly 6A-
10.40, Amended 5-2-89, 9-5-93, 11-25-97, 1-24-99, 4-26-2006.
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41
6A-10.042 Maintenance of Test Security
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(1) Tests implemented in accordance with the requirements of Sections 229.053(2)(d), 229.57, 231.087,
231.0861(3), 231.17, 233.011, 239.301(10), 240.107(8), and 240.117, Florida Statutes, shall be maintained and
administered in a secure manner such that the integrity of the tests shall be preserved.
(a) Test questions shall be preserved in a secure manner by individuals who are developing and validating the tests.
Such individuals shall not reveal in any manner, verbally or in writing, the test questions under development.
(b) Tests or individual test questions shall not be revealed, copied, or otherwise reproduced by persons who are
involved in the administration, proctoring, or scoring of any test.
(c) Examinees shall not be assisted in answering test questions by any means by persons administering or
proctoring the administration of any test.
(d) Examinees' answers to questions shall not be interfered with in any way by persons administering, proctoring, or
scoring the examinations.
(e) Examinees shall not be given answer keys by any person.
(f) Persons who are involved in administering or proctoring the tests or persons who teach or otherwise prepare
examinees for the tests shall not participate in, direct, aid, counsel, assist in, or encourage any activity which could
result in the inaccurate measurement or reporting of the examinees' achievement.
(g) Each person who has access to tests or test questions during the development, printing, administration, or
scoring of the tests shall be informed of specifications for maintaining test security, the provisions in statute and rule
governing test security, and a description of the penalties for breaches of test security.
(h) During each test administration, school district and institutional test administration coordinators and contractors
employing test administrators and proctors shall ensure that required testing procedures are being followed at all
test administration sites. Officials from the Department are authorized to conduct unannounced observations of test
administration procedures at any test administration site to ensure that testing procedures are being correctly
followed.
(2) Test materials, including all test booklets and other materials containing secure test questions, answer keys, and
student responses, shall be kept secure and precisely accounted for in accordance with the procedures specified in
the examination program administration manuals and other communications provided by the Department. Such
procedures shall include but are not limited to the following:
(a) All test materials shall be kept in secure, locked storage prior to and after administration of any test.
(b) All test materials shall be precisely accounted for and written documentation kept by test administrators and
proctors for each point at which test materials are distributed and returned.
(c) Any discrepancies noted in the number or serial numbers of testing materials received from contractors shall be
reported to the Department by designated institutional or school district personnel prior to the administration of the
test.
(d) In the event that test materials are determined to be missing while in the possession of an institution or school
district, designated institutional or school district personnel shall investigate the cause of the discrepancy and
provide the Department with a report of the investigation within thirty (30) calendar days of the initiation of the
investigation. At a minimum, the report shall include the nature of the situation, the time and place of occurrence,
and the names of the persons involved in or witness to the occurrence. Officials from the Department are authorized
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42
to conduct additional investigations.
(e) In those cases where the responsibility for secure destruction of certain test materials is assigned by the
Department to designated institutional or school district personnel, the responsible institutional or school district
representative shall certify in writing that such destruction was accomplished in a secure manner.
(f) In those cases where test materials are permitted by the Department to be maintained in an institution or school
district, the test materials shall be maintained in a secure manner as specified in the instructions provided by the
Department. Access to the materials shall be limited to the individuals and purposes specified by the Department.
(3) In those situations where an employee of the educational institution, school district, or contractor, or an
employee of the Department suspects a student of cheating on a test or suspects other violations of the provisions
of this rule, a report shall be made to the Department or test support contractor, as specified in the test
administration procedures, within ten (10) calendar days. The report shall include a description of the incident, the
names of the persons involved in or witness to the incident, and other information as appropriate. Officials from the
Department are authorized to conduct additional investigations.
(4) Violations of test security provisions shall be subject to penalties provided in statute and State Board Rules.
Specific Authority 120.53(1)(b), 228.301, 229.053(1) FS. Law Implemented 120.53(1)(b), 228.301, 229.053(2)(d),
229.57, 231.087, 231.0861, 231.17, 233.011, 239.301, 240.107, 240.117 FS. History - New 7-5-87, Amended 10-
26-94.
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43
6A-19.001 Scope, Coverage and Definitions
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Chapter 6A-19, FAC., implements Section 228.2001, Florida Statutes, which prohibits discrimination on the basis of
race, sex, national origin, marital status or handicap against a student or employee in the state system of public
education, as defined in Section 228.041(1), Florida Statutes. The following definitions shall apply.
(1) Activity. Any organized academic, vocational, athletic, co-curricular or extracurricular pursuit, undertaking or
assignment conducted under the authority or direction of an institution within the state system of public education.
(2) Admission. Selection for part-time, full-time, special, associate, transfer, exchange or any other enrollment,
participation or matriculation, in or at, an education program or activity conducted under the authority or direction of
an institution within the state system of public education.
(3) Department. Florida Department of Education.
(4) Discrimination.
(a) Discrimination shall include:
1. Limiting, segregating or classifying students, employees, applicants for admission, or applicants for employment,
in such a way as to deprive individuals of educational or employment opportunities or otherwise adversely affect
individuals because of their race, sex, national origin, marital status or handicap;
2. Denying educational or employment opportunities to individuals because of their race, sex, national origin, marital
status or handicap;
3. Providing unequal educational or employment opportunities to individuals because of their race, sex, national
origin, marital status or handicap;
4. Providing unnecessarily separate educational programs or activities for individuals because of their race, sex,
national origin, marital status or handicap;
5. Entering into contractual or other arrangements which utilize criteria or administrative methods which have the
effect of subjecting individuals to discrimination or which otherwise adversely affect individuals because of their
race, sex, national origin, marital status or handicap;
6. The application of any policy or procedure, or taking of any admission or employment action, that adversely
affects a qualified handicapped person as a student, employee, applicant for admission, applicant for employment, a
group of students, or a group of employees based on their handicap;
7. The application of any policy or procedure, or taking of any admission or employment action concerning the
potential or actual marital status of a student, employee or applicant for admission or employment that adversely
affects a student, employee, applicant for admission, applicant for employment, a group of students or a group of
employees on the basis of potential or actual marital status, or on the basis of head of household or principal wage
earner status; however, reasonable practices prohibiting nepotism shall not constitute marital status discrimination;
8. The application of any policy or procedure, or taking of any admission or employment action, that adversely
affects a student, employee, applicant for admission, applicant for employment, a group of students, or a group of
employees based on ancestry or place of birth or of cultural, or linguistic characteristics of a national origin group;
9. The application of any policy or procedure, or taking of an admission action, that adversely affects a student, or
applicant for admission, belonging to a national origin minority group, unnecessarily based on limited-English-
Revised March 1, 2007
44
language skills;
10. The application of any policy or procedure, or taking of any admission or employment action, that adversely
affects a student, employee, applicant for admission, applicant for employment, a group of students, or a group of
employees based on their race/ethnic category;
11. The application of any policy or procedure, or taking of any admission or employment action, that adversely
affects a student, employee, applicant for admission, applicant for employment, a group of students, or a group of
employees based on their gender.
(b) Any policy or procedure, or any admission or employment action, which can be shown to be predictive of, or
significantly correlated with, essential elements of work behavior or program participation shall not constitute
discrimination. See Rules 6A-19.002(2) and 6A-19.009(8), FAC.
(c) Efforts or measures developed by institutions to correct patterns of segregation, patterns of nonparticipation or
underrepresentation among a race, sex, marital status, national origin or handicap group shall not constitute
discrimination. Quotas, however, shall not be used.
(5) Disproportionate Enrollment. The actual enrollment of students of a particular race, sex, national origin or
handicap differs from the appropriate pool of potential students, as determined by the governing board, by race, sex,
national origin or handicap by more than two standard deviations.
(6) Handicapped Person. Any person who has a physical or mental impairment which substantially limits one or
more major life activities; has a record of such an impairment; or is regarded as having such an impairment.
(a) Physical or mental impairment.
1. Any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the
following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs;
cardiovascular; reproductive, digestive, genito-urinary; hemic and lymphatic; skin; and endocrine; or
2. Any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental
illness, and specific learning disabilities.
(b) Major life activities. Functions such as caring for one's self, performing manual tasks, walking, seeing, hearing,
speaking, breathing, learning and working.
(c) Has a record of such an impairment. Has a history of, or has been incorrectly classified as having, a mental or
physical impairment that substantially limits one or more major life activities.
(d) Is regarded as having an impairment.
1. Has a physical or mental impairment that does not substantially limit major life activities but that is treated by an
institution as constituting such a limitation;
2. Has a physical or mental impairment that substantially limits major life activities only as a result of the attitudes of
others and, therefore, is treated by an institution as having such an impairment.
(7) Institution. An individual school, as defined in Section 228.041(5), Florida Statutes, or the school district, as the
context may require; a community college; a university or any other state-supported entity primarily of an
educational nature, e.g. the Florida School for the Deaf and the Blind.
(8) Minority. Any individual belonging to one of the following race/ethnic categories: Black, Not of Hispanic Origin;
Hispanic; Asian or Pacific Islander; American Indian or Alaska Native.
(9) Office of Equal Educational Opportunity. The Department of Education work unit, otherwise known as the Equal
Revised March 1, 2007
45
Revised March 1, 2007
46
Educational Opportunity Program, specifically designated to administer the Department's implementation activities
as defined in Section 228.2001(6), Florida Statutes, except to the extent those duties may be delegated by the
Commissioner of Education to the Chancellor of the State University System pursuant to Section 228.2001(7),
Florida Statutes.
(10) Qualified Handicapped Person.
(a) With respect to employment, a handicapped person who, with reasonable accommodation, can perform the
essential functions of the job in question;
(b) With respect to public preschool, elementary, secondary or adult programs, services and activities, a
handicapped person of an age during which nonhandicapped persons are provided services, or of any age during
which it is mandatory under federal or Florida law to provide services to handicapped persons;
(c) With respect to postsecondary programs, services and activities, a handicapped person who meets the
academic and nonacademic admissions criteria requisite to participation.
(11) Race/Ethnic Categories. A person may be included in the race/ethnic group to which he or she appears to
belong, identifies with, or is regarded in the community as belonging. No person shall be included in more than one
race/ethnic group. The race/ethnic categories to be used are:
(a) White, Not of Hispanic Origin -- All persons having origins in any of the original peoples of Europe, North Africa
or the Middle East.
(b) Black, Not of Hispanic Origin -- All persons having origins in any of the Black racial groups of Africa.
(c) Hispanic -- All persons of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or
origin, regardless of race.
(d) Asian or Pacific Islander -- All persons having origins in any of the original people of the Far East, Southeast
Asia, the Indian Subcontinent, or the Pacific Islands.
(e) American Indian or Alaska Native -- All persons having origins in any of the original peoples of North America,
and who maintain cultural identification through tribal affiliation or community recognition.
(12) Reasonable Accommodation. Changes in the work environment which allow a qualified handicapped employee
to perform the essential tasks of the job if making those changes does not impose an undue hardship on the
operation of the institution. Reasonable accommodation may include: making facilities used by employees readily
accessible to and usable by handicapped persons, job structuring, part-time or modified work schedules, acquisition
or modification of equipment or devices, the provision of readers or interpreters, and other similar actions. In
determining whether an accommodation would impose an undue hardship on the operation of an institution's
program, factors to be considered include: the overall size of the institution with respect to number of employees,
number and type of facilities, and size of budget; the type of operation, including the composition and structure of
the workforce; and the nature and cost of the accommodation needed.
(13) Selection Criteria. Any measure, combination of measures, or procedure used as a basis for any decision on
eligibility for admission, for participation in programs, services or activities, or for employment and promotion.
Selection criteria include the full range of assessment techniques including course grades; performance tests; paper
and pencil tests; training programs; probationary periods; physical, education and work experience requirements;
formal or informal interviews; evaluation by prior teachers or employers; and scored or unscored applications.
(14) Student. Any person who is enrolled in any instructional program or activity conducted under the authority or
direction of an institution which is a part of the state system of public education.
Specific Authority 228.2001(5), 229.053(1) FS. Law Implemented 228.2001, 229.053(1) FS. History - New 4-17-
85, Formerly 6A-19.01.
A
PPENDIX D
Licensure Programs that exempt students from meeting basic skills requirements
CIP
Program Name
Program
Number
Name of License/Certification
Certifying Agency
0647060406
Advanced Automotive Technology
I470604
Automotive Service Excellence
(ASE)
National Association of Technicians Educational
Foundation (NATEF)
0649010500
Air Traffic Control
I490105
Air Traffic Controller
Federal Aviation Administration
0647060800
Aircraft Power Plant Mechanics
I470622
Airframe Mechanic/Power Plant
Mechanic/Airframe and Power
Plant Mechanic
Federal Aviation Administration
0647060700
Airframe Mechanic
I470612
Airframe Mechanic/Power Plant
Mechanic/Airframe and Power
Plant Mechanic
Federal Aviation Administration
0647060300
Automotive Collision Repair and
Refinishing
I470603
8709000
Automotive Service Excellence
(ASE)
National Association of Technicians Educational
Foundation (NATEF)
0647060405
Automotive Service Technology
I470608
8709400
Automotive Service Excellence
(ASE)
National Association of Technicians Educational
Foundation (NATEF)
0647019901 Avionics
I470199
General Radiotelephone
Operator License (PG) and/or
Commercial Operator License
Federal Communications Commission
0612040200 Barbering
I120402
8757100
Barber/Restricted Barber
Board of Barbering Licensure
0317020902
Basic X-Ray Machine Operator
H170209
Basic X-Ray Machine Operator
Bureau of Radiation Control: Department of Health
0743019901 Combination Law
Enforcement/Correctional Officer
P430191 Law Enforcement
Officer/Correctional Officer
Florida Department of Law Enforcement
0649030300 Commercial Fishing
I490303
8751200
Fishing Vessel Captain
U. S. Coast Guard
0620040300
Commercial Foods Culinary Arts
I200403
8763000
Certified Professional Food
Managers
Florida Restaurant Association
Revised March 1, 2007
47
ised March 1, 2007
48
CIP
0743010200
Correctional Officer
P430102
Correctional Officer
Florida Department of Law Enforcement
0612040303 Cosmetology
I120404
8757200
Cosmetologist Board
of
Cosmetology
0317020504
Emergency Medical Technician
Basic – ATD
W170208
Emergency Medical Technician
Emergency Medical Service Office: Department of
Health
0743020300
Fire Fighter II
P430205
8918100
Fire Fighter II
Department of Insurance
0743020306
Fire Officer I
P430206
Fire Officer I
Department of Insurance
0647060501
Heavy Duty Truck and Bus
Mechanics
I470605
8742000
Automotive Service Excellence
(ASE)
National Association of Technicians Educational
Foundation (NATEF)
0647030200
Heavy Equipment Mechanics
I470303
Automotive Service Excellence
(ASE)
National Association of Technicians Educational
Foundation (NATEF)
0743010700
Law Enforcement Officer
P430105
Law Enforcement Officer
Florida Department of Law Enforcement
0312040500
Massage Therapy
H120405
Licensed Massage Therapist
Board of Massage Therapy: Department of Health
0317030502
Medical Clinical Laboratory
Technician -ATD
H170308
Medical Laboratory Technician
Board of Clinical Laboratory Personnel: Department
of Health
0317030501
Medical Laboratory Technology
H170307
Medical Laboratory Technician
Board of Clinical Laboratory Personnel: Department
of Health
0317050700
Pharmacy Technician
H170507
Certified Pharmacy Technician
Pharmacy Technician Certification Board
0317050703
Pharmacy Technician (ATD)
Certified Pharmacy Technician
Pharmacy Technician Certification Board
0317050704
Pharmacy Technician (ATD)
H170606
Certified Pharmacy Technician
Pharmacy Technician Certification Board
0317060500 Practical Nursing
H170605
8418300
Licensed Practical Nurse
Board of Nursing
Program Name
Program
Number
Name of License/Certification
Certifying Agency
All apprenticeship students who earn Journeyman status in their area of study may be counted as a completer and are exempt from the basic skills requirement for completion
Rev
.
APPENDIX E
Sample of Ethics Statement for Test Administrators
Florida State Board of Education Rule 6A-10.042, FAC, was developed to meet the requirements
of the test security statute, Section 1008.24, F.S., and applies to anyone involved in the
administration of a statewide assessment test. The rule prohibits activities that may threaten the
integrity of the test. See Appendix C of this manual for the Florida Test Security Statute and the
Rule. Examples of prohibited activities are listed below:
•
Reading the passages, test items, or performance tasks
•
Revealing the passages, test items, or performance tasks
•
Copying the passages, test items, or performance tasks
•
Interpreting or reading test items or passages for students
•
Changing or otherwise interfering with student responses to test items
•
Causing achievement of schools to be inaccurately measured or reported
•
Copying or reading student responses
If any of the above examples are “allowable accommodations” for adults with disabilities with
current AIEPs or 504 Plans, test administrators are permitted to provide the accommodation(s) as
described on the AIEP or 504 Plan.
All personnel are prohibited from examining or copying the test items and/or the contents of
student test books and answer documents. The security of all test materials must be maintained
before, during, and after the test administration.
I, ________________________________________, have read the information and instructions
provided in all applicable sections of the Career Education Basic Skills Assessment Technical
Assistance Paper and the Rule and Statute on Test Security. I agree to administer the
assessment instruments according to these procedures.
I will not reveal or disclose any information about the test items or engage in any acts that would
violate the security of any of the approved instruments in Rule 6A-6.014 and cause student
achievement to be inaccurately represented or reported.
_____________________________ ______________________________
School Name and Number Print Name
_____________________________ ______________________________
Date
Signature
Revised March 1, 2007
49
APPENDIX F
Test Publishers
Tests of Adult Basic Education (TABE)
Tests of Adult Basic Education-Work Related
(TABE-WR), and Adult Language Assessment System
(A-LAS)
FL Rep
: Brenda Bartholomew – (863) 944-1169
CTB McGraw Hill
20 Ryan Ranch Road
Monterey, CA 93940
(800) 538-9547
http://www.ctb.com
Wonderlic Basic Skills Test (WBST)
FL Rep
: Justin Long (877) 568-579
Wonderlic Personnel Test, Inc
1509 N. Milwaukee Ave.
Libertyville, IL 60048-1380
Website:
http://www.wonderlic.com/products/product.asp?prod_id=5
Brigance Life Skills and
Brigance Employability Skills
Curriculum Associates, Inc.
P.O. Box 2001
North Billerica, MA 01862
(800) 225-0248
http://www.curricassoc.com
K-FAST
FL Rep
: Kaye Hornbuckle
American Guidance Service
4201 Woodlane Road
Circle Pines, MN 55014
(800) 328-2560
http://www.agsnet.com/index.asp
Comprehensive Test of Adaptive Behavior (CTAB)
Educational Achievement Systems
2000 NE 42nd Avenue – PMB 145
Portland, OR 97213
(503) 460-6664
http://edresearch.com/
Comprehensive Adult Student Assessment
(CASAS)
FL Rep:
Linda Taylor (201) 807-1965
CASAS
910 Clairemont Mesa Blvd.
San Diego, CA 92123
(800) 255-1036
http://www.casas.org
Computerized Placement Test (CPT/MAPS)
FL Rep
: Loretta Church
The College Board
45 Columbus Avenue
New York, NY 10023-6992
(212) 713-8060
http://www.ets.org
Revised March 1, 2007
50