Academics · Adult Learning

The first week decides
who comes back.

Adult learners who drop out of a program usually do it early, often because of a barrier nobody planned for: child care on the third evening, a bus that stops running, a login that never worked. Go through orientation step by step with the learner, write their goal in their words and plan for every barrier named. The checklist works out when they reach 12 hours and their post-test.

Start an orientationWhat you get

Orientations

The worked example is made up: an English learner with a child care gap, a high school equivalency learner with no placement test yet and a career training learner ready to start. Saved on this device only.

Loading the orientation form. If nothing appears, turn on JavaScript.

What you get

Academics · Adult LearningFree

What you finish with
A record per orientation: learner code, date, program, class hours a week, hours before the post-test, the learner’s goal and thirteen steps across goals, placement, schedule and supports, with notes on barriers. Works out weeks to 12 hours of class, weeks to the post-test and its approximate date; flags a missing placement test, barriers with no plan, no first check-in and the milestones.
Who it is for
Adult education staff and volunteers running intake and orientation, and adult learners going through it with them.
Format
Browser checklist with a saved record per learner. Prints one orientation, every orientation in a table or a blank checklist; downloads a spreadsheet (.csv); exports and imports a file.
Access
Free. No account, no sign-in and nothing to install. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Adult Learning space in Caveat Academics.
Support
Questions about access, an order or a correction: team@caveatacademic.com.

How to use it

  1. Go through it with the learner, not about them.
  2. Write the goal in their words.
  3. Test placement before the first class.
  4. Plan for each barrier they name.
  5. Set the first check-in date.

Start an orientation

Hours that matter

Hours that matter in the first monthsMilestoneAt 4 h a weekAt 6 hAt 12 h12 hours: counted as a participantweek 3week 2week 140 hoursweek 10week 7week 460 hoursweek 15week 10week 5Hours that matter in the first months12 hours: counted as a participantAt 4 h a week: week 3At 6 h: week 2At 12 h: week 140 hoursAt 4 h a week: week 10At 6 h: week 7At 12 h: week 460 hoursAt 4 h a week: week 15At 6 h: week 10At 12 h: week 5
Post-test hours vary by test and level; 40 to 60 hours of class is a common range. Every missed week moves each milestone back.

Why 12 hours

In federal adult education reporting (the National Reporting System under WIOA Title II), a learner who completes 12 or more contact hours is counted as a participant. Reaching 12 hours early is also a good sign the learner will stay.

Goals in their words

“Get my GED” is a program’s goal. “Pass the math test so I can apply for the apprenticeship in March” is the learner’s. The second gives you a deadline, a reason and something to come back to when attendance slips.

Sources

  1. U.S. Department of Education, Office of Career, Technical, and Adult Education. Technical Assistance Guide for Performance Accountability under the Workforce Innovation and Opportunity Act (National Reporting System).
  2. CASAS and Data Recognition Corporation (TABE). Test administration guidance on pre- and post-testing hours.
  3. Comings, J. P. (2007). Persistence: helping adult education students reach their goals. Review of Adult Learning and Literacy, 7.
  4. LINCS: Literacy Information and Communication System. Adult learner persistence and orientation resources (lincs.ed.gov).

The worked example is made up. Follow your program’s and test publisher’s rules for testing and reporting. Nothing you type is sent to Caveat. Support: team@caveatacademic.com.