GED Closeout Presentation- Mayor's Commission on Literacy

Strategies for Helping Your Learners Complete the 2002 GED®: Approaches for Teachers and Administrators

May 24, 2013

GED Closeout Strategies

What do we already know about the 2002 GED Close-out?

What do we already know about the 2002 GED Close-out?

• Ends in January 2014

• Test will morph from paper-based 2002 version to computer-

based 2014 version.

• Loss of scores for all who don’t finish

• Start on paper, end on paper – start on computer, end on

computer

• Only a handful of places to take the test

• Many testers are unaware of changes or its implications

• Ends in January 2014

• Test will morph from paper-based 2002 version to computer-

based 2014 version.

• Loss of scores for all who don’t finish

• Start on paper, end on paper – start on computer, end on

computer

• Only a handful of places to take the test

• Many testers are unaware of changes or its implications


The Problem:The Problem:

• January 2014: We’re running out of time!

• Massive score loss by January 2014 !• 30,000 Statewide• 7,000 in Philadelphia• THOUSANDS more

• anticipated to attempt testing for the first time in Summer/ Fall 2013, joining the 7,000 “high-risk” testers in Philadelphia

• January 2014: We’re running out of time!

• Massive score loss by January 2014 !• 30,000 Statewide• 7,000 in Philadelphia• THOUSANDS more

• anticipated to attempt testing for the first time in Summer/ Fall 2013, joining the 7,000 “high-risk” testers in Philadelphia

http://www.gedtestingservice.com/finishtheged/

http://www.gedtestingservice.com/finishtheged/


The Goal:The Goal:

Conversion from GED PREP Centers

To

GED COMPLETION Centers

Conversion from GED PREP Centers

To

GED COMPLETION Centers


What’s The Difference? PROGRAM DESIGNWhat’s The Difference? PROGRAM DESIGN

PREP Center Design

1. Open Enrollment

2. Finds advanced students by happenstance

3. Uses TABE Test for leveling and placement

4. Instruction focuses on general skill gain

5. Teaches same general material to all students in a particular class level

6. Waits for post-testing to determine GED Readiness

PREP Center Design

1. Open Enrollment

2. Finds advanced students by happenstance

3. Uses TABE Test for leveling and placement

4. Instruction focuses on general skill gain

5. Teaches same general material to all students in a particular class level

6. Waits for post-testing to determine GED Readiness

COMPLETION Center Design

1. Managed Enrollment2. Recruits and targets test-ready students3. Uses Official GED Practice Test for

leveling and placement4. Instruction focuses on targeted skill

deficiencies needed for passing test (*FMQ data)

5. Uses targeted individualized instruction based on Practice Testing performance data

6. Actively, and frequently does follow-up practice testing + accepts teacher recommendations for performance

COMPLETION Center Design

1. Managed Enrollment2. Recruits and targets test-ready students3. Uses Official GED Practice Test for

leveling and placement4. Instruction focuses on targeted skill

deficiencies needed for passing test (*FMQ data)

5. Uses targeted individualized instruction based on Practice Testing performance data

6. Actively, and frequently does follow-up practice testing + accepts teacher recommendations for performance


What’s The Difference? STAFF EXPERTISEWhat’s The Difference? STAFF EXPERTISE

PREP Center Staff

1.Instructors have never taken, or are unfamiliar

with the official GED Practice test

2.Instructors rely on the TABE to assess student

aptitude + gains to predict GED readiness

3.Has imperfect knowledge of GED scoring

process and how to explain it.

4.Has imperfect knowledge of GED Registration

Process and Requirements (The W’s)

5.Is unfamiliar / has never completed a

GED123.com registration with a learner

6.Does not track or coach learners after they are

deemed “test-ready” or begin testing

PREP Center Staff

1.Instructors have never taken, or are unfamiliar

with the official GED Practice test

2.Instructors rely on the TABE to assess student

aptitude + gains to predict GED readiness

3.Has imperfect knowledge of GED scoring

process and how to explain it.

4.Has imperfect knowledge of GED Registration

Process and Requirements (The W’s)

5.Is unfamiliar / has never completed a

GED123.com registration with a learner

6.Does not track or coach learners after they are

deemed “test-ready” or begin testing

COMPLETION Center Staff

1.Taken, and analyzed one or more GED

Practice Tests (*site GED Tagging Data)

2.GED Practice tests early, frequently, and

aggressively to determine GED readiness.

3.Thoroughly understands and can articulate

scoring process to students

4.Can quote registration requirements,

regulations, fees, locations, etc…

5.Efficient at registering learners on GED123,

utilized for score tracking, has time for it!

6.Coaches learners THROUGH test completion,

not just up to point of testing

COMPLETION Center Staff

1.Taken, and analyzed one or more GED

Practice Tests (*site GED Tagging Data)

2.GED Practice tests early, frequently, and

aggressively to determine GED readiness.

3.Thoroughly understands and can articulate

scoring process to students

4.Can quote registration requirements,

regulations, fees, locations, etc…

5.Efficient at registering learners on GED123,

utilized for score tracking, has time for it!

6.Coaches learners THROUGH test completion,

not just up to point of testing


The Strategy:The Strategy:

What is a Fast Tracker?

• Needs little-to-no formal instruction in order to pass the GED• Has passed TWO or more Official tests with a reasonably high

average• Official Score average allows for minimum scoring in final

subjects (ie: 410 in Math to pass overall GED)• Exceptionally high Reading Scores on Practice or Official Test • Held to high expectations!

What is a Fast Tracker?

• Needs little-to-no formal instruction in order to pass the GED• Has passed TWO or more Official tests with a reasonably high

average• Official Score average allows for minimum scoring in final

subjects (ie: 410 in Math to pass overall GED)• Exceptionally high Reading Scores on Practice or Official Test • Held to high expectations!



How do I recruit / identify / generate Fast Trackers?

• GED Practice Test at orientation, not TABE• Outreach to “High-Risk” Testers in your network

• Free GED Practice Testing Events• On-Deck Testing Events (*see On Deck slide)• Yes, teach to the test !• Take risks with borderline students, be ready to coach if they

do not pass

How do I recruit / identify / generate Fast Trackers?

• GED Practice Test at orientation, not TABE• Outreach to “High-Risk” Testers in your network

• Free GED Practice Testing Events• On-Deck Testing Events (*see On Deck slide)• Yes, teach to the test !• Take risks with borderline students, be ready to coach if they

do not pass

Advantages to On-Deck Strategy:Immediate identification of Fast Trackers for expedited GED registration and testingSifts through waiting list to identify Fast Trackers who are hidden amongst intermediate and low-level studentsMinimized waitlist time for allImmediate engagement w/ center staff and programming while waiting for orientation

GED Practice Testing

Low / Intermediate

Levels

Low / Intermediate

Levels

FAST TRACKLevel

GED Registration and

Testing

Orientation OR

Continued Waitlist

Orientation OR

Continued Waitlist

“ON DECK”WaitlistOR

Walk-In

WaitlistOR

Walk-In


Congreso’s On-Deck Strategy



So what does a Fast Track student actually do? (1 of 2)

• Minimum of 2 Practice Tests in each subject

• 1 at Orientation, 1 afterwards, average the scores

• (PROPERLY!!) Creates a GED123.com account with staff

• Obtains Identification + money needed for testing

• Undergoes targeted tutoring / instruction and test prep skills• FMQ’s, identify bad habits• Test taking strategies• “Game plan” to graduation


• Minimum of 2 Practice Tests in each subject

• 1 at Orientation, 1 afterwards, average the scores

• (PROPERLY!!) Creates a GED123.com account with staff

• Obtains Identification + money needed for testing

• Undergoes targeted tutoring / instruction and test prep skills• FMQ’s, identify bad habits• Test taking strategies• “Game plan” to graduation




• Attends minimum of 1 day a week throughout testing• Tutoring, coaching, score review, next-test-strategy

• May be Fast Track for Reading-based subjects, but takes class for Math

• Writes essays and practices “Framing” various topics• Practices completing tests for Time• “What to know about the day of testing”


• Attends minimum of 1 day a week throughout testing• Tutoring, coaching, score review, next-test-strategy

• May be Fast Track for Reading-based subjects, but takes class for Math

• Writes essays and practices “Framing” various topics• Practices completing tests for Time• “What to know about the day of testing”


Writing Test Strategy:Writing Test Strategy:#

Correct Rating

2Rating

2.5Rating

3Rating

3.5Rating

4

14 (56%) 410 460 490 530 580

13 400 450 490 520 580

12 400 450 480 520 570

11 390 440 480 510 570

10 390 440 470 510 560

9 380 430 460 500 550

8 (32%) 380 410 460 490 540

7 370 400 450 480 540

6 370 400 440 480 530

5 360 390 430 470 520

4 340 380 410 450 500

3 300 340 370 410 460

2 (8%) 250 290 320 360 410

1 220 260 290 330 380

Average Increase

Per Essay Rating:

40.4 Points!


FMQ Strategy:FMQ Strategy:PC

MATH

Question

#LO JT GS LP JF NZ MR OO JD GZ KJ AG EN JM JEM WM RR JM AZ LAST

NAMELASTNAME

LASTNAME

LASTNAME

LASTNAME

AMTWRONG %

1 I C I C C I C I C I C C C C C C C I I 7 37%

2 C I I C C C C C C I C C C C C C C C C 3 16%

3 I C C I C C I I I C I I I C C I C C I 10 53%

4 I C C C C C C C C C I C C C C C C C C 2 11%

5 C C C C C C C C C C C C C C C I C C C 1 5%

6 I C C C I C C C C C C I C I I C C C C 5 26%

7 C C C C C C C I I C I I C C I C C C I 6 32%

8 C I C C C c C I C C c I C C C C C C C 3 16%

9 c c c C c C C I C C C C C C C C C I C 2 11%

10 I I C I I I C I I C I I I I I I I I I 16 84%

11 I I I I I C I I I C I I C I C C C C C 11 58%

12 C I C I I I C C I C C I I I I C C I C 10 53%

13 I C I C C C I I C C I C C C C C C C I 6 32%

14 I C C C C C C C C C C I C C C C C I C 3 16%

15 I C C C C C I C C C C I C C C C C C C 3 16%

16 C C C C I C C I C I I I C C C C C C C 5 26%

17 C C C C C C C C I C I I C C C I C C I 5 26%

18 I I C I I C I I I I I I I I I I C I I 16 84%

19 C I I C I I C I I C I I I C C I I C I 12 63%

20 C C C C C I I C C I I I C C I I I C C 8 42%

21 I C C C C I I C I I I C C C C C C I C 7 37%

22 I C C C I C C C C C I I C C C C C C C 4 21%

23 I C C C C C C C C C C C C C C C C C C 1 5%

24 C C I I C C C C I C I I I C C C C C I 7 37%

25 C C I I I C I C I I I I I I C I I C C 12 63%TOTAL MISSED

QUESTIONS 13 7 7 7 9 6 8 11 11 7 15 17 7 6 6 8 4 7 9 0 0 0 0 0

START TEACHING THIS

START TEACHING THIS

STOP TEACHING THIS

STOP TEACHING THIS


“GED Tags”“GED Tags”

#10) Body Mass Index (BMI) can be defined as:

BMI = (705)(w) h²

Where w is a person’s weight in pounds and h is the person’s height in inches. If Elaine is 60 inches tall and weighs 108 pounds, what is her Body Mass Index?

Mark your answers in the grid on your answer sheet.

TAGS:

Order of operations, multi-stepSubstitution for variable(s) *see reverse order!Squaring a numberFilling out answers on the score gridEtc…

“GED Tags” - Example“GED Tags” - ExampleQUESTION

# Addition Subtraction Multiplication Division DecimalsComparing and

Ordering Numbers

Square Root Exchange Rates

1 x x x x2 x x x x3 x x 4 x x x 5 6 7 x 8 9 x x x x

10 x x 11 x x 12 x x 13 x x x x 14 x x 15 x x x x 16 x 17 x 18 x 19 20 x x 21 22 23 24 25 x x

TOTAL PC: 4 6 10 8 6 4 1 2


GED “Tagging” Graphs – MathGED “Tagging” Graphs – Math

410 out of 800 = 51%Algebra + Multi-Step

Problems = 68% of the test!


GED “Tagging” Graphs – WritingGED “Tagging” Graphs – Writing


Testing Center Observations:Testing Center Observations:

•Practice Tests are only HALF the length. Students get worn out !• TIP: Before official testing, have students take 2 Practice Tests

back to back in order to get a feel for a real test. Average the two scores together.

•Back-to-Back Testing = Fatigue• 2 per day recommended, 3 max• 3 consecutive sessions = 4 hours +

•Stop leaving blanks!• Teach students “timing strategy”• 10 minute warning only, erasable pens take more time

•Writing 5 paragraph essay !!•Math Hand-written Answer Boxes•GED 123 problems, ID on day of test

•Practice Tests are only HALF the length. Students get worn out !• TIP: Before official testing, have students take 2 Practice Tests

back to back in order to get a feel for a real test. Average the two scores together.

•Back-to-Back Testing = Fatigue• 2 per day recommended, 3 max• 3 consecutive sessions = 4 hours +

•Stop leaving blanks!• Teach students “timing strategy”• 10 minute warning only, erasable pens take more time

•Writing 5 paragraph essay !!•Math Hand-written Answer Boxes•GED 123 problems, ID on day of test


The GED Testing Center Reality:The GED Testing Center Reality:Too many testers, not enough slotsToo many testers, not enough slots

temple 1199 ccp congreso 5th?Per week 225 225 200 50 0

Per Month 900 900 800 200 0Per Next 6 months 5400 5400 4800 1200 0

GRAND TOTAL OF SLOTS POSSIBLE

16,800

Slots NEEDED for 7,000 People to

Finish7K x Need 1 7K x Need 2 7K x Need 3 7K x Need 4 7K x Need 5 7K x Need 6 7K x Need 7

7000 14000 21000 28000 35000 42000 49000

Slots NEEDED for 10,000 People to

Finish10K x Need 1 10K x Need 2 10K x Need 3 10K x Need 4 10K x Need 5 10K x Need 6 10K x Need 7

10000 20000 30000 40000 50000 60000 70000


• Test Re-ordering Situation• Can purchase Full Batteries only

• Bottleneck in Fall / Winter 2013• Again, Too many testers, not enough slots• Test Centers will run out of Booklets before January• More testers will attempt, as January approaches

• Students should plan to PASS all 5 subjects by

November to be safe.• Don’t leave Math for last !!

• Test Re-ordering Situation• Can purchase Full Batteries only

• Bottleneck in Fall / Winter 2013• Again, Too many testers, not enough slots• Test Centers will run out of Booklets before January• More testers will attempt, as January approaches

• Students should plan to PASS all 5 subjects by

November to be safe.• Don’t leave Math for last !!

The GED Testing Center Reality:The GED Testing Center Reality:


21

SummaryTesting Centers

Work with Literacy ProvidersPreserve Available Math and Writing TestsSpecial Testing Dates

Testing Centers

Work with Literacy ProvidersPreserve Available Math and Writing TestsSpecial Testing Dates

Instructors

Teach to the test!Data-driven instructionBecome GED-process Experts

Instructors

Teach to the test!Data-driven instructionBecome GED-process Experts

Administrators

Creative Program DesignTemp Shift Toward 2013 CloseoutEmpower Instructors to help w/ closeout!

Administrators

Creative Program DesignTemp Shift Toward 2013 CloseoutEmpower Instructors to help w/ closeout!

Students

Instructors

Testing Centers

Students

Practice Test often, multiple versionsRealistic Expectations: Am I 2002 or 2014?Don’t wait to get started!!

Students

Practice Test often, multiple versionsRealistic Expectations: Am I 2002 or 2014?Don’t wait to get started!!


• Where is your center in regards to:

• The spectrum of GED Prep vs. GED Completion?

• Staff expertise around GED Completion?• Program Design to create Completion

Capacity?

• Where is your center in regards to:

• The spectrum of GED Prep vs. GED Completion?

• Staff expertise around GED Completion?• Program Design to create Completion

Capacity?

Questions for Reflection:Questions for Reflection:


• What can your center start implementing• This week?• In a month?• In 2 months?

• What resources do you need?

• What staff will be responsible?

• What does success look like?

• What can your center start implementing• This week?• In a month?• In 2 months?

• What resources do you need?

• What staff will be responsible?

• What does success look like?

Action Plan:Action Plan:


Feedback and QuestionsFeedback and Questions

Education

GED Closeout Presentation- Mayor's Commission on Literacy