DOCSLIB.ORG

State of Florida Workforce Innovation and Opportunity Act - Unified Plan

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
State of Florida Workforce Innovation and Opportunity Act - Unified Plan STATE OF FLORIDA WORKFORCE INNOVATION AND OPPORTUNITY ACT UNIFIED PLAN July 1, 2020 – June 30, 2024 DRAFT State of Florida Workforce Innovation and Opportunity Act - Unified Plan TABLE OF CONTENTS FIGURE INDEX ACRONYM GUIDE INTRODUCTION I. WORKFORCE INNOVATION AND OPPORTUNITY ACT STATE PLAN TYPE II. STRATEGIC ELEMENTS (a) Economic, Workforce and Workforce Development Activities Analysis (b) State Strategic Vision and Goals (c) State Strategy III. OPERATIONAL PLANNING ELEMENTS (a) State Strategy Implementation (b) State Operating Systems and Policies IV. COORDINATION WITH STATE PLAN PROGRAMS V. COMMON ASSURANCES VI. PROGRAM-SPECIFIC REQUIREMENTS FOR CORE PROGRAMS – ADULT, DISLOCATED WORKER AND YOUTH ACTIVITIES (a) General Requirements (b) Adult and Dislocated Worker Program Requirements (c) Youth Program Requirements (d) Single-area State Requirements (e) Waiver Requests (optional) TITLE I-B ASSURANCES VII. PROGRAM-SPECIFIC REQUIREMENTS FOR CORE PROGRAMS – WAGNER-PEYSER ACT PROGRAM (a) Employment Service Professional Staff Development (b) Assistance in Unemployment Compensation Claims Through Career Centers (c) Assistance to Unemployment Insurance Claimants and Other Unemployed Individuals (d) Wagner-Peyser Funds to Support UI Claimants (e) Agricultural Outreach Plan (AOP) VIII. PROGRAM-SPECIFIC REQUIREMENTS FOR CORE PROGRAMS– ADULT EDUCATION AND FAMILY LITERACY PROGRAMS (a) Aligning of Content Standards (b) Local Activities (c) Corrections Education and Other Education of Institutionalized Individuals (d) Integrated English Literacy and Civics Education Program (e) State Leadership (f) Assessing Quality IX. PROGRAM-SPECIFIC REQUIREMENTS FOR CORE PROGRAMS– VOCATIONAL REHABILITATION (a) Input of State Rehabilitation Council (b) Request for Waiver of Statewideness (c) Cooperation with Agencies Not Under the Workforce System (d) Coordination with DRAFTEducation Officials (e) Cooperative Agreements with Private Nonprofit Organizations (f) Cooperative Agreements for the Provision of Supported Employment Services (g) Coordination with Employers (h) Interagency Cooperation State of Florida Workforce Innovation and Opportunity Act - Unified Plan (i) Comprehensive System of Personnel Development (j) Statewide Assessment (k) Annual Estimates (l) State Goals and Priorities (m) Order of Selection (n) Goals and Plans for Distribution of Title VI, Part B Funds (o) State’s Strategies (p) Evaluation and Reports of Progress (q) Quality, Scope and Extent of Supported Employment Services VOCATIONAL REHABILITATION CERTIFICATIONS & ASSURANCES CERTIFICATION REGARDING LOBBYING X. SPECIFIC REQUIREMENTS FOR CORE PROGRAMS– FLORIDA DIVISION OF BLIND SERVICES (a) Input of State Rehabilitation Council (b) Request for Waiver of Statewideness (c) Cooperation with Agencies Not Under the Workforce System (d) Coordination with Education Officials (e) Cooperative Agreements with Private Nonprofit Organizations (f) Cooperative Agreements for the Provision of Supported Employment Services (g) Coordination with Employers (h) Interagency Cooperation (i) Comprehensive System of Personnel Development (j) Statewide Assessment (k) Annual Estimates (l) State Goals and Priorities (m) Order of Selection (n) Goals and Plans for Distribution of Title VI, Part B Funds (o) State’s Strategies (p) Evaluation and Reports of Progress (q) Quality, Scope and Extent of Supported Employment Services VOCATIONAL REHABILITATION CERTIFICATIONS & ASSURANCES CERTIFICATION REGARDING LOBBYING APPENDIX 1 - PERFORMANCE GOALS FOR THE CORE PROGRAMS DRAFT Table of Contents iii State of Florida Workforce Innovation and Opportunity Act - Unified Plan FIGURE INDEX Figure 2.21 Emerging Occupations Top Abilities Scores Section II Figure 2.22 Occupations Gaining the Most New Jobs in Figure 2.01 Nonagricultural Employment in Florida, Florida Seasonally Adjusted Figure 2.23 Occupations with the Most Job Openings Top Figure 2.02 Florida Construction Employment, Seasonally Knowledge Scores Adjusted Figure 2.24 Occupations with the Most Job Openings Top Figure 2.03 Florida Manufacturing Employment, Seasonally Skills Scores Adjusted Figure 2.25 Occupations with the Most Job Openings Top Figure 2.04 Florida Trade, Transportation and Utilities Abilities Scores Employment, Seasonally Adjusted Figure 2.26 Fastest Growing Occupations in Florida Figure 2.05 Florida Information Employment, Seasonally Figure 2.27 Rapid Growth Occupations Top Knowledge Adjusted Scores Figure 2.06 Florida Financial Activities Employment, Figure 2.28 Rapid Growth Occupations Top Skills Scores Seasonally Adjusted Figure 2.07 Florida Professional and Business Services Figure 2.29 Rapid Growth Occupations Top Abilities Scores Employment, Seasonally Adjusted Figure 2.30 Declining or Slow-Growth Occupations in Florida Figure 2.08 Florida Education and Health Services Figure 2.31 Florida Educational Attainment, Age 25 or Older Employment (Seasonally Adjusted) (2017) Figure 2.09 Florida Leisure and Hospitality Employment Figure 2.32 Florida Certificate and License Holders, 2016-18 (Seasonally Adjusted) Figure 2.33 Florida’s Labor Force and Employment Figure 2.10 Florida Other Services Employment Seasonally Adjusted Figure 2.34 Employment Status - U.S. Versus Florida November 2019 Figure 2.11 Florida Government Employment (Seasonally Adjusted) Figure 2.35 Florida Unemployment Rate Figure 2.12 Top Emerging Industries Section III Figure 2.13 Percent Distribution of Employment by Major Figure 3.01 CareerSource Florida Board Governance Occupational Group Florida 2019 Figure 3.02 Policy Development Framework Figure 2.14 Percent Distribution by Major Occupational Group Local Workforce Development Areas 1-7 Figure 3.03 Florida Department of Economic Opportunity Organizational Chart Figure 2.15 Percent Distribution by Major Occupational Group Local Workforce Development Areas 8-16 Figure 3.04 Florida’s Workforce System Organization Figure 2.16 Percent DistributionDRAFT by Major Occupational Figure 3.05 Florida Department of Education Organizational Group Local Workforce Development Areas 17-24 Chart Figure 2.17 Top 15 Existing Demand Occupations Figure 3.06 Division of Career and Adult Education Organizational Chart Figure 2.18 Top 20 Emerging Occupations Figure 3.07 Division of Vocational Rehabilitation Figure 2.19 Emerging Occupations Top Knowledge Scores Organizational Chart Figure 2.20 Emerging Occupations Top Skills Scores State of Florida Workforce Innovation and Opportunity Act - Unified Plan Figure 3.08 Division of Blind Services Organizational Chart Figure 9.06 WIOA Performance Indicators Figure 3.09 2018-2019 WIOA Participants/Exiters Section X Figure 3.10 2017-2018 WIOA Participants/Exiters Figure 10.01 Personnel Employed by FDBS Figure 3.11 State WIOA Statewide Primary Indicators of Figure 10.02 Counselor to Client Ratio Performance Program Year 2018-2019 Figure 10.03 Personnel Serving Vocational Rehabilitation Figure 3.12 Local Workforce Development Board WIOA Clients:Vacancy Information Performance Program Year 2018-2019 Figure 10.04 State Fiscal Year 2018-2019 Figure 3.13 Florida Primary Indicators of Performance Goals Program Year 2019-2020 Figure 10.05 FDBS Personnel Eligible for CRC SFY 2018- 2019 Figure 3.14 Customer Satisfaction of the Employ Florida System Figure 10.06 Support Employment Spending Patterns SFY 2018 Figure 3.15 Florida Vocational Rehabilitation Federal Performance Indicators and Targets Figure 10.07 Individuals Served by Supported Employment Programs Figure 3.16 Florida Adult Education State Targets Adult Basic Education and Adult Secondary Education Figure 10.08 Clients Served by Service Category Figure 3.17 Florida Adult Education State Targets English for Figure 10.09 Change in Number of Clients Served in Speakers of Other Languages Minority Groups Figure 3.18 Distribution of Dislocated Worker Funding Figure 10.10 FDBS Performance Standards and Indicators Percentages Figure 10.11 Outcomes in Business Enterprise Program Section VI Figure 10.12 FDBS Training Offered in 2019 Figure 6.01 CareerSource Florida Network Map Figure 10.13 Performance Standards and Indicators Section VII Figure 10.14 Additional standards outlined in the Division’s Long-Range Program Plan Figure 7.01 Florida’s Top Major Labor-Intensive Crop Activity Figure 10.15 FRCB Meeting Expenses Figure 7.02 MSFW Significant/Bilingual Office Locations Section VIII Figure 8.01 Adult General Education Programs and Courses Section IX Figure 9.01 VR Personnel and Projected Staffing Needs Figure 9.02 Program Data for Institutions of Higher Education DRAFT Figure 9.03 Projected Number of Eligible Individuals to Receive VR Services Figure 9.04 Projected Outcome and Service Goals and Time Frames for Federal Fiscal Year 2020-21 Figure 9.05 Federal Standards and Indicators State of Florida Workforce Innovation and Opportunity Act - Unified Plan ACRONYM GUIDE ABE Adult Basic Education ACS American Community Survey ADA Americans with Disabilities Act AEPIP Adult Education Program Improvement Plan AOP Agricultural Outreach Plan APD Agency for Persons with Disabilities ASE Adult Secondary Education AWARE Accessible Web-based Activity and Reporting BBE Bureau of Business Enterprise BEESS Bureau of Exceptional Education and Student Services CASAS Comprehensive Adult Student Assessment System CBTAC Certified Business Technical Assistance Consultant CCRS College & Career Readiness Standards CEU Continuing Education Units CFR Code of Federal Regulations CRC Certified Rehabilitation Counselors CRP Community Rehabilitation Provider CSNA Comprehensive Statewide Needs
Load more

Recommended publications
  • ACT Workkeys®: Awarding College Credit Through the National Career Readiness Certificate Appendix
    ACT WorkKeys: ® Awarding College Credit through the ACT National Career Readiness Certificate Thomas Langenfeld, PhD Executive Summary The National Career Readiness Certificate (NCRC) is awarded at four levels of achievement—Bronze, Silver, Gold, and Platinum— based on performance on three of the assessments: Applied Math, Graphic Literacy, and Workplace Documents. The three updated assessments replace the former WorkKeys assessments of Applied Mathematics, Reading for Information, and Locating The ACT WorkKeys assessment system Information. ACT designed the three updated assessments to measures job skills that are valuable for build on the strengths of the former assessments, as well as any occupation - skilled or professional incorporating features of the changing work environment. – at any level and in any industry. In 2019, after reviewing materials, documentation, and test forms, the American Council on Education (ACE) recommended that institutions award in the vocational certificate category to individuals who have earned a Silver NCRC certificate, 1 semester hours in quantitative analysis or introduction to organizational communication. For individuals who have earned a Gold or Platinum certificate in the vocational certificate category, ACT recommended that institutions award 2 semester The ACT National Career Readiness hours in applied mathematics. For individuals attending two- Certificate™ is an industry-recognized, and four-year institutions ACE recommended that institutions award in the lower-division baccalaureate/associate degree portable, evidence-based credential that category, 2 semester hours in quantitative analysis or certifies achievement of foundational introduction to organizational communication. skills essential for workplace success. ACT WorkKeys® assessments incorporate a rigorous process of item development to ensure that all scored items are workplace relevant, fair, and align to well-defined specifications.
    [Show full text]
  • EDUCATION in CHINA a Snapshot This Work Is Published Under the Responsibility of the Secretary-General of the OECD
    EDUCATION IN CHINA A Snapshot This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Photo credits: Cover: © EQRoy / Shutterstock.com; © iStock.com/iPandastudio; © astudio / Shutterstock.com Inside: © iStock.com/iPandastudio; © li jianbing / Shutterstock.com; © tangxn / Shutterstock.com; © chuyuss / Shutterstock.com; © astudio / Shutterstock.com; © Frame China / Shutterstock.com © OECD 2016 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d’exploitation du droit de copie (CFC) at contact@cfcopies.com. Education in China A SNAPSHOT Foreword In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province.
    [Show full text]
  • Matura Examinations in Slovenia Case Study of the Introduction of an External Examinations System for Schools
    Matura Examinations in Slovenia Case Study of the Introduction of an External Examinations System for Schools – Sergij Gabrøœek – George Bethell CIP – Kataloæni zapis o publikaciji Narodna in univerzitetna knjiænica, Ljubljana 371.274/.276:373.5 GABRØŒEK, Sergij Matura examinations in Slovenia : case study of the introduction of an external examinations system for schools / Sergij Gabrøœek, George Bethell. – Ljubljana : National Examinations Centre, 1996 ISBN 961-6120-49-2 1. Bethell, George 61917696 Matura Examinations in Slovenia Case Study of the Introduction of an External Examinations System for Schools – Sergij Gabrøœek1 – George Bethell 2 1 Dr. Sergij Gabrøœek, Director, National Examinations Centre, Podmiløœakova 25, 1000 Ljubljana, Slovenia 2 George Bethell, Educational Consultant, 17 Orchard Avenue, Cambridge CB4 2AQ, United Kingdom Contents 7 – Abstract 9 – Background to Slovenia 11 – History of the Development of Matura 21 Description of Matura and Comparison with the School-Based – ‘Final Examination’ 25 – Developing Subject Catalogues for Matura 29 – Development of Question Papers 33 – Preparing for Matura: Trial Examinations 41 – Preparing for Matura: Gaining Support 45 – The National Examinations Centre 53 – Future Activities 57 – Conclusions and Analysis 7 Abstract The place of assessment and certification of learner achievement continues to be of great interest throughout the world. However, in eastern and central Europe there is a particular urgency about the debate as newly independent states review and reform their education systems in the light of changing social and economic conditions. Slovenia is currently in the middle of a development programme which will eventually affect all parts of its education system. In July 1995, a major feature of the programme became reality when the first Matura, or graduation examination, was successfully conducted on a national scale.
    [Show full text]
  • Formingresponsiblecitizens
    FormingResponsibleCitizens Forming Responsible Citizens: Promoting Gender Equality and Preventing Violence in the Mediterranean Region Pedagogical guide of TUNISIA — An overview ELABORATED BY COORDINATED BY LABELLED BY 1 Forming Responsible Citizens Project labelled by the Union for the Mediterranean, coordinated by ideaborn, and financed by the Ministry of Foreign Affairs of the Kingdom of Norway and by the Royal Government of the Principality of Monaco. Implemented in partnership with the Tunisian Social Development and Empowerment Center (SDEC), the Moroccan Center for Civic Education (MCCE), the Jordanian Centre for Civic Education (JCCE), the Adyan Foundation of Lebanon and the Lebanese National Commission for UNESCO. Pedagogical guide of TUNISIA — An Overview Elaborated by the Tunisian Social Development and Empowerment Center (SDEC), directed by Mr Amara Benromdhane, in collaboration with Ms Ilhem Mansour, Mr Moncef Khemiri, and Mr Belgacem Hassen Coordination: ideaborn Editing and translation: Beatrice Gelsi, Elisabetta Manzi Design: Optima Publicidad, marketing y comunicación SL, Canary Islands, Spain All correspondence relating to this publication should be addressed to ideaborn Plaça Comercial 2, Entresuelo 2ª 08003 Barcelona, Catalonia, Spain Email: FRC@ideaborn.com www.ideaborn.com © ideaborn Printed in 2018 in the Canary Islands, Spain The content of this document is the sole responsibility of ideaborn and its partners and can in no way be considered as reflecting the position of either the Union for the Mediterranean, the
    [Show full text]
  • The ACT Test User Handbook for Educators
    2020l2021 The ACT® Test User Handbook for Educators What’s Inside • Overview of the ACT • Preparing for and Taking the ACT • ACT Reports and Services • Uses of ACT Data www.act.org What’s New for 2020–2021 • Overview of the Full ACT Test (page 1) • US and State Ranks (pages 6–7) • Interest-Major Fit (pages 9–10 and pages 74–75) • Registering for the ACT (page 19) • Choosing a Test Option (page 20) • Special Circumstances (pages 22–23) • ACT Fee Waivers (pages 24–25) • Test Information Release (page 26) • Test Day Requirements (page 26) • ACT Reports and Services (pages 28–32) • Terms and Conditions (pages 33–41) • ACT Privacy Policy (pages 42–43) • Updated Student Report (pages 44–45) • High School Reporting (pages 54–56) • Updated High School Report (pages 57–58) • College Reporting (pages 61–63) • Educational Opportunity Services (pages 69) ACT endorses the Code of Fair Testing Practices in Education and the Code of Professional Responsibilities in Educational Measurement, which guide the conduct of those involved in educational testing. ACT is committed to ensuring that each of its testing programs upholds the guidelines in each Code. You may locate copies of these Codes through the following organizations: • Code of Fair Testing Practices in Education: American Psychological Association (www.apa.org) • Code of Professional Responsibilities in Educational Measurement: National Council on Measurement in Education (www.ncme.org) © 2021 by ACT, Inc. All rights reserved. ACT National Curriculum Survey™ and ACT Online Prep™ are trademarks, and ACT®, ACT Aspire®, ACT ASSET®, ACT Compass®, ACT Explore®, ACT Information Manager®, ACT National Curriculum Survey®, and ACT Plan® are registered trademarks of ACT, Inc.
    [Show full text]
  • Bedside Neuro-Otological Examination and Interpretation of Commonly
    J Neurol Neurosurg Psychiatry: first published as 10.1136/jnnp.2004.054478 on 24 November 2004. Downloaded from BEDSIDE NEURO-OTOLOGICAL EXAMINATION AND INTERPRETATION iv32 OF COMMONLY USED INVESTIGATIONS RDavies J Neurol Neurosurg Psychiatry 2004;75(Suppl IV):iv32–iv44. doi: 10.1136/jnnp.2004.054478 he assessment of the patient with a neuro-otological problem is not a complex task if approached in a logical manner. It is best addressed by taking a comprehensive history, by a Tphysical examination that is directed towards detecting abnormalities of eye movements and abnormalities of gait, and also towards identifying any associated otological or neurological problems. This examination needs to be mindful of the factors that can compromise the value of the signs elicited, and the range of investigative techniques available. The majority of patients that present with neuro-otological symptoms do not have a space occupying lesion and the over reliance on imaging techniques is likely to miss more common conditions, such as benign paroxysmal positional vertigo (BPPV), or the failure to compensate following an acute unilateral labyrinthine event. The role of the neuro-otologist is to identify the site of the lesion, gather information that may lead to an aetiological diagnosis, and from there, to formulate a management plan. c BACKGROUND Balance is maintained through the integration at the brainstem level of information from the vestibular end organs, and the visual and proprioceptive sensory modalities. This processing takes place in the vestibular nuclei, with modulating influences from higher centres including the cerebellum, the extrapyramidal system, the cerebral cortex, and the contiguous reticular formation (fig 1).
    [Show full text]
  • Exam Accepted Exam Details ACT ACT (American College Test) Exam
    VALID EXAM AND DIPLOMA FOR APPLICATION A certificate with the status of the diploma and Matura are valid indefinitely as stated below list, Exams that have the status of the University Entrance exam are valid for the two years. 100% of the points are counted for the exams stated in Table 1 and 2. Table 1 Exam Accepted Exam Details For the Faculty of Medicine and Dentistry at least to have in total (Science), (Mathematics) 27 points out of 36 ACT ACT (American College Test) Exam For the Engineering-Architecture programs minimum 25 points, For the other undergraduate programs minimum 23 points For Associate Degree programs minimum 20 points For the Faculty of Medicine and Dentistry “Evidence-Based Reading and Writing” and “Math” for each test to have at least 640 points, SAT 1 SAT 1 For the Engineering-Architecture programs' minimum 560 points, For the other undergraduate programs minimum 480 points For Associate Degree programs minimum of 320 points GCE GCE (A LEVEL EXAM) At least to have A-Level in 3 subject which is related to the at least one (A LEVEL (Application with expected results applied program. EXAM) cannot be accepted.) Table 2 Exam Accepted Exam Details For the Faculty of Medicine and Dentistry minimum of 80 points, SAKARYA Sakarya University International For the Engineering-Architecture programs minimum 70 points, YOS Student Exam (SAKARYA YOS) For the other undergraduate programs minimum 60 points, For Associate Degree programs minimum 40 points 80% of the points are counted for the exams stated in Table 3 Table 3 Country Accepted Exam Details The other Universities YOS exam results accepted by Sakarya The exams are to be held by other higher University will be multiplied by 0.8 in placement procedure.
    [Show full text]
  • Illinois Unified State Plan
    A NEW PLAN FOR ILLINOIS ILLINOIS’ UNIFIED STATE PLAN FOR EXECUTION OF WORKFORCE DEVELOPMENT ACTIVITIES Table of Contents Introduction .................................................................................................................................................. 1 Illinois Workforce System ............................................................................................................................ 2 State Agency Partners ................................................................................................................................. 3 Illinois Workforce Innovation Board .......................................................................................................... 11 State Workforce Development Activities ................................................................................................. 19 The Strengths and Weaknesses of Workforce Development Activities ................................................. 20 WIOA Implementation & Coordination ..................................................................................................... 23 Economic and Workforce Development Activities Analysis ................................................................... 30 Emerging Industry Sectors and Occupations .......................................................................................... 40 Employers’ Employment Needs ................................................................................................................ 43 Workforce Analysis ..................................................................................................................................
    [Show full text]
  • 2 Matura Exam Practice © Oxford University Press Speaking Discussing a Topic 10 Topic Shopping and Services
    HeadwayNew Matura Exam Practice and Culture & Literature Companion Basic Level 2 HeadwayNew Matura Exam Practice and Culture & Literature Companion Basic Level 3 Contents Matura Exam Practice 1 Reading Multiple matching People p4 2 Listening Multiple matching Education p5 3 Writing Informal letter Hospitality and food p6 4 Speaking Comparing and discussing Employment p7 5 Use of English Word formation Culture and sport p8 6 Reading Matching People p9 7 Reading Open cloze Shopping and services p10 8 Listening Multiple choice Science and technology p11 9 Reading Multiple choice State and society p12 10 Speaking Discussing a topic Shopping and services p13 11 Writing Discursive essays State and society p14 12 Reading Matching Travel and tourism p15 13 Use of English Multiple choice cloze Culture p16 14 Reading Multiple choice Travel and tourism p17 15 Writing Notes and messages People p18 16 Reading Gap fill Culture p19 17 Listening Multiple choice Leisure p20 18 Listening Multiple choice Children p21 Culture & Literature 1 Culture The British Empire p22 2 Culture The Globe Theatre p24 3 Culture Education in the UK and the US p26 4 Culture Super size America; super size world? p28 5 Culture English-speaking capitals p30 6 Culture Australia: Going to live Down Under p32 7 Culture Transport in London p34 8 Literature Sir Arthur Conan Doyle – The Hound of the Baskervilles p36 Matura Exam Practice Answer Key p38 Matura Exam Practice Tapescripts p41 Culture & Literature Answer Key p43 Culture & Literature Glossary p46 ReaDING Multiple matching 1 TOPIC People 3 In pairs, write a word or phrase to summarize the EXAM TIPS meaning of the sentences (1–5) below.
    [Show full text]
  • Preparing for the ACT® Test
    2021 l 2022 FREE Preparing for the ACT® Test What’s Inside • Full-Length Practice ACT Test, including the Optional Writing Test • Information about the Multiple-Choice and Writing Sections • Test-Taking Strategies • What to Expect on Test Day Esta publicación también se puede ver o descargar en español en www.actstudent.org www.actstudent.org *080192220* A Message to Students This booklet is an important first step as you get ready for college and your career. The information here is intended to help you do your best on the ACT to gain admission to colleges and universities. Included are helpful hints and test-taking strategies, as well as a complete practice ACT, with “retired” questions from earlier tests given on previous test dates at ACT test sites. Also featured are a practice writing test, a sample answer document, answer keys, and self-scoring instructions. Read this booklet carefully and take the practice tests well before test day. That way, you will be familiar with the tests, what they measure, and strategies you can use to do your best on test day. You may also want to consider The Official ACT® Self-Paced Course, Powered by Kaplan® to learn test content and strategies in a virtual classroom. To view all of our test preparation options, go to www.act.org/the-act/testprep. Contents Overview of A Message to Students b the ACT Overview of the ACT b Test-Taking Strategies 1 The full ACT consists of four multiple-choice sections—in English, mathematics, reading, and science—with an optional Prohibited Behavior at writing section.
    [Show full text]
  • Assessing the Chinese Gaokao Exam in the CONTEXT of the TEST-OPTIONAL TREND in INTERNATIONAL ADMISSIONS
    CHINA TEST OPTIONAL INITIATIVE www.sieconnection.com/ctoi Assessing the Chinese Gaokao Exam IN THE CONTEXT OF THE TEST-OPTIONAL TREND IN INTERNATIONAL ADMISSIONS BY DAVID WEEKS, HAO ZHOU, JACOB NEWTON-TANZER, AND YANG LIU A White Paper by Sunrise International Education 1 2 China’s National College Entrance seeking to recruitment qualified Chinese Section 1. Examination, often known as the applicants target the right gaokao-track gaokao is the largest college entrance students? BACKGROUND AND CONTEXT exam in the world. For international This white paper will aim to provide higher education, the gaokao poses historical and cultural background, — a number of difficult questions. Is the assessment process and structure, gaokao a useful metric of assessment students hailing from Tier 2 and Tier 3 scoring standards, comparisons with " for Chinese candidates applying for A.HOW DOES THE GAOKAO FIT Chinese cities. international examinations, and finally overseas universities? Is it a good INTO INTERNATIONAL HIGHER strategies and channels to find the right predictor of academic preparedness? ED TRENDS? Chinese students have better access gaokao and test optional students. We Is its English component a useful Since 2010, China has been the to international high schools than include a comprehensive comparison of metric for English proficiency? Does world’s largest sender of outbound ever before; the total enrollment at scoring rubrics in the appendix section. it have a place in a holistic admissions international students. The Chinese all international pre-tertiary schools assessment? How can universities international recruitment landscape in China is about 484,300. Assuming has transformed in recent years. an even distribution of students, Until the mid-1990’s, most Chinese about 40,000 high school students international students went abroad graduate from Chinese international on a scholarship, and the lion’s share schools each year.
    [Show full text]
  • International Comparative Features of the ACT and SAT 2020–20211
    International Comparative Features of the ACT and SAT 2020–20211 The ACT® Test SAT® (ACT) (College Board) Test Designed to measure academic achievement in: Designed to measure:2 Purpose • Reading • Reading • Mathematics • Mathematics • English • Writing and Language • Writing (optional) • The SAT Essay (Optional) • Science Accepted for The ACT is accepted by all colleges and universities Accepted by all US universities.3 University in the United States and more than 225 other Admission universities around the world. Test ACT Mathematics Test (60 items, 60 minutes) SAT Mathematics (Total 58 items, 80 minutes) Content Multiple-Choice 100% Calculator Portion (38 items, 55 Minutes) • Preparing for Higher Math Multiple-Choice 79%, Grid-In 21% - Number & Quantity • Heart of Algebra - Algebra • Problem Solving and Data Analysis - Functions • Passport to Advanced Math - Geometry • Other Topics - Statistics & Probability No-Calculator Portion (20 items with 25 minutes) • Integrating Essential Skills Multiple-Choice 75%, Grid-In 25% • Modeling • Heart of Algebra • Passport to Advanced Math • Other Topics ACT Reading Test (40 items, 35 minutes) SAT Evidence-Based Reading and Writing Multiple-Choice 100% Reading Test (52 items, 65 minutes) • Key Ideas and Details • US and World Literature • Craft and Structure • History/Social Studies • Integration of Knowledge and Ideas • Science ACT English Test (75 items, 45 minutes) Writing and Language Test (44 items, 35 minutes) Multiple-Choice 100% • Careers • Production of Writing • History/Social Studies - Topic Development • Humanities - Organization, Unity, and Cohesion • Science • Knowledge of Language • Conventions of Standard English - Sentence Structure and Formation - Punctuation - Usage ACT Science Test (40 items, 35 minutes) No Science Test Multiple-Choice 100% Note: Reading subject test is constructed of 40% • Interpretation of Data science and the Writing and Language subject test • Scientific Investigation is constructed of 25% science.
    [Show full text]