C.I.T.E. - West Virginia Adult Education

WVAdultEd Overview WVDE Organizational Chart Federal and State Role Local Role WIOA State Plan for West Virginia Adult Education State Plan

Overview

WVDE Organizational Chart

Federal and State Role

Local Role

WIOA State Plan for West Virginia

Adult Education State Plan

Specialized Adult Education Programs SPOKES Distance Education Career Pathway WVAdultEd to College English as a Second Language Office of Diversion and Transition Programs

SPOKES

Distance Education

Career Pathway

WVAdultEd to College

English as a Second Language

Office of Diversion and Transition Programs

AEMIS About AEMIS AEMIS Login Page AEMIS Forms AEMIS Data Steward & Data Managers AEMIS Technical Assistance AEMIS User's Guide AEMIS Resources > AEMIS PPT Resources C.I.T.E. Quick Links Data Links FAQ

About AEMIS

AEMIS Login Page

AEMIS Forms

AEMIS Data Steward & Data Managers

AEMIS Technical Assistance

AEMIS User's Guide

AEMIS Resources > AEMIS PPT Resources C.I.T.E. Quick Links

AEMIS PPT Resources

C.I.T.E.

Quick Links

Data Links

FAQ

Technology Resources Get to Know Your TIS Online Instructional Resources iPad & Tablet Resources Digital Citizenship & Literacy 3D Printing Ideas Equipment Request Hardware & Software Recommendations

Get to Know Your TIS

Online Instructional Resources

iPad & Tablet Resources

Digital Citizenship & Literacy

3D Printing Ideas

Equipment Request

Hardware & Software Recommendations

WV Public Service Training

Instructor Handbook

Calendars Statewide Event Calendar Professional Development Calendar

Statewide Event Calendar

Professional Development Calendar

Contact Us State Staff Directory Statewide Staff Regional Adult Education Coordinators Regional Assessment Specialists Adult Ed County Directors

State Staff Directory

Statewide Staff

Regional Adult Education Coordinators

Regional Assessment Specialists

Adult Ed County Directors

West Virginia Adult Education

Information gathering includes auditory language, visual language, auditory numerical, visual numerical, and auditory-visual language.

Work conditions focus on whether a student works better alone or in a group.

Expressiveness considers if a student is better at oral or written communication.

Major The student prefers this mode of learning, feels comfortable with it, and uses it for important (to the student) learning. A student does not necessarily have one and only one preferred style.

Minor The student uses this mode but usually as a second choice or in conjunction with other learning styles.

Negligible The student prefers not to use this if other choices are available. The student does not feel comfortable with this style.