1. KYAE ESL Assessment Webinar The Transition from BEST to CASAS March 2016

2.  Donna Potter KYAE Senior Associate, Instructional Leadership Donna.Potter@ky.gov  Patricia Lovett KYAE ESL PD Consultant National Center for Families Learning, Team Leader  Celeste Goodwin Jefferson County ESL Coordinator National Certified CASAS Trainer Presenters 2

3.  As stated on page 17 of the KYAE Policy Manual, KYAE will recognize BEST Literacy and BEST Plus assessments for our English language learners (ELL, formerly ESL) population until June 30, 2016.  Providers currently using BEST assessments should be prepared to use the CASAS Life and Work assessment series starting July 1, 2016.  Those new to administering the CASAS must complete the CASAS Implementation Training available at: https://www.casas.org BEFORE they can purchase the assessments.https://www.casas.org ESL Assessment Policy Change 3

4. From BEST to better!  Are you new to CASAS?  Have you completed Implementation Training?  Do you know about all the great resources available like QuickSearch? 4

5. Appraisal - like the TABE locator; used for choosing the correct reading or listening test BUT cannot be used for enrollment in KAERS Reading Test – has 5 levels with 2 forms each; the literacy level, A, B, C, and D. D is the highest level. Listening Test – has 3 levels with 2 forms each; A, B, and C with C as the highest level Competencies – more than 300 measurable learning objectives that help guide instruction Learning to speak CASAS 5

6.  AppraisalForm 80  Reading Literacy LevelForms 27 and 28 Level AForms 81 and 82 Level BForms 83 and 84 Level CForms 185 and 186 Level DForms 187 and 188  Listening Level AForms 981 and 982 Level BForms 983 and 984 Level CForms 985 and 986 Life & Work Assessment Series 6

7.  Each Test Administration Manual (TAM) must be purchased separately. It is not included.  Forms 81X and 82X Useful, but not necessary Serve as a bridge between the A and B level tests Will be included in Testing Sets  Forms 85 and 86 Not really useful for ESL Created as a part of the Life and Work Series, but had too much focus on work Must be purchased separately Let the Buyer Beware 7

8.  Determines the reading skills of low beginning level students who are preparing for citizenship  Only available for Level A and AX  Forms 951, 952, 951X, 952X Reading for Citizenship 8

9. Assessment Process Overview 9 2. Diagnose1. Place4. Monitor3. Instruct Pretest students at the beginning of the an instructional term. Place students into a program, class, or level. 1.Oral Interview 2.Screening 3.Appraisal Post-test students to measure learning gains and progress. Use pretest results to identify appropriate instructional materials.

10. Raw Score and Scale Score 10

11. Nationally recognized system for computer delivery of standardized and adaptive assessments Advantages of Using  Access anywhere with Internet connection  Provides synchronized “real-time” data for accurate results  Reports available immediately after test administration  Streamline assessment and placement Replace Appraisal with short computer-adaptive locator Administer locator + pretest in one sitting  Automatically assigns next test 11

12. Scale Score Ranges for Appraisals/Locators  Test items are widely distributed along the CASAS scale to determine general abilities.  Test items range from easy to difficult items. Appraisals, 20 – 25 fixed items, 20 – 30 minutes Locators, 7 – 9 items randomly-selected, 15 minutes 12

13. Scale Score Ranges for Pre/Post-Tests  The scale (above) shows the approximate range of items on a B-level test. Pre- and post-tests, 24 - 40 fixed items clustered at a specific level, 60 minutes  Measure progress and learning gains by comparing pre- and post-test scores. 13

14.  Timing Guidelines Appraisals/Locators: –Appraisals, 20 – 25 fixed items, 20 – 30 minutes – Locators, 7 – 9 randomly-selected items, 15 minutes Pre- and post-tests for reading –Allow up to one hour. –Allow the same amount of time for pre- and for post-tests. –Students may have a few extra minutes to complete the question they are working on. Appraisal, pre- and post-tests for listening –Timing is determined by the test CD or by –Do not stop the CD until instructed at the end of each section. – automatically advances. 14 Assessment Process

15.  Guidelines Overview Test materials must be kept in a secure location. CASAS tests may not be copied, scanned, or duplicated. Displays, questions, or answers from any CASAS test may not be used to create materials to help students answer CASAS test items. Proctors must remain in the testing room at all times during testing. Any assistive material such as electronic devices or dictionaries are strictly prohibited during testing. Only students taking math tests are allowed to have scratch paper during testing. Scratch paper must be collected at the end of testing and destroyed. Refer to CASAS Test Security Policy for complete details www.casas.org > About CASAS > Privacy, Copyright, and Security Policy Test Security Policy 15

16.  CASAS Competencies Skills for life and work. Every test item is correlated to at least one CASAS Competency. A competency is a measurable learning objective in a functional life skills context. Resources to Support Instruction 16

17.  Levels Competency 2.1.7: Take or interpret telephone messages Resources to Support Instruction 17

18.  CASAS Competencies Examples: Interpret medicine labels Check sales receipts Identify appropriate behavior, attire, attitudes and social interaction, and other factors that affect job retention and advancement Interpret information about traffic tickets Resources to Support Instruction 18 Competency Content Areas 0. Basic Communication 1. Consumer Economics 2. Community Resources 3. Health 4. Employment 5. Government and Law 6. Math 7. Learning and Thinking Skills 8. Independent Living Download CASAS Competencies at www.casas.org > Product Overviews > Curriculum Management & Instruction > CASAS Competencieswww.casas.org > Product Overviews > Curriculum Management & Instruction > CASAS Competencies

19. The Competency Coding System  Content Area 2. Community resources  Competency Area 2.2 Understand how to locate and use transportation  Competency Statements 2.2.2 Recognize and use signs related to transportation 2.2.4 Interpret transportation schedules and fares 19

20.  Task Areas Test items are presented in a variety of task areas or display formats. Task areas help to identify important skills that should be addressed during instruction. Example: A student may comprehend the language on a test item but not understand the item display (bar chart, graph, pie chart, or other display formats). Resources to Support Instruction 20

21.  Task Areas and Item Types Reading Task Areas –Forms or fill-in-the-blank –Charts, maps, consumer billings, matrices, graphs, or tables –Stories, articles, paragraphs, sentences, directions, or pictures –Signs, price tags, ads, or product labels –Measurement scales and diagrams Listening Item Types –Picture prompt –Comprehension question –Predict next line of dialogue –Identify true statement based on prompt Resources to Support Instruction 21

22. Manual Report  per form  per class (Worksheets available in Test Administration Manual - TAM) Resources to Support Instruction 22

23. Online  Provides an essential link between assessment and instruction in the CASAS system.  An easy-to-use database of 2,300+ commercially available instructional materials.  Titles coded to skill levels, CASAS Competencies, and skill areas.  Complimentary, unlimited access. 23 www.casas.org > Product Overviews > Curriculum Management & Instruction > Instructional Materials: QuickSearch Online

24. Find Instructional Materials by Competency 24

25. Narrow Your Results by Program, Level, and Skill 25

26. How to Register for the CASAS Implementation Training (CASAS IT) -- Course code: KYAE326 Total description of this course is located in the PD Handbook, page 14, at http://kyae.ky.gov/educators/PD201516.htm NOTE: Register for CASAS IT on both the KYAE Course Catalog and on CASAS.org to earn a completion of the course that counts towards the KYAE requirement. In order for the instructor’s participation to appear in the county KAERS PD Activity Report, select the KYAE 326 CASAS IT on the KYAE Course Catalog. Then follow the Additional Registration below to register for the course at CASAS.org. 1.Go to the CASAS website at: http://training.casas.org/http://training.casas.org/ 2.Select Online Self-Paced Training Modules 3.Select CASAS Implementation Training 4.A screen requesting the participant’s username and password will appear. Click on Register for new account to set up a username and password. KYAE does not provide technical support for the CASAS course. The CASAS Technical Support can be contacted at techsupport@casas.org or 858-292-2900 or 1-800-255-1036. 5.The CASAS course generates a certificate at the conclusion of this training. Send the certificate to Donna Potter, Donna.potter@ky.gov. She will update the PD status on ANGEL and an electronic confirmation will be e-mailed to the instructor.Donna.potter@ky.gov 26

27. Contact Information Mail CASAS 5151 Murphy Canyon Rd., Suite 220 San Diego, CA 92123-4339 Website: www.casas.org www.casas.org Telephone (858) 292-2900 or (800) 255-1036 Fax (858) 292-2910 27 E-Mail General questions: casas@casas.org Websites: Click Feedback at bottom of any web page Technology Support Team: techsupport@casas.org Workshops: http://www2.casas.org/online_regi stration/