1. Confidential - For internal NYSED Use Only - Not for Distribution
NYSESLAT
New York State English as a Second Language Achievement Test
Webinette 6:
Kindergarten NYSESLAT
Item Types ~
Test Structure
Updated January 2016

2. Kindergarten NYSESLAT Test Design Document
Kindergarten Item Types
Kindergarten Test Design Document
For example, due to educator feedback NYSED received about the 2015 Kindergarten NYSESLAT, it is important to note that as of Spring 2016, the Kindergarten NYSESLAT will be administered by modality:
~ Speaking Session (Expanded Window)
~ Listening Session 1
~ Reading Session 2
~ Writing Session 3
Note: The Gr NYSESLAT will continue to integrate listening, reading, and writing modalities through the use of Global Themes in each test administration session.
For document, download NYSESLAT DRAFT Kindergarten Test Design – Cycle 2 at:
Updated January 2016

3. Kindergarten NYSESLAT TEST DESIGN
Kindergarten Test Design Introduction
General
Specifications
Kindergarten NYSESLAT will be administered by Speaking, Listening, Reading, and Writing rather than integrated modalities.
There will be 3 answer choices instead of 4 for each multiple choice item.
Graphics Specifications
Sample Specifications before each Item type
 New as of Spring 2016
For document, download NYSESLAT DRAFT Kindergarten Test Design – Cycle 2 at:
Updated January 2016
Webinette 6 / Slide 3

4. Kindergarten NYSESLAT SPEAKING SESSION
Confidential - For internal NYSED Use Only - Not for Distribution
Kindergarten NYSESLAT SPEAKING SESSION
KINDERGARTEN SPEAKING SESSION:
Context
Global Themes
Targets of Measurement (TOMs)
Performance Level Descriptions (PLDs)
Holistic Scoring Rubric
Test Structure
Updated January 2016
Webinette 6 / Slide 4

5. Kindergarten NYSESLAT SPEAKING SESSION
Confidential - For internal NYSED Use Only - Not for Distribution
Kindergarten NYSESLAT SPEAKING SESSION
Kindergarten Speaking Session Introduction:
Measures a student’s English language proficiency relative to the linguistic demands of the grade level classroom;
Contextualized within Global Themes*
Graphics in the test booklet and language from the test administrator function to provide context
Students are assessed on the quality of their English language responses, not the accuracy of the content in their responses
Each speaking item is aligned to a specific Proficiency / Performance Level Description (PLD)
*See NYSESLAT Webinette 5 for more information about Global Themes
Updated January 2016
Webinette 6 / Slide 5

6. Kindergarten NYSESLAT – Speaking TOMs and PLDs
Confidential - For internal NYSED Use Only - Not for Distribution
Kindergarten NYSESLAT – Speaking TOMs and PLDs
Kindergarten Speaking Targets of Measurement (TOMs):
Students use grade-appropriate language to:
TOM 1: Ask questions and contribute to a conversation (TOM.S.K.1)
TOM 2: Describe or convey relevant details and narrate a story (TOM.S.K.2)
TOM 3: Provide an opinion about a topic (TOM.S.K.3)
For Grades K-12 Speaking TOMs, download NYSESLAT Targets of Measurement: Speaking document at:
Please view Webinette 4 for more information on TOMs and PLDs.
Kindergarten Speaking Proficiency / Performance Level Descriptions (PLDs):
The Speaking PLDs describe how a student’s language proficiency develops from little or no language to expanded language that approaches the proficiency of a grade-level peer.
By aligning each speaking item to a specific PLD (Emerging, Transitioning, Expanding, or Commanding), each speaking item is written to elicit language representative of the five PLDs.
The Speaking NYSESLAT does not include items specifically aligned to the Entering level of proficiency; instead, a score of Entering is determined based on student performance on Emerging level items.
For Grades K-12 Speaking PLDs, download NYSESLAT Performance Level Descriptions: Speaking document at:
Updated January 2016
Webinette 6 / Slide 6

7. Kindergarten NYSESLAT - Speaking Holistic Scoring Rubric
Kindergarten Speaking Holistic Rubric
NYSESLAT speaking items are aligned and written to elicit language representative of the five Performance Level Descriptions (PLDs): Entering, Emerging, Transitioning, Expanding, and Commanding.
Scores on each item are determined by comparing the student performance to the holistic scoring rubric designed for each item level.
For the Kindergarten Speaking Rubric, see:
Holistic Scoring Rubric: What it is vs. What it is not
A Holistic scoring rubric focuses on the rater’s overall judgment of the student’s performance. A Holistic rubric assesses the student’s work as a whole. For the NYSESLAT, the holistic speaking rubrics describe the extent to which student performance meets, approaches, or does not meet the proficiency / performance level (PLD) with which the item is aligned.
An Analytic rubric focuses on different components of the student’s performance. Analytic rubrics identify and assess particular components of student performance.
Although neither the Holistic or Analytic rubric is better than the other, it is important to avoid applying analytic rubric strategies when using the NYSESLAT’s Holistic rubric in scoring speaking responses.
Updated January 2016
Webinette 6 / Slide 7

8. Kindergarten NYSESLAT Speaking Session Test Structure
Expanded Test Administration Window: 1 Month
After indicated speaking prompts, if a student gives a non-response as defined in the Directions for Administration, a [SKIPPING RULE] is in place to skip to the next appropriate speaking prompt.
Updated January 2016
Webinette 6 / Slide 8

9. Kindergarten NYSESLAT LISTENING SESSION 1
Confidential - For internal NYSED Use Only - Not for Distribution
Kindergarten NYSESLAT LISTENING SESSION 1
KINDERGARTEN LISTENING SESSION 1:
Introduction
Targets of Measurement (TOMs) and
Item Types
Test Structure
Updated January 2016
Webinette 6 / Slide 9

10. Kindergarten NYSESLAT LISTENING SESSION 1
Kindergarten Listening Session 1 Introduction:
Measures a student’s English language proficiency relative to the linguistic demands of the grade level classroom; demonstrating the extent to which students are able to understand language within classroom discourse.
Most Kindergarten Listening items are contextualized within Global Themes to provide meaningful academic context. See Webinette 5 for more information about Global Themes.
It is important to note that listening passages and their corresponding multiple choice items are designed to require no prior background knowledge or experience.
Also, when appropriate, excerpts of listening passages are repeated in an item to ensure students are being assessed for language - not memory.
All Kindergarten Listening tasks based on these Item Types are aligned to the Commanding Proficiency / Performance Level Description (PLD) reflecting Kindergarten grade level language. Entering, Emerging, Transitioning, Expanding, or Commanding PLDs for the Listening Session are encompassed in overall performance on the listening session.
Updated January 2016
Webinette 6 / Slide 10

11. Kindergarten NYSESLAT - Listening TOMs and Item Types
Confidential - For internal NYSED Use Only - Not for Distribution
Kindergarten NYSESLAT - Listening TOMs and Item Types
Kindergarten Listening Targets of Measurement (TOMs):
In grade-level spoken discourse, students can:
TOM 1: Identify illustrated words, phrases, or sentences that signal important individuals, events, a
narrator, and/or the main idea (TOM.L.K.1)
Item Types:  Character-Image Sorting and  Main Topic Image-Sorting
TOM 2: Identify illustrated words, phrases, or sentences that signal or describe key details, sequence,
and/or relationships (TOM.L.K.2)
Item Types:  Story Order and  Descriptions
TOM 3: Determine the meaning of Tier 1 and some Tier 2 vocabulary (TOM.L.K.3)
Item Types:  Word Recognition and  Words from Context
TOM 4: Identify illustrated language structures in grade-level spoken discourse. Language structure is
defined in Kindergarten as words, phrases, and sentences that together develop a story,
description, or sequence or events. (TOM.L.K.4)
Item Types:  Development of Story–Image Sorting and
 Development of Ideas-Image Sorting
For Kindergarten Listening TOMs, download NYSESLAT Targets of Measurement: Listening at:
For guidance on Kindergarten Listening Item Types, download NYSESLAT DRAFT Kindergarten Test Design – Cycle 2 at:
For Kindergarten Listening PLDs, download NYSESLAT Performance Level Descriptions: Listening at:
Please view Webinette 4 for more information on TOMs and PLDs.
See Webinette #4 about TOMs/PLDs
Updated January 2016
Webinette 6 / Slide 11

12. Kindergarten NYSESLAT Listening Session 1 Item Types
Kindergarten Listening Item Types Include:
A. Character-Image Sorting (TOM 1)
B. Main Topic-Image Sorting (TOM 1)
C. Story Order (TOM 2)
D. Descriptions (TOM 2)
E. Word Recognition (TOM 3)
F. Words from Context (TOM 3)
G. Development of Story – Image
Sorting (TOM 4)
H. Develop of Ideas – Image
For descriptions, examples, and guidance on all Kindergarten Listening Item types, download NYSESLAT DRAFT Kindergarten Test Design – Cycle 2 document at:
Updated January 2016
Webinette 6 / Slide 12

13. Kindergarten NYSESLAT Listening Session 1 Test Structure
Confidential - For internal NYSED Use Only - Not for Distribution
Kindergarten NYSESLAT Listening Session 1 Test Structure
For Kindergarten, length of each passage is Medium: words, Long: words, and Stand-alone: 5-15 words.
Updated January 2016
Webinette 6 / Slide 13

14. Kindergarten NYSESLAT READING SESSION 2
Confidential - For internal NYSED Use Only - Not for Distribution
Kindergarten NYSESLAT READING SESSION 2
KINDERGARTEN READING SESSION 2:
Context
Global Themes (not used in Reading)
Performance Level Descriptions (PLDs)
Targets of Measurement (TOMs)
Item Types
Test Structure
Updated January 2016
Webinette 6 / Slide 14

15. Kindergarten NYSESLAT READING SESSION 2
Confidential - For internal NYSED Use Only - Not for Distribution
Kindergarten NYSESLAT READING SESSION 2
Kindergarten Reading Session 2 Introduction:
Measure English language proficiency relative to the linguistic demands of the grade level classroom; demonstrating the extent to which students are able to read within grade-level.
It is important to note that reading items are designed to require no prior background knowledge or experience.
Specific to the Kindergarten Reading Session, Global Themes are not used.
Due to the unique nature of Kindergarten, all reading tasks based on these Item Types are aligned to the Commanding Proficiency / Performance Level Description (PLD) reflecting Kindergarten grade level language. Entering, Emerging, Transitioning, Expanding, or Commanding PLDs for the Reading Session are encompassed in overall performance on the reading items as a whole.
Updated January 2016
Webinette 6 / Slide 15

16. Kindergarten NYSESLAT - Reading TOMs and Item Types
Confidential - For internal NYSED Use Only - Not for Distribution
Kindergarten NYSESLAT - Reading TOMs and Item Types
Kindergarten Reading Targets of Measurement (TOMs):
TOM 1: Reading TOM 1 is Not Assessed in Kindergarten
TOM 2: Reading TOM 2 is Not Assessed in Kindergarten
TOM 3: Students can identify basic features of print, sounds, and grade-appropriate words (TOM.R.K.3)
Item Types:  Sound-Word Match
 Alphabet Recognition
 Word Reading 1
TOM 4: Students can identify one-to-one letter-sound correspondences and high-frequency grade-
appropriate words in context. (TOM.R.K.4)
Item Types:  Letter-Sound Recognition
 Word Reading 2
 Sentence Reading
For Kindergarten Reading TOMs, download NYSESLAT Targets of Measurement: Reading at:
For guidance on Kindergarten Reading Item Types, download NYSESLAT DRAFT Kindergarten Test Design – Cycle 2 at:
For Kindergarten Reading PLDs, download NYSESLAT Performance Level Descriptions: Reading document at:
Please view Webinette 4 for more information on TOMs and PLDs.
Updated January 2016
Webinette 6 / Slide 16

17. Kindergarten NYSESLAT Reading Session 2 Item Types
Kindergarten Reading Item Types Include:
1. Sound-Word Match
(TOM 3)
2. Alphabet Recognition
3. Word Reading 1
4. Letter-Sound Recognition
(TOM 4)
5. Sentence Reading
6. Word Reading 2
For descriptions, examples, and guidance on all K Reading Item types, download NYSESLAT DRAFT Kindergarten Test Design – Cycle 2 document at:
Updated January 2016
Webinette 6 / Slide 17

18. Kindergarten NYSESLAT Reading Session 2 Test Structure
For descriptions, examples, and guidance on all K Reading Item types, download NYSESLAT DRAFT Kindergarten Test Design – Cycle 2 at:
Updated January 2016
Webinette 6 / Slide 18

19. Kindergarten NYSESLAT WRITING SESSION
Confidential - For internal NYSED Use Only - Not for Distribution
Kindergarten NYSESLAT WRITING SESSION
KINDERGARTEN WRITING SESSION 3:
Context as a Springboard for Ideas
Global Theme – Story Writing
Targets of Measurement (TOMs)
Item Types
Performance Level Descriptions (PLDs)
Holistic Scoring Rubric
Test Structure
Updated January 2016
Webinette 6 / Slide 19

20. Kindergarten NYSESLAT WRITING SESSION 3
Confidential - For internal NYSED Use Only - Not for Distribution
Kindergarten NYSESLAT WRITING SESSION 3
Kindergarten Writing Session 3 Introduction:
The NYSESLAT Writing Session is designed to measure a student’s English language proficiency relative to the linguistic demands of the grade-level classroom; the test intends to show the extent to which students are able to write at the Kindergarten grade level.
The Story Writing task is contextualized within a Global Theme because it is based on a long listening passage from Listening Session 1.
Students are assessed on the quality of their written responses in terms of language – not content. Students are encouraged to use ideas presented in the passage and their own ideas in their writing response.
Kindergarten writing tasks encompass all Entering, Emerging, Transitioning, Expanding and Commanding PLDs as determined by the holistic scoring rubrics for each item type.*
*See NYSESLAT Webinette 5 for more information about Global Themes
*See Slide 6 in this Webinette for more information about Holistic Scoring Rubrics
Updated January 2016
Webinette 6 / Slide 20

21. Kindergarten NYSESLAT - Writing TOMs, Item Types, and PLDs
Confidential - For internal NYSED Use Only - Not for Distribution
Kindergarten NYSESLAT - Writing TOMs, Item Types, and PLDs
Kindergarten Writing Targets of Measurement (TOMs): PLDs:
TOM 1: Students can produce letters, sequence letter to produce
grade-level words, and separate words with spaces (TOM.W.K.1)
Item Types:  Letter Writing
 Word Writing
 Sentence Writing
TOM 2: Students can draw or write to provide descriptions and events to
write a story or write about a topic (TOM.W.K.2)
Item Types:  Story Writing
(For context, repeats long passage from Listening Session 1)
TOM 3: Writing TOM 3 is Not Assessed in Kindergarten
TOM 4: Writing TOM 4 is Not Assessed in Kindergarten
For Kindergarten Writing TOMs, download NYSESLAT Targets of Measurement: Writing at:
For guidance on Kindergarten Writing Item Types, download NYSESLAT DRAFT Kindergarten Test Design – Cycle 2 at:
For Kindergarten Writing PLDs, download NYSESLAT Performance Level Descriptions: Writing at:
Kindergarten Writing Items encompass all Proficiency / Performance Level Descriptions (PLDs) as determined by applying each Item Type’s holistic scoring rubric.
(See next slide for writing rubric information.)
Updated December 2015
Webinette 6 / Slide 21

22. Kindergarten NYSESLAT - Writing Holistic Scoring Rubrics
Confidential - For internal NYSED Use Only - Not for Distribution
Kindergarten NYSESLAT - Writing Holistic Scoring Rubrics
Kindergarten Writing Holistic Scoring Rubrics:
A Holistic scoring rubric focuses on the rater’s overall judgment of the student’s performance. A Holistic rubric assesses the student’s work as a whole. Each Kindergarten Writing Item (Letter, Word, Sentence, and Story Writing) encompasses all Proficiency / Performance Level Descriptions (PLDs) as determined by applying each Item Type’s holistic scoring rubric.
An Analytic rubric focuses on different components of the student’s performance. Analytic rubrics identify and assess particular components of student performance.
Although neither the Holistic or Analytic rubric is better than the other, it is important to avoid applying analytic rubric strategies when using the NYSESLAT’s Holistic rubrics in scoring writing responses.
For the Kindergarten Writing Holistic Scoring Rubrics, see:
Updated December 2015
Webinette 6 / Slide 22

23. Kindergarten NYSESLAT Writing Session 3 Item Types
Kindergarten Writing Item Types Include:
1. Letter Writing
(TOM 1)
2. Word Writing
3. Sentence Writing
4. Story Writing
(TOM 2)
For descriptions, examples, and guidance on all K Reading Item types, download NYSESLAT DRAFT Kindergarten Test Design – Cycle 2 document at:
Updated January 2016
Webinette 6 / Slide 23

24. Kindergarten NYSESLAT Writing Session 3 Test Structure
The Story Writing prompt uses the long passage from Listening Session 1 as context / springboard for writing ideas.
For descriptions, examples, and guidance on all K Writing Item types, download NYSESLAT DRAFT Kindergarten Test Design – Cycle 2 at:
Updated January 2016
Webinette 6 / Slide 24

25. THANK YOU!
Thank you for viewing this NYSESLAT webinar series and visiting
and
For more information and resources on the NYSITELL & NYSESLAT,
For more information and resources on Bilingual Education and English as a New Language Programs, contact:
ELL/MLL Programs:
Contact OBEWL at
Albany Office
89 Washington Avenue
528 EB, Mezzanine
Albany, NY  12234
Tel
Fax
New York City Office
55 Hanson Place,
Room 595
Brooklyn, NY 11217
Tel:
Fax:
Updated January 2016
Webinette 6 / Slide 25