1. Woodcock-Muñoz Language Survey
Presented By:
Yolanda Sarinana
Sept. 5, 2013

2. Woodcock-Muñoz
Woodcock-Muñoz Language Survey measures student’s language proficiency skills in listening, speaking, reading and writing.
It is used to determine:
Eligibility for participation in bilingual or ESL programs
Eligibility for GT programs
Readiness for English-only instruction.
Monitor growth in language ability
Assist in educational planning
Evaluate program effectiveness

3. General Features Comprised of 7 individually administered tests.
Cover ages and grades K-18
Provides information about individual’s Spanish and/or English language abilities
Evaluates listening, speaking, reading, writing and comprehension (if all 7 tests are given)

4. General Features
Use only test 1& 2 for oral proficiency (only pieces needed to identify and exit)
All 7 tests can be used for diagnostic purposes.
A struggling student who is being referred for further assessment
This gives a more complete picture of student performance of language abilities
Although complete battery can be used for screening of difficulties, it itself, is not to be used as a diagnostic tool.
Special ed suggests to give at least 1, 2, 5 and 6

5. Test Features Test 1- picture vocabulary Test 2 – verbal analogies
Test 3- letter/word identification
Test 4- oral dictation
Test 5- understanding directions
Test 6- story recall
Test 7- passage comprehension

6. General Testing Directions
Try to find a quiet place in which to test with the least amount of distractions for both the student and the tester.
Make sure that you have the right identifying information for the student so that you can fill in information on scoring booklet.
It is very important that you verify student name (spelling), dob and grade.
If possible, mark the questionnaire and checklist on the front of the booklet at time of testing.

7. General Testing Directions
Only say what is in the blue text in the testing book. Do not assist student with responses.
Be sure that the student gives you an answer that is listed as correct and score as a 1. If the response is incorrect, score a 0.
Become familiar with when you are allowed to use the ‘query’ for an item and use only when specified and only use it once.
Be sure that you do not use negative/positive responses to their answers or be consistent in their use so that the student does not know if he/she is correct/ incorrect.

8. Finding the Base/Ceiling
Directly after the tab for each test there are suggested starting points for student’s grade level. Use these at your own discretion because you want your students to be successful and you don’t want them to start off too far and be discouraged because it is too hard. Nor do you want to start too easy because student will get bored.

9. Finding Base/Ceiling
The base is when the 6 lowest numbered items in a row are correct or you have administered item 1.
If you start at a starting point and student misses some right away before they are going to get 6 in a row, finish the page and then go back enough items to be sure to get 6 in a row (starting at the top of the page, not the bottom).

10. Finding the Base/Ceiling
The ceiling is when the student has given 6 incorrect responses in a row…
Provided that you are at the end of the page, if there is visual stimuli on the student’s side of the book (picture vocabulary and letter/word identification)
You DO NOT have to be at the end of the page for the verbal analogies test and for the dictation as there is no visuals for the student. On these two tests you may stop as soon as student has 6 incorrect responses in a row.
The ceiling is also reached when you have administered the last item in each test.

11. Finding the Base/Ceiling
Test backward by complete pagesª to establish basal.
Test forward by complete pagesª until 6 highest items administered are incorrect to establish ceiling.
ªTest by complete pages if items are visible on examinee’s page.

13. Basal/Ceiling Exercise
Test 1: Picture Vocabulary
Basal: 6 lowest correct
Ceiling: 6 highest incorrect
Has a basal been established?
Has a ceiling been established?
Notes:
No basal has been established. Go back to Item 4 and administer items 4–6. Then determine if basal is established. If not, drop back again, by complete page, until basal is established or Item 1 has been given.
No ceiling has been established. The complete page rule applies, so Item 23 needs to be administered. If it is incorrect, than a ceiling is established. If it is correct, then testing must continue until a ceiling is reached.

14. Picture Vocabulary
Picture Vocabulary: complete page rule applies. For some pictures, if many students are providing same answer that does not show up as correct, use your professional discretion to count as correct. (ex. traje instead of vestido by Puerto Rican students)

15. Verbal Analogies
For verbal analogies, always begin with the samples items. Each sample item can be administered up to 4 times.
Do not penalize student for mispronunciations or if response differs from the correct response(s) listed only in verb tense or number (run=running≠runner). In Spanish responses can differ in verb tense, singular/plural or gender and with or without article (el, la, etc.)

16. Letter/Word Identification
It is very important that you are familiar with the exact pronunciation of the words to be able to score correctly. Correct pronunciations are provided for certain test items.
If you do not hear a response clearly, have the student finish the entire page and then have him/her repeat the entire page again. Do not change scoring for responses given if he/she changes during repetition.
If student is sounding out word, have him/her say word silently and then give you word in a fluent manner. This is especially important in Spanish.
Complete page rule applies to this test.

17. Dictation
It is essential that you know the exact pronunciation of the word(s) for each test item before administration.
You will need to score every item on this test before moving to another item to verify basal/ceiling.
Request printed responses for ease of scoring, but do not penalize for cursive or poor handwriting.
Accept letter reversals as long as they do not form different letters (b d)
Do not allow subject to only write in capital letters to accurately score capitalization items.
On punctuation, capitalization, and usage items, accept misspellings that are accurate sound spellings
Complete page rule does NOT apply to this test.

18. Understanding Directions
Use the audio recording for the administration of this test.
The tape provides adequate time for student responses, but you can pause the recording if the student needs more time.
Do not repeat items during this test.
You may present items orally, but say directions exactly as presented in the audio recording.
Record X for pictures not administered.

19. Story Recall
Use the audio recording for the administration of this test and pause the recording after each story (double beep) so that the student can respond.
Do not repeat any stories
You may present stories orally, but ensure that you say the paragraph exactly as presented in the audio recording. Do not modify rate of speech)
Elements that are not bold do not need to be recalled verbatim as long as meaning is preserved.

20. Story Recall Cont.
If words are bold, responses need to be exact unless..
The student gives a derivation of the bold word such as:
Jimmy instead of Jim
Mom/dad instead of mother/father
One half hour instead of half hour
Student responses do not have to be in sequential order.

21. Story Recall Scoring Stories 1–3 were administered.
Place a checkmark over each element recalled. Elements are separated by back slashes.
Calculate the number of points by counting the number of checkmark
What is the next step in testing?

22. Understanding Directions and Story Recall
7 or fewer points: Discontinue testing
8 or more points: Administer Pictures 2 and 3
Note: Basal and ceiling ruled do not apply to this test Scoring is based on the administration of specific groups of pictures.
For these two tests, you will need to follow continuation/ discontinuation rules for correct administration.

23. Passage Comprehension
Students should read test passages silently. If they read aloud, remind to read silently, but if they continue reading aloud, do not insist on silent reading.
Do not help student with any words on this test.
Unless otherwise noted, accept only one- word responses as correct. If student gives you a two-word response, ask for a one- word answer.
This is the only test where basal is 5 correct and ceiling is 5 incorrect.

24. Scoring
Once you have finished the test administration, you are to count all of the correct answers to reach the total for each subtest.
If you found the basal at any point after item 1, you will give student credit for the number of items prior to basal.
Record each total in box within each test. (I record all answers on front of protocol to make running reports more efficiently)

25. Reports
Remember that for PK ONLY you will run the report using age as normative basis.
For all other grades, run report using grade as normative basis.
If student has been retained, you can choose to run report both ways for comparison purposes only.
Choose CALP as comparative language index.

27. Reports Cont. Run “Standard” report for documentation purposes.
Choose “Comprehensive” report to provide teachers with interventions designed for the various levels.
You can also choose the different types of reports to familiarize yourself with the different ways that the data can be presented.

29. Reports Cont.
Remember only initial and exit reports go in student’s red LEP folder. All others go to teachers or are placed in document folders
Testing booklets do not go in red folder.

30. ITBS
Beside administering an OLPT, Reading and Language portions of the ITBS have to be administered to new students in grades 2-12 to identify for LEP status.
This applies to students coming from another country or another state.
If student’s language is so lacking that ITBS would be invalid, you must “burn” the test. Burn=writing name on it and documenting student’s inability to take test.
Even if a student scores above a 4 on WM, a score below the 40th % on either section on ITBS can qualify a student for language services.

31. Process Choose the correct ITBS level for student’s grade.
Students will be administered the correct level of ITBS test corresponding to grade level:
Grade 1 – level 6 Survey Battery
Grade 2 - level 7 Survey Battery
Grade 3 – level 8 Survey Battery
Grade 4 – level 9 Survey Battery
Grade 5 – level 10 Survey Battery
Grade 6 – level 11 Survey Battery
Grade 7 – level 12 Survey Battery
Grade 8 – level 13 Survey Battery
Grade 9 – level 15 Survey Battery
Grade 10- level 16 Core Battery
Grade 11– level 17 Core Battery
Grade 12- level 18 Core Battery
Only the Language Arts and Reading sections will be administered in any test.

32. ITBS Process
You will also need an administration guide, a scoring key and a Norms and Score Conversions manual
Once you have administered test, you will generate raw scores for each test. Pg. 40
Raw scores are then converted to Developmental Standard Scores and then these scores are converted to Percentile using the appropriate tables.

33. ITBS Process
You will need to ensure that you are using the right section of the Norms and Scores Conversion manual according to grade and time of year you administer the ITBS.
You will be using percentile scores to determine eligibility. Above a 40th %, the student DNQ’s. Below a 40th %, the student qualifies for language services, regardless of score on Woodcock Munoz.