Please turn off all pagers cell phones and

Please turn off all pagers, cell phones, and other electronic equipment. Thank you and enjoy the session! © CASAS All rights reserved. CASAS Implementation Training 2008

Implementation Training Adult Basic Education (ABE) and Adult Secondary Education (ASE)

About CASAS is a nonprofit organization, dedicated to improving adult education assessment and delivery systems. CASAS – Comprehensive Adult Student Assessment Systems © CASAS All rights reserved. CASAS Implementation Training 2008 2

Training Objectives Ü Relate curriculum, instruction, and assessment Ü Identify and select appropriate assessments Ü Follow standardized testing procedures Ü Administer tests and interpret results Ü Link scale scores to Skill Level Descriptors Ü Use TOPSpro reports Ü Use CASAS Competencies and Content Standards Ü Plan instruction using test results Ü Use Quick. Search © CASAS All rights reserved. CASAS Implementation Training 2008 3

CASAS — the Organization Ü CASAS began in 1980 as a partnership of the California Department of Education and a consortium of local adult education agencies Ü Nationwide, field-based consortium since 1985 Ü Assessments used in 30+ states, Singapore, and the Pacific Rim Ü Provides research, program evaluation, and data services © CASAS All rights reserved. CASAS Implementation Training 2008 4

Key Components There are four key components of the CASAS system. © CASAS All rights reserved. CASAS Implementation Training 2008 5

Key Component: Curriculum Ü CASAS Competencies • Skills for life and work Ü CASAS Content Standards • Underlying basic skills in reading, math, and listening § Both used for curriculum design and instruction § Both aligned to CASAS test items © CASAS All rights reserved. CASAS Implementation Training 2008 6

Key Component: Assessment See the CASAS Resource Catalog for more information. Basic skills assessed Reading Math Listening Standardized multiple choice Writing Speaking Standardized performance-based © CASAS All rights reserved. CASAS Implementation Training 2008 7

Key Component: Instruction Ü Quick. Search • Helps identify effective instructional materials Ü TOPSpro Reports • Provides diagnostic reports for teachers and learners Ü Teacher’s Handbook • Being piloted • Assists teachers in understanding and using the CASAS system © CASAS All rights reserved. CASAS Implementation Training 2008 8

Key Component: Data Collection and Accountability Software Ü Compiles and scores student assessment results Ü Provides multiple reports analyzing student test results Ü Provides useful reports for • Students • Teachers • Administrators Ü Aggregates data for Federal and state accountability reporting © CASAS All rights reserved. CASAS Implementation Training 2008 9

An Integrated Systems Approach: Curriculum Accountability © CASAS All rights reserved. CASAS Implementation Training 2008 10

CASAS Competencies What is a competency? A competency is a measurable learning objective in a functional life skills context. Examples: Interpret medicine labels Check sales receipts © CASAS All rights reserved. CASAS Implementation Training 2008 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 the CASAS Competencies at <www. casas. org>. 11

The Competency Coding System Content Area 3. Health Competency Area 3. 4 Understand basic safety measures and health risks Competency Statements 3. 4. 1. Interpret product label Complete Activity 1. directions and safety warnings 3. 4. 2. Identify safety measures that can prevent accidents and injuries © CASAS All rights reserved. CASAS Implementation Training 2008 12

CASAS Implementation Training for ABE/ASE Practice Activity Booklet and Case Study Summer Institute 2008

Activity 1 Selecting CASAS Competencies Choose one of the scenarios below. Use the CASAS Competencies in your training materials to determine which competencies could relate to the scenario. Role: Worker Competencies You should start work at 9: 00 a. m. , but you have a car that won’t start. 4. 6. 4 Report progress on activities, status of assigned tasks, and problems and other situations affecting job completion. You must write a memo but have never done this. You need to figure out paycheck deductions. You must collaborate with a group of people you have not worked with before. Role: Community Member Competencies You are interested in attending a musical at the Civic Center. 2. 6. 1 Interpret information about recreational and entertainment facilities and activities You haven’t received the birthday card Mom sent. It could be lost in the mail. You’ve read in the newspaper there is more trouble in Iraq. Where is Iraq? You need to register to vote. Role: Family member Competencies You bought a bottle of cold tablets and need to know how many to take. 3. 3. 2 Interpret medicine labels Your child asks for help with math homework. You want to plan a surprise birthday party for your child. A spouse may retire, grown children may move home, the house may have termites, a family member changed jobs, and taxes have gone up. You are under stress. © CASAS All rights reserved. CASAS Implementation Training 2008

CASAS Competency Revalidation Ü 2008 Revalidation of CASAS Competencies • Includes critical skills for success in the workplace, community, and family • Reflects life and work skills for youth and adults in today’s society • Addresses the increased role of technology in the 21 st century Ü Revalidated with extensive input from • National subject matter experts • CASAS National Consortium members representing 30 states • Field-based focus groups of adult educators Ü Competency areas that have been expanded or added include: • • • Education Health and medical information Financial literacy Media literacy Technology Ü Additional coding of test items in TOPSpro and TAMs - early 2009 © CASAS All rights reserved. CASAS Implementation Training 2008 15

The Competency-Based Education Cycle Who are your students? What do they need to know? Appraisals and Pretests Post-tests © CASAS All rights reserved. CASAS Implementation Training 2008 Quick. Search software 16

An Integrated Systems Approach: Assessment Accountability © CASAS All rights reserved. CASAS Implementation Training 2008 17

Why Assess? Write one or more benefit(s) of assessment for each group. 1. Learners: 2. Instructors: 3. Program Administrators: 4. Funding Sources: © CASAS All rights reserved. CASAS Implementation Training 2008 18

Assessment Process 1. Place Screening and Appraisal Determine program, level placement Identify pretest level © CASAS All rights reserved. CASAS Implementation Training 2008 2. Diagnose Pretest Identify learning needs based on pretest results 3. Instruction Use competencies, content standards, and Quick. Search to inform instruction 4. Monitor Post-test Select based on pretest score Monitor progress 19

Appraisals and Pre- and Post-Tests Ü What is an appraisal? • A short, standardized test that places students into: • A program • A level within a program • Correct pretest level Ü What are pre- and post-tests? • Pretests identify what students know and what they don’t know - results serve as a baseline to determine instructional needs. • Pretests should be administered early in the instructional process. • Post-tests measure learning gains. • All CASAS test items are aligned to CASAS Competencies and Content Standards. This helps teachers target instruction and choose instructional materials. © CASAS All rights reserved. CASAS Implementation Training 2008 20

The CASAS Scale and Skill Levels Ü CASAS scale scores… • Have the same meaning across all test forms • Report standardized test scores • Transition learners to other programs and training • Correlate levels to detailed skill level descriptors © CASAS All rights reserved. CASAS Implementation Training 2008 21

Why Use Scale Scores? Ü Common scale across tests Ü Place students Ü Describe level ranges Ü Interpret test scores Ü Measure learning gains Ü More meaningful than grade levels Ü More appropriate for adults Ü Increasingly understood (SAT, GED) © CASAS All rights reserved. CASAS Implementation Training 2008 22

Scale Score Ranges 180 185 190 195 200 205 210 215 220 225 230 235 240 250 Appraisals (Placement tests) Appraisal test items are widely distributed along the CASAS scale. The items range from very easy items to difficult items. Level B Pre- and Post-Tests (Progress Tests) Progress test items are clustered at a specific level. © CASAS All rights reserved. CASAS Implementation Training 2008 23

Sample Test Items at Three Levels Competency 2. 1. 7: Take or interpret telephone messages © CASAS All rights reserved. CASAS Implementation Training 2008 24

CASAS and NRS EFLs for ABE/ASE, WIA Title II All federally funded WIA (Workforce Investment Act) programs need to report data according to guidelines in the National Reporting System. See the CASAS Web site for WIA Title I guidelines. © CASAS All rights reserved. CASAS Implementation Training 2008 25

CASAS and NRS EFLs for ESL/ELL, WIA Title II All federally funded WIA (Workforce Investment Act) programs need to report data according to guidelines in the National Reporting System. See the CASAS Web site for WIA Title I guidelines. © CASAS All rights reserved. CASAS Implementation Training 2008 26

Think about it… 1. 2. 3. Which test should you give to students as they enter your program? A. Appraisal B. Pretest C. Post-test D. Certification test What is one way that the results of an appraisal test cannot be used? A. To place learners into an instructional level B. To determine which pretest should be given to the learner C. To serve as a baseline for post-testing D. To determine a learner’s eligibility for a basic skills program Appraisal tests are pre- and post-tests that assess specific learning needs and monitor progress. A. True B. False © CASAS All rights reserved. CASAS Implementation Training 2008 27

Test Administration Procedures Ü Test Security Ü Plan for Paper/Pencil Testing Ü Getting Started Ü Giving the Test Ü Timing Guidelines Ü Sample Test Items Ü After the Test Ü Take a CASAS Test Ü CASAS e. Tests © CASAS All rights reserved. CASAS Implementation Training 2008 28

Test Security Ü CASAS test questions are not for classroom practice. You may download reading and listening sample test items for classroom use at www. casas. org. Ü Tests and answer sheets (including unused answer sheets) should be kept in locked cabinets. © CASAS All rights reserved. CASAS Implementation Training 2008 29

Plan for Paper/Pencil Testing Needed for testing day: • Test administration manual • Test booklets (Number the booklets for tracking and security purposes. ) • Answer sheets and #2 pencils • Scratch paper for math tests • A reliable CD (or cassette) player and the test CD (or cassette tape) for listening tests • Overhead of the answer sheet (optional) Accommodations • Refer to the Guidelines for Providing Accommodations for CASAS Assessment for Learners with Disabilities (available for download at www. casas. org) to learn about available alternate test forms and to obtain a full list of accommodations. © CASAS All rights reserved. CASAS Implementation Training 2008 30

Getting Started • Provide a quiet testing room • Space students two to three feet apart • Maximum of 25 students per proctor • Explain purpose for testing • Ease student anxiety • Pass out pencils, answer sheets, and scratch paper • Assist in completing demographic portion of answer sheet • Explain how to mark answer sheets (see directions on the answer sheet and in the test administration manual) © CASAS All rights reserved. CASAS Implementation Training 2008 31

Giving the Test • • • Dictionaries and calculators are not allowed Pass out test booklets Read test directions Review practice items Encourage students to review answers Write start and end times on the board (See Timing Guidelines on the next slide for timing suggestions. ) • Begin the test • Monitor students © CASAS All rights reserved. CASAS Implementation Training 2008 32

Timing Guidelines Ü Appraisals: Allow 20 or 25 minutes, depending on form Ü Pre- and post-tests: Allow one hour Ü Tests not strictly timed • Those unable to complete the test within the time frame may have a few extra minutes to finish the item they are working on. Ü For listening tests, always use the pre-recorded CD (or cassette tape) • Do not stop the CD (or cassette) until the end of each section. Ü Additional time may be appropriate for students who have special needs. For information on test accommodations, visit www. casas. org. © CASAS All rights reserved. CASAS Implementation Training 2008 33

CASAS Sample Test Items Ü An instructional tool to: • Familiarize students and teachers with CASAS item types • Practice taking a CASAS test • Practice marking the answer sheet (Can use TOPSpro Test Record) Ü Sample Reading and Listening test items at Levels A, B, and C Ü Five to six test items per level for each skill area Ü Not a predictor of performance Ü Download at no cost from www. casas. org. © CASAS All rights reserved. CASAS Implementation Training 2008 34

After the Test • Collect test booklets, answer sheets, and scratch paper • Count test booklets and answer sheets • Check booklets for marks • Dismiss students • Score the test • Convert raw to scale scores • Share results with students © CASAS All rights reserved. CASAS Implementation Training 2008 35

Think about it… 1. 2. 3. If students use a scannable answer sheet, they must use a #2 pencil to mark their answers. A. True B. False CASAS testing materials should be kept in a central place where students may access them throughout the year. A. True B. False The Guidelines for Providing Accommodations for CASAS Assessment for Learners with Disabilities lists appropriate accommodations for CASAS tests. A. True B. False © CASAS All rights reserved. CASAS Implementation Training 2008 36

Think about it… 4. 5. 6. 7. Most CASAS test forms are non-consumable and may be used again. A. True B. False All CASAS multiple-choice tests must be administered one-on-one. A. True B. False Test administrators may not help students as they complete the demographic portions of the answer sheet. A. True B. False CASAS provides recommended guidelines for test administration timing. The guidelines allow administrators to provide a few extra minutes for students who are near completion of a question. A. True B. False © CASAS All rights reserved. CASAS Implementation Training 2008 37

Activity 2: Take a CASAS Test Ü Take the CASAS Appraisal test Ü Mark your answers on the TOPSpro Appraisal Test Record provided Ü Answer every other item Ü Your trainer will provide the answers © CASAS All rights reserved. CASAS Implementation Training 2008 38

Appraisal Form 80 Reading Answer Key 1. B 2. A 3. D 4. C 5. B 6. B 7. C 8. C 9. C 10. A 11. C 12. C © CASAS All rights reserved. CASAS Implementation Training 2008 13. D 14. C 15. B 16. C 17. D 18. C 19. B 20. B 21. A 22. B 23. B 24. D 25. C 39

Electronic CASAS Testing: CASAS e. Tests Ü Benefits of CASAS e. Tests • No need for test booklets or answer sheets or #2 pencils • Contains a quick locator to seamlessly move a student into the correct pretest • Provides immediate results • Selects next test automatically • Exports to TOPSpro • Includes practice test items • Given individually or to a group • Installs on a stand alone computer or a network • Retains demographic data across all tests © CASAS All rights reserved. CASAS Implementation Training 2008 40

Using CASAS e. Tests Ü The most widely used CASAS test series are on CASAS e. Tests Ü CASAS e. Tests units (CTUs) may be used for any test Ü Common CASAS e. Tests Scenario: • Examinee takes quick Locator (no charge) and continues immediately into appropriate CBT pretest • CASAS e. Tests scores and reports pretest score • For post-test, CASAS e. Tests automatically selects post-test form © CASAS All rights reserved. CASAS Implementation Training 2008 41

Setting Up Your CASAS e. Tests Lab Ü Purchase CASAS e. Tests installation and administrations • All tests are on one CD. • Purchase administrations in increments of 50, 100, 500, or 1, 000. Ü Installation • Standalone Computer (CASAS e. Tests available on one machine only) • Local Area Network (LAN) server (CASAS e. Tests available at server and client machines) • Master Server (CASAS e. Tests available across multiple LANs) © CASAS All rights reserved. CASAS Implementation Training 2008 42

The Appraisal Form 80 Ü Programs: ESL/ELL and ABE/ASE Ü Skills Assessed and Levels: • Reading: Levels A–D • Listening: Levels A–C (CD only; no test booklet) • Writing screening • Speaking screening Ü Context: Combination of life and work © CASAS All rights reserved. CASAS Implementation Training 2008 43

The ECS Appraisal Ü Programs: • ABE, ASE and ESL/ELL Ü Levels: • A through D Ü Skills Assessed: • Reading, Math, Critical Thinking Ü Context: • Employment preparation © CASAS All rights reserved. CASAS Implementation Training 2008 44

Life Skills Appraisal Form 30 Ü Programs: • ABE and ESL/ELL Ü Skills Assessed and Levels: • Reading and Math • Levels A – C Ü Context: • Life skills © CASAS All rights reserved. CASAS Implementation Training 2008 45

Appraisal Answer Sheet Options Two-part, self-scoring Appraisal Answer Sheet © CASAS All rights reserved. CASAS Implementation Training 2008 TOPSpro Appraisal Test Record (manually score or scan) 46

Pre-and Post-Test Answer Sheet Options General Purpose Answer Sheet (manually score or scan, collect scores for four different tests on one sheet) © CASAS All rights reserved. CASAS Implementation Training 2008 TOPSpro Test Record (manually score or scan) 47

Scoring the Test by Answer Key The answer key for each appraisal is found in the appraisal manual. 1. Find the correct answer key. There is a separate key for each section, such as reading, listening, or math. 2. Circle or mark the correct answers. 3. Count the correct answers. 4. The number correct is the raw score. 5. Convert the raw score to the scale score using the Scale Score Conversion Chart. © CASAS All rights reserved. CASAS Implementation Training 2008 48

Converting the Raw Score Remember, the raw score is the number correct on the test. The raw score is not the score you will use. You will use a scale score. Convert the raw score to the scale score using a chart like this one. Each appraisal manual contains raw to scale score conversion charts. If the reading raw score is 15, what is the scale score? © CASAS All rights reserved. CASAS Implementation Training 2008 49

Interpretation of Results Inaccurate scores • Scores below the accurate range are provided only for appraisals • Use with caution © CASAS All rights reserved. CASAS Implementation Training 2008 Conservative estimate scores • Scores above the accurate range • Use with caution 50

Interpreting the Score Intermediate Basic Skills B Can handle basic reading, writing, and computational tasks related to life roles. Can read and interpret simplified and some authentic materials on familiar subjects. Can interpret simple charts, graphs, and labels; interpret a a basic payroll stub, follow basic written instructions and diagrams. Can complete a simple order from and do calculations; fill out basic medical information forms and basic job applications; follow basic oral and written instructions and diagrams. Can handle jobs and/or job training that involve following basic oral and written instructions and diagrams if they can be clarified orally. Beginning Basic Skills Can fill out simple forms requiring basic personal information, write a simple list or telephone message, calculate a single simple operation when numbers are given, and make simple change. Can read and interpret simple sentences on familiar topics. Can read and interpret simple directions, signs, maps, and simple menus. Can handle entry-level jobs that involve some simple written communication. Excerpt from the Skill Level Descriptors for ABE Ü Skill Level Descriptors describe in positive terms what a person is able to do or to learn within a range of scale scores. Ü Use the Skill Level Descriptors to interpret the score. © CASAS All rights reserved. CASAS Implementation Training 2008 Complete Activity 3 51

Activity 3 Skill Level Descriptors Lorena has a reading level of 207 on the CASAS scale. Look at the Skill Level Descriptors below. What type of reading materials can she read and interpret? She can read and interpret simple material on familiar topics. She is able to read and interpret simple directions, schedules, signs, maps, and menus. Give examples of some jobs Lorena could do. Ticket taker, store greeter, factory worker, others? Intermediate Basic Skills B Can handle basic reading, writing, and computational tasks related to life roles. Can read and interpret simplified and some authentic materials on familiar subjects. Can interpret simple charts, graphs, and labels; interpret a a basic payroll stub, follow basic written instructions and diagrams. Can complete a simple order from and do calculations; fill out basic medical information forms and basic job applications; follow basic oral and written instructions and diagrams. Can handle jobs and/or job training that involve following basic oral and written instructions and diagrams if they can be clarified orally. Beginning Basic Skills Can fill out simple forms requiring basic personal information, write a simple list or telephone message, calculate a single simple operation when numbers are given, and make simple change. Can read and interpret simple sentences on familiar topics. Can read and interpret simple directions, signs, maps, and simple menus. Can handle entry-level jobs that involve some simple written communication. © CASAS All rights reserved. CASAS Implementation Training 2008 52

Class Placement Guidelines Ü Review individual appraisal scores for reading, listening, or math Ü Never average scale scores Ü Place the student according to the lowest score or consider the student’s goals © CASAS All rights reserved. CASAS Implementation Training 2008 53

Think about it… 1. 2. 3. What does raw score mean? A. The number of correct answers B. The number of wrong answers C. The converted score D. The average of two test scores Should raw scores be used to report results? A. Yes. Raw scores alone provide valid and reliable information to report test results. B. No. Never use raw scores to make a decision about a learner’s skill level because they differ for each test form. In many cases learners’ scores fall into different levels. Can two different scale scores be averaged to determine which level a learner is functioning? A. No. Each CASAS test represents a separate and distinct skill area (i. e. reading, math, or listening) and the scores may not be averaged. B. Yes. Scores from different tests may be averaged to determine one skill level. © CASAS All rights reserved. CASAS Implementation Training 2008 54

Use the Suggested Next Test Charts to Determine Pretest Level Based on Appraisal Score Form 80 Appraisal © CASAS All rights reserved. CASAS Implementation Training 2008 ECS Appraisal Form 130 55

Select a Pretest Based on Level Listening Reading Level Life & Work ECS WLS Citizenship Beg. Literacy 27 R, 28 R 27 R, 28 R A 81 R, 82 R 11 R, 12 R AX 81 X. 82 X Level Life & Work Life Skills* ECS* A 81 L, 82 L 51 L, 52 L B 83 L, 84 L 53 L, 54 L 63 L, 64 L C 85 L, 86 L 55 L, 56 L 65 L, 66 L 951 R, 952 R 951 X, 952 X B 83 R, 84 R 13 R, 14 R, 114 R C 85 R, 86 R, 185 R, 186 R 15 R, 16 R, 116 R 215 R, 216 R Level Life Skills ECS WLS D 187 R, 188 R 17 R, 18 R A 31 M, 32 M 11 M, 12 M B 33 M, 34 M 13 M, 14 M 213 M, 214 M C 35 M, 36 M 15 M, 16 M 215 M, 216 M D 37 M, 38 M 17 M, 18 M 213 R, 214 R Complete Activity 4 © CASAS All rights reserved. CASAS Implementation Training 2008 *Agencies can order these tests through June 2009. Beginning July 2009, these tests will be available only as supplies last. CASAS encourages agencies to begin the transition to Life and Work Listening with future orders. Math Life & Work In develop -ment 56

Activity 4 Use Suggested Next Test Charts to Determine Pretest Level Listening Math Reading Juan takes a reading Appraisal and scores 228. Which reading pretest level should he take? C Mary takes a listening Appraisal and scores 206. Which listening pretest level should she take? B © CASAS All rights reserved. CASAS Implementation Training 2008 57

The Life and Work Series Ü Appraisal and progress tests in life skills and workplace contexts Ü Levels A through D Ü Appropriate for ABE and ESL/ELL students Ü Life and Work Reading replaced Life Skills Reading in 2007 Ü Agencies should begin planning the transition to Life and Work Listening from Life Skills Listening and ECS Listening. © CASAS All rights reserved. CASAS Implementation Training 2008 58

Life and Work Reading Pre- and Post-Tests By Level Form Number Beg. Literacy 27 R, 28 R A 81 R, 82 R AX 81 RX, 82 RX B 83 R, 84 R C 185 R, 186 R 85 R, 86 R (work only) D 187 R, 188 R Ü The narrative test item is a new item type Ü Test levels A and B follow a story line to enhance interest and relevance © CASAS All rights reserved. CASAS Implementation Training 2008 59

Life and Work Listening Pre- and Post-Tests By Level Form Number A 81 L, 82 L B 83 L, 84 L C 85 L, 86 L Ü Revised listening series based on latest research • • Updated content and contexts More natural speech No written response (answer) options – All aural Picture prompt booklet at Level A only Complete Activity 5 © CASAS All rights reserved. CASAS Implementation Training 2008 60

Activity 5 Select a Pretest Based on Level Reading Math Level Life & Work ECS WLS Citizenship Beg. Literacy 27 R, 28 R 27 R, 28 R A 81 R, 82 R 11 R, 12 R AX 81 X. 82 X 213 R, 214 R C 85 R, 86 R, 185 R, 186 R 15 R, 16 R, 116 R 215 R, 216 R D 187 R, 188 R 17 R, 18 R 83 R, 84 R Life Skills ECS WLS A 31 M, 32 M 11 M, 12 M B 33 M, 34 M 13 M, 14 M 213 M, 214 M C 35 M, 36 M 15 M, 16 M 215 M, 216 M D 37 M, 38 M 17 M, 18 M 951 X, 952 X 13 R, 14 R, 114 R B 951 R, 952 R Level Life & Work In development Juan took a reading Appraisal and scored 228. He can take a C level pretest. Which ECS reading pretest form could he take? 15 R, 16 R, 116 R Mary took a math Appraisal and scored 206. She can take a B level pretest. Which Life Skills math pretest form could she take? 33 M, 34 M What factors could influence the level (i. e. B or C) a student takes for a pretest? Consider a student’s performance on other classroom activities or informal assessments, educational background, life experiences, etc. © CASAS All rights reserved. CASAS Implementation Training 2008 61

Raw to Scale Score Conversion Chart for Life and Work Reading © CASAS All rights reserved. CASAS Implementation Training 2008 62

Raw to Scale Score Conversion Chart for Life and Work Reading © CASAS All rights reserved. CASAS Implementation Training 2008 63

Think about it… 1. After a student’s initial assessment, you may need to assess skills in a more specific manner to identify competency needs. What kind of CASAS standardized test is appropriate for this purpose? A. Appraisal test B. Pretest C. Post-test D. Certification test 2. Which of the following is not true of CASAS pre- and post-tests? A. The results can serve as a baseline for determining learning gains. B. They can be administered without a proctor. C. The results can help diagnose more specific learning needs. D. There are different forms for each CASAS Skill Level (A-D). © CASAS All rights reserved. CASAS Implementation Training 2008 64

Post-Test Ü Use the Suggested Next Test chart to select the appropriate post-test. • Charts in test administration manuals and at www. casas. org. • After approximately 70 -100 hours of instruction, administer a posttest • high intensity courses (i. e. a class meets more than 15 hours/week) may post-test at the end of a semester or other block of instruction, even though the instructional intervention is more than 100 hours of instruction. • low intensity courses with fewer than 70 hours in a semester or other block of instruction, may choose to post-test at the end of the instructional period. • Average expected gains are 5 points at lower levels (scale score of 210 and below) and 3 points at upper levels (scale score of 211 and above) © CASAS All rights reserved. CASAS Implementation Training 2008 65

Assessment Process Summary Ü Ü Ü Oral Screening (ESL/ELL only) Administer appraisal Use Suggested Next Test chart to select pretest Administer pretest Use test results and Quick. Search to plan training or instruction Ü Use Suggested Next Test chart to select post-test Ü Administer post-test Complete Activity 6 © CASAS All rights reserved. CASAS Implementation Training 2008 66

Activity 6 Identify Purpose and Type of Assessment Directions: Match the description to the item. Use the Reference on the next page. G 1. A test to determine placement or level C 2. A test to determine a learner’s instructional needs D 3. A time for ongoing informal assessment F 4. A test to determine progress E 5. The accurate range of a C level reading pre- or post-test (Refer to Raw to Scale Score Conversion Chart for Life and Work on the next page. ) B 6. The accurate range of a D level reading pre- or post-test (Refer to Raw to Scale Score Conversion Chart for Life and Work on the next page. ) A 7. A chart to help determine what test to give next © CASAS All rights reserved. CASAS Implementation Training 2008 A. B. C. D. E. F. G. Suggested Next Test Chart 213 -256 CASAS pretests Instruction 197 – 246 CASAS post-tests CASAS appraisal test 67

Activity 6 Reference Score Conversion Chart Life and Work Reading © CASAS All rights reserved. CASAS Implementation Training 2008 68

An Integrated Systems Approach Instruction Accountability © CASAS All rights reserved. CASAS Implementation Training 2008 69

Using Test Results Ü Identify students’ instructional needs Ü Choose competencies, and content standards and task areas to target instruction Ü Use Quick. Search software to locate instructional materials Ü Use scale scores to chart progress © CASAS All rights reserved. CASAS Implementation Training 2008 70

Benefits of TOPSpro © CASAS All rights reserved. CASAS Implementation Training 2008 71

TOPSpro and Instruction Ü Task Areas Ü Student Performance by Test Item Ü Class Performance by Competency by Task Area Ü Class Profile by Competency © CASAS All rights reserved. CASAS Implementation Training 2008 72

Test Items: Task Areas Ü Reading Task Areas 1. Forms 2. Charts, maps, consumer billings, matrices, graphs, or tables 3. Stories, articles, paragraphs, sentences, directions, or pictures 4. Signs, price tags, ads, or product labels 5. Measurement scales and diagrams Complete Activity 7 © CASAS All rights reserved. CASAS Implementation Training 2008 73

Activity 7 Find the Task Area Form 80 Reading Appraisal Item Task 1. Post Office 4 2. What is he doing? 2 3. Which way are the stairs? 4 4. Work schedule 2 5. School permission 1 6. Watch instructions 2 7. Dentist appt 1 8. Food safety notice 3 9. Disaster Preparedness 3 10. Vision Care 3 © CASAS All rights reserved. CASAS Implementation Training 2008 Task Areas 1. Forms 2. Charts, maps, consumer billings, matrices, graphs, or tables 3. Stories, articles, paragraphs, sentences, directions, or pictures 4. Signs, price tags, ads, or product labels 5. Measurement scales and diagrams 74

Student Performance by Test Item TOPSpro Report © CASAS All rights reserved. CASAS Implementation Training 2008 75

Student Performance by Competency Manual Report © CASAS All rights reserved. CASAS Implementation Training 2008 76

Class Performance by Competency TOPSpro Report © CASAS All rights reserved. CASAS Implementation Training 2008 77

Class Performance by Competency by Task Area TOPSpro Report © CASAS All rights reserved. CASAS Implementation Training 2008 78

Class Profile by Competency Manual Report 3 -17 -08 © CASAS All rights reserved. CASAS Implementation Training 2008 79

What are Content Standards? Ü Content standards are basic skills needed to perform competencies or life skills. Ü Content standards are clear statements of what students should know and be able to do at specific points along an educational pathway. Ü Content standards define for all stakeholders — teachers, students, schools and communities — not only what is expected of students but what schools should teach. Ü Content standards should provide a “clear sequence” of learning activities leading to high school completion and readiness for college and work. © CASAS All rights reserved. CASAS Implementation Training 2008 80

CASAS Content Standards and Competencies Ü Why are CASAS Content Standards important to use along with CASAS Competencies? • Content standards identify the underlying basic skills at specific proficiency levels that should be taught in the context of CASAS Competencies. • Content standards support instructional planning scope and sequence. • Learning content standards help students master a specific competency to attain their goals. Ü Look at the CASAS Reading Content Standards by Instructional Level found on the next slide • For more information on content standards, see “Aligning CASAS Competencies and Assessments to Basic Skills Content Standards, ” July 2006, at www. casas. org. © CASAS All rights reserved. CASAS Implementation Training 2008 81

Reading, Math, and Listening Content Standards Ü Linked to CASAS and NRS levels Ü Comprehensive listing of basic skills content standards by category Ü Reading Content Standards • For ESL, ABE, and ASE • Aligned to CASAS Levels A – E Ü Math Content Standards • For ABE and ASE • Aligned to CASAS Levels A – E Ü Listening Content Standards • For ESL • Aligned to CASAS Levels A - D © CASAS All rights reserved. CASAS Implementation Training 2008 82

Content Standards by Instructional Level Notice the Content Standard numbers and statements on left and CASAS levels on right. Dots indicate the level(s) of each Content Standard number and description © CASAS All rights reserved. CASAS Implementation Training 2008 CASAS level 83

Mapping Competency Statements for ABE R 2. 2 Read basic sight words. Reading For Rent 2 Br, 2 BA apt. patio 167 Bates St. $700/mo. No pets. Apply with John 1. 4. 2 Select appropriate housing by interpreting classified ads, signs, and other information. R 2. 6 Interpret basic abbreviations Complete Activity 8 © CASAS All rights reserved. CASAS Implementation Training 2008 Math How much will Sue need to rent the apartment for one year? Write a simple note using complete sentences and phrases. Multiply whole numbers Use appropriate capitalization and punctuation. Writing May 6 John, Came by to see apt. Please call Sue at 5670987. Thanks. Created by K. S. Weddel 84

Activity 8 Mapping Content Standards Activity Complete the diagram below. Use the next pages to identify the content standards that could be taught for this competency. 3. 4. 2 Identify safety measures that can prevent accidents and injuries Reading Click It or Ticket! Buckle Up! R 1. 1 Identify letters of the English alphabet R 3. 2 Read and understand simple sentences that contain familiar vocabulary Choose a competency statement and complete the diagram below. Use the next pages to identify the content standards that could be taught. 1. 2. 1 – Interpret advertisements, labels, charts, and price tags in selecting goods and services 2. 2. 1 Ask for, give, follow, or clarify directions to a place or location, including reading signs 3. 5. 1 – Interpret information about nutrition, including food labels 4. 2. 1 – Interpret wages, deductions, pay statements, and timekeeping forms 5. 4. 2 – Identify or compute sales tax 6. 4. 1 – Apply a percent to determine amount of discount 7. 5. 4 – Identify sources of stress, and resources for stress reduction © CASAS All rights reserved. CASAS Implementation Training 2008 85

Activity 8 Reference Excerpt from “Aligning CASAS Competencies and Assessments to Basic Skill Content Standards ” (www. casas. org) © CASAS All rights reserved. CASAS Implementation Training 2008 Page 1 of 6

Activity 8 Reference, Continued © CASAS All rights reserved. CASAS Implementation Training 2008 Page 2 of 6

Using Content Standards for Instruction Ü Identify the program and skill level of the student or class (ESL/ABE/ASE). Ü Review the content standards at, above, and below the level of your student or class. Ü Identify priority competencies and/or content standards. Ü Identify the level-appropriate content standards that support the language and basic skills in the CASAS Competencies you are teaching. © CASAS All rights reserved. CASAS Implementation Training 2008 88

Content Standards and CASAS Testing Ü Once students have taken a CASAS test, TOPSpro can generate a report showing which Reading Content Standards students have answered correctly and incorrectly. • See the following slide for an example of the TOPSpro Student Performance by Content Standards report Ü Focusing instruction on these reading skills can improve performance on CASAS tests. • Similar Content Standards reports can be downloaded from www. casas. org © CASAS All rights reserved. CASAS Implementation Training 2008 89

Student Performance by Content Standard TOPSpro Report for Level B Form 83 © CASAS All rights reserved. CASAS Implementation Training 2008 90

Quick. Search Online! Ü Quick, easy online access to database of more than 2, 300 instructional materials Ü Includes print, audio, video, and software materials Ü Identifies effective instructional materials and aligns materials to CASAS Competencies Ü Search by • • • Title Competency Program, Level, and Skill Publisher CASAS Test © CASAS All rights reserved. CASAS Implementation Training 2008 91

Quick. Search by Competencies © CASAS All rights reserved. CASAS Implementation Training 2008 92

Training Objectives Review Ü Relate curriculum, instruction, and assessment Ü Identify and select appropriate assessments Ü Follow standardized testing procedures Ü Administer tests and interpret results Ü Link scale scores to Skill Level Descriptors Ü Use TOPSpro reports Ü Use CASAS Competencies and Content Standards Ü Plan instruction using test results Ü Use Quick. Search © CASAS All rights reserved. CASAS Implementation Training 2008 93

Complete the Case Study Ü Now it’s time to practice what you’ve learned today. Ü Complete the case study in your Activity Booklet. © CASAS All rights reserved. CASAS Implementation Training 2008 94

Case Study Answers #1 Learners Name: Petr Kurmannski SS# or ID: 989 -65 -4321 Date of Appraisal Test (today’s date): March 12, 2008 #2 Petr’s reading Appraisal raw score was 8. What was his reading scale score? 207 Petr’s math Appraisal raw score was also 8. What was his math scale score? 199 #3 Reading: B- Beginning Basic Skills Math: A – Beginning Literacy/Pre-Beginning #4 Select the Life and Work pretest form number based on Petr’s Appraisal scale score of 207. 83 R or 84 R #5 What form number did Petr take as his pretest? 83 R What was Petr’s pretest Reading raw score? 16 #6 What is Petr’s reading pretest scale score if his raw score was 16? 208 © CASAS All rights reserved. CASAS Implementation Training 2008 95

Case Study Answers, cont. #7 Find the Life and Work reading post-test form number based on Petr’s pretest score of 208 on Form 83 R. 84 R #8 Which student missed the most items? Afagh Which test items were missed by the most students? #30 and #32 Which Competencies to these items relate to? 1. 1. 3; 2. 2. 5; 1. 9. 4 and 4. 2. 1; 3. 2. 3 #9 Date of post-test: May 5, 2008 Post-test Form Number: 84 R Hours of Instruction: 90 hours Reading Raw Score: 19 #10 What is Petr’s reading post-test scale score on Form 84 R if his raw score was 19? 212 #11 What are the learning gains between the pre- and post-tests? (212 - 208 = 4) Which reading level should Petr be placed in next semester? B- Intermediate Basic Skills © CASAS All rights reserved. CASAS Implementation Training 2008 96

Test Preparation Guidelines Ü No entity (individual, school, program or business enterprise) may use or copy displays, questions, or answers that appear on any CASAS test to create materials to teach or to prepare students to answer CASAS test items. Ü CASAS encourages use of competencies, content standards, Quick. Search, and other materials to link assessment, curriculum, and instruction. © CASAS All rights reserved. CASAS Implementation Training 2008 97

Now that you have completed training… Ü Submit a Training Verification Form. • • • Collects information about your agency and its implementation status Serves as proof of completion of Implementation Training Verifies that you may order the assessments covered in this training Ü You are a local facilitator and qualify to train others at your site only. • Staff responsible for administering CASAS tests must receive training: • at an Implementation Training OR • by a local facilitator who has attended an official Implementation Training (Staff who receive training from local facilitators are NOT eligible to train others. ) Ü You may order, implement, and train others at your site on these appraisals and pre-and post-tests: • • Life and Work Series Life Skills Series ECS Series and the WLS Series Reading for Citizenship Ü Ongoing training is highly recommended for local facilitators. Contact your state or CASAS for more information. © CASAS All rights reserved. CASAS Implementation Training 2008 98

Contact CASAS Mail: CASAS 5151 Murphy Canyon Rd. , Suite 220 San Diego, CA 92123 -4339 E-Mail: • General questions casas@casas. org • CASAS Web site webmaster@casas. org Web Site: www. casas. org Telephone: 858 -292 -2900 or 1 -800 -255 -1036 • TOPSpro software topspro@casas. org • CASAS trainings training@casas. org Fax: 858 -292 -2910 © CASAS All rights reserved. CASAS Implementation Training 2008 99