CASAS ESOL INTAKE PROCESS...

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M-DCPS Division of Bilingual Education and World Languages, Adult ESOL Program December, 2010

MIAMI DADE COUNTY PUBLIC SCHOOLS

Division of Bilingual Education and World Languages Adult ESOL Program

CASAS ESOL INTAKE PROCESS TRAINING

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Introduction The initial student intake process is a crucial part in the assessment placement procedures. This training is an interactive tool for CASAS test administrators and proctors to assist in complying with the recommended CASAS intake procedures. This training is for participants that have already attended the Initial CASAS Implementation Training, and are familiar with:

The CASAS system

CASAS testing

Scoring CASAS tests Much of the information may be a review for some; however, it will increase learner’s knowledge of the intake process. All students registered in Miami Dade County Public Schools (M-DCPS) Adult ESOL Programs will be assessed using the Comprehensive Adult Student Assessment System (CASAS) assessments. This is essential to ensure that M-DCPS is in compliance with all applicable federal, state and district assessment policies related to adult ESOL students. M-DCPS requires that Adult ESOL programs use CASAS assessments for placement of students at the appropriate levels of instruction, monitoring progress and documenting Educational Functioning Levels (EFL) in accordance with the National Reporting System (NRS) requirements. This requirement supports M-DCPS primary goals which are: • to develop cost-effective programs that maximize learning and • to successfully prepare students for the workforce Specifically, these assessment requirements will: • ensure equitable, accurate assessment of student achievement and competencies and appropriate program placement • measure students’ educational gains and outcomes for Performance-based Accountability • assist in the preparation of students for market-driven, high-wage occupations Please refer to the M-DCPS CASAS Assessment Policies and Guidelines for a complete guide for personnel involved in testing at M-DCPS adult centers. Any questions about this document should be referred to: Dr. Beatriz Diaz at (305) 579-0341 or e‐mail at [email protected]

mailto:[email protected]

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Training Objectives

By the end of this training, you will be able to:

• Identify the link between intake process and student placement

• Identify and use CASAS Intake Procedure for Adult ESOL students

• Follow the Intake Chart for Adult ESOL Students

• Conduct an appropriate intake procedure session

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About Your School

Who are your students?

What programs do you offer? Why and how do you assess your students?

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How do students enter the Adult ESOL Program?__________________

Every school has a registration process where personal information and certain demographic information are requested. The information obtained at registration is necessary for the student entry record forms. What are the registration steps in your adult center? Do students in your center talk with a counselor before registering? What is the time frame a student must be tested after registering for an adult ESOL course?

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What are the responsibilities of a test administrator/proctor? The Test administrator/tester/Tester is responsible for

directing and conducting the testing session as specified in the guidelines

establishing proper testing conditions

adhering to guidelines and documenting the distribution and return of materials to and from students

accounting for all materials assigned to him/her and returning all test materials to the test chairperson at the end of each testing session

maintaining CASAS e administrations log inventory

assisting the test administrator/tester with the duties and responsibilities of administering the CASAS when there are more than 25 students in the testing room

making sure the student sing-in-sheet is filled out properly and signed.

counting at the conclusion of each testing session, all materials must be collected individually from each student by the test administrator/tester and/or proctor(s). The test administrator/tester must account for all testing materials, including scrap paper.

counting and returning test materials to a locked storage at the end of each test session.

ensuring students log off correctly when taking an eTest.

reporting any test materials, including eTests (administrations) determined to be missing must be reported to the M-DCPS Adult ESOL Program Supervisor (District) immediately. Incident should be reported via Form-7284. The report shall include a description of the incident, the time and place of occurrence and the names of the persons involved in or who witnessed the disappearance. District personnel will investigate the cause of the discrepancy and provide the state with a report of the investigation.

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See Table 1 for a Quick Reference Guide how students are placed in the Adult ESOL Program

CASAS Levels

CASAS Scale Ranges (Reading and Listening)

NRS Levels

M-DCPS Levels

A 180 and Below

1 Beginning Literacy

Foundations

A 181-190 2 Low Beginning

Low Beginning

A 191-200 3 High Beginning

High Beginning

B 201-210 4 Low Intermediate

Low Intermediate

B 211-220 5 High Intermediate

High Intermediate

C 221-235 6 Advanced

Advanced

D 236-245

CASAS has four steps in the assessment process:

This is the level we will focus on in this training. Screening and Appraisal , Determine program, level placement and identify pretest level In M-DCPS we have selected not to use the Appraisals in the initial screening.

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The Intake Process Intake is the process of evaluating and placing a new student in your program. Screening

• Six-question Oral Screening for ESL/ELL students • If someone scores 6 points or more, administer CASAS reading and

Listening (83) • If someone scores less than 6 points, refer to the CASAS ESL Intake

Flowchart • Informal writing sample using simple section of registration form, or

locally-developed written prompt • Beginning literacy screening for low literate learners using Form 27

Practice Items • Decision will be made after given the sample questions from Form 27 to

administer the FLDOE Native Language Literacy Screening or the CASAS reading pre-test Form 81R

Discussion Question: How do you place beginning literacy students at your agency?

CHART 1: CASAS INTAKE PROCEDURE FOR ADULT ESOL STUDENTS Note: These intake procedures are for adult ESOL courses, not ABE

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STEP 1: Administer CASAS Oral Screening

STEP 2.1 If the CASAS Oral Screening Score Is 5 or less: STEP 2.2 If the CASAS Oral Screening Score is 6 or more:

STEP 2.1.1

Administer Form 27 five practice items one-on-one.

Do not administer the Appraisal.

STEP 2.2.1

Administer reading test 81R or 83R and listening test 81L or 83L, then use Chart A below to place in level

or

Administer reading and listening e-test, then use Chart A below to place in level.

or

Administer Reading and Listening appraisal, then use Chart B below to select reading and listening pretest forms to use.

If the student has difficulty with Form 27 five practice items:

If the student has little or no difficulty with Form 27 five practice items:

Administer the FLDOE Native Language Literacy Screening tool. Follow the directions for placing the student in the Literacy Skills Course #9900300.

Do not administer reading and listening tests, as these students are “Unable to Test” in reading and listening.

Administer Form 81Reading

Administer Form 81 Listening.

Students at this level may be not be able to take a pretest in listening and/or reading. Programs may enter the actual score or score the test as a zero, depending on the program’s data recording procedures. Students who are not able to pretest in L/R skill area(s) must be tested in the missing skill area(s) before completing Foundations Level. Place in Foundations Level (Per Chart A below).

CHART A (Using Pretest) CHART B (Using Appraisal)

PRETEST SCALE SCORE ADULT ESOL COURSE LEVEL

READING APPRAISAL FORM 20R

READING PRETEST

LEVEL

LISTENING APPRAISAL FORM 20L

LISTENING PRETEST

LEVEL

≤180 (and literate in native

language)

FOUNDATIONS 176 – 190 A 162 – 193 A

181 – 190 LOW BEGINNING 194 B, AX OR A 196 – 198 B OR A

191 – 200 HIGH BEGINNING 198 B 201 – 209 B

201 – 210 LOW INTERMEDIATE 201 – 213 B 211 – 214 C OR B

211 – 220 HIGH INTERMEDIATE 216 – 218 C, BX OR B 216 – 236 C

221 – 235 ADVANCED 221- 233 C

INTAKE CHART

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GROUP ACTIVITY Answer the following questions following the Intake Chart. Select a scriber to board the answers for the team.

1) What do you do if a student scores less than 5 points in the Oral Screening?

2) What do you do if the student scores 6 or more in the Oral screening?

3) When do you administer sample test form 27?

4) When do you administer the Native Language Literacy Screening?

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Live Oral Screening Score Activity Please score the following live scenarios.

Scenario Question

#1 (not scored)

Question #1

Question #2

Question #3

Question #4

Question #5

TOTAL

1

2

3

4

5

Write down the rationale for your score: Scenario Comments:

1

2

3

4

5

Group Discussion Why do you think some of the scores were different? What did you learn from this exercise?

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CASAS Intake Procedures Brochure

Students who score less than 6 points on the Oral Screening should take the 5 question sample from form 27. Those who struggle answering the 5 questions sample will take the Native Language Literacy Screening.

Points

Guidelines

0 points No answer, incomprehensible, or does not answer the question.

Note: If the student responds, “I don’t know,” it is up to the administrator to determine whether this answer represents an appropriate response or lack of comprehension.

1 point Comprehensible but not grammatically correct. Note: Comprehensible = understandable and relevant.

2 points Comprehensible and grammatically correct. Note: Answers that are appropriate and represent what a native speaker would provide would be given 2 points; therefore, some one-word answers would be given 2 points.

CASAS INTAKE

PROCEDURES

CASAS INTAKE

PROCEDURES

CASAS INTAKE

PROCEDURES

SCORING

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Native Language Literacy Screening (NLS) The purpose of this instrument is to give programs a sense of the native language literacy levels of students being considered for inclusion in the “Literacy for Adult ESOL Learners” course. The goal is to be able to estimate a learner’s ability to read and write in their native language. Reminders:

1. Students will be given the NLS in the appropriate language of the student if possible. 2. Observation of the student behavior is essential 3. Should you run into a language that is not translated, contact the Florida Adult DOE at

http://www.firn.edu/doe/workforce/div_to1.htm 4. Students may be given the instruction page 5. It is recommended that only three (3) students be assessed at one time

Group Activity

In 3 minutes list as many observable behaviors that could help you determine if a student is illiterate. Scoring Rubric O No answer, incomprehensible

1 Attempts, but difficult to write or form letters. Answers are not complete (just writes first name, etc.) Letters are inconsistent and does not stay on the line

2 Completes all information and is legible

SCORE Placement Level 0-10 Literacy A

11-18 Literacy B 19-23 Literacy C

24 or higher Student needs to be assessed for the core ESOL Program

http://www.firn.edu/doe/workforce/div_to1.htm

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Training Objectives Met?

• Identify the link between intake process and student placement

• Identify and use CASAS Intake Procedure for Adult ESOL students

• Follow the Intake Chart for Adult ESOL Students

• Conduct an appropriate intake procedure session

Follow –up Activity Participants will receive questionnaire online within a week. Please complete in order to receive the Master Plan Points. Any questions please contact: Veronica Pavon Baker 305-579-0349 email [email protected]

mailto:[email protected]

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