Adult Education Assessment Procedures for The

WVAdultEd Instructor Handbook 2017-18

Section 6 Adult Education Assessment Procedures for the National Reporting System (NRS)

Adult Education (AdultEd) Program Office of Adult Education and Workforce Development West Virginia Department of Education The West Virginia Adult Education (WVAdultEd) Program is funded by the Workforce Innovation and Opportunity Act (WIOA), enacted July 22, 2014.

WVAdultEd is administered through the West Virginia Department of Education, Office of Adult Education and Workforce Development, Building 6, Room 230, 1900 Kanawha Boulevard, East, Charleston, West Virginia 25305-0330.

The WVAdultEd Instructor Handbook is produced by the WVAdultEd Professional Development Program, whose fiscal agent is the Regional Education Service Agency (RESA) 3, 501 22nd Street, Dunbar, West Virginia 25064-1711.

For questions or concerns related to the content of the WVAdultEd Instructor Handbook, contact Cathy Shank at the WV Adult Education Hotline, 1-800-642-2670, or via email at [email protected].

RESA 3 does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, or any other characteristic protected by law in access to, employment in, or provision of any of 3’s programs, benefits, or activities. 6

Adult Education Assessment Procedures for the National Reporting System (NRS)

GENERAL ASSESSMENT PROTOCOLS 1

WHY DO I HAVE TO USE A STANDARDIZED ASSESSMENT INSTRUMENT? 1 WHAT QUALITY CONTROL PROCEDURES ARE IN PLACE? 2 WHO NEEDS TO BE ASSESSED USING A STANDARDIZED ASSESSMENT INSTRUMENT? 2 WHAT ASSESSMENT INSTRUMENTS MAY BE USED TO DETERMINE THE ENTRY AND EXIT FEDERAL FUNCTIONING LEVEL (FFL)? 3 WHAT ASSESSMENT INSTRUMENTS AND METHODS MAY NOT BE USED TO DETERMINE THE ENTRY AND EXIT FEDERAL FUNCTIONING LEVEL (FFL)? 3 IN WHAT SKILL AREAS SHOULD STUDENTS BE ASSESSED? 3 DO I NEED TO USE LOCATORS AND APPRAISALS? 4 WHEN DO I ADMINISTER THE PRE-ASSESSMENTS? 4 HOW DO I MATCH STANDARDIZED ASSESSMENT RESULTS TO FEDERAL FUNCTIONING LEVELS (FFLS)? 5 HOW DO I DOCUMENT EDUCATIONAL GAINS? 6 WHAT ASSESSMENT FORM SHOULD BE USED FOR POST-ASSESSMENT TO DETERMINE EDUCATIONAL GAINS? 7 HOW FREQUENTLY SHOULD A STANDARDIZED ASSESSMENT BE ADMINISTERED? 7 CAN THE POST-ASSESSMENT SCORE FROM ONE PERIOD OF PARTICIPATION (POP) BE USED AS THE PRE-ASSESSMENT FOR THE NEXT POP? 8 ARE STANDARDIZED ASSESSMENTS INTERCHANGEABLE? 8 ARE STANDARDIZED ASSESSMENTS THE ONLY KIND OF ASSESSMENT TO BE USED IN THE CLASSROOM? 8 WHERE SHOULD ASSESSMENT TAKE PLACE? 8 HOW DO I SECURE THE ASSESSMENT CONDITIONS? 9 HOW SHOULD ASSESSMENT MATERIALS BE STORED?9 IS IT POSSIBLE TO MODIFY THE TESTING CONDITIONS FOR STUDENTS WITH DOCUMENTED DISABILITIES? 9 WHAT TYPES OF ASSESSMENT MODIFICATIONS DO NOT REQUIRE FORMAL DOCUMENTATION OF A DISABILITY?9 GUIDANCE ON SPECIFIC TYPES OF STUDENTS 10

HOW DO I HANDLE ASSESSMENT OF STUDENTS WHO ONLY WANT TO TAKE THE TASC READINESS ASSESSMENT (TRA) OR WHO HAVE SOME OTHER SPECIFIC SHORT-TERM GOAL? 10 HOW DO I ASSESS STUDENTS WHOSE SHORT-TERM GOAL IS TO PREPARE FOR THE SPANISH TASC TEST? 10 IS IT POSSIBLE TO TAKE THE TASC TEST OR THE TRA IN SPANISH? 10 WHAT IS DIFFERENT ABOUT ASSESSMENT FOR ENGLISH LANGUAGE LEARNERS (ELLS)? 11 HOW DO I ASSESS STUDENTS PREPARING FOR U.S. CITIZENSHIP? 11 HOW DO I ASSESS VERY LOW-LEVEL ADULT LEARNERS? 12 HOW DO I ASSESS STUDENTS WITH DISABILITIES? 12 ARE ASSESSMENT INSTRUMENTS AVAILABLE IN SPECIAL FORMATS FOR STUDENTS WHO MAY NEED ACCOMMODATIONS? 13 HOW ARE DISTANCE EDUCATION LEARNERS ASSESSED? 13 GUIDANCE ON THE USE OF THE HIGH SCHOOL EQUIVALENCY READINESS ASSESSMENT 15

WHAT IS A HIGH SCHOOL EQUIVALENCY READINESS ASSESSMENT? 15 WHAT IS THE PURPOSE FOR USING THE HIGH SCHOOL EQUIVALENCY READINESS ASSESSMENT? 15 WHAT IS THE TASC READINESS ASSESSMENT? 15 WHAT READINESS ASSESSMENTS ARE USED FOR FIRST-TIME TASC TEST-TAKERS? 15 WHAT READINESS ASSESSMENTS ARE USED FOR TASC TEST COMPLETERS (RE-TESTERS)? 15 ARE THERE UNOFFICIAL READINESS ASSESSMENTS TO TRY BEFORE TAKING THE TRA? 16 WHAT SCORES ON THE READINESS ASSESSMENT ARE REQUIRED IN ORDER TO TAKE THE TASC TEST IN WV? 16 READINESS ASSESSMENT REQUIRED MINIMUM SCORES TABLE...... 16 WHAT HAPPENS IF STUDENTS DO NOT GET A PASSING SCORE ON THE HIGH SCHOOL EQUIVALENCY READINESS ASSESSMENT THE FIRST TIME? 16 HOW DO I SCORE THE HIGH SCHOOL EQUIVALENCY READINESS ASSESSMENTS? 17 HOW MUCH TIME IS REQUIRED TO ADMINISTER THE TRA? 17 HOW DO I DETERMINE THE TRA GRADE EQUIVALENT OR FFL? 18 WHAT ACCOMMODATIONS CAN BE MADE WHEN ADMINISTERING TASC READINESS ASSESSMENTS? 18 WHAT MATERIALS DO I NEED TO ORDER TO GET STARTED? 18 GUIDANCE ON THE USE OF THE TABE 19

WHAT ARE THE TESTS OF ADULT BASIC EDUCATION (TABE)? 19 WHAT IS THE DIFFERENCE BETWEEN THE TABE ONLINE AND PAPER-BASED VERSIONS? 19 WHEN CAN I USE THE TABE ONLINE ASSESSMENT? 19 WHAT PARTS OF THE TABE ONLINE ASSESSMENT NEED TO BE ADMINISTERED? 20 HOW DO I GET ACCESS TO THE TABE ONLINE ASSESSMENT?20 HOW CAN I LEARN MORE ABOUT THE TABE ONLINE ASSESSMENT? 20 HOW MUCH TIME IS REQUIRED TO ADMINISTER TABE INSTRUMENTS? 20 WHEN DO I USE THE TABE LOCATOR? 20 IS IT IMPORTANT TO ADMINISTER THE TABE SECTIONS IN A PARTICULAR ORDER? 22 HOW DO I KNOW WHEN TO USE DIFFERENT LEVELS AND FORMS OF THE TABE? 22 SHOULD I USE THE TABE SURVEY OR COMPLETE BATTERY? 22 HOW DO I DETERMINE THE TABE GRADE EQUIVALENT FOR FEDERAL AND STATE REPORTING? 22 ARE BREAKS ALLOWED DURING THE ADMINISTRATION OF THE TABE? 22 WHAT ACCOMMODATIONS CAN BE MADE WHEN ADMINISTERING THE TABE TO STUDENTS WITH SPECIAL LEARNING NEEDS? 23 WHICH TABE TESTS ARE USED TO DETERMINE THE FFL? 23 CAN THE TABE OPTIONAL TESTS (SPELLING, VOCABULARY, AND/OR LANGUAGE MECHANICS, SPELLING) BE USED TO DETERMINE THE FFL? 23 HOW DO I KNOW WHEN TO USE DIFFERENT LEVELS AND FORMS OF THE TABE? 23 WHAT IS THE RECOMMENDED NUMBER OF INSTRUCTIONAL HOURS BETWEEN TABE PRE- AND POST-ASSESSMENTS? 24 CAN TABE SCORES BE USED TO PREDICT TASC TEST READINESS? 24 WHAT MATERIALS DO I NEED TO ORDER TO GET STARTED? 24 GUIDANCE ON THE USE OF THE CASAS 26

WHAT IS THE COMPREHENSIVE ADULT STUDENT ASSESSMENT SYSTEM (CASAS)? 26 WHICH CASAS SERIES DO I USE? 26 HOW DO I USE THE CASAS APPRAISAL TO DETERMINE THE PRE- AND POST-ASSESSMENT LEVEL TO ADMINISTER? 26 HOW DO I KNOW WHEN TO USE DIFFERENT LEVELS AND FORMS OF THE CASAS? 26 HOW DO I KNOW WHICH CITIZENSHIP TEST TO GIVE? 27 HOW DO I USE CASAS ASSESSMENTS TO DETERMINE THE CORRECT FFL? 27 WHAT ACCOMMODATIONS CAN BE MADE? 28 WHAT IS THE RECOMMENDED NUMBER OF INSTRUCTIONAL HOURS BETWEEN CASAS PRE- AND POST-ASSESSMENTS? 28 HOW DO I KNOW WHEN TO USE DIFFERENT LEVELS AND FORMS OF THE CASAS? 28 WHAT MATERIALS DO I NEED TO GET STARTED? 28 GUIDANCE ON THE USE OF BEST LITERACY AND BEST PLUS 2.0 30

WHAT IS THE BASIC ENGLISH SKILLS TEST (BEST) LITERACY? 30 WHAT IS THE BEST PLUS 2.0? 30 HOW MUCH TIME IS REQUIRED TO ADMINISTER BEST LITERACY AND BEST PLUS 2.0 INSTRUMENTS? 30 WHAT KIND OF TRAINING IS REQUIRED IN ORDER TO ADMINISTER THE BEST LITERACY AND BEST PLUS 2.0? 30 HOW DO I KNOW WHEN TO USE DIFFERENT LEVELS AND FORMS OF THE BEST LITERACY AND BEST PLUS 2.0? 31 HOW DO I USE THE BEST LITERACY AND BEST PLUS 2.0 TO DETERMINE THE CORRECT FFL? 31 WHAT ACCOMMODATIONS CAN BE MADE? 31 WHAT IS THE RECOMMENDED NUMBER OF INSTRUCTIONAL HOURS BETWEEN BEST PRE- AND POST-ASSESSMENTS? 31 WHAT MATERIALS DO I NEED TO GET STARTED? 32 APPENDIX 33

FEDERAL (EDUCATIONAL) FUNCTIONING LEVEL TABLE...... 35 PUBLISHER ASSESSMENT GUIDELINES...... 40 (NRS WEB SITE PP.6-8)...... 40 ASSESSMENT/RECORD WAIVER...... 43 This page is intentionally left blank. GENERAL ASSESSMENT PROTOCOLS

Why do I have to use a standardized assessment instrument? The Adult Education and Family Literacy Act (Title II of WIOA requires that every state utilize an electronic information system for sending mandated student information to the U.S. Department of Education. West Virginia’s Adult Education Management Information System is referred to as AEMIS.

AEMIS is used to collect data for the National Reporting System (NRS). The NRS requires local programs to use standardized assessments to evaluate students upon entry into the program and after a set number of instructional hours to document and report progress and completion of educational functioning levels—known in West Virginia as Federal Functioning Levels (FFLs). The NRS has six FFLs for General AdultEd students--ABE FFLs and six for English Language Learners--ESL FFLs:

ABE Federal Functioning Levels (FFL) ESL Federal Functioning Levels (FFL) 1. Beginning Literacy 1. Beginning ESL Literacy 2. Beginning Basic Education 2. Low Beginning ESL 3. Low Intermediate Basic Education 3. High Beginning ESL 4. High Intermediate Basic Education 4. Low Intermediate ESL 5. Low Adult Secondary Education 5. High Intermediate ESL 6. High Adult Secondary Education 6. Advanced ESL

Adult education programs nationwide use the NRS educational functioning levels to provide information to the federal government about student progress. This uniform implementation makes it possible to compare data across programs.

For general AdultEd learners, the ABE FFLs provide global descriptions of students' abilities in reading/writing, numeracy (math), and functional workplace skills. For English Language Learners (ELLs), the ESL FFLs have listening/speaking descriptions instead of the numeracy descriptions. These descriptions are found in the Federal (Educational) Functioning Level Table (Section 6 Appendix).

The NRS levels also provide standardized assessment benchmarks allowing instructors to place students into a particular level according to their scaled test scores. Using the test benchmarks, instructors can also decide when students have made progress within a level, completed a level, and are ready to move to the next level.

The NRS has core measures that meet the requirements of the Adult Education and Family Literacy Act. The completion of FFLs is the Federal core measure for which all students who complete 12 or more hours of instruction are held accountable. Documentation to verify the student’s completion of an FFL and movement to a higher FFL, therefore, is an important responsibility of the WVAdultEd instructor. For more information regarding the NRS core measures, see Section 11.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 1 What quality control procedures are in place? Because of the importance of accurate information, it is vital that WVAdultEd verifies that correct assessment procedures are being followed. Therefore, data quality audits (DQAs) are conducted during informal and formal monitoring reviews of local programs.

All data from the Student Profile and Student Achievements form (Assessment, Goals, and Achievements) as well as Student Attendance, and Instructional Attendance from the previous month are to be entered into the AEMIS data system by the 10th of the following month, if not earlier. Local program administrators, with the assistance of their AEMIS Data Manager(s), are responsible for ensuring that class sites / classes are created in a timely fashion. It is the responsibility of the instructor(s) assigned to the class(es) to ensure that the data is entered promptly and accurately for each student.

Quality control at the local level is the responsibility of the local program administrator. Data is verified through a data quality audit (DQA) process that compares data in the AEMIS system with data collected from program participants. Audits are conducted by regional adult education coordinators (RAECs) and state staff members. Programs may be monitored when there are anomalies in the data which is reviewed monthly by the RAECs, as well as state staff. A copy of the DQA can be found in the AEMIS User’s Guide .

The AEMIS User’s Guide contains policies, procedures, and guidelines for data entry and verification. The AEMIS system has many built-in checks that assure data quality. Many of these are highlighted throughout this section in the AEMIS TIP inserts, and in the AEMIS User’s Guide . Who needs to be assessed using a standardized assessment instrument? In order to measure educational gain, all students MUST be assessed using a state-approved standardized instrument. Prior to the 12th instructional hour, students must be pre-assessed and assigned an FFL. In order to show student completion of a FFL or movement to a higher FFL, both pre- and post-assessment (interim and/or exit test) results must be recorded in AEMIS. Without this documentation, the program cannot demonstrate educational gains. The State’s goal is to record post-assessment results for a minimum of 65 percent of students who have been pre-assessed.

AEMIS TIP: If assessment data is not entered for a student prior to the 12th instructional hour, AEMIS will not allow additional contact hours to be logged for that student until the entry assessment has been entered. If a student exits the program before a standardized post-assessment (interim or exit) is administered, AEMIS will automatically recognize the entry level scores as the exit level scores (showing no progress).

The following student types may NOT need to be given a standardized assessment:

 Students enrolled for less than 12 hours with a short-term goal (take the high school equivalency readiness assessment, résumé writing, TASC orientation, etc.)

For more information, see Guidance on Specific Types of Students (Section 6).

WVAdultEd Instructor Handbook, Section 6, 2017-2018 2 What assessment instruments may be used to determine the entry and exit Federal Functioning Level (FFL)? For determining a student’s entry and exit FFL, the following standardized assessments are approved in West Virginia for pre- and post-assessment:

General AdultEd Students English Language Learners

 CASAS (Comprehensive Adult Student  BEST Literacy (Basic English Skills Assessment System): Life and Work Test): Forms B, C, & D Reading  BEST Plus 2.0  TABE (Tests of Adult Basic Education):  CASAS: Life & Work Series Forms 9 & 10

What assessment instruments and methods may NOT be used to determine the entry and exit Federal Functioning Level (FFL)? The following assessment instruments and procedures may not be used for determining entry or exit FFL:  State-approved High School Equivalency Readiness Assessment  TASC (Tests Assessing Secondary Completion)  TOEFL (Test of English as a Foreign Language)  Standardized tests that do not have a parallel form—ESLOA (English as a Second Language Oral Assessment); SORT (Slosson Oral Reading Test), etc.  Standardized tests that are no longer approved by the NRS (BEST Oral Interview, CELSA, CASAS ECS or Life Skills, TABE 7/8, BEST Plus)  College placement tests (Accuplacer, Compass)  Using different assessment instruments for pre- and post-assessment (e.g., CASAS for pre-assessment; TABE for post-assessment)  Using the same form for both pre- and post-assessment  Professional judgment In what skill areas should students be assessed? Students should be assessed in the academic area(s) most relevant to their needs. Both TABE and CASAS consist of sub-tests related to different academic areas (i.e., Reading, Math, Listening, and Language). Certain programs (such as SPOKES) are required to administer specific sub-tests (usually Reading and Math)

In other programs where specific tests are not mandates, it is not necessary to administer the full battery of sub-tests if the student does not intend to study a particular area. Programs should give the specific sub-test(s) that match student goal(s) and that relate to the program of study. For example, if a student is enrolled for the sole purpose of upgrading math skills, only the math sub-test should be administered. While the entire battery of tests is not required, programs may decide to give all the sub-tests to better plan instruction.

AEMIS TIP: When more than one subtest is administered, the lowest of those administered, is what should will be used by AEMIS unless a different “instructional focus” is indicated.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 3 The assessment instrument should always match the student’s skill area(s) of need. If the student wishes specifically to improve language skills, an assessment that measures only reading and math (CASAS, for example) would not be sufficient.

For ELLs, you may need to select more than one standardized instrument to appropriately assess the necessary skill areas. For example, the BEST Literacy assessment is not difficult enough to measure an advanced level of reading/writing; therefore, you may need to administer the CASAS to measure reading/writing while using the BEST Plus 2.0 for listening/speaking.

AEMIS TIP: AEMIS will only allow one assessment instrument to be selected. If different ELL assessments are used to measure different skills (e.g., BEST Plus 2.0 for listening/speaking and CASAS for reading/writing), only select the instrument and record the scores for the lowest FFL in AEMIS. Do I need to use locators and appraisals? Assessment systems, such as TABE and CASAS, have a locator or appraisal component to be used to determine the most appropriate pre-assessment instruments for each student. The locator/appraisal should always be used prior to administering the pre-assessment battery.

The only exception is when you know you are testing a student with a reading problem. A low level literacy student should not be given a locator or appraisal as both instruments are at a higher reading level. The purpose of assessment is not to frustrate or challenge the student but to find a starting point for instruction. For more information, see How do I assess very low-level adult learners? (Section 6)

A locator or appraisal may NOT be used in place of a pre-assessment to determine a scale score or grade equivalent for an entry FFL.

A locator or appraisal may be administered on the first day of class because it is not a lengthy assessment. Because the full assessment process may be overwhelming to some students, it is better to avoid giving all components of the test battery or survey on that same day. When do I administer the pre-assessments? Pre-assessments are administered during the student orientation process to guide academic placement and instruction. While the results from standardized pre-assessments can enhance the instructional planning process, it is most often NOT advisable to administer a complete set of pre-assessments in addition to the locator or appraisal on the student’s first day of orientation. New students may feel apprehensive about taking assessments and need some time to feel comfortable in the learning environment. The TABE Online can only be used to administer the entire test. If you are going to only administer the locator then you would have to administer it using the paper/pencil version.

It is required, however, that pre-assessments be administered prior to the 12th instructional hour. If administering several sub-tests (e.g., TABE math, TABE language, TABE reading), the instructor may wish to administer them over a series of class sessions instead of on the same day.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 4 AEMIS TIP: Students can log up to 11.75 hours of program attendance prior to the entering of an assessment score and entry FFL into AEMIS. At the 12th hour of instruction, AEMIS requires that an entry assessment and FFL be selected prior to entering additional instructional time. It is recommended that instructors utilize the first 11.75 hours of attendance to combine assessment with instruction. How do I match standardized assessment results to Federal Functioning Levels (FFLs)? First, administer the standardized assessment and determine the raw score. Then, use the charts below to know what to enter in AEMIS.

ABE ESL CASAS TABE ESL/CASAS ESL/BEST ESL/BEST Plus 2.0 Use Raw Score Use Raw Score to Use Raw Score Form B: use/enter Use/enter Scale to determine/ determine/enter to determine/ Raw Score Score provided by enter Scale Grade Equivalent enter Scale Form C or D: enter software program Score (GE) Score Scale Score

AEMIS TIP: For general AdultEd students, TABE Grade Equivalents or CASAS Scale Scores are recorded in AEMIS. For ELLs, BEST Literacy, BEST Plus 2.0, or CASAS Scale Scores are used. AEMIS will automatically determine the FFL once the Scale Score or GE is entered.

The following charts should be used to determine the entry and exit FFL based on grade equivalences and scale scores.

ABE Reading, Math, Language Correlations

TABE Grade ABE Federal Functioning Level (FFL) CASAS Scale Score Equivalent (GE) 1. Beginning Literacy 0 – 1.9 200 & below 2. Beginning Basic Education 2.0 – 3.9 201 – 210 3. Low Intermediate 4.0 – 5.9 211 – 220 4. High Intermediate 6.0 – 8.9 221 – 235 5. Low Adult Secondary 9.0 – 10.9 236 – 245 6. High Adult Secondary 11.0 – 12.9 246 & up

AEMIS TIP: AEMIS will not recognize a GE or scale sore of 0. You must enter at least a .1 or higher.

ESL Reading/Writing Correlations

BEST Literacy Form B CASAS Life and Work ESL Federal Functioning Level (FFL) Raw Score or Scale Reading; or Citizenship Score for Form C or D Tests Scale Score

WVAdultEd Instructor Handbook, Section 6, 2017-2018 5 7. Beginning ESL Literacy 0-20 151-180 8. Low Beginning ESL 21-52 181-190 9. High Beginning ESL 53-63 191-200 10. Low Intermediate ESL 64-67 201-210 11. High Intermediate ESL 68-75 211-220 12. Advanced ESL 176-78+ 221-235 Exit FFL 12- Place into ABE FFL No Exit 236 and above

ESL Listening/Speaking Correlations

CASAS Life and Work ESL Federal Functioning Level (FFL) BEST Plus 2.0 Listening Score 7. Beginning ESL Literacy 88-361 162-180 8. Low Beginning ESL 362-427 181-189 9. High Beginning ESL 428-452 190-199 10. Low Intermediate ESL 453-484 200-209 11. High Intermediate ESL 485-524 210-218 12. Advanced ESL 525-564 219-227 Exit FFL 12- Place into ABE FFL 565 and above 228 and above

AEMIS TIP: Students whose entry score is at the top of or above the Advanced ESL level (FFL 12) should be placed into an ABE FFL (either by using the CASAS Reading score, or by retesting using the TABE) in order to show the most progress at program exit. How do I document educational gains? The only way to verify that a student has completed an FFL or moved to a higher FFL is by comparing documented standardized pre- and post-assessment scores. Therefore, all students must be given a post-assessment (interim and/or exit test).

AEMIS TIP: In order to document educational gains, interim and/or exit scores must be entered for the lowest pre-assessment area entered in AEMIS.

The following student types are possible exceptions: Students enrolled for less than 12 hours with a short-term goal (take a state approved high school equivalency readiness assessment, résumé writing, TASC orientation, etc.)

For more information, see Guidance on Specific Types of Students (Section 6).

1 ELLs who pre-test at the Advanced ESL (FFL #12) on the BEST Literacy should be placed in an ABE FFL using CASAS Reading scores or else retested using TABE to determine an ABE FFL.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 6 What assessment form should be used for post-assessment to determine educational gains? The parallel form of the assessment instrument that was used to determine the entry FFL must be used to determine the exit FFL and the educational gain. For example, if TABE M, Form 9 is used as the pre-assessment, TABE M, Form 10 should be used for post-assessment. Programs are to alternate their use of the assessment forms when re-assessing students (e.g., use TABE Forms 9, 10, 9, etc.). How frequently should a standardized assessment be administered? The WVAdultEd program discourages random and frequent testing as it will not present valid gain scores and could create a practice effect.

During each program year, a parallel form of the standardized assessment used for pre- assessment must be administered as a post-assessment. The post-assessment (interim or exit test) should be administered after a specified number of hours of instruction depending on the specific assessment instrument’s publisher guidelines. For the specific guidelines for each assessment, see the Publisher Assessment Guidelines (Section 6 Appendix). Also, see the recommended number of instructional hours between pre- and post-assessments for each specific assessment in the section on Standardized Assessments (Section 6) under Guidance on the Use of…. for each specific assessment instrument.

Exceptions to the publisher assessment guidelines should be rare and limited and must be documented using the Assessment Record/Waiver form (Section 6 Appendix). They should not be used to circumvent test publisher guidelines or to diminish student persistence or program retention. Documentation must be kept in the student’s permanent file and available for review during Data Quality Audits and formal or informal technical assistance reviews.

Post-assessment (interim and/or exit test) scores must be recorded in AEMIS and evidenced in students’ files at the end of the month in which the post-assessment was given. The Hours Between Assessment Detail Report in AEMIS can be used to review the number of contact hours between pre-and post-assessments by student at the class level, providing student specific information.

A post-assessment is reliable for up to six months if no significant instructional intervention has occurred in the interim. Therefore, a returning learner must be assessed at entry into the new period of participation (POP) if that learner’s last recorded assessment is more than six months old. Can the post-assessment score from one period of participation (POP) be used as the pre-assessment for the next POP? If a student stops attending the program and then returns, the last assessment score may be used as the new entry assessment score only if the test date is not more than six months old.

However, if your program is changing from using one assessment instrument to another (e.g., in the past you used the CASAS and now you will be using the BEST), you must begin the program year by pre-assessing with the newly adopted instrument so that you will have parallel entry, interim, and exit assessment results for the program year.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 7 AEMIS TIP: For current students, the student’s most recent standardized assessment score will be available from one program year to the next for the academic area determining the FFL (if that score is not more than six months old). Are standardized assessments interchangeable? The assessment scores of one standardized instrument are not comparable to those of another. In assessing student educational gains within a program year, switching from one instrument for pre-assessment to another for post-assessment (interim and/or exit) is NOT ALLOWED. For example, programs may not use TABE for the pre-assessment and CASAS for the post- assessment.

For assessment of ELLs, different instruments may be chosen to measure different skill areas. However, the post-assessment (interim and/or exit) MUST always match the pre-assessment. For example, if CASAS is used as a pre-assessment instrument to measure both listening/ speaking and reading/writing, it must also be used to post-assess the same skills. You cannot decide to switch to using the BEST Plus 2.0 to post-assess for listening/speaking. Are standardized assessments the only kind of assessment to be used in the classroom? In addition to the required standardized pre- and post-assessment instruments, a program should also use a variety of formal and informal instruments and procedures to collect valid on- going information regarding student instructional needs and progress. Some examples include:  Practice tests (TRA, TASC Academy Practice Test, etc.)  Computerized assessments  End of unit tests from textbooks  Instructor-made assessments and rubrics  Project/products with clearly defined criteria or performance standards  Dated anecdotal records of teaching observations  Performance samples, including writing samples, audiocassettes of student readings or interviews, worksheets  Student self-evaluations Where should assessment take place? Whether students are taking an entry, interim, or exit assessment, they must have a quiet, non- threatening environment in which to take the assessment. The environment should be well lit with comfortable seating and heating/cooling. Whenever possible, the assessment area should be a separate, designated area, free of distractions and noise (including cellphones). Cellphones should be secured and only returned after the assessment. How do I secure the assessment conditions? As with any testing there should be a proctor who monitors:  Time limits  No sharing of answers  Noise levels  No cell phones in the presence of test-takers

WVAdultEd Instructor Handbook, Section 6, 2017-2018 8 Problems with any of these could invalidate the assessment! How should assessment materials be stored? All assessments need to be kept in a locked cabinet or locked storage room. Only staff should have access to these materials. All individual student assessment results (scored answer sheets, test dates, assessment record/waiver, etc.) should be kept in the student’s permanent program intake/progress file. After administering an assessment, all materials used should be returned to the locked cabinet. Is it possible to modify the testing conditions for students with documented disabilities? Testing accommodations are available for students with disabilities. See How do I assess students with disabilities? (Section 6). What types of assessment modifications do not require formal documentation of a disability? The following are examples of modifications that do not require documentation of a disability:  Large print edition  Use of a straight edge to keep place on tests and answer sheets  Graph paper (in place of scratch paper) for keeping columns straight when working math problems  Colored overlays to ease effects of Visual Stress Syndrome  Incandescent or halogen lighting (in place of fluorescent)  Priority seating (away from distractions)  Scratch Paper  Cushion

WVAdultEd Instructor Handbook, Section 6, 2017-2018 9 GUIDANCE ON SPECIFIC TYPES OF STUDENTS

How do I handle assessment of students who only want to take the TASC Readiness Assessment (TRA) or who have some other specific short-term goal? Some students with short-term goals do not expect to attend the program for more than a few hours. They may only want to take the TASC Readiness Assessment (TRA), attend a HSE orientation session, or get help using the TASC test student registration system. Other students may simply want a little help in updating a résumé or preparing for a work-related assessment. If these students do well on their tests or quickly complete their chosen task, they will probably receive less than 12 hours of instruction and still achieve their goal.

Students with such specific short-term goals may be enrolled in the program, but are NOT given a standardized pre-assessment and are NOT assigned an FFL.

An individual may only want to take a state-approved high school equivalency (HSE) readiness assessment in order to obtain a voucher to take the TASC test. This student is treated as someone with a specific short-term goal.

Achievements for “HSE Registrant (upon entry)” students might include:  Completed High School Equivalency Readiness Assessment  Passed High School Equivalency Readiness Assessment  Completed High School Equivalency Orientation.

AEMIS TIP: For students with a short-term goal who complete less than 12 hours of instruction, you should complete a Student Profile Form —but it is not necessary to complete a pre-test. Students who later decide to study 12 hours or more, MUST then complete a standardized pre-assessment and be assigned an FFL. The HSE readiness assessment is NOT acceptable for pre- and post-assessment to determine an FFL. How do I assess students whose short-term goal is to prepare for the Spanish TASC test? Students who enter the program with a goal to ONLY take the Spanish edition of the TRA in order to be allowed to take the Spanish TASC test are not assigned an FFL. They would need to exit the program before completing twelve hours of instruction. Using federal funds, WVAdultEd programs are not allowed to provide instruction in Spanish. Your program may assist students in checking readiness for the Spanish TASC. You may also offer Spanish speakers self-study options. See Handbook, Section 12, Is it possible to take the TASC test or the TRA in Spanish? Achievements for these Spanish HSE Only Registrants might be the same as those above:  Completed High School Equivalency Readiness Assessment  Passed High School Equivalency Readiness Assessment and/or  Completed High School Equivalency Orientation.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 10 The following assessment instruments in Spanish are available for loan to WVAdultEd instructors by calling 1-800-642-2670:  Spanish TRA (print version) Note: The Spanish version of the TRA is also available in the computer-based TRA.  OPT Spanish Edition Form PA, PD, PE (used only for unofficial readiness assessment)

Someone whose ultimate goal is to take the Spanish TASC may still decide to study in your class in English or to participate in English Language Acquisition activities. If that is the case, the student should be considered an English Language Learner (ELL) and should be encouraged to attend more than 12 hours. What is different about assessment for English Language Learners (ELLs)? Skill assessment of ELLs is distinct from that of other WVAdultEd students. For ELLs, grade level equivalences have no relevance. ELLs are not always assessed for math skills, but rather for reading/writing and listening/speaking skills. Specific standardized assessment instruments are used to assess ELLs and place them into specific FFLs.

AEMIS TIP: When recording assessment scores for ELLs in AEMIS, select ESL/BEST Literacy, ESL/BEST Plus 2.0, or ESL/CASAS. Record the Scale Scores for these assessments in AEMIS.

ELLs who pre-test at the Advanced ESL (FFL #12) on the BEST Literacy or at Program Exit level on any of the instruments should be placed in an ABE FFL using CASAS Reading scores or else retested using TABE.

AEMIS TIP: If you are using the CASAS Reading score to place a student into an ABE FFL, do not select ESL/CASAS; instead select CASAS before entering scores in AEMIS. This will allow AEMIS to place the student into an ABE FFL.

This is because, for the purposes of NRS reporting, someone who test above FFL 12 cannot show progress. However, if this same student is placed into an ABE FFL, he or she may demonstrate progress to the next level. For federal reporting, your program will look more successful if the student is placed in the ABE FFL. How do I assess students preparing for U.S. citizenship? Students whose goal is to prepare for the US Citizenship and Immigration Services (USCIS) Naturalization Interview and Test should be assessed using CASAS citizenship assessments.

AEMIS TIP: For Citizenship, ESL/CASAS should be indicated as the assessment instrument. They should be classified as ELLs (formerly ESL) students on the 400 Form.

The following citizenship assessment instruments are available for loan to WVAdultEd instructors by calling 1-800-642-2670:  CASAS Reading for Citizenship: Form 951R-952R, Level A; Form 951RX-952RX, Level AX

WVAdultEd Instructor Handbook, Section 6, 2017-2018 11 How do I assess very low-level adult learners? For WVAdultEd students who identify themselves as non-readers or who have significant difficulty on the locator or appraisal test for the selected standardized assessment instrument, use one of the following assessments to establish an FFL for reading:  CASAS Reading Form 27 or 28, Beginning Literacy  TABE Complete Battery Form 9/10, Level L

If your program does not have these, they are available on loan to WVAdultEd instructors by calling 1-800-642-2670. How do I assess students with disabilities? Students with disabilities who have proper documentation and require accommodations may request assessment instruments in alternative formats (Braille, large print, audiocassette, etc.) and alterations in test administration procedures (extended time, private room, scribe, calculator, computer-based, etc.).

Certain assessment modifications are possible without documentation (see What types of assessment modifications do not require formal documentation of a disability?).

If a student presents proper documentation of a disability and requests accommodations, your program MUST provide the required accommodations. The accommodations provided in assessment situations should be the same ones that are used with a learner during instruction. The learner should be asked what accommodations have worked best in the past.

Proper documentation means that the individual presents a formal document such as the Individual Education Plan (IEP), doctor’s report, or diagnostic assessment that includes:  Diagnosis of the disability  Evaluation of the impact of the disability on areas of functioning  Recommendations for the specific strategies and accommodations in education made necessary by the disability

Each program is responsible for processing a student’s request for accommodations within a reasonable amount of time, according to the reasonableness of the accommodations. This process should not exceed 30 days. Each instructor is also responsible for documenting the time required to process each student’s request for accommodations.

An up-to-date diagnosis of a disability is not required in order to provide a student with classroom accommodations on standardized assessments or other instructional accommodations.

It should be noted that if a student’s disability is something you can visually see then you do not need formal documentation in order to provide classroom accommodations but you do need to note it in the student’s confidential file and mark the student as “disabled” on the 400 Form.

If you have worked with students that you believe may need accommodations and you think they could pass the TASC test or better demonstrate their abilities if they had accommodations,

WVAdultEd Instructor Handbook, Section 6, 2017-2018 12 you may administer a standardized assessment or a state-approved HSE readiness assessment using those accommodations. The purpose of this type of testing would be to determine if using accommodations would dramatically improve test results. This could help the student decide whether to seek assessment of disabilities by a “certifying professional” in order to attain the right to accommodations. This could also assist in making the case for needed accommodations when the student is completing a TASC Test Special Accommodations Request Form for the TASC test. Are assessment instruments available in special formats for students who may need accommodations? The following assessment instruments in alternative formats are available for loan to WVAdultEd instructors by calling 1-800-642-2670:  TABE Large Print Edition Survey Form 9, Levels E, M, D, A, L (Literacy word list)  TABE Large Print Edition Survey Form 10, Levels E, M, D, A, L (Literacy word list)  TABE Audiocassette & DVD versions Form 9, Levels E, M, D, A  OPT Large Print and Audiocassette Editions Form PA (for informal practice only)  TRA paper-based edition with magnifying device Note: There is no large print version of the current TRA. To accommodate the need for large print, students may want to use the computer-based version of the TRA and adjust the font size.

Answer Sheets:  TABE Large Print Answer Sheet Practice Exercise and Locator Test, Form 9  TABE Large Print Edition Answer Sheet Survey, Form 9

TABE Online version allows the following accommodations:  Untimed test accommodation for individuals needing time extensions  Pause-Test accommodation allowing student to take breaks as needed  Font/background color and font size accommodations for students with visual disabilities

Any student may request a large print version of an assessment whether or not they have a documented need for an accommodation. How are distance education learners assessed? Distance learners must be assessed under the same guidelines as all adult learners in the state. During each program year, a parallel form of the standardized assessment used for pre- assessment must be administered as a post-assessment. The interim assessment must be given to students prior to 100 hours of instruction. (This 100-hour maximum includes the total of all Classroom Hours and Proxy Hours.) For distance learners who are acquiring hours both in the classroom as well as at a distance, assessment will be scheduled as part of the Classroom Hours for the course.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 13 If possible, a final assessment should be given at the end of the program year or prior to a student’s withdrawal. Use the publisher’s guidelines to determine the minimum number of hours between specific assessments. (The minimum varies depending on the assessment.)

All standardized assessment must occur in secure, proctored settings. For example, you may not send a TABE or CASAS home with a student to complete outside of the learning center. However, it is permissible to arrange for remote testing locations (i.e., volunteer literacy programs, testing sessions conducted by an AdultEd assessment specialist) that are more convenient for distance learners as long as all state requirements concerning assessment are met.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 14 GUIDANCE ON THE USE OF THE HIGH SCHOOL EQUIVALENCY READINESS ASSESSMENT

What is a high school equivalency readiness assessment? A high school equivalency (HSE) readiness assessment is used to predict a student’s readiness to take the TASC test. Passing a state-approved high school equivalency readiness assessment is a requirement before taking the TASC test in West Virginia. What is the purpose for using the high school equivalency readiness assessment? The high school equivalency readiness assessment should be used to:  Determine a candidate’s readiness to take the full-length TASC test  Determine a candidate’s eligibility for a voucher to take the TASC test for free in West Virginia  Provide practice in taking tests under standardized conditions similar to those encountered on the TASC test  Reduce anxiety by increasing the candidate’s familiarity with the types of questions found on the TASC test  Allow students who have been approved for disability accommodations the opportunity to practice using those accommodations in a testing situation What is the TASC Readiness Assessment? The TASC Readiness Assessment (TRA) is designed to evaluate a candidate’s readiness to take the full-length TASC test. The TRA is approximately half the length of the TASC test. Scores on the TRA are based on the cutoff scores recommended by the test publisher. What readiness assessments are used for first-time TASC test-takers? In West Virginia, it is required that all testers take and pass an approved readiness assessment before they will be permitted to take the TASC test. The TRA is the most accurate predictor of readiness as it was developed to align with the TASC test. The TRA is available in both computer-based and paper-based versions. The required minimum score on each subtest varies. See Readiness Assessment Required Minimum Scores Table (Section 6).

What readiness assessments are used for TASC test completers (re-testers)? If an individual completes the TASC test but does not pass all sections, then prior to re-testing the candidate must return to an AdultEd program in order to attend a TASC preparation program for the number of hours established by the AdultEd center and increase the total points on the TASC Readiness Assessment (TRA).

Students must wait 30 days in between retakes of the same TRA form. If student needs to retest within the 30-day wait period, an alternate form of the TRA must be used.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 15 Are there unofficial readiness assessments to try before taking the TRA? Since there are very limited versions of the TRA available to programs at this time and there is a 30-day wait period in between retakes of the same form, some students may want to try other unofficial readiness assessment options first before taking the TRA. For students who are working in your classroom, it makes sense to give them an opportunity to try an unofficial practice test in order to get accustomed to the test content and format before taking the TRA to verify readiness on the WV TASC Test Form.

TASC Academy online courseware and LearningExpressLibrary have TASC practice tests that may be used as early unofficial predictors of TASC test success. See Handbook, Section 12, for the section entitled, Are there unofficial practice tests that students may use to check their own readiness before taking the TRA? What scores on the readiness assessment are required in order to take the TASC test in WV? In West Virginia, all students who wish to take the TASC test must first take the TRA and pass it with a minimum required score. The minimum required scores for the TRA is different for each subject area test. Once the test-taker achieves the required minimum score on the HSE readiness assessment, the WVAdultEd instructor completes the Voucher section of the WV TASC Form allowing that person to register for the test. The WV TASC Form is available from the local TASC Examiner/Coordinator. See the chart below for the minimum required scores for each readiness assessment/subject area.

Readiness Assessment Required Minimum Scores Table Content Area Minimum Required Score for the Minimum Required Score for the TASC Readiness Assessment TASC Readiness Assessment through August 31, 2017 effective September 1, 2017 Mathematics 8 10 Reading 9 10 Science 7 10 Social Studies 9 10 14 *minimum of 12 on multiple choice 14 *minimum of 12 on multiple choice Writing and minimum of 2 out of 8 on essay and minimum of 2 out of 8 on essay

What happens if students do not get a passing score on the high school equivalency readiness assessment the first time? If students do not achieve the minimum required score on the TRA and have not yet enrolled in a WVAdultEd program, they should be encouraged to do so in order to study subjects in their weak areas. They should be tested only in their areas of need using a standardized instrument (TABE or CASAS) to determine a Federal Functioning Level (FFL) and placement into appropriate study materials. When post-testing (interim or exit) shows their skills have improved, they should retake the TRA.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 16 How do I score the high school equivalency readiness assessments? Both the paper-based and the computer-based versions of the TRA come with a Readiness Assessment Results Book that contains the answer key for the assessment. Use this booklet to score the paper-based version of the TRA. (For more information on scoring the TRA, refer to the Readiness Assessment Manual.)

The computer-based version of the TRA features automatic scoring of all test items, with the exception of the essay. Instructors must hand score the written essay (see Part 6 – Scoring the Essay of the TASC Readiness Assessment Manual for specific instructions on scoring the essay). The essay score must then be added to the student’s Writing, Part 1 score. Note: The student must receive a minimum score of 12 on the multiple choice items and a minimum of 2 out of 8 on the essay section in order to pass the Writing test.

For more information on the TRA or to get a copy of the TASC Readiness Assessment Manual, contact Rebecca Metzger at [email protected] or 1-800-257-3723 ext. 202. How much time is required to administer the TRA? The following chart shows the time limits for the TRA. (Note that the time limit for the English and Spanish versions of the newest forms of the TRA are now the same.)

Time Limits Time Limits for TRA Time Limits for Original for TRA Forms 2 & 3 Form of TRA Subject Format Forms 4 & 5 Both English English Spanish English Spanish and Spanish Language 75 minutes 85 min for 90 min for 75 min for 80 min for Multiple Arts, Writing for both Part both Part I both Part I both Part I both Part I Choice Part I I & Part II* & Part II* & Part II* & Part II* & Part II* Language Arts, Writing Essay *Allow 45 min for Part II-Essay Part II Language Multiple 30 minutes 40 min 45 min 30 min 35 min Arts, Reading Choice Social Studies Multiple 30 minutes 40 min 45 min 30 min 35 min Choice Science Multiple 40 minutes 50 min 55 min 40 min 45 min Choice Mathematics Multiple 25 minutes 30 min 35 min 25 min 30 min Part I Choice & Grid Selections Mathematics Multiple 25 minutes 30 min 35 min 25 min 30 min Part II Choice & Grid Selections

WVAdultEd Instructor Handbook, Section 6, 2017-2018 17 How do I determine the TRA grade equivalent or FFL? You cannot use the TRA as a way of determining a grade equivalent or the Federal Functioning Level (FFL) of a student. These tests are NOT prescriptive; they do not clarify what a student needs to study. The TRA may be used only to predict student readiness to take the TASC test. What accommodations can be made when administering TASC readiness assessments? The same accommodations that are available for the TASC test may be requested for the TRA. If a student has been approved by the state TASC Administrator for disability accommodations on the full-length TASC test, your program MUST use the same accommodations when administering the TRA.

Any student may request a large print version of the TRA with or without documentation. However, at this time the TRA does not have a large print paper-based version. Students who require this accommodation may take the computer-based TRA and enlarge the font. As an alternative, magnifying tools may be used for the paper-based version.

At this time the computer-based version of the TRA Reading test does not offer audio; so all candidates that have a documented disability requiring an audio version as an accommodation need to have a staff member read aloud the Reading subtest of the TRA; all other subtests of the current computer-based TRA have audio capabilities. Remember the assessment may NOT be read out loud when other students are in the same room.

For more information on applying for accommodations, see Section 12. You may also contact Pam Young at [email protected] or 1-800-257-3723 ext. 212. What materials do I need to order to get started? The computer-based version of the TRA has been purchased by WVAdultEd for statewide use by WVAdultEd personnel.

After completing a TASC Readiness Assessment Training, ordering information and forms for the paper-based version of the TRA can be located at the TASC Info webpage (General Information) at http://wvde.state.wv.us/abe/TASC_Info.html#TASC_General_Info.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 18 STANDARDIZED ASSESSMENTS GUIDANCE ON THE USE OF THE TABE

What are the Tests of Adult Basic Education (TABE)? The Tests of Adult Basic Education (TABE) are norm-referenced tests designed to measure achievement of basic skills. The content areas measured are reading, language, mathematics, and spelling. There are five overlapping levels: L (Literacy), E (Easy), M (Medium), D (Difficult), and A (Advanced). The TABE Norms Book is used to translate the number of correct student responses to a Grade Equivalent (GE) that ranges from 0 to 12.9+.

The Locator test is administered prior to the full assessment. It is a short assessment that assists with the selection of the appropriate level(s) of TABE to be administered for the respective academic areas. What is the difference between the TABE Online and paper-based versions? Most classes that use the TABE assessment have the paper-based version of the test. In addition, the state has purchased the TABE Online version. The online version scores automatically and can be adapted for students with disabilities who require accommodations.

Your class has been given access to online TABE licenses. Since adult education funds purchased the online licenses, they are to be used only with adult education students. If you do not know how to access the online TABE, contact your regional coordinator (http://wvde.state.wv.us/abe/regionalabe.htm).

You need to be aware that the cost per test for online testing is much more expensive than the cost of the paper-based test. Therefore, it is important to be thoughtful about the use of the online TABE. Note: TABE Online is interchangeable with the paper-based version of TABE. Therefore, you can give a student the TABE Online pre-test and then use an alternate form of the paper-based version of the TABE test.

One of the most important features of the online test is that the diagnostic reports indicate specific areas that a student needs to study and improve. This is particularly important when you first start working with the student. However, it is not important when post-testing at the end of the course.

In addition, the cost per test is the same regardless of whether you administer the entire battery versus only one part. Therefore, it is not cost effective to only administer one part. Do not use the online TABE to test only one subject area. When can I use the TABE Online assessment? You can utilize the TABE Online as a pre-test for students who want to improve their academic skills (not TRA Only or SPOKES ONLY students).

WVAdultEd Instructor Handbook, Section 6, 2017-2018 19 It can only be used as a pre-test for students. You can use the TABE Online not only to determine an entry level score, but also to obtain diagnostic/prescriptive information for a plan of study. Note: TABE Online cannot be used for an interim or post-test. What parts of the TABE Online assessment need to be administered? Choose Form 9 or 10 Survey or the Full Battery. The Locator is included; do not use the Locator by itself. How do I get access to the TABE Online assessment? If you are a WVAdultEd instructor, contact your regional adult education coordinator for information about this assessment. How can I learn more about the TABE Online assessment? For the full TABE Online Guide for WVAdultEd, visit http://wvde.state.wv.us/abe/file- cabinet/index.html#TABE. How much time is required to administer TABE instruments? TABE Title Subject Area Forms 9 and 10 Time Limits Word List ------15 minutes Practice Exercise ------Not timed Locator ------37 minutes (recommended) Survey Reading 25 minutes Mathematics Computation 15 minutes Applied Math 25 minutes Language 25 minutes Spelling (Optional) 50 minutes Complete Battery Reading 24 minutes Mathematics Computation 50 minutes Applied Math 55 minutes Language 14 minutes Spelling (Optional) 10 minutes

When do I use the TABE Locator? The Locator is administered prior to administering the full assessment instrument (Complete Battery or Survey) to determine an approximate educational functioning level.2 The Locator scores are used to determine the most appropriate TABE assessment level to administer to a student [E (Easy), M (Medium), D (Difficult), or A (Advanced)]. It is important to use the Locator for guidance in selecting the appropriate TABE assessment level since the results will not be valid if the proper level of difficulty is not administered. Using the appropriate assessment level is essential to obtaining the most accurate measurement of a student’s knowledge and skills. 2 If you are using the TABE Online assessment, do not choose the Locator by itself; instead you should choose either the Survey for Full Battery and the Locator will be included in the package.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 20 The Locator is quick and easy to administer and score. The Locator consists of reading, mathematics and language test items. Program staff may administer the Locator for any or all of the three academic areas. To use the Locator, count the number of correct student responses and use the chart to determine the corresponding TABE level for administration.

Note: The time limits specified for the Locator Test are primarily for administrative convenience. Most examinees will complete the test sections within the allotted time; however, the examiner may allow additional time for examinees whose reading or writing abilities are limited.

TABE 9/10 Locator Test Scores Evaluation Chart TABE Test Level to Reading Mathematics Language Administer 6 and below* 4-6** 6 and below* E 7 -8 7-8 7-8 M 9-10 9-11 9-10 D 11-12 12-16 11-12 A

*If an examinee scores fewer than six items correct on the Reading or Language sections of the Locator Test, it may indicate that Level L Pre-Reading and Reading test should be administered.

**If an examinee scores fewer than four items correct in Mathematics, it may indicate that TABE Level L Mathematics should be administered.

In order to avoid administering a TABE level that is too difficult for the student a good rule of thumb would be to administer a lower level if the student scores at the lower bound of the recommended cut-scores (e.g., if a student got 9 Mathematics Locator Test items correct, administer Level M rather than Level D—if they got 10 or 11 correct, administer Level D). Because TABE is vertically scaled across its four levels it theoretically does not matter if a student takes an adjacent level—their scale score would be the same—but taking a level TABE that is appropriate for the student’s ability level will provide more accurate diagnostic information and will be a less frustrating experience for the student.

Students who identify themselves as non-readers or who have significant difficulty on the Locator should be given TABE Test Level L (Literacy—Reading only), which is only available in the Complete Battery. If your program does not have this level, it is available on loan to WVAdultEd instructors by calling 1-800-642-2670. Is it important to administer the TABE sections in a particular order? It is permissible to change the order of administration of the tests (Reading, Math, and Language) and maintain the validity of the test.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 21 How do I know when to use different levels and forms of the TABE? After determining which TABE Level (E, M, D, or A) to administer based on the Locator results, a pre-test should be administered. Programs should alternate between using TABE Forms 9 & 10 for entry, interim, and final testing. For example, for a student who pre-tests using Form 9 Level E, for the interim test you would use Form 10 Level E and the post-test would be Form 9 Level E. Should I use the TABE Survey or Complete Battery? If time is not a serious issue, consider using the TABE Complete Battery, which takes three hours and gives a great deal of in-depth diagnostic information about the specific strengths and weaknesses of each examinee.

If your testing times are short, consider using the TABE Survey, which takes just 90 minutes to administer. You may also consider administering TABE subtests individually; however, for paper-based tests this requires using extra answer sheets.

Both the TABE Survey and Complete Battery assess skills in reading, language, mathematics computations, and applied mathematics. Because the TABE Survey is shorter and has fewer items, it is especially suitable for screening and placement. When you need more in-depth diagnostic information, the Complete Battery is a better choice because it contains more items and, therefore, gathers more information about each examinee. How do I determine the TABE grade equivalent for federal and state reporting? The TABE Norms Book for Forms 9 and 10 is required for converting the number-correct (NC) score (the number of test items a student answers correctly) to Grade Equivalent (GE). Once the appropriate test level is administered to the student and the GE is determined, GEs are entered as the assessment score into AEMIS or onto the Student Profile Form.

TABE Test Level Grade Equivalent Range L (Literacy) 0 – 1.9 E (Easy) 1.6 – 3.9 M (Medium) 3.6 – 6.9 D (Difficult) 6.6 – 8.9 A (Advanced) 9.0 – 12.9 Are breaks allowed during the administration of the TABE? Breaks are allowed, when necessary, between tests (not during tests). In order to allow breaks during a test, disability documentation must be shown requiring breaks at specified intervals. What accommodations can be made when administering the TABE to students with special learning needs? The TABE Online version allows for the following accommodations:  Test Pause (Allow students to pause test for rest breaks.)  Untimed Test (Eliminate time limits.)  Highlighter (Allow student to highlight test.)

WVAdultEd Instructor Handbook, Section 6, 2017-2018 22  Blocking Ruler (Allow student to use a ruler like image for blocking.)  Magnifying Glass (Allow students to use a magnifier to enlarge selected portion of the screen.)  Color and Font (Change screen colors and/or font size.)  Music Player (Program plays a background music throughout the test with functionalities controlled by student.)  Extended Time (Allow student time and a half.)  Masking Tool (Allow student to block out/mask any or all answer choices in a question.)

When using TABE 9/10 paper-based version, students may receive additional time and supervised breaks. In addition, the following special formats are available:  Braille  Large Print  Audio CD

To obtain these versions or for assistance with accommodations, call the WV Adult Education Hotline at 1-800-642-2670 or contact Pam Young, [email protected]. Which TABE tests are used to determine the FFL? Only TABE core tests (Reading, Mathematics Computation, Applied Mathematics, and Language) may be used to determine the FFL. Mathematics Computation and Applied Mathematics results are combined to give an overall math score (refer to the Norms Book) that may be used to determine the FFL. The optional tests should never be added or averaged with the core tests to determine the FFL. Can the TABE optional tests (Spelling, Vocabulary, and/or Language Mechanics, Spelling) be used to determine the FFL? TABE optional test results should be used for instructional purposes only. You may administer these tests to gain additional information about your students, but these test scores should never be added or averaged to get a Reading Comprehension or Language score. How do I know when to use different levels and forms of the TABE? Both forms and all levels of the TABE are calibrated on the same scale; therefore, Scale Score results and Grade Equivalents can be compared across forms and levels.

Different TABE forms and levels can be given for pre- and post-assessment. For example, if the Locator assessment places a student at Level E, that student should be given Level E, Form 9 or Form 10 at entry. When it is time to administer an interim or exit test and the student has made minimal progress, the same assessment level (E) as the pre-assessment should be administered. When a student demonstrates significant progress, the instructor should administer the TABE Level M of Form 9 or 10 of either the Complete Battery or Survey. The sequence for TABE is: L, E, M, D, A. If a student assesses at the higher level of E then you may want to do the next assessment using Level M.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 23 What is the recommended number of instructional hours between TABE pre- and post-assessments? The publishers recommend that students accumulate 50 to 60 hours (with a minimum of 40 hours) of instruction before taking a post-test (interim or exit) if the student enters at FFL 1 through FFL 4. For students who enter at FFL 5 or FFL 6, 30-59 hours of instruction is recommended.

When using TABE, there must be six months between consecutive administrations of the same form on the same level.

For the exact guidelines for each assessment, see the Publisher Assessment Guidelines (Section 6 Appendix). Any additional exceptions to these guidelines should be documented using the Assessment Record/Waiver form (Section 6 Appendix). This documentation must be kept in the student’s permanent file and available for review during Data Quality Audits and formal or informal technical assistance reviews. Can TABE scores be used to predict TASC test readiness? At this time, TABE scores cannot be used to predict TASC test readiness. What materials do I need to order to get started? Programs administering the TABE should purchase the following:

For each student:  1 Practice Exercise and Locator Test Book  1 Practice Exercise and Locator Test Answer Sheet  1 Complete Battery or Survey Form Test Book (order the level determined by the Locator Test Score  1 Answer Sheet for the Survey or 1 set of Answer Sheets for the Complete Battery

For each administrator:  1 Test Directions for Complete Battery 9/10 or Test Directions for Survey  1 Norms Book (for Complete Battery or Survey.)  Scoring Supplies such as Scoring Stencils, Answer Key, Scoring Software or SCOREZE for each level.  Complete Battery Test Books for Forms 9/10 (both are needed) Levels L, M, D, A, (must order Literacy Level from Complete Battery even if Survey is the test you use to assess) Or  Survey Test Books for Forms 9/10 Levels E, M, D, A  Answer Sheets: Either SCOREZE or Locator Answer Sheet, Survey Answer Sheet, Complete Battery Answer Sheet, CompuScan Answer Sheet, Examinee Record Book Level L (for Literacy Level optional). (DO NOT MAKE YOUR OWN ANSWER SHEETS.)

Optional:  Individual Diagnostic Profile

WVAdultEd Instructor Handbook, Section 6, 2017-2018 24  Assessment Accommodations Guide  Large Print Test Books  TABE PC (computer administered version)  TABE Español Locator Levels E and M  TABE Audiocassette version  TABE DVD Complete Battery and Survey Form 9 Locator, Levels E, M, D, A, and L

Materials in Alternative Formats:

The following are available for loan to WVAdultEd instructors by calling 1-800-642-2670:  TABE Braille Edition Form 8 Levels L and E; Form 9 Levels E, M, D, A  TABE Large Print Edition Form 9/10 for Levels E, M, D, A; and Complete Battery Form 9/10 for Literacy Level  TABE Audiocassette Version Form 9 Locator; Form 9 Survey and Complete Battery Levels E, M, D, A  TABE CD version: Locator, Literacy Level and Survey Form 9: Levels E, M, D, A

Ordering information: Data Recognition Corporation - CTB 13490 Bass Lake Road Maple Grove, MN 55311 1-800-538-9547 http://www.datarecognitioncorp.com/Assessment-Solutions/Pages/TABE.aspx

WVAdultEd Instructor Handbook, Section 6, 2017-2018 25 GUIDANCE ON THE USE OF THE CASAS

What is the Comprehensive Adult Student Assessment System (CASAS)? The Comprehensive Adult Student Assessment System (CASAS) includes a variety of curriculum and training resources, as well as assessment instruments. CASAS assesses learner attainment of a range of specific competencies presented in functional contexts. Assessments can be used both to measure proficiency in skill areas and to check for learning progress.

CASAS has two main series of pre- and post-assessments—the Life Skills (which is being phased out) and the Life and Work series. Each series includes reading and math assessments. Each series also has listening comprehension assessments for English language learners (ELLs). The assessments range from Level A (beginning literacy) to Level D (high school level) in reading and math, and Levels A to C in the listening assessments. Each series has a corresponding appraisal.

The appraisal assessment is given first to determine which pre-test to use. Next, a CASAS pre- assessment is administered based on the appraisal score. An appraisal cannot be used as the pre- or post-assessment. Which CASAS series do I use? All CASAS assessments use the same scale.  AdultEd students may take the CASAS Life and Work Reading assessment. Note: There is no approved CASAS Math assessment available in WV at this time.  Programs for ELLs will select the CASAS Life and Work Series.  Citizenship preparation only students may use the CASAS Reading for Citizenship Test. How do I use the CASAS Appraisal to determine the pre- and post-assessment level to administer? You may use either the Life and Work Appraisal Form 80 (preferred) or the ESL Appraisal (only for ELLs). The chart below lists the approximate times for each section.

Subject Life and Work Appraisal Form 80

Reading 25 items; 25 minutes Listening 26 items; 30 minutes Oral screening 6 items; 2 – 5 minutes Writing screening 2 items; 5 minutes

How do I know when to use different levels and forms of the CASAS? After administering the appropriate Appraisal, select and administer the correct Life and Work pre- and post-assessment form. These assessment instruments monitor progress in reading and listening (for ELLs). They also measure a learner's ability to apply basic skills in employability or a life skills context. All assessments for monitoring progress may serve as pre- or post-

WVAdultEd Instructor Handbook, Section 6, 2017-2018 26 assessments. The following chart shows which pre- and post-assessments are selected based on appraisal scores.

Appraisal Skill Area Appraisal Score Level Pre-Assessment Post-Assessment Range Form Number Form Number Life and Work Life and Work Reading <180 Pre-A 27 28 180-191 A 81/81X 82/82X 192-211 B 83 84 212-229 C 85/185 86/186 >229 D 187 188 Listening <196 A 981-L 982-L 196-208 B 983-L 984-L >208 C 985-L 986-L Reading for 180-191 A 951-R/951-RX 952-R/952-RX Citizenship

How do I know which citizenship test to give? For students whose goal is to take the USCIS Naturalization Test and who have low literacy levels, administer the Citizenship Reading Comprehension Test. (This test uses a large print format.) How do I use CASAS assessments to determine the correct FFL? Scores on CASAS assessment instruments are related to the same scale, so Life and Work or Citizenship tests scale scores may be used to place students into appropriate FFLs. Use the answer keys and score conversion chart for each pre- and post-assessment to determine the number correct and the scale score.

CASAS assessment instruments are normed on ELLs, as well as native English-speaking students, and thus can be used for testing both types of students. CASAS scale scores can place students into either an ABE or ESL FFL. For example, an English-speaking student with a CASAS reading scale score of 205 would be placed into ABE FFL 2—Beginning Basic; whereas an ELL with the same score would be placed into ESL FFL 10—ESL Low Intermediate.

AEMIS TIP: For ESL levels, the ESL/CASAS box is checked on the Student Profile and in AEMIS, and the scale score is recorded on the lines for reading or listening/speaking. High level ESL students should be entered in AEMIS in an ABE level. (Do not choose ESL/CASAS in AEMIS for high level ELLs.)

For ABE levels (or High Level ESL), the CASAS box is checked and the scale scores are recorded for reading. There is no available CASAS math or language sub-test.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 27 What accommodations can be made? Programs should follow the guidelines described in Guidelines for Providing Accommodations Using CASAS Assessment Systems when using the CASAS assessments with students who have disabilities.

For more information, see https://www.casas.org/training-and-support/testing- guidelines/accommodations-guidelines.

Materials in alternative formats are available for loan to WVAdultEd instructors by calling 1- 800-642-2670. What is the recommended number of instructional hours between CASAS pre- and post-assessments? The publisher recommends that students accumulate 70-100 hours of instruction taking a post- test (interim or exit). It allows for post-testing at 40 hours under the following conditions:  If a class meets less than 70 hours, you may post-test at 40 hours if that is the end of the time block (semester, end of course, etc.).  If a student is planning to leave a program prior to end of a time block, you may post- test at 40 hours.

The publisher’s guidelines also allow an exit post-test to occur after more than 100 hours under this condition:  If class exceeds 15 hours per week, you may post-test at end of the time block.

For the exact guidelines for each assessment, see the Publisher Assessment Guidelines (Section 6 Appendix). Any additional exceptions to these guidelines should be documented using the Assessment Record/Waiver form (Section 6 Appendix). This documentation must be kept in the student’s permanent file and available for review during Data Quality Audits and formal or informal technical assistance reviews. How do I know when to use different levels and forms of the CASAS? Different levels of the CASAS can be given for entry, interim, and final testing since scale scores are calibrated across all levels. For example, the same protocol must be followed for end-of- year assessments; thus, if the student is functioning at the same level, switch forms; if the student has shown strong progress in class, move to the assessment at the next level. Never give the same form of the assessment at the same level sequentially to a student. Since all levels of CASAS are calibrated on the same scale, results may be compared across levels. What materials do I need to get started? CASAS only allows individuals who have completed appropriate training and certification to order and purchase CASAS materials.

Instructors may take the online self-paced Implementation training. To register for the online course, go to www.casas.org and click on Register to create a Username and Password; then find the link to Register for Trainings and Meetings. Click on Log in, learn more, and enroll now.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 28 Click on the dropdown box beside Category and select Implementation. Click on Go. Look for the training titled CASAS Implementation Training, and then click on the Learn more and Enroll. Once you register, you will have only 30 days to complete this session.

For ELLs, the following materials are required:  Life and Work Appraisal Form 80 Test Booklets  Life and Work Appraisal Form 80 Self-Scoring Answer Sheets  Life and Work Appraisal Manual Form 80 with CD  Reading Life and Work Progress Testing Pre- and Post-test Booklets for Levels A-D  980 Series Listening Life and Work Progress Testing Pre- and Post-test Booklets for Levels A-C (including CDs)  Life and Work Listening 980 series Progress Test Administration Manual  Life and Work Reading Progress Test Administration Manual

Materials in Alternative Formats: These are available for loan to WVAdultEd instructors by calling 1-800-642-2670.  Citizenship Reading Comprehension Test  Beginning Literacy Reading Assessment

Ordering Information: Comprehensive Adult Student Assessment System (CASAS) 8910 Clairemont Mesa Blvd. San Diego, CA 92123-1104 1-800-255-1036 http://www.casas.org/

WVAdultEd Instructor Handbook, Section 6, 2017-2018 29 GUIDANCE ON THE USE OF BEST LITERACY AND BEST PLUS 2.0

What is the Basic English Skills Test (BEST) Literacy? The Basic English Skills Test (BEST) was originally developed to test newly arrived refugees. Originally, it had two sections—an Oral Interview section and a Literacy Skills section. The BEST Oral Interview is no longer in use. The BEST Literacy measures reading and writing ability in a life-skills context. What is the BEST Plus 2.0? BEST Plus 2.0 is an individually administered, face-to-face oral interview designed to assess the English language proficiency of adult English language learners in the United States. BEST Plus 2.0 is a combined test of listening and speaking skills. BEST Plus 2.0 is intended to assess interpersonal communication using everyday language used in practical situations. Test items reflect language used in everyday life in the U.S. – at home, at work, and in the community.

BEST Plus 2.0 is available in two formats:  BEST Plus 2.0 computer-adaptive version: computer software selects test items appropriate to the examinee's ability after the locator items have been administered. The BEST Plus 2.0 software is available on USB, which includes the test administration software, score management guide, test transfer program, and practice software.  BEST Plus 2.0 semi-adaptive print-based version: a quick locator determines the appropriate level of the test form for the examinee. The BEST Plus 2.0 print version includes examinee test booklets (forms D, E, and F) and corresponding picture cue books. For both versions of the BEST Plus, you must purchase a fixed number of administrations (20, 50, 100, 300, or 500). Thus, each time someone is tested (either in print or via computer), an administration is consumed. How much time is required to administer BEST Literacy and BEST Plus 2.0 instruments?

Title Approximate Administration Time Time Limits

BEST Literacy 1 hour 1 hour BEST Plus 2.0 computer- 5-20 minutes to administer, depending on None adaptive the English ability of the examinee. BEST Plus 2.0 print-based 10-20 minutes per examinee None

WVAdultEd Instructor Handbook, Section 6, 2017-2018 30 What kind of training is required in order to administer the BEST Literacy and BEST Plus 2.0? You may not administer the BEST Literacy without first completing the training, BEST-LIT: Introduction to the Basic English Skills Test-Literacy. Some of the writing assessments are scored using rubrics that require training and practice.

In order to administer the BEST Plus 2.0, you must attend a special 6-hour training delivered by a trainer certified by the Center for Applied Linguistics (CAL). This required training is BEST-PLUS 2.0: Introduction to the BEST Plus 2.0 Oral Proficiency Test. How do I know when to use different levels and forms of the BEST Literacy and BEST Plus 2.0? The BEST Literacy does not require a locator, as there is only one level. Forms B, C, and D are used alternately for pre-, interim, and post-testing.

With the BEST Plus 2.0 computer-adaptive assessment on CD, the computer generates a different set of test questions each time the interview is administered to an examinee. In the print-based version, a brief locator test determines the level of test items (level 1, 2, or 3). There are three parallel forms (A, B, and C) that may be used for pre-, interim, and post-testing. How do I use the BEST Literacy and BEST Plus 2.0 to determine the correct FFL? For the BEST Literacy, count the number correct on the answer sheet to determine the raw score. For Form B, the raw score is the same as the scale score. For Form C or D, you must use the chart in the Test Administration Manual to determine the scale score.

With the BEST Plus 2.0 computer-adaptive assessment on CD, the computer tallies the score and provides the correct NRS level. In the print-based version, the raw score must be input into a computer management system to determine the scale score and FFL. What accommodations can be made? Reasonable modifications to the testing environment (frequent breaks, priority seating, color overlays, etc.) may be made upon request, with or without documented disabilities. For more information regarding BEST Plus 2.0 accommodations, see http://www.cal.org/aea/pdfs/BP2.0- Test-Usage-Policy.pdf What is the recommended number of instructional hours between BEST pre- and post-assessments? The publisher recommends that students accumulate 80-100 hours of instruction before taking a post-test (interim or exit). It allows for testing at 60 hours under the following conditions:  Consideration of the intensity of instruction, class size, teacher training and experience, curricula and materials.  The publisher’s guidelines also allow an exit post-test to occur after more than 100 hours under this condition:  If the class time block (semester, course, etc.) exceeds 100 hours, post-test at the end of the time block.

WVAdultEd Instructor Handbook, Section 6, 2017-2018 31 For the exact guidelines for each assessment, see the Publisher Assessment Guidelines (Section 6 Appendix). Any additional exceptions to these guidelines should be documented using the Assessment Record/Waiver form (Section 6 Appendix). This documentation must be kept in the student’s permanent file and available for review during Data Quality Audits and formal or informal technical assistance reviews. What materials do I need to get started? To administer the BEST Literacy, the following materials are needed:  Test Administration Manual  Literacy Skills Test Booklet  Literacy Skills Scoring Sheet

Optional Materials:  Technical Manual

To administer the BEST Plus 2.0, the following materials are needed:  Test Administrator Guide  Computer-adaptive Test on CD (and set number of administrations)

Ordering Information: Basic English Skills Test (BEST) Literacy or BEST Plus 2.0 Center for Applied Linguistics (CAL) 4646 40th Street, NW Washington, DC 20016-1859 1-202-362-0700 http://www.cal.org

WVAdultEd Instructor Handbook, Section 6, 2017-2018 32

APPENDIX

Section 6 Adult Education Assessment Procedures for the National Reporting System (NRS)

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WVAdultEd Instructor Handbook, Section 6, 2017-2018 34 FEDERAL (EDUCATIONAL) FUNCTIONING LEVEL TABLE Notes: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills for the level.

EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS Literacy Level Basic Reading and Writing Numeracy Skills Functional and Workplace Skills FFL #1 Individual has no or minimal reading and Individual has little or no Individual has little or no ability to read basic Beginning ABE Literacy writing skills. May have little or no recognition of numbers or simple signs or maps and can provide limited personal TABE (9–10): comprehension of how print corresponds counting skills or may have only information on simple forms. The individual can Grade level 0–1.9 to spoken language and may have minimal skills, such as the ability handle routine entry level jobs that require little CASAS: 200 and below difficulty using a writing instrument. At to add or subtract single digit or no basic written communication or the upper range of this level, individual numbers. computational skills and no knowledge of can recognize, read, and write letters and computers or other technology. numbers but has a limited understanding of connected prose and may need frequent re-reading. Can write a limited number of basic sight words and familiar words and phrases; may also be able to write simple sentences or phrases, including very simple messages. Can write basic personal information. Narrative writing is disorganized and unclear, inconsistently uses simple punctuation (e.g., periods, commas, question marks), and contains frequent errors in spelling. FFL #2 Individual can read simple material on Individual can count, add, and Individual is able to read simple directions, Beginning Basic Education familiar subjects and comprehend simple subtract three digit numbers, can signs, and maps, fill out simple forms requiring TABE (9–10): and compound sentences in single or perform multiplication through basic personal information, write phone Grade level 2–3.9 linked paragraphs containing a familiar 12, can identify simple fractions, messages, and make simple changes. There is CASAS: 201-210 vocabulary; can write simple notes and and perform other simple minimal knowledge of and experience with messages on familiar situations but lacks arithmetic operations. using computers and related technology. The clarity and focus. Sentence structure individual can handle basic entry level jobs that lacks variety, but individual shows some require minimal literacy skills; can recognize control of basic grammar (e.g., present very short, explicit, pictorial texts (e.g., and past tense) and consistent use of understands logos related to worker safety punctuation (e.g., periods, capitalization). before using a piece of machinery); and can read want ads and complete simple job applications.

WVAdultEd Instructor Handbook, Section 6, 2017-18 35 EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS Literacy Level Basic Reading and Writing Numeracy Skills Functional and Workplace Skills FFL #3 Individual can read text on familiar Individual can perform with high Individual is able to handle basic reading, Low Intermediate Basic subjects that have a simple and clear accuracy all four basic math writing, and computational tasks related to life Education underlying structure (e.g., clear main operations using whole numbers roles, such as completing medical forms, order TABE (9–10): idea, chronological order); can use up to three digits and can identify forms, or job applications; and can read simple Grade level 4–5.9 context to determine meaning; can and use all basic mathematical charts, graphs, labels, and payroll stubs and CASAS: 211-220 interpret actions required in specific symbols. simple authentic material if familiar with the written directions; can write simple topic. The individual can use simple computer paragraphs with a main idea and programs and perform a sequence of routine supporting details on familiar topics (e.g., tasks given direction using technology (e.g., fax daily activities, personal issues) by machine, computer operation). The individual recombining learned vocabulary and can qualify for entry level jobs that require structures; and can self and peer edit for following basic written instructions and spelling and punctuation errors. diagrams with assistance, such as oral clarification; can write a short report or message to fellow workers; and can read simple dials and scales and take routine measurements. FFL #4 Individual is able to read simple Individual can perform all four Individual is able to handle basic life skills tasks High Intermediate Basic descriptions and narratives on familiar basic math operations with whole such as graphs, charts, and labels and can Education subjects or from which new vocabulary numbers and fractions; can follow multistep diagrams; can read authentic TABE (9–10): can be determined by context and can determine correct math materials on familiar topics, such as simple Grade level 6–8.9 make some minimal inferences about operations for solving narrative employee handbooks and payroll stubs; can CASAS: 221-235 familiar texts and compare and contrast math problems and can convert complete forms such as a job application and information from such texts but not fractions to decimals and reconcile a bank statement. Can handle jobs consistently. The individual can write decimals to fractions; and can that involve following simple written instructions simple narrative descriptions and short perform basic operations on and diagrams; can read procedural texts, where essays on familiar topics and has fractions. the information is supported by diagrams, to consistent use of basic punctuation but remedy a problem, such as locating a problem makes grammatical errors with complex with a machine or carrying out repairs using a structures. repair manual. The individual can learn or work with most basic computer software, such as using a word processor to produce own texts, and can follow simple instructions for using technology.

WVAdultEd Instructor Handbook, Section 6, 2017-18 36 EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS Literacy Level Basic Reading and Writing Numeracy Skills Functional and Workplace Skills FFL #5 Individual can comprehend expository Individual can perform all basic Individual is able or can learn to follow simple Low Adult Secondary writing and identify spelling, punctuation, math functions with whole multistep directions and read common legal Education and grammatical errors; can comprehend numbers, decimals, and forms and manuals; can integrate information TABE (9–10): a variety of materials such as periodicals fractions; can interpret and solve from texts, charts, and graphs; can create and Grade level 9–10.9 and nontechnical journals on common simple algebraic equations, use tables and graphs; can complete forms and CASAS: 236-245 topics; can comprehend library reference tables, and graphs and can applications and complete resumes; can materials and compose multi-paragraph develop own tables and graphs; perform jobs that require interpreting essays; can listen to oral instructions and and can use math in business information from various sources and writing or write an accurate synthesis of them; and transactions. explaining tasks to other workers; is proficient can identify the main idea in reading using computers and can use most common selections and use a variety of context computer applications; can understand the issues to determine meaning. Writing is impact of using different technologies; and can organized and cohesive with few interpret the appropriate use of new software mechanical errors; can write using a and technology. complex sentence structure; and can write personal notes and letters that accurately reflect thoughts. FFL #6 Individual can comprehend, explain, and Individual can make Individual is able to read technical information High Adult Secondary analyze information from a variety of mathematical estimates of time and complex manuals; can comprehend some Education literacy works, including primary source and space and can apply college level books and apprenticeship TABE (9–10): materials and professional journals, and principles of geometry to manuals; can function in most job situations Grade level 11–12.9 can use context cues and higher order measure angles, lines, and involving higher order thinking; can read text CASAS: 246 and above processes to interpret meaning of written surfaces and can also apply and explain a procedure about a complex and material. Writing is cohesive with clearly trigonometric functions. unfamiliar work procedure, such as operating a expressed ideas supported by relevant complex piece of machinery; can evaluate new detail, and individual can use varied and work situations and processes; and can work complex sentence structures with few productively and collaboratively in groups and mechanical errors. serve as facilitator and reporter of group work. The individual is able to use common software and learn new software applications; can define the purpose of new technology and software and select appropriate technology; can adapt use of software or technology to new situations; and can instruct others, in written or oral form, on software and technology use.

WVAdultEd Instructor Handbook, Section 6, 2017-18 37 EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS Literacy Level Listening and Speaking Basic Reading and Writing Functional and Workplace Skills FFL #7 Individual cannot speak or Individual has no or minimal reading or Individual functions minimally or not at all in Beginning ESL Literacy understand English, or understands writing skills in any language. May have English and can communicate only through only isolated words or phrases. little or no comprehension of how print gestures or a few isolated words, such as Test Benchmark: corresponds to spoken language and name and other personal information; may CASAS scale scores: may have difficulty using a writing recognize only common signs or symbols Reading: 180 and below instrument. (e.g., stop sign, product logos); can handle Listening: 180 and below only very routine entry-level jobs that do not BEST Plus 2.0: 88-361 require oral or written communication in BEST Literacy: 0–20 English. There is no knowledge or use of computers or technology. FFL #8 Individual can understand basic Individual can read numbers and letters Individual functions with difficulty in social Low Beginning ESL greetings, simple phrases and and some common sight words. May be situations and in situations related to commands. Can understand simple able to sound out simple words. Can immediate needs. Can provide limited Test benchmark: questions related to personal read and write some familiar words and personal information on simple forms, and can CASAS scale scores information, spoken slowly and with phrases, but has a limited read very simple common forms of print found Reading: 181–190 repetition. Understands a limited understanding of connected prose in in the home and environment, such as product Listening: 181–189 number of words related to English. Can write basic personal names. Can handle routine entry level jobs BEST Plus 2.0: 362-427 immediate needs and can respond information (e.g., name, address, that require very simple written or oral English BEST Literacy: 21-52 with simple learned phrases to some telephone number) and can complete communication and in which job tasks can be common questions related to routine simple forms that elicit this information. demonstrated. May have limited knowledge survival situations. Speaks slowly and experience with computers. and with difficulty. Demonstrates little or no control over grammar. FFL #9 Individual can understand common Individual can read most sight words, Individual can function in some situations High Beginning ESL words, simple phrases, and and many other common words. Can related to immediate needs and in familiar sentences containing familiar read familiar phrases and simple social situations. Can provide basic personal Test benchmark: vocabulary, spoken slowly with sentences but has a limited information on simple forms and recognizes CASAS scale scores some repetition. Individual can understanding of connected prose and simple common forms of print found in the Reading: 191–200 respond to simple questions about may need frequent re-reading. home, workplace and community. Can handle Listening: 190-199 personal everyday activities, and routine entry level jobs requiring basic written BEST Plus 2.0: 428-452 can express immediate needs, using Individual can write some simple or oral English communication and in which BEST Literacy: 53-63 simple learned phrases or short sentences with limited vocabulary. job tasks can be demonstrated. May have sentences. Shows limited control of Meaning may be unclear. Writing shows limited knowledge or experience using grammar. very little control of basic grammar, computers. capitalization and punctuation and has many spelling errors.

WVAdultEd Instructor Handbook, Section 6, 2017-18 38 EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS Literacy Level Listening and Speaking Basic Reading and Writing Functional and Workplace Skills FFL #10 Individual can understand simple Individual can read simple material on Individual can interpret simple directions and Low Intermediate ESL learned phrases and limited new familiar subjects and comprehend simple schedules, signs, and maps; can fill out simple phrases containing familiar vocabulary and compound sentences in single or forms but needs support on some documents Test Benchmark: spoken slowly with frequent repetition; linked paragraphs containing a familiar that are not simplified; and can handle routine CASAS scale scores: can ask and respond to questions vocabulary; can write simple notes and entry level jobs that involve some written or oral Reading: 201–210 using such phrases; can express basic messages on familiar situations but lacks English communication but in which job tasks Listening: 200-209 survival needs and participate in some clarity and focus. Sentence structure lacks can be demonstrated. Individual can use simple routine social conversations, although variety but shows some control of basic computer programs and can perform a sequence BEST Plus 2.0: 453-484 with some difficulty; and has some grammar (e.g., present and past tense) of routine tasks given directions using technology BEST Literacy: 64-67 control of basic grammar. and consistent use of punctuation (e.g., (e.g., fax machine, computer). periods, capitalization). FFL #11 Individual can understand learned Individual can read text on familiar Individual can meet basic survival and social High Intermediate ESL phrases and short new phrases subjects that have a simple and clear needs, can follow some simple oral and written containing familiar vocabulary spoken underlying structure (e.g., clear main idea, instruction, and has some ability to communicate Test Benchmark: slowly and with some repetition; can chronological order); can use context to on the telephone on familiar subjects; can write CASAS scale scores: communicate basic survival needs determine meaning; can interpret actions messages and notes related to basic needs; can Reading: 211–220 with some help; can participate in required in specific written directions; can complete basic medical forms and job Listening: 210-218 conversation in limited social situations write simple paragraphs with main idea applications; and can handle jobs that involve and use new phrases with hesitation; and supporting details on familiar topics basic oral instructions and written communication BEST Plus 2.0: 485-524 and relies on description and concrete (e.g., daily activities, personal issues) by in tasks that can be clarified orally. Individual can BEST Literacy: 68-75 terms. There is inconsistent control of recombining learned vocabulary and work with or learn basic computer software, such more complex grammar. structures; and can self and peer edit for as word processing, and can follow simple spelling and punctuation errors. instructions for using technology. FFL #12 Individual can understand and Individual can read moderately complex Individual can function independently to meet Advanced ESL communicate in a variety of contexts text related to life roles and descriptions most survival needs and to use English in routine related to daily life and work. Can and narratives from authentic materials on social and work situations. Can communicate on Test Benchmark: understand and participate in familiar subjects. Uses context and word the telephone on familiar subjects. Understands CASAS scale scores: conversation on a variety of everyday analysis skills to understand vocabulary, radio and television on familiar topics. Can Reading: 221–235 subjects, including some unfamiliar and uses multiple strategies to understand interpret routine charts, tables and graphs and Listening: 219-227 vocabulary, but may need repetition or unfamiliar texts. Can make inferences, can complete forms and handle work demands rewording. Can clarify own or others’ that require non-technical oral and written BEST Plus 2.0: 525-564 predictions, and compare and contrast meaning by rewording. Can information in familiar texts. Individual can instructions and routine interaction with the *Exit Level: 565 and higher understand the main points of simple public. Individual can use common software, BEST Literacy: 76-78 write multi-paragraph text (e.g., organizes discussions and informational and develops ideas with clear introduction, learn new basic applications, and select the communication in familiar contexts. body, and conclusion), using some correct basic technology in familiar situations. Shows some ability to go beyond complex grammar and a variety of learned patterns and construct new sentence structures. Makes some sentences. Shows control of basic grammar and spelling errors. Uses a grammar but has difficulty using more range of vocabulary. complex structures. Has some basic fluency of speech.

WVAdultEd Instructor Handbook, Section 6, 2017-18 39 PUBLISHER ASSESSMENT GUIDELINES (NRS WEB SITE PP.6-8) Revised February 8, 2011 Test Recommended Pre- and Post-testing Timeframes BEST  60 hours minimum; 80-100 hours recommended Literacy  If the hours for a course of instruction exceed the recommended number of hours, post-testing may most appropriately take place at the end of the instructional session. BEST Plus  Because program-related factors such as intensity of instruction, class size, teacher training and experience, and use of appropriate 2.0 curricula and materials will affect language learning proficiency gains, programs should consider these factors when determining timing for pre- and post-testing. CASAS  40 hours minimum; 70-100 hours recommended  Allow exceptions for courses with different schedules and intensity, e.g., allow more time for courses that meet infrequently or not intensively and for very intensive courses wait longer than the recommended number of hours to post-test.  Programs offering high intensity courses (e.g., class meets more than 15 hours per week) may choose to test at the end of a semester, term, quarter, or other substantial block of instruction, even though the instructional intervention is more than 100 hours of instruction.  Programs offering low intensity courses with less than 70 hours in a semester, quarter, term, or other block of instruction, may choose to post-test at the end of the instructional period.  Programs may choose to assess students who indicate they are leaving the program before the scheduled post-test time, to maximize collection of paired test data. TABE  If the pre- and post-test are for the same level but using a different form (e.g., (TABE 9 Level M to TABE 10 level M):  40 hours minimum and 50-60 hours recommended for students testing into NRS Levels 1-4;  30-59 recommended for students testing into NRS Levels 5 and 6 (ASE Low and High)  If the pre- and post-test are for with the same level and use the same form (e.g., TABE 9 level M to TABE 9 level M): 120 hours. Note: AEMIS will not allow you to use the same form, so in WV you must always use alternate forms.  CTB/McGraw-Hill suggests the pre- and post-test guidelines as Best Practices recommendations based upon practitioner feedback. The purpose for assessing with TABE will also have an impact on the implementation of these recommendations. CTB discourages random and frequent testing as it will not present valid gain scores and could create a practice effect, thus producing questionable or spurious scores. Instructional intervention between testing periods is strongly recommended to maximize gain. Proper use of the Locator Test as a determinant of appropriate content level testing is also strongly recommended and is an integral part of the testing process.  If a test is to be administered as a retest because the initial test session was invalid, there is not a prescribed length of time that needs to occur. However, CTB strongly encourages some instructional time in order to avoid a practice effect.

WVAdultEd Instructor Handbook, Section 6, 2017-18 40 Assessment Record/Waiver Program Year: Instructor(s): Student Name: Social Security #:

# Contact Exception? Level Test Raw Scale Date Hrs. on Y/N Assessment Test Title Subject Score or FFL Test Date See Below (Circle ONE) Form Score GLE

y L E M D A r Math t __ __ / __ __ / ______LIT A B C D CIT None n � TABE L E M D A E

t Reading � CASAS LIT A B C D CIT None n __ __ / __ __ / ______e � ESL / CASAS L E M D A m Language s � BEST LIT A B C D CIT None s __ __ / __ __ / ______e � BEST Plus 2.0 s

s L E M D A Listening/ A -

e LIT A B C D CIT None Speaking r

P __ __ / __ __ / ______L E M D A m

i Math

r __ __ / __ __ / ______LIT A B C D CIT None e t � TABE L E M D A

n Reading

I __ __ / __ __ / ______LIT A B C D CIT None t � CASAS n

e L E M D A � ESL / CASAS Language m __ __ / __ __ / ______LIT A B C D CIT None s � BEST s

e � BEST Plus 2.0 s

s L E M D A Listening/ A -

t LIT A B C D CIT None Speaking s o __ __ / __ __ / ______P t

i L E M D A

x Math __ __ / __ __ / ______LIT A B C D CIT None E TABE t �

n L E M D A

e � CASAS Reading __ __ / __ __ / ______LIT A B C D CIT None m � ESL / CASAS s

s L E M D A

e � BEST Language

s __ __ / __ __ / ______LIT A B C D CIT None s � BEST Plus 2.0 A -

t L E M D A Listening/ s

o LIT A B C D CIT None Speaking

P __ __ / __ __ / ______

Waiver: An exception was made to the established pre-/post-testing timeframes stated in the NRS Publisher’s Assessment Guidelines. I certify that the student met BOTH of the following TWO conditions:  The student demonstrated in classroom assessments (e.g. TRA, WIN, etc.) that he/she completed an FFL and was ready for post-testing.  The student was recommended for post-assessment by his/her instructor. In addition, AT LEAST ONE of the following exception(s) was also true (select all that apply):  The student’s goal was to study and improve in only one skill area and was only pre- and post-tested in that skill area:

 This was a part-time or short-term course (up to 65 contact hours total for the course) that involved study outside of class hours, and the post-assessment (interim or exit test) was given at the end of the course. Special course:

 The student was enrolled in multiple classes and therefore their hours listed in AEMIS for a particular class are not reflective of their total overall hours of instruction.  The student had an entry level of FFL #5 or FFL #6, and had one or more of the following core goals (please indicate): WVAdultEd Instructor Handbook, Section 6, 2017-18 41  Enter Employment  Retain Employment  Obtain HSE diploma  Enter Post-secondary Education or Training.  The student was leaving the program before the scheduled post-assessment timeframe, due to the following circumstances:

 The instructor believed the initial assessment (and placement) was inaccurate.

Teacher Signature:

WVAdultEd Instructor Handbook, Section 6, 2017-18 42