CASAS H db k f CASAS Handbook for Adult ESL Teachers

CASAS H db k f CASAS Handbook for Adult ESL Teachers

An Interactive Resource Guide for New d E d Ad l ESL T hand Experienced Adult ESL Teachers

California Edition

Teacher Training Module 2008

AgendaAgenda

Warm-Up Activity Introduction to CASAS Presentation of Handbook Components Practice Activity Discussion of Application Ideas for use in the pp

Classroom and Program Review

CASAS Handbook for Adult ESL Teachers, California Edition 2008 2

Warm-Up ActivityWarm Up Activity

“Corners” Who am I? Introduce yourselves


IntroductionIntroduction

The CASAS Handbook for Adult ESL Teachers, California Edition◦ The CASAS System◦ CASAS Testing◦ CASAS Reports◦ Determining Student Needs◦ Determining Student Needs


Key to Icons in the HandbookKey to Icons in the Handbook

Answer the questions.q You may need to ask your

supervisor or lead teacher for the answer.

Follow the link to the CASAS Follow the link to the CASAS website for downloadable documents or more information


OverviewOverview

What is Adult Education ESL? What is CASAS? Competencies, Task Areas and Content Standards Registration, Orientation and Placement Accountabilityy CASAS Testing Administration and Storage of Testsg Appraisals, Pre-Tests and Post-Tests Using Test Resultsg


TOC

Types of agenciesESL program characteristics

SECTION 1

ESL student characteristicsProgram funding

SECTION 1

WHAT IS ADULT EDUCATION ESL?


1

Gather the InformationGather the Information

What kind of agency do you work for? Is your class single-level or multi-level? What type of class is it? Is your class a single-skill or an integrated skills

class? How many ESL classes are offered by your school

both on- and off-site?


2

SECTION 2

What is CASAS?What is TOPSpro?

SECTION 2

WHAT IS CASAS? WHAT IS CASAS?


3

CASAS — the OrganizationCASAS the Organization

Began in 1980 as a partnership of the California D f Ed i d i f l l d l Department of Education and a consortium of local adult education agencies

Nationwide, field-based consortium since 1985Nationwide, field based consortium since 1985 Assessments used in 30+ states, Singapore, and the Pacific

Rim Provides research, program evaluation, and data services CASAS stands for Comprehensive Adult Student

Assessment SystemsAssessment Systems


3

Key ComponentsKey Components

There are four key components of the CASAS system.


3

Assess Participants’ Needs Appraisals and PretestsEvaluate Competency Attainment

through Post‐Testingthrough Post Testing

The Competency‐B d Ed tiBased Education

CycleWho are your learners?

Target Instruction using Select Competencies to focus on

based on testin res lts

Who are your learners?

What do they need to know?

g gQuickSearch Online

based on testing results


3


CASAS Training and Accountability contacts at my site:

Name:__________ Phone: _________ Email: _______

N Ph E il Name:__________ Phone: _________ Email: _______

Name: Phone: Email: Name:__________ Phone: _________ Email: _______


3

What is TOPSpro?What is TOPSpro?

TOPSpro is a management information system that◦ Scores CASAS Tests◦ Identifies missing information in data collection◦ Tracks student progress◦ Suggests the test level for the next test◦ Suggests the test level for the next test◦ Identifies inaccurate scores◦ Generates reports for students, teachers, administrators Generates reports for students, teachers, administrators

and funding sources


4

Functions of TOPSpro


4

What are Competencies?

SECTION 3

What are Task Areas?What are Content Standards?

SECTION 3

COMPETENCIES COMPETENCIES, TASK AREAS, ,AND CONTENT STANDARDSSTANDARDS


5

Competencies, Task Areas and Content StandardsStandards

Create the foundation for the CASAS curriculum. Separately, they provide ◦ life skills contexts◦ a variety of visual prompts◦ the underlying basic literacy skills that together work

h l dd f l f h l ◦ as the ladder to successful attainment of the curriculum objectives.


5

What are Competencies?What are Competencies?

Competency Content Areas

0. Basic Communication1 Consumer Economics1. Consumer Economics2. Community Resources3. Health3. Health4. Employment5. Government and Law6. Computation7. Learning to Learn8 I d d L Sk ll

CASAS Web site: www.casas.org/ About CASAS / CASAS Competences

8. Independent Living Skills


5

The Competency Coding SystemThe Competency Coding System

Content AreaContent Area

3. Health

Competency Area

3.4 Understand basic health & safety procedures

Competency Statementsp y

3.4.1. Interpret product label directions and safety warningsg

3.4.2. Identify safety measures that can prevent accidents and injuries


j

5

Competency AreasCompetency Areas

Content Area

Competency Area

Competency Statement


6

Using CASAS CompetenciesUsing CASAS Competencies

What skills would you need to teach your students?

Problem: You should start work at 9:00 a.m., but you have a car that won’t start.

What skills would you need to teach your students?Basic Communication ◦ 0.1.2 - Understand or use appropriate language for information purposes (to

call a tow truck, identify location)0 1 3 U d d l fl d ( ◦ 0.1.3 - Understand or use appropriate language to influence or persuade (to call employer)

◦ 0.2.1 - Respond appropriately to common personal information questionsCommunity Resources y◦ 2.1.8 - Use a telephone or similar device to make and receive calls◦ 2.1.1 - Use a telephone directory◦ 2.3.1 - Interpret clock time

C E i Consumer Economics ◦ 1.9.6 - Interpret information related to automobile maintenance ◦ 0.1.7 - Understand, follow or give instructions◦ 1 9 8 - Interpret information about automobile insurance1.9.8 - Interpret information about automobile insurance◦ 1.7.5 - Interpret information to obtain repairs


Activity: Using CASAS Competencies Competencies

In groups, choose one of the topic areas below. List the CASAS Competencies you would teach.

Life Skills Competencies

You should start work at 9:00 a.m., but you have a car that won’t start.

You must write a memo but have never done this.

You need to figure out paycheck deductions.

You must collaborate with a group of people you have not worked with before.

You are interested in attending a musical at the Civic C tCenter.

You haven’t received the birthday card Mom sent. It could be lost in the mail.

You’ve read in the newspaper there is more trouble in Iraq Where is Iraq?Iraq. Where is Iraq?

You need to register to vote.

Your child asks for help with math homework.

You want to plan a surprise birthday party for your child.


You bought and need a bottle of cold tablets and need to know how many to take.

Test Items: Task AreasTest Items: Task Areas

Reading Task Areas◦ Forms◦ Charts, maps, consumer billings, matrices, graphs, or tables◦ Stories, articles, paragraphs, sentences, directions, or pictures, , p g p , , , p◦ Signs, price tags, ads, or product labels◦ Measurement scales and diagrams

Listening Task Areas (new)◦ Picture promptPicture prompt◦ Comprehension question◦ Predict next line of dialogue

Id if b d ◦ Identify true statement based on prompt


6 & 7

What are Content Standards?What are Content Standards?

Basic Skills Content Standards identify the underlying basic skills associated with CASAS Competencies.

The instructor can use these Basic Skills Content S d d h l i i i h l Standards when planning instruction to help students master a specific competency.


8

Basic Skills Content Standards S CASAS C iSupport CASAS Competencies

B i Skill B i SkillBasic Skills Content Standard

Basic Skills Content Standard

k ll

CASAS Competency



Competency

Basic Skills Content


Standard

Reading CategoriesReading Categories

R1 Beginning literacy/phonicsR2 VocabularyR3 General reading comprehensionR4 Text in formatR5 Reference materialsR6 Reading strategiesR7 R di d hi ki killR7 Reading and thinking skillsR8 Academic-oriented skillsR9 Lit A l i (ABE/ASE l )R9 Literary Analysis (ABE/ASE only)


8

R5.3 Locate information

R5.1 Find a word information organized in groups or categories

or number in an alphabetical, numeric or other ordered listing

Community Resources

R2.4 Use capitalization

R6.2 Scan simple text to

Resources

2.1.1 Use a telephone directoryp

as a clue to interpret words

simple text to find specific information

directory

R3.12 Use supporting illustrations to interpret text

CASAS Handbook for Adult ESL Teachers, California Edition 2008

interpret text

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Basic Skills Content Standards d CASAS C iand CASAS Competencies

Why are Basic Skills Content Standards important to use along with CASAS Competencies? along with CASAS Competencies?

◦ Basic Skills Content Standards identify the underlying basic skills that should be taught in conjunction with CASAS Competencies.

◦ Basic Skills Content Standards support instructional planning.

◦ Learning Content Standards helps students master a specific competency to attain their goals.


Content Standard number and description CASAS levelp


Mapping Content Standards ActivityMapping Content Standards Activity

Beginning High

ReadingClick It or Ticket!

Buckle Up!3.4.2 Identify safety measures that can prevent accidents p

and injuries


Think About ItThink About It

What are two or three things that caught your attention in this section?

How can you use CASAS Competencies? How can you use Task Areas? How can you use Content Standards?


10

What is the process for student registration?

SECTION 4

What is the process for student orientation?What is the process for placement?

SECTION 4

REGISTRATION REGISTRATION, ORIENTATION, AND ,PLACEMENT


11

Registration and PlacementRegistration and Placement



Locate a registration form that your site uses and place it in this handbook. ◦ Is it a fill-in form, bubble-in or online form?◦ If you register students in your class, what parts of the

registration form are you responsible for? What’s the process after you register a student?p y g


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Ask a Supervisor or Lead TeacherAsk a Supervisor or Lead Teacher

Where do students go to register at your site? When can they register? What type of appraisal is given? Who gives the appraisal? Who determines class placement for each p

student? How is class placement determined?


12

Orientation and Goal SettingOrientation and Goal Setting

When is student orientation at your site? Are there orientation materials available for you

to use? If so, where are they located? Place a master set in this packet for your reference.

What goal setting activities are conducted in your ?program?

What goal setting activities do you plan to use with your class?with your class?


12

SECTION 5

What is an Entry Record?What is an Update Record?

SECTION 5

ACCOUNTABILITYACCOUNTABILITY


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CDE Requires…CDE Requires…

All students in WIA Title II programs who have accumulated 12 or more hours must have

◦ An Entry Record◦ An Update Record

A P◦ A Pretest◦ A Post-Test (after a sufficient number of hours)


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At your site, are teachers required to fill out the Entry Record form?

◦ If not, who completes it?

Wh i b l d?◦ When must it be completed?


13


14


Are Update Records automatically generated for your dropped students or do you need to request them?

If you need to request them, from whom do you request them?Li h k if d h List three ways you know if your students have reached their personal, family and/or academic goals?goals?


15


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Why do we collect this information?Why do we collect this information?

Helps determine targeted instruction Promotes program improvement Provides required data for state and federal

reporting


SECTION 6 What is CASAS testing and what is my responsibility?

SECTION 6

CASAS TESTINGCASAS TESTING


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Assessment Process

2. Diagnose1. Place 4. Monitor3. Instruct

PS i d PI iPretest

Identify learning needs based on

Screening and Appraisal

Determine

Post-test

Select based on pretest score

InstructionUse competencies, contentneeds based on

pretest resultsDetermine program, level placement

Id tif t t

pretest score

Monitor progress

content standards, and QuickSearch to inform instruction


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Identify pretest level

Place: AppraisalsThe appraisal is not a pretest, but a tool toPlace: Appraisals

Appraisals

pretest, but a tool to determine the correct

pretest.

determine readiness for a program (ESL, Civic Participation, Citizenship Preparation, VESL, etc.) and instructional level for the student

identify the correct CASAS pretest level


17

Diagnose: PretestsDiagnose: Pretests

The pretest is given upon entry into the program.

“Pretest” denotes the first CASAS test administered to students after an appraisal. Th h d The pretest measures what a student knows at the beginning of your class.

The results of the pretest help The results of the pretest help determine the learning needs of your students and help guide instruction.students and help guide instruction.


17

InstructInstruct

Instruction is guided by test results Test Result Reports can provide:◦ Skill level◦ Competencies attained◦ Competencies to attain

S d ◦ Suggested next test

QuickSearch OnlineP id i f i h fi d i l ◦ Provides information on where to find curriculum materials that correlate to targeted CASAS Competencies.


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Monitor: Post-TestMonitor: Post Test

After completing a substantial number of hours in class, you will administer a post-test (based on the State Assessment Policy.)

The Post-test will be at the same, or slightly hi h diffi l l l h d ill higher difficulty level as the pre-test, and will test similar competencies as the pre-test.


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Which CASAS test series is used in your class? Where can you access the Test Administration

Manual? Which skills are tested? Reading, Listening, or

both?

CASAS Handbook for Adult ESL Teachers – California Edition 2008 50

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Test RecordTest Record

Bubble-in the information completely Make sure information is legible Check that the test date is correct Check that the test form is written correctly

AND bubbled-in correctly.


19

H C lHow to Complete a Test Record


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CASAS Skill Level DescriptorsCASAS Skill Level Descriptors

The Skill Level Descriptors describe in positive terms describe in positive terms what a person is able to do or learn within a range of scale scores.

The scale score is determined by the raw

Y TOPSscore. Your TOPSproreports will show you the scale score.

Use the Skill Level Descriptors to interpret the score.


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CASAS Across the LevelsCASAS Across the Levels


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How do I Administer CASAS Tests?Needed for testing dayNeeded for testing day

Preparation for testing

Getting started

SECTION 7

Give the test

Test timing guidelines

SECTION 7ADMINISTRATION AND STORAGE OF TESTSSTORAGE OF TESTS

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Needed for Testing DayNeeded for Testing Day

Needed for testing day:T Ad M l◦ Test Administration Manual

◦ Test booklets (Number your booklets for tracking and security purposes.)

◦ Answer sheets and #2 pencils◦ Answer sheets and #2 pencils◦ Scratch paper for math tests ◦ A reliable CD or cassette player and the test CD

or tape for listening testsp g◦ Overhead of the answer sheet (optional)

Accommodations◦ Refer to the “Guidelines for Providing Refer to the Guidelines for Providing

Accommodations for CASAS Assessment for Learners with Disabilities” in your Test Administration Manual for alternate test forms available and for a full list of approved ava ab e a o a u st o app ove accommodations.


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Getting StartedGetting Started

Provide a quiet testing roomS d Space students apart

Maximum of 25 learners per proctor

Explain purpose for testing Ease student anxiety Pass out pencils, answer sheets, and Pass out pencils, answer sheets, and

scratch paper Assist in completing the

demographic portion of the answer g p psheet

Demonstrate how to mark answer sheets


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Give the TestGive the Test

Pass out test booklets Read the test directions Review practice items Encourage test-takers

to review answersWrite start and end Write start and end times on the board

Begin the testBegin the test Monitor test-takers


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Timing GuidelinesTiming Guidelines

Appraisals –Check the administration manual for the times allotted for each section.

Pre- and post-tests, Math and Reading - allow an hour.All h f i f d ◦ Allow the same amount of time for pre and post tests.

The tests are not strictly timed.◦ Students who are not able to complete the test within the ◦ Students who are not able to complete the test within the

hour can be given a few extra minutes to complete the question they are working on.

F l d d b h For listening tests, timing is determined by the tape or CD used for the test. ◦ Do not stop the tape or CD until the end of each section◦ Do not stop the tape or CD until the end of each section.


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After the TestAfter the Test

Collect test booklets, answer sheets, and scratch paper

Check answer sheets for completeness Count test booklets and answer sheets Count test booklets and answer sheets Dismiss learners Check booklets for marks Submit tests for scoring Review reports for any inaccurate tests Retest students who fall below the accurate range as

soon as possible Share results with test-takers Share results with test-takers


Test SecurityTest Security

All CASAS test materials including test booklets and answer sheets (which contain marks or responses) must be stored in a locked, preferably fi f fil bi t fireproof, file cabinet.

Af d i i i h After administering assessments, teachers must return all materials immediately to the program director or the director’s designees Duplication director or the director s designees. Duplication of any part of CASAS tests is prohibited


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Where are the CASAS test booklets stored at your site?

What is the check-in/check-out procedure when you take CASAS test booklets to your class?


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AppraisalsPretests: How do you know which pretest to give?Pretests: How do you know which pretest to give?Scores Outside the Accuracy RangePost-testsCASAS Test Preparation

SECTION 8

Sample Test ItemsCASAS eTests

SECTION 8 APPRAISALS, PRETESTS AND PRETESTS, AND POST-TESTS

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Interpreting Test Results Interpreting Test Results

Students’ scores are found by counting the number they got correct on the test This score is called a raw they got correct on the test. This score is called a raw score.

Raw scores are always converted to scale scores. Scaled scores are used to determine students’ levelsScaled scores are used to determine students levels.

Convert the raw score to the scale score using a chart like this one. All Test Administration Manuals contain the raw to scaled score conversion charts the raw to scaled score conversion charts. ◦ For example, on this test form, if the raw score is 15, then the

scale score is 206.

TOPSpro automatically converts students’ raw scores TOPSpro automatically converts students raw scores to scaled scores.

Scale scores from different tests (i.e. reading and listenin ) sh ld ne er be a era ed!listening) should never be averaged!


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Appraisals and Progress TestsAppraisals and Progress Tests

180 185 190 195 200 205 210 215 220 225 230 235 240 250

Appraisals (Placement tests)

180 185 190 195 200 205 210 215 220 225 230 235 240 250

Appraisals (Placement tests)Appraisal test items are widely distributed along the CASAS scale. The items range from very easy items to difficult items

Level BLevel B

items to difficult items.

Pre- and Post-Tests (Progress Tests)P t t it l t d t ifi l l


Progress test items are clustered at a specific level.26

PretestsPretests

Pretests should be administered during registration or early in the instructional process

Pretest results serve as a baseline to determine instructional needs


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Select a Pretest Level Based on A i l SAppraisal Score

Form 80L Form 80R


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Select a Pretest formSelect a Pretest form

Maria Gonzales should take Form 83 R or 84 R for her pretest.


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When is the pretest given at your site? If the pretest is not given at the time of

registration, when are you instructed to give the pretest in class?

Who is responsible for determining which post- i h d ?test to give each student?


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Identifying an Inaccurate ScoreIdentifying an Inaccurate Score

Scale scores below th t the accurate range have a higher standard error of measurement and do not offer enough information for use.

Re-test the student with a lower-level test. Scores at the high

end of the range marked with a are conservative estimates. It is not an accurate assessment of the assessment of the student’s abilities.


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Post-Test OverviewPost Test Overview

Use Suggested Next Test Report or Score Conversion Chart to select post-test form.

Ad f l 70 100 Administer post-test after approximately 70 to 100 hours of instruction or when your program has determined it is appropriate to post-test.determined it is appropriate to post test.

Average expected gains after 70 to 100 hours of g p ginstruction:◦ Five points at lower levels (scale score of 210 and below) ◦ Three points at upper levels (scale score of 211 and above)


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Post-Testing OverviewPost Testing Overview

First Post-TestPretest

Third Post-TestStudent now has

h h h

Pretest

Second Post-testa high enough score to move to Level AX or B tests for next post-test.

Student now has a high enough score to move to Level AX.


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Suggested Next Test ReportSuggested Next Test Report


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Who is responsible for determining which post-test to give to each student?

If the post-test is administered in your class, when are you instructed to give it?

Does your site have a testing calendar? If so, get a d l i i hi h db kcopy and place it in this handbook.

About how often do you post test your students? (Every quarter before major holidays etc )(Every quarter, before major holidays, etc.)

What can you do to ensure that students who are absent during post testing eventually get are absent during post-testing eventually get tested?


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Assessment Process SummaryAssessment Process Summary

Use Oral Screening (ESL/ELL only) Administer appraisal Use Suggested Next Test chart to select pretest

Ad Administer pretest Use test results to inform instruction about

students’ needsstudents needs After appropriate number of hours spent in

instruction, use Suggested Next Test chart to , ggselect post-test

Administer post-test


Test Preparation GuidelinesTest Preparation Guidelines

No entity (individual, school, program or business enterprise) may use or copy displays, questions, or answers that appear on any CASAS test to create

t i l t t h t t d t t materials to teach or to prepare students to answer CASAS test items.

CASAS encourages use of the Competencies, Content Standards Quick Search Online and Content Standards, Quick Search Online, and other materials to link assessment, curriculum, and instruction.


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Appropriate Strategies◦ Use diagnostic information from test results (TOPSpro

or manually) to “teach to”: Task Areas Task Areas CASAS Competencies Content Standards

◦ Use other CASAS support materials to link assessment, curriculum, and instruction (Quick Search)curriculum, and instruction (Quick Search)

◦ Use CASAS answer sheets to practice test-taking skills


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Inappropriate Strategies◦ Teaching to a particular test item◦ Teaching specific vocabulary in a test item◦ Limiting curriculum to what the test covers


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CASAS Sample Test ItemsCASAS Sample Test Items

An instructional tool to:◦ Familiarize students and teachers with CASAS format◦ Practice test taking skills using sample test items◦ Practice marking the answer sheetg Can use TOPSpro Test Record

Sample test items for Levels A, B, and CLif d W k R di◦ Life and Work Reading

◦ Life Skills Listening

5 to 6 test items per level for each skill areap Not a predictor of performance Download at no cost from the CASAS Web site at

www.casas.org.


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Sample Test Items at Three Levels pCompetency 2.1.7: Take or interpret telephone messages



Practice Taking Sample Test Items In your group, identify the task area of each

question.


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CASAS eTestsCASAS eTests

Eliminates the need for test booklets or answer sheets

Can be given individually or to a groupR d h d ll Retains demographic data across all tests

Provides immediate access to test resultsS l i ll Selects next test automatically

Exports data to TOPSpro

Note: Administration procedures for CASAS eTests are different from those of CASAS paper-and-pencil tests.different from those of CASAS paper and pencil tests.


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Tie it TogetherTie it Together

How is what you’ve read about Appraisal and pre-and post-testing similar to what you’re already doing?

What are some of the challenges you face with the testing process?Wh i h i What are some ways you can improve the testing process in your classroom or agency?


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How do I use test results to guide instruction?How do I share test results with my students?Practice Activity

SECTION 9:

CASAS QuickSearch OnlineMultiple measures of documenting student progress

SECTION 9: USING TEST RESULTS

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An Integrated Systems ApproachI i l S M i lInstructional Support Materials

Accountability


Key Component: InstructionKey Component: Instruction

TOPSpro Reports◦ Provide diagnostic reports for teachers and learners

Quick Search◦ Helps identify effective instructional materials

Teacher’s Guide ◦ Assist teachers in understanding and using the CASAS

system


Using Test ResultsUsing Test Results

Identify students’ instructional needs

Choose competencies and Content Standards to target instruction U Q i k S h f Use Quick Search software to locate instructional materialsmaterials


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Who provides you with TOPSpro reports?Name: ____________________________Phone: ____________________________Email: __________________________________________________________

When do you receive them?y


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TOPSpro Report: Class Performance by CompetencyCompetency

The Task Number tells you h f h h h

Test Question Number

the format in which the question was asked.

Percentage of Students who answered this

The Competency Descriptiongives more detail of the Competency Number

question correctly

The Competency Number on which this question was based


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Competency ReportsCompetency Reports

Identify two competencies that this particular teacher should focus on.

The task area shows how an item is presented. What is the task area for item #3?


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Learning Gains-First to LastLearning Gains First to Last


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Learning Gains – First to LastLearning Gains First to Last

What was the point gain between Maria Costas’ pretest and post-test?

How will you use information about student gains?

How can you use information about individual d l f i i ?student scale scores for instruction?


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Sharing Test ResultsSharing Test Results

How do you share test results with your students?◦ Do you have students track their progress? How?

What are some reasons to share results with students?students?


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Handbook Page 38Ti I T hTie It Together How does this information relate to what you’re

already doing? What are some of the challenges you face with

using test results? What are some ways you can improve the

f i d i i l i process for getting and interpreting test results in your classroom or agency?


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Practice Activity: Planning Outside the BBox

If only 40% of your students answered a question about writing checks correctly, how could your class practice this skill when the y yclass is currently studying “Talking to the Police?”

Or, you are teaching a unit on Health. How could you use “writing checks” in Health?

Item Number

Competency Area of Test Item

Alternate Competency Area

Alternate Topic Areas

checks in Health?

1.8.2 Interpret bank procedures, forms, writing checks

•Talking to the Police•Accessing Community Resources•Consumer Resources

•Paying off a parking ticket•Paying a library fine with a check•Writing a check for over-the-counter medicine

3 2 1 Filling out a Family3.2.1 Filling out a Family Medical History Form


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Finding Instructional MaterialsFinding Instructional Materials

Scope and Sequence in your textbook◦ Correlated to CASAS competencies

QuickSearch Online

Bibliography of Citizenship Materials

EL Civics Objectives


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Which core text series do you use? What level? Is there a “Scope and Sequence” section? ◦ On what page can it be found? ◦ List two ways you can use it


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QuickSearch OnlineQuickSearch Online

Quick, easy access to database of more than 2 000 i i l i l2,000 instructional materials

Includes print, audio, video, and software materialsCorrelated to CASAS Com etencies (and to Correlated to CASAS Competencies (and to Content Standards in 2008)

Search bySearch by◦ Title◦ Competency◦ Program, Level, and Skill◦ Publisher◦ CASAS Test◦ CASAS Test


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Use QuickSearch to find ResourcesUse QuickSearch to find Resources

Leading text series’ titles are correlated by CASAS competencies instructional level type of learner (ESL competencies, instructional level, type of learner (ESL, ABE, ASE), mode of instruction and linked within the database to selected CASAS pre- and post assessments assessments.

Quick Searches can be done for instructional materials by:

Skill ◦ Skill area ◦ Program (including Civics, Family Literacy, Workplace) ◦ Specific CASAS assessment series, i.e. Life and Work, WLS,

ECS ECS ◦ Year of publication of instructional materials ◦ Websites for learners


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QuickSearch by CompetenciesQuickSearch by Competencies

Competency selected for this report: 4.1.2


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Multiple MeasuresMultiple Measures

Documenting Student Progress A list or graph of CASAS test results Instructor-generated tests & quizzes Samples of student work Needs assessments Alternative (performance-based) assessments


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List two ways you monitor student progress

What Student Portfolio items are required by your agency?

How do you have students participate in documenting their own progress?


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Training Objectives ReviewTraining Objectives Review

Basic understanding of◦ Adult Education ESL and your agency◦ CASAS’ role at your agency

C T k A d C S d d Competencies, Task Areas and Content Standards Registration, Orientation and Placement Accountability Administration and Storage of Tests Appraisals, Pre-Tests and Post-Tests Using Test ResultsUsing Test Results


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Thanks for your participation! y p p


CASAS H db k f CASAS Handbook for Adult ESL Teachers

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