CASAS Handbook for Adult ESL Teachers An Interactive

CASAS Handbook for Adult ESL Teachers An Interactive

CASAS Handbook for Adult ESL Teachers An Interactive Resource Guide for New and Experienced Adult ESL Teachers California Edition Teacher Training Module 2008 Agenda Warm-Up Activity Introduction to CASAS Presentation of Handbook Components Practice Activity Discussion of Application Ideas for use in the Classroom and Program Review

CASAS Handbook for Adult ESL Teachers, California Edition 2008 2 Warm-Up Activity Corners Who am I? Introduce yourselves CASAS Handbook for Adult ESL Teachers, California Edition 2008 3 Introduction The CASAS Handbook for Adult ESL

Teachers, California Edition The CASAS System CASAS Testing CASAS Reports Determining Student Needs CASAS Handbook for Adult ESL Teachers, California Edition 2008 4 Key to Icons in the Handbook Answer the questions. You may need to ask your supervisor or lead teacher for the answer. Follow

the link to the CASAS website for downloadable documents or more information CASAS Handbook for Adult ESL Teachers, California Edition 2008 5 Overview What TOC is Adult Education ESL? What is CASAS? Competencies, Task Areas and Content Standards

Registration, Orientation and Placement Accountability CASAS Testing Administration and Storage of Tests Appraisals, Pre-Tests and Post-Tests Using Test Results CASAS Handbook for Adult ESL Teachers, California Edition 2008 6 Types of agencies ESL program characteristics ESL student characteristics Program funding SECTION 1 WHAT IS ADULT EDUCATION ESL? 1

CASAS Handbook for Adult ESL Teachers, California Edition 2008 7 Gather 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 CASAS Handbook for Adult ESL Teachers, California Edition 2008 8

What is CASAS? What is TOPSpro? SECTION 2 WHAT IS CASAS? 3 CASAS Handbook for Adult ESL Teachers, California Edition 2008 9 CASAS the Organization Began in 1980 as a partnership of the California Department of Education and a consortium of local adult education agencies Nationwide, 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 Systems 3 CASAS Handbook for Adult ESL Teachers, California Edition 2008 10 10 Key Components There are four key components of the

CASAS system. 3 CASAS Handbook for Adult ESL Teachers, California Edition 2008 11 The CompetencyBased Education Cycle Who are your learners? What do they need to know? 3 CASAS Handbook for Adult ESL Teachers, California Edition 2008 12 Gather the Information CASAS Training and Accountability

contacts at my site: Name:__________ Phone: _________ Email: _______ Name:__________ Phone: _________ Email: _______ Name:__________ Phone: _________ Email: _______ 3 CASAS Handbook for Adult ESL Teachers, California Edition 2008

13 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 Identifies inaccurate scores Generates reports for students, teachers, administrators and funding sources 4 CASAS Handbook for Adult ESL Teachers, California Edition 2008

14 Functions of TOPSpro 4 CASAS Handbook for Adult ESL Teachers, California Edition 2008 15 What are Competencies? What are Task Areas? What are Content Standards? SECTION 3 COMPETENCIES, TASK AREAS, AND CONTENT STANDARDS 5

CASAS Handbook for Adult ESL Teachers, California Edition 2008 16 Competencies, Task Areas and Content Standards 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 as the ladder to successful attainment of the curriculum objectives. 5

CASAS Handbook for Adult ESL Teachers, California Edition 2008 17 What are Competencies? Competency Content Areas 5 0. 1. 2. 3. 4. 5. 6. 7. 8.

Basic Communication Consumer Economics Community Resources Health Employment Government and Law Computation CASAS Web site: www.casas.org/ About CASAS / CASAS Competences Learning to Learn Independent Living Skills CASAS Handbook for Adult ESL Teachers, California Edition 2008 18 The Competency Coding System

5 Content Area 3. Health Competency Area 3.4 Understand basic health & safety procedures Competency Statements 3.4.1. Interpret product label directions and safety warnings 3.4.2. Identify safety measures that can prevent accidents and injuries CASAS Handbook for Adult ESL Teachers, California Edition 2008

19 Competency Areas Content Area Competency Area Competency Statement 6 CASAS Handbook for Adult ESL Teachers, California Edition 2008 20 Using CASAS Competencies Problem: You should start work at 9:00 a.m., but you have a car that wont 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 - Understand or use appropriate language to influence or persuade (to call employer) 0.2.1 - Respond appropriately to common personal information questions Community Resources 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 Consumer Economics 1.9.6 0.1.7 1.9.8 1.7.5 - Interpret information related to automobile maintenance

- Understand, follow or give instructions - Interpret information about automobile insurance - Interpret information to obtain repairs CASAS Handbook for Adult ESL Teachers, California Edition 2008 21 Activity: Using CASAS 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 wont 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 Center. You havent received the birthday card Mom sent. It could be lost in the mail. Youve read in the newspaper there is more trouble in 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. CASAS Handbook for Adult ESL Teachers, California Edition 2008 22 Test Items: Task Areas

Reading Task Areas Forms Charts, maps, consumer billings, matrices, graphs, or tables Stories, articles, paragraphs, sentences, directions, or pictures Signs, price tags, ads, or product labels Measurement scales and diagrams Listening 6& 7 Task Areas (new) Picture prompt

Comprehension question Predict next line of dialogue Identify true statement based on prompt CASAS Handbook for Adult ESL Teachers, California Edition 2008 23 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 Standards when planning instruction to help students master a

specific competency. 8 CASAS Handbook for Adult ESL Teachers, California Edition 2008 24 Basic Skills Content Standards Support CASAS Competencies Basic Skills Content Standard Basic Skills Content Standard CASAS Competency

Basic Skills Content Standard Basic Skills Content Standard Basic Skills Content Standard CASAS Handbook for Adult ESL Teachers, California Edition 2008 25 Reading Categories R1 R2 R3

R4 R5 R6 R7 R8 R9 Beginning literacy/phonics Vocabulary General reading comprehension Text in format Reference materials Reading strategies Reading and thinking skills Academic-oriented skills Literary Analysis (ABE/ASE only) 8 CASAS Handbook for Adult ESL Teachers, California Edition 2008

26 R5.3 Locate information organized in groups or categories R5.1 Find a word or number in an alphabetical, numeric or other ordered listing Community Resources R2.4 Use capitalization

as a clue to interpret words 2.1.1 Use a telephone directory R6.2 Scan simple text to find specific information R3.12 Use supporting illustrations to interpret text CASAS Handbook for Adult ESL Teachers, California Edition 2008

27 Basic Skills Content Standards and CASAS Competencies Why are Basic Skills Content Standards important to use 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. CASAS Handbook for Adult ESL Teachers, California Edition 2008

28 Content Standard number and description CASAS Handbook for Adult ESL Teachers, California Edition 2008 CASAS level 29 Mapping Content Standards Activity Beginning High 3.4.2 Identify safety measures that can prevent accidents and injuries

Reading Click It or Ticket! Buckle Up! CASAS Handbook for Adult ESL Teachers, California Edition 2008 30 Think 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

CASAS Handbook for Adult ESL Teachers, California Edition 2008 31 What is the process for student registration? What is the process for student orientation? What is the process for placement? SECTION 4 REGISTRATION, ORIENTATION, AND PLACEMENT 11 CASAS Handbook for Adult ESL Teachers, California Edition 2008 32 Registration and Placement

CASAS Handbook for Adult ESL Teachers, California Edition 2008 33 Gather the Information 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? Whats the process after you register a student? 12 CASAS Handbook for Adult ESL Teachers, California Edition 2008 34

Ask 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 student? How is class placement determined? 12 CASAS Handbook for Adult ESL Teachers, California Edition 2008 35

Orientation 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? 12 CASAS Handbook for Adult ESL Teachers, California Edition 2008 36

What is an Entry Record? What is an Update Record? SECTION 5 ACCOUNTABILITY 13 CASAS Handbook for Adult ESL Teachers, California Edition 2008 37 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 Pretest A Post-Test (after a sufficient number of hours) 13 CASAS Handbook for Adult ESL Teachers, California Edition 2008 38 Ask a Supervisor or Lead Teacher At your site, are teachers required to fill out the Entry Record form? If not, who completes it? When must it be completed? 13

CASAS Handbook for Adult ESL Teachers, California Edition 2008 39 14 CASAS Handbook for Adult ESL Teachers, California Edition 2008 40 Ask a Supervisor or Lead Teacher 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? List three ways you know if your

students have reached their personal, family and/or academic goals? 15 CASAS Handbook for Adult ESL Teachers, California Edition 2008 41 16 CASAS Handbook for Adult ESL Teachers, California Edition 2008 42 Why do we collect this information? Helps determine targeted instruction Promotes program improvement

Provides required data for state and federal reporting CASAS Handbook for Adult ESL Teachers, California Edition 2008 43 What is CASAS testing and what is my responsibility? SECTION 6 CASAS TESTING 17 CASAS Handbook for Adult ESL Teachers, California Edition 2008 44 Assessment Process

1. Place Screening and Appraisal Determine program, level placement 17 Identify pretest level 2. Diagnose Pretest Identify learning needs based on pretest results

3. Instruct Instruction Use competencies, content standards, and QuickSearch to inform instruction CASAS Handbook for Adult ESL Teachers, California Edition 2008 4. Monitor Post-test Select based on pretest score Monitor progress 45

The appraisal is not a Place: Appraisals pretest, but a tool to determine the correct pretest. Appraisals 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 CASAS Handbook for Adult ESL Teachers, California Edition 2008 46

Diagnose: Pretests The 17 pretest is given upon entry into the program. Pretest denotes the first CASAS test administered to students after an appraisal. The pretest measures what a student knows at the beginning of your class. The results of the pretest help determine the learning needs of your students and help CASASguide Handbook for Adult ESL Teachers, California Edition 2008

instruction. 47 Instruct Instruction is guided by test results Test Result Reports can provide: Skill level Competencies attained Competencies to attain Suggested next test QuickSearch Online Provides information on where to find curriculum materials that correlate to

targeted CASAS Competencies. 18 CASAS Handbook for Adult ESL Teachers, California Edition 2008 48 Monitor: 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 higher difficulty level as the pretest, and will test similar competencies as the pre-test.

18 CASAS Handbook for Adult ESL Teachers, California Edition 2008 49 Ask a Supervisor or Lead Teacher 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? 19

CASAS Handbook for Adult ESL Teachers California Edition 2008 50 Test 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 CASAS Handbook for Adult ESL Teachers California Edition 2008 51 How to Complete

a Test Record 20 CASAS Handbook for Adult ESL Teachers California Edition 2008 52 CASAS Skill Level Descriptors The Skill Level Descriptors 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 score. Your TOPSpro reports will show you the scale score. Use the Skill Level Descriptors to interpret the score. 21 CASAS Handbook for Adult ESL Teachers California Edition 2008 53 CASAS Across the Levels

22 CASAS Handbook for Adult ESL Teachers California Edition 2008 54 How do I Administer CASAS Tests? Needed for testing day Preparation for testing Getting started Give the test Test timing guidelines SECTION 7 ADMINISTRATION AND STORAGE OF TESTS 23

Needed for Testing Day Needed for testing day: Test Administration Manual Test booklets (Number your booklets for tracking and security purposes.) Answer sheets and #2 pencils Scratch paper for math tests A reliable CD or cassette player and the test CD or tape for listening tests Overhead of the answer sheet (optional) Accommodations 23 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 accommodations. CASAS Handbook for Adult ESL Teachers California Edition 2008 56 Getting Started Provide a quiet testing room Space students apart Maximum of 25 learners per proctor Explain purpose for testing Ease student anxiety Pass out pencils, answer sheets, and scratch paper

Assist in completing the demographic portion of the answer sheet Demonstrate how to mark answer sheets 23 CASAS Handbook for Adult ESL Teachers California Edition 2008 57 Give the Test Pass out test booklets Read the test directions Review practice items Encourage test-takers to review answers

Write start and end times on the board Begin the test Monitor test-takers 24 CASAS Handbook for Adult ESL Teachers California Edition 2008 58 Timing Guidelines Appraisals Check the administration manual for the times allotted for each section. Pre- and post-tests, Math and Reading - allow an hour. 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 hour can be given a few extra minutes to complete the question they are working on. 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. 24 CASAS Handbook for Adult ESL Teachers California Edition 2008 59 After the Test

Collect test booklets, answer sheets, and scratch paper Check answer sheets for completeness 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 CASAS Handbook for Adult ESL Teachers California Edition 2008 60 Test Security All

CASAS test materials including test booklets and answer sheets (which contain marks or responses) must be stored in a locked, preferably fireproof, file cabinet. After 24 administering assessments, teachers must return all materials immediately to the program director or the directors designees. Duplication of any part of CASAS tests is prohibited CASAS Handbook for Adult ESL Teachers California Edition 2008

61 Ask a Supervisor or Lead Teacher 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? 24 CASAS Handbook for Adult ESL Teachers California Edition 2008 62

Appraisals Pretests: How do you know which pretest to give? Scores Outside the Accuracy Range Post-tests CASAS Test Preparation Sample Test Items CASAS eTests SECTION 8 APPRAISALS, PRETESTS, AND POST-TESTS 25 Interpreting Test Results Students

scores are found by counting the number 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 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. For example, on this test form, if the raw score is 15, then the scale score is 206.

TOPSpro automatically converts students raw scores to scaled scores. Scale 25 scores from different tests (i.e. reading and listening) should never be averaged! CASAS Handbook for Adult ESL Teachers California Edition 2008 64 Appraisals and Progress 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 B B Level Pre- and Post-Tests (Progress Tests) Progress test items are clustered at a specific level. 26 CASAS Handbook for Adult ESL Teachers California Edition 2008 65 Pretests Pretests

should be administered during registration or early in the instructional process Pretest results serve as a baseline to determine instructional needs 27 CASAS Handbook for Adult ESL Teachers California Edition 2008 66 Select a Pretest Level Based on Appraisal Score Form 80L Form 80R 27 CASAS Handbook for Adult ESL Teachers California Edition 2008

67 Select a Pretest form Maria Gonzales should take Form 83 R or 84 R for her pretest. 28 CASAS Handbook for Adult ESL Teachers California Edition 2008 68 Ask a Supervisor or Lead Teacher 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-test to give each student? 28 CASAS Handbook for Adult ESL Teachers California Edition 2008 69 Identifying an Inaccurate Score Scale scores below 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. 29 CASAS Handbook for Adult ESL Teachers California Edition 2008 Scores at the high end of the range marked with a are conservative estimates. It is not an accurate assessment of

the students abilities. 70 Post-Test Overview Use Suggested Next Test Report or Score Conversion Chart to select post-test form. Administer post-test after approximately 70 to 100 hours of instruction or when your program has determined it is appropriate to post-test. Average expected gains after 70 to 100 hours of

instruction: Five points at lower levels (scale score of 210 and below) Three points at upper levels (scale score of 211 and above) 29 CASAS Handbook for Adult ESL Teachers California Edition 2008 71 Post-Testing Overview First Post-Test Pretest Second Post-test Student now has a high enough score to

move to Level AX. Third Post-Test Student now has a high enough score to move to Level AX or B tests for next post-test. 30 CASAS Handbook for Adult ESL Teachers California Edition 2008 72 Suggested Next Test Report 31 CASAS Handbook for Adult ESL Teachers California Edition 2008

73 Ask a Supervisor or Lead Teacher Who 31 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 copy and place it in this handbook. About how often do you post test your students? (Every quarter, before major

holidays, etc.) 74 CASAS Handbook for Adult ESL Teachers California Edition 2008 What can you do to ensure that Assessment Process Summary Use Oral Screening (ESL/ELL only) Administer appraisal Use Suggested Next Test chart to select pretest Administer pretest Use test results to inform instruction about students needs After appropriate number of hours spent in

instruction, use Suggested Next Test chart to select post-test Administer post-test CASAS Handbook for Adult ESL Teachers California Edition 2008 75 Test 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 materials to teach or to prepare students to answer CASAS test items. CASAS

32 encourages use of the Competencies, Content Standards, Quick Search Online, and other materials to link assessment, and instruction. CASAScurriculum, Handbook for Adult ESL Teachers California Edition 2008 76 Test Preparation Guidelines Appropriate Strategies

Use diagnostic information from test results (TOPSpro or manually) to teach to: Task Areas CASAS Competencies Content Standards Use other CASAS support materials to link assessment, curriculum, and instruction (Quick Search) 32 Use CASAS answer sheets to practice testtaking skills CASAS Handbook for Adult ESL Teachers California Edition 2008 77

Test Preparation Guidelines Inappropriate Strategies Teaching to a particular test item Teaching specific vocabulary in a test item Limiting curriculum to what the test covers 32 CASAS Handbook for Adult ESL Teachers California Edition 2008 78 CASAS 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 sheet Can use TOPSpro Test Record Sample test items for Levels A, B, and C Life and Work Reading Life Skills Listening 5 to 6 test items per level for each skill area Not a predictor of performance Download at no cost from the CASAS Web site at www.casas.org. 33 CASAS Handbook for Adult ESL Teachers California Edition 2008

79 Sample Test Items at Three Levels Competency 2.1.7: Take or interpret telephone messages CASAS Handbook for Adult ESL Teachers California Edition 2008 80 Gather the Information Practice Taking Sample Test Items In your group, identify the task area of each question. 33 CASAS Handbook for Adult ESL Teachers California Edition 2008

81 CASAS eTests Eliminates the need for test booklets or answer sheets Can be given individually or to a group Retains demographic data across all tests Provides immediate access to test results Selects next test automatically Exports data to TOPSpro Note: Administration procedures for CASAS eTests are different from those of CASAS paperand-pencil tests. 34 CASAS Handbook for Adult ESL Teachers California Edition 2008 82

Tie it Together How is what youve read about Appraisal and pre- and post-testing similar to what youre already doing? What are some of the challenges you face with the testing process? What are some ways you can improve the testing process in your classroom or agency? 34 CASAS Handbook for Adult ESL Teachers California Edition 2008 83 How do I use test results to guide instruction?

How do I share test results with my students? Practice Activity CASAS QuickSearch Online Multiple measures of documenting student progress SECTION 9: USING TEST RESULTS 35 An Integrated Systems Approach Instructional Support Materials Accountability CASAS Handbook for Adult ESL Teachers California Edition 2008 85

Key Component: Instruction TOPSpro Reports Provide diagnostic reports for teachers and learners Quick Search Helps identify effective instructional materials Teachers Guide Assist teachers in understanding and using

the CASAS system CASAS Handbook for Adult ESL Teachers California Edition 2008 86 Using Test Results Identify students instructional needs Choose competencies and Content Standards to target instruction Use Quick Search software to locate instructional materials 35

CASAS Handbook for Adult ESL Teachers California Edition 2008 87 Ask a Supervisor or Lead Teacher Who provides you with TOPSpro reports? Name: ____________________________ Phone: ____________________________ Email: _____________________________ When do you receive them? 35 CASAS Handbook for Adult ESL Teachers California Edition 2008 88

TOPSpro Report: Class Performance by Competency The Task Number tells you the format in which the question was asked. Test Question Number Percentage of Students who answered this question correctly The Competency Description gives more detail of the Competency Number

The Competency Number on which this question was based 36 CASAS Handbook for Adult ESL Teachers California Edition 2008 89 Competency 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? 36 CASAS Handbook for Adult ESL Teachers California Edition 2008 90 Learning Gains-First to Last 37 CASAS Handbook for Adult ESL Teachers California Edition 2008 91 Learning 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 student scale scores for instruction? 37 CASAS Handbook for Adult ESL Teachers California Edition 2008 92 Sharing 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? 38 CASAS Handbook for Adult ESL Teachers California Edition 2008 93 Handbook Page 38 Tie It Together How does this information relate to what youre already doing? What are some of the challenges you face with using test results?

What are some ways you can improve the process for getting and interpreting test results in your classroom or agency? 38 CASAS Handbook for Adult ESL Teachers California Edition 2008 94 Practice Activity: Planning Outside the Box If only 40% of your students answered a question about writing checks correctly, how could your class practice this skill when the class 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 1.8.2 Interpret bank procedures, forms, writing checks 3.2.1 Filling out a Family Medical History Form Alternate Competency Area Talking to the Police Accessing Community

Resources Consumer Resources Alternate Topic Areas Paying off a parking ticket Paying a library fine with a check Writing a check for over-thecounter medicine 39 CASAS Handbook for Adult ESL Teachers California Edition 2008 95 Finding Instructional Materials Scope

and Sequence in your textbook Correlated to CASAS competencies QuickSearch Online Bibliography of Citizenship Materials EL Civics Objectives 40 CASAS Handbook for Adult ESL Teachers California Edition 2008

96 Gather the Information 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 40 CASAS Handbook for Adult ESL Teachers California Edition 2008 97 QuickSearch Online Quick,

easy access to database of more than 2,000 instructional materials Includes print, audio, video, and software materials Correlated to CASAS Competencies (and to Content Standards in 2008) Search by Title Competency Program, Level, and Skill Publisher CASAS Test 41 CASAS Handbook for Adult ESL Teachers California Edition 2008 98 Use QuickSearch to find

Resources Leading text series titles are correlated by CASAS competencies, instructional level, type of learner (ESL, ABE, ASE), mode of instruction and linked within the database to selected CASAS pre- and post assessments. Quick Searches can be done for instructional materials by: Skill area Program (including Civics, Family Literacy, Workplace) Specific CASAS assessment series, i.e. Life and Work, WLS, ECS Year of publication of instructional materials Websites for learners 41 CASAS Handbook for Adult ESL Teachers California Edition 2008

99 QuickSearch by Competencies Competency selected for this report: 4.1.2 41 CASAS Handbook for Adult ESL Teachers California Edition 2008 100 Multiple 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 42 CASAS Handbook for Adult ESL Teachers California Edition 2008 101 Ask a Supervisor or Lead Teacher 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? 42 CASAS Handbook for Adult ESL Teachers California Edition 2008 102 Training Objectives Review Basic understanding of Adult Education ESL and your agency CASAS role at your agency

Competencies, Task Areas and Content Standards Registration, Orientation and Placement Accountability Administration and Storage of Tests Appraisals, Pre-Tests and Post-Tests Using Test Results 43 CASAS Handbook for Adult ESL Teachers California Edition 2008 103 Thanks for your participation!

CASAS Handbook for Adult ESL Teachers California Edition 2008 104

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