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

1. Implementation Training Adult Basic Education (ABE) and
Adult Secondary Education (ASE)
Welcome participants
Introduce yourself
Participants make note of trainer’s name and training location because participants need that info for ordering
Go over agenda

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

3. Training Objectives Relate curriculum, instruction, and assessment
Identify and select appropriate assessments
Follow standardized testing procedures
Administer tests and interpret results
Link scale scores to Skill Level Descriptors
Use TOPSpro reports
Use CASAS Competencies and Content Standards
Plan instruction using test results
Use QuickSearch
Let participants self-select target objectives by asking participants to read the objectives and circle ones that are their priorities. Some participants new to CASAS may circle many bullets; experienced participants may circle only a few. The objectives slide is repeated at the end of the presentation, so participants can check their understanding of the objectives.
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CASAS Implementation Training 2008

4. CASAS — the Organization
CASAS 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
In 1976, a survey of adult education programs in California found little or no structure for assessing and monitoring student progress. Review of national literature showed programs using competency based education were working best.
1980—California Department of Adult Education adopted a competency based approach and funded CASAS for the first time.
CASAS relies on a field-based consortium of adult education and training providers. The National Consortium, which consists of 75 members from across the country, meets twice a year and provides CASAS with valuable input and guidance on what is needed in adult education nationally.
CASAS
Has a history of more than 27 years of research and development
Is approved and validated by the U.S. Department of Education and Labor
CASAS TOPSpro software provides standardized accountability for reporting results and outcomes
Is an employment and life skills focused competency-based system for youth and adult learners
Integrates functional life skills and employability-based assessment, curriculum, and instruction
Includes assessment instruments and instructional accommodations for learners who have disabilities
Learners in programs implementing CASAS demonstrate learning gains and increased participation and goal attainment
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CASAS Implementation Training 2008

5. There are four key components of the CASAS system.
Curriculum
Assessment
Instruction
Accountability
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CASAS Implementation Training 2008

6. Key Component: Curriculum
CASAS Competencies
Skills for life and work
CASAS Content Standards
Underlying basic skills in reading, math, and listening
Curriculum: The Competencies
CASAS Competencies and Content Standards are the curricular foundation of CASAS . They are reviewed periodically by the CASAS National Consortium.
Both used for curriculum design and instruction
Both aligned to CASAS test items
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CASAS Implementation Training 2008

7. Key Component: Assessment
See the CASAS Resource Catalog for more information.
Basic skills assessed
Reading Math Listening
Standardized multiple choice
Writing
Speaking
Standardized performance-based
This slide shows an overview of the various CASAS test series and the skill areas assessed.
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CASAS Implementation Training 2008

8. Key Component: Instruction
QuickSearch
Helps identify effective instructional materials
TOPSpro Reports
Provides diagnostic reports for teachers and learners
Teacher’s Handbook
Being piloted
Assists teachers in understanding and using the CASAS system
CASAS provides a variety of instructional resources for teachers. These include:
QuickSearch is a user-friendly database that includes more than 2,000 commercially available print, audio, visual, and computer-based instructional materials. QuickSearch helps programs identify appropriate materials for their students.
CASAS TOPSpro software scores CASAS tests and generates a variety of reports that are useful for teachers and administrators
A Teacher’s Handbook, currently in development, helps teachers understand and use the CASAS system
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CASAS Implementation Training 2008

9. Key Component: Data Collection and Accountability
Software
Compiles and scores student assessment results
Provides multiple reports analyzing student test results
Provides useful reports for
Students
Teachers
Administrators
Aggregates data for Federal and state accountability reporting
Data Collecting and Reporting: TOPSpro Software
TOPSpro is an optional software system that tracks student test scores and results.
It provides a variety of reports to communicate program effectiveness at the classroom and agency levels.
It allows test records to be easily collected, scored, stored, tracked and analyzed.
We will explore more about TOPSpro software later in the training.
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CASAS Implementation Training 2008

10. An Integrated Systems Approach: Curriculum
Accountability
This training will now shift to Curriculum.
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CASAS Implementation Training 2008

11. Download the CASAS Competencies at <www.casas.org>.
What is a competency? A competency is a measurable learning objective in a functional life skills context. Examples: Interpret medicine labels Check sales receipts
Competency Content Areas
0. Basic Communication
1. Consumer Economics
2. Community Resources
3. Health
4. Employment
5. Government and Law
6. Math
7. Learning and Thinking Skills
8. Independent Living
Note the new Content Area titles for six and seven.
Download the CASAS Competencies at <
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CASAS Implementation Training 2008

12. The Competency Coding System
Content Area
3. Health
Competency Area
3.4 Understand basic safety measures and health risks
Competency Statements
Interpret product label directions and safety warnings
Identify safety measures that can prevent accidents and injuries
The Competency Coding System
Every competency is identified with a three digit number. The first digit refers to the content area. The example on the slide shows content area three – Health.
The second digit corresponds to a competency area represents the content area of health and the more specific competency area of “understanding basic health and safety procedures”.
The three-digit competency statement, and on the slide, describes a measurable action.
Every test item in the CASAS system correlates to a specific competency.
Complete Activity 1.
Complete Activity 1.
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CASAS Implementation Training 2008

13. CASAS Implementation Training for ABE/ASE
Practice Activity Booklet and Case Study
Summer Institute 2008
Ask participants to find their Practice Activity Booklet now. Activities from the participant Activity Booklet are incorporated into this PowerPoint presentation so you do not have to switch between shows. Most answers will appear when you click your mouse. You may want to practice using this format prior to your training. You may change the animation on the slides to suite your preference. Move to the next slide for the first Activity!

14. Activity 1 Selecting CASAS Competencies
Choose one of the scenarios below. Use the CASAS Competencies in your training materials to determine which competencies could relate to the scenario.
Role: Worker
Competencies
You should start work at 9:00 a.m., but you have a car that won’t start.
4.6.4 Report progress on activities, status of assigned tasks, and problems and other situations affecting job completion.
You must write a memo but have never done this.
You need to figure out paycheck deductions.
You must collaborate with a group of people you have not worked with before.
Role: Community Member
You are interested in attending a musical at the Civic Center.
2.6.1 Interpret information about recreational and entertainment facilities and activities
You haven’t received the birthday card Mom sent. It could be lost in the mail.
You’ve read in the newspaper there is more trouble in Iraq. Where is Iraq?
You need to register to vote.
Role: Family member
You bought a bottle of cold tablets and need to know how many to take.
3.3.2 Interpret medicine labels
Your child asks for help with math homework.
You want to plan a surprise birthday party for your child.
A spouse may retire, grown children may move home, the house may have termites, a family member changed jobs, and taxes have gone up. You are under stress.
Split audience into small groups, encourage them to group with people they do not know. Go over examples with the group. Allow groups to choose their scenario, or assign specific scenarios to each group, or if time permits ask the group to complete all of the scenarios. Allow approximately minutes to complete the activity. Since answers will vary, answers are not included for this slide - you may wish to review the Competencies as the participants are working to come up with example answers for each of the scenarios.
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15. CASAS Competency Revalidation
2008 Revalidation of CASAS Competencies
Includes critical skills for success in the workplace, community, and family
Reflects life and work skills for youth and adults in today’s society
Addresses the increased role of technology in the 21st century
Revalidated with extensive input from
National subject matter experts
CASAS National Consortium members representing 30 states
Field-based focus groups of adult educators   
Competency areas that have been expanded or added include:
Education
Health and medical information
Financial literacy
Media literacy
Technology
Additional coding of test items in TOPSpro and TAMs - early 2009
New competencies are in the training materials.
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CASAS Implementation Training 2008

16. The Competency-Based Education Cycle
Who are your students? What do they need to know?
Appraisals and Pretests
The competency-based education cycle focuses on what students need to know to be successful and how teachers can teach them what they need to know.
Assess student needs – this is done formally or informally and includes pre-testing.
Review test results and identify competencies and content standards to incorporate into instruction.
Identify appropriate instructional materials.
Measure progress using post-tests.
Post-tests
QuickSearch software
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CASAS Implementation Training 2008

17. An Integrated Systems Approach: Assessment
Accountability
CASAS is an integrated process of assessment, instruction, and curriculum. This next section addresses Assessment.
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CASAS Implementation Training 2008

18. Why Assess? Write one or more benefit(s) of assessment for each group.
Learners:
Instructors:
Program Administrators:
Funding Sources:
Compete this as a small or large group activity. Ask participants to think about/write down some thoughts. Ask participants to share their answers with the group. Allow approximately 15 minutes to complete and discuss the activity.
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CASAS Implementation Training 2008

19. Assessment Process Screening and Appraisal
1. Place
2. Diagnose
3. Instruct
4. Monitor
Screening and Appraisal
Determine program, level placement
Identify pretest level
Pretest
Identify learning needs based on pretest results
Instruction
Use competencies, content standards, and QuickSearch to inform instruction
Post-test
Select based on pretest score
Monitor progress
Assessment Process
There are four steps in the assessment process.
Place students into your program using a screening instrument or an appraisal.
Administer an appropriate pretest to identify student learning needs.
Provide instruction based on test results and what students need to know.
Administer an appropriate post-test to measure student progress and document learning gains.
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CASAS Implementation Training 2008

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

21. The CASAS Scale and Skill Levels
CASAS scale scores…
Have the same meaning across all test forms
Report standardized test scores
Transition learners to other programs and training
Correlate levels to detailed skill level descriptors
The CASAS scale
All CASAS test results are reported using this scale. The scale ranges from below 150 to above 250, and is divided into different levels.
Students who are in special needs programs often score below level A.
Students functioning above a high-school level often score at Level D or higher.
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CASAS Implementation Training 2008

22. Why Use Scale Scores? Common scale across tests Place students
Describe level ranges
Interpret test scores
Measure learning gains
More meaningful than grade levels
More appropriate for adults
Increasingly understood (SAT, GED)
See the paper: / Research and Reports / Assessment Research / Scale Scores vs. Grade Levels: Why CASAS Scale Scores are Better than Grade Level Equivalents
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CASAS Implementation Training 2008

23. Scale Score Ranges Appraisals (Placement tests)
Appraisals (Placement tests)
Appraisal test items are widely distributed along the CASAS scale. The items range from very easy items to difficult items.
The Appraisal is for “sorting, not reporting.” Pre- and post-tests are for assessing instructional needs and monitoring progress.
Level B
Pre- and Post-Tests (Progress Tests)
Progress test items are clustered at a specific level.
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CASAS Implementation Training 2008

24. Sample Test Items at Three Levels Competency 2. 1
Sample Test Items at Three Levels Competency 2.1.7: Take or interpret telephone messages
CASAS Test Items
This slide shows how a competency can be assessed at three different levels along the CASAS scale.
The competency shown here is 2.1.7: Take or interpret telephone messages.
At level A, the student reads a simple note and selects the answer to a simple, three-word question: “Who is coming?” The multiple choice responses are all one word.
At level B, the student reads the message and selects an answer to the question: “When does the caller want to meet?” The multiple choice responses are simple phrases or one word.
At level C, the question may require some critical thinking. “What should be done with this message” is a question that is more complex and the possible responses are complete sentences.
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CASAS Implementation Training 2008

25. CASAS and NRS EFLs for ABE/ASE, WIA Title II
CASAS and NRS Levels
All federally funded WIA programs need to report data to the National Reporting System. This chart shows how CASAS skill levels correlate to the NRS levels for ABE (Adult Basic Education) and ASE (Adult Secondary Education) programs. States can reward programs for helping students make progress using NRS levels.
All federally funded WIA (Workforce Investment Act) programs need to report data according to guidelines in the National Reporting System.
See the CASAS Web site for WIA Title I guidelines.
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CASAS Implementation Training 2008

26. CASAS and NRS EFLs for ESL/ELL, WIA Title II
CASAS and NRS Levels
This chart shows how CASAS skill levels correlate to the NRS levels for English as a Second Language and English Language Learner programs.
All federally funded WIA (Workforce Investment Act) programs need to report data according to guidelines in the National Reporting System.
See the CASAS Web site for WIA Title I guidelines.
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CASAS Implementation Training 2008

27. Think about it…
Which test should you give to students as they enter your program?
A. Appraisal
B. Pretest
C. Post-test
D. Certification test
What is one way that the results of an appraisal test cannot be used?
To place learners into an instructional level
To determine which pretest should be given to the learner
To serve as a baseline for post-testing
To determine a learner’s eligibility for a basic skills program
Appraisal tests are pre- and post-tests that assess specific learning needs and monitor progress.
A. True
B. False
Correct answers for the think about it sections will be highlighted on the click of your mouse.
Give participants two minutes to read and answer these questions then go over the questions as a group and solicit the correct answers. If time permits, look at why other answers are not correct.
1. A
2. C
3. B
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CASAS Implementation Training 2008

28. Test Administration Procedures
Test Security
Plan for Paper/Pencil Testing
Getting Started
Giving the Test
Timing Guidelines
Sample Test Items
After the Test
Take a CASAS Test
CASAS eTests
We will go over the test administration procedures for standardized testing.
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CASAS Implementation Training 2008

29. Test Security
CASAS test questions are not for classroom practice. You may download reading and listening sample test items for classroom use at
Tests and answer sheets (including unused answer sheets) should be kept in locked cabinets.
Go over bullet points.
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CASAS Implementation Training 2008

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

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

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

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

34. CASAS Sample Test Items
An instructional tool to:
Familiarize students and teachers with CASAS item types
Practice taking a CASAS test
Practice marking the answer sheet (Can use TOPSpro Test Record)
Sample Reading and Listening test items at Levels A, B, and C
Five to six test items per level for each skill area
Not a predictor of performance
Download at no cost from
Other sample test items are in development. Check the CASAS Website for updates.
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CASAS Implementation Training 2008 34

35. After the Test After the Test
Collect test booklets, answer sheets, and scratch paper
Count test booklets and answer sheets
Check booklets for marks
Dismiss students
Score the test
Convert raw to scale scores
Share results with students
One advantage of using the scale score and the Skill Level Descriptors to convey a student’s score is that the examinees abilities are presented in a positive way, or help explain what a student can do rather than what they can’t do.
Show the student what they will be able to do by continuing in the program. (For example, complete a job application, move up to a Level C, or make a 4-point gain on the CASAS Scale.)
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CASAS Implementation Training 2008

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

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

38. Activity 2: Take a CASAS Test
Take the CASAS Appraisal test
Mark your answers on the TOPSpro Appraisal Test Record provided
Answer every other item
Your trainer will provide the answers
Pass out Appraisal Test booklets. Ask participants to answer every other question for the READING portion of the Appraisal. You could split the room in two and have one group do odd numbers and the other do the even numbers. Allow approximately 15 – 20 minutes to complete this activity. You will be using the Appraisal test booklets again later, but collect the booklets to demonstrate appropriate test administration procedures. The answers are on the next slide.
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CASAS Implementation Training 2008

39. Appraisal Form 80 Reading Answer KeyB A D C D C B A
Make sure participants are using the appropriate key for the Appraisal test used in your training.
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CASAS Implementation Training 2008

40. Electronic CASAS Testing: CASAS eTests
Benefits of CASAS eTests
No need for test booklets or answer sheets or #2 pencils
Contains a quick locator to seamlessly move a student into the correct pretest
Provides immediate results
Selects next test automatically
Exports to TOPSpro
Includes practice test items
Given individually or to a group
Installs on a stand alone computer or a network
Retains demographic data across all tests
Go over bullet points.
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41. Using CASAS eTests
The most widely used CASAS test series are on CASAS eTests
CASAS eTests units (CTUs) may be used for any test
Common CASAS eTests Scenario:
Examinee takes quick Locator (no charge) and continues immediately into appropriate CBT pretest
CASAS eTests scores and reports pretest score
For post-test, CASAS eTests automatically selects post-test form
Go over bullet points.
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CASAS Implementation Training 2008

42. Setting Up Your CASAS eTests Lab
Purchase CASAS eTests installation and administrations
All tests are on one CD.
Purchase administrations in increments of 50, 100, 500, or 1,000.
Installation
Standalone Computer (CASAS eTests available on one machine only)
Local Area Network (LAN) server (CASAS eTests available at server and client machines)
Master Server (CASAS eTests available across multiple LANs)
Note to Summer Institute trainers: Tell participants they can view the eTests demo in the Resource and Tech Room.
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CASAS Implementation Training 2008

43. The Appraisal Form 80 Programs: ESL/ELL and ABE/ASE
Skills Assessed and Levels:
Reading: Levels A–D
Listening: Levels A–C (CD only; no test booklet)
Writing screening
Speaking screening
Context: Combination of life and work
The Life and Work Appraisal, Form 80
The listening portion is for ESL/ELL students only. The reading portion is for ABE/ASE students and ESL/ELL students. Form 80 uses multiple-choice questions.
There are no test booklets for the listening portion of Form 80. Students listen to a CD and answer the questions on their answer sheet. No reading is involved in the listening portion; therefore, it really is a pure test of listening ability.
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CASAS Implementation Training 2008

44. The ECS Appraisal Programs: Levels: Skills Assessed: Context:
ABE, ASE and ESL/ELL
Levels:
A through D
Skills Assessed:
Reading, Math, Critical Thinking
Context:
Employment preparation
Go over bullet points. See the CASAS Resource Catalog for ordering information.
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CASAS Implementation Training 2008

45. Life Skills Appraisal Form 30
Programs:
ABE and ESL/ELL
Skills Assessed and Levels:
Reading and Math
Levels A – C
Context:
Life skills
The Life Skills Appraisal Form 30
See the CASAS Resource Catalog for ordering information.
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CASAS Implementation Training 2008

46. Appraisal Answer Sheet Options
Two-part, self-scoring Appraisal Answer Sheet
TOPSpro Appraisal Test Record (manually score or scan)
There are several options for answer sheets: These are some of the most common.
CASAS answer sheets collect demographic information and record student answers.
Refer participants to pages 24 and 25 in the 2008 CASAS Catalog for information on these and other answer sheets.
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CASAS Implementation Training 2008

47. Pre-and Post-Test Answer Sheet Options
General Purpose Answer Sheet (manually score or scan, collect scores for four different tests on one sheet)
TOPSpro Test Record
(manually score or scan)
The general purpose answer sheet allows you to collect demographic data on one side and administer up to four separate tests on the other side.
The TOPSpro Test Record can be scored manually or using TOPSPro software. It allows you to administer up to two separate tests.
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CASAS Implementation Training 2008

48. Scoring the Test by Answer Key
The answer key for each appraisal is found in the appraisal manual.
Find the correct answer key. There is a separate key for each section, such as reading, listening, or math.
Circle or mark the correct answers.
Count the correct answers.
The number correct is the raw score.
Convert the raw score to the scale score using the Scale Score Conversion Chart.
Scoring the test by hand.
After the student takes an appraisal test using the general purpose answer sheet, the examiner can hand score the test immediately using an answer key. The key for each appraisal is found in the appraisal manual.
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CASAS Implementation Training 2008

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

50. Interpretation of Results
Inaccurate scores
Scores below the accurate range are provided only for appraisals
Use with caution
Conservative estimate scores
Scores above the accurate range
Use with caution
Review accurate ranges and procedures to follow when students score too low or too high on a test.
Scores at both ends of the scale have a higher standard error of measurement than items that fall within the accurate range.
If a student scores below the accurate range on a pre- and post-test, retest the student, if possible. Students who score below the accurate range on an appraisal have very low literacy levels.
If a student scores in the diamond range, CASAS recommends retesting.
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CASAS Implementation Training 2008

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

52. Activity 3 Skill Level Descriptors
Lorena has a reading level of 207 on the CASAS scale. Look at the Skill Level Descriptors below. What type of reading materials can she read and interpret? She can read and interpret simple material on familiar topics. She is able to read and interpret simple directions, schedules, signs, maps, and menus . Give examples of some jobs Lorena could do. Ticket taker, store greeter, factory worker, others?
Beginning Basic Skills
Can fill out simple forms requiring basic personal information, write a simple list or telephone message, calculate a single simple operation when numbers are given, and make simple change. Can read and interpret simple sentences on familiar topics. Can read and interpret simple directions, signs, maps, and simple menus. Can handle entry-level jobs that involve some simple written communication.
Intermediate Basic Skills
Can handle basic reading, writing, and computational tasks related to life roles. Can read and interpret simplified and some authentic materials on familiar subjects. Can interpret simple charts, graphs, and labels; interpret a a basic payroll stub, follow basic written instructions and diagrams. Can complete a simple order from and do calculations; fill out basic medical information forms and basic job applications; follow basic oral and written instructions and diagrams. Can handle jobs and/or job training that involve following basic oral and written instructions and diagrams if they can be clarified orally. B
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53. Class Placement Guidelines
Review individual appraisal scores for reading, listening, or math
Never average scale scores
Place the student according to the lowest score or consider the student’s goals
Go over bullet points.
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CASAS Implementation Training 2008

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

55. Use the Suggested Next Test Charts to Determine Pretest Level Based on Appraisal Score
Form 80 Appraisal
ECS Appraisal Form 130
Introduce the Suggested Next Test Charts
Point out that there is a separate chart for each appraisal and each reading, math, and listening test form.
Go over the parts of the chart. Show them that there may be more than one choice for a test level.
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56. Select a Pretest Based on Level
Reading
Level
Life & Work
ECS
WLS
Citizenship
Beg. Literacy
27R, 28R A
81R, 82R
11R, 12R
951R, 952R AX
81X. 82X
951X, 952X B
83R, 84R
13R, 14R, 114R
213R, 214R C
85R, 86R, 185R, 186R
15R, 16R, 116R
215R, 216R D
187R, 188R
17R, 18R
Listening
Level
Life & Work
Life Skills*
ECS* A
81L, 82L
51L, 52L B
83L, 84L
53L, 54L
63L, 64L C
85L, 86L
55L, 56L
65L, 66L
*Agencies can order these tests through June Beginning July 2009, these tests will be available only as supplies last. CASAS encourages agencies to begin the transition to Life and Work Listening with future orders.
Math
Level
Life Skills
ECS
WLS
Life & Work A
31M, 32M
11M, 12M
In develop-ment B
33M, 34M
13M, 14M
213M, 214M C
35M, 36M
15M, 16M
215M, 216M D
37M, 38M
17M, 18M
Review how to use Suggested Next Test chart as a way to find the correct test form based on “Level” of performance. Complete Activity 4.
Complete Activity 4
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57. Activity 4 Use Suggested Next Test Charts to Determine Pretest Level
Listening
Math
Reading
Juan takes a reading Appraisal and scores 228. Which reading pretest level should he take? C
Mary takes a listening Appraisal and scores 206. Which listening pretest level should she take? B
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58. The Life and Work Series
Appraisal and progress tests in life skills and workplace contexts
Levels A through D
Appropriate for ABE and ESL/ELL students
Life and Work Reading replaced Life Skills Reading in 2007
Agencies should begin planning the transition to Life and Work Listening from Life Skills Listening and ECS Listening.
Life and Work Listening is available June 15, 2008.
CASAS will have copies available of the existing Life Skills Listening and the ECS Listening through June 2009.
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59. Life and Work Reading Pre- and Post-Tests By Level
Form Number
Beg. Literacy
27 R, 28 R A
81 R, 82 R AX
81 RX, 82 RX B
83 R, 84 R C
185 R, 186 R
85 R, 86 R (work only) D
187 R, 188 R
This slide shows the Life and Work Reading tests by level and form number.
The narrative test item is a new item type
Test levels A and B follow a story line to enhance interest and relevance
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60. Life and Work Listening Pre- and Post-Tests By Level
Form Number A
81 L, 82 L B
83 L, 84 L C
85 L, 86 L
Revised listening series based on latest research
Updated content and contexts
More natural speech
No written response (answer) options – All aural
Picture prompt booklet at Level A only
This shows the new Life and Work Listening series by level and form number. Complete Activity 5.
Complete Activity 5
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61. Activity 5 Select a Pretest Based on Level
Reading
Level
Life & Work
ECS
WLS
Citizenship
Beg. Literacy
27R, 28R A
81R, 82R
11R, 12R
951R, 952R AX
81X. 82X
951X, 952X B
83R, 84R
13R, 14R, 114R
213R, 214R C
85R, 86R, 185R, 186R
15R, 16R, 116R
215R, 216R D
187R, 188R
17R, 18R
Math
Level
Life Skills
ECS
WLS
Life & Work A
31M, 32M
11M, 12M
In develop-ment B
33M, 34M
13M, 14M
213M, 214M C
35M, 36M
15M, 16M
215M, 216M D
37M, 38M
17M, 18M
Juan took a reading Appraisal and scored 228. He can take a C level pretest. Which ECS reading pretest form could he take?
15 R, 16 R, 116 R
Mary took a math Appraisal and scored 206. She can take a B level pretest. Which Life Skills math pretest form could she take? 33 M, 34 M What factors could influence the level (i.e. B or C) a student takes for a pretest? Consider a student’s performance on other classroom activities or informal assessments, educational background, life experiences, etc.
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62. Raw to Scale Score Conversion Chart for Life and Work Reading
This slide shows the scale score conversion chart for the Life and Work Reading series thru Level B.
Use this and the following slide to teach participants how to interpret the scale score conversion charts.
Discuss accuracy ranges
Explain that a scale score indicates the same level of ability regardless of the test level. For example, a score of 202 on an A level test indicates the same level of ability as a 202 on a B level or C level test.
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63. Raw to Scale Score Conversion Chart for Life and Work Reading
This shows Levels C and D.
There are four forms at the C level. However, the content of Forms 85 and 86 or workplace-focused.
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64. Think about it…
After a student’s initial assessment, you may need to assess skills in a more specific manner to identify competency needs. What kind of CASAS standardized test is appropriate for this purpose?
A. Appraisal test
B. Pretest
C. Post-test
D. Certification test
Which of the following is not true of CASAS pre- and post-tests?
A. The results can serve as a baseline for determining learning gains.
B. They can be administered without a proctor.
C. The results can help diagnose more specific learning needs.
D. There are different forms for each CASAS Skill Level (A-D).
1. B
2. B
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65. Post-Test
Use the Suggested Next Test chart to select the appropriate post-test.
Charts in test administration manuals and at
After approximately hours of instruction, administer a post-test
high intensity courses (i.e. a class meets more than 15 hours/week) may post-test at the end of a semester or other block of instruction, even though the instructional intervention is more than 100 hours of instruction.
low intensity courses with fewer than 70 hours in a semester or other block of instruction, may choose to post-test at the end of the instructional period.
Average expected gains are 5 points at lower levels (scale score of 210 and below) and 3 points at upper levels (scale score of 211 and above)
This is a good time to talk about how the interval between pre- and post-testing may vary, depending on the agency and instructional schedules (semester? Quarter? Two-month programs?).
Some programs may need to posttest after fewer than 70 hours.
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66. Assessment Process Summary
Oral Screening (ESL/ELL only)
Administer appraisal
Use Suggested Next Test chart to select pretest
Administer pretest
Use test results and QuickSearch to plan training or instruction
Use Suggested Next Test chart to select post-test
Administer post-test
Review this slide with participants to ensure they understand the process. Complete Activity 6.
Complete Activity 6
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67. Activity 6 Identify Purpose and Type of Assessment
Directions: Match the description to the item. Use the Reference on the next page.
1. A test to determine placement or level 2. A test to determine a learner’s instructional needs 3. A time for ongoing informal assessment 4. A test to determine progress 5. The accurate range of a C level reading pre- or post-test (Refer to Raw to Scale Score Conversion Chart for Life and Work on the next page.) 6. The accurate range of a D level reading pre- or post-test (Refer to Raw to Scale Score Conversion Chart for Life and Work on the next page.) 7. A chart to help determine what test to give next G C D F E B A
This is a summary and review of the assessment section.
Have participants choose which identifying words, phrases or numbers correspond with each number. The Score Conversion Chart is on the next slide. Review correct responses.
Key:
1. G – CASAS Appraisal Test
2. C – CASAS Pretest
3. D – Instruction
4. F – CASAS Post-tests
5. E –
6. B –
7. A – Suggested Next Test Chart
Suggested Next Test Chart
CASAS pretests
Instruction
197 – 246
CASAS post-tests
CASAS appraisal test
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68. Activity 6 Reference Score Conversion Chart Life and Work Reading
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69. An Integrated Systems Approach Instruction
Accountability
The next component of an integrated program is instruction and instructional support materials
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70. Using Test Results Identify students’ instructional needs
Choose competencies, and content standards and task areas to target instruction
Use QuickSearch software to locate instructional materials
Use scale scores to chart progress
                                                       
Test results
1. allow teachers to share areas of strengths and weaknesses with individual students and their class
2. help teachers plan instruction
The Instructional Materials Quick Search correlates competencies with commercially published educational materials appropriate for youth and adults in competency-based programs.
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71. Benefits of TOPSpro This slide presents the benefits of TOPSpro
TOPSPro scores tests and generates a variety of reports
TOPSpro is faster and easier than scoring and generating reports manually
TOPSpro reports serve as a lesson planning tool
Use reports to identify areas to target instruction
Use QuickSearch to locate materials
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72. TOPSpro and Instruction
Task Areas
Student Performance by Test Item
Class Performance by Competency
Class Performance by Competency by Task Area
Class Profile by Competency
TOPSPro reports provide teachers with valuable information about student and class performance.
Teachers interpret test data and identify areas of strengths and weaknesses at both student and class levels.
Student and class reports make the pretest scores relevant and help teachers enhance classroom instruction
Sample reports are on the following pages.
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73. 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
Review the purpose of the fourth digit in the competency numbering system. Explain that this item indicates the task area.
Task areas are listed in the Test Administration Manuals and on the bottom of TOPSpro Reports.
Point out that test items can be presented according to a variety of task types
These task areas help to identify additional skills that need to be addressed during instruction
For example: a student may comprehend the language on a test item but not understand the item display, such as a bar chart, graph, or pie chart.
Complete Activity #7
Complete Activity 7
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74. Activity 7 Find the Task Area
Task Areas 1. Forms 2. Charts, maps, consumer billings, matrices, graphs, or tables 3. Stories, articles, paragraphs, sentences, directions, or pictures 4. Signs, price tags, ads, or product labels 5. Measurement scales and diagrams
Form 80 Reading Appraisal Item
Task
Post Office 4
What is he doing? 2
3. Which way are the stairs?
4. Work schedule
School permission 1
Watch instructions
Dentist appt
Food safety notice 3
Disaster Preparedness
10. Vision Care
Task areas for the first ten questions of the Form 80 Reading appraisal… Go over the correct answers with the group.
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75. Student Performance by Test Item TOPSpro Report
This report shows which items an individual student answered correctly.
This report can be sorted by item number, correct (yes or no), and competency number.
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76. Student Performance by Competency Manual Report
This form is included in the test administration manuals. Instructors can duplicate these and complete them for each student.
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77. Class Performance by Competency TOPSpro Report
The Class Performance by Competency report shows the percentage of students in a class who answer a particular item correctly on any given test
This report can also be sorted by item number, percentage correct, and competency number.
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78. Class Performance by Competency by Task Area TOPSpro Report
This slide shows a sample TOPSPro Report sorted by task area.
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79. Class Profile by Competency Manual Report
Optional: Use this slide as a large group activity, if time permits.
Have participants fill in the corresponding scale score under each raw score. Look for the scale score conversion charts for Life and Work Reading tests on the previous slides.
Complete the info in the chart with the group.
Ask participants if any of the scores are outside the accuracy range.
Ask participants which competencies should be taught before the post-test.
Review significance of the 4th digit in the competency number.
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80. What are Content Standards?
Content standards are basic skills needed to perform competencies or life skills.
Content standards are clear statements of what students should know and be able to do at specific points along an educational pathway.
Content standards define for all stakeholders — teachers, students, schools and communities — not only what is expected of students but what schools should teach.
Content standards should provide a “clear sequence” of learning activities leading to high school completion and readiness for college and work.
Review each bullet point on slide.
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81. CASAS Content Standards and Competencies
Why are CASAS Content Standards important to use along with CASAS Competencies?
Content standards identify the underlying basic skills at specific proficiency levels that should be taught in the context of CASAS Competencies.
Content standards support instructional planning scope and sequence.
Learning content standards help students master a specific competency to attain their goals.
Look at the CASAS Reading Content Standards by Instructional Level found on the next slide
For more information on content standards, see “Aligning CASAS Competencies and Assessments to Basic Skills Content Standards,” July 2006, at
Go over bullet points.
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82. Reading, Math, and Listening Content Standards
Linked to CASAS and NRS levels
Comprehensive listing of basic skills content standards by category
Reading Content Standards
For ESL, ABE, and ASE
Aligned to CASAS Levels A – E
Math Content Standards
For ABE and ASE
Listening Content Standards
For ESL
Aligned to CASAS Levels A - D
Go over bullet points.
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83. Content Standard number and description
Content Standards by Instructional Level Notice the Content Standard numbers and statements on left and CASAS levels on right. Dots indicate the level(s) of each Content Standard.
Content Standard number and description
CASAS level
The left column shows the content standard alphanumeric designation and description.
For example: R2.2 addresses Reading basic sight words
The columns on the right show CASAS and NRS levels, and which content standards are addressed in each level.
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CASAS Implementation Training 2008 83

84. Mapping Competency Statements for ABE
Math
How much will Sue need to rent the apartment for one year?
R2.2 Read basic sight words.
Reading
For Rent
2 Br, 2 BA apt. patio
167 Bates St.
$700/mo. No pets.
Apply with John
Multiply whole numbers
1.4.2
Select appropriate housing by interpreting classified ads, signs, and other information.
Use appropriate capitalization and punctuation.
R2.6 Interpret basic abbreviations
Writing
May 6
John,
Came by to see apt. Please call Sue at
Thanks.
This slide shows how to map a competency to content standards.
The competency statement, is shown in the middle oval. The corresponding content standards are found in the orange rectangles. The practical application is shown in the green circles.
Have participants complete the Activity in their packets, using the model shown.
Write a simple note using complete sentences and phrases.
Complete Activity 8
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Created by K.S. Weddel

85. Activity 8 Mapping Content Standards Activity
Complete the diagram below. Use the next pages to identify the content standards that could be taught for this competency.
R1.1 Identify letters of the English alphabet
Reading
Click It or Ticket! Buckle Up!
3.4.2 Identify safety measures that can prevent accidents and injuries
R3.2 Read and understand simple sentences that contain familiar vocabulary
Choose a competency statement and complete the diagram below. Use the next pages to identify the content standards that could be taught.
1.2.1 – Interpret advertisements, labels, charts, and price tags in selecting goods and services
2.2.1  Ask for, give, follow, or clarify directions to a place or location, including reading signs
3.5.1 – Interpret information about nutrition, including food labels 
4.2.1 – Interpret wages, deductions, pay statements, and timekeeping forms
5.4.2 – Identify or compute sales tax
6.4.1 – Apply a percent to determine amount of discount
7.5.4 – Identify sources of stress, and resources for stress reduction
Allow approximately 15 minutes for this activity. Split into small groups or do this activity with the large group. Complete the first example as a group, then let the participants complete the second task on their own. You may assign specific Competencies or let participants choose their own.
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86. Activity 8 Reference Excerpt from “Aligning CASAS Competencies and Assessments to Basic Skill Content Standards ” (
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Page 1 of 6

87. Activity 8 Reference, Continued
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Page 2 of 6

88. Using Content Standards for Instruction
Identify the program and skill level of the student or class (ESL/ABE/ASE).
Review the content standards at, above, and below the level of your student or class.
Identify priority competencies and/or content standards.
Identify the level-appropriate content standards that support the language and basic skills in the CASAS Competencies you are teaching.
Review bullet points.
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89. Content Standards and CASAS Testing
Once students have taken a CASAS test, TOPSpro can generate a report showing which Reading Content Standards students have answered correctly and incorrectly.
See the following slide for an example of the TOPSpro Student Performance by Content Standards report
Focusing instruction on these reading skills can improve performance on CASAS tests.
Similar Content Standards reports can be downloaded from
TOPSpro provides teachers with a variety of reports, including one that addresses Reading Content Standards.
This report helps teachers focus instruction on reading skills which, in turn, helps students improve test performance.
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90. Student Performance by Content Standard TOPSpro Report for Level B Form 83
This slide shows a TOPSPro Report for one student and how she performed on Reading Level B Form 83. This report shows the content standards correlated to the test items and competency statements and task areas.
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91. QuickSearch Online!
Quick, easy online access to database of more than 2,300 instructional materials
Includes print, audio, video, and software materials
Identifies effective instructional materials and aligns materials to CASAS Competencies
Search by
Title
Competency
Program, Level, and Skill
Publisher
CASAS Test
The Instructional Materials QuickSearch resource helps program coordinators and instructors select materials to match their curriculum.
It is updated annually to include new materials from publishers and software companies.
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CASAS Implementation Training 2008

92. QuickSearch by Competencies
This QS screen shows the results of a search by competency. You can also search by Competency by Level.
The example here is competency
Multiple competency searches are also possible. The books that address all or most of the competencies appear first and the books that address only one of the selected competencies appear last.
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93. Training Objectives Review
Relate curriculum, instruction, and assessment
Identify and select appropriate assessments
Follow standardized testing procedures
Administer tests and interpret results
Link scale scores to Skill Level Descriptors
Use TOPSpro reports
Use CASAS Competencies and Content Standards
Plan instruction using test results
Use QuickSearch
Review training objectives briefly.
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94. Complete the Case Study
Now it’s time to practice what you’ve learned today.
Complete the case study in your Activity Booklet.
Have participants complete the Case Study in their Activity Packet on their own. The answers to the Case Study are on the next two slides.
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95. Case Study Answers
#1 Learners Name: Petr Kurmannski SS# or ID: Date of Appraisal Test (today’s date): March 12, 2008 #2 Petr’s reading Appraisal raw score was 8. What was his reading scale score? 207 Petr’s math Appraisal raw score was also 8. What was his math scale score? 199 #3 Reading: B- Beginning Basic Skills Math: A – Beginning Literacy/Pre-Beginning #4 Select the Life and Work pretest form number based on Petr’s Appraisal scale score of R or 84 R #5 What form number did Petr take as his pretest? 83R What was Petr’s pretest Reading raw score? 16 #6 What is Petr’s reading pretest scale score if his raw score was 16? 208
Here is the answer key for the case study.
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96. Case Study Answers, cont.
#7 Find the Life and Work reading post-test form number based on Petr’s pretest score of 208 on Form 83R. 84R #8 Which student missed the most items? Afagh Which test items were missed by the most students? #30 and #32 Which Competencies to these items relate to? 1.1.3; 2.2.5; and 4.2.1; #9 Date of post-test: May 5, 2008 Post-test Form Number: 84R Hours of Instruction: 90 hours Reading Raw Score: 19 #10 What is Petr’s reading post-test scale score on Form 84R if his raw score was 19? 212 #11 What are the learning gains between the pre- and post-tests? ( = 4) Which reading level should Petr be placed in next semester? B- Intermediate Basic Skills
Here is the answer key for the case study.
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CASAS Implementation Training 2008

97. 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 encourages use of competencies, content standards, QuickSearch, and other materials to link assessment, curriculum, and instruction.
Remind participants that CASAS materials are copyrighted. It is illegal to use actual test items as teaching tools.
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98. Now that you have completed training…
Submit a Training Verification Form.
Collects information about your agency and its implementation status
Serves as proof of completion of Implementation Training
Verifies that you may order the assessments covered in this training
You are a local facilitator and qualify to train others at your site only.
Staff responsible for administering CASAS tests must receive training:
at an Implementation Training OR
by a local facilitator who has attended an official Implementation Training (Staff who receive training from local facilitators are NOT eligible to train others.)
You may order, implement, and train others at your site on these appraisals and pre-and post-tests:
Life and Work Series
Life Skills Series
ECS Series and the WLS Series
Reading for Citizenship
Ongoing training is highly recommended for local facilitators. Contact your state or CASAS for more information.
Review the limits and conditions of training
As a result of completing this training, participants may implement the CASAS assessment instruments covered at this training. This includes reading, listening, and math multiple choice assessments
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99. Contact CASAS E-Mail: Mail: CASAS General questions casas@casas.org
5151 Murphy Canyon Rd.,
Suite 220
San Diego, CA
Web Site:
Telephone: or
Fax:
General questions
CASAS Web site
TOPSpro software
CASAS trainings
Contact CASAS
Contact the CASAS office by phone or if you have any questions. Be sure to visit for training information and technical assistance.
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CASAS Implementation Training 2008