ADULT BASIC EDUCATION CURRICULUM GUIDE

TABLE OF CONTENTS 2006 revisions noted as “revised”

SECTION 1: GOALS AND PHILOSOPHY Pages 2—14 SECTION 2: ENROLLMENT All revised Pages 15—55

15—19 BASED Course Descriptions 20-32 Student Forms and Their Uses 33 Student Folders 34-55 Sample Forms

SECTION 3: LEARNING STYLES Pages 56—70 57—59 Learning Style Checklist 60—62 Learning Style Recommendations 63—67 C.I.T.E. Learning Styles Instrument & Score Sheet 68—69 Description of the CITE Instrument Nine Style Areas 70 Keys to a Diagnostic-Prescriptive Teaching Approach

SECTION 4: VOLUNTEER TUTOR SERVICES Pages 71-74 SECTION 5: WABERS Pages 75—81

76 Overview 76-78 Intake 78-79 End of Quarter Reporting 80-81 WABERS Definitions

SECTION 6: TESTING All revised Pages 82-101 83-84 Placement Appraisal for Basic Skills 85 CASAS ESL Intake Process (.pdf file) 85 Guidelines for Providing Accommodations Using CASAS Assessment For

Learners with Disabilities (.pdf file) 86-88 CASAS Assessment Process 89-90 Study of CASAS Relationship to GED 2002 Reference Sheet 91 Washington/CASAS Correlation Chart (ABE & ESL) 92 Suggested Next Test Charts (.pdf file)

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TABLE OF CONTENTS, Continued

SECTION 6: TESTING (Continued): 93-94 Peninsula College Placement Exams and ASSET 95-101 About COMPASS and Score Interpretation

SECTION 7: ADULT BASIC EDUCATION (ABE) All Revised Pages 102—110

103—106 NRS ABE Educational Functioning Level Table 107 Washington/CASAS Correlation Chart 108 CASAS Skill Level Descriptors 109 Course Syllabus 110 Washington State Adult Learning Standards (.pdf file for ABE) SECTION 8: ENGLISH AS A SECOND LANGUAGE (ESL) All Revised Pages 113-143 112 ESL Introduction 113 CASAS ESL intake Process (.pdf file) 114 Washington/CASAS Correlation Chart (Level Titles) 115 CASAS Skill Level Descriptors (.pdf file) 117 Test Content by Item 118-119 NRS ESL Educational Functioning Level Table 119 Course Syllabus 120-143 Washington State Adult Learning Standards (.pdf file for ESL)

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Section 1

GOALS

AND

PHILOSOPHY

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Adult Basic Education Curriculum Guide Peninsula College

Peninsula College Mission Statement

Endorsed by the Peninsula College Board of Trustees, February 14, 2006

Peninsula College provides educational opportunities in the areas of academic transfer, professional/technical, basic skills, and continuing education. The college also contributes to the cultural and economic enrichment of Clallam and Jefferson Counties.

Guiding Principles

Endorsed by the Administration, Classified Staff, Faculty Senate, and the Board of Trustees, Winter 2002

The following principles set guidelines for how members of the college community go about their work together:

1. The teaching/learning process is at the center of the mission of the Peninsula College. 2. Members of the campus community will treat each other with mutual respect and dignity. 3. Members of the campus community will be open and honest in their communications. 4. Members of the campus community shall promote a positive work environment and

avoid adversarial relationships. 5. Each member of the campus community shall act ethically and with integrity. 6. The campus will engage in collaborative decision-making processes. Basic Skills Mission Statement The purpose of Adult Basic Education at Peninsula College is to help undereducated adults and adults with limited English proficiency within community college district #1 to access adult and family literacy services that assist them in: accessing needed information, taking independent action, expressing their own ideas and opinions, keeping up with a changing world, and exercising their rights and responsibilities as family members, workers, and community members.

Spring 2000

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Adult Basic Education Curriculum Philosophy The Peninsula College’s Adult Basic Education Curriculum is designed to meet the requirements of Title II of the Workforce Investment Act and the guidelines of “Equipped for the Future” in order to enable adults to acquire the basic educational skills necessary for literate functioning as a family member, worker, and community member. In Washington, the basic skills of reading, writing, computing, listening, and speaking are taught within the context of personal and career development. Instructors assist students to apply learned skills to real-life situations as defined by their life role. Curriculum delivery includes recognition of the many student learning styles, measurement of student progress, and flexibility in meeting individual student needs.

Peninsula College’s Adult Basic Education Staff Goals The goals of the basic skills staff are to:

Enable students to attain the level of competency and mastery of basic skills and communication needed to pursue their goals while keeping them motivated to learn;

Help students recognize and value their potential and enhance their self-esteem; Understand the goals and purpose each student defines and facilitate the

learning to match that purpose; Support students in assuming responsibility for learning and expected outcomes; Empower students to develop and acquire the interpersonal and thinking skills

needed to successfully participate in today’s society as family members, workers, and community members; and,

Encourage cooperative rather than competitive learning. Spring 2000

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PENINSULA COLLEGE ADULT BASIC EDUCATION MISSION AND PROGRAM GUIDELINES

Adult Basic Education

Mission Statement

The purpose of Adult Basic Education at Peninsula College is to help undereducated adults and adults with limited English proficiency within community college district #1 to access adult and family literacy services that assist them in: accessing needed information, taking independent action, expressing their own ideas and opinions, keeping up with a changing world, and exercising their rights and responsibilities as family members, workers, and community members. In order to effectively provide the instruction as outlined in the ABE Mission Statement, the Adult Basic Education Program at Peninsula College has adopted the following guidelines. These guidelines reflect the intent of program eligibility statements as outlined in the Adult Education and Family Literacy Act and the Washington’s Office of Adult Basic Education’s program guide. I. Attendance

A. Students are expected to attend 100% of the scheduled class or program hours unless special arrangements have been made with an instructor.

B. Students must attend 80% of the scheduled class or program hours unless special arrangements have been made with an instructor.

C. Students who attend less than 80% of the scheduled class or program hours may be dropped from the program.

A need for special arrangements may include such issues as work schedules, child care, or transportation problems.

II. Progress Requirements

A. Students who enter a class in the ABE program with no verified educational disabilities are expected to make reasonable academic progress. Progress will be based on a minimum achievement of one CASAS level achievement or reading improvement of one grade level within a maximum of 120 hours of instruction. Standardized tests, teacher-observations, portfolio assessment, and checklists may be used to document either progress or lack of progress. Regular attendance and effort are the responsibility of the student and do not influence the progress requirement or timeline for meeting the requirement.

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B. Students with verified and documented educational disabilities must demonstrate the same progress as other students with or without reasonable accommodation, such as additional time, etc. It is the responsibility of the student to provide documentation of an educational disability to the college.

C. If a student enrolls and is placed in those classes or basic skills programs which are deemed appropriate, but the student does not make progress as defined above, the student may be dropped from the ABE program and referred to other service providers. A meeting to discuss possible options may include the counseling staff, involved instructors and advisors, and those agency personnel who are engaged in a particular individual’s program.

D. Students who re-enter an ABE program after one or more terms must reach their prior exit levels within 75 hours of instruction or they may be dropped from the program and referred to other community agencies or programs.

E. Peninsula College does not currently have a program to serve students with extreme learning problems. Such classes do not meet the federal eligibility definitions for Adult Basic Education classes. These are special needs, special education, or other specially-designed classes or services. The staff training requirements, student-teacher ratios, learning materials and structured learning experiences in special programs are dissimilar to those provided in ABE and GED classes even though basic skills and life skills may be taught in both settings.

Revised 9-05

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Peninsula College

Basic Skills Program

About the Program

Instruction in basic skills (including reading, writing, mathematics, and computer basics) and in English for non-native speakers (including listening, speaking, reading, and writing) is available in the Education Transition Center (H-2) on campus and in Forks, Sequim, and Port Townsend. ABE/GED classes are also offered to inmates at the Jefferson County and Clallam County Jails as well as at four tribal sites, as requested. Family Literacy classes are provided in Port Angeles, Forks, and Neah Bay. Instruction in Adult Basic Education (ABE), preparation for the General Educational Development (GED) Test, and classes in English as a Second Language (ESL) are offered to students who need help with basic skills before starting their college experience or who simply want to upgrade their skills for employment, school, or personal goals.

ABE - Adult Basic Education

Instruction is provided in fundamental academic and pre-occupational skills for adults with an emphasis on reading, math, and writing skills. This program is for adults 18 years of age or older who do not have a high school diploma or who wish to upgrade basic skills. Students 16-17 years of age must have parent or guardian permission to enroll. A parent or guardian must verify that the student is no longer attending or is not enrolled in public school.

GED - General Educational Development Students who are 16 years of age or older and who do not have a high school diploma, may also prepare to take the GED Tests at any class location. Students may participate in general classroom instruction, small group work, computerized instruction, individualized instruction with an instructor and/or self-paced independent work. Students prepare to take the five parts of the examination: language arts—writing, social studies, science, language arts—reading, and mathematics. A certificate is given by the state upon successful completion of the exam.

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Family Literacy

The goal for Family Literacy class participants is an economically stable and literate family with outcomes that include the following:

Attainment of critical job and family stabilization skills. Strengthened family management and parenting skills. Increased learning success for all children in the family.

ESL - English as a Second Language Adults for whom English is not the first language may benefit from classes in pronunciation, reading, writing, and speaking of English. Additional help is available in such related areas as job-search techniques, emergency, survival words, and citizenship. ***************************************************************************

Programs are available in both Clallam and Jefferson counties. Contact one of the following centers for more information:

Education Transition Center (Campus, H-2) 417-6380 Sequim Classes 582-3437 Port Townsend Branch Campus 385-4605 Forks Branch Campus 374-3223

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ADULT BASIC EDUCATION CURRICULUM I. INTRODUCTION Adult Basic Education (ABE) instruction is offered to students interested in upgrading their basic skills. ABE is a separate focus of instruction from GED instruction and is designed to serve the remedial needs of adults whose basic skills are below secondary level. Students enter this course with a variety of needs which may include: to prepare to enter a GED program, to improve reading, writing, and/or math skills, to improve employability, for personal growth, and/or to meet entrance requirements of vocational programs and college level classes. ABE is a non-credit course which meets at various times at each program location. The program offers remedial work in reading, writing, math, and general life skills including use of community resources, consumer economics, occupational knowledge, and health care. Textbooks and other materials are provided for in-class use and the students are under no obligation to purchase their own books. English as a Second Language (ESL) is a second part of the ABE program. ESL classes are for adult learners who are non-native speakers of English. Classes are designed to take the learner from the very beginning to a knowledge and control of many of the essential structures of the English Language. Four basic language skills are emphasized in ESL. Speaking and listening are stressed in the ESL I and ESL II classes, and reading and writing skills are added in the ESL III, IV, and V classes. Classes and lessons are constructed with the principles of variety and development in mind with the development of basic vocabulary and English structure as essential components of instruction. II. COMMENTS ON COURSE ACTIVITIES AND DESIGN A variety of methods of instruction are used with each student depending upon the student’s individual needs and learning style as well as the offerings of each basic skills class. These include, but are not limited to: general classroom instruction, small group work, individualized instruction with an instructor, computer-assisted instruction, and self-paced independent work. Volunteer tutors may be provided to assist the student in his/her work.

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Each student is assessed upon entry using the CASAS appraisal, and then a CASAS pre-test. Each student’s strengths and weaknesses are determined on the basis of the results of the assessments and the student is then placed in classes according to his/her level. Student needs, interests, and goals guide the teacher in the selection of materials and instructional strategies. As much as possible, life skills and academic skills are integrated throughout the curriculum. III. PREREQUISITE KNOWLEDGE AND SKILLS There are no academic prerequisites for the ABE/ESL course; however, students must be at least 18 years of age, or, if 16 or 17 years of age, have parent/guardian permission and verification that their student is no longer attending or enrolled in compulsory education. Students who are 16 to 20 years of age may also attend upon referral from an area high school. A commitment to attend regularly is encouraged. Also, students must be able to demonstrate reasonable progress towards instructional objectives in order to stay in the program. IV. EVALULATION The ABE/ESL course is non-transferable, pre-college credit. Each instructor is responsible for on-going monitoring, evaluation, and advising for each student so that diagnosis and prescriptive work-ups will guide the students in their work. Exit and progress assessments are tracked to determine movement to the next level of ABE/ESL or out of ABE/ESL. V. INSTRUCTIONAL GOALS AND OBJECTIVES Each program location has a copy of Peninsula College’s Curriculum Guide, and it is the responsibility of each instructor to familiarize him/herself with the course outlines and syllabi. Each student’s course of study and educational plan will differ and the instructor will choose objectives that fit the student’s needs.

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ADULT BASIC EDUCATION Program Plan

VISION

Basic skills programs envision adults who are more self-sufficient by being able to function independently, be more productive in a global economy, and exercise the rights and responsibilities as workers, parents and family members, citizens, and community members.

• The basic skills program will enable learners to be better prepared to secure and maintain employment and/or improve job performance.

• The basic skills program will enable learners to improve their ability to assist themselves and their children in individual growth and development, academic achievement, self-image, and ability to appreciate the richness and value of learning.

• The basic skills program will demonstrate the highest level of collaboration at the state and local level.

• The basic skills program will leverage current resources and obtain additional funds to operate effectively.

MISSION STATEMENT The purpose of Adult Basic Education at Peninsula College is to help undereducated adults and adults with limited English proficiency within community college district #1 to access adult and family literacy services that assist them in: accessing needed information, taking independent action, expressing their own ideas and opinions, keeping up with a changing world, and exercising their rights and responsibilities as family members, workers, and community members. TARGETS

The Basic Education program at Peninsula College will: • Meet the requirements of the Workforce Investment Act, the Washington State Plan

for Adult Education and Family Literacy, and the Equipped for the Future Standards and enable adults to acquire the basic educational skills necessary for literate functioning.

• Teach the basic skills of reading, writing, computing, listening, and speaking within the context of personal and career development. Instructors assist students to apply learned skills to real-life situations incorporating the skills of decision-making, interpersonal relations, and lifelong learning.

• Recognize the many student learning styles, measure student progress, and maintain flexibility in meeting individual student needs.

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OBJECTIVES

Students will: • identify an individual learning goal(s) for basic skills from the competency areas of

• basic communication • consumer economics • community resources • employment/job readiness • government and law • computation • learning to learn • GED (General Educational Development) certification

• Demonstrate competence in the Equipped for the Future skills identified within their

goal area. Communication Skills

- Read with understanding - Convey ideas in writing - Speak so others can understand - Listen actively - Observe critically

Decision-Making Skills - Solve problems and make decisions - Plan - Use math to solve problems and communicate

Interpersonal Skills - Cooperate with others - Guide others - Advocate and influence - Resolve conflict and negotiate

Lifelong Learning Skills - Take responsibility for learning - Learn through research - Reflect and evaluate - Use information and communications technology

• Demonstrate competency attainment in goal area through application of competencies in class activities and life.

• Identify personal learning style and learning strategies and employ those strategies to increase learning.

• Transition successfully to employment, training, or other education if identified as a personal goal.

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INDICATORS

Indicators of successful instruction include: • demonstration of knowledge through class assignments • examples of level completion in class portfolios • demonstration of progress through the use of state-mandated basic skills

assessment tools • successful completion of appropriate performance tasks • successful completion of the GED Test • improved scores on the ASSET/COMPASS • student self-assessments at the completion of the program • academic performance and retention of students who transition into training or

academic programs Adult Basic Education Follow-up Study Jack Ganzhorn

Fall, 2000 Cohort: all students enrolled in basic skills during any quarter in the 1996-97 academic year Cohort Fate: 1. 161 (30%) were enrolled at the college in at least one quarter of the 1997-98 academic year (basic skills, vocational, academic transfer, or vocational + basic skills)

2. 100 of the 161 (62%) were enrolled in vocational or academic transfer courses only (not taking any basic skills during the 1997-98 year)

3. 74 of the 100 students not enrolled in any basic skills courses

obtained at least one credential (certificate or degree)

4. 14% of the basic skills students from the 1996-97 academic year completed a vocational or academic program (74 of 528 students)

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Adult Basic Education Enrollment Analysis Jack Ganzhorn

May, 2004 In previous research involving tracking Basic Skills student outcomes relative to transition to college, students were tracked by headcount and a significant percentage of cohorts were shown to continue in enrollment at the college, often in vocational and academic courses. The following data takes a different approach by looking at student effort (annual FTE) rather than headcount and tracking students by fee pay status code rather than course intent. By taking this approach, we can examine data that more directly reveals revenue implications while at the same time, shows continued engagement in the educational process. The following table summarizes annual FTE by year for select cohorts of students. The cohorts were selected based on enrollment in one or more Basic Skills courses in a given fall (i.e., 1999, 2000, and 2001). Further, these cohorts had no previous college credit. The table sums the annual FTE by fee pay status. “Resident” fee pay status would be typical for tuition paying students. Note that most of the effort not only begins in tuition waived or reduced courses but continues for years afterwards. This reveals a different picture than that seen when headcount was used to track students.

Cohort Enrollment

Year Resident GED Prep State Pre-

Employment ABE/ESL Non-Tuition

Class Other Total FTEFall 2001 2001-02 14.2 14.6 3.7 105.5 132.6 21.6 292.1 2002-03 12.2 2.7 0.4 28.5 50.9 12.3 106.9 Fall 2000 2000-01 10.3 15.9 5.0 96.3 146.7 7.3 281.5 2001-02 13.2 3.7 0.2 31.1 42.6 3.6 94.4 2002-03 8.9 2.2 0.3 18.8 21.2 1.4 52.8 Fall 1999 1999-00 6.0 10.2 4.9 77.1 138.2 1.4 237.8 2000-01 5.4 1.1 0.3 28.0 22.5 1.2 58.6 2001-02 6.3 2.2 0.5 20.2 10.2 0.3 39.7 2002-03 1.5 0.8 11.1 9.7 1.1 24.2

Basic Skills Acceptable Transition Report Sue Norris December, 2004

Basic skills students who transition to college course for credit of 100 level or more unless it is a math or English developmental course (1995-2003):

Transitions within a quarter 27% Transitions in ≥ 5 months but ≤12 months 14% Transitions in ≥ 12 months but ≤ 24 months 19% Transitions in ≥ 24 months 40% Percent Acceptable Transition 17%

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Section 2

ENROLLMENT

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BASED COURSE DESCRIPTIONS BASED 001 1-2 credits Educational Interview Orientation course focusing on goal-setting, problem solving, evaluation and self-awareness strategies. Course begins with the first quarter of enrollment and may continue for up to three quarters. On-going evaluation and interventions are explored to improve retention and student success. BASED 004 1-17 credits Adult Basic Education I Small groups, individualized instruction, tutoring, and hands-on learning experiences to provide basic skills in reading, writing, mathematics, social studies, science, work-and-study skills, and computing. Permission of instructor required. BASED 005 1-17 credits Adult Basic Education II Small groups, individualized instruction, tutoring, and hands-on learning experiences to provide basic skills in reading, writing, mathematics, social studies, science, work-and-study skills, and computing. Permission of instructor required. BASED 006 1-17 credits Adult Basic Education III Small groups, individualized instruction, tutoring, and hands-on learning experiences to provide basic skills in reading, writing, mathematics, social studies, science, work-and-study skills, and computing. Permission of instructor required. BASED 007 1-17 credits Adult Basic Education IV Small groups, individualized instruction, tutoring, and hands-on learning experiences to provide basic skills in reading, writing, mathematics, social studies, science, work-and-study skills, and computing. Permission of instructor required. BASED 008 1-17 credits GED Preparation I Introductory course for students to begin preparation to take the General Educational Development (GED) test. Individualized, computer, and small-group instruction is provided. Permission of instructor required. BASED 009 1-17 credits GED Preparation II Intermediate course to assist students in preparing for the General Educational Development (GED) test. Individualized, computer, and small-group instruction is provided. Permission of instructor required. BASED 010 5 credits GED Reading Prepares students to take Social Studies, Science, and Literature and Arts sections of GED Test. Permission of instructor required.

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BASED 011 5 credits GED Writing Prepares students to take writing skills section of GED Test. Includes sentence structure, spelling, punctuation, capitalization, and essay writing. Permission of instructor required. BASED 012 5 credits GED Mathematics Prepares students to take mathematics section of GED Test. Includes fractions, decimals, percents, algebra, and some geometry. Permission of instructor required. BASED 013 1-16 credits English-as-a-Second Language I For persons for whom English is a non-native language. Includes practice in reading, writing, speaking, listening, pronunciation, and interaction skills. Permission of instructor required. BASED 014 1-16 credits English-as-a-Second Language II For persons for whom English is a non-native language. Includes practice in reading, writing, speaking, listening, pronunciation, and interaction skills. Permission of instructor required. BASED 015 1-16 credits English-as-a-Second Language III For persons for whom English is a non-native language. Includes practice in reading, writing, speaking, listening, pronunciation, and interaction skills. Permission of instructor required. BASED 016 1-16 credits English-as-a-Second Language IV For persons for whom English is a non-native language. Includes practice in reading, writing, speaking, listening, pronunciation, and interaction skills. Permission of instructor required. BASED 017 1-16 credits English-as-a-Second Language V For persons for whom English is a non-native language. Includes practice in reading, writing, speaking, listening, pronunciation, and interaction skills. Permission of instructor required. BASED 018 1-16 credits English-as-a-Second Language VI For persons for whom English is a non-native language. Includes practice in reading, writing, speaking, listening, pronunciation, and interaction skills. Permission of instructor required. BASED 019 2 credits United States Citizenship For persons who have been lawful permanent residents for five years; lawful, permanent residents for three years and married to U.S citizens for those years; or lawful, permanent, resident children of U.S. citizen-qualifying parents. Coursework in history and government. Students must be able to speak, read, and write English at the equivalent of the sixth-grade level. Permission of instructor required.

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BASED 021 1-6 credits Basic Skills Computer Lab—Level 1 Use interactive software to provide basic skills instruction in reading, writing, and mathematics, and, for ESL students, basic skills instruction in reading, listening, speaking, and writing at Level 1. BASED 022 1-6 credits Basic Skills Computer Lab—Level 2 Use interactive software to provide basic skills instruction in reading, writing, and mathematics, and, for ESL students, basic skills instruction in reading, listening, speaking, and writing at Level BASED 023 1-6 credits Basic Skills Computer Lab—Level 3 Use interactive software to provide basic skills instruction in reading, writing, and mathematics, and, for ESL students, basic skills instruction in reading, listening, speaking, and writing at Level BASED 024 1-6 credits Basic Skills Computer Lab—Level 4 For Level 4 ABE/GED, use interactive software to provide basic skills in reading, writing, mathematics, social studies, and science and to assist in preparation for the GED Test. For Level 4 ESL, use interactive software to provide basic skills practice in listening, reading, speaking, and writing. BASED 025 1-6 credits Basic Skills Computer Lab—Level 5/GED Prep I For GED Prep I, use interactive software to provide basic skills in reading, writing, mathematics, social studies, and science and to assist in preparation for the GED Test. For Level 5 ESL, use interactive software to provide basic skills practice in listening, reading, speaking, and writing. BASED 026 1-6 credits Basic Skills Computer Lab—Level 6/GED Prep II For GED Prep II, use interactive software to provide basic skills in reading, writing, mathematics, social studies, and science and to assist in preparation for the GED Test. For Level 5 ESL, use interactive software to provide basic skills practice in listening, reading, speaking, and writing. BASED 050 1-4 credits Job Readiness Individualized/small group instruction designed to prepare students for work search, employment, and job enhancement. BASED 051 .5-2 credits Workplace Communication Workplace basic skills incorporating problem-solving competencies related to communication in the workplace. BASED 054 4-5 credits Basic Math For those students who have limited skills in arithmetic or need to review their basic skills prior to attempting pre-algebra. Placement is based on student needs and/or college placement test score recommendations.

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BASED 055 4-8 credits Basic Skills/Employment Customized, targeted basic skills for CJST (Customized Job Skills Training). Instruction in the basic skills of reading, writing, and math are integrated with the specific skills needed for employment. BASED 060 1-2 credits Computer Literacy Introduction to computer hardware, software, and basic terminology. Provide overview of Windows and selected Microsoft programs. Designed to build self-confidence and prepare students for keyboarding and CAT 100 classes. BASED 070 1-5 credits Basic Keyboarding Lab Use keyboarding software to provide basic instruction and familiarize students with use of keyboard. Students work independently at their own pace to memorize keys and increase their speed and accuracy. BASED 090 2 credits College Transition Designed for students who struggled in school and are planning to enroll in college the next quarter. This five-week preparation for College Learning Skills assists with handling tough readings, higher math, formal communication, and with accessing computer resources. HUMDV 080 4-6 credits Workplace Success in Industry Designed for WorkFirst CJST (Customized Job Skills Training) to assist students in gaining the skills necessary to succeed in a work setting. Focus is on soft skills such as time management, transferable skills related to self-esteem, attitude, communication, dealing with conflict in the workplace, job satisfaction, team-building, problem solving and decision-making, diversity, and goal setting. HUMDV 090 1-2 credits Customer Service in Industry Designed for WorkFirst CJST (Customized Job Skills Training) that focuses on developing customer service skills to enhance employability and/or job retention. FLE 010 2-4 credits Family Literacy Information, discussion, and individualized activities for parents on how children develop literacy. Parents are assigned to observe and participate with their child in the child’s school, in their child care setting, and/or in a family setting. Class discussions and assignments include methods on how to organize family routines, how to communicate and solve problems with family members, and how to manage child behavior.

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STUDENT FORMS & THEIR USES The student folder contains documents to help us maintain continuity of service for the student, to coordinate among various staff members’ efforts, and to track the student’s progress and history through the CASAS, GED, and WABERS processes. All instructors should use these forms. To obtain multiple copies of the most-recent version of each form, contact the Office in H-2. Otherwise you may use copies of the forms in the Basic Skills Curriculum Guide.

STUDENT’S GOALS FOR THIS QUARTER, Educational Interview, Part 1 Required for every student for every quarter of enrollment. This form will be included in audits of our program’s compliance with assessment and outcomes.

STUDENT ACTIVITY LOG/INTAKE INFORMATION, Ed. Interview, Part 2

To keep a chronological records of staff actions and thoughts; intake information prompts the instructor for particular student situations (educational attainment, disabilities, student situations which could help us access program funding, student medications).

STUDENT INFORMATION SUMMARY To keep basic information about the student in the student folder; facilitate a full and complete registration process; record the initial CASAS scores, dates, and placement levels; Compass and Asset scores if known; a record of the student’s progress on their GED testing; and a summary of levels completed (to help prevent registering a student again for a level which has been reported as completed). Note: There are different forms for ABE and ESL.

REGISTRATION FORM Careful completion of the Student Registration form is important for two reasons, both of which have to do with funding. The form is used to:

1. Calculate FTE’s which translates into the state funds that the program receives. This calculation is based on the number of credits that a student enrolls in and not the total number of students. The state also uses the class registration information to track basic skills students who move to another level or who move into a training program or other academic classes.

2. Report information for the federal funds the college receives for basic skills. The feds are not interested in the number of credits a student enrolls in, but they are interested in the total headcount and specific information about the types of students the college has, i.e., ethnicity, level, attendance hours, employment status, etc. They also want to know how students are progressing and whether or not they are being retained in the program long enough to meet their goals and/or demonstrate progress.

LEGIBILITY ON THIS FORM IS IMPERATIVE.

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REGISTRATION FORM – Continued

THE TOP PORTION OF THE FORM: Student responsibilities:

• The student completes the top part of the form (above the black bar). • All underage students must obtain their Parent/Guardian signature.

Instructor responsibilities: • Instructor circles/checks off the Quarter at the top right block. • The instructor reviews the top portion with the student, ensuring it is complete.

Student entry status selection explanations: Student disability and income status selections: See section 5 “Student Intake” for definitions. If none apply, leave blank or notate N/A. Employment: A required Federally reportable item. The breakdown definitions are provided on the registration form, and Section 5 “Student Intake”. The State requests (not requires) where the student is working. At issue here is data that the state is trying to collect to show what types of jobs our students have. The state is trying to confirm with this data (sometimes for the legislature) that basic skills students at some percentage are in low-wage, primarily service jobs. “What is your goal while attending class?”: All students must declare at least one goal from the entire list.

• To be Federally reportable, all ABE and GED students will declare the “improve basic literacy skills” goal. ESL students will declare the “improve English skills” goal.

o Goals cannot be changed once entered into WABERS. An additional goal such as “Earn GED…” can be added later.

Student signature (required as follows):

1. Release of academic information, records, and/or school/work progress between the Basic Skills Program of Peninsula College, its extension sites, and related personnel and the agencies or institutions who have access to these records, or who may require access to these records.

2. Release of information to the Washington State Board of Community & Technical Colleges for recording and reporting purposes. Student’s social security number to be used for reporting personal information solely related to their academic progress to SBCTC. Student may revoke consent for use of their social security number at any time.

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Registration Form – Continued

THE BOTTOM PORTION OF THE FORM: Instructor responsibilities:

• The instructor completes the bottom part of the form (below the black bar). See below for bottom portion explanations.

• The instructor initials by their printed name in the registration section to verify that every item has been entered by the student or instructor. The registration will be returned to the instructor if there is missing data or the initial has been left off.

Selection explanation for the bottom portion: One, main goal: This section is specific to the College’s requirements. Coding information is provided on the “One Main Goal at Peninsula College” sheet following the sample registration forms in this section of the Guide. If a Program code is required, determine which of the available programs most closely matches the interests of your student (regardless of whether or not they ever pursue this goal). If all else fails, and in light of the extensive computer offerings available at PC, the One Year Certificate (CAT) or the Computer Applications Option might be appropriate codes. If CASAS appraisal: Is administered for the current quarter to a new student, on the first day. Record that information. Leveling info is provided, FYI, on the registration form. Place level in “Level Placement-All Students” blocks to the right. Do not send registration form to H2 with out this level placement. If Returning Student: Using WABERS, insert last test levels in the “Level Placement-All Students” block. Course Registrations: From the quarterly course code sheet, H-2 Office will enter the appropriate codes and credits. Always record, at the bottom of the registration form, any class or attendance variance from full time a tendance. tResidency: FOR ESL STUDENTS ONLY: Determine whether the potential student has a STUDENT or VISITOR visa. We cannot enroll them. If you have any questions, please contact Evelyn Short.There is a special circumstance for possibly letting them attend class, but not be enrolled.

Tuition check off Section:

When determination of Self Pay or Waiver/Scholarship is made, ensure the correct block is checked off. The registration will be sent back if this is not completed.WABERS pre/post testing check off section: If you know pre/post testing is complete, check YES (verify on WABERS). Check No if special circumstances apply-such as didn’t get test done first day and they disappeared. Attendance hours and other WABER quarterly requirements are described in Section Five.

23

LEARNER’S AGREEMENT (the Goldenrod form)

Informs the student about our expectations of them while involved in the program. All students must read the agreement which includes programs, attendance, and progress expectations. Calls the student’s attention to common strengths and challenges for adults returning to their education.

NEW STUDENT INFORMATION FORM (the Yellow form)

Used for every new student- No exceptions. This is a Peninsula College form used to collect necessary demographic information. Note that students are not required to provide race information, but also that we lose funding if we don’t provide that information. Spanish translation version is available for ESL students. Submit with the registration form to the Education Transition Center on the PA campus.

WRITING SAMPLE Completed at original registration. Not a WABERS placement - Instructional purposes only. The writing sample provides a look at the student’s writing abilities while also helping the student, and us, to focus on the student’s goals (the writing sample subject suggestion). Also use the writing sample to establish the program instructional level and ensure it is marked in the “Level Placement” block on the registration form.

INFORMATION-RELEASE AUTHORIZATION The blue two column form is required in order for Peninsula College to send or request student information for all areas except CASAS pre and post testing. As of September 2003, a new and additional form has been developed and is required for those students taking the CASAS pre and/or post test with accommodations.

BASIC SKILLS CLASS SCHEDULE Can be presented to the student to help them remember which classes they are taking and when those classes meet. This schedule will vary from site to site.

24

BASIC SKILLS TUITION PROCEDURES AND GUIDELINES

Beginning Fall Quarter, 2004, all Basic Skills students will be charged $25 per quarter per student tuition for the classes they are registered in. This includes ABE, GED, and ESL students. The $25 tuition does not apply to Choice students, Sequim Community School students, or GED on-line students. As part of the registration process, we must determine (on a student-by-student basis) how the $25 tuition is to be paid. There are four payment options, as follows:

• A student self-pays the tuition. • A student accesses WorkFirst funding to cover the tuition. • A student is awarded a scholarship through the Peninsula College Foundation. • A student is granted a tuition waiver. •

If a student identifies that they will be self-paying, they are given an addressed envelope to send the payment directly to the Business Office and the appropriate area is checked on the registration form. Self-paying students may also take their payment to the nearest office of Peninsula College (Port Angeles, Port Townsend, or Forks). It is very important to ensure that the student name is accurate (matches the registration form) and legible on the envelope. When using the APPLICATION FOR TUITION ASSISTANCE Form: All Students must complete the top part, printing their name and social security number clearly. All students must sign and date the “Student Agreement” section. Students who are parents raising or paying child support for MINOR children can access WorkFirst money for tuition. They must provide documentation as listed on the “Application for Tuition Assistance” form, section one. This documentation will be reviewed by the instructor who will check the appropriate box(es) on the form and sign the form verifying that they have seen the documentation. In addition, they must meet the income guidelines for tuition assistance. The income guideline is provided, next page. If a student elects to apply for a scholarship or waiver, this is also done by using the “Application for Tuition Assistance”. (For information only-a copy is provided in Section 2 of this guide.) A statement from the student addressing why they are requesting a scholarship or waiver is required. Scholarships will be awarded to the quarterly level set by the Foundation. After that level is reached, students will be given waivers. When the form is complete, the pink page of the three-part carbon application must be kept in the student folder. Send the white and yellow pages of the original application to the Basic Skills Office (Room H-2). It is very important to realize that new and consistently attending students will not be denied access to Basic Skills courses because of inability to pay.

INCOME CUT-OFFS FOR TUITION ASSISTANCE

Effective July 1, 2006

Size of Family Unit

Annual Income Cut-Off Amounts*

Monthly Income Cut-Off Amounts

1 $17,150 $1,429

2 $23,100 $1,925

3 $29,050 $2,421

4 $35,000 $2,917

5 $40,950 $3,413

6 $46,900 $3,908

7 $52,850 $4,404

8 $58,800 $4,900

9 $64,750 $5,396

10 $70,700 $5,892

11 $76,650 $6,388

12 $82,600 $6,884

* These are calculated at 175 percent of the 2005 federal poverty levels.

25

26

CASAS TEST MODIFICATION FORM

Here are some general guidelines for the use of test modifications:

• If a student requests accommodations on CASAS testing, the “Test Modification“ form should be provided to the student.

• Please note that this form is to be kept separately from the student’s educational folder and there must also be an “Information Release Authorization” form signed by the student and attached to the request form. This is a procedure which will be audited.

• To maintain standardization, students should use the same test modifications on all CASAS tests. If students use a calculator on the pre-test, they should use a calculator on the post-test. Likewise, if they did NOT use a calculator on the pre-test, they should NOT use a calculator on the post-test.

• Only those test modifications explicitly listed on the modification form may be provided on the basis of a written request.

27

UNDERAGE STUDENTS Underage students are defined as any student aged 16 (our minimum age for attendance) to 18 (under 19). Note, however, that any student whose normal graduating class has already graduated is no longer considered an underage student.

To provide services to underage students who are not currently enrolled in public high school or a public alternative high school, we must be provided with authorization from the student’s parent/legal guardian. Without such authorization, we cannot provide services to the student. For this student, we require the parent/legal guardian signature on the Registration form.

Exception: To provide services to underage students who are currently enrolled in a public high school or alternative public high school (i.e., CHOICE, Sequim Continuation) AND who have been referred to us under a contract with a local school district, we do not use the Request for Approval form. The school will email or provide some type of referral letter or form, and we retain that referral in the student folder.

REQUEST FOR APPROVAL TO TEST FOR CERTIFICATE OF

EDUCATIONAL COMPETENCE (Supplied by the Counseling Services office)

Underage students ready and wanting to take the GED test (not the pre-GED tests), need to be released from their school district. When a form is needed, fill out the top of the form. Give the form to the student, who is responsible for obtaining the required signatures. The parent/guardian must sign at the bottom right. The student must present this form to the high school that would normally be providing services and obtain the signature of the school/district’s designated employee at the bottom left. The student returns the form to us.

WARNING NOTICE FOR UNDERAGE STUDENTS Although all students should receive the benefit of a personal meeting with the instructor should their attendance or participation fall below acceptable standards, you may also use this Warning Notice for your underage students to help impress upon them the importance of meeting the standards set in the Learner’s Agreement which they signed at registration.

28

DISABLED STUDENTS If possible, identify students with learning or physical disabilities at the point of registration. Notice the Student Entry Status section on the Registration form. Notice prompts on the Student Intake & Writing Sample form. As students are identified, the instructor must complete the blue Referral for Disability Services form. This form is self-explanatory…just follow the steps indicated on the form. The student signs the form and returns it to the counseling center on the main campus. Refer the student to Wendy Shea for GED test accommodations or Shawnee Hathaway-Ochs for other testing, or non-testing (classroom) accommodations. When accommodations are established, the instructor must respond to those appropriately (which may include adjustment of teaching style and testing procedures). When accommodations are established, a copy of those accommodations is retained in the student folder. Counseling Services will retain originals in their files. If a student has documented accommodations for GED (or other) testing, instructors should ensure that those same accommodations are used for the practice test and practice exercises.

In the event that the Basic Skills Department acquires disability-related information for students who will NOT be testing (i.e., no GED, COMPASS, ASSET, higher ed classes), that information can be used to adjust teaching style in the classroom. The information is retained in the student folder for instructor use and future reference.

29

THE SHORT-FORM SCREENING TOOL The Short-Form Screening Tool is designed for instructors to use when they suspect that a student may have a learning disability. This is not for use with those students who have documentation or accommodations already. Instructors should use this tool when they have observed a student who is not making progress or who seems to struggle in one or more subject areas. Instructors may use this form to determine if further screening is suggested or whether there are some accommodations they might be able to make in the classroom to assist the student. Steps to Follow:

1. Ask the student if they would be willing to take 10 minutes with you before or after class to do a screening assessment that might help you better meet his or her needs in your class. If they are willing, arrange a time for the screening.

2. Ask the student to complete the “Release of Confidential Information” form before you

begin.

3. The screening is meant to be done orally with the instructor asking the questions.

4. You may ask follow-up questions and make notes to attach if you find them to be helpful to you as the instructor.

5. When you have completed the questions, tell the student that you will review this and get

back with them about “next steps.”

6. If the score is 12 or more, contact Evelyn Short for more information about how to proceed for further screening.

7. If the score is less than 12, review the answers and consult the “Learning Disabilities

Handbook” for possible instructional accommodations that might be useful to you. It is not likely that the student has a specific learning disability, but there might be some strategies they could use in the classroom that would be helpful to them.

30

SHORT-FORM SCREENING TOOL

Student Name: ___________________________________________ Interviewer: ______________________________________________ Date: ________________ Student has completed ___________ years of formal education.

Before asking the following questions, read the following statement aloud to the student: “The following questions are about your school and life experiences. This information will provide a better understanding of the services you will need to be successful. We’re trying to find out how it was for you (or your family members) back in school or how some of these issues might affect your life now. These questions will help us identify resources that will help us help you.” Yes SECTION I

1. Have you had any problems learning in middle school or junior high? 2. Do you have difficultly working from a test booklet to an answer sheet? 3. Do you have difficultly or experience problems working with numbers in a

column? 4. Do you have trouble judging distances? 5. Do any family members have learning problems?

1 X ________ = ________ (Count the number of “YES” answers and multiply by 1.)

YES SECTION II 6. Have you had any problems learning in elementary school? 7. Do you have difficulty or experience problems mixing mathematical signs (+/x)?

2 X ________ = ________ (Count the number of “YES” answers and multiply by 2.)

YES SECTION III 8. Do you have difficulty or experience problems filling out forms? 9. Did you experience difficulty memorizing numbers? 10. Do you have difficulty remembering how to spell simple words you know?

3 X ________ = ________ (Count the number of “YES” answers and multiply by 3.)

YES SECTION IV 11. Do you have difficulty or experience problems taking notes? 12. Do you have difficulty or experience problems adding and subtracting small

numbers in your head? 13. Were you ever in a special program or given extra help in school?

4 X ________ = ________ (Count the number of “YES” answers and multiply by 4.)

TOTAL = ____________ If total is 12 or more, call Evelyn Short for further consultation – (360) 417-6381

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GUIDANCE FOR SERVING DD LEARNERS

Action/Issue/Concern OAL Recommendation

Reason/Background/Consideration/Next Step

Prohibiting Service to Students with DD prior to or at enrollment.

Not recommended

Violates Non-Discrimination Laws: Civil Rights Act, ADA, and others including EEOC Judgments.

Ability-to-Benefit (ATB) testing to screen out learners with DD

Not recommended

When using an ATB, the agency must show that test accommodations were in place. In this particular case, ADA requires that the organizationand not the individual must pay for the identification (i.e. medical or psychological diagnosis) of a disability to ensure that this “high-stakes testing” is fair and that the results are not based on the individual’s disability or economic status but upon their ability.

Refusal to serve DD because no tutors are available.

Not recommended Programs need to make a good faith effort to recruit more tutors with special education or other appropriate background. Programs could arrangewith a local advocate organization for staff and tutor training to meet the special needs of learnerswith DD.

Eliminating student with DD because of concernsabout the poor performance of DD students negatively affecting performance- based funding.

Not recommended OAL has prioritized services to the hardest-to serve. Programs will not be punished for making good faith efforts to serve the hardest-to-serve students if they are conscientiously instituting research-proven strategies to be successful with the hardest-to-serve, such as self awareness, barrier removal, interventions, accommodations, goal-setting, multisensorial instruction, etc. regardless of student outcome. OAL is strongly opposed to “creaming”-to improving performance by denying services to the hardest-to-serve students. Performance improvement should resultfrom improving program services.

Using competencies or curricula to deny service to DD learners: i.e. our curriculum is not appropriate for DD learners.

Not recommended Our state’s basic skills competencies, the EFF framework, and context-based curricula are virtually impossible to separate from the life skills needs of learners with DD.

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GUIDANCE FOR SERVING DD LEARNERS

Action/Issue/Concern OAL Recommendation

Reason/Background/Consideration/Next Step

Denying service based on lack of experience serving DD learners.

Not recommended (However, this could be a very compelling starting-point statement to make asa way to start negotiating joint services with a DD service provider, sincethey will be seeking quality services for their clients.)

Mainline basic skills strategies are appropriate for use with DD learners, but should include a consistent spiral review to allow DD learners to maintain or increase skills levels. OAL recommends you seek out special education experts for training. This might be a retired volunteer or a person who started in special education who now works in literacy or a disability service staff at a college or a DVR.

“It’s somebody else’s job to serve student with DD”.

Not recommended (Using the statement in the cell just above will be much more productive in establishing a co-operative approach to meeting DD students’ needs.)

Identify the appropriate agencies in the community and meet with them, explain tutor’s lack of experience in working with students with DDoffer to train their staff in literacy, or ask for funding to provide DD specific training services for the tutors in your program.

Tutors are afraid of student with DD, are frustrated by them, and won’t work with them.

Not recommended This is a tutor training issue. Tutors need to be ready to accept and work with any and all students. They need to have realistic expectationsabout progress. The coordinator can do a lot by reinforcing the council’s support of the efforts of all low-literate people to better themselves.

33

STUDENT FOLDERS It is required that every student have a student folder and that each instructor maintain and update the information in the folder. Audits of our program can be expected to focus on the student folders and our continued funding depends upon the folders reflecting our instruction and assessment requirements. Each student folder must contain originals of the following: FROM THE REGISTRATION PROCESS:

• STUDENT INFORMATION SUMMARY • STUDENT’S GOALS FOR EACH QUARTER, Educational Interview Part 1 • STUDENT ACTIVITY LOG-Educational Interview Part 2 • WRITING SAMPLE • INFORMATION-RELEASE AUTHORIZATION(S) • REQUEST FOR APPROVAL TO TEST FOR CERTIFICATE OF EDUCATIONAL

COMPETENCIES (if needed) (copy only) • PERFORMANCE TASKS USED TO ASSESS WRITING LEVEL PROGRESS

OTHER DOCUMENTS, as appropriate:

• CORRESPONSENCE • SCHOOL RECORDS • REFERRAL FOR DISABILITY SERVICES (if appropriate) • ACCOMODATIONS PAPERWORK • GED PRACTICE TESTS • CASAS INFORMATION—Note: scored answer sheets are always destroyed! • ATTENDANCE RECORDS • WIA (ex-JTPA) INFORMATION • WARNING NOTICE FOR UNDERAGE STUDENTS • ANYTHING ELSE THAT IS RELEVANT

P ED/ESL DEPARTMENT

ame: _________________________________ Social Security Number: ______-____-_______

ENINSULA COLLEGE ABE/GApplication for Tuition Assistance

For the $25 per quarter tuition

pring Date: ________________ Quarter: Summer Fall Winter S N(Print clearly: first name, middle initial, last name) STUDENT AGREEMENT (REQUIRED FOR ALL STUDENTS) By signing this form, I agree to attend 80% of my scheduled hours as agreed to with instrunderstand that failure to do so may jeopardize my future eligibility for tuition assistance

uctors. I .

tudent Signature: ________________________________________________ Date: ________________

S_ 1. TUITION ASSISTANCE for PARENTS raising or paying support for MINOR CHILDREN

have minor children in your household.

ideline n to the instructor (NOTE: Documentation must be

munity Health Plan Card

_

____________________________

____________________________________________________________________________ OFFICE USE ONLY: SID _____________________________ Staff Initials

only. Skip to section two (2) below if you do NOT (Student to check one): I am receiving a DSHS TANF financial grant I am receiving a Tribal TANF financial grant

I am low-income and meet the income guand one or more documents have been showcurrent – no more than two months old) QUEST Card: Cash/Food Assistance

upon Washington State Medical Co Basic Health Plan Card; Com DSHS WorkFirst Individual Responsibility Plan HUD Housing Award Letter WIC Coupon Working Connections Child Care (WCCC) Award/Change Letter Employment Security Benefits Statement (to verify income) Other to verify income (i.e., pay stubs, evidence of child support): Please indicate:

________________________________ ________________________________________

_ Date: ________________________ _____________________________________________Instructor’s signature after verifying documentation ________________________________________________2. TUITION ASSISTANCE for all other students. I am requesting tuition assistance for the following reason:

34

PENINSULA COLLEGE BASIC SKILLS STUDENT REGISTRATION

1502 East Lauridsen Blvd. Port Angeles, WA 98362 Adult Learning Center: 360-417-6380

ID# Social Security # Last/Family Name

Birth date:

_____/_____/_____ MONTH DAY YEAR

_ Male _ Female

Mailing Address

DO YOU HAVE H.S. Diploma? _ Yes _ No GED Certificate? _ Yes _ No

Phone/Message # (_______) _________

Name of Last School Attended:

STUDENT ENTRY STATUS— _ Physically-disabled adult _ Learning-disabled adult (DOCUMENTED)

_ Wor_ On pub

EMPLOYMENT: ___Employed adult (unsubsidized) a

__ Unemployed adult (collecting unemployment benefits n

__ Not in labor force (including unemployed but never col

How did you learn about this class? ___Advertisin

What is your goal while attending our class?(you ma

__ Improve basic Literacy skills __ Earn GED ce

__ Improve English language skills __ Enter post-se

What is the student’s one, main goal for attending Penins_ Get GED (D-13) _ Work r_ Personal Enrichment (E-15) _ Explor

STUDENT SSN DISCLAIMER. The Washington State Board forask you to provide your social security number. The number will bbe provided to the SBCTC. The SBCTC gathers information aboudevelop programs. This information helps to support the progress your social security number will only be disclosed in a manner thatinformation. By providing your social security number, you are corequired and if you choose not to do so, you will not be denied anysecurity number at any time.

______________________________________________________Student signature Date: _____________________

Location: Port Angeles (PA)

First Name Middle (Previous/Maiden)

City State Zip

— _______________ Ethnic Origin – (Check ONE Only) Use “New Student Information Form” also __ Asian __ Black (not Hispanic) __ Hispanic __ White __ Native Hawaiian or Pacific Islander __ Native American/Alaska Native

Have you attended Peninsula College before? No Yes

CHECK ALL THAT APPLY (MANDATORY WABERS ENTRIES)

kFirst/TANF recipient _ Tribal GA lic assistance (food stamps, refugee or old age assistance, or aid to the blind or disabled)

nd where you are working __________________________________________

ow or sometime during the past 2 years)

lected unemployment benefits in last 2 years)

g (any); ___ Agency referral; ___ Pen. College Advisor; ___ College schedule

y select one or more):

rtificate or high school diploma __ Get a job

condary education or training __ Keep current job

ula College? elated (G-11)>>>>>>>>>>>>Program Code: _____________ e career direction (G-14)>>>>Program Code: _____________

AUTHORIZATIONS Community & Technical Colleges (SBCTC) pursuant to RCW 28B.50.090 authorizes this organization to e used for keeping records, research on students in general and summary reporting. Your number also will t students and programs to meet state and federal reporting requirements. It also helps to plan, research & of students & their success in the workplace and other educational programs. When conducting research, does not permit personal identification. Your social security number will never be used to report personal nsenting to these uses as identified. Provision of your social security number and consent to its use is not right, benefit, or privilege provided by law. You may revoke your consent for the use of your social

__________ _____________________________________________________________ Parent/Guardian signature (if student is underage) __________ Date: ____________________________

35

36

COURSE REGISTRATIONS

CASAS APPRAISAL SCORES (New Students) LEVEL PLACEMENT (All Students)

READING FYI: ABE effective 7/00 READING

MATH 1=165-200 2=201-210

WRITING 3=211-220 4=221-235 MATH

5=236-245 6=246-UP

ITEM # COURSE # CREDITS DESCRIPTION PROGRAM

INSTRUCTOR TIME ROOM

001 Educational Interview-Max. 3 Quarters or Yes No Optional- Basic Skills Computer Lab. Required- Level of Program: ABE HOTT

Day H2

Optional - Job Readiness Optional – AM or PM Lab. TOTAL CREDITS = RESIDENCY: Can’t enroll on a VISITOR or STUDENT VISA TUITION FEE: Student Self Pay WF/Scholarship/Waiver

WABERS PRETESTING COMPLETE __ Yes __ No POST TESTING COMPLETE __ Yes __ No

Rev. 11-16-06 (White)

BASIC SKILLS END OF QUARTER WABERS REPORT BELOW:

END OF QUARTER ASSESSEMENT FOR STATE ACCOUNTABILITY REPORTING IS THE SAME AS FEDERAL REPORTING –

THE CASAS PRE AND POST TESTING. PRE AND POST CASAS TESTING ARE ELECTRONICALLY TRANSFERRED TO WABERS VIA TOPSPRO.

FAMILIY LITERACY PROGRAM MUST FILL OUT SEPARATE WABERS FAMILY LITERACY GOAL LIST

VOLUNTEER TUTOR REPORTING FOR WABERS (Instructor input required):

The student used volunteer tutor services during the current quarter: YES _____ NO _____ IF YES-PROVIDE ESTIMATED HOURS OR PERCENT OF TOTAL CLASS TIME VOLUNTEER WAS WITH STUDENT. Your information will guide the Program Assistant to divide up the total site hours received from the Volunteer Coordinator. __________Estimated number of volunteer hours OR _________ Estimated percent of class time with a volunteer

ACCOMMODATIONS USED DURING CASAS PRE/POST TESTING

Instructor input: This student used accommodations during pre/post testing YES ______ NO ______

ATTENDANCE HOURS (Total for the quarter), INSTRUCTOR INPUT:

Educational Interview:

Class-time (less Educational Interview Hours) :

_____________________

___________________

37

Program/ Codes 2006-07 Program Code

Coordinator Or Lead Instructor(s)

AA

S D

egree A

AS-T

D

egree

One Y

ear C

ertificate

Proficiency C

ertificate Administrative Office Systems (Certificate) 559C X Accounting Option 505D X Accounting Option-Transfer 505U X Administrative Assistant Option 547C X Administrative Assistant Option-Transfer 547T X Computer Applications Support Specialist 509 X Computer Applications Support Specialist-Transfer 509T X Medical Option 565B

Sherry Sparrowk

X

X

Legal Option 577B X Medical Option-Transfer 565T X Justice Administration (Certificate) 547D X

Automotive Technology 712 Mike Hansen X X

Business Administration (Certificate) 502 Dan Underwood X Accounting Option 505 Jill Snyder X Management Option 245 Mike Sims/Jill Snyder X Marketing Option 245B Mike Sims X

X

Chemical Dependency Counselor 437 X Chemical Dependency Counselor Transfer 437T

Stacie Bell X X

Composite Structures (Certificate) 827 Bob Lawrence X Computer Applications Technology(replaces old MOS) 514D Linda Nutter X Computer Applications Technology Transfer 514T X X Computer Applications Technology (Certificate) 518 X Computer & Web Applications 514E X Correctional Specialist Certificate (Certificate) 838C Isha Alexander X Criminal Justice Transfer

832T X

Criminal Justice Certificate

832A

X

Corrections Option

838D

Soren Poulsen

X

Early Childhood Education 409 X Early Childhood Education-Transfer 409T X Early Childhood Education Certificate 402

Yvette Cline X X

Fisheries Technology 174 X Fisheries Technology-Transfer 174T

Fred Johnson X

X

Food Services Management Certificate 259 Karen Brown X Information Technology Systems Administrator

501 X

Systems Administrator-Transfer 501T Steve Snyder

X Network Infrastructure Specialist 527

Ken Jacobson X

Security Specialist Certificate 501A

X

Massage Therapy Certificate 837 Aleilah Lawson X Medical Assistant 381E X Health Care Assistant Certificate(replaces Medical Assistant Certificate)

567B X

Medical Assistant Certificate 381D

Jen Gouge

X Multimedia Communications Graphics Option Transfer 524T X X Web Design and E-Commerce Technologies Option-Tansfer 524U

Mia Boster X

Natural Resource Management Certificate 165 Dan Underwood X Nursing 323 Marca Davies X Pre-Radiology Technology Certificate 358 Brian Hauge//Reina

Barreto X

Web Business Development 543 Ed Jaramillo X Welding Technology 814G X Welding Technology Certificate 814

Chuck Wheeler Karen Brown (advisor) X

X

Woodworking & Home Building Carpentry Certificate 745 Karen Brown X X

38

ADULT LEARNER’S ATTENDANCE AGREEMENT

Welcome to Peninsula College’s ABE/GED program! We realize that this may be a big step and that you probably have many questions. As you think about going back to school, we believe that it helps if you are given a clear understanding of some of our expectations. Our goal is to help you learn. Enrolling in the Adult Basic Education (ABE/GED) program involves your commitment to attend, to make progress, and to learn. Our program is flexible in that your schedule can be adapted for work and childcare considerations. We have found that those students who keep their commitment to their scheduled hours make more progress towards their goals than students who drop in occasionally. Progress Requirement: Students who enter a class in the ABE program are expected to make reasonable academic progress. Progress will be based on a minimum achievement of one CASAS level achievement within a maximum of 120 hours of instruction. Standardized tests, teacher-observations, or portfolio assessment may be used to document progress. Attendance Requirement: Each quarter, students must attend 80% of the scheduled class or program hours unless special arrangements have been made with an instructor. Special arrangements may include work schedules, childcare, or transportation problems. Students who attend less than 80% of the scheduled class or program hours may be dropped from the program. My current schedule will be (Please write the day and times you plan to attend):

My total hours/week: ______________ X .80 = _________________ (80% of my scheduled hours). I have read and understand the attendance requirements and progress requirements as stated in the Adult Learners Attendance Agreement. _________________________ __________________________ ___________ Student Signature Parent Signature Date (When student is underage)

39

PENINSULA COLLEGE

NEW STUDENT INFORMATION FORM

Social Security Number Last (Family) name First Name Middle

Birthdate: Month Day Year

How long do you plan to attend Peninsula College?

Which ethnicity do you consider yourself to be? (please choose only one)

11— 1 quarter 12— 2 quarters 800— White 13— 1 year 870— Black 14— Up to 2 years, no degree planned 872— African American 15— Long enough to complete a degree 935— Eskimo 16— Don’t know 941— Aleut 17— Other 597— American Indian Name of enrolled or principal tribe: What is your current work status while attending college?

____________________________

11— Full-time homemaker 605— Chinese 12— Full-time employment 608— Filipino 13— Part-time employment, off campus 653— Hawaiian 14— Part-time employment on campus 612— Korean 15— Not employed, but seeking employment 619— Vietnamese 16— Not employed, not seeking employment 611— Japanese 90— Other 621— Asian Indian 655— Samoan 660— Guamanian What is your prior education at entry to Peninsula College?

621— Other Asian or Pacific Islander

11— Less than high school graduation 998— Unknown 12— GED 13— High school graduate 14— Some post high school, but no degree or certificate Are you of Spanish/Hispanic origin? 15— Certificate (less than two years) 999— No 16— Associate degree 722— Yes, Mexican, Mexican-American, Chicano 17— Bachelor’s degree or above 727— Yes, Puerto Rican 90— Other 709— Yes, Cuban 717— Yes, Other Spanish/Hispanic What is your family status?

11— Single parent with dependents in your care 12— Couple with dependents in your care 13— No dependents in your care 90— Other

THANK YOU FOR YOUR HELP WITH THIS INFORMATION!

40

NEW STUDENT FORM— LLENE UD. ESTE FORMULARIO SOLAMENTE LA PRIMERA VEZ QUE SE INSCRIBA

EN PENINSULA COLLEGE Numero de Seguro Social (de USA) Apellidos Nombre(s) Fecha de

nacimiento

¿Por cuánto tiempo piensa Ud. asistir a Peninsula College? ¿Cuál es su raza? 11—Un trimester (Favor de marcar solamente una opción.) 12—Dos trimetres Blanco (800) 13—Un ano Negro (870) 14—Hasta dos anos, sin planes de obtener un titulo Afro-americano (872) 15— El tiempo que sea necesario para obtener un título Esquimal (935) 16— No sé Aleut (941) 90— Otro Indio americano Nombre de la tribu principal a la cual usted pertenece

(en letra de molde, por favor)

¿Cuál será su estado laboral mientras asista a Peninsula College?

Chino (605)

(Seleccione el número que mejor le convenga.) Filipino (608) 11—Ama de casa, tiempo completo Hawaiano (653) 12—Empleado, tiempo completo (incluye trabajo por su propia cuenta o trabajo militar)

Koreano (612)

13—Medio tiempo, fuera del college Vietnamita (619) 14—Medio tiempo, en el college Japonés (611) 15—Sin empleo, pero buscando Indio asiático (621) 16—Sin empleo, y no estoy buscando Samoano (655) 90—Otro Guamiano (660) Otro: de otra parte de Asia, o de otra isla en el

Pacífico (en letra de molde, por favor)

¿Cuál es su nivel de educación al entrar a Peninsula College? (Seleccione el número que mejor le convenga.) Otra raza no mencionada arriba (en letra de

molde, por favor) 11 – Abajo del bachillerato

12 – Certificado de equivalencia al bachillerato ¿Es Ud. De origen hispano? 13 – Bachillerato (Favor de marcar solamente una opción) 14 – Algunos estudios pos-bachillerato, sin grado ni certificado

No (no de origen hispano) (999)

15 – Certificado (menos de dos años) Sí. (mexicano, mexicano-americano, chicano) (722)

16 – Título de dos años Sí. (puertorriqueño) (727) 90 – Otro Sí. (cubano) (709) Sí. (de otra nacionalidad hispana, no mencionada

arriba) (en letra de molde, por favor) ¿Cuál es su estado familiar? (Seleccione el número que mejor le convenga.) 11—Solo/a con hijos, u otros que dependen de 12—Pareja con hijos, u otros que dependen de 13—Sin hijos, u otros que dependen de 90—Otro

41

WRITING SAMPLE

NAME: _________________________________Today’s Date: ___________________ Please write freely about the following topics. Don’t be too concerned with spelling, grammar or punctuation, as this will only be shared with you and the instructor. Please use the back if necessary. Paragraph 1. What are your reasons for attending this class?

Paragraph 2: What would you like to pursue upon completion of this class?

Paragraph 3. Tell us about your interests and values.

42

ABE-GED STUDENT INFORMATION SUMMARY Permanent Student File

Student Name: ________________________________________ Social Security #: ________________________________ Student ID # ________________________________ Mailing Address: ______________________________________ Telephone/Message #: ___________________________ City: _______________________________ State: ____________ Zip: _______________ Birthdate: ___________________ Gender: __Male__ Female Has HS diploma?: __Yes __ No Has GED?: __Yes __ No 1st TIME REGISTRATION CHECKLIST √ DATE NOTES

Basic Skills Student Registration form

• Signed & Dated by Student • Signed & Dated by Parent/Guardian if < 19 • Peninsula College Goal Identified • WABER Goal Identified

Underage Authorization (high school/school district) If under 19 – and class has not graduated. New Student Information Attendance Agreement Signed and Dated

Tuition: Self pay envelope or waiver/scholarship form provided to student and submitted to office.

EDUCATIONAL INTERVIEW, PART 1

• Student’s Goals for This Quarter form

EDUCATIONAL INTERVIEW, PART 2

• Student Activity Log/Intake Information form

DATE CASAS TEST SCORE LEVEL

CASAS PRE/POST TESTING

ECS 130-Reading Reading Math Reading Math

ECS 130 M thDate

Form

Writing Sample – Level determined by Writing Rubic Score

PRE-GED TESTING

1st Date 1st Scores 2nd Date 2nd S

ASSET or COMPASS SCORESMay be used to document a

Reading 1st DATE 1st SCORE 2nd DATE 2nd SCOREWriting Writing

Math Reading

Science Math

Soc Stu

OFFICIAL GED TEST SCORES GED PREP 1 1st Date 1st Scores 2nd

Date 2nd

Scores Passe

d GED PREP 2

1st Date 1st Scores 2nd Date 2nd

Score Passed

Reading Reading

Writing Writing

Math Math

Science Science

Soc Stu Soc Stu

43

Page 2, Continued from ABE-GED Student Information Summary

CASAS PRE-POST TESTING SECTION

Reading Math

Reading

Math

Date

Date

Form

Form

Score

Score

Reading

Math

Reading

Math

Date

Date

Form

Form

Score

Score

Reading

Math

Reading

Math

Date

Date

Form

Form

Score

Score

WRITING LEVEL COMPLETION SECTION Date/Qtr

Level

Complete

44

INSTRUCTOR:_________________ ESL STUDENT INFORMATION SUMMARY

Permanent Student File

Student Name: ________________________________________ Social Security #: ________________________________ Student ID # ________________________________ Mailing Address: _______________________________________ Telephone/Message #: ___________________________ City: _______________________________ State: ____________ Zip: _______________ Birthdate: ___________________ Gender: __Male __ Female Has HS diploma?: __Yes __ No Has GED?: __Yes __ No REGISTRATION CHECKLIST √ DATE COMMENTS ESL Student Registration Submitted every quarter student

attends

• Signed & Dated by Student

• Signed & Dated by Parent/Guardian if < 19

• Peninsula College Goal Identified

• WABERS Goal Identified

Tuition paid by student or Submitted every quarter student attends

* Tuition waiver/scholarship form done?

New Student Form Yellow Form. Use if student never attended Peninsula College

Underage Authorization (high school/school district) Use as needed, if student previously attended public school in the USA

EDUCATIONAL INTERVIEW, PART 1 ESL Student’s Goals for this Quarter form

EDUCATIONAL INTERVIEW, PART 2 Student Activity Log/Intake form

INTAKE LEVEL CASAS PRE/POST TESTING

DATE CASAS FORM SCORE LEVEL DATE FORM SCORE Oral

Screen Reading

Reading Listening

Listening Reading

Writing

Listening

Speaking

CASAS PRE-POST TESTING FOR READING & LISTENING, COMPETENCY COMPLETIONS FOR SPEAKING AND WRITING.

L=Level Column Date Form Score L Date Form Score L

Reading Reading Listening Listening

Speaking Speaking

Writing Writing Date Form Score L Date Form Score L

Reading Reading

Listening Listening

Speaking Speaking

Writing Writing

Date Form Score L Date Form Score L

Reading Reading

Listening Listening

Speaking Speaking

Writing Writing

Page 2, Continued from ESL Student Information Summary

45

ABE/GED Student’s Goals for this Quarter - EDUCATIONAL INTERVIEW, PART I

Student Name__________________________ Quarter: Su F W Sp Year_______ Instructor______________________________ Date_______________ 1. An area of concern in my learning is _________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________ 2. What is your education/training/employment or other main goal beyond this classroom? ________________________________________________________________ __________________________________________________________________________________________________________________________________________

3. Identify the steps you will take to meet this goal. __________________________ __________________________________________________________________________________________________________________________________________ 4. Complete this question with your instructor— What do you want to accomplish in this class this quarter?

ABE-GED—include specific goal details Reading: □Pre-GED □Soc. St. □Sci □Lit/Art □Improve Compass Score Take

Compass Test _____________________________________________________________________________________________________________________________

________________________________________________________________

Math: □Pre-GED □GED □Improve Compass Score Take Compass Test

Pass Math Readiness Tests _____________________________________________________________________________________________________________________________

_______________________________________________________________________ Writing:□Pre-GED □GED □Improve Compass Score Take Compass Test _____________________________________________________________________________________________________________________________________ ________________________________________________________________________ Computer: □Literacy Certificate □Keyboarding ________________________________________________________________ Review and Adjustment of Goals: _______________________________________________________________________________________________________________________________________________________________________________________________

46

ESL Student’s Goals for this Quarter

EDUCATIONAL INTERVIEW, PART 1 Student Last Name_________________ First Name_______________ Middle Name________ Quarter: Su F W Sp Year_______ Instructor______________________________ Date_______________ 1. What aspect of English is Most Difficult Easiest

____Reading ____Reading ____Writing ____Writing ____Speaking ____Speaking ____Listening ____Listening ____Computer Skills ____Computer Skills

2. What is your future education/training/employment goal or your goal when you become more comfortable with English? ____________________________________________________________________________ ______ GED – General Education Development _______College education to become a (dream big) __________________________________________ _______Certification to become a ____________________________________________________ _______Self-employment as a ___________________________________________________________ _______Working for (name of a company or business or a person) ______________________________ _____________________________________________________________________________ 3. Identify the steps you will take to meet this goal. ________________________________ _____________________________________________________________________________ 4. Complete this question with your instructor— What do you want to accomplish in this class this quarter? ESL □Reading □Writing □Listening □Speaking □ Computer Skills What specific English vocabulary is the most important for you to learn at this time in your life? CIRCLE UP TO THREE. ____Watch and understand English TV or Radio ____Listen and understand English ____Telephone conversations ____Asking directions ____Read Instructions ____Talk to the doctor or nurse ____Talk to my children’s teachers’ ____Insurance forms ____Fill out an application form ____Write letters of complaint ____Job applications ____Bank/financial vocabulary ____(other)______________________ ____ (other) ____________________

47

48

ABE/GED & ESL STUDENT ACTIVITY LOG

EDUCATIONAL INTERVIEW, PART 2

Student Name Year/Quarter # Caseworker/Agency

INTAKE INFORMATION • What grade in school did you last attend? ______ In what year did you leave

school?_______ • Have you ever received Resource Room assistance in school? __________ • Do you have a documented learning disability? • Do you have a diagnosed physical disability? • Do you have any physical problems, vision problems, back problems, or any other injuries that

might affect your learning or that we should know about? ____________________________ ______________________________________________________________________

__ • Do you take any medications that might affect your learning or that we should know about?

________________________________________________________________________

Americans with Disabilities Act: If you have a documented physical or learning disability, you should let the instructor know so that appropriate accommodations can be made. ADA Accommodations Requested? ADA Accommodations Received: Yes No Date: __________________

DATE STUDENT LOG NOTES INITIALS

49

CASAS Modification Request Form

Version 9/19/03

Student Name: Date: I have trouble with tests.

I will need some assistance.

Extra time 1.5 x 2x

Large Print test with Extra time 1.5 x 2x Large Print answer sheet

Magnifier

Someone to write my answers on the answer sheet

Calculator

Supervised breaks One 5 minute break each test Two 5 minute breaks each test

Private room

Take one test per day

No Braille or low vision specialty tests are available through CASAS. However, the American Federation of the Blind has funded the development of low vision (both Braille and low vision) CASAS tests in our state which may become available. If the student is blind or has low vision, please contact Michael Tate at (360) 704-4329 or at mtate@sbctc.ctc.edu for case-by-case assistance. Students may employ the following personal modifications as needed: hats or caps with large visors, straightedge, color overlays, scratch paper, tinted glasses, pencil grips, braces, etc. If you question the appropriateness of either a test modification or a personal modification, contact Michael Tate at 360) 704-4329 or mtate@sbctc.ctc.edu Student signature Date This form should be kept in a secure location separate from the student’s academic records. Programs should obtain a release of information form prior to sharing this document or information contained in it.

50

BASIC SKILLS DEPARTMENT

INFORMATION-RELEASE AUTHORIZATION Date: ____________________________

Date: ____________________________

I, _______________________________

I, ________________________________

(Student Name) (Student Name) authorize the Basic Skills Department of Peninsula College to release information and/or records concerning my school progress to: ________________________________,

(Individual’s Name) of ______________________________.

(Agency/Friend/Relative)

authorize _________________________,

(Individual’s Name)

_________________________________,(Relationship to Student)

of _______________________________

(Agency) to release information and/or records concerning my school/work progress to the Peninsula College Basic Sills Department and related College personnel.

_________________________________

_________________________________

(Student Name Typed or Printed) (Student Name Typed or Printed) _________________________________

_________________________________

(Student Signature) (Student Signature) _________________________________

_________________________________

(Parent or Guardian Signature, if Student under 18) (Parent or Guardian Signature, if Student under 18)

51

INFORMATION RELEASE AUTHORIZATION Date:____________________* I, _______________________________________________________, authorize the Basic Skills Department of Peninsula College to release educational and/or assessment information and/or records to: Peninsula College Staff State Board of Community and Technical Colleges Other adult programs in the state should I transfer.

(Student Name Printed)

(Student Signature)

(Parent or guardian signature, if student 18 or under)

• This release form will be effective for five years from the date it is signed. (Cut form in half)……………………………………………………………………………………………. INFORMATION RELEASE AUTHORIZATION Date:____________________* I, _______________________________________________________, authorize the Basic Skills Department of Peninsula College to release educational and/or assessment information and/or records to: Peninsula College Staff State Board of Community and Technical Colleges Other adult programs in the state should I transfer.

(Student Name Printed)

(Student Signature)

(Parent or guardian signature, if student 18 or under) * This release form will be effective for five years from the date it is signed.

52

Request for Approval to Test General Educational Development (GED) Diploma

TO BE COMPLETED BY APPLICANT (print in blue or black ink) Applicant Name (Last, First, Full Middle) Social Security Number Birth Date

Home Street Address Home Phone

City State Zip

Last School Attended

Parent/Guardian Name

INSTRUCTIONS

Applicants 16 years of age and under 19 years applying for a release to take the GED test and to receive a Certificate of Educational Competence may do so by contacting their home school district; they will be referred to the designated employee(s) for that district. The designated employee(s) must determine if the applicant has substantial and warranted reason for leaving the regular high school program per the Washington Administrative Code (WAC).

TO BE COMPLETED BY DESIGNATED EMPLOYEE(s)

APPLICATION APPROVAL (must check one box)

APPLICATION APPROVED. As the designated employee, I certify that the applicant is eligible for the Certificate

of Educational Competency by reason of age and residence, and that she/he meets one of the required criteria per WAC.

APPLICATION DISAPPROVED. Comments:

Signature of Designated Employee(s)

Signature of Applicant

Printed Name

Date I grant permission for my GED testing data to be released to the school district for statistical purposes

School District Name

Signature of Parent/Guardian (if available)

Submit completed application form to testing center where GED testing

will take place. Do not return directly to SBCTC.

53

Applicable Washington Administrative Codes (WACs) WAC 180-96-035 DESIGNATED EMPLOYEE-DEFINITION. As used in this chapter “designated employee” means

that individual or individuals empowered by the board of directors of the district to determine eligibility to take the GED test.

WAC 131-48-100 ELIGIBILITY TO TAKE GED TEST. The following individuals shall be eligible to take the General Educational Development test in official testing centers, provided they are not enrolled in a public, private, or home-based high school or high school completion program at the time the test is administered:

(1) Any person age nineteen or over who has not graduated from a public or private high school. (2) Any person between the ages of sixteen and nineteen who has not graduated from a public or private high school and who has been

adjudged by a school district in accordance with rules of the State Board of Education to have a substantial and warranted reason for leaving the regular high school education program.

(3) Any student age sixteen or over who has completed an Education Center individual student program in accordance with the provisions of chapter 392-185 WAC.

(4) Any person between the ages of sixteen and nineteen who has not graduated from a public or private high school, and who has completed a program of home-based instruction in compliance with RCW 28A.225.010(4) as certified by the written and notarized statement of the parent(s) or legal guardian(s) who provided the home-based instruction.

(5) Any person who is an active member of the military, national guard, or reserves. (6) Adjudicated youth under the director prisons, jails, detention centers, parole and probation offices, and other corrections facilities

while enrolled in school if so ordered by a court or officer of the court. WAC 131-48-110 ELIGIBILITY FOR AWARD OF CERTIFICATE OF EDUCATIONAL COMPETENCE. The Certificate of

Educational Competence shall be awarded by the State Board for Community and Technical Colleges and the Superintendent of Public Instruction to persons who achieve the minimum proficiency level on the General Educational Development test and who meet the following:

(1) Are residents of Washington State; and (2) Are nineteen years of age or older on the date of issuance; or (3) Have been adjudged by a district as possessing a substantial and warranted reason for leaving the regular high school program, or (4) Have completed a program of home-based instruction in compliance with RCW 28A.225.010(4) and chapter 28A.200 RCW, or (5) Are active members of the military, national guard, or reserves, or (6) Are adjudicated youth under the director of prisons, jails, detention centers, parole and probation offices, and other corrections

facilities and so ordered by a court of officer of the court. WAC 180-96-045 SUBSTANTIAL AND WARRANTED REASON FOR LEAVING THE REGULAR HIGH SCHOOL

EDUCATION PROGRAM — DEFINITION. As used in this chapter, the term “substantial and warranted reason for leaving the regular high school program” means one or more of the following:

(1) Personal problems which seriously impair the student’s ability to make reasonable progress toward high school graduation. (2) A financial crisis which directly affects the student and necessitates the student’s employment during school hours. (3) The lack of curriculum and instruction which constitutes appropriate learning experiences for the student. (4) The inability or failure of the school of attendance to adjust its program for the individual or otherwise make arrangements for

enrollment in an educational program in a manner which enables the student to advance toward graduation with reasonable progress and success.

(5) A determination by the designated employee that it is in the “best interest” of the student to drop the regular high school program for one of the following purposes:

(a) Enter a post secondary institution. (b) Enter the military. (c) Engage in employment. (6) PROVIDED, That no person under eighteen years of age (i.e., minor) shall be adjudged to have a substantial and warranted reason for leaving school unless the minor’s parents, guardian, or legal custodian, if available, agrees that dropping school is in the best interest of the minor.

WAC 131-48-050 MINIMUM PROFICIENCY LEVEL — DEFINITION. As used in this chapter, the term “minimum proficiency level” means a standard score of at least forty on each of the five portions on the General Educational Development test and an average standard score of at least forty-five on the entire test.

WAC 180-96-040 REGULAR HIGH SCHOOL EDUCATION PROGRAM — DEFINITION. As used in this chapter, the term “regular high school education program” means a secondary education program operated pursuant to chapter 180-50 and 180-51 WAC leading to the issuance of a high school diploma.

WAC 180-96-050 RIGHT TO APPEAL. The following shall govern the finality of decisions of the designated employee: (1) If the decision of the designated employee is that the applicant has a substantial and warranted reason for leaving the regular high

school program, the decision of such designated employee shall be final. (2) If the decision of the designated employee is to deny the existence of a substantial and warranted reason for leaving the regular

high school program, the applicant shall have the right to appeal the decision to such board of directors in accordance with procedures

adopted by the board of directors. The board of directors shall issue a decision within thirty calendar days of receipt of any appeal.

(3) If a decision has been made by the board of directors of the district, such decision shall be final subject to an appeal to a court of law pursuant to RCW 28A.645.010.

54

THIS FORM IS MAY BE USED FOR UNDERAGE STUDENTS PENINSULA COLLEGE

BASIC SKILLS EDUCATION TRANSITION CENTER Warning Notice for underage students

Name:___________________________________ Date: _______________

This notice is given to you as a warning that you have not followed through with the commitment you made to attendance and learning.

Warning #: 1 2

This warning is given for the following reason:

Attendance (not attending, late for class, and/or leaving early)

Lack of participation in the learning process Staff person: __________________________________________________ Note: A first warning requires a meeting before you will be allowed back in class.

A second warning indicates that you are dropped from the program.

PENINSULA COLLEGE

BASIC SKILLS EDUCATION TRANSITION CENTER Warning Notice for underage students

Name: __________________________________ Date: _____________

This notice is given to you as a warning that you have not followed through with the commitment you made to attendance and learning.

Warning #: 1 2

This warning is given for the following reason:

Attendance (not attending, late for class, and/or leaving early)

Lack of participation in the learning process Staff person: __________________________________________________ Note: A first warning requires a meeting before you will be allowed back in class.

A second warning indicates that you are dropped from the program.

REFERRAL FOR DISABILITY SERVICES — BASIC SKILLS STUDENTS —

Student: ____________________________________________ SID#: ___________________ Phone#: _____________________________ Instructor: __________________________________________ Date: ___________________ Referred from site:

Port Angeles Forks Neah Bay Lower Elwha Clallam Co Jail Port Townsend Sequim La Push Jamestown Jefferson Co Jail

This student claims a: learning disability physical disability This student is enrolled for: Year: ___________ Qtr: Fall Winter Spring Summer

I am NOT REFERRING this student for accommodations because ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________. (Instructor: file this form in the student’s file—do not forward it to the Basic Skills Program Office)

I AM REFERRING this student for accommodations because this student: is preparing for GED testing may require a specialized teaching style studies are not GED related but student will be taking other higher-education tests

This student is not aware of any previous documentation regarding disabilities. This student suggests that previous documentation might be obtained at:

______________________________________________________________________________________________________________________________________________ (Instructor: obtain a signed Release of Information form from the student. NOTE: The student is responsible for obtaining existing documentation.) Please specify student’s disabilities: Learning and other cognitive disabilities___________________________________________ Emotional/ mental health disability ___________________________________________ Attention deficit/hyperactivity disorder ___________________________________________ Physical/chronic health disorder ___________________________________________

To initiate the accommodations process for this student, return this completed form to: Peninsula College Basic Skills Department 1502 E Lauridsen Blvd Port Angeles, WA 98362 Tear-off notification from Counseling Services to the Basic Skills Department Student name: __________________________________________ Date: __________________ Instructor name: _________________________________________ Site: ___________________

Accommodations are being pursued. Accommodations are not being pursued because:

Signed: ____________________________________________________

55

56

Section 3

LEARNING STYLES

57

LEARNING STYLE CHECKLIST

Visual Section

Read each statement carefully and consider whether it applies to you. On the line write: 1 – almost never applies 4 – often applies 2 – applies once in awhile 5 – almost always applies 3 – sometimes applies Answer honestly. There are no ‘right’, ‘wrong’, ‘good’, or ‘bad’ answers. _____ 1. I enjoy doodling and even my notes have lots of pictures, arrows, etc. in them. _____ 2. I remember things better if I write them down, even if I don’t go back to what I’ve

written. _____ 3. When trying to remember a new phone number or a spelling work, it helps me to

get a picture of it in my head. _____ 4. When recalling information during a test, I can see in my mind’s eye the textbook

page and the information on it. _____ 5. Unless I write down the directions to a place, I’m likely to get lost or arrive late. _____ 6. During lectures, I can listen better if I look at the person speaking. _____ 7. I can clearly and easily visualize people, places, and documents in my head. _____ 8. It’s hard for me to concentrate on what a person is saying if there is background

noise. It’s easier for me to get work done in a quiet place. _____ 9. It’s difficult for me to remember jokes I’ve heard. _____ 10. I get some great ideas but I forget them unless I write them down right away. Visual Total: __________

58

LEARNING STYLE CHECKLIST

Auditory Section

Read each statement carefully and consider whether it applies to you. On the line write: 1 – almost never applies 4 – often applies 2 – applies once in awhile 5 – almost always applies 3 – sometimes applies Answer honestly. There are no ‘right’, ‘wrong’, ‘good’, or ‘bad’ answers. _____ 1. When reading, I hear the works in my head or I read aloud. _____ 2. When memorizing something, it helps me to recite it over and over. _____ 3. If I want to understand something, it helps me to discuss it with someone or to try

to explain it to someone else. _____ 4. I like to finish one task before beginning another. _____ 5. It is hard for me to picture things in my head. _____ 6. I would rather listen to a tape of a lecture rather than read the same information

in a textbook. _____ 7. I would rather turn in a tape-recorded report than a written report. _____ 8. I can easily follow what a teacher is saying even though my eyes are closed or

I’m staring out the window. _____ 9. I talk to myself when problem solving, writing, or doing homework. _____ 10. I prefer to have someone tell me how to do something rather than have to read

the directions. Auditory Total: __________

59

LEARNING STYLE CHECKLIST

Haptic Section

Read each statement carefully and consider whether it applies to you. On the line write: 1 – almost never applies 4 – often applies 2 – applies once in awhile 5 – almost always applies 3 – sometimes applies Answer honestly. There are no ‘right’, ‘wrong’, ‘good’, or ‘bad’ answers. _____ 1. I don’t like to read or listen to directions; I’d rather just start doing. _____ 2. I take notes, but I don’t do back and read them. _____ 3. I can study better with music playing in the background. _____ 4. I don’t start a task with a definite plan in mind; I like to try different things until I hit

on something that works. _____ 5. My room, desk, locker, and notebooks look disorganized, but I know where

everything is. _____ 6. I move my lips when reading and count with my fingers. _____ 7. I don’t like to proofread my papers or look over my tests before I turn them in. _____ 8. I prefer to do projects or make displays and presentations rather than write

reports. _____ 9. I think better when I have the freedom to move around; I get fidgety, feel trapped,

and daydream when I have to sit still. _____ 10. When I can’t think of a specific word, I’ll use my hands a lot and call something a

“whatchamacallit” or a “thingamajig”. Haptic Total: __________

60

LEARNING STYLE CHECKLIST

Recommendations for Visual Learners

Make your work as visual as possible. Make charts, graphs, tables. Take detailed notes during lectures and compare them with someone else to be sure you have gotten down all the important points. Leave lots of extra space in your notes so you can add ideas or details later. Highlight important information in your notes and books. Write down anything that is important for you to remember. Ask instructors to repeat statements whenever necessary. Tape record important lectures whenever possible. (Record them all. Save and label only those that you feel are important. Tape over the others.) Sit at the front and center of your classroom. Your attention will tend to be where your eyes are. Make it easy to keep your eyes on your work by arranging your study space so that you don’t look directly out the door or window. Participate actively in classes. Ask questions. Contribute your ideas. This will keep you involved and alert in an otherwise very auditory situation. Work in a quiet place. Many visual learners, however, do find that they can do math better with music in the background. Think on paper. Before you begin a project or a study session, write down your goals and the steps you must go through to achieve them. Work alone. Visual learners often find it difficult to work and talk at the same time, even when the talking is about the work. When memorizing factual material, write it over and over. Though it is faster to speak this sort of material over and over, you will tend to learn it much better if you write it. Use spatial note-taking techniques, such as mind mapping or clustering. These allow for non-sequential production of sequential material. Also, try spelling techniques that focus on the ‘shape’ of works rather than sounding them out. Keep pencil and paper handy so you can write down good ideas. This can be particularly helpful when you’re working on a long-term project when you may often get ideas when you’re not at your desk. You may also want to keep pencil and paper by your bed at night so you can write down ideas you get in your sleep.

61

LEARNING STYLE CHECKLIST

Recommendations for Auditory Learners

Think aloud; talk to yourself. Before beginning a project or study session, state aloud your goals and the steps that you must go through to achieve them. It’s also probably a good idea to write them down. When working math problems, talk aloud to yourself and explain the steps you’re doing. Read aloud, especially when doing proofreading or when you’re tired. You will understand the material better if you can hear it. You can even read silently while moving your lips slightly and hearing the words in your head. Before you begin, set a purpose and verbalize it. When writing a rough draft of a paper, think of your topic and just write the works as you hear them in your head. You can go back later and organize the material and fix mechanical things like punctuation and grammar. Also, try writing with a tape recorder. Speak your ideas into a tape machine as if you were talking to an interested person. This will allow you to think at top speed without losing your train of thought. You can transcribe the tape later. Be sure to have someone else look over your proofreading. Discuss your ideas with a friend or small group. Brainstorm and discuss possibilities and plans. Tape the sessions. Set up pep-talk sessions to encourage one another. Quiz each other before exams. To prepare to give a speech, hear it in your head going perfectly. Visualize it too if you can. Try visualizing and/or hearing it to yourself three times per day for three days before the presentation. When doing math computations by hand, use graph paper. This will help you to keep the columns aligned.. Ask to take oral quizzes, tests, and exams. In English composition classes, a main task is to learn to write, so instructors will rarely allow students to turn in tape-recorded ‘papers’. In other classes, however, the goal is to learn the subject at hand, and oral or tape-recorded ‘papers’ and tests are often appropriate. When memorizing factual material, recite it over and over. Though it may seem silly to talk to yourself, you will tend to memorize very efficiently in this way. Arrange your study time so that you can complete one task before beginning another. This will make it easier for you to feel a sense of accomplishment at the end of each study session and keep you from having to reread a lot of material to figure out where you left off in the last study session.. You may want to sit at the back or to one side of the classroom. Sometimes auditory learners find it distracting to be at the front and center of the class where there is a lot of visual stimulation Listen to long literature reading assignments on tape. Unabridged texts of many work of literature are now available to buy or rent. Some can even be borrowed from your local library. You can also read along and mark important passages in your book while you listen. Watch plays on stage or on video.

62

LEARNING STYLE CHECKLIST

Recommendations for Haptic Learners

Make studying more physical work. Work at a standing desk. (A standing desk is a desk tall enough to be at writing level when you are standing. You can make one by putting a couple of cement blocks under each leg of an ordinary desk. You can then use a stool to sit on or you can stand if you feel you need more physical movement.) Stand or pace while memorizing. Stand, stretch, and take a few deep breaths at least once every 25-30 minutes. Try reading while riding an exercise bike or studying while standing in your stocking feet. Set up a chalkboard or whiteboard to do math on. Try chewing gum while studying. If you get fidgety when you’re in class, try crossing your legs and bouncing the foot that is off the floor. Try squeezing a tennis ball or racquet ball. Use color. Highlight in your books and notes. Put a brightly colored blotter on your desk—whatever color you like. Read through a colored transparency or colored glasses or under a colored reading light, especially when reading difficult or boring material or when you are tired or stressed. Decorate your work area with colors and posters that are pleasing to you.

Vary your activities. If you’re feeling frustrated or fidgety, look over your to-do list to see if there’s a simple, short-term task you can do that has a different pace of feel to it. When you’ve finished with that, return to the task that was frustrating you. Keep a ‘distractions list’ on your desk. When you find that lots of unrelated thoughts are intruding on your studying (e.g., you’ve got to write a letter or pick up something at the store), write it on the list and go back to your work. By using such a list, you won’t be trying to remember all those outside responsibilities while doing your work. Play music in the background. Whatever music you like, at whatever volume you like. If it disturbs others, wear headphones. Read whole-to-part. When reading a textbook chapter, long article, or report, first skim through the whole thing to get a feel for what it is about, look at the summary and questions after the chapter, then go back and read the chapter carefully. Use spatial note-taking techniques such as mind mapping or clustering. These allow for non-sequential production of sequential material. Visualize complex projects from start to finish before beginning. This will allow you to keep the big picture in mind while working on the details. If you begin to feel swamped by the project, revisualize the entire sequence from start to finish to see what should be done next. You’ll also find that visualization is a powerful tool for keeping a positive attitude during a demanding task. Have someone proofread your papers before you turn them in. If you write with a computer, be sure to use an electronic spell checker and grammar checker. Be aware, though, that these do not replace a good proofreader. Electronic checkers miss many kinds of errors. Real aloud when doing a proofreading or when you’re tired or read silently while moving your lips slightly and hearing the works in your head. When you discover a way of studying that works well for you, write it on a list. Keep the list near your study area so if you get stuck in the future, you can refer to your list for ideas that will get you going again. Ask permission to do presentations or video projects instead of papers. You may want to point out to your teacher that the real goal is to learn the subject and that presentations and other projects may make the learning easier for many students. *from an unknown source

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C.I.T.E. LEARNING STYLES INSTRUMENT

From the Center for Innovative Teaching Experiences A. M. Babich, P. Burdine, L. Allbright, P. Randol

Wichita Public Schools Murdock Teacher Center

The CITE Learning Styles Instrument can assist classroom instructors and support personnel in determining a student’s preferred learning style. The instrument id divided into 3 main areas:

• information gathering • work conditions • expressive preference

Information gathering includes:

• auditory language • visual language • auditory-numerical • visual-numerical • auditory-visual-kinesthetic

Knowing information about learning styles can be useful when determining which assessment instruments are appropriate to use. It is also useful when developing an individual education plan in determining what classroom modifications will be necessary.

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From the Center for Innovative Teaching Experiences

C.I.T.E. Learning Styles Instrument

Most Least Like

Me Like Me

1. When I make things for my studies, I remember what I have learned better.

4 3 2 1

2. Written assignments are easy for me to do. 4 3 2 1

3. I learn better if someone reads a book to me than if I read silently to myself.

4 3 2 1

4. I learn best when I study alone. 4 3 2 1

5. Having assignment directions written on the board makes them easier to understand.

4 3 2 1

6. It’s harder for me to do a written assignment than an oral one. 4 3 2 1

7. When I do math problems in my head, I say the numbers to myself. 4 3 2 1

8. If I need help in the subject, I will ask a classmate for help. 4 3 2 1

9. I understand a math problem that is written down better than one I hear.

4 3 2 1

10. I don’t mind doing written assignments. 4 3 2 1

11. I remember things I hear better than things I read. 4 3 2 1

12. I remember more of what I learn if I learn it when I am alone. 4 3 2 1

13. I would rather read a story than listen to it read to me. 4 3 2 1

14. I feel like I talk smarter than I write. 4 3 2 1

15. If someone tells me three numbers to add I can usually get the right answer without writing them down.

4 3 2 1

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C.I.T.E. Learning Styles Instrument - continued 16. I like to work in a group because I learn from the others in my group.

4 3 2 1

17. Written math problems are easier for me to do than oral ones. 4 3 2 1

18. Writing a spelling word several times helps me remember it better. 4 3 2 1

19. I find it easier to remember what I heard than what I have read. 4 3 2 1

20. It is more fun to learn with classmates at first, but it is hard to study with them.

4 3 2 1

21. I like written directions better than spoken ones. 4 3 2 1

22. If homework were oral, I would do it all. 4 3 2 1

23. When I hear a phone number, I can remember it without writing it down. 4 3 2 1

24. I get more work done when I work with someone. 4 3 2 1

25. Seeing a number makes more sense to me than hearing a number. 4 3 2 1

26. I like to do things like simple repairs or crafts with my hands. 4 3 2 1

27. The things I write on paper sound better than when I say them. 4 3 2 1

28. I study best when no one is around to talk or listen to. 4 3 2 1

29. I would rather read things in a book than have the teacher tell me about them.

4 3 2 1

30. Speaking is a better way than writing if you want someone to understand what you really mean.

4 3 2 1

31. When I have a written math problem to do, I say it to myself to understand it better.

4 3 2 1

32. I can learn more about a subject if I am with a small group of students. 4 3 2 1

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C.I.T.E. Learning Styles Instrument - continued

33. Seeing the price of something written down is easier for me to understand

than having someone tell me the price.

4 3 2 1

34. I like to make things with my hands. 4 3 2 1

35. I like tests that call for sentence completion or written answers. 4 3 2 1

36. I understand more from a class discussion than from reading about a subject.

4 3 2 1

37. I remember the spelling of a word better if I see it written down than if someone spells it out loud.

4 3 2 1

38. Spelling and grammar rules make it hard for me to say what I want to in writing.

4 3 2 1

39. It makes it easier when I say the numbers of a problem to myself as I work it out.

4 3 2 1

40. I like to study with other people. 4 3 2 1

41. When teachers say a number, I really don’t understand it until I see it written down.

4 3 2 1

42. I understand what I have learned better when I am involved in making something for the subject.

4 3 2 1

43. Sometimes I say dumb things, but writing gives me time to correct myself. 4 3 2 1

44. I do well on tests if they are about things I hear in class. 4 3 2 1

45. I can’t think as well when I work with someone else as when I work alone. 4 3 2 1

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C.I.T.E. LEARNING STYLES INSTRUMENT SCORE SHEET

VISUAL LANGUAGE SOCIAL-INDIVIDUAL AUDITORY-NUMERICAL 5 ______ 4 ______ 7 ______

13 ______ 12 ______ 15 ______ 21 ______ 20 ______ 23 ______ 29 ______ 28 ______ 31 ______ 37 ______ 45 ______ 39 ______

Total _____ X2= ________ Total _____ X2= ________ Total _____ X2= ________ VISUAL LANGUAGE SOCIAL-GROUP KINESTHETIC-TACTILE

9 ______ 8 ______ 1 ______ 17 ______ 16 ______ 18 ______ 25 ______ 24 ______ 26 ______ 33 ______ 32 ______ 34 ______ 41 ______ 40 ______ 42 ______

Total _____ X2= ________ Total _____ X2= ________ Total _____ X2= ________ AUDITORY LANGUAGE EXPRESSIVE-ORAL

EXPRESSIVENESS-WRITTEN

3 ______ 6 ______ 2 ______ 11 ______ 14 ______ 10 ______ 19 ______ 22 ______ 27 ______ 36 ______ 30 ______ 35 ______ 44 ______ 38 ______ 43 ______

Total _____ X2= ________ Total _____ X2= ________ Total _____ X2= ________ SCORE: 33 – 40 Major Learning Style 20 – 32 Minor Learning Style 5 – 20 Negligible Use

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DECRIPTION OF THE CITE INSTRUMENT NINE STYLE AREAS AUDITORY LANGUAGE This is the student who learns from hearing words spoken. S/he may vocalize or move his or her lips or throat while reading, particularly when striving to understand new material. S/he will be more capable of understanding and remembering words or facts that could only have been learned by hearing. VISUAL LANGUAGE This is the student who learns well from seeing words in books, on the chalkboard, charts or workbooks. S/he may even write down words that are given orally, in order to learn by seeing them on paper. This student remembers and uses information better if s/he has read it. AUDITORY NUMERICAL This student learns from hearing numbers and oral explanations. Remembering telephone and locker numbers is easy, and s/he may be successful with oral number games and puzzles. This learner may do just as well without his or her math book, for written materials are not important. S/he can probably work problems in his or her head, and may say numbers out loud when reading. VISUAL NUMERICAL This student must see numbers—on the board, in a book, or on paper—in order to work with them. S/he is more likely to remember and understand math facts when they are presented visually, but doesn’t seem to need as much oral explanation. AUDITORY-VISUAL-KINESTHETIC COMBINATION The AVK student learns best by experience—doing, self-involvement. S/he profits from a combination of stimuli. The manipulation of material along with accompanying sight and sound (words and numbers seen and heard) will aid his or her learning. This student may not seem to understand or be able to concentrate or work unless totally involved. S/he seeks to handle, touch, and work with what s/he is learning. INDIVIDUAL LEARNER This student gets more work done alone. S/he thinks best and remembers more when the learning has been done alone. This student cares more for his or her own opinions than for the ideas of others. Teachers do not have much difficulty keeping this student from over-socializing during class. GROUP LEARNER This student prefers to study with at least one other student and will not get much done alone. S/he values others’ opinions and preferences. Group interaction increases his or her learning and later recognition of facts. Class observation will quickly reveal how important socializing is to this student.

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ORAL EXPRESSIVE This student prefers to tell what s/he knows. S/he talks fluently, comfortably, and clearly. Teachers may find that this learner knows more than written tests show. S/he is probably less shy than others about giving reports or talking to the teacher or classmates. The muscular coordination involved in writing may be difficult for this learner. Organizing and putting thoughts on paper may be too slow and tedious a task for this student. WRITTEN EXPRESSIVE This learner can write fluent essays and good answers on tests to show what s/he knows. S/he feels less comfortable, perhaps even stupid, when oral answers or reports are required. His or her thoughts are better organized on paper than when they are given orally. Source: “Puzzled About Educating Special Needs Students?: A Handbook on Modifying Vocational Curricula for Handicapped Students” Wisconsin Vocational Studies Center, University of Wisconsin-Madison

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KEYS TO A DIAGNOSTIC-PRESCRIPTIVE TEACHING APPROACH A diagnostic-prescriptive teaching approach involves assessing the specific needs of each student, setting realistic goals, breaking goals into achievable objectives, analyzing the skills and tasks needed to accomplish each objective, determining effective techniques and strategies, and monitoring performance. Keys to the effective use of the diagnostic-prescriptive model with adults are:

• Work as an equal partner with each student

• Gather as much information as possible about the student and his or her prior learning experiences

• Set realistic goals and objectives

• Re-evaluate goals and objectives often, change and modify them as often as

necessary

• Understand the principles of effective instruction

• Understand how to break learning into segments or tasks

• Evaluate and re-evaluate progress informally, monitoring long- and short-term goals, objectives, and tasks

• Investigate instructional options with students

• Modify instruction whenever necessary

• Stay organized and focused on the realistic goals, objectives, and tasks

• Remain flexible

Copyright 1996 All Rights Reserved – Sturomski & Associates

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Section 4

VOLUNTEER TUTOR

SERVICES

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Volunteer Literacy Program The role of the Volunteer Literacy Program (VLP) is to enhance the delivery system of Peninsula College’s Basic Skills Program by providing additional educational support to the lower level ABE/ESL student population enrolled in Peninsula College’s Adult Basic Education and English as a Second Language Programs. The mission of the Volunteer Literacy Program is to provide tutorial support to adult learners so that they may acquire the necessary basic literacy skills to meet their identified educational, employer, family goals.

Services Service provided by the volunteer tutor program focuses on two instructional models: one-to-one instruction and small groups. Peninsula College ABE and ESL programs are administered throughout nine separate locations, seven distinct communities, and two counties. The goal of the Volunteer Literacy Program is to provide all lower level basic skills and ESL students access to trained and qualified tutors regardless of remoteness of location. Program Volunteer Target The VLP goal is to recruit, train, support, and maintain a base of active tutors who support classroom instruction.

Recruitment Strategies • Poster/Flyers • Presentations to community clubs and organizations • Partnership with Clallam County Literacy Council • Presentation to Tribal Councils • Brochures • Distributing bookmarks to new/used book stores and libraries throughout Clallam and

Jefferson Counties • Public service announcements on radio/T.V. • Newspaper ads • Inclusion in Peninsula College quarterly class schedule

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Volunteer Tutor Qualifications • Good basic literacy skills – no previous teaching experience necessary • Enjoy working with people • Display a sensitivity to the needs of an adult learner • Have an understanding and tolerance of cultural and social differences • Possess a sense of humor and patience • Be flexible and adaptable • Enjoy learning as well as teaching • Dependable and punctual • Commit two or more hours per week for a three month period (one academic quarter)

Selection Process for Volunteer Tutors The selection process for any prospective volunteer involves several layers of screening. The program coordinator conducts initial screening by phone to determine prospective volunteer’s interests, goals, and compatibility with program objectives. A personal, individual, and face to face interview is then scheduled and conducted by the program coordinator. It is during the interview process that the prospective volunteer’s motivation, expectations, attitudes, background experience, and preferences are identified, and volunteer opportunities in the program, both tutoring and non-tutoring are described. An information packet containing tutor job descriptions, volunteer tutor agreement, general information about basic skills students, literacy, and orientation is given out at this time. Upon return of the completed application, the applicant’s references are checked, verified, and documented by the program coordinator and if appropriate, an orientation session is scheduled.

Orientation Process Orientation procedures include an individual orientation for prospective volunteers. This meeting is conducted at least once per quarter and is a prerequisite for volunteers before acceptance and entry into the program. Orientation includes program overview, information about working with adult learners, introduction to Education For the Future (EFF) concepts and philosophy, a student goal setting preview, and how tutor/student partnerships might work.

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Free Tutor Training Current training has been developed and modeled from successful and long established programs in Western Washington. The Basic Literacy Training course from the Literacy Council of Kitsap provided the initial working model for literacy training. ESL trainings are patterned after the Tacoma Community House model. Both trainings last 9-12 hours and incorporate EFF concepts and philosophy, and provide tutors with necessary hands-on practice with specific student-related activities. Tacoma Community House provides “Training for Classroom Volunteer Teacher Aides”. This is a six hour interactive workshop that is well suited to the needs of our instructors, students and volunteers in both ABE and ESL classrooms. The program proposes to develop a training that combines elements from both the basic literacy and the ESL training. In this region, there is a great need for tutors to be trained in both areas to increase the opportunities to most effectively meet the needs of students.

Matching Students and Tutors Program coordinator chooses classes and tutors most mutually well suited based upon logistics, experience, schedule, and interests. The VLP Coordinator contacts the instructor with tutor information and follows-up with the tutor, and instructor to insure that the match is working. Changes are made as needed.

Volunteer Support and Recognition • Quarterly volunteer recognition • Certificates of appreciation • Regular contact with VLP Coordinator for updates and support

Other VLP Volunteer Opportunities • Special events planning • Public relations • Public speaking • Graphics/Design • Newsletter • Reading books onto tape • General office support

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Section 5

WABERS

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WABERS Washington Adult Basic Education Reporting System

The Washington State Board for Community and Technical Colleges (SBCTC) developed the WABERS program to facilitate data collection and reporting for Community and Technical Colleges and for Community Based Organizations providing adult education services. WABERS information will help us plan, research, and develop programs, and will help to support the progress of students and their success in the workplace and other educational areas. WABERS meets all current state and federal data collection and reporting requirements and was designed with an eye toward future reporting requirements as they develop. The Basic Skills Student Registration Form is specifically constructed to gather crucial information for both WABERS and Peninsula College reporting purposes. It is important thatstudents fill them out completely. Review all sections completed by the student for completeness and clear legibility.

INTAKE Basic Skills Registration Form

You can refer to Section 2 of the Curriculum Guide for more information about the registration form.

DEMOGRAPHIC SECTION-Student Responsibility

• Social Security Number If student does not have a social security number, a Peninsula College student I.D. number will be allocated to them. Students interested specifically in obtaining their GED must supply a SSN (if they have one) for WABERS reporting purposes. Currently the SSN is our only link for receiving sta e credit for student employment and obtaining their GED.

t

• Full Name / Previous Name if applicable • Birth date Month/Day/Year (Mandatory WABERS entry) • Address information • Phone • Gender (Mandatory WABERS entry) • Ethnic Origin (Mandatory WABERS entry) • Have GED/HS Diploma • Last High School Attended • Previously attended Peninsula College (Instructors can verify on WABERS previous years)

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STUDENT-ENTRY STATUS-These are mandatory WABERS entries Students check all that apply: Disability/Income section (Definitions under “Entry Status” later in chapter). Employment section (Definitions under “Entry Status” later in chapter). How did you learn about this class (have the student select one)? “What is your goal while attending the Basic Skills Program” - Guideline as follows:

General Guidelines for WABERS Goal Selection under “What is your Goal While Attending our Classes? ESL: ESL Levels 1-6 Indicate “Improve English Language Skills”. A mandatory goal for Federal reports. If the student does not have a high school diploma or a GED: ABE Levels 1-4 Indicate “Improve basic literacy skills”. A mandatory goal for Federal reports. IF the student has CASAS tested at the GED Level 1 or 2, but has NOT begun GED testing: GED Prep 1 or 2 Indicate “Improve basic literacy skills”. A mandatory goal for Federal reports.

As a student takes parts of the GED test, WABERS will automatically add the “Earn a GED Goal” to the Assessment screen (1 quarter in arrears).

If the student does have a high school diploma or GED: ABE Level 1-4, or GED Prep 1 or 2 Indicate “Improve basic literacy skills”. A mandatory goal for Federal reports.

These are students who are only interested in brushing up their basic skills either before enrolling in college level courses or for their own personal use. Enroll student at appropriate level (ABE 1-4, GED Prep 1 or 2) according to CASAS appraisal.

NOTE: “Improve English language skills” and Improve basic Literacy skills” mandatory goals will be specified manually on the WABERS Student Intake screen, with the automatic fill-in used only as back-up. All other goals under “Student Intake”:

Earn GED certificate or high school diploma (Reminder-WABERS data entry person will only allow WABERS to fill this in automatically when the student passes their first GED test). Enter post-secondary education or training (SSN automatically matches a goal completion when student enrolls in college level classes). Get a job (SSN automatically matches a goal completion if they were connected to Employment Security).

Keep current job

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The student may select any of these goals under “What is your goal while attending the Basic Skills Program classes?” Once a goal is entered for the first quarter of the student, it remains on WABERS the remainder of the school year. More goals can be added, but not deleted in WABERS.

END-OF-QUARTER REPORTING HOURS:

Attendance hour records are vital for calculation of pre/post testing timeframe requirements. Instructions as follows:

On the back of the registration form, record total hours for the quarter. The H-2 Office will request this information from the instructor at the end of each quarter.

• Include: hours of instruction or instructional activity the learner receives from the program (contact hours, attendance hours, assessment and goal-setting time). Instructional activity includes any program-sponsored activity designed to promote student learning in the program curriculum, such as, classroom instruction, assessment, tutoring, or participation in a learning lab.

Pre-Testing in the classroom does count.

Official GED testing time does NOT count.

• Educational interview hours are separate from class hours and are collected separately for WABERS input. Though collected separately, Educational Interview hours still count towards total attendance hours.

For Federal Reporting, WABERS hours do not follow students across program years (zeroed out each program year). For hours to “next test”, the hours do follow the student across program years. You must look on the “Assessment by Student Screen” for the 2003-4 school year, and the “Student Attendance Screen” for 2004-5 and later years, to gather each program year attendance and calculate totals for hours to next test.

Volunteer hours: If service was provided, the instructor is to ensure either the YES or NO block is check. Report as requested to the Volunteer Coordinator. Since it is cumbersome to request any volunteer to record time spent with each student, the Volunteer Coordinator totals the volunteer hours by instructor and not by student and provides this information to the WABERS data entry person. It is requested, the instructor notate on the appropriate section of the WABERS form, an ESTIMATED breakdown of volunteer hours per student OR an ESTIMATED percent of volunteer time spent with student. The instructors estimate will provide a more accurate breakdown for WABERS entry.

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COMPETENCIES:

To meet Federal Reporting requirements WABERS will automatically match ESL and ABE Post-testing, and GED test completions to each student. GED matching will occur one quarter in arrears as long as a SSN has been entered. Level completions are automatically based on CASAS Post-testing. (The last post-test then becomes the pre-test for the next level of enrollment and instruction.) Score information (hand scored, and/or TopsPro Reports) should be logged onto the permanent student folder on the ESL or ABE first and then second pages of the “Student Information Summary” form. Check WABERS Student Test History screen to make sure hand scores MATCH the OFFICIAL WABERS scores. Check all years in WABERS for test history. PARENTING/FAMILY LITERACY GOALS/ACHIEVEMENTS:

Instructor obtains status from student logs, learning portfolios, teacher observations, and/or reports to the class to determine which WABER goal(s) is/are completed. WABERS goals are as follows:

Promote family Members Growth and Development

Meet family Needs and Responsibilities

Strengthen the Family System

Goal achievement is recorded on WABERS, under Special Programs, Family Literacy Program/Special Program Achievements. A copy of this screen, listing the students registered in Family Literacy, will be provided to the instructor(s) at the end of every quarter. The instructor(s) is/are requested to check off the goals the student completed during the quarter. The H2 Office will enter the goal completion information into WABERS.

ACCOMMODATIONS USED DURING CASAS PRE/POST TESTING: If service was provided, the instructor is to ensure either the YES or NO block is check. See Section 2 for form and instruction.

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WABERS DEFINITIONS Education-related Goals

• Earn a high school diploma – achieve sufficient skills and credit hours to earn a state accredited secondary school diploma.

• Earn a GED certificate – achieve sufficient skills to pass all five tests of General Educational Development. An automated goal accomplishment if a SSN is provided. Data matching will occur.

• Enter post-secondary education or training – achieve skills to enable enrollment in a post-secondary education programs or other training program. An automated goal accomplishment if a SSN is provided. Data matching will occur.

• Improve basic literacy skills – ABE/GED STUDENTS- improve overall basic literacy skills. A Federal Reporting requirement.

• Improve English Language skills – ESL STUDENTS -improve overall skills in the English language (e.g., listening and observing, speaking, reading, writing). A Federal Reporting requirement.

Work/Employment-related Goal • Get a job – Obtain full- or part-time paid employment. (unemployed upon entry)

Data matched with Employment Security as long as a SSN is entered. • Keep current job – Upgrade skills to enable retention of current job. (employed

upon entry)

ENTRY STATUS For State and Federal reporting purposes, we need to categorize participants by their “entry status” characteristics. Choose as many as are applicable. The choices are:

• Physically Disabled Adult: Learner has a record of, or is regarded as having, any type of physical or mental impairment, except a learning disability, that substantially limits or restricts one or more major life activities, including walking, seeing, hearing, speaking, learning, and working.

• Learning Disabled Adult: Designate a learner as a learning disabled adult if he or she has deficits related to neurological impairments in capacity in defined limited areas related to learning, such as dyslexia. Obtain this information from self-report or documentation.

• TANF recipient: It is the welfare reform program that replaced the old Aid to Families with Dependent Children. TANF or Food Stamps recipients are automatically considered low income. This information can be self-reported (without proof) or obtained from documentation.

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• On Public Assistance: Record whether the student is receiving any of the following forms of financial assistance from public agencies. Public assistance status should be recorded by the student or by staff from documentation from a referring agency into the following categories:

Temporary Assistance to Needy Families (TANF) or equivalent general assistance

Food stamps Tribal GA Refugee cash assistance Old-age assistance Aid to the blind or disabled

• Employed Adult: A student who did any work at all as a paid employee or in his or her own business or profession, or on his or her own farm or who worked 15 hours or more per week as unpaid workers on a farm or in a business operated by a member of the family, or a person who was not working but who had a job or business from which he or she was temporarily absent.

• Unemployed Adult: A student who is not working but is looking for a job and is available for work, including people who are waiting to be called back to a job from which they had been laid off and people waiting to report to a new job. This term does NOT include persons who have given up looking for a job or who otherwise are not available for work, including inmates of correctional facilities. This also includes those collecting unemployment benefits now or sometime in the past two years.

• Not in Labor Force: A student who is neither “employed” nor “unemployed” according to Department of Labor definitions. This term includes persons who have given up looking for a job or who otherwise are not available for work. Also include those who have not collected benefits within the past two years.

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Section 6

TESTING

ABE/GED APPRAISAL

ASSET

COMPASS

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PLACEMENT APPRAISAL FOR BASIC SKILLS

ABE/GED/Family Literacy Students: All students enrolling in basic skills classes are to be assessed for placement using the CASAS (Comprehensive Adult Student Assessment System) Appraisal instrument (Form 130 ECS or Form 30 for Family Literacy). This tool is used to determine student placement in reading and math and to identify the federally-defined level at which the pre-tests are to be administered. See the following blue page for the “Study of the CASAS Relationship to GED 2002” Reference Sheet. ESL Students: All students enrolling in ESL classes are to be assessed for placement using the CASAS Appraisal for ESL and the flow-chart on a following page, titled “CASAS ESL Intake Process.” An appraisal instrument is for placement only; it is not designed to provide instructors with diagnostic information. Pre-tests provide the diagnostic information necessary to inform instruction and to identify those competencies which a student has already mastered and those competencies which need additional work. During instruction, instructors are encouraged to continue to use informal assessments to monitor student progress. However, after the completion of a minimum of 45 hours of instruction, learners should take a post-test based on their pretest scores. The post-test becomes the learner’s next pre-test, and the cycle of instruction begins again. A student does not have to test in all subjects every time a test is given. If a student has “tested out” of a particular subject or has not been studying a particular subject during a quarter, then there is no reason to test in that subject area. For example: an ESL student has tested out of Listening by scoring at the top of the highest form. Listening is considered “done” and there would be no more testing in listening. Another example: If a GED student has been preparing for the writing test and maybe some of the reading tests all quarter and is “saving” the math until they finish the other tests, then the student doesn’t test in math that quarter. Assessment Process:

1. Administer appraisal to all new students prior to instruction; if ESL, follow the “ESL Intake Process”

2. Use the “Suggested Next Test” chart to select the appropriate pre-test 3. Administer the pre-test within the first 10-12 hours of instruction 4. Use the test results to plan instruction 5. After 45-50 hours of instruction, use the “Suggested Next Test” chart to select the

appropriate post-test 6. Administer the post-test every 45 hours or at least once every quarter. See

flow chart on following page to determine testing between 30 and 45 hours.

Additional notes: • All assessment materials are to be kept in a locking file cabinet • Only staff trained by a CASAS certified trainer may administer the tests • Programs must address assessment issues for students with documented disabilities

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• Local programs may not use performance task-based or other locally developed assessment for accountability reporting; instructors may continue to use such instruments as part of the teaching and learning process

• GED Practice Tests, GED Tests, COMPASS, ASSET, or TOEFL may not be used in place of CASAS post-tests

• Educational gain can only be determined by post-testing on a different, but equivalent, form of the CASAS pre-test

2B

… then evaluate information and determine next step

Scores on Oral Screening and CASAS Writing Screening or other writing assessment:

Oral Writing Other writing or Screening Screening other factors

<6 0-1 poor 6 or more 1-2 good 6 or more 0-1 poor <6 1-2 good

CASAS ESL Intake Process

CASAS PROGRESS TEST FORMS

READING LISTENING Level Life Skills Life & Work ECS Citizenship Level Life Skills Life & Work ECS

Beg. Lit. 27R, 28R 27R, 28R 27R, 28R 27R, 28R A 51L, 52L 51L, 52L A 31R, 32R 81R, 82R 11R, 12R 951R, 952R B 53L, 54L 63L, 64L

AX 32RX 81RX, 82RX 951RX, 952RX C 55L, 56L

in development 65L, 66L

B 33R, 34R 83R, 84R 13R, 14R, 114R BX 34RX

C 35R, 36R 185R, 186R 85R, 86R 15R, 16R, 116R

D 37R, 38R 87R, 88R 17R, 18R X level tests are a bridge to the next level 3/05

Form 20 R Form 20 L

Score Next Test Level

Instr.Level Score Next Test

Level Instr.Level

176 A 162 A 185 A 171 A 190 A

Low Beg.

177 A

Beg. Lit.

194 B, AX or A 182 A 198 B

High Beg. 186 A

201 B 190 A

Low Beg.

204 B 193 A 206 B 196 B or A 209 B 198 B or A

High Beg.

211 B

Low Int.

201 B 213 B 204 B 216 C, BX or B 206 B 218 C, BX or B

High Int.

209 B

Low Int.

221 C 211 C or B 224 C 214 C or B 227 C 216 C 228 C 219 C

High Int.

230 C 222 C 231 C 225 C 233 C

Adv.

227 C 229 C 232 C 235 C

Adv.

Administer the Reading appraisal and use this chart to determine reading pretest level and class placement

Skip the Listening appraisal and use Form 53 Level B Listening test as a combined appraisal/pretest - or - Administer the Listening appraisal and use this chart to determine listening pretest level and class placement

2B

Guidelines for determining class placement and pretest level

Assess student’s basic English language proficiency • observe how well student communicates and fills

out forms • consider number of years of formal schooling and

other information on demographic records • administer oral screening from the ESL Appraisal • administer CASAS writing screening or other

writing assessment • consider other factors affecting class placement

1

Place student in instructional level according to the lower of the two appraisal scores.

Then use the chart below to select an appropriate pretest based on the appraisal score, according to the Next Test Level indicated in the chart above. The pretest score serves as the initial point of comparison for progress testing.

Results Test form to administer

some difficulty Administer Form 27 or 28 as pretest

little or no difficulty Administer Form 81 or 31 as Reading pretest

Administer Form 51 as Listening pretest

2A Skip the appraisal and administer the five practice items from Form 27 one-on-one

Guidelines for Providing Accommodations Using CASAS Assessment for Learners with Disabilities

w w w. ca s a s. o r g 1

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Purpose The accountability standards in the 1998 Workforce Investment Act include the Rehabilitation Act Amendments of 1998 to improve access to adult programs and achieve employment outcomes for learners with disabilities. Other legislation addresses provisions related to testing accommodations for learners with disabilities, including Section 504 in the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, the No Child Left Behind Act of 2001, and the Individuals with Disabilities Education Act reauthorized in 2004. These laws ensure equal access for all learners in education programs, including learners with disabilities. Accommodations provide an opportunity for all test takers to demonstrate their skills and ability. The accommodations may alter test administration procedures without changing what the test is intended to measure. The following guidelines address methods for administering CASAS assessments using accommodations for learners with documented disabilities. The suggested accommodations for disability categories consist of the provisions below. 1. Accommodations in test administration procedures. 2. Use of appropriate CASAS test forms.

Local Agency Responsibility Local test administrators must consider the individual needs of the learner when they provide accommodations. The responsibility of fulfilling learner requests for accommodations is that of the local agency, not of CASAS. However, CASAS will work with state and local agencies to develop additional tests that are in a format reflecting the manner in which learners acquire and report information needed to function in everyday life. For example, if a learner is legally blind and reads information using Braille, then a standardized reading test in a Braille format is appropriate for testing. CASAS is currently developing such a form to include test items in Braille that reflect functional literacy situations in the life and work of a person who is blind. Local agencies are responsible for providing fully accessible services and have the responsibility to ensure that these services meet reasonable criteria. In addition, the agency administering the test must provide any necessary accommodations at no cost to the learner. The costs are negligible for most of the common accommodations that learners will request. Local agency, district, and state accountability data collection systems should include CASAS test results for learners with disabilities. However, all public reports of test results must follow confidentiality laws and report scores without reference to name, address, or Social Security number of the learner. Local and state

agencies may also want to collect accountability data on which and how many accommodations or alternate test forms are provided during test administration for program improvement purposes. Adult learners with disabilities are responsible for requesting accommodations and for submitting documentation of their disability at the time of registration, program entry, or after diagnosis. The need to use an accommodation should be documented in official learner records, such as the Individual Program Plan (IPP) or Individualized Plan for Employment (IPE). The information could come from a doctor’s report, a diagnostic assessment from a certified professional, and other clinical records. Adult agencies can often contact the local division of vocational rehabilitation or a secondary school to request documentation of a disability. The documentation must show that the disability interferes with the learner’s ability to demonstrate performance on the test. Local agencies should provide the same accommodations when they administer CASAS assessment as they do for the learner during instruction and as documented in annual plans such as individual education plans. For example, if the learner acquires information and receives instruction with the assistance of a sign language interpreter, then an interpreter is also necessary to provide directions for standardized testing. However, interpreters do not sign the test questions themselves because the purpose of the assessment is to determine level of basic reading literacy skill. It is important that a learner practice using the appropriate accommodation during instruction before using the accommodation during the assessment. Also, it is important to ask learners what accommodations will work best in their situation. CASAS has a variety of standardized performance-based assessment instruments to use with learners who do not demonstrate their skills well on multiple-choice tests. Standardized performance-based instruments are available for special purposes such as demonstration of writing and speaking skills and functional life skills for developmental disabilities.

Accommodations in Test Administration Procedures Local test administrators may provide or allow some accommodations in test administration procedures or environment for documented disabilities without contacting CASAS. Test administrators often use these same strategies as test taking strategies for other learners who do not have documented disabilities. Students may request to take only one test per day or to test in an alternate quiet room. Learners may also use a variety of strategies when they take a test, such as a plain straight-edge ruler, magnifying strips or glass, colored overlays, ear plugs, and other devices as deemed appropriate (www.acenet.edu/calec/ged/).

Guidelines for Providing Accommodations Using CASAS Assessment for Learners with DisabilitiesGuidelines for Providing Accommodations Using CASAS Assessment for Learners with Disabilities

www.casas.org

Guidelines for Providing Accommodations Using CASAS Assessment for Learners with Disabilities

w w w. ca s a s. o r g 2

J u n e 2 0 0 5

Sample accommodations in test administration procedures or environment are shown in Table 1. Examples of these accommodations are extended time, supervised breaks, or sign language interpreter for test administration directions only. The accommodations listed are suggestions only. Accommodations are based on needs of individual learners and not on a disability category. Any testing accommodation must be consistent with documentation in the annual plan, such as an IEP. These strategies do not alter the validity of the test results. The local test administrator does not need to contact CASAS when providing these accommodations. It is not an appropriate accommodation in test administration procedures to read a CASAS reading test to a learner with low literacy skills or blindness. The purpose of a reading test is to assess reading skill levels and to determine the learner’s appropriate instructional level, not to assess knowledge of a subject area. Agencies may call CASAS to provide information on these or other suggested accommodations.

Use of Appropriate CASAS Test Forms It is important to use an appropriate test form that best meets the learner’s goals and manner of receiving and reporting information. Most learners with a disability can take some form of a CASAS test. CASAS is able to provide large-print versions of all tests. Large-print tests and computer-based tests are examples of test forms often used for learners with documented disabilities based on need as well as for all learners. The Employability Competency System (ECS) appraisal as well as the ECS reading pre- and post-tests and the Life Skills reading pre and post-tests are available in large-print forms. Beginning Literacy Reading and the Reading for Citizenship series are

in a large print format. The POWER performance-based assessment and the Tests for Life Skills, Forms 310 through 340, are available specifically for learners with developmental disabilities. CASAS is currently expanding development of other test forms to measure basic literacy skills of learners with specific documented disabilities. For example, a functional Braille reading test to measure basic literacy skills is in development for learners who are blind or have a visual impairment. Current CASAS reading, math, and listening tests include multiple displays (test prompts) of actual everyday items — maps, telephone books, paycheck stubs, graphs — that cannot be translated realistically into an audio format or into Braille. Please contact CASAS if you are interested in participating in a national validation of appropriate assessment for visually impaired or blind learners. The CASAS test development process always includes field-based specialists who help design, develop, and field test assessment instruments to ensure appropriateness for assessment of the specific population.

When Appropriate CASAS Tests Are Not Available Please contact CASAS if the accommodation needed is not currently available from CASAS. Changes in test format affect the standardization and statistical measures for the test. CASAS will provide advice regarding appropriate accommodations that are not currently available to test administrators.

Contact CASAS at 1-800-255-1036 for further information on appropriate accommodations for using CASAS tests.

Disability Test Administration Procedures CASAS Test Forms Available CASAS Test Forms In Development

Specific Learning Disability and/or ADHD such as dyslexia, dyscalculia, receptive aphasia, hyperactivity, written language disorder, attention deficit disorder

Extended timeAlternate scheduleFrequent breaksScribe/writer/alternate roomComputer — spelling and grammar check disabledSimple calculator for Level A/B only

Large- print tests Auditory format for Government and History for Citizenship

Deaf or Hearing Impaired Sign language interpreter for test directions onlyHead phones for those taking a listening test

Blind or Visually Impaired Magnifier Large- print CASAS tests Computer-based CASAS tests

Braille format

Mobility impairment Extended timeAlternate site/equipmentScribe/writer/ communication board

Psychiatric Disability such as schizophrenia, major depressionDevelopmental Disability such as autism, cerebral palsy, epilepsy, mental retardation

Adult Life Skills Forms 310 through 350POWER Forms 301, 303 and 305

Note. The accommodations listed above are suggestions only and in addition to use of regular CASAS tests. Accommodations are based on needs of individual learners and not on a disability category. Any testing accommodation should be consistent with documentation in the annual plan, such as an IPP. Alternate test forms developed by CASAS do not modify test standards.

86

CASAS ASSESSMENT PROCESS

General Testing Information

1. Remember that these are standardized tests.

Testing materials must be kept in locking file cabinets. All scratch paper must be collected and shredded. You may not go over the test with students nor use any test item for instruction. No copy of the answer sheet may be kept by the instructor or in the student folder.

Only scores are to be recorded. Tests may not be copied for any reason.

2. Tests may be done in groups or individually. Pre- and post-tests are not timed; however, students should not need more than an hour to complete each test.

3. Accommodations may be used for the appraisal and pre-/post-testing if the student has official documentation on file or if they have requested accommodations using the “CASAS Modification Request Form.” (See Section 2). Accommodations include large-print, calculators, and scribe; however there are no forms that are available for the blind. You may not read the test to a blind student. CASAS is working on a taped version of the appraisal and pre-/post-tests that would be standardized.

Testing Process – Returning Students

1. If the student is returning within one to two quarters, you may use the previous pre- or post-test scores as the starting point, and count the hours of attendance from that last test even if it was in a previous quarter. This should mean that you will be post-testing sooner than new students. If it has been longer than 6 months since the student was enrolled, then you need to “pre-test” again.

2. The pre-test form you use is based on the level at which you exited the student.

Testing Process – New Students

1. Administer the appraisal test before instruction. Continue to use the locally developed answer sheet for the appraisal. CASAS appraisal scores are not entered in WABERS but are reported on the registration form. Appraisal scores are only used to determine the level of pre-test.

2. During the first 10-12 hours of instruction, administer the pre-test at the level you determine from the appraisal and using the “Suggested Next Test” chart. You must use the CASAS scannable answer sheets (and #2 pencil).

3. Teach your students.

4. After a minimum of 45-50 hours of instruction (attendance hours) per student, or at least once per quarter, administer a post-test. Use the “Suggested Next Test” chart to help you know which form to give. You must use the CASAS scannable answer sheets (and #2 pencil).

5. The post-test score becomes the student’s new pre-test score, and the cycle begins again.

87

Details You Need to Know

1. Official assessment (reportable) is in reading and math for ABE/GED/WorkFirst, and in listening and reading for ESL. You should continue to do other assessments in any other appropriate subject area and track those in the students file, but it is only the answer sheets for the above CASAS tests that are turned in to our office for WABERS.

2. Students do not need to be post-tested in subject areas that they are not studying.

3. All students taking CASAS tests must be provided test accommodations if they are requested or there is a documented disability. You do not document on any answer sheet that the test was taken with accommodations.

4. Programs must obtain and keep an approved “Release of Information” form signed by the student for any student who is taking CASAS tests with accommodations as well as a copy of the “CASAS Modification Request Form.”

5. You may score CASAS tests locally, share test results (but not specific test items) with students, and use the pre- and post-tests as diagnostic tools to inform instruction. However, test results are not official until the tests have been scored using TOPSpro and exported and uploaded into WABERS.

6. You MUST use a different form of the test for pre- and post-testing.

7. No more “C’s” or “P’s.” All calculations of level gains, achievements and educational goal will be determined electronically by WABERS.

8. You may continue to use performance task-based or other locally developed assessments for instructional purposes, but they are not federally reportable.

9. GED Practice Tests, Official GED Tests, ASSET, COMPASS or TOEFL scores are not valid post-tests. Remember, this is a standardized testing system, which means that the same test must be used as a post-test that was used as a pre-test. You can’t mix types of tests.

10. State testing guidelines require: a. that we post-test each quarter, but no sooner than 45 to 50 hours of

instruction. b. If the student does not have 45-50 hours of instruction, then after 5

months of attendance a post-test is also required by that time. c. If a student lets you know they are leaving the class before they have

reached 45-50 hours instruction (i.e., exiting the program), then you should also administer a post-test if you believe they might have achieved a gain in any subject area.

National research shows that students can average of 3-8 points after 100 hours of instruction. So don’t test too soon, but do try and capture every student who might be leaving your program. Also, don’t be discouraged with small gains if you are testing every 45-50 hours.

11. Only staff who have been trained may administer the CASAS appraisal, pre- and post-tests.

88

CASAS PRE / POST ANSWER SHEET PROCESS

1. Only CASAS answer sheets can be centrally scanned into TOPSpro. All pre/post tests for students have to be recorded on these answer sheets and forwarded to campus. Answer sheets will be batched and scanned into TOPSpro, tests will be sent electronically to Olympia and uploaded into WABERS. (We will keep the original answer sheet here on campus until we see that the scores have posted into WABERS. The answer sheet will then be shredded.)

2. Large-print answer sheets and Forms 27 and 28 cannot be scanned or electronically

scored. Staff will need to transfer the raw score from these answer sheets or test booklets to the scannable CASAS answer sheets. Once the raw score has been transferred the original answer sheet or test booklet for 27/28 should be shredded. (You do not have to bubble in answers.)

a. Do not use raw scores on any test other than 27 and 28 or for Large Print tests.

3. The following sections of the “Test Record” must be filled out clearly with a #2 pencil.

Only pencil marks can be scored. Verify that the handwritten responses match the bubbles. This is the single biggest error made and will delay official scoring and processing. Both sides of the answer sheet may be used – one side for reading, the other for math or listening, for instance – but all of the following information must be included on both sides for the specific test taken,

a. Section 1. Students handwritten name (last name first) b. Section 2. Write pre/post test and instructor name c. Section 4. Form number of the test. This section always begins with a “0” (zero)

followed by the two-digit form number followed by the subject. For example, form 17 Reading would be entered as “017R.” Don’t worry about the “X” column.

d. Section 5. Test date. Bubble the date that the test was taken. e. Section 7. Instructional program. Our only valid choices are Basic Skills (ABE),

ESL, or GED. WorkFirst and college prep students will use Basic Skills (ABE). f. Section 10. Test 1. This is our college’s three-digit number: 010

NOTE; Section 3, student identification number, should be left blank for now. This is not the social security number but the student’s identification number issued by the college. Nancy or someone in the campus office will fill that in when you send them to campus.

4. Score the test and record the testing information in the student’s file (date, form, score). Do not make a copy of the answer sheet. Whatever information you may want from the answer sheet should be recorded in some other format prior to sending the answer sheets to campus (see your administration manual for possible ways to record scores, items missed, etc.)

5. Mail or bring completed answer sheets to H-2 on a regular basis. Do not fold, staple or use paper clips. Care should be taken to prevent bending or creasing.

89

Study of CASAS Relationship to GED 2002

Reference Sheet June 2002

CASAS, in cooperation with the CASAS National Consortium Policy Council, conducted a study to obtain information that would provide guidance to program and instructional staff regarding a student’s readiness to take the GED. The relationship of CASAS tests to the 2002 GED was studied using data from California (n=51), Iowa (n=1,602), Kansas (n=561), and Oregon (n=1,442).

As part of this study, the skills assessed by the GED in both language arts/reading and mathematics were examined in relation to the competencies assessed by the CASAS Level C or D reading and math forms. Generally, there was a high degree of correspondence between the two instruments in both reading and math (Performance on CASAS related to GED, June 2003). Based on these results, recommendations regarding the administration of GED 2002 are included in the next section (see Tables 1 and 2).

Exhibits 1 and 2 provide additional reference information including CASAS reading and math skill level descriptors for CASAS Levels D and E and CASAS scoring ranges compared to NRS levels.

Recommendations

As learners move up from CASAS Level C to D to E, The data showed a significant increase in GED pass rates at each level. Table 1 shows the corresponding GED 2002 subsection pass rates for learners at Level D and Level E. Table 2 shows the overall GED 2002 pass rates for learners.

In order to have the highest probability to successfully pass the GED 2002, it is recommended that students score at the CASAS Level E before they are administered the individual GED subsections. In some cases a student functioning at CASAS Level D may be sufficiently prepared to take the GED 2002 exams. An instructor, weighting additional factors and methods used to determine a student’s readiness, may determine that a student functioning at this level is ready to attempt the exam.

Table 1 CASAS to GED Test Pass Rate

Student Scores 236-245 On CASAS Test (CASAS Level D)

Student Scores 246+ On CASAS Test

(CASAS Level E) Student Takes CASAS Test C or D

Student Takes GED Test % Passed GED Subsection*

% Passed GED Subsection*

Reading Reading Reading Reading Math

Language Arts, Reading Language Arts, Writing Science Social Studies Math

75% 70% 84% 84% 90%

89% 85% 97% 96% 97%

* Passed is a score of 450 or greater. CASAS 2003 Table 2 CASAS to GED Total Pass Rate

CASAS Level D Student Scores 236-245 on

CASAS Test

CASAS Level E Student Scores 246+ On

CASAS Test Student Takes CASAS

test Student Takes GED Test % Passed GED* % Passed GED* Reading Math

All Subsections All Subsections

78% 93%

94% 99%

** Passed is an average score of 450 or greater across all subsections and no lower than 410 in any one subsection. CASAS 2003

90

Study of the CASAS Relationship to GED 2002

Reference Sheet June 2003

Exhibit 1 CASAS Reading and Mathematics Skill Level Descriptions

Level Reading Math

Level D

CASAS Scale Score

236-245

Individuals at this level generally can perform tasks that involve written instructions in both familiar and unfamiliar situations. Other skills may include: reading and following multi-step directions; reading and interpreting manuals and legal forms; interpreting literary materials such as poetry and literature; creating and using tables and graphs; integrating information from multiple texts, charts, and graphs; evaluating and organizing information. They can also organize information and perform tasks that involve workplace communication skills.

Individuals at this level generally can add, subtract, multiply, and divide whole numbers, fractions, and decimals. Other skills may include using mathematics in the workplace, such as calculating discounts; comparing prices to determine the best buys for goods and services; creating and using tables and graphs; computing standard measurement for length, width, perimeter, and area. They generally can organize, implement and perform multi-level calculations.

Level E

CASAS Scale Score 246+

Individuals functioning at the skill level E are able to read most written material encountered in the workplace, including forms, work procedures, and personnel manuals. They can interpret technical information, training materials, and some technical manuals. They can interpret computer-generated materials in the form of databases and spreadsheets. They can read articles on unfamiliar topics written in more complex language.

Individuals functioning at skill level E are able to apply multi-step operations involving percents; apply proportion and ratio; use decimal time; apply formulas to determine volume; devise formulas. They can apply these skills to: compare quantities such as changes in sales and production totals; compare relative quantities of material resources used; interpret and record time in decimal format (e.g. 1.4 hours); calculate volume of material required or used in manufacturing or construction; devise algebraic formulas to facilitate calculations.

CASAS 2003 Exhibit 2 CASAS Scoring Ranges and NRS Levels*

CASAS Scale Score Range NRS ABE Levels NRS ESL Levels

< 180 181-200 201-210

211-220 221-235 236-245

246+

ABE Beginning Literacy ABE Beginning Literacy ABE Beginning Basic Education ABE Intermediate Low ABE Intermediate High ASE Low ASE High

ESL Beginning Literacy ESL Beginning ESL Intermediate Low ESL Intermediate High ESL Low Advanced ESL High Advanced -----

*Learners scoring in the 236-245 and 246+ scoring ranges (NRS Levels ASE Low, ASE High, and ESL High Advanced) are those that are analyzed in Tables 1 and 2 of this study. CASAS 2003

91

WASHINGTON/CASAS CORRELATION CHART

Correlations between Washington Adult & Family Literacy Competencies, NRS Educational Functioning Levels and CASAS levels and test score ranges are listed below: Adult Basic Skills Competency Levels

WA ABE Competency

NRS ABE Level Name

CASAS ABE Level & Name CASAS

ABE Score Ranges

ABE 1 Beginning ABE Literacy A Beginning Literacy/Pre-Beginning ABE 200 and below

ABE 2 Beginning Basic Ed. B Low Basic Skills 201 – 210

ABE 3 Low Intermediate Basic Ed. B Intermediate Basic Skills 211 – 220

ABE 4 High Intermediate Basic Ed. C Advanced Basic Skills 221 – 235

GED 1, HSC 1 Low Adult Secondary Ed. D Adult Secondary 236 – 245

GED 2, HSC 2 High Adult Literacy Ed. E Advanced Adult Secondary 246 and higher

ESL Competency Levels

WA ESL Competency

NRS ESL Level Name

CASAS ESL Level & Name CASAS

ESL Score Ranges

ESL 1 Beginning ESL Literacy A Beginning Literacy/Pre-Beginning ESL 180 and below

ESL 2 Low Beginning ESL A Low Beginning ESL 181 - 190

ESL 3 High Beginning ESL B High Beginning ESL 191 – 200

ESL 4 Low Intermediate ESL B Low Intermediate ESL 201 – 210

ESL 5 High Intermediate ESL C High Intermediate ESL 211 – 220

ESL 6 Low Advanced ESL D Advanced ESL 221 – 235

Suggested Next Test - ECS APPRAISAL From the appraisal test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

© 2005 CASAS

READING MATH

Forms 120R,130R Forms 120M,130M

Score Next Test Level Score Next Test

Level 181 A 180 A 183 A 183 A 188 A 188 A 191 A 191 A 193 A 193 A 196 B or A 196 B or A 197 B or A 197 B or A 200 B 200 B 203 B 203 B 204 B 205 B 206 B 206 B 207 B 208 B 208 B 209 B 210 B 210 B 212 B 212 B 213 B 214 B 214 B 217 C or B 215 C or B 219 C or B 217 C or B 221 C 219 C or B 222 C 220 C 224 C 222 C 226 C 224 C 228 C 225 C 229 C 226 C 230 C 228 C 231 C 229 C 232 C 230 C 233 D or C 231 C 234 D 232 C 236 D 233 D or C 238 D 236 D 241 D 239 D 245 D 242 D 246 D 245 D 248 D 247 D 250 D 249 D 252 D 251 D 254 D

CASAS Test Forms by Level

READING MATH

Level ECS Series Life & Work Series WLS Series Level ECS Series Life Skills

Series WLS Series

A 11R, 12R 81R, 82R 11R, 12R A 11M, 12M 31M, 32M 11M, 12M AX 81RX, 82RX B 13M, 14M 33M, 34M 213M, 214M B 13R, 14R, 114R 83R, 84R 213R, 214R C 15M, 16M 35M, 36M 215M, 216M

C 15R, 16R, 116R 185R, 186R; 85R, 86R* 215R, 216R D 17M, 18M 37M, 38M 217M, 218M

D 17R, 18R 187R, 188R 217R, 218R

X level tests are a bridge to the next level *Use either Forms 85 and 86 or Forms 185 and 186 as pre- and post-test pairs.

Suggested Next Test - ESL APPRAISAL From the appraisal test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

© 2005 CASAS

LISTENING READING

Form 20L Form 20R

Score Next Test Level Score Next Test

Level 162 A 176 A 171 A 185 A 177 A 190 A 182 A 194 B or A 186 A 198 B 190 A 201 B 193 A 204 B 196 B or A 206 B 198 B or A 209 B 201 B 211 B 204 B 213 B 206 B 216 C or B 209 B 218 C or B 211 C or B 221 C 214 C or B 224 C 216 C 227 C 219 C 228 C 222 C 230 C 225 C 231 C 227 C 233 C 229 C 232 C 235 C

CASAS Test Forms by Level

LISTENING READING

Level Life Skills Series

Life & Work Series

ECS Series Level Life & Work

Series Life Skills

Series ECS Series Citizenship Series

A 51L, 52L 51L, 52L Beg. Lit. 27R, 28R 27R, 28R 27R, 28R 27R, 28R B 53L, 54L 63L, 64L A 81R, 82R 31R, 32R 11R, 12R 951R, 952R C 55L, 56L

in development 65L, 66L AX 81RX, 82RX 32RX 951RX, 952RX

B 83R, 84R 33R, 34R 13R, 14R, 114R

BX 34RX

C 185R, 186R; 85R, 86R*

35R, 36R 15R, 16R,

116R

D 187R, 188R 37R, 38R 17R, 18R

X level tests are a bridge to the next level *Use either Forms 85 and 86 or Forms 185 and 186 as pre- and post-test pairs.

Suggested Next Test - LIFE SKILLS APPRAISAL From the appraisal test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

©2005 CASAS

READING MATH

Form 30R Form 30M

Score Next Test Level Score Next Test

Level 180 A 170 A 187 A 178 A 192 A 184 A 196 B or A 187 A 199 B 191 A 202 B 194 A 204 B 196 B or A 207 B 199 B 209 B 201 B 212 B 204 B 214 C or B 206 B 216 C or B 208 B 218 C 211 B 221 C 214 B 224 C 216 C or B 227 C 220 C or B 228 C 222 C 229 C 223 C 231 C 224 C 232 C 226 C

CASAS Test Forms by Level

READING MATH

Level Life & Work Series

Life Skills Series ECS Series WLS

Series Level ECS Series Life Skills Series WLS Series

Beg. Lit. 27R, 28R 27R, 28R 27R, 28R 27R, 28R

A 81R, 82R 31R, 32R 11R, 12R 11R, 12R A 11M, 12M 31M, 32M 11M, 12M

AX 81RX, 82RX 32RX B 13M, 14M 33M, 34M 213M, 214M

B 83R, 84R 33R, 34R 13R, 14R, 114R

213R, 214R C 15M, 16M 35M, 36M 215M, 216M

BX 34RX

C 185R, 186R; 85R, 86R* 35R, 36R 15R, 16R,

116R 215R, 216R

D 17M, 18M 37M, 38M 217M, 218M

D 187R, 188R 37R, 38R 17R, 18R 217R, 218R

X level tests are a bridge to the next level *Use either Forms 85 and 86 or Forms 185 and 186 as pre- and post-test pairs.

Suggested Next Test - WLS APPRAISAL From the appraisal test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

©2005 CASAS

READING MATH

Forms 220R, 230R Forms 220M, 230M

Score Next Test Level Score Next Test

Level 174 A 175 A 183 A 182 A 188 A 183 A 191 A 189 A 193 A 190 A 196 B or A 193 A 200 B or A 196 B or A 202 B 197 B or A 204 B 200 B 205 B 203 B 207 B 204 B 208 B 205 B 210 B 208 B 212 B 210 B 213 B 211 B 214 B 212 B 216 C or B 214 B 219 C or B 215 B 221 C 216 C or B 223 C 217 C or B 224 C 219 C or B 225 C 221 C 227 C 222 C 229 C 223 C 230 C 224 C 232 C 225 C 233 D or C 227 C 235 D 228 C 236 D 230 C 237 D 232 C 239 D 233 D or C 240 D 234 D 242 D 236 D 243 D 237 D 246 D 238 D 250 D 239 D 252 D 240 D 254 D 241 D 256 D 242 D 258 D 243 D

246 D 250 D 252 D 254 D 256 D 258 D

CASAS Test Forms by Level READING

Level WLS Series ECS Series Life & Work Series A 11R, 12R 11R, 12R 81R, 82R

AX 81RX, 82RX B 213R, 214R 13R, 14R, 114R 83R, 84R C 215R, 216R 15R, 16R, 116R 185R, 186R; 85R, 86R* D 217R, 218R 17R, 18R 187R, 188R

X level tests are a bridge to the next level *Use either Forms 85 and 86 or Forms 185 and 186 as pre- and post-test pairs.

MATH

Level WLS Series ECS Series A 11M, 12M 11M, 12M B 213M, 214M 13M, 14M C 215M, 216M 15M, 16M D 217M, 218M 17M, 18M

Suggested Next Test - LIFE SKILLS - READING (1) From an examinee’s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

© CASAS 2002

Forms 27R-28R Beginning Literacy

Forms 31R-32R Level A

Form 32RX Level A Bridge to B

Forms 33R-34R Level B

Score Next Test Level Score Next Test

Level Score Next Test Level Score Next Test

Level <153 * <170 * <182 A <184 * 153 Beg Lit 170 A 182 A 184 B or AX 155 Beg Lit 172 A 185 A 187 B or AX 156 Beg Lit 173 A 187 A 189 B or AX 158 Beg Lit 175 A 189 A 191 B or AX 160 Beg Lit 177 A 191 B or A 192 B or AX 162 Beg Lit 179 A 193 B or A 193 B or AX 164 Beg Lit 180 A 194 B 195 B or AX 165 Beg Lit 182 A 196 B 197 B or AX 166 Beg Lit 184 A 198 B 198 B or AX 167 Beg Lit 186 A 200 B 200 B or AX 169 Beg Lit 188 A 201 B 201 B or AX 170 Beg Lit 190 A 203 B 203 B or AX 172 Beg Lit 192 A 205 B 204 B or AX 174 Beg Lit 194 B or AX or A 206 B 206 B 175 Beg Lit 196 B or AX 208 B 207 B 176 Beg Lit 199 B or AX 210 B 209 B 177 A or Beg Lit 202 B or AX 213 BX or B 210 BX or B 179 A or Beg Lit 203 B or AX 215 BX or B 212 BX or B 180 A 204 B or AX 216 BX 213 BX or B 181 A 206 B 218 BX 215 C or BX or B 182 A 207 B 220 BX 216 C or BX or B 183 A 209 B 222 BX 218 C or BX or B 184 A 224 BX 220 C or BX or B 186 A 222 C or BX 187 A 224 C or BX 189 A 227 C or BX 191 A 228 C 192 A 229 C 194 B or AX or A 230 C 196 B or AX 231 C 199 B or AX 232 C 202 B or AX 233 C

* Scored below accurate range. Retest at a lower level.

CASAS Test Forms by Level

READING

Level Life Skills Series Beg. Literacy 27R, 28R

A 31R, 32R AX 32RX B 33R, 34R

BX 34RX C 35R, 36R D 37R, 38R

X level tests are a bridge to the next level

Suggested Next Test - LIFE SKILLS - READING (2) From an examinee’s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

© CASAS 2002

Forms 33R-34R Level B

Form 34RX Level B Bridge to C

Forms 35R-36R Level C

Forms 37R-38R Level D

Score Next Test Level Score Next Test

Level Score Next Test Level Score Next Test

Level <184 * <194 B <197 * <212 * 184 B or AX 194 B 197 C or BX 212 D 187 B or AX 196 B 200 C or BX 214 D 189 B or AX 198 B 202 C or BX 215 D 191 B or AX 200 B 204 C or BX 217 D 192 B or AX 202 B 206 C or BX 219 D 193 B or AX 204 B 208 C or BX 220 D 195 B or AX 206 B 209 C or BX 221 D 197 B or AX 207 B 211 C or BX 222 D 198 B or AX 208 C or B 212 C or BX 224 D 200 B or AX 210 C or B 213 C or BX 225 D 201 B or AX 211 C 214 C or BX 226 D 203 B or AX 213 C 215 C or BX 228 D 204 B or AX 214 C 216 C or BX 229 D 206 B 216 C 217 C or BX 230 D 207 B 217 C 218 C or BX 231 D 209 B 218 C 219 C or BX 232 D 210 BX or B 220 C 220 C or BX 233 D 212 BX or B 221 C 221 C or BX 234 D 213 BX or B 223 C 222 C or BX 235 D 215 C or BX or B 224 C 223 C or BX 236 D 216 C or BX or B 226 C 224 C or BX 238 D 218 C or BX or B 228 C 225 C 239 D 220 C or BX or B 230 C 226 C 240 D 222 C or BX 232 C 227 C 241 D 224 C or BX 234 D or C 228 C 242 D 227 C or BX 236 D or C 229 C 243 D 228 C 238 D 230 D or C 244 D 229 C 240 D 231 D or C 246 D 230 C 243 D 232 D or C 247 D 231 C 245 D 233 D 248 D 232 C 246 D 234 D 249 D 233 C 235 D 250 D

236 D 252 D 237 D 254 D 238 D 256 D 239 D 258 D 240 D 259 D 241 D 260 D 243 D 261 D 245 D 262 D 246 D 263 D 247 D 265 D 248 D 266 D 249 D 268 D 250 D 269 D 252 D * Scored below accurate range. Retest at a lower level.

CASAS Test Forms by Level

READING

Level Life Skills Series Beg. Literacy 27R, 28R

A 31R, 32R AX 32RX B 33R, 34R

BX 34RX C 35R, 36R D 37R, 38R

X level tests are a bridge to the next level

Suggested Next Test - LIFE SKILLS - MATH From an examinee’s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

© CASAS 2002

Forms 31M-32M

Level A Forms 33M-34M

Level B Forms 35M-36M

Level C Forms 37M-38M

Level D

Score Next Test Level

Score Next Test Level

Score Next Test Level

Score Next Test Level

<172 A <188 * <201 * <212 * 172 A 188 B 201 C 212 D 175 A 190 B 204 C 213 D 177 A 193 B 206 C 214 D 180 A 195 B 208 C 215 D 182 A 197 B 210 C 217 D 184 A 199 B 212 C 218 D 186 A 200 B 213 C 219 D 188 A 202 B 215 C 220 D 190 A 204 B 216 C 221 D 192 A 205 B 218 C 222 D 194 A 206 B 219 C 223 D 197 B or A 207 B 220 C 224 D 199 B or A 209 B 222 C 226 D 202 B 210 B 223 C 227 D 204 B 212 B 224 C 228 D 205 B 214 B 226 C 229 D 206 B 215 B 227 C 230 D 207 B 217 C or B 228 C 231 D 209 B 219 C or B 229 C 232 D 210 B 221 C 231 C 234 D 212 B 223 C 232 D or C 235 D

226 C 234 D or C 236 D 227 C 235 D 237 D 228 C 237 D 239 D 229 C 239 D 240 D 231 C 241 D 241 D 232 C 243 D 242 D 246 D 243 D 247 D 244 D 249 D 245 D 250 D 246 D 251 D 247 D 252 D 249 D 253 D 250 D 251 D

252 D 253 D 255 D 257 D 258 D 259 D 260 D 262 D 264 D 265 D 267 D

CASAS Test Forms by Level

MATH Level Life Skills Series

A 31M, 32M B 33M, 34M C 35M, 36M D 37M, 38M 268 D

* Scored below accurate range. Retest at a lower level.

Suggested Next Test - LIFE SKILLS - LISTENING From an examinee’s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

© CASAS 2002

Forms 51L-52L

Level A Forms 53L-54L

Level B Forms 55L-56L

Level C

Score Next Test Level

Score Next Test Level

Score Next Test Level

<168 A <181 * <197 * 168 A 181 * 197 C 169 A 183 B 198 C 170 A 184 B 199 C 172 A 185 B 201 C 173 A 186 B 202 C 174 A 188 B 203 C 175 A 189 B 204 C 176 A 190 B 205 C 177 A 191 B 206 C 178 A 192 B 207 C 179 A 193 B 209 C 180 A 194 B 210 C 181 A 195 B 211 C 182 A 196 B 212 C 183 A 197 B 213 C 184 A 198 B 214 C 185 A 199 B 216 C 186 A 200 B 217 C 187 A 201 B 218 C 188 A 202 B 219 C 190 A 203 B 220 C 191 A 204 B 221 C 192 A 205 B 222 C 193 A 206 B 223 C 194 B or A 207 C or B 224 C 195 B or A 208 C or B 225 C 196 B or A 209 C or B 227 C 197 B or A 210 C 228 C 198 B or A 211 C 229 C 200 B 212 C 230 C 201 B 214 C 231 C 203 B 216 C 232 C 205 B 218 C 234 C 207 C or B 219 C 235 C 209 C or B 221 C 237 C 212 C 222 C 238 C 214 C 223 C 240 C 216 C 224 C 241 C 218 C 225 C 219 C 227 C 221 C 228 C 222 C 229 C

230 C 231 C

CASAS Test Forms by Level * Scored below accurate range. Retest at a lower level.

LISTENING

Level Life Skills Series A 51L, 52L B 53L, 54L C 55L, 56L

Suggested Next Test - EMPLOYABILITY - READING From an examinee’s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

© 2003 CASAS

Form 27R-28R Beg. Literacy

Forms 11R-12R Level A

Forms 13R-14R-114RLevel B

Forms 15R-16R-116R Level C

Forms 17R-18R Level D

Score Next Test Level

Score Next Test Level

Score Next Test Level

Score Next Test Level

Score Next Test Level

<153 * <169 * <184 * <196 * <215 * 153 Beg Lit 169 A 184 B 196 C 215 D 155 Beg Lit 172 A 186 B 197 C 218 D 156 Beg Lit 175 A 187 B 199 C 220 D 158 Beg Lit 177 A 189 B 200 C 221 D 160 Beg Lit 180 A 191 B 201 C 223 D 162 Beg Lit 182 A 193 B 202 C 224 D 164 Beg Lit 184 A 194 B 203 C 225 D 165 Beg Lit 186 A 195 B 204 C 226 D 166 Beg Lit 188 A 196 B 205 C 228 D 167 Beg Lit 190 A 197 B 206 C 230 D 169 Beg Lit 192 A 198 B 207 C 231 D 170 Beg Lit 194 A 199 B 208 C 233 D 172 Beg Lit 197 B or A 200 B 209 C 234 D 174 Beg Lit 199 B or A 201 B 210 C 236 D 175 Beg Lit 202 B 202 B 211 C 237 D 176 Beg Lit 204 B 203 B 212 C 239 D 177 A or Beg Lit 205 B 204 B 213 C 240 D 179 A or Beg Lit 206 B 205 B 214 C 242 D 180 A 207 B 206 B 215 C 243 D 181 A 208 B 207 B 216 C 244 D 182 A 209 B 208 B 217 C 245 D 183 A 210 B 209 B 218 C 247 D 184 A 211 B 210 B 219 C 249 D 186 A 211 B 220 C 251 D 187 A 212 B 221 C 254 D 189 A 213 B 222 C 256 D 191 A 214 B 223 C 258 D 192 A 215 C or B 224 C 261 D 194 B or A 216 C or B 225 C 264 D 196 B 217 C or B 226 C 267 D 199 B 218 C 227 C 202 B 219 C 228 C

220 C 229 C 221 C 230 C 222 C 231 D or C 223 C 232 D or C 225 C 233 D or C 227 C 234 D or C 228 C 235 D

229 C 236 D 230 C 237 D 231 C 238 D 232 C 239 D 233 C 240 D 234 C 242 D 243 D 244 D 245 D 247 D 249 D

CASAS Test Forms by Level READING

Level ECS Series Beg. Literacy 27R, 28R

A 11R, 12R B 13R, 14R, 114R C 15R, 16R, 116R D 17R, 18R

* Scored below accurate range. Retest at a lower level.

Suggested Next Test - EMPLOYABILITY - MATH From an examinee’s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

© 2003 CASAS

Forms 11M-12M Level A

Forms 13M-14M Level B

Forms 15M-16M Level C

Forms 17M-18M Level D

Score Next Test Level

Score Next Test Level

Score Next Test Level

Score Next Test Level

<175 A <186 * <200 * <215 * 175 A 186 B 200 C 215 D 178 A 189 B 203 C 217 D 180 A 191 B 205 C 218 D 182 A 193 B 207 C 220 D 184 A 195 B 209 C 222 D 186 A 197 B 211 C 224 D 188 A 198 B 212 C 225 D 190 A 199 B 214 C 227 D 192 A 200 B 215 C 229 D 194 A 202 B 217 C 230 D 195 A 203 B 218 C 232 D 196 A 204 B 220 C 233 D 197 B or A 205 B 221 C 235 D 198 B or A 206 B 222 C 236 D 200 B 207 B 223 C 238 D 202 B 208 B 224 C 239 D 204 B 209 B 225 C 241 D 205 B 210 B 226 C 242 D 206 B 212 B 227 C 244 D 207 B 213 B 228 C 246 D 208 B 215 B 229 C 248 D 209 B 216 C or B 230 C 250 D 210 B 218 C or B 232 D or C 252 D 212 B 220 C 234 D or C 254 D

222 C 236 D 256 D 224 C 238 D 258 D 227 C 241 D 261 D 228 C 242 D 264 D 229 C 244 D 267 D 230 C 246 D 232 C 248 D 234 C * Scored below accurate range. Retest at a lower level.

CASAS Test Forms by Level

MATH

Level ECS Series A 11M, 12M B 13M, 14M C 15M, 16M D 17M, 18M

Suggested Next Test - EMPLOYABILITY - LISTENING From an examinee’s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

© 2003 CASAS

Forms 51L-52L Level A

Forms 63L-64L Level B

Forms 65L-66L Level C

Score Next Test Level

Score Next Test Level

Score Next Test Level

<168 A <181 * <193 * 168 A 181 B 193 C 169 A 184 B 194 C 170 A 186 B 196 C 172 A 188 B 198 C 173 A 190 B 200 C 174 A 192 B 202 C 175 A 193 B 204 C 176 A 194 B 206 C 177 A 195 B 207 C 178 A 196 B 208 C 179 A 197 B 209 C 180 A 198 B 211 C 181 A 200 B 213 C 182 A 201 B 214 C 183 A 202 B 216 C 184 A 203 B 218 C 185 A 204 B 220 C 186 A 206 B 223 C 187 A 207 C or B 225 C 188 A 209 C or B 227 C 190 A 210 C 229 C 191 A 212 C 232 C 192 A 214 C 235 C 193 A 216 C 238 C 194 B or A 218 C 195 B or A 219 C 196 B or A 221 C 197 B or A 223 C 198 B or A 225 C 200 B 227 C 201 B 229 C 203 B 205 B * Scored below accurate range. Retest at a lower level. 207 C or B 209 C or B 212 C 214 C 216 C 218 C 219 C 221 C 222 C

CASAS Test Forms by Level LISTENING

Level ECS Series A 51L, 52L B 63L, 64L C 65L, 66L

Suggested Next Test - LIFE AND WORK - READING From an examinee’s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

© 2005 CASAS

Form 27R-28R

Beginning Literacy Forms 81R-82R

Level A Forms 81RX-82RX

Level A Bridge to B Forms 83R-84R

Level B

Score Next Test Level

Score Next Test Level

Score Next Test Level

Score Next Test Level

<153 * <170 * <182 A <186 * 153 Beg Lit 170 A 182 AX or A 186 B or AX 155 Beg Lit 173 A 184 AX or A 189 B or AX 156 Beg Lit 176 A 186 AX or A 191 B or AX 158 Beg Lit 178 A 188 AX or A 193 B or AX 160 Beg Lit 180 A 190 AX or A 194 B or AX 162 Beg Lit 182 A 192 AX or A 195 B or AX 164 Beg Lit 184 A 194 B or AX 197 B or AX 165 Beg Lit 186 A 196 B or AX 199 B or AX 166 Beg Lit 188 A 197 B or AX 200 B or AX 167 Beg Lit 189 A 199 B or AX 202 B or AX 169 Beg Lit 191 A 200 B or AX 203 B or AX 170 Beg Lit 193 AX or A 201 B or AX 205 B or AX 172 Beg Lit 195 B or AX 202 B or AX 206 B 174 Beg Lit 197 B or AX 204 B or AX 208 B 175 Beg Lit 200 B or AX 206 B 209 B 176 Beg Lit 203 B or AX 208 B 210 B 177 A or Beg Lit 205 B or AX 210 B 212 B 179 A or Beg Lit 206 B 212 B 213 B 180 A 208 B 214 B 215 B 181 A 209 B 216 C or B 216 B 182 A 210 B 218 C or B 218 C or B 183 A 220 C 220 C or B 184 A 222 C 222 C 186 A 224 C 224 C 187 A 227 C 226 C 189 A 229 C 191 A 230 C 192 A 231 C 194 B or AX or A 232 C 196 B or AX 234 C 199 B or AX 202 B or AX

* Scored below accurate range. Retest at a lower level.

CASAS Test Forms by Level

READING

Level Life & Work Series Beg. Literacy 27R, 28R

A 81R, 82R AX 81RX, 82RX B 83R, 84R C 185R, 186R; 85R, 86R* D 187R, 188R

X level tests are a bridge to the next level

*Forms 85 and 86 should not be used as post-tests to Forms 185 and 186

Suggested Next Test - LIFE AND WORK - READING From an examinee’s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

© 2005 CASAS

Forms 83R-84R

Level B Forms 85R-86R

Level C Forms 185-186R

Level C Forms 187-188R

Level D

Score Next Test Level

Score Next Test Level

Score Next Test Level

Score Next Test Level

<186 * <200 * <197 * <213 * 186 B or AX 200 C 197 C 216 D 189 B or AX 202 C 200 C 218 D 191 B or AX 203 C 202 C 220 D 193 B or AX 205 C 204 C 222 D 194 B or AX 207 C 206 C 224 D 195 B or AX 208 C 208 C 226 D 197 B or AX 209 C 209 C 227 D 199 B or AX 210 C 211 C 229 D 200 B or AX 212 C 212 C 230 D 202 B or AX 213 C 214 C 232 D 203 B or AX 215 C 215 C 233 D 205 B or AX 216 C 216 C 234 D 206 B 217 C 218 C 236 D 208 B 218 C 219 C 237 D 209 B 220 C 220 C 239 D 210 B 221 C 221 C 240 D 212 B 222 C 222 C 242 D 213 B 223 C 223 C 243 D 215 B 224 C 224 C 245 D 216 B 226 C 225 C 247 D 218 C or B 227 C 226 C 248 D 220 C or B 228 C 228 C 249 D 222 C 230 D or C 229 C 251 D 224 C 231 D or C 230 D or C 253 D 226 C 232 D or C 232 D or C 256 D 229 C 234 D 233 D or C 258 D 230 C 235 D 235 D 260 D 231 C 237 D 237 D 262 D 232 C 239 D 238 D 265 D 234 C 241 D 241 D

243 D 243 D 246 D 246 D 247 D 247 D 248 D 248 D 250 D 250 D 252 D 252 D

* Scored below accurate range. Retest at a lower level.

CASAS Test Forms by Level

READING

Level Life & Work Series Beg. Literacy 27R, 28R

A 81R, 82R AX 81RX, 82RX B 83R, 84R C 185R, 186R; 85R, 86R* D 187R, 188R

X level tests are a bridge to the next level

*Forms 85 and 86 should not be used as post-tests to Forms 185 and 186

Suggested Next Test - CITIZENSHIP - READING From an examinee’s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

© CASAS 2002

Form 27R-28R

Beginning Literacy Forms 951R-952R

Level A Forms 951RX-952RX

Level A Bridge to B

Score Next Test Level

Score Next Test Level

Score Next Test Level

<153 * <175 * <186 A 153 Beg Lit 175 A 186 AX or A 155 Beg Lit 178 A 188 AX or A 156 Beg Lit 180 A 190 AX or A 158 Beg Lit 182 A 191 AX or A 160 Beg Lit 185 A 193 AX or A 162 Beg Lit 187 A 195 AX or A 164 Beg Lit 189 A 196 AX or A 165 Beg Lit 191 A 197 AX or A 166 Beg Lit 193 A 198 AX 167 Beg Lit 195 AX or A 200 AX 169 Beg Lit 197 AX or A 202 AX 170 Beg Lit 199 AX 204 AX 172 Beg Lit 201 AX 205 AX 174 Beg Lit 204 AX 207 AX 175 Beg Lit 206 AX 209 AX 176 Beg Lit 207 AX 211 B or AX 177 A or Beg Lit 209 AX 213 B or AX 179 A or Beg Lit 210 B or AX 215 B 180 A 212 B or AX 217 B 181 A 213 B or AX 220 B 182 A 221 B 183 A 223 B 184 A 224 B 186 A 226 B 187 A 189 A 191 A 192 A 194 B or AX or A 196 B or AX 199 B or AX 202 B or AX

* Scored below accurate range. Retest at a lower level.

CASAS Test Forms by Level

READING

Level Citizenship Series Beg. Literacy 27R, 28R

A 951R, 952R AX 951RX, 952RX B use 33R, 34R C use 35R, 36R

X level tests are a bridge to the next level

Suggested Next Test - WLS - MATH From an examinee’s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

© 2003 CASAS

Forms 11M-12M Level A

Forms 213M-214M Level B

Forms 215M-216M Level C

Forms 17M-18M Level D

Score Next Test Level

Score Next Test Level

Score Next Test Level

Score Next Test Level

<175 A <188 * <200 * <215 * 175 A 188 B 200 C 215 D 178 A 191 B 203 C 217 D 180 A 193 B 205 C 218 D 182 A 195 B 207 C 220 D 184 A 197 B 209 C 222 D 186 A 199 B 211 C 224 D 188 A 201 B 212 C 225 D 190 A 202 B 214 C 227 D 192 A 204 B 216 C 229 D 194 A 206 B 217 C 230 D 195 A 207 B 218 C 232 D 196 A 209 B 220 C 233 D 197 B or A 210 B 221 C 235 D 198 B or A 212 B 222 C 236 D 200 B 214 B 224 C 238 D 202 B 215 B 225 C 239 D 204 B 217 C or B 227 C 241 D 205 B 219 C or B 228 C 242 D 206 B 221 C 230 C 244 D 207 B 223 C 232 D or C 246 D 208 B 226 C 233 D or C 248 D 209 B 227 C 235 D 250 D 210 B 228 C 237 D 252 D 212 B 230 C 240 D 254 D

232 C 242 D 256 D 233 C 244 D 258 D 246 D 261 D 248 D 264 D 250 D 267 D * Scored below accurate range. Retest at a lower level.

CASAS Test Forms by Level

MATH Level WLS Series

A 11M, 12M B 213M, 214M C 215M, 216M

D 217M, 218M

in development; use 17M, 18M

Suggested Next Test - WLS - READING From an examinee’s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

© 2003 CASAS

Form 27R-28R Beg. Literacy

Forms 11R-12R Level A

Forms 213R-214R Level B

Forms 215R-216R Level C

Forms 17R-18R Level D

Score Next Test Level

Score Next Test Level

Score Next Test Level

Score Next Test Level

Score Next Test Level

<153 * <169 * <184 * <198 * <215 * 153 Beg Lit 169 A 184 B 198 C 215 D 155 Beg Lit 172 A 186 B 200 C 218 D 156 Beg Lit 175 A 189 B 203 C 220 D 158 Beg Lit 177 A 191 B 205 C 221 D 160 Beg Lit 180 A 192 B 206 C 223 D 162 Beg Lit 182 A 194 B 208 C 224 D 164 Beg Lit 184 A 196 B 210 C 225 D 165 Beg Lit 186 A 197 B 211 C 226 D 166 Beg Lit 188 A 199 B 212 C 228 D 167 Beg Lit 190 A 200 B 214 C 230 D 169 Beg Lit 192 A 202 B 215 C 231 D 170 Beg Lit 194 A 203 B 216 C 233 D 172 Beg Lit 197 B or A 204 B 218 C 234 D 174 Beg Lit 199 B or A 205 B 219 C 236 D 175 Beg Lit 202 B 207 B 220 C 237 D 176 Beg Lit 204 B 208 B 221 C 239 D 177 A or Beg Lit 205 B 209 B 222 C 240 D 179 A or Beg Lit 206 B 211 B 223 C 242 D 180 A 207 B 212 B 224 C 243 D 181 A 208 B 214 B 225 C 244 D 182 A 209 B 215 C or B 226 C 245 D 183 A 210 B 217 C or B 228 C 247 D 184 A 211 B 218 C 229 C 249 D 186 A 220 C 231 D or C 251 D 187 A 222 C 232 D or C 254 D 189 A 224 C 234 D or C 256 D 191 A 227 C 236 D 258 D 192 A 228 C 238 D 261 D 194 B or A 229 C 240 D 264 D 196 B 231 C 243 D 267 D 199 B 232 C 245 D 202 B 247 D

249 D 251 D

* Scored below accurate range. Retest at a lower level.

CASAS Test Forms by Level READING

Level WLS Series Beg. Literacy 27R, 28R

A 11R, 12R B 213R, 214R C 215R, 216R

D 217R, 218R

in development; use 17R, 18R

Suggested Next Test - DEVELOPMENTAL DISABILITIES From an examinee’s previous test score, find the suggested next test level to administer in a CASAS testing progression. Then refer to the CASAS Test Forms chart below to identify appropriate test form numbers.

© 2004 CASAS

Forms 310-311

Level AA Forms 320-321

Level AAA Forms 330-331

Level AAAA Forms 342-343

Level AAAAA

Score Next Test Level

Score Next Test Level

Score Next Test Level

Score Next Test Level

<163 AAA <149 AAAA <134 AAAAA <117 * 163 AA 149 AAA 134 AAAA 117 AAAAA 165 AA 150 AAA 136 AAAA 120 AAAAA 166 AA 152 AAA 137 AAAA 122 AAAAA 167 AA 154 AAA 139 AAAA 125 AAAAA 168 AA 156 AAA 141 AAAA 127 AAAAA 169 AA 158 AAA 143 AAAA 129 AAAAA 170 AA 160 AAA 145 AAAA 131 AAAAA 171 AA 161 AAA 146 AAAA 133 AAAAA 172 AA 162 AAA 147 AAAA 134 AAAAA 173 AA 163 AAA 148 AAAA 135 AAAAA 174 AA 164 AAA 150 AAAA 136 AAAAA 175 AA 165 AAA 152 AAAA 138 AAAAA 176 AA 166 AAA 154 AAAA 140 AAAAA 177 AA 167 AAA 156 AAAA 143 AAAA 178 AA 168 AAA 158 AAAA 145 AAAA 179 AA 170 AAA 160 AAA 146 AAAA 180 AA 171 AAA 162 AAA 147 AAAA 181 Beg Lit or AA 173 AA or AAA 163 AAA 148 AAAA 182 Beg Lit or AA 175 AA or AAA 165 AAA 150 AAAA 183 Beg Lit or AA 176 AA or AAA 166 AAA 152 AAAA 184 Beg Lit or AA 178 AA 167 AAA 185 Beg Lit or AA 180 AA 168 AAA 186 Beg Lit or AA 182 AA 170 AAA

*Consider other mode of testing

187 Beg Lit or AA 184 AA 171 AAA 188 Beg Lit 185 AA 173 AAA 189 Beg Lit 187 AA 190 Beg Lit 188 AA 191 Beg Lit 189 AA 192 Beg Lit 190 AA 193 Beg Lit 191 AA 194 Beg Lit 192 AA 195 Beg Lit 193 AA 196 Beg Lit 194 AA 198 Beg Lit 195 AA 200 Beg Lit 196 AA 201 Beg Lit 198 AA 203 Beg Lit 205 Beg Lit 206 Beg Lit

CASAS Test Forms by Level

Level Special Needs Series

AA 310, 311 AAA 320, 321

AAAA 330, 331 AAAAA 342, 343

93

PENINSULA COLLEGE College Placement Exams

The COMPASS and ASSET are Placement Exams

The COMPASS and ASSET placement tests are not used like a traditional test battery. There is generally no “passing score”. Rather COMPASS/ASSET scores indicate areas in which you are strong and areas in which you may need help. Thus, COMPASS/ASSET can identify problems in major subject areas before they disrupt your educational progress, giving you the opportunity to prepare more effectively for needed courses. You and your institution can use scores from the COMPASS/ASSET placement tests to prepare a course of study that will be appropriate, relevant, and meaningful for you. Your placement results are available minutes after the test. Descriptions and score interpretations of the COMPASS and ASSET placement tests are on following pages.

ASSET The ASSET program is a series of short placement tests developed by American College Testing (ACT) that lets you and your school work together to help you succeed in your education program. ASSET helps you identify your strengths as well s the knowledge and skills you will need in order to succeed in specific subject areas. ASSET also helps your school use this information to guide you toward classes that strengthen and build logically upon your current knowledge and skills.

How Does ASSET Work?

The ASSET is a paper/pencil timed placement test. ASSET has three tests of basic skills in writing, reading, and numerical reasoning, plus more advanced tests in algebra and geometry. Additionally, ASSET offers three career skills tests: mechanical reasoning, clerical speed/accuracy, and space relations. The ASSET program also offers the Educational Planning Form and the Study Skills Inventory, which supplement your ASSET scores by providing your institution with information about your educational needs and goals.

94

What Kinds of Questions Are on the ASSET Tests?

The ASSET tests all use a multiple-choice format. The following table gives the number of items and the amount of time allowed for each test:

Test Number of Items Minutes Basic Skills Tests: Writing Reading Numerical

36 24 32

25 25 25

Advanced Mathematics Tests: Elementary Algebra Intermediate Algebra College Algebra Geometry

25 25 25 25

25 25 25 25

Career Skills Tests: Clerical Speed/Accuracy Space Relations Mechanical Reasoning

35 7

30

5 9

12 The Writing Skills test measures your understanding of appropriate usage in grammar, punctuation, sentence structure, writing strategy, and writing style. The Reading Skills test measures your ability to find specific information in text, and to make logical inferences that extend beyond the text information. The Numerical Skills test assesses your knowledge and skills in the performance of basic math operations using whole numbers, decimals, and fractions. This test also measures pre-algebra knowledge and skills such as your understanding of prime numbers, absolute values, scientific notation, and square roots. The Elementary Algebra test measures skills often taught in first-year high school algebra class, including evaluation and simplifying algebraic expressions, solving linear and quadratic equations, and performing operations with polynomials.

95

PENINSULA COLLEGE ASSET SCORE INTERPRETATION

ASSET provides an estimate of the math and/or English course in which you should enroll. Your instructor may provide additional testing and guidance to help insure your placement is correct.

WRITING & READING Writing Skills

Reading Skills

23 – 41

English 90 or English 100 (5 cr)

23 – 30

Contact the Education Transition Center (H-2) 417-6380

42 – 44 Students with college-

level reading may write an essay for college-level English placement

31 - 43 English 54 or 57, Reading (3 cr)

45 – 54 English 100 or English

101 * 44 - 53 College-level reading

MATH

Numerical Skills For Math 72 placement

23 – 30 Math 54, Basic Math 31 - 45 Math 64, Pre-Algebra 46 - 55 Math 72, Elementary Algebra or Math 121

Elementary Algebra For Math 99 placement

23 – 45 Take Math Lab challenge or ASSET numerical skills test 46 – 55 Math 99, Intermediate Algebra

Intermediate Algebra For Math 114 placement

23 – 49 Take Math Lab challenge or ASSET elementary algebra test 50 – 55 Math 107, Non-science; Math 110, Intro. To Math; Math 114, Precalculus I

or Math 281, Statistics *

College Algebra For Math 116 placement

For Math 124 placement, take COMPASS

23 - 45 Take Math Lab challenge or ASSET intermediate algebra test 46 – 55 Math 116, Precalculus II

96

COMPASS Peninsula College utilizes ACT’s COMPASS in assessing students prior to advising. COMPASS testing is available at a $15 fee on most Mondays and Wednesdays by appointment. Call 417-6340 for an appointment. ADAPTIVE TESTING

COMPASS uses the computer’s unique capabilities to provide items in formats mot generally used in paper-and-pencil tests. For example, in the Writing Skills Test, the system inserts an examinee’s selected revisions into the original text and gives the student an opportunity to make further editing changes.

INCREASED ACCURACY

COMPASS selects and presents items in a way that maximizes test efficiency and precision. Drawing on a pool of more than 2,400 test items, the system adjusts the level of a test to the skills and expertise of the individual test taker and avoids presenting items that contribute little to measurement. This flexibility typically reduces the number of items and testing time required while increasing the accuracy of placement results.

UNTIMED

The adaptive format ensures that students will not have to spend time on questions that are too easy or too difficult. Since there is no fixed set of questions, most examinees will complete a different number of items, or, at the very least, complete them in a different order. The un-timed testing also helps reduce anxiety for students who are computer novices or for those who find timed testing situations frustrating.

WRITING SKILLS PLACEMENT

The Writing Skills Placement Test helps Peninsula College determine whether students are ready for college-level writing courses, or whether students would benefit form developmental writing instruction prior to entry into college-level English courses.

This test asks students to find and correct errors in essays presented on the computer screen. The test items include the following content categories:

Usage/Mechanics Rhetorical Skills

Punctuation Strategy Basic grammar and usage Organization Sentence structure Style

97

READING PLACEMENT

The Reading Placement Test can help determine if students have the skills to succeed in standard college-level courses or if they need developmental reading courses or other instructional support.

Five types of reading comprehension passages are included:

Practical Reading Social Sciences Prose Fiction Natural Sciences Humanities

MATHEMATICS PLACEMENT

Based upon a student’s self-assessed math level, a beginning level of math is chosen on COMPASS. Should a student be proficient in the beginning level, the program will adjust to a higher level. Should a student choose an algebra test and have difficulty with accuracy, the program will adjust to pre-algebra.

Multiple-choice items in each of the five mathematics placement areas test the following:

• Basic skills – performing a sequence of basic operations

• Application – applying sequences of basic operations to novel setting or in complex ways

• Analysis – demonstrating conceptual understanding of principals and relationships in mathematical operations

Students are permitted to use approved calculators when completing the COMPASS mathematics placement test. An online calculator is available for those students who wish to access it via Microsoft Windows; students may use their own calculators. Calculator types not allowed:

• Pocket organizers

• Handheld or laptop computers

• Electronic writing pads pr pen-input devices

• Models with a QWERTY (typewriter) keypad

• Models with built-in capability to simplify algebraic expressions, multiply polynomials or factor polynomials (CFX-9970G, TI-89 and TI-92 for example).

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PENINSULA COLLEGE

COMPASS SCORE INTERPRETATION

COMPASS provides an estimate of the math and/or English course in which you should enroll. Your instructor may provide additional testing and guidance to help insure your placement is correct.

WRITING & READING PLACEMENT CUT SCORES Writing Skills Reading Skills 0 – 31 Contact the Education Transition r 0 – 39 Contact the Education Transition Center (H-2), 417-6380 *** Center (H-2), 417-6380 *** 32 – 55 English 90 or English 100 (5 cr) 40 – 84 English 54 or 57, Reading (3 cr) 85 – 100 College-level reading **

56 – 76 English 90 or English 100 (5 cr) Students with college-level reading may write an essay for college-level

English placement 77 – 100 English 100 or English 101 *

MATH PLACEMENT CUT SCORES

Pre-Algebra Algebra 0 – 35 Math 54, Basic Math 26 – 50 Math 72; Elementary Algebra or *** Math 121 36-80 Math 60, Pre-Algebra 51– 75 Math 99, Intermediate Algebra 81-100 Math 72; Elementary Algebra or Math 121 76 – 100 Math 107, Non-science; 110, Introduction; 114, Precalculus I or 281, Statistics * College Algebra Trigonometry 0 – 60 Math 114, Precalculus I * 0 – 55 Math 116, Precalculus II * 61 – 100 Math 124, Calculus; with at 56 – 100 Math 124, Calculus; with at least a score of 56 on the least a score of 61 on the trigonometry test. If below, college algebra test. If below, 56 contact the calculus 61 contact the calculus instructor for consideration. * instructor for consideration. *

*= Running Start qualifying level **=Recommended level for Running Start

***=Forks students contact the Forks site at (360) 374-3223 and Port Townsend students contact the Port Townsend site at (360) 385-4605

8/01/06

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COMPASS ENGLISH PLACEMENT

English 90 – Fundamentals of English English 100 – Writing in the Workplace

The COMPASS cut-off scores were changed in March, 2001, to assist advisors in placing college students in the proper English class. This change may impact some of the referrals to your classes or your recommendations to your students who want to enroll in college classes. If students score 0-31 on the COMPASS Writ ng Sk l s Test they w be referred toi i l , ill basic skills to do some brush-up work before they can enroll in English 90 or English 100. Readiness for English 90 or English 100 will be based on your assessment of writing skills. Students must be able to write an essay following the guidelines of GED essay writing (minimum 4 paragraphs, introduction, conclusion, supporting details, topic sentences, etc.). Sentence structure and grammar should be at an acceptable level so that the student would “pass” the GED Writing Skills Test if they were really going to take it.

Instruction in English 100 (Writing in the Workplace) emphasizes the production of a variety of professional technical documents (i.e., letters, memos, reports). Students preparing for English 100 should be able to write an essay, but should also have a solid foundation in grammar, usage, and mechanics.

If someone is referred for assessment or preparation, please communicate regularly with the advisor or counselor who referred the student on his/her progress. It will be important that we let both the student and the advisor know when they are “ready.” A form is provided for your use in verifying “readiness” to the referring advisor.

100

COMPASS READING PLACEMENT English 50 – Study Skills/Reading

The COMPASS cut-off scores were changed in March, 2001, to assist advisors in placing college students in the proper Reading/Study Skills class. This change may impact some of the referrals to your classes or your recommendations to your students who want to enroll in college classes. If students score 0-39 on the COMPASS Reading Skills Test, they will be referred to basic skills to do some brush-up work before they can enroll in English 50. Readiness for English 50 will be based on your assessment of reading skills. Students must be able to read with comprehension at the secondary level. (An assessment process to determine “readiness” is under development with the reading instructor).

** If you have a student referred for reading instruction, please contact Evelyn Short so that she can work with you and the college reading instructor to insure proper assessment and placement. If someone is referred for assessment or preparation, please communicate regularly with the advisor or counselor who referred the student on his/her progress. It will be important that we let both the student and the advisor know when they are “ready.” A form is provided for your use in verifying “readiness” to the referring advisor.

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COMPASS MATH PLACEMENT Math 64 – Pre-Algebra

The COMPASS cut-off scores were changed in May, 2005, to assist advisors in placing college students in the proper math class. This change may impact some of the referrals to your classes or your recommendations to your students who want to enroll in college classes. If students score 0-35 on the COMPASS Pre-Algebra Test, they will be referred to basic skills to enroll in our BASED Math 54, Basic Math, (offered in PA, Forks, and PT) or to enroll in your general classes specifically to build basic math skills. If the student is enrolled in our BASED Math 54, then the student will take an exit test for Math 54 that serves as an entrance test to Math 64 taught in the Math Department. If the student is enrolled in your regular basic skills classes, then the student will need to retake the COMPASS test. They may not take the Math 54 exit test to see if they are ready for Math 64. If a student is referred for basic math preparation for college classes, please communicate regularly with the advisor or counselor who referred the student on his/her progress. It will be important that we let both the student and the advisor know when they are “ready” to enroll in Math 64. Also, document in the student folder the communication occurring on the student’s preparation.

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Section 7

ADULT BASIC EDUCATION

(ABE)

103

Educational Functioning Level Table

OUTCOME MEASURES DEFINITIONS EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS

Literacy Level Basic Reading and Writing Numeracy Skills Functional and Workplace

Skills Beginning ABE Literacy Test benchmark:

TABE (7–8 and 9–10) scale scores (grade level 0–1.9):

Reading 367 and below

Total Math 313 and below

Language 392 and below

CASAS scale scores

Reading 200 and below

Math 200 and below

Writing 200 and below

ABLE scale scores (grade level 0–1.9):

Reading 523 and below

Math 521 and below

Individual has no or minimal reading and writing skills. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument. At the upper range of this level, individual can recognize, read, and write letters and numbers but has a limited understanding of connected prose and may need frequent re-reading. Can write a limited number of basic sight words and familiar words and phrases; may also be able to write simple sentences or phrases, including very simple messages. Can write basic personal information. Narrative writing is disorganized and unclear, inconsistently uses simple punctuation (e.g., periods, commas, question marks), and contains frequent errors in spelling.

Individual has little or no recognition of numbers or simple counting skills or may have only minimal skills, such as the ability to add or subtract single digit numbers.

Individual has little or no ability to read basic signs or maps and can provide limited personal information on simple forms. The individual can handle routine entry level jobs that require little or no basic written communication or computational skills and no knowledge of computers or other technology.

Beginning Basic Education Test benchmark:

TABE (7–8 and 9–10) scale scores (grade level 2–3.9):

Reading: 368–460

Total Math: 314–441

Language: 393–490

CASAS scale scores

Reading: 201–210

Math: 201–210

Writing: 201–225

ABLE scale scores (grade level 2–3.9):

Reading: 525–612

Math: 530–591

Individual can read simple material on familiar subjects and comprehend simple and compound sentences in single or linked paragraphs containing a familiar vocabulary; can write simple notes and messages on familiar situations but lacks clarity and focus. Sentence structure lacks variety, but individual shows some control of basic grammar (e.g., present and past tense) and consistent use of punctuation (e.g., periods, capitalization).

Individual can count, add, and subtract three digit numbers, can perform multiplication through 12, can identify simple fractions, and perform other simple arithmetic operations.

Individual is able to read simple directions, signs, and maps, fill out simple forms requiring basic personal information, write phone messages, and make simple changes. There is minimal knowledge of and experience with using computers and related technology. The individual can handle basic entry level jobs that require minimal literacy skills; can recognize very short, explicit, pictorial texts (e.g., understands logos related to worker safety before using a piece of machinery); and can read want ads and complete simple job applications.

Notes: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills for the level. ABLE = Adult Basic Learning Examination; CASAS = Comprehensive Adult Student Assessment System; SPL = student performance levels; and TABE = Test of Adult Basic Education.

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Educational Functioning Level Table (continued)

OUTCOME MEASURES DEFINITIONS EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS

Literacy Level Basic Reading and Writing Numeracy Skills Functional and Workplace

Skills Low Intermediate Basic

Education Test benchmark: TABE (7–8 and 9–10) scale

scores (grade level 4–5.9): Reading: 461–517 Total Math: 442–505 Language: 491–523 CASAS scale scores Reading: 211–220 Math: 211–220 Writing: 226–242 ABLE scale scores

(grade level 4–5.9): Reading: 613–644 Math: 593–641

Individual can read text on familiar subjects that have a simple and clear underlying structure (e.g., clear main idea, chronological order); can use context to determine meaning; can interpret actions required in specific written directions; can write simple paragraphs with a main idea and supporting details on familiar topics (e.g., daily activities, personal issues) by recombining learned vocabulary and structures; and can self and peer edit for spelling and punctuation errors.

Individual can perform with high accuracy all four basic math operations using whole numbers up to three digits and can identify and use all basic mathematical symbols.

Individual is able to handle basic reading, writing, and computational tasks related to life roles, such as completing medical forms, order forms, or job applications; and can read simple charts, graphs, labels, and payroll stubs and simple authentic material if familiar with the topic. The individual can use simple computer programs and perform a sequence of routine tasks given direction using technology (e.g., fax machine, computer operation). The individual can qualify for entry level jobs that require following basic written instructions and diagrams with assistance, such as oral clarification; can write a short report or message to fellow workers; and can read simple dials and scales and take routine measurements.

High Intermediate Basic Education

Test benchmark: TABE (7–8 and 9–10) scale

scores (grade level 6–8.9): Reading: 518–566 Total Math: 506–565 Language: 524–559 CASAS: scale scores Reading: 221–235 Math: 221–235 Writing: 243–260 ABLE scale score

(grade level 6–8.9): Reading: 646–680 Math: 643–693 WorkKeys scale scores: Reading for Information:

75–78 Writing: 75–77 Applied Mathematics: 75–

77

Individual is able to read simple descriptions and narratives on familiar subjects or from which new vocabulary can be determined by context and can make some minimal inferences about familiar texts and compare and contrast information from such texts but not consistently. The individual can write simple narrative descriptions and short essays on familiar topics and has consistent use of basic punctuation but makes grammatical errors with complex structures.

Individual can perform all four basic math operations with whole numbers and fractions; can determine correct math operations for solving narrative math problems and can convert fractions to decimals and decimals to fractions; and can perform basic operations on fractions.

Individual is able to handle basic life skills tasks such as graphs, charts, and labels and can follow multistep diagrams; can read authentic materials on familiar topics, such as simple employee handbooks and payroll stubs; can complete forms such as a job application and reconcile a bank statement. Can handle jobs that involve following simple written instructions and diagrams; can read procedural texts, where the information is supported by diagrams, to remedy a problem, such as locating a problem with a machine or carrying out repairs using a repair manual. The individual can learn or work with most basic computer software, such as using a word processor to produce own texts, and can follow simple instructions for using technology.

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Educational Functioning Level Table (continued)

OUTCOME MEASURES DEFINITIONS EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS

Literacy Level Basic Reading and Writing Numeracy Skills Functional and Workplace

Skills Low Adult Secondary

Education Test benchmark: TABE (7–8 and 9–10): scale

scores (grade level 9–10.9):

Reading: 567–595 Total Math: 566–594 Language: 560–585 CASAS scale scores Reading: 236–245 Math: 236–245 Writing: 261–270 ABLE scale scores

(grade level 9–10.9): Reading: 682–697 Math: 694–716 WorkKeys scale scores: Reading for Information:

79–81 Writing: 78–85 Applied Mathematics: 78–

81

Individual can comprehend expository writing and identify spelling, punctuation, and grammatical errors; can comprehend a variety of materials such as periodicals and nontechnical journals on common topics; can comprehend library reference materials and compose multiparagraph essays; can listen to oral instructions and write an accurate synthesis of them; and can identify the main idea in reading selections and use a variety of context issues to determine meaning. Writing is organized and cohesive with few mechanical errors; can write using a complex sentence structure; and can write personal notes and letters that accurately reflect thoughts.

Individual can perform all basic math functions with whole numbers, decimals, and fractions; can interpret and solve simple algebraic equations, tables, and graphs and can develop own tables and graphs; and can use math in business transactions.

Individual is able or can learn to follow simple multistep directions and read common legal forms and manuals; can integrate information from texts, charts, and graphs; can create and use tables and graphs; can complete forms and applications and complete resumes; can perform jobs that require interpreting information from various sources and writing or explaining tasks to other workers; is proficient using computers and can use most common computer applications; can understand the impact of using different technologies; and can interpret the appropriate use of new software and technology.

High Adult Secondary Education

Test benchmark: TABE (7–8 and 9–10): scale

scores (grade level 11–12):

Reading: 596 and above Total Math: 595 and

above Language: 586 and above CASAS scale scores Reading: 246 and above Math: 246 and above Writing: 271and above ABLE scale scores

(grade level 11–12): Reading: 699 and above Math: 717 and above WorkKeys scale scores: Reading for Information:

82–90 Writing: 86–90 Applied Mathematics: 82–

90

Individual can comprehend, explain, and analyze information from a variety of literacy works, including primary source materials and professional journals, and can use context cues and higher order processes to interpret meaning of written material. Writing is cohesive with clearly expressed ideas supported by relevant detail, and individual can use varied and complex sentence structures with few mechanical errors.

Individual can make mathematical estimates of time and space and can apply principles of geometry to measure angles, lines, and surfaces and can also apply trigonometric functions.

Individual is able to read technical information and complex manuals; can comprehend some college level books and apprenticeship manuals; can function in most job situations involving higher order thinking; can read text and explain a procedure about a complex and unfamiliar work procedure, such as operating a complex piece of machinery; can evaluate new work situations and processes; and can work productively and collaboratively in groups and serve as facilitator and reporter of group work. The individual is able to use common software and learn new software applications; can define the purpose of new technology and software and select appropriate technology; can adapt use of software or technology to new situations; and can instruct others, in written or oral form, on software and technology use.

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Educational Functioning Level Table (continued)

OUTCOME MEASURES DEFINITIONS EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS— ENGLISH AS A SECOND LANGUAGE LEVELS

Literacy Level Speaking and Listening Basic Reading and Writing Functional and Workplace

Skills High Intermediate ESL Test benchmark:

CASAS scale scores

Reading: 211–220

Listening: 211–220

Writing: 226–242

Oral BEST: 51–57 (SPL 5)

BEST Plus: 473–506 (SPL 5)

Literacy BEST: 54–65 (SPL 6)

Individual can understand learned phrases and short new phrases containing familiar vocabulary spoken slowly and with some repetition; can communicate basic survival needs with some help; can participate in conversation in limited social situations and use new phrases with hesitation; and relies on description and concrete terms. There is inconsistent control of more complex grammar.

Individual can read text on familiar subjects that have a simple and clear underlying structure (e.g., clear main idea, chronological order); can use context to determine meaning; can interpret actions required in specific written directions; can write simple paragraphs with main idea and supporting details on familiar topics (e.g., daily activities, personal issues) by recombining learned vocabulary and structures; and can self and peer edit for spelling and punctuation errors.

Individual can meet basic survival and social needs, can follow some simple oral and written instruction, and has some ability to communicate on the telephone on familiar subjects; can write messages and notes related to basic needs; can complete basic medical forms and job applications; and can handle jobs that involve basic oral instructions and written communication in tasks that can be clarified orally. Individual can work with or learn basic computer software, such as word processing, and can follow simple instructions for using technology.

Low Advanced ESL Test benchmark:

CASAS scale scores

Reading: 221–235

Listening: 221–235

Writing: 243–260

Oral BEST 58–64 (SPL 6)

BEST Plus: 507–540 (SPL 6)

Literacy BEST: 66 and above (SPL 7)

Individual can converse on many everyday subjects and some subjects with unfamiliar vocabulary but may need repetition, rewording, or slower speech; can speak creatively but with hesitation; can clarify general meaning by rewording and has control of basic grammar; and understands descriptive and spoken narrative and can comprehend abstract concepts in familiar contexts.

Individual is able to read simple descriptions and narratives on familiar subjects or from which new vocabulary can be determined by context and can make some minimal inferences about familiar texts and compare and contrast information from such texts but not consistently. The individual can write simple narrative descriptions and short essays on familiar topics, such as customs in native country and has consistent use of basic punctuation but makes grammatical errors with complex structures.

Individual can function independently to meet most survival needs and can communicate on the telephone on familiar topics; can interpret simple charts and graphics; and can handle jobs that require simple oral and written instructions, multistep diagrams, and limited public interaction. The individual can use all basic software applications, understand the impact of technology, and select the correct technology in a new situation.

High Advanced ESL Test benchmark:

CASAS scale scores

Reading: 236–245

Listening: 236–245

Writing: 261–270

Oral BEST 65 and above (SPL 7)

BEST Plus: 541–598 (SPL 7)

Exit Criteria: BEST Plus 599 and higher (SPL 8)

Individual can understand and participate effectively in face-to-face conversations on everyday subjects spoken at normal speed; can converse and understand independently in survival, work, and social situations; can expand on basic ideas in conversation but with some hesitation; and can clarify general meaning and control basic grammar but still lacks total control over complex structures.

Individual can read authentic materials on everyday subjects and can handle most reading related to life roles; can consistently and fully interpret descriptive narratives on familiar topics and gain meaning from unfamiliar topics; and uses increased control of language and meaning-making strategies to gain meaning of unfamiliar texts. The individual can write multiparagraph essays with a clear introduction and development of ideas; writing contains well formed sentences, appropriate mechanics and spelling, and few grammatical errors.

Individual has a general ability to use English effectively to meet most routine social and work situations; can interpret routine charts, graphs, and tables and complete forms; has high ability to communicate on the telephone and understand radio and television; can meet work demands that require reading and writing and can interact with the public. Individual can use common software and learn new applications; can define the purpose of software and select new applications appropriately; and can instruct others in use of software and technology.

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WASHINGTON/CASAS CORRELATION CHART

Correlations between Washington Adult & Family Literacy Competencies, NRS Educational Functioning Levels and CASAS levels and test score ranges are listed below: Adult Basic Skills Competency Levels

WA ABE Competency

NRS ABE Level Name

CASAS ABE Level & Name CASAS

ABE Score Ranges

ABE 1 Beginning ABE Literacy A Beginning Literacy/Pre-Beginning ABE 200 and below

ABE 2 Beginning Basic Ed. B Low Basic Skills 201 – 210

ABE 3 Low Intermediate Basic Ed. B Intermediate Basic Skills 211 – 220

ABE 4 High Intermediate Basic Ed. C Advanced Basic Skills 221 – 235

GED 1, HSC 1 Low Adult Secondary Ed. D Adult Secondary 236 – 245

GED 2, HSC 2 High Adult Literacy Ed. E Advanced Adult Secondary 246 and higher

Skill Level Descriptors for ABE

245

235

220

210

180

150

250

240

230

225

215

205

ScaleScores

CASASLevel Descriptors

200

190

E

D

C

B

A

Advanced Adult SecondaryWith some assistance, persons at this level are able to interpret technical information, more complexmanuals, and material safety data sheets (MSDS). Can comprehend some college textbooks andapprenticeship manuals.

Adult SecondaryCan read and follow multi-step directions; read and interpret common legal forms and manuals; use mathin business, such as calculating discounts; create and use tables and graphs; communicate personal opinionin written form; write an accident or incident report. Can integrate information from multiple texts, charts,and graphs as well as evaluate and organize information. Can perform tasks that involve oral and writteninstructions in both familiar and unfamiliar situations.

Advanced Basic SkillsCan handle most routine reading, writing, and computational tasks related to their life roles. Can interpretroutine charts, graphs, and labels; read and interpret a simple handbook for employees; interpret a payrollstub; complete an order form and do calculations; compute tips; reconcile a bank statement; fill out medicalinformation forms and job applications. Can follow multi-step diagrams and written instructions; maintaina family budget; and write a simple accident or incident report. Can handle jobs and job training situationsthat involve following oral and simple written instructions and diagrams. Persons at the upper end of thisscore range are able to begin GED preparation.

Beginning Basic SkillsCan 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 interpretsimple sentences on familiar topics. Can read and interpret simple directions, signs, maps, and simplemenus. Can handle entry level jobs that involve some simple written communication.

Intermediate Basic SkillsCan handle basic reading, writing, and computational tasks related to life roles. Can read and interpretsimplified and some authentic materials on familiar topics. Can interpret simple charts, graphs, and labels;interpret a basic payroll stub; follow basic written instructions and diagrams. Can complete a simple orderform and do calculations; fill out basic medical information forms and basic job applications; follow basicoral and written instructions and diagrams. Can handle jobs and/or job training that involve following basicoral or written instructions and diagrams if they can be clarified orally.

Beginning Literacy/Pre-BeginningVery limited ability to read or write. Persons at the upper end of this score range can read and write numbersand letters and simple words and phrases related to immediate needs. Can provide very basic personalidentification in written form such as on job applications. Can handle routine entry level jobs that requireonly basic written communication.

This chart provides general skill descriptors by level. Level descriptors for reading, math, and listening correspond to scalescores on tests in those specific skill areas.

5151 Murphy Canyon Rd. Ste. 220 • San Diego, CA 92123 • 858-292-2900 • FAX 858-292-2910 • www.casas.org

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COMPONENT COMPONENT ITEM # COURSE COMPONENTS: Transition Skills Levels: BASED 004-007 (Level 1-4) BASED 008-009 (G.E.D. Prep. I –II) LOCATION: Forks Extension COST: $25:00 Tuition, Tuition assistance available CLASS SCHEDULE: T, W, TH 9:00-1:00 p.m. CLASS FORMAT: Lecture with Lab component INSTRUCTOR: Jennifer Roberts OFFICE PHONE: (360) 374-9281 Please call me and/or leave a message if you will be unable

to attend a class. Thank you. Course Description: Transition Skills Class is provided for individuals who are preparing to take the G.E.D. (General Educational Development) and for individuals who wish to improve their basic educational skills for work or other educational goals. This is a multi-level continuous enrollment class. Therefore, instead of a linear class-wide curriculum, the course curriculum design changes and adapts according to the needs of students. Students will participate in the selection of Basic Skills Portfolio assignment options that integrate with their real-life needs relating to work and family life (such as writing a resume, business letter and memos, reading parenting information and work documents, calculating interest on a savings account or consumer savings, etc.) You will study independently and cooperatively. Course Content: Content will include part or all and not be limited to the following and be integrated with real-life individual, work and family needs and goals.

Reading Skills Writing Skills Math skills Basic Computer/Tech Skills Job Readiness Test taking strategies

Course Materials: Purchase of textbooks is unnecessary. Purchase of personal spiral notebooks, 3-ring binder and writing utensils are recommended but not required. Materials and resources are available in and near to the classroom including computers, computer programs, calculators, textbooks, audio/visual tapes, and teacher-developed materials Grading and Evaluation: Individual assignments will be evaluated, but no grades will be assigned. Progress through course levels is assessed through Performance Tasks and CASAS standardized tests. Attendance: Success in this course requires self-direction, motivation and dedication. You will best achieve progress through consistent attendance and effort, class participation and completion of portfolio projects. Americans With Disabilities Act: If you have a documented physical or learning disability, you should let me know so that appropriate accommodation can be made.

The Washington State

Adult Learning Standards

2006

Adult Basic Education

P.O. Box 42495 Olympia, WA 98504-2495

http://www.sbctc.ctc.edu/ABLE/docs/WAStateAdultLearningStandards.doc

1

2

Acknowledgements: Carol Beima, ABE Instructor, Clark College Sandy Cheek, Basic Skills Director, Big Bend Community College Allan French, Faculty Coordinator for Testing & Placement, South Seattle Community College Cynthia Gaede, Basic Skills Support Specialist, Green River Community College Elizabeth Hanson, ESL Instructor, Shoreline Community College Eileen Hambleton, ESL Instructor, Everett Community College Jon Kerr, Director of Integrated Basic Skills, Pierce College Maggie Lemenager, Basic Skills Instructor, Renton Technical College Patti McLaughlin, University of Washington Ben Munsey, ESL Coordinator, Skagit Valley College Evelyn Short, Dean of Basic Skills, Peninsula College, CBS & Assessment Committee Roz Spitzer, Coordinator for Basic Academic Skills, Bellingham Technical College Valerie Wade, VLP Coordinator, Big Bend Community College Council for Basic Skills (CBS) Assessment Committee of CBS SBCTC Staff: Israel David Mendoza, Director of ABE, SBCTC Brian Kanes, Program Administrator, SBCTC Shash Woods, Professional Development Coordinator, SBCTC Christy Lowder, Administrative Assistant, SBCTC Diane McGuinn, Program Coordinator, SBCTC

3

Table of Contents

Acknowledgements………………………………………………………………….…… 2

The Washington State Adult Learning Standards

A Brief Introduction: History & Definitions……………………………………… 4

ABE Washington State Adult Learning Standards…………………………………. 7

ESL Washington State Adult Learning Standards…………………..………….… 26

4

The Washington State Adult Learning Standards A Brief Introduction: History & Definitions

Washington State adult educators have a long history of working together to better enable adult learners to carry out their roles in life. The Washington State Basic Skills Competencies, developed through the active participation of hundreds of practitioners from every part of the state, were an initial effort to reach consensus as to what adult learners need to know and be able to do. The Competencies informed teaching, learning and assessment for many years. The Competencies stemmed from a rich pool of instructors’ practical experiences and varied pedagogies. The Competencies placed a high value on the applicability of skills to the real-life contexts of students’ lives, but did not provide teachers with assistance in sequencing skills from level to level, or in defining strategy sets that were applicable in many different contexts. The question, “What do adults need to know and be able to do in order to carry out their roles and responsibilities as workers, parents, family members and citizens/community members?” is a complex one that the National Institute for Literacy set out to answer in a major research initiative, Equipped for the Future. In recognition of the need for a unifying vision of adult learning, as well as a research base to back it up, Washington State became a partner in Equipped for the Future (EFF) research and development. Washington State’s standards-based reform effort grew out of this long relationship with EFF, as well as in mandates for content standards proposed in 2003 by the U.S. Department of Education’s “Blueprint for Preparing America’s Future,” and in 2005 by the U.S. Senate’s S.9, a “Bill to Improve American Competitiveness in the Global Economy.” Both of these documents were part of attempts to reauthorize federal adult education legislation, part of the Workforce Investment Act. At the summer 2004 Council on Basic Skills (CBS) meeting, its Assessment Committee recommended, and CBS approved, the creation of a Washington State Standards Development Team to participate in the National Content Standards Consortium. The U.S. Department of Education created the consortium to guide individual states’ efforts to develop their own standards. After working with the Consortium’s national experts and reviewing numerous existing standards, the Team recommended adapting the EFF Content Standards to be the Washington State Adult Learning Standards. The Team chose EFF Content Standards for several reasons:

1. A national research project created the EFF Standards, involving educational researchers, adult education experts, adult educators and adult learners.

2. Many adult education instructors and students in Washington State participated in the EFF research and in developing the EFF principles.

3. The EFF Content Standards incorporate all of the U.S. Department of Education recommendations and requirements.

4. Most importantly, the team felt that they were by far the best standards reviewed.

5

To ensure the standards fully represented adult education in Washington, CBS asked the Team to compare State Competencies, the EFF Standards, and the CASAS Standards and Competencies. This side-by-side comparison, completed in fall 2005, demonstrated that the proposed Washington State Standards covered the full scope of the companion systems. CBS created a new standards team comprised of ABE/GED and ESL faculty from across the State to review and edit the ESL and ABE/GED standards from an instructional perspective, and align them to NRS levels. CBS formally adopted the resulting Washington State Adult Learning Standards for ESL in winter quarter 2006 and the Washington State Adult Learning Standards for ABE during their spring 2006 meeting. Both have a beginning implementation date of July 1, 2006. This document represents the core of a standards-based system for adult education in Washington State. It includes 1. the Learning Standards (broadly, what any adult needs to be able to do in order to be a successful worker, family member, and community member), and 2. the Indicators and Dimensions of Performance (which define what an adult can be expected to do at a given level of performance). The third stage of the project, which will begin by fall 2006, is the development of Curriculum Frameworks, which provide much more detailed guidance for programs and instructors. Local programs will develop their own Local Curricula, the fourth stage of the system, on an on-going basis to implement the learning standards locally.

6

STANDARDS SYSTEM DEFINITIONS A scaled system of relationships between STANDARDS, INDICATORS & DIMENSIONS OF PERFORMANCE, CURRICULUM FRAMEWORKS and LOCAL CURRICULUM It's important to understand the relationship between standards and teachers’ practice as various steps in a scaled system. The system has four components: standards, indicators and dimensions of performance, curriculum frameworks, and curriculum. At the broadest scale, LEARNING STANDARDS set out high expectations for what adult learners should know and be able to do in a particular skills area. They are very general. Our Washington Learning Standards are based on Equipped for the Future (EFF) Content Standards and are research-based.

Under standards come INDICATORS, which describe what each standard looks like at various levels: i.e. how much, or to what degree, of the standard a student can be expected to be proficient in when s/he exits that level. Indicators are still pretty general.

Accompanying the Indicators are DIMENSIONS OF PERFORMANCE, which describe the way a student will be able to perform the standards, at the indicated level. Dimensions include Fluency, Independence, and the Ability to Perform in a Range of Settings.

Next, at the CURRICULUM FRAMEWORKS level, you get an inventory of specific, concrete skills and strategies which teachers can teach to in order to make sure that students actually become competent in the standards at the indicated (indicator) level. Curriculum frameworks are used as a guide for local curriculum development. For example, the EFF reading curriculum framework references comprehension, alphabetics, vocabulary, and fluency.

HOW to teach within that framework, in other words, how to build LOCAL CURRICULUM, is the most specific level of the scale. It remains in the program and teachers' hands. It's at this level that a teacher or program chooses to use research-validated methods like Corrective Reading or the EFF Teaching and Learning Cycle, etc. It is at this level that the teacher or program chooses the context, content and sequence of level-appropriate strategies for skill acquisition to reach a particular group of learners.

*Adapted from the EFF Content Standards 7

WASHINGTON ABE

ADULT LEARNING STANDARDS

*Adapted from the EFF Content Standards 8

WASHINGTON STATE Adult LEARNING STANDARDS LEVEL 1 – BEGINNING ABE LITERACY

(CASAS 200 AND BELOW)

STANDARD: READ WITH UNDERSTANDING

To read with understanding, Washington ABE students should:

• Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 1, every Washington ABE student will know and be able to:

R 1.1 Decode and recognize everyday words and word groups in short, simple texts by breaking words into parts, tapping out/sounding out syllables, applying pronunciation rules (decoding letter-sound correspondence, isolating and saying first and last sounds, recognizing simple rhyming word patterns), using picture aids, and recalling oral vocabulary and sight words.

R 1.2 Demonstrate familiarity with concepts of print, letter shapes, letter names and sounds (individual consonants and vowels, digraphs and blends), and simple, everyday content knowledge and common vocabulary in simple sentences. R 1.3 Locate important items of information in texts.

R 1.4 Monitor accuracy of decoding and word recognition and enhance comprehension using various strategies, such as rereading, restating, copying and rephrasing text; making a list of new words, or using a picture dictionary.

R 1.5 Recall prior knowledge to assist in selecting texts and in understanding the information they contain.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 1 can read and comprehend words in small blocks of simple text, slowly but easily and with few errors, to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings.

*Adapted from the EFF Content Standards 9

LEVEL 2 – ABE BEGINNING BASIC EDUCATION (CASAS 201 – 210)

STANDARD:

READ WITH UNDERSTANDING

To read with understanding, Washington ABE students should:

• Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 2, every Washington ABE student will know and be able to:

R 2.1 Decode and recognize everyday and some unfamiliar words in short text by drawing on content knowledge, oral vocabulary and sight words, breaking words into parts for the purpose of aiding decoding and comprehension, applying pronunciation rules, and adjusting reading pace.

R 2.2 Demonstrate familiarity with simple, everyday content knowledge and vocabulary. R 2.3 Locate important items of information in simplified text using some simple strategies. R 2.4 Monitor and enhance comprehension using various strategies, such as rereading, restating, recalling, copying and rephrasing text; or using a simplified dictionary. R 2.5 Apply prior knowledge to assist in selecting texts and in understanding the information they contain.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 2 can read and comprehend words in a page or two of simple text, slowly but easily and with few errors, to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings.

*Adapted from the EFF Content Standards 10

LEVEL 3 – ABE LOW INTERMEDIATE BASIC EDUCATION (CASAS 211 - 220)

STANDARD:

READ WITH UNDERSTANDING

To read with understanding, Washington ABE students should:

• Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 3, every Washington ABE student will know and be able to:

R 3.1 Decode and recognize most everyday and some unfamiliar and specialized words and abbreviations in short to medium-length text by drawing on content knowledge and oral vocabulary, breaking words into parts, applying pronunciation rules, and adjusting reading pace. R 3.2 Demonstrate familiarity with common, high-interest content knowledge and related vocabulary. R 3.3 Locate important information in simple text using some simple strategies. R 3.4 Monitor and enhance comprehension by using a range of simple strategies, such as posing and answering questions, recalling, restating, rephrasing, explaining the content of the text or using simple examples. R 3.5 Actively apply prior knowledge to assist in understanding information in texts.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 3 can quickly and accurately read and comprehend words and word groups in multiple pages of simple text to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings.

*Adapted from the EFF Content Standards 11

LEVEL 4 – ABE HIGH INTERMEDIATE BASIC EDUCATION (CASAS 221 – 235)

STANDARD:

READ WITH UNDERSTANDING

To read with understanding, Washington ABE students should:

• Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 4, every Washington ABE student will know and be able to:

R 4.1 Recognize unfamiliar and some specialized words and abbreviations using word analysis or inference. R 4.2 Demonstrate familiarity with everyday and some specialized content knowledge and vocabulary. R 4.3 Locate important information, read for detail and determine missing information using a wide range of strategies. R 4.4 Monitor and enhance comprehension using a wide range of strategies, such as posing and answering questions, trial and error, and adjusting reading pace. R 4.5 Organize information using some strategies, such as recall, restatement, simple sequencing and simple categorization. R 4.6 Actively apply prior knowledge to assist in understanding information in texts.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 4 can read and comprehend a variety of texts at an appropriate pace and with good comprehension to independently accomplish structured reading activities in a variety of familiar and some novel settings.

*Adapted from the EFF Content Standards 12

LEVEL 5 – ABE LOW ADULT SECONDARY EDUCATION (CASAS 236 - 245)

STANDARD:

READ WITH UNDERSTANDING

To read with understanding, Washington ABE students should:

• Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 5, every Washington ABE student will know and be able to:

R 5.1 Recognize and interpret abbreviations and specialized vocabulary. R 5.2 Demonstrate familiarity with everyday and some specialized content knowledge and vocabulary and with paragraph structure and document organization. R 5.3 Locate important information, read identified sections for detail and determine missing information using a wide range of strategies. R 5.4 Monitor and enhance comprehension using a wide range of strategies. R 5.5 Organize and analyze information and reflect upon its meaning using a range of strategies such as classification, categorization, and comparison/contrast. R 5.6 Evaluate prior knowledge against new information in texts to enhance understanding of the information.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 5 can read and comprehend dense or multipart texts at an appropriate pace and with good comprehension to independently accomplish structured, complex reading activities in a variety of familiar and some novel settings.

*Adapted from the EFF Content Standards 13

LEVEL 6 – ABE HIGH ADULT SECONDARY EDUCATION (CASAS 246 AND ABOVE)

STANDARD:

READ WITH UNDERSTANDING

To read with understanding, Washington ABE students should:

• Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 6, every Washington ABE student will know and be able to:

R 6.1 Recognize and interpret terms, signs, symbols, acronyms, and abbreviations. R 6.2 Demonstrate familiarity with extensive specialized content knowledge and vocabulary and with the organization of long, complex prose and complex documents. R 6.3 Use a wide range of strategies to guide reading of long texts. R 6.4 Locate both directly stated and implied important information. R 6.5 Monitor and enhance comprehension using a wide range of strategies, such as brainstorming and question formulation techniques. R 6.6 Organize and analyze information and reflect upon its meaning using a wide range of strategies, such as applying relevant information to multiple scenarios, summarizing, and drawing “big picture” conclusions and generalizations from detailed reading. R 6.7 Integrate prior knowledge with new information in texts to develop deep understanding of the information.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 6 can read and comprehend long, complex texts at an appropriate pace and with good comprehension to independently accomplish structured or unstructured complex reading activities in a variety of familiar and novel settings.

*Adapted from the EFF Content Standards 14

WASHINGTON STATE Adult LEARNING STANDARDS LEVEL 1 – BEGINNING ABE LITERACY

STANDARD:

CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ABE students should:

• Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 1, every Washington ABE student will know and be able to:

W 1.1 Determine the purpose and audience for communicating in writing. W 1.2 Follow a highly structured, externally developed plan (or text model) to organize information about self and/or related to immediate needs in very simple structures such as lists or responses to prompts for everyday information. W 1.3 Write all letters of the alphabet and numbers and appropriately use simple, everyday, highly familiar words (personal names, signatures, addresses), numbers (dates, phone #s, addresses, prices, etc) and simple phrases to convey information with minimal attention to audience. Appropriately use everyday, familiar vocabulary to produce several sentences on a familiar topic. W 1.4 Make a few simple content changes based on review and feedback from others and make a few simple edits of handwriting, spelling, punctuation and capitalization.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 1 can write individual words, simple phrases and a few very simple sentences slowly and with some effort and some errors. They can independently accomplish simple, well defined, and highly structured writing activities in a few comfortable and familiar settings.

*Adapted from the EFF Content Standards 15

LEVEL 2 – ABE BEGINNING BASIC EDUCATION

STANDARD:

CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ABE students should:

• Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 2, every Washington ABE student will know and be able to:

W 2.1 Determine the purpose and audience for communicating in writing. W 2.2 Follow a highly structured plan to identify and organize a limited number of ideas to support a single purpose and produce a legible and comprehensible draft. W 2.3 Appropriately use familiar vocabulary (based on personal experience and learning) and basic text structure of simple steps/instructions/commands or a single paragraph to convey an idea with supporting details and examples.

W 2.4 Demonstrate beginning attention to revision strategies including rereading and revising based on review and feedback from others. W 2.5 Make basic edits of grammar (verb tenses, subject/verb agreement), simple and compound sentences, capitalization, spelling and punctuation (end periods, some commas).

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 2 can write simple and a few compound sentences, sometimes in short paragraphs with some effort but with few errors to independently accomplish simple, well defined, and structured writing activities in a few comfortable and familiar settings.

*Adapted from the EFF Content Standards 16

LEVEL 3 – ABE LOW INTERMEDIATE BASIC EDUCATION

STANDARD:

CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ABE students should:

• Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 3, every Washington ABE student will know and be able to:

W 3.1 Determine the purpose and audience for communicating in writing. W 3.2 Use simple planning strategies to identify and organize a limited number of ideas to support a single purpose (to convey personal experience, meet a specific need, or respond to recent learning), and produce a legible and comprehensible draft. W 3.3 Appropriately use mostly familiar vocabulary (based on personal experience and learning) and basic text structure of simple steps/instructions/commands or a paragraph to convey ideas with several supporting details/examples reflecting some attention to audience. W 3.4 Use simple revision strategies to monitor effectiveness by re-reading and revising during the writing process and making revisions to a first and final draft based on review and feedback from others. Demonstrate beginning attention to clarity, descriptiveness, personal voice, and appropriateness of text for the intended audience. W 3.5 Make several simple edits of grammar (such as simple tense agreement), spelling, and punctuation (such as periods, capital letters, and some commas), sentence structure (such as compound and some complex sentences), language usage, and text structure using tools such as spelling word lists and simple editing checklists.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 3 can write simple narrative, informative, or expressive texts of a paragraph and steps/instructions/commands with some effort but with few errors. They can independently accomplish well-defined and structured writing activities for varied audiences (self, family, workplace, teacher) in a range of comfortable and familiar settings.

*Adapted from the EFF Content Standards 17

LEVEL 4 – ABE HIGH INTERMEDIATE BASIC EDUCATION

STANDARD: CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ABE students should:

• Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 4, every Washington ABE student will know and be able to:

W 4.1 Determine the purpose and audience for communicating in writing. W 4.2 Use multiple planning and pre-writing strategies to identify and organize a limited number of ideas to support a single purpose (such as writing to inform, to get things done, to express feelings and ideas or to persuade others) and produce a legible and comprehensible draft. W 4.3 Appropriately use both everyday and specialized vocabulary and a limited variety of simple and complex sentence structures in multiple coherent steps or a few well-constructed and linked paragraphs to convey ideas, with several supporting facts/details/examples reflecting judgment regarding appropriate language and level of formality for the intended audience. W 4.4 Use several simple revision strategies to monitor one’s own writing, make revisions based on review and feedback from others, and produce rough and final drafts. Demonstrate some attention to clarity, descriptiveness, personal voice and appropriateness of text for the intended audience. W 4.5 Make many edits of grammar (verb tense forms), spelling, sentence structure (simple/compound/complex with appropriate capitalization and punctuation), language usage and text structure, often with the help of tools such as simplified dictionaries, grammar checklists, and graphic organizers.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 4 can write coherent steps or a few well-constructed paragraphs easily and with few errors to independently accomplish well defined and structured writing activities for varied purposes (such as for personal expression, to inform, to persuade or to complete a task) and audiences in a range of comfortable and familiar settings.

*Adapted from the EFF Content Standards 18

LEVEL 5 – ABE LOW ADULT SECONDARY EDUCATION

STANDARD: CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ABE students should:

• Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 5, every Washington ABE student will know and be able to:

W 5.1 Determine the purpose and audience for communicating in writing. W 5.2 Select from and use a good store of tools and strategies for overall planning and organization; outline, restate, summarize and categorize ideas and produce a legible and comprehensible draft. W 5.3 Appropriately use both everyday and specialized vocabulary including abstract nouns and idioms, and a variety of sentence structures, in medium-length, coherently-linked, and detailed text with appropriate tone, language, and level of formality and in modes of organization suitable for a variety of audiences. W 5.4 Use a variety of strategies to analyze and make simple revisions (such as for clarity, organization, and descriptiveness) and to solve a few more global problems posed by the writing text (such as changes in voice or tone to take into account the needs of the audience or re-sequencing of larger pieces of text based on feedback from others). W 5.5 Undertake multiple re-readings of text in order to edit for grammar, spelling, sentence structure, language usage, and text structure and use appropriate tools such as dictionaries and grammar guides.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 5 can write a variety of texts that include more complex sentence structures and multiple paragraphs easily and with few errors for a wide variety of purposes (such as different kinds of expressive, persuasive and informative purposes). They can independently accomplish structured and fairly complex writing in a variety of familiar and some novel settings.

*Adapted from the EFF Content Standards 19

LEVEL 6 – ABE HIGH ADULT SECONDARY EDUCATION

STANDARD:

CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ABE students should:

• Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 6, every Washington ABE student will know and be able to:

W 6.1 Determine the purpose and audience for communicating in writing. W 6.2 Select from and use a wide range of tools and strategies for overall planning and organization; reproduce, synthesize and draw sound conclusions from complex or extensive ideas; and produce a legible and comprehensible draft. W 6.3 Appropriately use extensive everyday and specialized vocabulary (including idiom, colloquialisms and cultural references as appropriate) and a variety of sentence structures (including those reflecting logical relations), in medium-length, well-sequenced, and detailed text with appropriate voice, tone, rhetorical forms, and style and in modes of organization suitable for a variety of audiences. W 6.4 Choose from a variety of strategies to make multiple simple and global revisions during the writing process. Effectively seek out, describe, and work through more global problems posed by the writing task (such as the need to re-sequence text for clarity, to add more details to make a logical argument, or to change the tone or style to accommodate the audience). W 6.5 Undertake multiple re-readings of text in order to make comprehensive edits for grammar, spelling, sentence structure, language usage, and text structure. Use appropriate editing tools as necessary.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 6 can write a variety of sentences in medium-length, detailed text and in a variety of rhetorical forms, easily and with few errors, to independently accomplish structured or unstructured complex writing activities in a variety of familiar and novel settings.

*Adapted from the EFF Content Standards 20

WASHINGTON STATE ADULT LEARNING STANDARDS LEVEL 1 – BEGINNING ABE LITERACY (CASAS 200 AND BELOW)

STANDARD:

USE MATH TO SOLVE PROBLEMS AND COMMUNICATE

To use math to problem solve, Washington ABE students should:

• Understand, interpret, and work with pictures, numbers, and symbolic information. • Apply knowledge of mathematical concepts and procedures to figure out how to answer a question,

solve a problem, make a prediction, or carry out a task that has a mathematical dimension. • Define and select data to be used in solving the problem. • Determine the degree of precision required by the situation. • Solve problems using appropriate quantitative procedures and verify that the results are reasonable. • Communicate results using a variety of mathematical representations, including graphs, charts,

tables and algebraic models.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS: By the end of Level 1, every Washington ABE student will know and be able to:

M 1.1 Read, write, and interpret very simple types of mathematical information such as

Numbers and number sense: whole numbers (three digit numbers), common monetary values, and benchmark fractions (1/2, 1/4).

Patterns/Functions/Relationships: very simple patterns, commonly-used denominations/groupings (2s, 5s, 10s); mathematical relationships – more, less, larger, smaller, left, right, heavier, longer.

Space/Shape/Measurement: high frequency standard units of measurement (pounds, feet, months, weeks, days, minutes, hours), and concepts of geometric shape, length and width.

Data/Statistics: very simple ways to interpret and represent data (checksheets, picture graphs,) emphasizing frequency of occurrence.

M 1.2 Recall and use a few simple mathematical procedures such as very basic estimating, counting, sorting, ordering, grouping, adding on (using counting or a calculator), orally counting by 2s, 5s and 10s, addition and subtraction and beginning multiplication.

M 1.3 Evaluate the degree of precision needed for the solution.

M 1.4 Extract discrete information from simple and concrete data and graphs, describe patterns, and/or use basic computational procedures effectively to solve a problem and to verify that the solution is reasonable.

M 1.5 Communicate the solution to the problem orally, in role plays, with pictures, or by entries on a simple chart.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 1 can select and apply the knowledge, skills, and strategies at this level to independently, with some effort but few errors, accomplish simple, well-defined, and highly structured math tasks in one or more comfortable and familiar settings.

*Adapted from the EFF Content Standards 21

LEVEL 2 – ABE BEGINNING BASIC EDUCATION (CASAS 201 - 210)

STANDARD:

USE MATH TO SOLVE PROBLEMS AND COMMUNICATE

To use math to problem solve, Washington ABE students should:

• Understand, interpret, and work with pictures, numbers, and symbolic information. • Apply knowledge of mathematical concepts and procedures to figure out how to answer a question,

solve a problem, make a prediction, or carry out a task that has a mathematical dimension. • Define and select data to be used in solving the problem. • Determine the degree of precision required by the situation. • Solve problems using appropriate quantitative procedures and verify that the results are reasonable. • Communicate results using a variety of mathematical representations, including graphs, charts,

tables and algebraic models.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 2, every Washington ABE student will know and be able to:

M 2.1 Read, write, and interpret very simple types of mathematical information such as

Numbers and number sense: whole numbers (three digit numbers), common monetary values, and benchmark fractions (1/2, 1/4) and percents (50%).

Patterns/Functions/Relationships: very simple patterns, commonly-used denominations/groupings (5s, 10s, 25s), and very simple proportions (2:1, 1:2).

Space/Shape/Measurement: high frequency standard units of measurement (pounds, feet, quarts, gallons), geometric shapes, and concepts of length and width.

Data/Statistics: very simple ways to interpret and represent data (checksheets, picture graphs, unambiguous bar graphs, line plots) emphasizing frequency of occurrence.

M 2.2 Begin to evaluate reasonableness of solutions. Add and subtract whole numbers through three digits, and multiply and divide three digit numbers by one digit numbers. Recall and use mathematical procedures such as basic estimating, counting, sorting, ordering, grouping, adding on (using counting or a calculator), and measuring length and weight using tools calibrated with whole numbers (rulers, manipulatives).

M 2.3 Evaluate the degree of precision needed for the solution.

M 2.4 Extract discrete information from simple and concrete data and graphs, and measure with appropriate tools, describe patterns, and/or use computational procedures effectively to solve a problem and to verify that the solution is reasonable.

M 2.5 Communicate the solution to the problem orally, in role plays, with pictures, or by entries on a simple chart.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 2 can easily select and apply the knowledge, skills, and strategies at this level to independently accomplish simple, well-defined, and highly structured math tasks in one or more comfortable and familiar settings.

*Adapted from the EFF Content Standards 22

LEVEL 3 – ABE LOW INTERMEDIATE BASIC EDUCATION (CASAS 211 – 220)

STANDARD:

USE MATH TO SOLVE PROBLEMS AND COMMUNICATE

To use math to problem solve, Washington ABE students should:

• Understand, interpret, and work with pictures, numbers, and symbolic information. • Apply knowledge of mathematical concepts and procedures to figure out how to answer a question,

solve a problem, make a prediction, or carry out a task that has a mathematical dimension. • Define and select data to be used in solving the problem. • Determine the degree of precision required by the situation. • Solve problems using appropriate quantitative procedures and verify that the results are reasonable. • Communicate results using a variety of mathematical representations, including graphs, charts,

tables, and algebraic models.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 3, every Washington ABE student will know and be able to:

M 3.1 Read, write, and interpret some common types of mathematical information such as

Numbers and number sense: whole numbers, monetary values and prices, benchmark fractions (3/4, 1/10), decimals (.25, .50, .75, .10) and percents (25%, 75%, 10%, 100%).

Patterns/Functions/Relationships: simple patterns, probability and proportions (1:4, 4:1); simple decimal/fraction conversions and equivalents.

Space/Shape/Measurement: commonly used standard units of measurement, common geometric shapes, and the concept of “area”.

Data/Statistics: simple ways to interpret and represent data (tables, bar graphs with and without gridlines, line graphs and pie graphs).

M 3.2 Recall and use mathematic procedures such as addition, subtraction, multiplication and division on whole numbers, benchmark decimals and fractions (with or without use of calculator), grouping, comparing 2 numbers, and basic estimating; and measure length, weight, and areas of standard and non-standard shapes using tools calibrated with whole numbers and benchmark fraction and decimal equivalents (rulers, manipulatives).

M 3.3 Evaluate the degree of precision needed for the solution.

M 3.4 Define, select, and organize simple data, and measure with appropriate tools, describe patterns, and/or use computational procedures effectively to solve a problem and to verify that the solution is reasonable.

M 3.5 Communicate the solution to the problem orally, in pictures, or in writing.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 3 can easily select and apply the knowledge, skills, and strategies at this level to independently accomplish simple, well-defined, and structured math tasks in a range of comfortable and familiar, or highly structured, settings.

*Adapted from the EFF Content Standards 23

LEVEL 4 – ABE HIGH INTERMEDIATE BASIC EDUCATION (CASAS 221 – 235)

STANDARD:

USE MATH TO SOLVE PROBLEMS AND COMMUNICATE

To use math to problem solve, Washington ABE students should:

• Understand, interpret, and work with pictures, numbers, and symbolic information. • Apply knowledge of mathematical concepts and procedures to figure out how to answer a question,

solve a problem, make a prediction, or carry out a task that has a mathematical dimension. • Define and select data to be used in solving the problem. • Determine the degree of precision required by the situation. • Solve problems using appropriate quantitative procedures and verify that the results are reasonable. • Communicate results using a variety of mathematical representations, including graphs, charts,

tables, and algebraic models.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 4, every Washington ABE student will know and be able to:

M 4.1 Read, write, and interpret a variety of common mathematical information such as

Numbers and number sense: monetary values, extensions of benchmark fractions (1/8, 1/3, 1/5, etc), decimals, and percents (15%, 30%, etc.).

Patterns/Functions/Relationships: patterns and simple formulas (such as d=rt, a=lw); Space/Shape/Measurement: standard units of measurement including fractional units and benchmark angle measurements (90 degrees, 360 degrees, etc), geometric shapes including shapes containing a combination of common shapes, concept of pi, and concept of converting between units of measurement.

Data/Statistics: ways to interpret and represent data (tables and graphs with scaling, basic statistical concepts such as range, mode, mean, and median).

M 4.2 Recall and use a good store of mathematical procedures such as estimation, rounding, multiplication and division (with and without use of a calculator), adding and subtracting, multiplying and dividing common fractional amounts and decimals, measure length, weight, area and circumference using tools calibrated to varying degrees of precision and converting units of measurement as appropriate.

M 4.3 Evaluate the degree of precision needed for the solution.

M 4.4 Define, select and organize a variety of common mathematical data and measure with appropriate tools, describe patterns, and/or use appropriate procedures effectively to solve a problem and verify that the solution is reasonable.

M 4.5 Communicate the solution to the problem orally, with visual representations, in writing, by entries in a table or appropriate graph, or with basic statistics (range, mode, mean, median).

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 4 can easily select and apply the knowledge, skills, and strategies at this level to independently accomplish well-defined and structured math tasks in a range of comfortable and familiar settings.

*Adapted from the EFF Content Standards 24

LEVEL 5 – ABE LOW ADULT SECONDARY EDUCATION (CASAS 236 – 245)

STANDARD:

USE MATH TO SOLVE PROBLEMS AND COMMUNICATE

To use math to problem solve, Washington ABE students should:

• Understand, interpret, and work with pictures, numbers, and symbolic information. • Apply knowledge of mathematical concepts and procedures to figure out how to answer a question,

solve a problem, make a prediction, or carry out a task that as a mathematical dimension. • Define and select data to be used in solving the problem. • Determine the degree of precision required by the situation. • Solve problems using appropriate quantitative procedures and verify that the results are reasonable. • Communicate results using a variety of mathematical representations, including graphs, charts, tables,

and algebraic models.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 5, every Washington ABE student will know and be able to:

M 5.1 Read, write, and interpret a wide variety of mathematical information such as

Numbers and number sense: money/expenses/prices, percentages, decimals and fractions.

Patterns/Functions/Relationships: patterns and formulas (such as a=πr2).

Space/Shape/Measurement: units of measurement including fractional units, geometrical shapes including shapes containing a combination of common shapes, and concept of volume.

Data/Statistics: ways to interpret, represent and draw implications from data (graphs, tables, and simple forms of statistical analysis).

M 5.2 Recall and use multi-step mathematical procedures (such as keeping accounts) that involve whole numbers as well as fractions, decimals, and/or percents, and measure volume using tools with different calibrations.

M 5.3 Evaluate the degree of precision needed for the solution.

M 5.4 Define, select, organize, and integrate mathematical information of different types in carrying out procedures, describing patterns, and/or measuring with appropriate tools to solve the problem and to verify that the solution is reasonable.

M 5.5 Create appropriate visual or graphic representations such as charts, tables, graphs, etc. and clearly communicate the solution process and results orally or in writing to a variety of audiences.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 5 can easily select and apply the knowledge, skills, and strategies at this level to independently accomplish structured math tasks in a variety of comfortable and familiar settings.

*Adapted from the EFF Content Standards 25

LEVEL 6 – ABE HIGH ADULT SECONDARY EDUCATION (CASAS 246 AND ABOVE)

STANDARD:

USE MATH TO SOLVE PROBLEMS AND COMMUNICATE

To use math to problem solve, Washington ABE students should:

• Understand, interpret, and work with pictures, numbers, and symbolic information. • Apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve

a problem, make a prediction, or carry out a task that has a mathematical dimension. • Define and select data to be used in solving the problem. • Determine the degree of precision required by the situation. • Solve problems using appropriate quantitative procedures and verify that the results are reasonable. • Communicate results using a variety of mathematical representations, including graphs, charts, tables,

and algebraic models.

The following INDICATORS are statements that every Washington ABE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 6, every Washington ABE student will know and be able to:

M 6.1 Read, write, and interpret a wide variety of (often) complex mathematical information such as

Numbers and number sense: money/expenses/pricing.

Patterns/Functions/Relationships: formulas for a variety of calculations.

Space/Shape/Measurement: architectural symbols/ models and scale modeling.

Data/Statistics: ways to interpret, represent, identify trends in or draw inferences from data (complex tables and graphs; advanced forms of statistical analysis; graphing equations and generating equations from data and/or line graphs; using concept of slope).

M 6.2 Research, select and apply sophisticated, multi-step mathematical concepts and procedures (such as scale modeling, cost analysis, earnings/deductions analysis).

M 6.3 Evaluate the degree of precision needed for the solution.

M 6.4 Independently research, select, organize and integrate mathematical information of different types in carrying out procedures, describing patterns, and/or measuring with appropriate tools, to solve the problem and to verify that the solution in reasonable.

M 6.5 Create appropriate visual or graphic representations such as charts, tables, graphs, etc. and clearly communicate the solution process and results orally or in writing to a variety of audiences.

Show Fluency, Independence and Ability to Perform in a Range of Settings Adults performing at Level 6 can easily select and apply the knowledge, skills, and strategies at this level to independently accomplish minimally structured, complex math tasks in a variety of comfortable and familiar settings.

*Adapted from the EFF Content Standards 26

WASHINGTON ESL

ADULT LEARNING STANDARDS

*Adapted from the EFF Content Standards 27

WASHINGTON STATE Adult LEARNING STANDARDS LEVEL 1-BEGINNING ESL LITERACY (CASAS 180 AND BELOW)

STANDARD:

READ WITH UNDERSTANDING

To read with understanding, Washington ESL students should:

• Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 1, every Washington ESL student will know and be able to:

R 1.1 Recognize everyday words or word groups by decoding letter-sound correspondence, isolating and saying first and last sounds, naming pictures to isolate and say initial sounds, sounding out words by segmenting words into separate sounds and syllables, combining or blending sounds, recognizing simple rhyming word patterns, or recalling oral vocabulary and sight words.

R 1.2 Demonstrate familiarity with concepts of print, letter shapes, letter names and sounds (individual consonants and vowels, digraphs and blends), and common vocabulary.

R 1.3 Monitor accuracy of decoding and word recognition using various strategies, such as rereading or making word lists.

R 1.4 Recall prior knowledge to assist in understanding information in the text.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 1 can read and comprehend learned words in a few simple phrases and basic personal information slowly and with some effort but with few errors, to independently accomplish simple, well defined, and structured reading activities in a few comfortable and familiar settings.

*Adapted from the EFF Content Standards 28

ESL LEVEL 2-LOW BEGINNING ESL (CASAS 181 - 190)

STANDARD:

READ WITH UNDERSTANDING

To read with understanding, Washington ESL students should:

• Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 2, every Washington ESL student will know and be able to:

R 2.1 Decode and recognize familiar everyday words in short, simple sentences by breaking words into parts, tapping out/sounding out syllables, applying pronunciation rules, using picture aids, and recalling oral vocabulary and sight words.

R 2.2 Demonstrate familiarity with words, phrases, and simple sentences.

R 2.3 Locate important items of information in simplified text.

R 2.4 Monitor accuracy of decoding simple sentences using various strategies such as rereading, copying, or making word lists.

R 2.5 Recall prior knowledge to understand information in simple texts.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 2 can read and comprehend words in sentences, slowly with some repetition and with few errors, to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings.

*Adapted from the EFF Content Standards 29

ESL LEVEL 3-HIGH BEGINNING ESL (CASAS 191 - 200)

STANDARD:

READ WITH UNDERSTANDING

To read with understanding, Washington ESL students should:

• Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 3, every Washington ESL student will know and be able to:

R 3.1 Decode and recognize everyday words and word groups in short, simple texts by breaking words into parts, tapping out/sounding out syllables, applying pronunciation rules, using picture aids, and recalling oral vocabulary and sight words.

R 3.2 Demonstrate familiarity with simple, everyday content knowledge and vocabulary in simple sentences.

R 3.3 Locate discrete items of information in texts.

R 3.4 Monitor accuracy of decoding and word recognition and enhance comprehension using various strategies, such as rereading, restating, copying and rephrasing text; making a list of new words, or using a simplified dictionary.

R 3.5 Recall prior knowledge to assist in selecting texts and in understanding the information they contain.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 3 can read and comprehend words in small blocks of simple text, slowly but easily and with few errors, to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings.

*Adapted from the EFF Content Standards 30

ESL LEVEL 4-LOW INTERMEDIATE ESL (CASAS 201 - 210)

STANDARD:

READ WITH UNDERSTANDING

To read with understanding, Washington ESL students should:

• Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 4, every Washington ESL student will know and be able to:

R 4.1 Decode and recognize most everyday and some unfamiliar words in short to medium-length text by drawing on content knowledge, oral vocabulary and sight words, breaking words into parts for the purpose of aiding decoding and comprehension, applying pronunciation rules, and adjusting reading pace.

R 4.2 Demonstrate familiarity with common, every day content knowledge and related vocabulary.

R 4.3 Locate important information in simple text using some simple strategies.

R 4.4 Monitor and enhance comprehension by using a range of simple strategies, such as recalling, restating, rephrasing, copying, or using a simplified dictionary.

R 4.5 Actively apply prior knowledge to assist in selecting texts and in understanding information in texts.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 4 can read and comprehend words and word groups in multiple pages of simple text to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings.

*Adapted from the EFF Content Standards 31

ESL LEVEL 5-HIGH INTERMEDIATE ESL (CASAS 211 - 220)

STANDARD:

READ WITH UNDERSTANDING

To read with understanding, Washington ESL students should:

• Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 5, every Washington ESL student will know and be able to: R 5.1 Decode and recognize most everyday and some unfamiliar and specialized words and abbreviations in short to medium-length text by drawing on content knowledge and oral vocabulary, breaking words into parts, applying pronunciation rules, and adjusting reading pace. R 5.2 Demonstrate familiarity with common, high-interest content knowledge and related vocabulary. R 5.3 Locate important information in simple text using some simple strategies. R 5.4 Monitor and enhance comprehension by using a range of simple strategies, such as posing and answering questions, recalling, restating, rephrasing, explaining the content of the text or using simple examples. R 5.5 Actively apply prior knowledge to assist in understanding information in texts.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 5 can quickly and accurately read and comprehend words and word groups in multiple pages of simple text to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings.

*Adapted from the EFF Content Standards 32

ESL LEVEL 6-ADVANCED ESL (CASAS 221 - 235)

STANDARD:

READ WITH UNDERSTANDING

To read with understanding, Washington ESL students should:

• Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 6, every Washington ESL student will know and be able to: R 6.1 Recognize and interpret abbreviations and specialized vocabulary using word analysis or inference.

R 6.2 Demonstrate familiarity with everyday and some specialized content knowledge and vocabulary.

R 6.3 Locate important information, read for detail and determine missing information using a wide range of strategies.

R 6.4 Monitor and enhance comprehension using a wide range of strategies, such as posing and answering questions, trial and error, and adjusting reading pace.

R 6.5 Organize and analyze information and reflect upon its meaning using a range of strategies such as classification, categorization, and comparison/contrast.

R 6.6 Actively apply prior knowledge to assist in understanding information in texts.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 6 can read and comprehend a variety of texts at an appropriate pace and with good comprehension to independently accomplish structured reading activities in a variety of familiar settings.

*Adapted from the EFF Content Standards 33

WASHINGTON STATE Adult LEARNING STANDARDS LEVEL 1-BEGINNING ESL LITERACY

STANDARD:

CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ESL students should:

• Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 1, every Washington ESL student will know and be able to:

W 1.1 Determine the purpose and audience for communicating in writing.

W 1.2 Follow a highly structured plan (or text model) to organize information about self and/or related to immediate needs in very simple structures such as lists or responses to prompts for everyday information.

W 1.3 Write all letters of the alphabet and numbers and appropriately use simple, everyday, highly familiar words (personal names, signatures, addresses), numbers (dates, phone #s, addresses, prices, etc) and simple phrases to convey information with minimal attention to audience.

W 1.4 Make a few simple content changes and simple edits of handwriting, spelling, punctuation and capitalization based on review and feedback from others.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 1 can write individual words, simple phrases and a few very simple sentences slowly and with some effort and some errors. They can independently accomplish simple, well defined, and highly structured writing activities in a few comfortable and familiar settings.

*Adapted from the EFF Content Standards 34

ESL LEVEL 2-LOW BEGINNING ESL

STANDARD:

CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ESL students should:

• Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS: By the end of Level 2, every Washington ESL student will know and be able to:

W 2.1 Determine the purpose and audience for communicating in writing.

W 2.2 Follow a highly structured plan to organize ideas around a single familiar topic.

W 2.3 Appropriately use everyday, familiar vocabulary (such as words with personal significance and commonly-used adjectives, pronouns and prepositions) and simple sentence structures to produce a few sentences on a topic.

W 2.4 Make simple edits of grammar, capitalization, spelling, and punctuation based on review and feedback from others.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 2 can write simple sentences on familiar topics with some effort and errors to independently accomplish simple, well defined, and structured writing activities in a few comfortable and familiar settings.

*Adapted from the EFF Content Standards 35

ESL LEVEL 3-HIGH BEGINNING ESL

STANDARD:

CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ESL students should:

• Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS: By the end of Level 3, every Washington ESL student will know and be able to:

W 3.1 Determine the purpose and audience for communicating in writing.

W 3.2 Follow a highly structured, externally developed plan (or text model) to organize information about self and/or related to immediate needs in very simple structures such as lists, responses to prompts for everyday information, or draft paragraphs.

W 3.3 Appropriately use everyday, familiar vocabulary (such as words with personal significance and commonly-used adjectives, pronouns and prepositions) and simple sentence structures to produce a several sentences on a topic.

W 3.4 Make a few simple content changes based on review and feedback from others and make a few simple edits of handwriting, spelling, grammar, punctuation and capitalization.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 3 can write several simple sentences on familiar topics with some effort and errors to independently accomplish simple, well defined, and structured writing activities in a few comfortable and familiar settings.

*Adapted from the EFF Content Standards 36

ESL LEVEL 4-LOW INTERMEDIATE ESL

STANDARD:

CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ESL students should:

• Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS: By the end of Level 4, every Washington ESL student will know and be able to:

W 4.1 Determine the purpose and audience for communicating in writing.

W 4.2 Follow a highly structured plan to identify and organize a limited number of ideas to support a single purpose and produce a legible and comprehensible draft.

W 4.3 Appropriately use familiar vocabulary (based on personal experience and learning) and basic text structure of simple steps/instructions/commands or a single paragraph to convey an idea with supporting details and examples.

W 4.4 Demonstrate beginning attention to revision strategies including rereading and revising based on review and feedback from others.

W 4.5 Make basic edits of grammar (verb tenses, subject/verb agreement), simple and compound sentences, capitalization, spelling and punctuation (end periods, some commas).

Show Fluency, Independence, and Ability to Perform the above indicators in a Range of Settings Adults performing at Level 4 can write short, structured paragraphs on familiar topics with some effort but with few errors to independently accomplish simple, well defined, and structured writing activities in a few comfortable and familiar settings.

*Adapted from the EFF Content Standards 37

ESL LEVEL 5-HIGH INTERMEDIATE ESL

STANDARD:

CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ESL students should:

• Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS: By the end of Level 5, every Washington ESL student will know and be able to:

W 5.1 Determine the purpose and audience for communicating in writing.

W 5.2 Use simple planning strategies to identify and organize a limited number of ideas to support a single purpose (to convey personal experience, meet a specific need, or respond to recent learning), and produce a legible and comprehensible draft.

W 5.3 Appropriately use familiar vocabulary (based on personal experience and learning) and basic text structure of simple steps/instructions/commands or a few short, well-linked paragraphs to convey ideas with several supporting details/examples reflecting some attention to audience.

W 5.4 Use simple revision strategies to monitor effectiveness by re-reading and revising during the writing process and making revisions to a first and final draft based on review and feedback from others. Demonstrate beginning attention to clarity, descriptiveness, personal voice, and appropriateness of text for the intended audience.

W 5.5 Make many edits of grammar (verb tense forms), spelling, sentence structure (simple/compound/complex with appropriate capitalization and punctuation), language usage and text structure, often with the help of tools such as simplified dictionaries, grammar checklists, and graphic organizers.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 5 can write simple narrative, informative, or expressive texts of a few short paragraphs and steps/instructions/commands with some effort but with few errors. They can independently accomplish well-defined and structured writing activities for varied audiences (self, family, workplace, teacher) in a range of comfortable and familiar settings.

*Adapted from the EFF Content Standards 38

ESL LEVEL 6-ADVANCED ESL

STANDARD:

CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ESL students should:

• Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS: By the end of Level 6, every Washington ESL student will know and be able to:

W 6.1 Determine the purpose and audience for communicating in writing. W 6.2 Use multiple planning and pre-writing strategies to identify and organize a limited number of ideas to support a single purpose (such as writing to inform, to get things done, to express feelings and ideas or to persuade others) and produce a legible and comprehensible draft. W 6.3 Appropriately use both everyday and specialized vocabulary and a limited variety of simple and complex sentence structures in multiple coherent steps or a few well-constructed and linked paragraphs to convey ideas, with several supporting facts/details/examples reflecting judgment regarding appropriate language and level of formality for the intended audience. W 6.4 Use several simple revision strategies to monitor one’s own writing, make revisions based on review and feedback from others, and produce rough and final drafts. Demonstrate some attention to clarity, descriptiveness, personal voice and appropriateness of text for the intended audience. W 6.5 Make many edits of grammar (verb tense forms), spelling, sentence structure (simple/compound/complex with appropriate capitalization and punctuation), language usage and text structure, often with the help of tools such as simplified dictionaries, grammar checklists, and graphic organizers.

Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 6 can write coherent steps or a few well-constructed paragraphs easily and with few errors to independently accomplish well defined and structured writing activities for varied purposes (such as for personal expression, to inform, to persuade or to complete a task) and audiences in a range of comfortable and familiar settings.

*Adapted from the EFF Content Standards 39

WASHINGTON STATE Adult LEARNING STANDARDS LEVEL 1-BEGINNING ESL LITERACY

STANDARD:

SPEAK SO OTHERS CAN UNDERSTAND

To speak so others can understand, Washington ESL students should:

• Determine the purpose for communicating. • Organize and relay information to effectively serve the purpose, context, and listener. • Pay attention to conventions of oral English communication, including grammar, word

choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.

• Use multiple strategies to monitor the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 1, every Washington ESL student will know and be able to:

S 1.1 Recall and use a limited set of learned words and phrases related to basic personal information, basic objects, and a limited number of activities and immediate needs in familiar, predictable, and straightforward communication tasks.

S 1.2 Use simple strategies (such as learned words and phrases and responding to simple, direct questions) to select and relay information.

S 1.3 Apply simple strategies (such as gestures, eye contact, and very simple requests for understanding from the listener) to monitor effectiveness of the communication and to meet the speaking purpose.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 1 can speak learned and rehearsed words and phrases with hesitation and some inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener.

*Adapted from the EFF Content Standards 40

ESL LEVEL 2-LOW BEGINNING ESL

STANDARD: SPEAK SO OTHERS CAN UNDERSTAND

To speak so others can understand, Washington ESL students should:

• Determine the purpose for communicating. • Organize and relay information to effectively serve the purpose, context, and listener. • Pay attention to conventions of oral English communication, including grammar, word

choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.

• Use multiple strategies to monitor the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 2, every Washington ESL student will know and be able to:

S 2.1 Recall and use a limited set of learned words, phrases, and short sentences related to basic personal information, basic objects, and a limited number of activities and immediate needs in familiar, predictable, and straightforward communication tasks.

S 2.2 Use simple strategies (such as familiar phrases and questions; responding to simple, direct questions; and combining or re-combining learned or heard words and phrases) to select and relay information.

S 2.3 Apply simple strategies (such as gestures, eye contact, and simple, repeated requests for feedback from listener) to monitor effectiveness of the communication and to meet the speaking purpose.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 2 can sometimes speak learned and rehearsed words, phrases, and simple sentences fluently and accurately but other times speak with hesitation and inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener.

*Adapted from the EFF Content Standards 41

ESL LEVEL 3-HIGH BEGINNING ESL

STANDARD:

SPEAK SO OTHERS CAN UNDERSTAND

To speak so others can understand, Washington ESL students should:

• Determine the purpose for communicating. • Organize and relay information to effectively serve the purpose, context, and listener. • Pay attention to conventions of oral English communication, including grammar, word

choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.

• Use multiple strategies to monitor the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 3, every Washington ESL student will know and be able to:

S 3.1 Recall and use a somewhat limited vocabulary including words related to common, everyday topics, personal experience; know and use basic grammar and sentence structure (heard in the immediate environment); know and use basic awareness of appropriate register (level of formality) in familiar, predictable communication tasks.

S 3.2 Use simple strategies (such as reacting to questions or combining and recombining short known words or phrases) to select and relay information.

S 3.3 Apply simple strategies (such as making and responding to requests for feedback repetition, and rephrasing) to monitor and enhance the effectiveness of the communication and to meet the speaking purpose.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 3 can speak mostly short utterances (sometimes inaccurate, incomplete sentences and sometimes fluent and accurate sentences that may be expansions of learned materials and stock phrases) in familiar settings with a familiar audience (usually face-to-face with one person) when provided with a high level of support (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or non-standard and speech may be difficult to understand even by a skilled, supportive listener.

*Adapted from the EFF Content Standards 42

ESL LEVEL 4-LOW INTERMEDIATE ESL

STANDARD:

SPEAK SO OTHERS CAN UNDERSTAND

To speak so others can understand, Washington ESL students should:

• Determine the purpose for communicating. • Organize and relay information to effectively serve the purpose, context, and listener. • Pay attention to conventions of oral English communication, including grammar, word

choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.

• Use multiple strategies to monitor the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 4, every Washington ESL student will know and be able to:

S 4.1 Recall and use high-frequency vocabulary including words related to common, everyday topics and personal experience, use knowledge of basic grammar, discourse forms, and sentence structure in familiar communicative tasks.

S 4.2 Select from a limited range of strategies (such as combining and recombining known or heard words, phrases, and sentences reformulation, or self-correction) to select and relay information.

S 4.3 Apply some strategies (such as checking pace and register, repeating/clarifying/correcting errors as necessary, self-rating/evaluation) to monitor and enhance effectiveness of the communication and to meet the speaking purpose.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 4 can speak fluently and accurately in familiar settings with one or more familiar listeners (either face-to-face or in a brief telephone conversation) when a moderately high level of support is provided (in the form of written, visual, or verbal prompts). There may be some errors in pronunciation, but with repetition, speech can usually be understood by a skilled, supportive listener.

*Adapted from the EFF Content Standards 43

ESL LEVEL 5-HIGH INTERMEDIATE ESL

STANDARD:

SPEAK SO OTHERS CAN UNDERSTAND

To speak so others can understand, Washington ESL students should:

• Determine the purpose for communicating. • Organize and relay information to effectively serve the purpose, context, and listener. • Pay attention to conventions of oral English communication, including grammar, word

choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.

• Use multiple strategies to monitor the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 5, every Washington ESL student will know and be able to:

S 5.1 Recall and use sufficient oral vocabulary (range of common vocabulary related to personal experience and everyday activities, some idioms) as well as control of basic grammar and a variety of sentence types and registers in a range of familiar to somewhat unfamiliar or unpredictable communication tasks.

S 5.2 Select from a range of strategies (such as elaborating with some detail and examples; determining most important/right amount of information and content to convey) to select, organize, and relay information.

S 5.3 Apply a range of strategies (including attention to appropriate register, repetition of information, adjustments in pace, tone, volume, eye contact, body language based on listener’s response and needs) to monitor and enhance effectiveness of communication and to meet the speaking purpose.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 5 can speak fluently and accurately in settings and with audiences that may not be entirely familiar when provided with some support (in the form of guided practice, listening to a model, or advance organizers). There may be occasional pronunciation, word choice, or structural errors that hinder understanding, but speech is generally understandable (with repetition) by a skilled, supportive listener.

*Adapted from the EFF Content Standards 44

ESL LEVEL 6-ADVANCED ESL

STANDARD:

SPEAK SO OTHERS CAN UNDERSTAND

To speak so others can understand, Washington ESL students should:

• Determine the purpose for communicating. • Organize and relay information to effectively serve the purpose, context, and listener. • Pay attention to conventions of oral English communication, including grammar, word

choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.

• Use multiple strategies to monitor the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 6, every Washington ESL student will know and be able to:

S 6.1 Recall and use a range of vocabulary including words related to most everyday, school, work, and social situations; know and use a variety of complex sentence structures and grammatical forms; know and use appropriate register in a range of communicative tasks, including unfamiliar, unpredictable, and uncomfortable interactions.

S 6.2 Select from a wide range of strategies (such as taking into account the interests of others; predicting outcomes, interests, or likely questions and responses; organizing information based on determination of relevance and audience needs; elaborating with significant detail and examples) to select, organize, and relay information.

S 6.3 Apply a wide range of strategies (including body language, pause fillers, stalling devices, and different rates of speech as needed) to monitor and enhance effectiveness of communication and to meet the speaking purpose.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 6 can speak fluently and accurately in most settings with familiar and unfamiliar audiences when provided with minimal support (in the form of opportunities for role plays/ practice, learner-generated practice scripts, etc.). Pronunciation does not impede understanding and speech can generally be understood by an unsupportive, unskilled listener.

*Adapted from the EFF Content Standards 45

WASHINGTON STATE Adult LEARNING STANDARDS: LEVEL 1-BEGINNING ESL LITERACY (CASAS 180 AND BELOW)

STANDARD:

LISTEN ACTIVELY

To listen actively, Washington ESL students should: • Attend to oral information. • Clarify purpose for listening and use listening strategies appropriate to that purpose. • Monitor comprehension, adjusting strategies to overcome barriers to comprehension. • Integrate information from listening with prior knowledge to address the listening purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 1, every Washington ESL student will know and be able to:

L 1.1 Understand and respond to learned words and phrases in simple questions, statements, and high frequency commands as part of short conversations, explanations, instructions, and narratives where the linguistic complexity is considerably simplified.

L 1.2 Use a few simple formulas to convey understanding and ask for repetition or clarification.

L 1.3 Use non-verbal and visual clues to understand the basic intent of the speaker and to meet the purpose of the communication.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 1 can comprehend the gist of short, simple conversations and explanations on familiar, learned topics in face-to-face situations when tasks are highly structured and include supports, such as visual cues, pre-learning of new vocabulary and phrases, or collaborative listening. Text is considerably adjusted for listeners who require a slower rate of speech with frequent opportunities for repetition or rephrasing. For English language learners, level of ease and confidence in using English may be low, even in familiar contexts.

*Adapted from the EFF Content Standards 46

ESL LEVEL 2-LOW BEGINNING ESL (CASAS 181 - 190)

STANDARD: LISTEN ACTIVELY

To listen actively, Washington ESL students should:

• Attend to oral information. • Clarify purpose for listening and use listening strategies appropriate to that purpose. • Monitor comprehension, adjusting strategies to overcome barriers to comprehension. • Integrate information from listening with prior knowledge to address the listening purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 2, every Washington ESL student will know and be able to:

L 2.1 Understand and respond to learned words and phrases in simple questions, statements, and high frequency commands as part of short conversations, explanations, instructions, and narratives where the linguistic complexity is simplified.

L 2.2 Use a few simple formulas to convey understanding, and ask for repetition or clarification, and one or two simple strategies for gathering missing information and/or repairing problems in communication.

L 2.3 Use non-verbal and visual clues, as well as socio-cultural, linguistic, and other background knowledge to understand the basic intent of the speaker and to meet the purpose of the communication.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 2 can comprehend the gist of simple conversations and explanations on familiar topics in face-to-face situations when tasks are highly structured and include supports, such as visual cues, pre-learning of new vocabulary and phrases, or collaborative listening. Text is considerably adjusted for listeners who usually require a slower rate of speech with frequent opportunities for repetition or rephrasing. For English language learners, level of ease and confidence in using English may be low, even in familiar contexts.

*Adapted from the EFF Content Standards 47

ESL LEVEL 3-HIGH BEGINNING ESL (CASAS 191 - 200)

STANDARD:

LISTEN ACTIVELY

To listen actively, Washington ESL students should: • Attend to oral information. • Clarify purpose for listening and use listening strategies appropriate to that purpose. • Monitor comprehension, adjusting strategies to overcome barriers to comprehension. • Integrate information from listening with prior knowledge to address the listening purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 3, every Washington ESL student will know and be able to:

L 3.1 Understand and respond to explanations, conversations, instructions, and narratives made up of sentence length utterances and some connected discourse on familiar topics related to personal background and needs, social conventions, and everyday tasks.

L 3.2 Use several strategies, including formulas for asking for repetition and clarification, and strategies for indicating understanding, for giving feedback, for gathering missing information and/or for repairing problems in comprehension, such as by rephrasing, substituting a different word, or drawing a picture.

L 3.3 Apply linguistic, socio-cultural, and other background knowledge and strategies (such as expressing an opinion or collecting relevant information) to understand the intent of the speaker and what is required to respond appropriately and to meet the listening purpose.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 3 can listen for structured and well-defined purposes related to maintaining personal conversations, acquiring information, or completing basic transactions, either face-to-face or in a brief telephone conversation when language is somewhat simplified and frequent opportunities for repetition, rewording and clarification are provided. For English language learners, level of ease using English is growing but varies depending on the level of familiarity with the audience and purpose and the stressfulness of the context.

*Adapted from the EFF Content Standards 48

ESL LEVEL 4-LOW INTERMEDIATE ESL (CASAS 201 - 210)

STANDARD:

LISTEN ACTIVELY

To listen actively, Washington ESL students should:

• Attend to oral information. • Clarify purpose for listening and use listening strategies appropriate to that purpose. • Monitor comprehension, adjusting strategies to overcome barriers to comprehension. • Integrate information from listening with prior knowledge to address the listening purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 4, every Washington ESL student will know and be able to:

L 4.1 Understand and respond to conversations, explanations, instructions and short narratives of a somewhat complex nature but related to familiar tasks and situations. Tasks may include short routine telephone conversations and some simple information conveyed through electronic media, such as television or radio.

L 4.2 Know when to use a range of strategies to repair gaps in understanding, comprehend information, and give feedback even when opportunities to seek clarification or repetition are somewhat limited and the context is somewhat unfamiliar.

L 4.3 Apply linguistic, socio-cultural, and other background knowledge and strategies (such as by taking notes and summarizing main points to share with others, evaluating what was heard, and sharing responses of a more complex nature) to understand the main intent and details communicated by the speaker, to respond appropriately, and to meet the listening purpose.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 4 can listen and respond to most basic content related to personal background information, everyday transactions, and simple routine tasks but understanding the full range of details on less familiar topics may still be uneven. Limited adjustments in the text may be made. English language learners display growing comfort using English in simple interactions and social situations but may be less at ease in more complex and/or stressful contexts.

*Adapted from the EFF Content Standards 49

ESL LEVEL 5-HIGH INTERMEDIATE ESL (CASAS 211 - 220)

STANDARD:

LISTEN ACTIVELY

To listen actively, Washington ESL students should: • Attend to oral information. • Clarify purpose for listening and use listening strategies appropriate to that purpose. • Monitor comprehension, adjusting strategies to overcome barriers to comprehension • Integrate information from listening with prior knowledge to address the listening purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 5, every Washington ESL student will know and be able to:

L 5.1 Understand and respond appropriately to extended explanations and narratives, detailed instructions, and complex conversations requiring adapting one’s response to varied speakers and contexts when language is not adjusted for English language learners.

L 5.2 Effectively use a wide range of strategies to repair gaps in understanding and give feedback, tailoring the response to the purpose of the communication, the audience, the level of formality of the situation and other socio-cultural factors.

L 5.3 Apply linguistic, socio-cultural, and other background knowledge and strategies (such as comparing, integrating, and categorizing information for others) to understand fully the literal and implied intent of the speaker, to respond appropriately, and to meet the listening purpose.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 5 can comprehend relatively unstructured conversations and presentations of moderate length and in somewhat complex and unfamiliar situations when language is not adjusted for non-native speakers; however they may be unable to fully follow all main ideas, details, cultural nuances and implied meanings. May have some difficulty following conversations between native speakers but display growing ease in communicating with native speakers.

*Adapted from the EFF Content Standards 50

ESL LEVEL 6-ADVANCED ESL (CASAS 221 - 235)

STANDARD:

LISTEN ACTIVELY

To listen actively, Washington ESL students should: • Attend to oral information. • Clarify purpose for listening and use listening strategies appropriate to that purpose. • Monitor comprehension, adjusting strategies to overcome barriers to comprehension. • Integrate information from listening with prior knowledge to address the listening purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 6, every Washington ESL student will know and be able to:

L 6.1 Understand main ideas and most details in conversations, short lectures, news reports, extended explanations and other connected discourse on a range of topics, including topics beyond everyday contexts and immediate experiences in a variety of work, personal, and basic academic contexts.

L 6.2 Effectively use advanced strategies to repair gaps in understanding, to ask questions to deepen understanding and to give feedback appropriate to the situation, the audience and the purpose of the communication. Growing ability to use strategies appropriate to the socio-cultural context.

L 6.3 Apply linguistic, socio-cultural, and other background knowledge and strategies (such as integrating information from more than one source; evaluating the relevance, validity, and adequacy of information; or adapting responses to the age, gender, status, and emotional state of the speaker) to understand fully the literal and implied intent of the speaker, to respond appropriately, and to meet the listening purpose.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 6 can function independently in most social and work situations and comprehend relatively complex and unstructured conversations or presentations requiring the integration and summary of several data sources or media with limited need for guidance and repetition and with few errors. Adults at this level may have some difficulty following the coherence or thematic organization of longer connected discourse or may have difficulty understanding when time frames and tense markers are complex. They can understand most English language communication at normal speed and often can function successfully (with some support) in adult education classrooms (such as GED classes) with native English speakers, although they may still lack full comfort and ease conversing with native speakers.

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Section 8

ENGLISH AS A SECOND LANGUAGE

(ESL)

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Peninsula College English as a Second Language

English as a Second Language classes at Peninsula College are for adult learners of English as a foreign or second language. Classes are designed to take the learner from the very beginning to a knowledge and control of a great many of the most essential structures of the English language. Four basic language skills are emphasized. Speaking and listening are stressed in the ESL I and ESL II classes, and reading and writing skills are added in the ESL III, IV, V, and VI classes. Classes and lessons are constructed with the principles of variety and development in mind. The development of basic vocabulary and English structure is essential to the program. ESL I and ESL II focus on the need for students to learn the oral language patterns and vocabulary required for real-life situations. The goal is to develop immediately usable oral language and beyond mechanical substitutions or memorized dialogues. Instruction is designed to provide sufficient practice, reinforcement, and English language application opportunities for students to communicate meaningfully. (See Washington State Competency Indicators and Washington State ESL Competencies.) As students progress through the program, ESL III, IV, V, and VI classroom practice work generally includes repetition, simple and progressive substitution, completion, combination, expansion, response and a comprehension exercises. Classroom activities may include additional work in grammar and vocabulary development. The aim is to actively engage students in meaningful conversational exchanges within structured frameworks. Students are also encouraged to break away from texts or worksheets and use these frameworks to create conversations on their own. Reading selections are used to provide meaningful, relevant, and enjoyable reading practice while offering a clear, intensive focus on specific aspects of English grammar. Selections are chosen to provide reading and writing reinforcement of the structures and vocabulary presented in classroom lessons. Student-centered exercises are used for grammar reinforcement and vocabulary building. Many written pieces are used as a basis for effective peer work among students. Students can work together, telling their own stories, asking and answering questions, and correcting each other’s written work. Another example would have students tell the stories of their “peer work” partners, while the rest of the class listens and asks questions. Role plays, interviews, extended guided conversations, and questions about the student’s real world are additional activities that allow students to contribute content of their own. Instructors are encouraged to use strategies that are compatible with the needs and abilities of the students as well as their own teaching styles. Sept. 2001

2B

… then evaluate information and determine next step

Scores on Oral Screening and CASAS Writing Screening or other writing assessment:

Oral Writing Other writing or Screening Screening other factors

<6 0-1 poor 6 or more 1-2 good 6 or more 0-1 poor <6 1-2 good

CASAS ESL Intake Process

CASAS PROGRESS TEST FORMS

READING LISTENING Level Life Skills Life & Work ECS Citizenship Level Life Skills Life & Work ECS

Beg. Lit. 27R, 28R 27R, 28R 27R, 28R 27R, 28R A 51L, 52L 51L, 52L A 31R, 32R 81R, 82R 11R, 12R 951R, 952R B 53L, 54L 63L, 64L

AX 32RX 81RX, 82RX 951RX, 952RX C 55L, 56L

in development 65L, 66L

B 33R, 34R 83R, 84R 13R, 14R, 114R BX 34RX

C 35R, 36R 185R, 186R 85R, 86R 15R, 16R, 116R

D 37R, 38R 87R, 88R 17R, 18R X level tests are a bridge to the next level 3/05

Form 20 R Form 20 L

Score Next Test Level

Instr.Level Score Next Test

Level Instr.Level

176 A 162 A 185 A 171 A 190 A

Low Beg.

177 A

Beg. Lit.

194 B, AX or A 182 A 198 B

High Beg. 186 A

201 B 190 A

Low Beg.

204 B 193 A 206 B 196 B or A 209 B 198 B or A

High Beg.

211 B

Low Int.

201 B 213 B 204 B 216 C, BX or B 206 B 218 C, BX or B

High Int.

209 B

Low Int.

221 C 211 C or B 224 C 214 C or B 227 C 216 C 228 C 219 C

High Int.

230 C 222 C 231 C 225 C 233 C

Adv.

227 C 229 C 232 C 235 C

Adv.

Administer the Reading appraisal and use this chart to determine reading pretest level and class placement

Skip the Listening appraisal and use Form 53 Level B Listening test as a combined appraisal/pretest - or - Administer the Listening appraisal and use this chart to determine listening pretest level and class placement

2B

Guidelines for determining class placement and pretest level

Assess student’s basic English language proficiency • observe how well student communicates and fills

out forms • consider number of years of formal schooling and

other information on demographic records • administer oral screening from the ESL Appraisal • administer CASAS writing screening or other

writing assessment • consider other factors affecting class placement

1

Place student in instructional level according to the lower of the two appraisal scores.

Then use the chart below to select an appropriate pretest based on the appraisal score, according to the Next Test Level indicated in the chart above. The pretest score serves as the initial point of comparison for progress testing.

Results Test form to administer

some difficulty Administer Form 27 or 28 as pretest

little or no difficulty Administer Form 81 or 31 as Reading pretest

Administer Form 51 as Listening pretest

2A Skip the appraisal and administer the five practice items from Form 27 one-on-one

New Washington State ESL Level Titles

Effective July 1, 2006 The Washington State Adult Learning Standards have been aligned to the new NRS levels as

follows:

New ESL Education Levels Entry CASAS Benchmark Level 1 ESL Literacy (old Level 1)

180 and below

Level 2 Low Beginning ESL (old Level 2)

181-190

Level 3 High Beginning ESL (old Level 2)

191-200

Level 4 Low Intermediate ESL (old Level 3)

201-210

Level 5 High Intermediate ESL (old Level 4)

211-220

Level 6 Advanced ESL (old Level 5)

221-235

The new NRS levels change to a top ESL CASAS score of 235, eliminating High Advanced ESL (“old” Level 6). Our “old” ESL Level 2 will be divided into Low Beginning ESL at Scaled Scores 181-190 (“new” level 2), and High Beginning ESL, 191-200 (“new” level 3).

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Skill Level Descriptors for ESL

245

235

220

210

200

150

250

240

230

225

215

205

ScaleScores

CASASLevel Descriptors

190

180Beginning Literacy/Pre-Beginning ESLSPL 0-1 Listening/Speaking: Functions minimally, if at all, in English. Communicates only through gestures and afew isolated words. Reading/Writing: May not be literate in any language. Employability: Can handle very routineentry-level jobs that do not require oral or written communication in English and in which all tasks are easilydemonstrated. Employment choices would be extremely limited.

E

D

C

B

A

Proficient SkillsSPL 8** Listening/Speaking: Can participate effectively in social and familiar work situations; can understand andparticipate in practical and social conversations and in technical discussions in own field. Reading/Writing: Can handlemost reading and writing tasks related to life roles; can read and interpret most non-simplified materials; can interpretroutine charts, graphs, and labels; fill out medical information forms and job applications. Employability: Can meetwork demands with confidence, interact with the public, and follow written instructions in work manuals.

Adult SecondarySPL 7 Listening/Speaking: Can function independently in survival and social and work situations; can clarify generalmeaning and communicate on the telephone on familiar topics. Reading/Writing: Can read and interpret non-simplified materials on everyday subjects; can interpret routine charts, graphs, and labels; fill out medical informationforms and job applications; and write an accident or incident report. Employability: Understands routine work-relatedconversations. Can handle work that involves following oral and simple written instructions and interact with thepublic. Can perform reading and writing tasks, such as most logs, reports, and forms, with reasonable accuracy to meetwork needs.

Advanced ESLSPL 6 Listening/Speaking: Can satisfy most survival needs and social demands. Has some ability to understand andcommunicate on the telephone on familiar topics. Can participate in conversations on a variety of topics.Reading/Writing: Can read and interpret simplified and some non-simplified materials on familiar topics. Caninterpret simple charts, graphs, and labels; interpret a payroll stub; and complete a simple order form; fill out medicalinformation forms and job applications. Can write short personal notes and letters and make simple log entries.Employability: Can handle jobs and job training situations that involve following oral and simple written instructionsand multi-step diagrams and limited public contact. Can read a simple employee handbook. Persons at the upper endof this score range are able to begin GED preparation.

High Intermediate ESLSPL 5 Listening/Speaking: Can satisfy basic survival needs and limited social demands; can follow oral directions infamiliar contexts. Has limited ability to understand on the telephone. Understands learned phrases easily and newphrases containing familiar vocabulary. Reading/Writing: Can read and interpret simplified and some authenticmaterial on familiar subjects. Can write messages or notes related to basic needs. Can fill out basic medical forms andjob applications. Employability: Can handle jobs and/or training that involve following basic oral and writteninstructions and diagrams if they can be clarified orally.

Low Intermediate ESLSPL 4 Listening/Speaking: Can satisfy basic survival needs and very routine social demands. Understands simplelearned phrases easily and some new simple phrases containing familiar vocabulary, spoken slowly with frequentrepetition. Reading/Writing: Can read and interpret simple material on familiar topics. Able to read and interpretsimple directions, schedules, signs, maps, and menus. Can fill out forms requiring basic personal information and writeshort, simple notes and messages based on familiar situations. Employability: Can handle entry-level jobs that involvesome simple oral and written communication but in which tasks can also be demonstrated and/or clarified orally.

High Beginning ESLSPL 3 Listening/Speaking: Functions with some difficulty in situations related to immediate needs; may have somesimple oral communication abilities using basic learned phrases and sentences. Reading/Writing: Reads and writesletters and numbers and a limited number of basic sight words and simple phrases related to immediate needs. Canwrite basic personal information on simplified forms. Employability: Can handle routine entry-level jobs that involveonly the most basic oral or written communication in English and in which all tasks can be demonstrated.

Low Beginning ESLSPL 2 Listening/Speaking: Functions in a very limited way in situations related to immediate needs; asks and respondsto basic learned phrases spoken slowly and repeated often. Reading/Writing: Recognizes and writes letters and numbersand reads and understands common sight words. Can write own name and address. Employability: Can handle onlyroutine entry-level jobs that do not require oral or written communication in English and in which all tasks are easilydemonstrated.

This chart provides general skill descriptors by level. Level descriptors for reading, math, and listening correspond to scaled scores on tests in those specific skill areas.

5151 Murphy Canyon Rd. Ste. 220 • San Diego, CA 92123 • 858-292-2900 • FAX 858-292-2910 • www.casas.org

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Test Content by Item Form 81 (Reading Test-Level A) Identify different kinds of housing, areas of the home, common household items Identify common articles of clothing Identify and classify numeric symbols Count, convert, and use coins and currency, recognize symbols such as ($), (.) Interpret clock time Read interpret, and follow directions found on public signs, building directories Identify and utilize appropriate health care services and facilities, including interacting with providers Read, interpret, and follow directions found on public signs, building directories Identify and use sources of information about job opportunities such as job descriptions, job ads, announcements, and about the workforce and job market Identify how and when to obtain social and governmental services (e.g., low-income housing, Social Security, Medicare), and how to interact with service providers Identify the months of the year and days of the week Form 20 (Reading Test) Read, interpret, and follow directions found on public signs and building directories Interpret safety signs found in the workplace Ask for, give, follow or clarify directions Identify child care services in the community Identify product label directions and safety warnings Fill out medical health history forms Follow procedures for applying for a job, including interpreting and completing job applications, resumes, and letters of application Identify and use sources of information about job opportunities such as job descriptions, job ads, and announcements about the workforce and job market Report progress on activities, status of assigned tasks, and problems and other situations affecting job completion Demonstrate ability to work cooperatively with others as a member of a team, contributing to team efforts, maximizing the strengths of team members, promoting effective group interaction, and taking personal responsibility for accomplishing goals

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Educational Functioning Level Table (ESL) Effective July 1, 2006 (PY 2006)

OUTCOME MEASURES DEFINITIONS EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS

Literacy Level Speaking and Listening Basic Reading and Writing Functional and Workplace

Skills Beginning ESL Literacy Test benchmark:

CASAS scale scores

Reading 180 and below

Listening 180 and below

Oral BEST: 0–15 (SPL 0–1)

BEST Plus: 400 and below (SPL 0–1)

Literacy BEST: 0–7 (SPL 0–1)

Individual cannot speak or understand English, or understands only isolated words or very simple learned phrases.

Individual has no or minimal reading or writing skills in any language. May be able to recognize and copy letters, numbers and a few words (e.g. own name). May have little or no comprehension of how print corresponds to spoken language. Individual may have difficulty using a writing instrument.

Individual functions minimally or not at all in English and can communicate only through gestures or a few isolated words. May recognize only common words, signs or symbols (e.g., name, stop sign, product logos). Can handle only very routine entry-level jobs that do not require oral or written communication in English. May have no knowledge or use of computers.

Low Beginning ESL

Test benchmark:

CASAS scale scores

Reading: 181–190

Listening: 181–190

Writing: 136-145

Oral BEST 16–28 (SPL 2)

BEST Plus: 401–417 (SPL 2)

Literacy BEST: 8–35 (SPL 2)

Individual can understand basic greetings, simple phrases and commands. Can understand simple questions related to personal information, spoken slowly and with repetition. Understands a limited number of words related to immediate needs and can respond with simple learned phrases to some common questions related to routine survival situations. Speaks slowly and with difficulty. Demonstrates little or no control over grammar.

Individual can read numbers and letters and some common sight words. May be able to sound out simple words. Can read and write some familiar words and phrases, but has a limited understanding of connected prose in English. Can write basic personal information (e.g., name, address, telephone number) and can complete simple forms that elicit this information.

Individual functions with difficulty in social situations and in situations related to immediate needs. Can provide limited personal information on simple forms, and can read very simple common forms of print found in the home and environment, such as product names. Can handle routine entry level jobs that require very simple written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge and experience with computers.

High Beginning ESL Test benchmark:

CASAS scale scores

Reading: 191–200

Listening: 191–200

Writing: 146- 200

Oral BEST 29–41 (SPL 3)

BEST Plus: 418-438 (SPL 3)

Literacy BEST: 36-46 (SPL 3)

Individual can understand common words, simple phrases, and sentences containing familiar vocabulary, spoken slowly with some repetition. Individual can respond to simple questions about personal everyday activities, and can express immediate needs, using simple learned phrases or short sentences. Shows limited control of grammar.

Individual can read most sight words, and many other common words. Can read familiar phrases and simple sentences but has a limited understanding of connected prose and may need frequent re-reading. Individual can write some simple sentences with limited vocabulary. Meaning may be unclear. Writing shows very little control of basic grammar, capitalization and punctuation and has many spelling errors.

Individual can function in some situations related to immediate needs and in familiar social situations. Can provide basic personal information on simple forms and recognizes simple common forms of print found in the home, workplace and community. Can handle routine entry level jobs requiring basic written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge or experience using computers.

Notes: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills for the level. ABLE = Adult Basic Learning Examination; CASAS = Comprehensive Adult Student Assessment System; SPL = student performance levels; and TABE = Test of Adult Basic Education.

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Educational Functioning Level Table (ESL continued)

OUTCOME MEASURES DEFINITIONS EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS— ENGLISH AS A SECOND LANGUAGE LEVELS

Literacy Level Speaking and Listening Basic Reading and Writing Functional and Workplace

Skills Low Intermediate ESL Test benchmark:

CASAS scale scores

Reading: 201–210

Listening: 201–210

Writing: 201–225

Oral BEST: 42–50 (SPL 4)

BEST Plus: 439–472 (SPL 4)

Literacy BEST: 47-53 (SPL 4)

Individual expresses basic survival needs and participates in some routine social conversations, although with some difficulty. Understands simple learned phrases easily and some new phrases containing familiar vocabulary spoken slowly with repetition. Asks and responds to questions in familiar contexts. Has some control of basic grammar.

Individual can read simple material on familiar subjects and comprehend simple and compound sentences in single or linked paragraphs containing familiar vocabulary. Individual can write simple notes and messages on familiar situations but may lack variety in sentence structure, clarity and focus of writing. Shows some control of basic grammar (e.g., present and past tense) and spelling. Uses some punctuation consistently (e.g., periods, commas, question marks, capitalization, etc.)

Individual can interpret simple directions, schedules, signs, and maps, etc. Completes simple forms but needs support on some documents that are not simplified. Can handle routine entry level jobs that involve some written or oral English communication but in which job tasks can be clarified orally or through demonstration. Individual may be able to use simple computer programs and can perform a sequence of routine tasks given directions (e.g., fax machine, computer).

High Intermediate ESL Test benchmark:

CASAS scale scores

Reading: 211–220

Listening: 211–220

Writing: 226–242

Oral BEST: 51–57 (SPL 5)

BEST Plus: 473–506 (SPL 5)

Literacy BEST: 53-65 (SPL 5-6)

Individual participates in conversation in familiar social situations. Communicates basic needs with some help and clarification. Understands learned phrases and new phrases containing familiar vocabulary. Attempts to use new language but may be hesitant and rely on descriptions and concrete terms. May have inconsistent control of more complex grammar.

Individual can read text on familiar subjects that have a simple and clear underlying structure (e.g., clear main idea, logical order). Can use word analysis skills and context clues to determine meaning with texts on familiar subjects. Individual can write simple paragraphs with main idea and supporting details on familiar topics (e.g., daily activities, personal issues) by recombining learned vocabulary and structures. Can self- and peer-edit for spelling, grammar, and punctuation errors.

Individual can meet basic survival and social demands, and can follow some simple oral and written instructions. Has some ability to communicate on the telephone on familiar subjects. Can write messages and notes related to basic needs and complete basic medical forms and job applications. Can handle jobs that involve basic oral instructions and written communication in tasks that can be clarified orally. Individual can work with or learn basic computer software, such as word processing, and can follow simple instructions for using technology.

Advanced ESL Test benchmark:

CASAS scale scores

Reading: 221–235

Listening: 221–235

Writing: 243–260

Oral BEST 58 -64 (SPL 6)

BEST Plus: 507–540 (SPL 6)

Literacy BEST: 66 and above (SPL 7)

Exit Criteria: CASAS Reading and Listening: 236 and above

CASAS Writing: 261 and above

Oral BEST 65 and above (SPL 7)

BEST Plus: 541 and above (SPL 7)

Individual can function independently to meet most survival needs and to use English in routine social and work situations. Can communicate on the telephone on familiar subjects. Understands radio and television on familiar topics. Can interpret routine charts, tables and graphs and can complete forms and handle work demands that require non-technical oral and written instructions and routine interaction with the public. Individual can use common software, learn new basic applications, and select the correct basic technology in familiar situations.

Individual can understand and communicate in a variety of contexts related to daily life and work. Can understand and participate in conversation on a variety of everyday subjects, including some unfamiliar vocabulary, but may need repetition or rewording. Can clarify own or others’ meaning by rewording. Can understand the main points of simple discussions and informational communication in familiar contexts. Shows some ability to go beyond learned patterns and construct new sentences. Shows control of basic grammar but has difficulty using more complex structures. Has some basic fluency of speech.

Individual can read moderately complex text related to life roles and descriptions and narratives from authentic materials on familiar subjects. Uses context and word analysis skills to understand vocabulary, and uses multiple strategies to understand unfamiliar texts. Can make inferences, predictions, and compare and contrast information in familiar texts. Individual can write multi-paragraph text (e.g., organizes and develops ideas with clear introduction, body, and conclusion), using some complex grammar and a variety of sentence structures. Makes some grammar and spelling errors. Uses a range of vocabulary.

119

PENINSULA COLLEGE WINTER QUARTER 2007

ENGLISH AS A SECOND LANGUAGE 013, 014, 015, 016, 017, 018

BASIC SKILLS PROGRAM COURSE SYLLABUS Course Title English as a Second Language Location Peninsula College Campus: H-5 Schedule Monday-Friday 8:00-9:50 a.m. Term & Grades 11 week quarter: no grades Phone Peninsula College Educational Transition Center 360-417-6380 Instructor David Cowan Course Description: Designed for students who do not speak English as their native language. Includes practice in listening, speaking, reading, writing, and interaction skills. Course Objectives: To prepare students to meet basic competencies and effectively negotiate in English as a means of survival. To prepare students for the citizenship test. To assist students with academic preparation to integrate into the workforce, and higher education. Class Format: Students participate in an initial oral assessment and CASAS Reading/Listening assessment for placement in the ESL program. The students are placed at the appropriate ESL level indicated by their assessment evaluation. The instructor promotes natural English communication in the classroom where the focus is on comprehensible meaning and life skills with emphasis on completing the Washington Core Competencies at each ESL level. The computer lab is used on a weekly basis to develop computer literacy, keyboarding skills, and language development with CD-Rom software. Evaluation: Students’ reading and listening skills are assessed in with CASAS post tests after approximately 40 hours of instruction, while their speaking and writing skills are evaluated with the Washington State Rubrics. Students periodically evaluate their progress by reviewing their portfolios with the instructor. Materials: Texts include: Foundations, Side by Side, and Survival Skills. Texts are provided for use in classroom and are available to purchase in the bookstore. Prerequisite: ESL oral and written assessment The Americans with Disabilities Act of 1990 “is designed to ensure that students with disabilities have an equal opportunity to access academic programs and successfully complete their studies.” Peninsula College is committed to providing accessibility to all students. Any students with special needs must complete a self-identification form, available in the counseling office. The information on this form will remain strictly confidential. Students who have a documented disability are responsible for contacting the instructor regarding the need for accommodation.

120

WASHINGTON STATE Adult LEARNING STANDARDS

LEVEL 1-BEGINNING ESL LITERACY (CASAS 180 AND BELOW)

STANDARD: READ WITH UNDERSTANDING

To read with understanding, Washington ESL students should: • Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 1, every Washington ESL student will know and be able to:

R 1.1 Recognize everyday words or word groups in short, simple text by decoding letter-sound correspondence, isolating and saying first and last sounds, naming pictures to isolate and say initial sounds, sounding out words by segmenting words into separate sounds and syllables, combining or blending sounds, recognizing simple rhyming word patterns, or recalling oral vocabulary and sight words.

R 1.2 Demonstrate familiarity with concepts of print, letter shapes, letter names and sounds (individual consonants and vowels, digraphs and blends), and common vocabulary.

R 1.3 Monitor accuracy of decoding and word recognition using various strategies, such as rereading or making word lists.

R 1.4 Recall prior knowledge to assist in understanding information in the text.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 1 can read and comprehend words in short, simple texts slowly and with some effort but with few errors, to independently accomplish simple, well defined, and structured reading activities in a few comfortable and familiar settings.

121

ESL LEVEL 2-LOW BEGINNING ESL (CASAS 181-190)

STANDARD:

READ WITH UNDERSTANDING

To read with understanding, Washington ESL students should: • Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 2, every Washington ESL student will know and be able to:

R 2.1 Decode and recognize familiar everyday, simple words in short, simple text by breaking words into parts, tapping out/sounding out syllables, applying pronunciation rules, using picture aids, and recalling oral vocabulary and sight words.

R 2.2 Demonstrate familiarity with words, phrases, and simple sentences.

R 2.3 Locate discrete items of information in simplified text.

R 2.4 Monitor accuracy of decoding simple sentences using various strategies such as rereading, copying, or making word lists.

R 2.5 Recall prior knowledge to understand information in simple texts.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 2 can read and comprehend words in small blocks of simple text, slowly with some repetition and with few errors, to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings.

122

ESL LEVEL 3-HIGH BEGINNING ESL (CASAS 191-200)

STANDARD:

READ WITH UNDERSTANDING To read with understanding, Washington ESL students should:

• Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.

INDICATORS:

By the end of Level 3, every Washington ESL student will know and be able to:

R 3.1 Decode and recognize everyday words in short, simple texts by breaking words into parts, tapping out/sounding out syllables, applying pronunciation rules, using picture aids, and recalling oral vocabulary and sight words.

R 3.2 Demonstrate familiarity with simple, everyday content knowledge and vocabulary.

R 3.3 Locate discrete items of information in texts.

R 3.4 Monitor and enhance comprehension using various strategies, such as rereading, restating, copying and rephrasing text; making a list of new words, or using a simplified dictionary.

R 3.5 Recall prior knowledge to assist in selecting texts and in understanding the information they contain.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 3 can read and comprehend words in small blocks of simple text, slowly but easily and with few errors, to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings

123

ESL LEVEL 4-LOW INTERMEDIATE ESL (CASAS 201-210)

STANDARD:

READ WITH UNDERSTANDING

To read with understanding, Washington ESL students should: • Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 4, every Washington ESL student will know and be able to:

R 4.1 Decode and recognize most everyday and some unfamiliar words in short to medium-length text by drawing on content knowledge and oral vocabulary, breaking words into parts, applying pronunciation rules, and adjusting reading pace.

R 4.2 Demonstrate familiarity with common, high-interest content knowledge and related vocabulary.

R 4.3 Locate important information in simple text using some simple strategies.

R 4.4 Monitor and enhance comprehension by using a range of simple strategies, such as recalling, restating, rephrasing, explaining the content of the text or using simple examples.

R 4.5 Actively apply prior knowledge to assist in understanding information in texts.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 4 can quickly and accurately read and comprehend words and word groups in multiple pages of simple text to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings.

124

ESL LEVEL 5-HIGH INTERMEDIATE ESL (CASAS 211-220)

STANDARD:

READ WITH UNDERSTANDING

To read with understanding, Washington ESL students should: • Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 5, every Washington ESL student will know and be able to:

R 5.1 Recognize unfamiliar and some specialized words and abbreviations using word analysis or inference.

R 5.2 Demonstrate familiarity with everyday and some specialized content knowledge and vocabulary.

R 5.3 Locate important information in text using a wide range of strategies.

R 5.4 Monitor and enhance comprehension using a wide range of strategies, such as posing and answering questions, trial and error, and adjusting reading pace.

R 5.5 Organize information using some strategies, such as recall, restatement, simple sequencing and simple categorization.

R 5.6 Actively apply prior knowledge to assist in understanding information in texts.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 5 can read and comprehend a variety of texts at an appropriate pace and with good comprehension to independently accomplish structured reading activities in a variety of familiar settings.

125

ESL LEVEL 6-ADVANCED ESL (CASAS 221-235)

STANDARD: READ WITH UNDERSTANDING

To read with understanding, Washington ESL students should: • Determine the reading purpose. • Select reading strategies appropriate to the purpose. • Monitor comprehension and adjust reading strategies. • Analyze the information and reflect on its underlying meaning. • Integrate it with prior knowledge to address reading purpose.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 6, every Washington ESL student will know and be able to: R 6.1 Recognize and interpret abbreviations and specialized vocabulary.

R 6.2 Demonstrate familiarity with everyday and some specialized content knowledge and vocabulary and with paragraph structure and document organization.

R 6.3 Locate important information, read identified sections for detail and determine missing information using a wide range of strategies.

R 6.4 Monitor and enhance comprehension using a wide range of strategies, such as brainstorming and question formulation techniques.

R 6.5 Organize and analyze information and reflect upon its meaning using a range of strategies such as classification, categorization, and comparison/contrast.

R 6.4 Evaluate prior knowledge against new information in texts to enhance understanding of the information.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 6 can read and comprehend dense or multipart texts at an appropriate pace and with good comprehension to independently accomplish structured, complex reading activities in a variety of familiar and some novel settings.

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WASHINGTON STATE Adult LEARNING STANDARDS LEVEL 1-BEGINNING ESL LITERACY

STANDARD: CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ESL students should: • Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 1, every Washington ESL student will know and be able to:

W 1.1 Determine the purpose and audience for communicating in writing.

W 1.2 Follow a highly structured plan (or text model) to organize information about self and/or related to immediate needs in very simple structures such as lists or responses to prompts for everyday information.

W 1.3 Write all letters of the alphabet and numbers and appropriately use simple, everyday, highly familiar words (personal names, signatures, addresses), numbers (dates, phone #s, addresses, prices, etc) and simple phrases to convey information with minimal attention to audience.

W 1.4 Make a few simple content changes and simple edits of handwriting, spelling, punctuation and capitalization based on review and feedback from others.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 1 can write individual words, simple phrases and a few very simple sentences slowly and with some effort and some errors. They can independently accomplish simple, well defined, and highly structured writing activities in a few comfortable and familiar settings.

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ESL LEVEL 2-LOW BEGINNING ESL

STANDARD: CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ESL students should: • Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS: By the end of Level 2, every Washington ESL student will know and be able to:

W 2.1 Determine the purpose and audience for communicating in writing.

W 2.2 Follow a highly structured plan to organize ideas around a single familiar topic.

W 2.3 Appropriately use everyday, familiar vocabulary (such as words with personal significance and commonly-used adjectives, pronouns and prepositions) and simple sentence structures to produce a few sentences on a topic.

W 2.4 Make simple edits of grammar, capitalization, spelling, and punctuation based on review and feedback from others.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 2 can write simple sentences on familiar topics with some effort but with few errors to independently accomplish simple, well defined, and structured writing activities in a few comfortable and familiar settings.

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ESL LEVEL 3-HIGH BEGINNING ESL

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.

INDICATORS: By the end of Level 3, every Washington ESL student will know and be able to:

W 3.1 Determine the purpose and audience for communicating in writing.

W 3.2 Follow a highly structured plan to organize ideas around a single familiar topic and produce a short but legible and comprehensible draft.

W 3.3 Appropriately use everyday, familiar vocabulary (such as words with personal significance and commonly-used adjectives, pronouns and prepositions) and simple sentence structures to produce a several sentences on a topic.

W 3.4 Make simple edits of grammar, capitalization, spelling, and punctuation.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 3 can write several simple sentences on familiar topics with some effort but with few errors to independently accomplish simple, well defined, and structured writing activities in a few comfortable and familiar settings.

STANDARD: CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ESL students should:

• Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

129

ESL LEVEL 4-LOW INTERMEDIATE ESL

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.

INDICATORS: By the end of Level 4, every Washington ESL student will know and be able to:

W 4.1 Determine the purpose and audience for communicating in writing.

W 4.2 Follow a highly structured plan to identify and organize a limited number of ideas to support a single purpose and produce a legible and comprehensible draft.

W 4.3 Appropriately use familiar vocabulary (based on personal experience and learning) and basic text structure of simple steps/instructions/commands or a single paragraph to convey an idea with supporting details and examples.

W 4.4 Demonstrate beginning attention to revision strategies including rereading and revising based on review and feedback from others.

W 4.5 Make many edits of grammar (verb tense forms), spelling, sentence structure simple/compound/complex with appropriate capitalization and punctuation), language usage and text structure often with the help of tools such as simplified dictionaries, grammar checklists, and graphic organizers.

Show Fluency, Independence, and Ability to Perform the above indicators in a Range of Settings Adults performing at Level 4 can write short, structured paragraphs on familiar topics with some effort but with few errors to independently accomplish simple, well defined, and structured writing activities in a few comfortable and familiar settings.

STANDARD: CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ESL students should:

• Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

130

ESL LEVEL 5-HIGH INTERMEDIATE ESL

STANDARD: CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ESL students should: • Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS: By the end of Level 5, every Washington ESL student will know and be able to:

W 5.1 Determine the purpose and audience for communicating in writing.

W 5.2 Use simple planning strategies to identify and organize a limited number of ideas to support a single purpose (to convey personal experience, meet a specific need, or respond to recent learning), and produce a legible and comprehensible draft.

W 5.3 Appropriately use familiar vocabulary (based on personal experience and learning) and basic text structure of simple steps/instructions/commands or a few short, well-linked paragraphs to convey ideas with several supporting details/examples reflecting some attention to audience.

W 5.4 Use simple revision strategies to monitor effectiveness by re-reading and revising during the writing process and making revisions to a first and final draft based on review and feedback from others. Demonstrate beginning attention to clarity, descriptiveness, personal voice, and appropriateness of text for the intended audience.

W 5.5 Make many edits of grammar (verb tense forms), spelling, sentence structure simple/compound/complex with appropriate capitalization and punctuation), language usage and text structure often with the help of tools such as simplified dictionaries, grammar checklists, and graphic organizers.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 5 can write simple narrative, informative, or expressive texts of a few short paragraphs and steps/instructions/commands with some effort but with few errors. They can independently accomplish well-defined and structured writing activities for varied audiences (self, family, workplace, teacher) in a range of comfortable and familiar settings.

131

ESL LEVEL 6-ADVANCED ESL

STANDARD: CONVEY IDEAS IN WRITING

To convey ideas in writing, Washington ESL students should: • Determine the purpose for communicating. • Organize and present information to serve the purpose. • Pay attention to conventions of English language usage, including grammar, spelling, and

sentence structure, to minimize barriers to reader’s comprehension. • Seek feedback and revise to enhance the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS: By the end of Level 6, every Washington ESL student will know and be able to:

W 6.1 Determine the purpose and audience for communicating in writing.

W 6.2 Select from and use a good store of tools and strategies for overall planning and organization; outline, restate, summarize and categorize ideas and produce a legible and comprehensible draft.

W 6.3 Appropriately use both everyday and specialized vocabulary including abstract nouns and idioms, and a variety of sentence structures, in medium-length, coherently-linked, and detailed text with appropriate tone, language, and level of formality and in modes of organization suitable for a variety of audiences.

W 6.4 Use a variety of strategies to analyze and make simple revisions (such as for clarity, organization, and descriptiveness) and to solve a few more global problems posed by the writing text (such as changes in voice or tone to take into account the needs of the audience or re-sequencing of larger pieces of text based on feedback from others).

W 6.5 Undertake multiple re-readings of text in order to edit for grammar, spelling, sentence structure, language usage, and text structure and use appropriate tools such as dictionaries and grammar guides.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 6 can write a variety of texts that include more complex sentence structures and multiple paragraphs easily and with few errors for a wide variety of purposes (such as different kinds of expressive, persuasive and informative purposes). They can independently accomplish structured and fairly complex writing in a variety of familiar and some novel settings.

132

WASHINGTON STATE Adult LEARNING STANDARDS LEVEL 1-BEGINNING ESL LITERACY

STANDARD: Speak So Others Can Understand

To speak so others can understand, Washington ESL students should:

• Determine the purpose for communicating. • Organize and relay information to effectively serve the purpose, context, and listener. • Pay attention to conventions of oral English communication, including grammar, word

choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.

• Use multiple strategies to monitor the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 1, every Washington ESL student will know and be able to:

S 1.1 Recall and use a limited set of learned words and phrases related to basic personal information, basic objects, and a limited number of activities and immediate needs in familiar, predictable, and straightforward communication tasks

S 1.2 Use simple strategies (such as learned words and phases and responding to simple, direct questions) to select and relay information

S 1.3 Apply simple strategies (such as gestures, eye contact, and very simple requests for understanding from the listener) to monitor effectiveness of the communication and to meet the speaking purpose

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 1 can speak learned and rehearsed words and phrases with hesitation and some inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener.

133

ESL LEVEL 2-LOW BEGINNING ESL

STANDARD: Speak So Others Can Understand

To speak so others can understand, Washington ESL students should:

• Determine the purpose for communicating. • Organize and relay information to effectively serve the purpose, context, and listener. • Pay attention to conventions of oral English communication, including grammar, word

choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.

• Use multiple strategies to monitor the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 2, every Washington ESL student will know and be able to:

S 2.1 Recall and use a limited set of learned words, phrases, and short sentences related to basic personal information, basic objects, and a limited number of activities and immediate needs in familiar, predictable, and straightforward communication tasks

S 2.2 Use simple strategies (such as familiar phrases and questions; responding to simple, direct questions; and, combining or re-combining learned or heard words and phrases) to select and relay information

S 2.3 Apply simple strategies (such as gestures, eye contact, and simple, repeated requests for feedback from listener) to monitor effectiveness of the communication and to meet the speaking purpose

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 2 can sometimes speak learned and rehearsed words, phrases, and simple sentences fluently and accurately but other times speak with hesitation and inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener.

134

ESL LEVEL 3-HIGH BEGINNING ESL

STANDARD: Speak So Others Can Understand

To speak so others can understand, Washington ESL students should:

• Determine the purpose for communicating. • Organize and relay information to effectively serve the purpose, context, and listener. • Pay attention to conventions of oral English communication, including grammar, word

choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.

• Use multiple strategies to monitor the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 3, every Washington ESL student will know and be able to:

S 3.1 Recall and use a somewhat limited vocabulary including words related to common, everyday topics, personal experience; know and use basic grammar and sentence structure (heard in the immediate environment); know and use basic awareness of appropriate register (level of formality) in familiar, predictable communication tasks

S 3.2 Use simple strategies (such as reacting to questions or combining and recombining short known words or phrases) to select and relay information

S 3.3 Apply simple strategies (such as making and responding requests for feedback repetition, and rephrasing) to monitor and enhance the effectiveness of the communication and to meet the speaking purpose

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 3 can speak mostly short utterances (sometimes inaccurate, incomplete sentences and sometimes fluent and accurate sentences that may be expansions of learned materials and stock phrases) in familiar settings with a familiar audience (usually face-to-face with one person) when provided with a high level of support (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or non-standard and speech may be difficult to understand even by a skilled, supportive listener.

135

ESL LEVEL 4-LOW INTERMEDIATE ESL

STANDARD: Speak So Others Can Understand

To speak so others can understand, Washington ESL students should:

• Determine the purpose for communicating. • Organize and relay information to effectively serve the purpose, context, and listener. • Pay attention to conventions of oral English communication, including grammar, word

choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.

• Use multiple strategies to monitor the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 4, every Washington ESL student will know and be able to:

S 4.1 Recall and use high-frequency vocabulary including words related to common, everyday topics and personal experience, use knowledge of basic grammar, discourse forms, and sentence structure in familiar communicative tasks

S 4.2 Select from a limited range of strategies (such as combining and recombining known or heard words, phrases, and sentences reformulation, or self-correction) to select and relay information

S 4.3 Apply some strategies (such as checking pace and register, repeating/clarifying/correcting errors as necessary, self-rating/evaluation) to monitor and enhance effectiveness of the communication and to meet the speaking purpose

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 4 can speak fluently and accurately in familiar settings with one or more familiar listeners (either face-to-face or in a brief telephone conversation) when a moderately high level of support is provided (in the form of written, visual, or verbal prompts). There may be some errors in pronunciation, but with repetition, speech can usually be understood by a skilled, supportive listener.

136

ESL LEVEL 5-HIGH INTERMEDIATE ESL

STANDARD: Speak So Others Can Understand

To speak so others can understand, Washington ESL students should:

• Determine the purpose for communicating. • Organize and relay information to effectively serve the purpose, context, and listener. • Pay attention to conventions of oral English communication, including grammar, word

choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.

• Use multiple strategies to monitor the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 5, every Washington ESL student will know and be able to:

S 5.1 Recall and use sufficient oral vocabulary (range of common, vocabulary related to personal experience and everyday activities, some idioms) as well as control of basic grammar and a variety of sentence types and registers in a range of familiar to somewhat unfamiliar or unpredictable communication tasks

S 5.2 Select from a range of strategies (such as elaborating with some detail and examples; determining most important/right amount of information and content to convey) to select, organize, and relay information

S 5.3 Apply a range of strategies (including attention to appropriate register, repetition of information, adjustments in pace, tone, volume, eye contact, body language based on listener’s response and needs) to monitor and enhance effectiveness of communication and to meet the speaking purpose

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 5 can speak fluently and accurately in settings and with audiences that may not be entirely familiar when provided with some support (in the form of guided practice, listening to a model, or advance organizers). There may be occasional pronunciation, word choice, or structural errors that hinder understanding, but speech is generally understandable (with repetition) by a skilled, supportive listener.

137

ESL LEVEL 6-ADVANCED ESL

STANDARD: Speak So Others Can Understand

To speak so others can understand, Washington ESL students should:

• Determine the purpose for communicating. • Organize and relay information to effectively serve the purpose, context, and listener. • Pay attention to conventions of oral English communication, including grammar, word

choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.

• Use multiple strategies to monitor the effectiveness of the communication.

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 6, every Washington ESL student will know and be able to:

S 6.1 Recall and use a range of vocabulary including words related to most everyday, school, work, and social situations; know and use a variety of complex sentence structures and grammatical forms; know and use appropriate register in a range of communicative tasks, including unfamiliar, unpredictable, and uncomfortable interactions

S 6.2 Select from a wide range of strategies (such as taking into account the interests of others; predicting outcomes, interests, or likely questions and responses; organizing information based on determination of relevance and audience needs; elaborating with significant detail and examples) to select, organize, and relay information

S 6.3 Apply a wide range of strategies (including body language, pause fillers, stalling devices, and different rates of speech as needed) to monitor and enhance effectiveness of communication and to meet the speaking purpose

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 6 can speak fluently and accurately in most settings with familiar and unfamiliar audiences when provided with minimal support (in the form of opportunities for role plays/ practice, learner-generated practice scripts, etc.). Pronunciation does not impede understanding and speech can generally be understood by an unsupportive, unskilled listener.

138

WASHINGTON STATE Adult LEARNING STANDARDS: LEVEL 1-BEGINNING ESL LITERACY (CASAS 180 AND BELOW)

STANDARD: LISTEN ACTIVELY

To listen actively, Washington ESL students should: • Attend to oral information • Clarify purpose for listening and use listening strategies appropriate to that purpose • Monitor comprehension, adjusting strategies to overcome barriers to comprehension • Integrate information from listening with prior knowledge to address the listening purpose

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 1, every Washington ESL student will know and be able to:

L 1.1 Understand and respond to learned words and phrases in simple questions, statements, and high frequency commands as part of short conversations, explanations, instructions, and narratives where the linguistic complexity is considerably simplified.

L 1.2 Use a few simple formulas to convey understanding and ask for repetition or clarification.

L 1.3 Use non-verbal and visual clues to understand the basic intent of the speaker and to meet the purpose of the communication.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 1 can comprehend the gist of short, simple conversations and explanations on familiar, learned topics in face-to-face situations when tasks are highly structured and include supports, such as visual cues, pre-learning of new vocabulary and phrases, or collaborative listening. Text is considerably adjusted for listeners who require a slower rate of speech with frequent opportunities for repetition or rephrasing. For English language learners, level of ease and confidence in using English may be low, even in familiar contexts.

139

ESL LEVEL 2-LOW BEGINNING ESL (CASAS 181-190)

STANDARD: LISTEN ACTIVELY

To listen actively, Washington ESL students should: • Attend to oral information • Clarify purpose for listening and use listening strategies appropriate to that purpose • Monitor comprehension, adjusting strategies to overcome barriers to comprehension • Integrate information from listening with prior knowledge to address the listening purpose

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 2, every Washington ESL student will know and be able to:

L 2.1 Understand and respond to learned words and phrases in simple questions, statements, and high frequency commands as part of short conversations, explanations, instructions, and narratives where the linguistic complexity is simplified.

L 2.2 Use a few simple formulas to convey understanding, and ask for repetition or clarification and one or two simple strategies for gathering missing information and/or repairing problems in communication.

L 2.3 Use non-verbal and visual clues, as well as socio-cultural, linguistic, and other background knowledge to understand the basic intent of the speaker and to meet the purpose of the communication.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 2 can comprehend the gist of simple conversations and explanations on familiar topics in face-to-face situations when tasks are highly structured and include supports, such as visual cues, pre-learning of new vocabulary and phrases, or collaborative listening. Text is considerably adjusted for listeners who usually require a slower rate of speech with frequent opportunities for repetition or rephrasing. For English language learners, level of ease and confidence in using English may be low, even in familiar contexts.

140

ESL LEVEL 3-HIGH BEGINNING ESL (CASAS 191-200)

STANDARD: LISTEN ACTIVELY

To listen actively, Washington ESL students should: • Attend to oral information • Clarify purpose for listening and use listening strategies appropriate to that purpose • Monitor comprehension, adjusting strategies to overcome barriers to comprehension • Integrate information from listening with prior knowledge to address the listening purpose

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 3, every Washington ESL student will know and be able to:

L 3.1 Understand and respond to explanations, conversations, instructions, and narratives made up of sentence length utterances and some connected discourse on familiar topics related to personal background and needs, social conventions, and everyday tasks.

L 3.2 Use several strategies, including formulas for asking for repetition and clarification, and strategies for indicating understanding, for giving feedback, for gathering missing information and/or for repairing problems in comprehension, such as by rephrasing, substituting a different word, or drawing a picture.

L 3.3 Apply linguistic, socio-cultural, and other background knowledge and strategies (such as expressing an opinion or collecting relevant information) to understand the intent of the speaker and what is required to respond appropriately and to meet the listening purpose.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 3 can listen for structured and well-defined purposes related to maintaining personal conversations, acquiring information, or completing basic transactions, either face-to-face or in a brief telephone conversation when language is somewhat simplified and frequent opportunities for repetition, rewording and clarification are provided. For English language learners, level of ease using English is growing but varies depending on the level of familiarity with the audience and purpose and the stressfulness of the context.

141

ESL LEVEL 4-LOW INTERMEDIATE ESL (CASAS 201-210)

STANDARD: LISTEN ACTIVELY

To listen actively, Washington ESL students should: • Attend to oral information • Clarify purpose for listening and use listening strategies appropriate to that purpose • Monitor comprehension, adjusting strategies to overcome barriers to comprehension • Integrate information from listening with prior knowledge to address the listening

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 4, every Washington ESL student will know and be able to:

L 4.1 Understand and respond to conversations, explanations, instructions and short narratives of a somewhat complex nature but related to familiar tasks and situations. Tasks may include short routine telephone conversations and some simple information conveyed through electronic media, such as television or radio.

L 4.2 Know when to use a range of strategies to repair gaps in understanding, comprehend information, and give feedback even when opportunities to seek clarification or repetition are somewhat limited and the context is somewhat unfamiliar.

L 4.3 Apply linguistic, socio-cultural, and other background knowledge and strategies (such as by taking notes and summarizing main points to share with others, evaluating what was heard, and sharing responses of a more complex nature) to understand the main intent and details communicated by the speaker, to respond appropriately, and to meet the listening purpose.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 4 can listen and respond to most basic content related to personal background information, everyday transactions, and simple routine tasks but understanding the full range of details on less familiar topics may still be uneven. Limited adjustments in the text may be made. English language learners display growing comfort using English in simple interactions and social situations but may be less at ease in more complex and/or stressful contexts.

142

ESL LEVEL 5-HIGH INTERMEDIATE ESL (CASAS 211-220)

STANDARD: LISTEN ACTIVELY

To listen actively, Washington ESL students should: • Attend to oral information • Clarify purpose for listening and use listening strategies appropriate to that purpose • Monitor comprehension, adjusting strategies to overcome barriers to comprehension • Integrate information from listening with prior knowledge to address the listening purpose

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 5, every Washington ESL student will know and be able to:

L 5.1 Understand and respond appropriately to extended explanations and narratives, detailed instructions, and complex conversations requiring adapting one’s response to varied speakers and contexts when language is not adjusted for English language learners.

L 5.2 Effectively use a wide range of strategies to repair gaps in understanding and give feedback, tailoring the response to the purpose of the communication, the audience, the level of formality of the situation and other socio-cultural factors.

L 5.3 Apply linguistic, socio-cultural, and other background knowledge and strategies (such as comparing, integrating, and categorizing information for others) to understand fully the literal and implied intent of the speaker, to respond appropriately, and to meet the listening purpose.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 5 can comprehend relatively unstructured conversations and presentations of moderate length and in somewhat complex and unfamiliar situations when language is not adjusted for non-native speakers; however they may be unable to fully follow all main ideas, details, cultural nuances and implied meanings. May have some difficulty following conversations between native speakers but displays growing ease in communicating with native speakers.

143

ESL LEVEL 6-ADVANCED ESL (CASAS 221-235)

STANDARD: LISTEN ACTIVELY

To listen actively, Washington ESL students should: • Attend to oral information • Clarify purpose for listening and use listening strategies appropriate to that purpose • Monitor comprehension, adjusting strategies to overcome barriers to comprehension • Integrate information from listening with prior knowledge to address the listening purpose

The following INDICATORS are statements that every Washington ESL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level. INDICATORS:

By the end of Level 6, every Washington ESL student will know and be able to:

L 6.1 Understand main ideas and most details in conversations, short lectures, news reports, extended explanations and other connected discourse on a range of topics, including topics beyond everyday contexts and immediate experiences in a variety of work, personal, and basic academic contexts.

L 6.2 Effectively use advanced strategies to repair gaps in understanding, to ask questions to deepen understanding and to give feedback appropriate to the situation, the audience and the purpose of the communication. Growing ability to use strategies appropriate to the socio-cultural context.

L 6.3 Apply linguistic, socio-cultural, and other background knowledge and strategies (such as integrating information from more than one source; evaluating the relevance, validity, and adequacy of information; or adapting responses to the age, gender, status, and emotional state of the speaker) to understand fully the literal and implied intent of the speaker, to respond appropriately, and to meet the listening purpose.

Show Fluency, Independence, and Ability to Perform the above Indicators in a Range of Settings Adults performing at Level 6 can function independently in most social and work situations and comprehend relatively complex and unstructured conversations or presentations requiring the integration and summary of several data sources or media with limited need for guidance and repetition and with few errors. Adults at this level may have some difficulty following the coherence or thematic organization of longer connected discourse or may have difficulty understanding when time frames and tense markers are complex. They can understand most English language communication at normal speed and often can function successfully (with some support) in adult education classrooms (such as GED classes) with native English speakers, although they may still lack full comfort and ease conversing with native speakers.