prelas and las links paper administration training...1 ~ 1 ~ prelas and las links paper...

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preLAS and LAS Links Paper Administration Training

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Training Agenda

• Texas Program Overview• Additional training resources available to all LEA’s• Hands-on training on the paper administration of the preLAS and

LAS Links paper assessments– Includes materials overview– Training on each part of each of the assessment(s):

– Starting with the preLAS then move into the LAS Links paper administration training

– Will include scoring training and reporting – including cut scores for identification

• Q and A

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Texas English Learner Identification:Program Overview

Grade Level Approved Assessment(s) for Identification:preK3, preK4, Kindergarten

• preLAS English Form C• preLAS Español Form C• Available in Paper format

1st Grade • LAS Links Form A• Speaking and Listening Only• Available in Online or Paper formats

2nd – 12th Grade • LAS Links Form A• Speaking, Listening, Reading and Writing• Available in Online or Paper formats

1st – 6th Grade • LAS Links Español Form A• Speaking and Listening• Available in Online or Paper formats

� Norm Reference Tests are no longer utilized for the identification of English learners.

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Additional Professional Learning Opportunities

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The LAS Links Paper Administration – Digital Library– provides administration, scoring and reporting guidance documents and videos – Download available at www.laslinks.com/TEXAS

Digital Library

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DRC INSIGHT PROFESSIONAL LEARNING

DRC’s Professional Learning is a system designed to provide LEAs with a single robust, integrated platform of preLAS and LAS Links training courses. This virtual training platform, available 24/7, provides 3 courses:

• June 27, 2019 - All POCs DRC had on file were loaded into INSIGHT• District Users are to add all additional District, School and Technology Users as

needed (DRC will not add additional Users for your district).• Link on “How to add Users” was included in the June 25 and July 9 Texas

Tuesday Newsletters (posted to www.laslinks.com/Texas)

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• Log into the INSIGHT portal: https://LASLinks.drcedirect.com• Click on All Applications >> Professional Learning:


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• Each course is its own individual course so test administrators may take any or all of the courses based on their assessment assignment(s);

• Test administrators will receive a certificate of calibration once they receive a 90% or better on the “check your knowledge” and “scoring calibration” quizzes associated with each course.


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preLAS:Administration, Scoring and Reporting

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What is the preLAS?

– A language proficiency assessment consisting of an Oral Language component in English and Spanish for preK3-, preK4-, and Kindergarten students. Test results are used to:

• Identify and place English Language Learners (EL’s) in appropriate classroom settings

• Measure the developing language of first-language learners of Spanish

• Individually administered assessment

• Takes approximately 15 minutes to administer

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preLAS Test Materials Needed for Testing

Cue Picture Book: provides picture prompts to

use while testing

Examiner’s Manual: provides in-depth test directions, rubrics and

scoring

50 Answer Sheets are provided in each Kit

Test Administration Kit: at a rate of one

kit for every 50 students or less

Audio CD and/or Audio Files found in INSIGHT

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Accessing the Audio Files

• Log into INSIGHT, click General Information under All Applications

• Click Documents• Choose Manuals/Guides

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preLAS Test Materials Needed for Testing

• Tabulation occurs on the front of the student answer sheet

• Reports in:– Total Score– Proficiency Level

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Simon Says Students play a game called Simon Says. The student does what Simon tells him or her to do.

Art Show Using the Cue Picture Book, students are asked to identify the object and answer questions related to the object. What is it? What is it used for?

Say What You Hear The student repeats what he or she hears.

The Human Body Using the Cue Picture Book, students are asked to look at the picture and identify the body part.

Let’s Tell StoriesA student listens to a story and looks at corresponding pictures in the cue picture book. When the story is done, the student tells the examiner what happened in the story.

preLAS test components

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Test Response Time

• PreLAS is not a timed test.• Test can be administered in several sessions.• Test can be administered in any order.• Allow 3 - 5 seconds for each response. If there is no response, prompt a

second time. If there is still no response, continue to the next item.• Prompts may be said no more than twice.

Refer to page 14 of the Examiner’s Manual

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Part 1: Simon Says

Description: Students play a game called Simon Says. The student does what Simon tells him or her to do.

Examples: Simon says look upSimon says look downSimon says touch your ear

Scoring: Using the student answer sheet,examiner fills in the circle for correct responses.

For more detailed information, refer to:• Page 15 of the Examiner’s Manual

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When to Stop Testing

• If the student has failed or does not respond to, any five consecutive items, including the practice items, stop testing in that part and move on to the next part of the test.

• If the student misses or does not respond to five consecutive items in two consecutive parts, stop the test.

Refer to Page 14 of the Examiner’s Manual for detailed information.

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Part 2: Art Show

Description: Using the Cue Picture Book, students are asked to identify the object and answer questions related to the object. What is it? What is it used for?

Examples:

Scoring: Using the student answer sheet, fill in the circle for correct responses

For more detailed information, refer toPage 16 of the Examiner’s Manual

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Part 2: Art Show Picture Prompts

p1

432

1p2

7 & 8 9 & 105 & 6

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Part 3: Say What You Hear

For more detailed information, refer to:• Page 17 of the Examiner’s Manual

Description: The student repeats what he or she hears.Examples: Don’t forget your coat

The principal looked at meMy cousin washes the windows

Scoring: The response is correct if the underlined structures are repeated exactly as shown in the examiner’s manual.

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Say What You Hear Scoring Examples

Prompt Structure Tested Correct Responses Incorrect Responses

Don’t forget your coat.

negative command

Don’t forget your coat.

Don’t forget you coat.

No forget your coat.

The principal lookedat me.

past tense The principal looked at me.

The principal lookedme.

The principal look me.

The principal look at me.

My cousin washesthe windows.

Third person singular, present tense

My cousin washes the windows.

My cousin washes the floor.

My cousin wash the windows.

• Refer to Page 18 of the Examiner’s Manual

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Part 4: The Human Body

Refer to:• Page 20 of the Examiner’s

Manual

Description: Using the Cue Picture Book, students are asked to look at the picture and identify the body part

Examples:

Scoring: Using the student answer sheet, fill in the circle for correct responses

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Part 4: The Human Body Prompts

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p1 p2 1 2 3

4 5 6 7

9 10

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Part 5: Let’s Tell Stories

Refer to• Page 21 of the Examiner’s Manual• Page 3 of the Student Answer Sheet

Description: Using the audio cd, audio files or reading the stories from the Quick Reference Guide, students listen to a story and look at corresponding pictures in the cue picture book. When the story is done the student tells the examiner what happened in the story.

Scoring: The responses are holistically scored based on the rubric found in the Examiner’s Manual

Refer to:• Page 21 of the Examiner’s

Manual

For documentation purposes, be sure to transcribe the student answers in the appropriate area on the student answer sheet.

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Open Your Handouts and Worksheets packet – Page 2

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Is there a storyline?

yes = 3, 4 or 5

no = 2, 1, or 0

Are there errors throughout?

Yes = 3

No = 4 or 5

Fluent

Isolated Words“I don’t know”

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Speaker Notes – Scoring: Let’s Tell Stories

Use 3 as your anchor score

Does his answer have a storyline? A beginning, middle and end?

No

0No Response

HL2

Subject and predicate

Yes

3Errors

Throughout

4Fluent with

minor error(s)

1Isolated Words

or “I don’t know”5

Fluent

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Let’s Tell Stories Scoring Practice

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Inter-Rater Reliability Activity –Let’s Tell Stories

1. Utilize the preLAS Speaking Scoring Calibration exemplars found on pages 4 and 5 of your Worksheets and Handouts packet.

2. Divide test administration trainees into groups (no more than 6 per group).

3. Each participant should first score all speaking on their own.

4. Once each individual in the group has finished scoring the exemplars on their own, the group should discuss the scores they gave on each item.

5. Through conversation and by referencing the rubric and the flow chart, the group must decide on a consensus score for each item.

6. The trainer should travel the room and give the trainees enough time to make sure they have scored each item as a group.

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7. Once enough time is given, the trainer should create an excel sheet on the screen and call on each group to provide their scores for each of the items. Trainer should post those scores on the excel sheet.

8. Other groups waiting their turn to provide their scores should not change their scores when they hear a different score. Be confident in your answer!

Inter-Rater Reliability Activity –Let’s Tell Stories

Group # Item 1 Item 2 Item 3 Item 4 Item 5 Item 6

1 3 2 4 1 2 3

2 3 2 4 1 2 3

3 3 2 4 2 2 3

4 3 1 4 1 2 3

5 3 1 4 1 2 3

6 3 2 3 1 2 3

7 3 2 4 1 2 3

9. Any exemplar that has more than one score provided by the groups should be read aloud and worked through together as a room, with the trainer providing the correct score and its rationale.

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Part 5: Let’s Tell Stories – Practice Scoring

Scoring practice handouts and answer keys are found in the LAS Links Paper Administration Digital Library located at

www.laslinks.com/Texas

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preLAS: Scoring and Reporting

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Scores Used to Determine Proficiency

¾ The preLAS reports in 5 proficiency levels.

¾ The chart below provides the scores, that per State and Federal Guidelines, are used to determine proficiency for preK3, preK4 and Kindergarten students:

Per State and Federal Guidelines

preK3, preK4,Kindergarten

• If a student receives a 1, 2 or 3 Oral Languageproficiency level, they are to be classified as an English learner.

• If a student receives a 4 or 5 Oral Language proficiency level – they are to be considered Fluent -not to be identified as an English learner.

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preLAS Scores

Step 1: transfer the number correct from each section of the test to the front of the answer document. Do the math and calculate the total(s).

• Step 2: using the Cut-Off Levels and Interpretation of Scores, the examiner finds the Total Score range.

• Step 3: The examiner then finds the corresponding Age Range column: 3- and 4 year olds or 5 year olds.

• Step 4: Find the total score in the range of scores, once found, look to the right of the range to find the corresponding proficiency level.

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PreLAS Scores

Example, if a 4 year old received a total score of 26:

� find 26 in the range of 0-56,

� look to the proficiency level column to the right to find that the range is a Proficiency Level 1,

� write “1” in the corresponding Oral Language Level box.

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Scores Used to Determine Proficiency

¾ As a reminder, for preLAS (preK3, preK4 and Kindergarten):


preK3, preK4, Kindergarten

• If a student receives a 1, 2 or 3 Oral Languageproficiency level, they are to be classified as an English learner.

• If a student receives a 4 or 5 Oral Language proficiency level – they are to be considered Fluent -not to be identified as an English learner.

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preLAS pre-Literacy Component

The pre-literacy component is available on the back of the test and is an optional component, but it

DOES NOT FACTOR INTO ENGLISH LEARNER IDENTIFICATION

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LAS Links Paper Assessments:Administration, Scoring and Reporting

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Texas English Learner Identification:Program Overview

Grade Level Approved Assessment(s) for Identification:preK3, preK4, Kindergarten

• preLAS English Form C• preLAS Español Form C• Available in Paper format

1st Grade • LAS Links Form A• Speaking and Listening Only• Available in Online or Paper formats

2nd – 12th Grade • LAS Links Form A• Speaking, Listening, Reading and Writing• Available in Online or Paper formats

1st – 6th Grade • LAS Links Español Form A• Speaking and Listening• Available in Online or Paper formats

� In addition to the LAS Links Form A which is to be used for the Identification of English learners, LAS Links offers, for purchase, additional forms in both English and Spanish (K-12) which can be used for other purposes beyond Identification such as progress monitoring.

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Estimated Total Time to Complete Administration of each Subtest

Subtest Area Estimated Time Grade Level

Speaking 10 minutesIndividual Testing when utilizing Paper

1 - 12

Listening 15 minutesGroup and/or Individual Testing

1 - 12

Reading* 35-45 minutesGroup and/or Individual Testing

2 - 12

Writing* 35-45 minutesGroup and/or Individual Testing

2 - 12

*Note: Norm Reference Tests are no longer utilized for the identification of English learners.

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LAS Links Paper Administration Materials

Please view the “Ordering the LAS Battery of Assessments” video to learn more about the paper materials you will

need to purchase for testing.

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Grade Span Student Materials Teacher Materials

1 Student Book Cue Book, Listening CDExaminer’s GuideStudent Profile SheetInterpretation Guide

2-3 Student Book Cue Book, Listening CDExaminer’s GuideStudent Profile SheetInterpretation Guide

4-5 Student BookStudent Answer Book

Student Answer Book, Listening CDExaminer’s GuideStudent Profile SheetInterpretation Guide





Materials Needed for Testing

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LAS Links™ SpeakingAdministered One-on-One

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LAS Links™ – Speaking Test Content

Speaking:• Speak in Words• Speak in Sentences• Make Conversation• Tell a Story

For grades 1-3, examiners will utilize the cue picture books for student picture prompts while grades 4-12 picture prompts are found in the student books also referred to as the Student books with cue pictures on the order form.

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Chart is found on pg 44 of the 4-5 Examiner’s Guide

Speak in Words –Additional Correct Responses

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Let’s Practice!

• Please turn to your partner and pretend one of you is a student and the other is a test examiner.

• Administer this section to your partner.• Once complete, change roles.

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Open Your Handouts and Worksheets packet – Page 6

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Speak in Sentences Rubric – pg 43

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Speaker Notes – Scoring: Speak in Sentences


Does his answer satisfy the task by telling you a sentence that relates to the prompt?

No

0No Response

HL

1Isolated Words

Yes

2Errors Present

3No Errors Present

FOUND IN YOU PACKET OF HANDOUTS AND WORKSHEETS

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Open Your Handouts and Worksheets packet – Pages 8-9

Trainer reads each exemplar; trainees write their answer in the score box. Review each item in each set once all items are complete.

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Speak in Sentences Scoring Practice

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Let’s Practice!

• Please turn to your partner and pretend one of you is a student and the other is a test examiner.

• Administer this section to your partner.• Once complete, change roles.

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Speaker Notes – Scoring: Make Conversation


Does his answer satisfy the task by telling you a sentence that relates to the prompt?

No

0No Response

HL

1Isolated Words

Yes

2Errors Present

3No Errors Present


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Make Conversation Scoring Practice

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Documenting the Student Responses

• Be sure to transcribe student verbal responses in order to provide supporting evidence to the score you determine for the student response.

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Does his answer have a storyline? A beginning, middle and end?

No

0No Response

HL2

Subject and predicate

Yes

3Errors

Throughout

4Fluent with minor

error(s)

1Isolated Words

Speaker Notes – Scoring: Tell a Story


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Let’s Tell Stories Scoring Practice

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Inter-Rater Reliability Activity

1. Utilize the preLAS Speaking Scoring Calibration exemplars found on pages 4 and 5 of your Worksheets and Handouts packet.

2. Divide test administration trainees into groups (no more than 6 per group).

3. Each participant should first score all speaking on their own.

4. Once each individual in the group has finished scoring the exemplars on their own, the group should discuss the scores they gave on each item.

5. Through conversation and by referencing the rubric and the flow chart, the group must decide on a consensus score for each item.

6. The trainer should travel the room and give the trainees enough time to make sure they have scored each item as a group.

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7. Once enough time is given, the trainer should create an excel sheet on the screen and call on each group to provide their scores for each of the items. Trainer should post those scores on the excel sheet.

8. Other groups waiting their turn to provide their scores should not change their scores when they hear a different score. Be confident in your answer!

Inter-Rater Reliability Activity

Group # Item 1 Item 2 Item 3 Item 4 Item 5 Item 6

1 3 2 4 1 2 3

2 3 2 4 1 2 3

3 3 2 4 2 2 3

4 3 1 4 1 2 3

5 3 1 4 1 2 3

6 3 2 3 1 2 3

7 3 2 4 1 2 3

9. Any exemplar that has more than one score provided by the groups should be read aloud and worked through together as a room, with the trainer providing the correct score and its rationale.

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Scoring Calibration resources

Scoring practice handouts and answer keys are found in the LAS Links Paper Administration Digital Library located at www.laslinks.com/Texas

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LAS Links™ ListeningGroup Administered

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LAS Links™ – Listening Test Content

Listening:• Listen for Information• Listen in the Classroom• Listen and Comprehend

All Listening items are multiple choice in format and evaluate listening comprehension of stated facts, inference and critical thinking skills.This section can be group-administered

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Student Books:Needed for Grades 4 - 12

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Student Answer Documents:Needed for Grades 1 - 12

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Utilize the Audio CD or audio files to play the prompts

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Stopping the test due to Insufficient Language

Per the TEA:• Students must be given the opportunity to attempt all assigned

subtests per the requirements set forth for the purpose of the identification of English learners.

• At no time, can a student be labeled “unable to test due to language” without being allowed to attempt each subtest they are assigned.

• For each subtest, trained test administrators must give students as much time as they need, as long as they are working on the test.

• If, after a reasonable amount of time, a student appears to not be actively engaged in the subtest they are being presented, a trained test administrator may use his/her professional discretion and may stop the subtest and move the student on to the next subtest.

• Stopping the test must be documented and provided to the LPAC for consideration.

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4-12 Students mark their answers in their student answer books.

1-3 Students mark their answers directly in their student books (no transfer).

LAS Links™ – Listening

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Scoring the Listening

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LAS Links™ ReadingGroup Administered in English to Grades 2-12

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Copyright © 2013 CTB/McGraw-Hill LLC.80

� Analyze Words� Read Words� Read for Understanding

All Reading items are multiple choice in format and evaluate reading comprehension and critical thinking skills.

LAS Links™ – Reading Test Content

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Student Books:Needed for Grades 4 - 12

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Student Answer Documents:Needed for Grades 1 - 12

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Examiner’s Guide Page 29

2-3 Example (no transfer)

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Scoring the Reading

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LAS Links™ WritingGroup Administered in English to Grades 2 - 12

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Copyright © 2013 CTB/McGraw-Hill LLC.86

• Use Conventions• Write About• Write Why• Write in Detail

Use Conventions and Use Grammar and Conventions items are multiple choice in format. Write About, Write Why and Write in Detail items are all holistically scored.

This section can be group-administered.

LAS Links™ – Writing Test Content

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Examiner’s Guide Page 34

2-3 Example (no transfer)

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Scoring the Writing Multiple Choice Items

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Writing Administration – Write About

• Using the Examiner’s Guide:– Read to the students exactly what the guide directs you to say– Become familiar with the flow of this section before testing – Students are asked to write two sentences about what they see in the

picture.

Holistic Scoring

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Examiner’s Guide, page 53

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Speaker Notes – Scoring: Write About (2-12)


Does his answer satisfy the task by having written two sentences that relate to the prompt?

No

0No Response

HL

1Isolated Words

(or just one sent.)

Yes

2Errors Present

3No Errors Present

(use professional judgment)FOUND IN YOU PACKET OF HANDOUTS AND WORKSHEETS

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Write About Scoring Practice

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• Using the Examiner’s Guide:– Read to the students exactly what the guide directs you to say– Become familiar with the flow of this section before testing – Students are asked to pick one of the two options and then write two

sentences about why they chose what they chose.

Holistic Scoring

Writing Administration – Write Why

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Speaker Notes – Scoring: Write Why (2-12)


Does his answer satisfy the task by having written two responses that relate to the prompt?

No

0No Response; HL;

Isolated words

1Reasonable response

(not necessarily a sentence)

Yes

2Errors Present

3No Errors Present

(use professional judgment)


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Write Why Scoring Practice

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• Students read the topic then write what they want about it• Students should pay close attention to:

� organization � use of detail� correct spelling, grammar and sentence structure

Writing Administration – Write In Detail

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Examiner’s Guide, page 53

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Speaker Notes – Scoring: Write In Detail


Does the answer have a storyline? A beginning, middle and end?

No

0Isolated Words, No

Response, HL2

One full sentence

Yes

3Errors

Throughout

4Fluent with minor

error(s)

1Subject and Predicate


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Write In Detail Scoring Practice

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Scoring Calibration resources

Scoring practice handouts and answer keys are found in the LAS Links Paper Administration Digital Library located at www.laslinks.com/Texas

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Tabulating the Scores

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Scores Used to Determine ProficiencyPer State and Federal Guidelines

¾ LAS Links reports in 5 levels for each domain and for the composites of Overall, Oral and Comprehension

¾ This chart provides the scores, that per State and Federal Guidelines, are used to determine proficiency:

1st Grade

• If a student receives a 1, 2 or 3 proficiency level in either Speaking and/or Listening, they are to be classified as an English learner (EL)

• If a student receives a 4 or 5 proficiency level in BOTH Speaking and Listening – they are to be considered Fluent (not identified as an English learner)

2nd – 12th Grade

• If a student receives a 1, 2 or 3 proficiency level in ANYdomain/subtest: Speaking, Listening, Reading and/or Writing, they are to be classified as an English learner (EL)

• If a student receives a 4 or 5 proficiency level in ALLdomains/subtests: Speaking, Listening, Reading and Writing, they are to be considered Fluent (not identified as an English learner)

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Calculating Scores

• Using the Interpretation Guide:

– Convert the number correct to the scale score to the proficiency level for each subtest.

– Composite scores will not be used for the purpose of English learner identification.

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Converting Number Correct Practice

• Using the Interpretation Guide:

– Sample student scores a NC (number correct) of 16. Find 16 under NC.

– Look to the right of the 16, find the 3 digit number (460), that is the SS (Scale Score).

– Look to the right of the SS and find the PL (Proficiency Level) which in this case is a Level 2 for Speaking.

Proficiency Level for Speaking

– Mark the scores in Box 3 of the Student Profile Sheet:

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Utilize Box 3 to make proficiency level

determinations for each domain/subtest

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Scores Used to Determine ProficiencyPer State and Federal Guidelines

¾ As a reminder, for LAS Links, grades 1 – 12:


1st Grade

• If a student receives a 1, 2 or 3 proficiency level in either Speaking and/or Listening, they are to be classified as an English learner

• If a student receives a 4 or 5 proficiency level in BOTH Speaking and Listening – they are to be considered Fluent (not identified as an English learner)

2nd – 12th Grade

• If a student receives a 1, 2 or 3 proficiency level in ANYdomain/subtest: Speaking, Listening, Reading and/or Writing, they are to be classified as an English learner

• If a student receives a 4 or 5 proficiency level in ALLdomains/subtests: Speaking, Listening, Reading and Writing, they are to be considered Fluent (not identified as an English learner)

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1. Texas LAS Landing page: www.laslinks.com/TEXAS

2. Recorded webinars are posted to our landing page.

3. Check your email every Tuesday for our Texas Tuesday newsletter.• Includes a link to our FAQ’s

4. Remember to check our Texas landing page regularly for announcements.

Reminders and Q & A

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For assistance please contact:

DRC Customer Service – Texas

Toll Free: 833-867-5679 Option 1 – Order SupportTexas Order Support Email:

[email protected]

Toll Free: 833-867-5679 Option 2 – Technical SupportTexas Technical Support Email:

[email protected]

Customer Service Hours: 6:00 am – 7:00 pm CT M-F