Nyseslat Sam 2012

School Administrator’s Manual

New York StateTesting Program

NYSESLAT 2012

THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University

MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. ......................................................................New York

MILTON L. COFIELD, Vice Chancellor, B.S., M.B.A., Ph.D. .........................................................Rochester

ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. .............................................................Tonawanda

JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. ...............................................................................Plattsburgh

ANTHONY S. BOTTAR, B.A., J.D. .................................................................................................Syracuse

GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ..................................................................................Belle Harbor

HARRY PHILLIPS, 3rd, B.A., M.S.F.S. ..........................................................................................Hartsdale

JAMES R. TALLON, JR., B.A., M.A. ..............................................................................................Binghamton

ROGER B. TILLES, B.A., J.D. ......................................................................................................Great Neck

CHARLES R. BENDIT, B.A. ..........................................................................................................Manhattan

BETTY A. ROSA, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D. ...................................................Bronx

LESTER W. YOUNG, JR., B.S., M.S., Ed.D. .................................................................................Oakland Gardens

CHRISTINE D. CEA, B.A., M.A., Ph.D. ........................................................................................Staten Island

WADE S. NORWOOD, B.A. ..........................................................................................................Rochester

JAMES O. JACKSON, B.S.,M.S., Ph.D. ........................................................................................Albany

KATHLEEN M. CASHIN, B.S., M.S., Ed.D. ....................................................................................Brooklyn

JAMES E. COTTRELL, M.D. ..........................................................................................................Brooklyn

President of The University and Commissioner of Education

Dr. John B. King, Jr.

Senior Deputy Commissioner of Education, P–12

Ken Slentz

Assistant Commissioner, Office of Curriculum, Instruction and Field Services

Anita Murphy

Director of State Assessment

Steven E. Katz

The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educational programs, services and activities. Portions of this publication can be made available in a variety of formats, including braille, large-type, or audio tape, upon request. Inquiries concerning this policy of nondiscrimination should be directed to the Department’s Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany, NY 12234. Requests for additional copies of this publication may be made by contacting the Publications Sales Desk, Room 309, Education Building, Albany, NY 12234.

Developed and published under contract with the New York State Education Department by Questar Assessment, Inc. All rights reserved. Questar and the Questar logo are trademarks of Questar Assessment, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America. Copyright © 2012 by the New York State Education Department. Permission is hereby granted to New York State school administrators and educators to reproduce this manual in the quantities necessary for their school’s use, but not for sale, provided

copyright notices are retained as they appear in this publication. This permission does not apply to distribution of these materials, electronically or by other means other than school use.

Table of ContentsGeneral Information about the NYSESLAT ......................................................................................1

Administration ...........................................................................................................................................1

Materials ......................................................................................................................................................2

Contact Information ..................................................................................................................................2

Administration Schedule .......................................................................................................................3Important Dates ..........................................................................................................................................3

Students to Be Tested ..............................................................................................................................4Students with Disabilities .......................................................................................................................4

Medically Excused ....................................................................................................................................4

Testing Accommodations .......................................................................................................................5English Language Learners ......................................................................................................................5

Students Who Incur Disabilities Shortly Before Test Administration ..........................................5

Students with an IEP or Section 504 Accommodation Plan ...............................................................6

Use of Scribes or Tape Recorders ...........................................................................................................6

Large-Type or Braille Editions ................................................................................................................7

Test Format Change Requests .................................................................................................................7

Test Security ..............................................................................................................................................8

Before Testing ...........................................................................................................................................9Inventory Test Materials ...........................................................................................................................9

Shipment 1: Speaking Test Materials ..........................................................................................9

Shipment 2: Listening, Reading, and Writing Test Materials ................................................10

Shipment 3: Writing Scoring Materials .....................................................................................10

Orientation of Test Administrators .....................................................................................................11

Orientation of Students .........................................................................................................................11

�� ...........................................................................................................................11

Preparing the Answer Sheets ................................................................................................................11

Preparing the Testing Room(s) .............................................................................................................11

Instructions for Administering the Test ............................................................................................12Administering the Tests..........................................................................................................................12

Speaking Subtest ..........................................................................................................................12

Listening, Reading, and Writing Subtests ................................................................................13

Proctoring .................................................................................................................................................13

Aid to Students ........................................................................................................................................13

Unauthorized Materials .........................................................................................................................14

Student Cheating ....................................................................................................................................14

Temporary Absence from the Testing Room .....................................................................................14

Illness ........................................................................................................................................................14

Emergency Evacuation of a School Building .....................................................................................14

Make-up Testing ......................................................................................................................................15

After Testing ..........................................................................................................................................16Scoring the Tests ......................................................................................................................................16

Completing the Scoring Process ..........................................................................................................17

Reporting Irregularities and/or Misadministrations .......................................................................18

Coding of Invalid Tests ..........................................................................................................................19

Sending Test Materials to Questar .....................................................................................................20

Reporting of NYSESLAT Results ........................................................................................................23

Appendix A Contacts for Assistance .........................................................................................................................25

Appendix B Test Overview .........................................................................................................................................26

Appendix C: Testing Accommodations Categories .................................................................................................27

Appendix D Speaking Score Sheet for Individual Administration ....................................................................29

Appendix E: Grades K–12 Speaking Rubrics ...........................................................................................................33

Appendix F Grades K–1 Writing Rubrics ................................................................................................................37

Appendix G Grades 2–12 Pre-Writing and Writing Rubrics .................................................................................40

Appendix H Assessments by Birth Date/Age for Ungraded Students in 2011–12 ............................................................................................................42

Appendix I RICs and Large-City Scanning Centers ............................................................................................43

Appendix J �� ...............................................................................................................................................47

NYSESLAT 2012 School Administrator’s Manual 1

General Information about the NYSESLAT

The New York State English as a Second Language Achievement Test (NYSESLAT) is designed to �� learners. The New York State Education Department (the Department) has a partnership with Questar ��!��"#$�$%�&��'��*��'�� $�� +��

�� -�� /��-�� $��'�� 4��567��8� ��;��

Administration&��"#$�$%�&�� <��=>5?�� @�=>5��?>7��6>B��C>F��G>5?�� @�Listening, Speaking, Reading, and Writing. The Test Overview provided in Appendix B shows the �� '�� &��"#$�$%�&��;��'�� &�� '��I��Allow any student working productively to have as much time as he or she needs to complete the test.

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For the 2012 administration, all text and graphics will be printed in black and white. Also, the Speaking and Writing Scoring DVDs are no longer being provided. In order to continue development ��"#$�$%�&��"��#��P�$��'�� =>5��?>7��&��'��P��%�� 8�� $��P�� U��'��'��'��&��'�� -� ��

2 NYSESLAT 2012 School Administrator’s Manual

MaterialsX�� "#$�$%�&� �� G>5Z�� 8� ��;��8�;!�� *�� &��'��%�� 8�� *��'��U�� X��U�� $��P�� *��'��

Contact InformationX��'�� ;��$��;��5*FBB*B77*BB7F��+��4��P��[\��4��]��4]�!��^�@__��5?�� _��_��


Administration Schedule

Important DatesSpeaking subtest material delivered to participating schools ��5B>5C��?Z5?

Speaking subtest administration period ��5F>`��5F��?Z5?

Listening, Reading, and Writing subtests materials delivered to participating schools `��?>7��?Z5?

Listening, Reading, and Writing subtests administration period `��C>5F��?Z5?

Writing scoring materials delivered to participating schools `��57>56��?Z5?

$�� *��'��Writing `��5B>f5��?Z5?

Deadline to submit answer sheets to scanning centers `��f5��?Z5?

Deadline to return secure materials to Questar j��5F��?Z5?

NOTE: ��"#$�$%�&��`��5F��?Z5?� All secure materials must be returned to Questar no later��j��5F��?Z5?�

Speaking subtest materials will arrive in schools in a separate shipment, earlier than other test ��&��$��P�� 5F>`��5F��?Z5?��$��

&��%�� 8�� U�� `��C>5F��?Z5?�� &��P�*��&��"#$�$%�&��$� ��in Appendix B.

X�� ]�� '��@�$��5q$��P�� $��?q%�� $��fq8�� $��7qU�� $��$��P�� %�� 8�� y��'�� -�� &��U�� subtest should be administered last.

$�� *��'��U�� `��57>56��?Z5?��Although the scoring dates for the NYSESLAT overlap with the administration dates, school personnel may not engage in scorer training or scoring of student responses for Writing until the initial administration of the Writing subtest has been completed in the school for that grade band. Scorers must be cautioned ��

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Students to Be Tested

All public and charter schools must administer the NYSESLAT to all English language learners in <��=>5?�� +��!��^��{�� "#$�$%�&�� "�� "#$�$%�&� �� '�� &��"�� "#$�$%�&�� <��]��<�]!�� '��"#$�$%�&��|��<�]��

Students with Disabilities�� ;��^��$��;$�!��`��&�� "��#��P�$��"#$��!��"#$�$%�&��}��+�I��"#$�$%�&� ��*�� ~��4�� 4!�� ^�� /��;��$��/[;�$!�� located outside the school.

Medically Excused ��+�� P�� ^�� U�� ]�� +�� -�� $��;��Gf��$��8��$��$�8$!��


Testing Accommodations

&�� ]��-�� [�� $�� @� ^�@__��5?�� _ ��_��_��_��_�� $��*�� '��

English Language Learners&�� "#$�$%�&� �� &�� ^�� P�� $�� ^��"#$�$%�&��

Students Who Incur Disabilities Shortly Before Test Administration 4�� P��!��+�� *�� *�� !��fZ�� -�� &��;$�_6Z7�`��*]�� &�� P�� &�� _��P�� @�

�� administering the test in a special location, �� -��U�� '��

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B� NYSESLAT 2012 School Administrator’s Manual

Students with an IEP or Section 504 Accommodation Plan�� their IEPs or 504 Plans when taking these tests, with two exceptions:

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X��%�� *��;]�� $� ��%�� $%!�� *��P��$%��I�� *�� $%� �� &�� ^��%�� -��;��$��;��5*FBB*B77*BB7F��%�� $�� 4��

X��'��$��P�� +�� ^�� ^��materials.

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Use of Scribes or Tape Recorders &�� "#$�$%�&�� ]�� *��P�� *��P�� !��tape recorder. Most students have some experience with computers, and word processing allows the ��*��than using a scribe.

NYSESLAT 2012 School Administrator’s Manual C

When taking the NYSESLAT Writing subtest, students using scribes or tape recorders must provide �� q�� $�� @�

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��-�� circled words.

�� &�� ^�� P� �� capitalization, punctuation, and paragraphing to be used.

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�� ;��|��Test Access and Accommodations for Students with Disabilities: Policy and Tools to Guide Decision-Making and Implementation. This publication is available at the web site ^�@__��5?�� _��_��_��_��_�� .

Large-Type or Braille EditionsX�� *�� *�� P��P�� answer sheet, teachers should transcribe the students’ responses onto regular test answer sheets and ��P��+��

Test Format Change Requests�� *�� '�� *��~��^��]��"��^�� $�� '��+��

�� ]�� '�� ^�� '�� ^�� 4]�� P� �� 8�'�� ^�� '��-��4��6Z7�4��^�� 8�'��+��5*65F*7C7*5GFG��]��+��I�� P*��P� ��P�� administered in the school.

F� NYSESLAT 2012 School Administrator’s Manual

Test Security

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Following testing, schools must return all secure test materials to Questar. These include all used ��P�� *��!��]�� *��%�� ;]��4��

&�� +��$�� ;��+�j!��j��5G��?Z5?��documenting that the secure test materials have not been copied, used to coach students, or otherwise �� 4��+�j��

Any material mistakenly sent to Questar will not be available for return.


Before Testing

Inventory Test Materials&��8�;�� *��

�� Inventory the materials received from your local scanning center. These will include answer ��4��shipment.

�� Inventory the materials received in your shipments from Questar. Test materials will be sent �� }��4��P�� %��/�+�5�� missing� �� 4��P�� %�� ;��$��;��5*FBB*B77*BB7F��'��that were not originally requested��

Note: The shrink-wrapped packages must not be opened until the day of test administration. �� P�� /�+�� P��

Shipment 1: Speaking Test Materials&�� Speaking��"#$�$%�&��$��5��5B>5C��?Z5?��&��]��P�� $��P�� $�� <�� $��P�� +��;]��One Speaking test booklet is provided for every ten students.

DIRECTIONS for ADMINISTRATION

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Copyright © 2012 by the New York State Education Department. All rights reserved. No part of this program may be reproduced or transmitted in any form without permission in writing from the New York State Education Department. Produced in the United States of America.

Grades K-1 Tracks 1-14Grades 2-4 Tracks 15-28Grades 5-6 Tracks 29-42Grades 7-8 Tracks 43-56Grades 9-12 Tracks 57-70


Shipment 2: Listening, Reading, and Writing Test Materials&�� Listening, Reading, and Writing� �� "#$�$%�&��$��?��`��?>7��?Z5?��X�� P��&��]�� &��%�� $��<��=>5��=>5�]�� %�� $��;]��

��&��;��-��=�� ^��"��*$��8��$��$�� }4$�<�� *�]��the Writing booklets, is also provided in Shipment 2.

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Shipment 3: Writing Scoring Materials&�� Writing� �� "#$�$%�&� �� $��f��`��57>56��?Z5?@�


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Orientation of Test Administrators &�� "#$�$%�&��+�� "#$�$%�&��&��

The school should schedule an orientation session to allow the test administrators to become �� +��$��P��secure test materials, other than the Speaking scoring materials, in their sealed packaging until the ��$��P�� &��~�� y��will be involved in the test administration and scoring.

Orientation of Students �� "#$�$%�&��&�� P�� `�P��-��+�� '��+�� their answers.

�� 4��_ �� P�them to encourage their students to do their best and to ensure that their students are well rested �� &��"#$�$%�&�4��-��<��^�@__��5?�� _��_��.

Preparing the Answer Sheets /��!��"#$�$%�&��P�� X�� '��

Preparing the Testing Room(s) &�� "#$�$%�&� %�� 8�� U�� subtests in the students’ classroom(s) or elsewhere, and whether to test students in class groups or �� ~��&��$��P�� P��P��;��P��`�P�� '��P��%�� ;]!� �� P�� P��


Instructions for Administering the Test

Administering the Tests4��"#$�$%�&�� directions to students:

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space provided. �+�� '�� "#$�$%�&�� P�� '�� $�� '�� '��P��'��\��

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Speaking Subtest&��$��P�� '�� &��$��P�� &�� "#$�$%�&�must have special training prior to administration. Questar will provide printed scoring manuals ��$��P��

&�� P� �� $��P�� ~�� &�� $��P�� $�� $�� +� ]!� �� $��P�� &��$��$��$�� 8��-��P��-��*�� "��@� ��%�� 8�� U�� been administered prior to transcribing.)


Listening, Reading, and Writing Subtests&��%�� 8�� U�� "#$�$%�&�� $��<��f>5?��P��*��'��*��answer sheets. Students in Grades K–2 will mark their answers in their test booklets. A teacher or aide must transcribe the students’ responses onto the machine-scannable answer sheets exactly as the students recorded them in the test booklets.

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Proctoring 4�� are recording their responses in the proper manner. While circulating, proctors should point out to ��P��P��*��'�� *��'��P��*��'��!��[�� -��

4��

"��P��P��*��&��4��$��6Z7�4��P��&��<��=>?��P��P��-��*��+��P��<��=>?�

Aid to Students �+�� ]�� not give �� '��I�� '��P�� test booklet and explaining how to record responses in the test booklet or on the answer sheet.

"�� +�� '�� '�� '��advise students to use their own best judgment.


Unauthorized Materials $�� @��~��tools or devices. When students enter the testing room, proctors must ensure that students do not �� ~��$�� }�� -��

Student Cheating �� !��^��^�� -�� must be reported to the principal.

�� -�� -��$��When reporting student assessment data to the Department under such circumstances, the principal ��-��$�8$��$��;��-��$��;��GC��GGG�� 4��8�� _��`�� 5F��additional reporting instructions.

Temporary Absence from the Testing Room "��^�� testing room.

Illness �� +�� U�� P�*��!�� Under no circumstance may the NYSESLAT be administered later than May 18, 2012.�U�� P�� P��'��

Emergency Evacuation of a School Building �� $�� P�� P� �� ^�� +� ��4]��4�� 8�� _��`�� 5F��


Make-up Testing4�� ]��P��&��P�*��!�� make-ups for any subtest may be administered after May 18, 2012. ��P��y��%�� _$��P�� 8�� _U��

Note: No one, under any circumstances, including the student, may alter the student’s responses on the test once the student has handed in his or her test materials. Teachers and administrators who engage in inappropriate conduct with respect to administering and scoring State examinations may be subject to disciplinary actions in accordance with �� to Part 83 of the Regulations of the Commissioner of Education.

5B NYSESLAT 2012 School Administrator’s Manual

After Testing

Scoring the Tests��P�� "#$�$%�&��&�� +�� 4�� "#$�$%�&��@

�� teachers or administrators,�� +�� must have special training in scoring the NYSESLAT.

�� $��P�� U�� "#$�$%�&��8��U�� $��P�� "#$�$%�&�and record those scores on the students’ answer sheets. Speaking scoring materials must be opened �� $�� 5?� �� !� X�� -� �� $��P�� 4��*U�� U�� 8�� $��P�� $��$�� ]><!��$��$��P�� $��P�� $��$�� +� ]!�� -�� *�� subtests have been administered.

$��*��'��U�� *�� submission to the scanning centers. $�� U�� materials arrive in schools��&�� U�� not be opened until �� U�� subtest booklets are returned to Questar. Questar will not score students’ Writing subtest booklets ��P��

&��*�� ^��&��^��^��in the designated areas.

<��=>?��-��*��'��P��%�� 8�� U�� P��*��+��P�� P�� ^�� &��-��*��

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$�� U�� $��P�� &�� ^��8�;�� *�� `��f5��?Z5?�� +��

NYSESLAT 2012 School Administrator’s Manual 5C

Completing the Scoring Process [��P��'��P��4�� P�� ?Z>??��

U�� ^�� 4��y�� ^��+�� ]�� +�� ]�� &��]�� $��+��$��fZ?Z��fZ?Z*��%�� 4��Ff��8� ��;��

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&��]�� +��$�� ^��P��~�� ^��-� ��'��!��[��'��]�� answer papers.

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5F NYSESLAT 2012 School Administrator’s Manual

Reporting Irregularities and/or Misadministrations 4��$��5Z?�f��8� ��;��/�� +�� +�� -��test administration and must take appropriate measures both to prevent, as much as possible, and ��

�� 4]�� ?7� �� +�� 5*65F*7C7*5GFG��&�� +��^��^��@�

�� $��/�]$�;�� "��y�� "�� "#$$�$��]��y�� ]�� 4��

$�� @�

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�� nonstandard test administrations, unrelated to cheating.

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��$��P�*�� All instances in which scorers do not score the test in accordance with the scoring materials

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Coding of Invalid Tests &��]��-�� the preceding page. In cases where a student’s test has been invalidated the principal must:

1. ]��P��y��-�� 2. "��8�;�� *�� +��

�� /�]$�;��$��"��$��<��"#$$�$��]��3. In the SIRS, in the Assessment Standard Achieved Code�� -��

�� Standard Achieved Code of 97��4. [��

��5. �� -�� after the student’s answer sheet

�� ^�� P�� '�� ]��-��[\�� 8�� $�� $�� ;�� GC��

Circumstances that Should Not Be Reported as Administrative ErrorsCircumstance Corrective ProceduresA scanning center scans an answer sheet that contains inaccurate demographic data

1. ;�� 2. ;�� $��

`�� $��$`$!�3. The scanning center will reload the data into SIRS. Once

loaded, check data to make sure the correction has been made.

�� P_�+�� preprinted answer sheet with incorrect demographic data

1. Do not code the original answer sheet as an administrative error.

2. ;�� 3. ]��

A scanning center sends an �� student who is no longer enrolled in that school

1. ;�� 2. ;��$`$��{��

the ending enrollment date.3. The scanning center will reload the data into SIRS. Once


�� with an incorrect grade level

1. Do not submit the incorrect answer sheet to the scanning center.

2. ;�� 3. ;��$`$�4. The scanning center will reload the data into SIRS. Once


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Sending Test Materials to Questar

All schools participating in the NYSESLAT are held accountable for the secure test materials received from Questar. These materials are referred to as non-scorable. Each item schools received for testing is coded with a security barcode. Upon receipt, Questar scans the material returned by a �� !��"�� #��$#�� #��%&��"�� #��uses that report to hold every school accountable for all testing materials and for preserving the integrity of the NYSESLAT.

�� "#$�$%�&� �� $��P�� U�� *�� -� �� return ALL�� *�� @��

�� }��P��$��P�� %�� 8�� U�� !�� *��editions

�� Unused test booklets�� ]��]X��!�� %�� ;]��<��?>5?�� %�� $��<��?>5?�� $�� <��$��P�� $��P�� +��;]�� $�� <��U�� &�� $��U��

Prior to packaging the Writing test booklets��\+��*�]� �� 8��=�� -�� !��P��P��

PlaceQuestar Assessment, Inc.

pre-ID label here.Place Scanning Center

pre-ID label here.

Writing Test Booklet Back Cover

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PACKING GUIDELINES

1. DO NOT SEND MACHINE-SCANNABLE ANSWER SHEETS TO QUESTAR. �� P�� P� �� "[&� ��

2. $��$�� P��@�$��P�� U�� 3. $�� P�� @� $��P��

Listening, Reading, and Writing.4. U�� ~��P�� @�=>5��?>7��6>B��C>F��

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BEDS Code

School Name

District Name

Print Your Name for Return Verification

PLEASE PRINT

NON-SCORABLERETURN SUMMARY SHEET

(Submit One Sheet Per Modality)

New York State Testing Program

NYSESLAT English as a Second Language Achievement Test

��

INCORRECT MARKSCORRECT MARK

DIRECTIONS

�

Material Count

Material Type:Quantity Received

Quantity Returned

Questar Use Only

NYSESLAT 2012 K-1 Directions for Admin

NYSESLAT 2012 K-1 Test Book

NYSESLAT 2012 2-4 Directions for Admin

NYSESLAT 2012 2-4 Test Book







Listening Only:

NYSESLAT 2012 2-4 Listening CD




NYSESLAT 2012 2-4 Listening Script




Modality (Please Circle One)

Speaking Listening Reading Writing

INSTRUCTIONSPlease be sure all fields are complete.

If information is not pre-printed, complete the School BEDS Code, School Name, and District Name fields. Print Name for Return Verification.

this form.

Summary Sheet for each modality.

included in all

complete the Quantity Received column.

values in the Quantity Returned column. Listening Only: Enter quantities for the

1

1

2

2

4

43

3

9999999999999

Example School

Any District

John Principal

2 2 28 28 2 2 28 28

9999999999999

Example School

Any District

John Principal

2 2 28 28 2 2 28 28

��

Please circle the modality of materials

entered on this sheet.

�� entered on a separate 8��$��$��

�� /�� *��materials received when �� '��material counts.

�� All Scoring materials must be returned, but do not need to be recorded �� 8�� $��Sheet.


B�� 4��P��+��PLEASE PACK ALL WRITING TEST MATERIALS IN BOX 1 OF THE RETURN SHIPMENT.

C�� Place the 4 completed Return Summary Sheets ��U�� Box 1.F�� X��+��!��P��

�� 9. $��+��

10. �\+��BLUE��&��;��-��=��each box.11. ��+��P� ��+��/�+�

5��/�+�?��

12. �\+��*��UPS shipping label on each box. The labels are addressed to: Questar Assessment, Inc. 990 Apollo Road, Suite A1 Eagan, MN 55121

13. ��+��}4$��^�� }4$� �� '�� ;��$��5*FBB*B77*BB7F�

14. ;��}4$��P��P�� P��}4$��5*FCC*6fB*?BGC�� }4$��P��_�� the boxes.

15. �� "#$�$%�&� �� until the UPS driver has picked up the shipment. Do ��^�� }4$�driver to retrieve the boxes.

Packaging Tips:

�� +��U�� &�� [� ��~�� +��!�� <��$�� +��!�

SHIPPING DEPARTMENTQUESTAR ASSESSMENT, INC.990 APOLLO RD, SUITE A1

EAGAN MN 55121

1 1

Blue Label

Schools must retain tracking information on the RETURN

SERVICE CUSTOMER RECEIPT portion of UPS

shipping label.


Reporting of NYSESLAT Results

�� ;]� �� $��+��-��_ ��-��"#$�$%�&��"��'��I��"#$�$%�&�$��^�@__��5?�� _��_��.


Appendix A Contacts for Assistance

For Assistance With: Contact: ��-��test materials, such as test booklets �� *��!��%�� ;]��

��;��$��@�� [email protected]

4��@�5*FBB*B77*BB7F X�+@�5*FBB*BFF*Z75G

Obtaining secure test materials such as test ��P�� *��editions) and Listening Scripts that were not originally requested



Answer sheets, precoded student ��

The scanning center (see Appendix I)

;�� student data


Testing policies regarding ��sensitive student responses, etc.

APDA 4��@�65F*7C7*6GZ?��65F*7C7*F??Z�

Questions about scoring Writing and $��P�� *��

��;��$��@ 4��@�5*FBB*B77*BB7F

Sending completed answer sheets to �� booklets


Returning NYSESLAT secure materials ��



��



Important Reminder: Check the Department’s web site regularly for updates on the NYSESLAT Testing Program (��'**��%�+�%$��%��!*��).

?B NYSESLAT 2012 School Administrator’s Manual

Appendix B Test Overview

Grade Band Test Modality (Subtest) Number of Questions(Including Research

Items)

Estimated TestingTime in Minutes

=>5 Speaking Listening Reading Writing��U�� ;��Writing

5F?F21

B9

153530

1030

?>7 SpeakingListeningReadingWriting��U�� ;��4��*U�� Writing

5F?F30

1231

153555

151015

6>B SpeakingListeningReadingWriting��U�� ;��4��*U�� Writing

5B25?C

1531

153555

151015

C>F SpeakingListeningReadingWriting��U�� ;��4��*U�� Writing

5B25?C

1531

153555

151020

G>5? SpeakingListeningReadingWriting��U�� ;��4��*U�� Writing

5B25?C

1531

153555

151020

NYSESLAT 2012 School Administrator’s Manual ?C

Appendix C: Testing Accommodations Categories

&�� 56>??��Test Access and Accommodations for Students with Disabilities, Tools to Guide Decision-Making and Implementation, ��]��-��[\��|��$��Disabilities and reproduced here. To access the complete online publication, see ^�@__��5?�� _��_��_��_��_�� .

�� ##�� ;�� #�� <��=&% For these tests, testing accommodations that change �� ^�� X�� ^�@__��5?�� _��_��_��_�� and pages 6>C� �� School Administrator’s Manual.

FLEXIBILITY IN SCHEDULING/TIMING

�� '��P�� +��fZ��5Z*��P�!

FLEXIBILITY IN SETTING

�� $��_��q�� $��_��q�� f>6��!�� 4��'��_�� !�� $�� C6*��^�� P!�� $�� +��!�� %�� !�� 4��

METHOD OF PRESENTATION

�� Revised Test Format1

�� /�� %�� *�� '�� ~��P�_�� 8��'�� `��*��'�� Reading passages with one complete sentence per line�� Test read

1X��$��_��^�� P��'��^��4]��P��

?F NYSESLAT 2012 School Administrator’s Manual

Revised Test Directions2

�� Directions read to student�� ]�� '�� %�� Verbs in directions underlined or highlighted�� ;�� !��

Use of Aids/Assistive Technology

�� Audio tape�� Tape recorder�� ;�� P�� !�� Masks or markers to maintain place�� 4��P��_�� *�� *�� `� ��!�� !�� %�� %��

Tests)�� %�� %��

Tests)METHOD OF RESPONSE

�� `��P�� P�� }�� }��

Use of Aids/Assistive Technology

�� Amanuensis (scribe)�� Tape recorder�� Word processor

OTHER

�� [�*��P��

28�� ^�� provided to all students that explain where and how responses must be recorded, how to proceed �� P�� '�� +��&��'�� -��P�


Appendix D Speaking Score Sheet for Individual Administration

University of the State of New York State Education Department

NYSESLAT 2012 K–4 Speaking Score Sheet for Individual AdministrationStudent Name: ___________________________ Date of Administration: __________________________

Test Level: _____________________________ Page 1

StorytellingQuestion 7

Question Number

Score(enter 4, 3, 2, 1, or 0 )

7

Question 7 Storytelling (abbreviated version)

Score Point 4

Shows native-like fluencyComplex and organized structures and precise vocabularyVery few errors

Score Point 3

Shows strong ability approaching native-like fluency

Varied structure and vocabularySome errors that do not impede communication

Score Point 2

Shows some abilityBasic structures and simple vocabularyNumerous errors impede communication or cause confusion

Score Point 1

Shows very limited abilityLimited structures and vocabularyNumerous and/or serious errors impede communication

Score Point 0

Shows no abilityUnintelligibleIn a language other than EnglishIrrelevantNo response

Warm-Up Questions A–C Do Not Score

Sentence CompletionQuestions 1–6

Question Number

Score(enter 2, 1, or 0

for each question)

123456

Questions 1–6 Sentence Completion

Score Point 2

Relevant response free of linguistic errors*Approximates native-like fluencyPrecise vocabularyGrammatically correct (e.g., in subject-verb agreement, correct verb tense, etc.)

Score Point 1

Relevant response with some linguistic errorsIntelligibleAppropriate vocabularySome grammatical errors (e.g., in subject-verb agreement, verb tense, etc.)

Score Point 0

Irrelevant or invalid response UnintelligibleIn a language other than English Only repeating the prompt**No response

* A one-word response can receive a score of 2 if all criteria are met.** Student may repeat the prompt as part of his or her response.


Picture DescriptionQuestions 8–12

Question Number


for each question)

89101112

Questions 8–12 Picture Description

Score Point 2

Relevant response that approximates native-like fluency

Addresses both parts of the prompt Complex and varied structure and vocabularyNo or very few minor errors that do not impede communicationDemonstrates strong inference skillsWell organized, coherent, and cohesive

Score Point 1

Somewhat relevant responseMay address only one part of the promptSomewhat varied structure and vocabularySerious errors, but intelligibleMay demonstrate basic inference skillsSomewhat organized and plausible

Score Point 0

Irrelevant or invalid response UnintelligibleIn a language other than English Only repeating the promptNo response

Social InteractionQuestions 13–18

Question Number


for each question)

131415161718

Questions 13–18 Social Interaction

Score Point 2 Response addresses the prompt*

Vocabulary is context-related and preciseFree of grammatical errors

Score Point 1

Response somewhat addresses the promptSome appropriate vocabulary that is somewhat context-relatedSome grammatical errors, but intelligible

Score Point 0

Response does not address the promptUnintelligibleIn a language other than EnglishOnly repeating the promptNo response

* A one-word response can receive a score of 2 if all criteria are met.

Student Name: _________________________ Date of Administration: ____________

Test Level: _____________________________ Page 2


University of the State of New York State Education Department

NYSESLAT 2012 5–12 Speaking Score Sheet for Individual Administration

Student Name: ___________________________ Date of Administration: __________________________

Test Level: _____________________________ Page 1

StorytellingQuestion 6

Question Number

Score(enter 4, 3, 2, 1, or 0 )

6

Question 6 Storytelling (abbreviated version)

Score Point 4


Score Point 3

Shows strong ability approaching native-like fluency

Varied structure and vocabularySome errors that do not impede communication

Score Point 2

Shows some abilityBasic structures and simple vocabularyNumerous errors impede communication or cause confusion

Score Point 1

Shows very limited abilityLimited structures and vocabularyNumerous and/or serious errors impede communication

Score Point 0

Shows no abilityUnintelligibleIn a language other than EnglishIrrelevantNo response

Warm-Up Questions A–C Do Not Score

Sentence CompletionQuestions 1–5

Question Number


for each question)

12345

Questions 1–5 Sentence Completion

Score Point 2

Relevant response free of linguistic errors*Approximates native-like fluencyPrecise vocabularyGrammatically correct (e.g., in subject-verb agreement, correct verb tense, etc.)

Score Point 1

Relevant response with some linguistic errorsIntelligibleAppropriate vocabularySome grammatical errors (e.g., in subject-verb agreement, verb tense, etc.)

Score Point 0

Irrelevant or invalid response UnintelligibleIn a language other than English Only repeating the prompt**No response

* A one-word response can receive a score of 2 if all criteria are met.** Student may repeat the prompt as part of his or her response.


Student Name: _________________________ Date of Administration:________________________

Test Level: _____________________________ Page 2

Picture DescriptionQuestions 7–11

Question Number


for each question)

7891011

Questions 7–11 Picture Description

Score Point 2

Relevant response that approximates native-like fluency

Addresses both parts of the prompt Complex and varied structure and vocabularyNo or very few minor errors that do not impede communicationDemonstrates strong inference skillsWell organized, coherent, and cohesive

Score Point 1

Somewhat relevant responseMay address only one part of the promptSomewhat varied structure and vocabularySerious errors, but intelligibleMay demonstrate basic inference skillsSomewhat organized and plausible

Score Point 0

Irrelevant or invalid response UnintelligibleIn a language other than English Only repeating the promptNo response

Social InteractionQuestions 12–16

Question Number


for each question)

1213141516

Questions 12–16 Social Interaction

Score Point 2 Response addresses the prompt*

Vocabulary is context-related and preciseFree of grammatical errors

Score Point 1

Response somewhat addresses the promptSome appropriate vocabulary that is somewhat context-relatedSome grammatical errors, but intelligible

Score Point 0

Response does not address the promptUnintelligibleIn a language other than EnglishOnly repeating the promptNo response

* A one-word response can receive a score of 2 if all criteria are met.


Appendix E: Grades K–12 Speaking Rubrics

Sentence Completion

Score Point Description

Score Point 2

Relevant response free of linguistic errors* Approximates native-like fluency Precise vocabulary Grammatically correct (e.g., in subject-verb agreement, correct verb tense, etc.)

Score Point 1

Relevant response with some linguistic errors Intelligible Appropriate vocabulary Some grammatical errors (e.g., in subject-verb agreement, verb tense, etc.)

Score Point 0

Irrelevant or invalid response Unintelligible In a language other than English Only repeating the prompt** No response

� �� *��?�� $��


Storytelling


Score Point 4

Shows native-like fluency to produce a spoken narrative as a response to a set of three pictures; very few errors

Narrative includes complex sentence structuresPrecise and varied vocabulary; may include idiomatic expressionsErrors do not distract listener’s attention or cause confusion about meaningNarrative is well-organizedInformation is plausible, precise, and presented logically using appropriate transitions

Score Point 3

Shows strong ability to produce a spoken narrative as a response to a set of three pictures; some errors

Narrative includes some variety in sentence structure Generally appropriate and varied vocabulary Errors generally do not distract listener’s attention or cause confusion about meaningNarrative is generally well-organizedInformation is generally comprehensible and presented logically

Score Point 2

Shows some ability to produce a spoken narrative as a response to a set of three pictures; numerous errors

Heavy reliance on simple sentence structures Appropriate but simple vocabulary Errors can distract the listener and cause confusion about meaning Narrative is poorly organized Information may be imprecise or inaccurate

Score Point 1

Shows very limited ability to produce a spoken narrative as a response to a set of three pictures; numerous and serious errors

Very simple sentence structure or single word utterances Limited vocabulary Errors seriously distract the listener and cause confusion about meaning Narrative is not organized Information may be inaccurate

Score Point 0

Shows no ability to produce a spoken narrative as a response to a set of three pictures

Unintelligible In a language other than English Irrelevant No response


Storytelling (Abbreviated Rubric)


Score Point 4


Score Point 3

Shows strong ability approaching native-like fluencyVaried structure and vocabulary Some errors that do not impede communication

Score Point 2

Shows some abilityBasic structures and simple vocabulary Numerous errors impede communication or cause confusion

Score Point 1

Shows very limited ability Limited structures and vocabulary Numerous and/or serious errors impede communication

Score Point 0

Shows no abilityUnintelligible In a language other than English Irrelevant No response

fB NYSESLAT 2012 School Administrator’s Manual

Picture Description


Score Point 2

Relevant response that approximates native-like fluency Addresses both parts of the prompt Complex and varied structure and vocabulary No or very few minor errors that do not impede communication Demonstrates strong inference skills Well-organized, coherent, and cohesive

Score Point 1

Somewhat relevant response May address only one part of the prompt Somewhat varied structure and vocabulary Serious errors, but intelligible May demonstrate basic inference skills Somewhat organized and plausible

Score Point 0

Irrelevant or invalid responseUnintelligibleIn a language other than EnglishOnly repeating the promptNo response

Social Interaction


Score Point 2

Response addresses the prompt* Vocabulary is context-related and precise Free of grammatical errors

Score Point 1

Response somewhat addresses the prompt Some appropriate vocabulary that is somewhat context-related Some grammatical errors, but intelligible

Score Point 0

Response does not address the prompt Unintelligible In a language other than English Only repeating the prompt No response

� ��*��?��

NYSESLAT 2012 School Administrator’s Manual fC

Appendix F Grades K–1 Writing Rubrics

Sentence Copying


Score Point 2

Shows control of written English conventionsContains all correct capitalization and punctuationMaintains appropriate word spacingUses correct spelling and word orderMay contain slanting or a few letter reversals

Score Point 1

Shows some control of written English conventionsContains some correct capitalization and punctuation May demonstrate word spacingMay have spelling and word order errorsMay contain slanting or letter reversals

Score Point 0

Shows no control of written English conventionsIllegibleNo response

�� > ��


Score Point 2

Clearly recognizable as the correct letterMay be upper case, lower case, or bothCannot be reversed

Score Point 1

Somewhat recognizable as the correct letterMay be upper case, lower case, or bothMay be reversed or difficult to decipher

Score Point 0

Not recognizable as the correct letterIncorrect letterIllegibleNo response

fF NYSESLAT 2012 School Administrator’s Manual

Word Writing


Score Point 2

Clearly recognizable as the correct wordNo spelling errorsMay be upper case, lower case, or bothLetters may be reversed if word meaning does not change

Score Point 1

Somewhat recognizable as the correct wordMay be upper case, lower case, or bothLetters may be reversedMay be a single phoneme

Score Point 0

Not recognizable as the correct wordIncorrect wordIn a language other than EnglishIllegibleNo response

Sentence Writing


Score Point 2

Shows control of written English conventionsErrors do not impede communication May contain minimal capitalization and punctuation errors Maintains appropriate word spacing Demonstrates phonetic awarenessUses correct word orderMay contain slanting or a few letter reversals

Score Point 1

Shows some control of written English conventionsErrors may impede communicationMay contain capitalization and punctuation errorsMay maintain appropriate word spacingDemonstrates some phonetic awarenessMost of the words are present in the correct word orderMay contain slanting or letter reversals

Score Point 0

Shows no control of written English conventionsIllegibleIn a language other than EnglishIrrelevantNo response


Picture Description


Score Point 2

Near mastery Describes most of the activity in the picture Shows thinking about the topic May display some spelling errors or invented spellings Demonstrates phonetic awareness Shows some control of written English conventions (capitalization, punctuation, and word spacing) May be written in sentence fragments

Score Point 1

Some control Describes some of the activity in the picture Shows some thinking about the topic, but may be redundant May display many spelling errors or invented spellings Demonstrates limited phonetic awareness Attempts control of written English conventions (capitalization, punctuation, and word spacing) May be written in sentence fragments

Score Point 0

No control Illegible Incomprehensible Solely in a language other than English Irrelevant No response


Appendix G Grades 2–12 Pre-Writing and Writing Rubrics

Pre-Writing*


Score Point 2

Full and clear response to the question Contains two or more relevant ideas that may be displayed in phrases or a list Shows thinking about the topic

Score Point 1

Limited response to the question Contains at least one relevant idea that may be displayed in phrases, a list or as a word Shows minimal thinking about the topic

Score Point 0

Irrelevant or no response to the question Insufficient to score Incoherent Illegible Irrelevant Copy of the question Solely in a language other than English No response

�� y��


Writing*


Score Point 4

Near masteryDemonstrates complex thinking about the topicIncludes many relevant and meaningful detailsFew errors in spelling and/or grammar that do not cause confusion about meaningIs well organized and well developedVocabulary and sentence structure are varied and appropriate for students within the grade span

Score Point 3

General controlDemonstrates some complex thinking about the topicIncludes some relevant and meaningful detailsSome errors in spelling and/or grammar that do not cause confusion about meaningIs organized and developedVocabulary and sentence structure are appropriate for students within the grade span

Score Point 2

Some controlDemonstrates basic understanding of the topicIncludes a few relevant details that may be redundantNumerous errors in spelling and/or grammar that may cause confusion about meaningMay be somewhat disorganized and minimally developedVocabulary and sentence structure are basic for students within the grade span

Score Point 1

Little controlDemonstrates limited understanding of the topicIncludes very few relevant details, or a few details that are redundantSerious errors in spelling and/or grammar that cause confusion about meaningIs disorganized and undevelopedVocabulary and sentence structure are not appropriate for students within the grade span

Score Point 0

No controlDemonstrates no understanding of the topicIncludes no relevant detailsIs incomprehensible or illegibleMay be copy of the promptSolely in a language other than EnglishNo response

�� y*�� +�� ~�� ^��I�� *��^��+�� ~�� and should be scored according to the rubric.


Appendix H Assessments by Birth Date/Age for Ungraded Students in 2011–12

�� P��$��+�� &��"#$�$%�&�grade band test to administer to those English language learners with disabilities who are ungraded.

Age Ranges for Testing on NYSAA, NYSESLAT and General Assessments for Ungraded Students with Disabilities

at the Elementary and Middle Levels in 2011–12

Assessments Birth Dates Reaches This Age

Between September 1, 2011 and August 31, 2012

Grade K: NYSESLAT Any date after August 31, 2005

6

Grade 1: NYSESLAT September 1, 2004– August 31, 2005

7


8


9


10


11


12


13


14


15


16


17

Grade 12: NYSESLAT Born on or before August 31, 1994

18


Appendix I RICs and Large-City Scanning Centers

Location Contacts@�V��;��[\��$�� FZF�;��I�� /�y��"#�57?Z?�

<��`��C5B*F5B*fZf6C5B*F65*fZ77��+! ��y��

�� V��Z@[�� Student Data Services 15 Andrea Road I��P��"#�55C75�

Elaine RosaBf5*?77*7??5Bf5*?77*7ZZf��[email protected]

Joseph Stern�Bf5!�75G*[email protected] Margaret Leuzze�Bf5!�75G*[email protected]

Erie 1 (Western) BOCES Assessment, Test Scoring and ��$��&�� Services f66�I��8�� U��$��"#�57??7*5FG?�

Barbara Burgstahler C5B*F?5*CZFF� C5B*F?5*C7f?��+!�[email protected]

`� ��`�� C5B*F?5*C7BB� ��5�� =��I�� C5B*F?5*C5Cf� [email protected]

Greater Southern Tier (GST) BOCES�;��$��;�� 459 Philo Road Elmira, NY 14903

Melissa Zelko BZC*CG6*6f7?� BZC*CG6*6fZC��+!� [email protected]

Steve Updike BZC*CG6*6ffF� [email protected]

Lower Hudson (Southern Westchester BOCES) 44 Executive Blvd. ��"#�5Z6?f�

8��`�� G57*6G?*7?Zf�+f?FC�G57*f76*fC5G��+!� [email protected] Todd MooreG57*6G?*7?Zf�[email protected] MicucciG57*6G?*7?Zf�[email protected]

`��`�;��G57*6G?*7?Zf�+fffC�� 4��;��G57*6G?*7?Zf�+f?7B��

Madison-Oneida (Mohawk) BOCES Mohawk Regional ��;�� 7GfC�$�� 8�� |��"#�5f7CF�

;��}��$��P��FBB*GFB*BC7?�� f56*fB5*?CZZ� f56*fB5*6CBF��+!� [email protected] [email protected]


Location ContactsMid-Hudson (Ulster) Regional Information Center 5C6�8��f?�"��"��4��"#�5?6B5�

Denise OlsenF76*?66*576Z�+5?7CF76*?6B*G6FC��[email protected]

Lisa Pullaro F76*?66*576Z�+5?7B�

=��$��F76*?66*576Z�+5?ff

Monroe Regional Information CenterfB?6�/�y��8��8��"#�57B?7�

`��*��`��6F6*f7G*GZ?6�6F6*f7G*GZGZ��+!��

Steve Jackson 6F6*f7G*GZB?�6F6*f7G*GZGZ��+!�[email protected]

Nassau BOCES �8��%��P��;��;��&�� 1 Merrick Ave. U��"#�556GZ�

8��/��65B*Ff?*?C77� 65B*BZF*BB5B��+!� [email protected]

I��=��65B*BZF*BBGG�[email protected]

Valerie D’Aguanno65B*Ff?*[email protected]

New York City Department of Education��[\��Operations��$��;��!77*fB�|��/��8��?ZC%�� ;��"#�555Z5

<��4��C5F*f7G*6B?CC5F*f7G*6B7?��+! ��?��

$��U�� C5F*f7G*6B5f��

Pauline DipietroC5F*f7G*6BZZ��

Northeastern RICTesting & Evaluation Services5Zf5�U��*$�P��8��"#�5??Z6

Serving the BOCES of the NE Region:Capital Region BOCESCVES BOCESFEH BOCESHFM BOCESQuestar III BOCESSt. Lawrence-Lewis BOCESWSWHE BOCES

Bill Adam 65F*FB?*6f5Z� 65F*FB?*6fCF��+!� [email protected] [email protected] ^�@__��

<��"�� 65F*FB?*6f66� 65F*FB?*6fCF��+!� [email protected]

Jason Stern 65F*FB?*[email protected]


Location ContactsOCM BOCES;��"��#��P�8� ��;��BZC6��`��8��4�[��/�+�7FBB$��"#�5f??5*7FBB

Don Dejohn f56*7ff*??5C� f56*7ff*???5��+!� ��

`��/�� f56*7ff*FfZf� �� Michele Rourke f56*7ff*Ff6G� ��P��

Pam Dowsef56*7ff*??5f��

Rochester City School District[\��131 West Broad Street8��"#�57B57

j��^��$�� 6F6*?B?*F7FZ� 6F6*?B?*FBF7��+!� j��^��P5?��

Bob Lau6F6*?B?*F66B� [email protected]

j��$��6F6*?B?*Ff?F� j��P5?��

"��`�<��6F6*?B?*[email protected]

$��=�� 6F6*?B?*[email protected]

South Central RIC Broome-Tioga BOCESMail Drop #317f6�<��8��Binghamton, NY 13905

Tim Farnham BZC*C6C*fZZGBZC*C6C*fZZZ��+!� �� Sue Foster BZC*C6C*fZZF� ��

&��;��PBZC*CBB*[email protected]

Syracuse City Schools[\��&�� ?6F��$��$��"#�5f?Z?

Michael Schmidtf56*7f6*7?F5f56*7f6*7GCF��[email protected]

=��`��f56*7f6*[email protected]

=��;��f56*7f6*7?F5P��

7B NYSESLAT 2012 School Administrator’s Manual

Location ContactsWayne-Finger Lakes BOCES��&��"��P�[\��Eisenhower Building5f5�]��;��Newark, NY 14513

%��$P��^� f56*ff?*CfB6� f56*ff?*C7Cf��+!� ��P��^��

;��|�� f56*ff?*C7BZ� [email protected] I��]��P� 5*FZZ*C??*6CGC�+C�[email protected]

Yonkers City School DistrictDirector, Assessment and Evaluation�^��;��;��5�%��P��;��#��P��"#�5ZCZ5

;��;��G57*fCB*F?f7G57*fCB*G577��+!ccollins@��P��

David WeinbergerG57*fCB*F?f?dweinberger@��P�� schools.org

Dave Beaver G57*fCB*F?f7dbeaver@ ��P��g

NYSESLAT 2012 School Administrator’s Manual 7C

Appendix J ��

The University of the State of New York THE STATE EDUCATION DEPARTMENT

[]��=��#��$^"�!��#��^��=�#�� Albany, New York 12234

�_�#�� NYSESLAT

School Name __________________________________________________________________________

;��&�� __________________________________________________________________________

�� 2012 NYSESLAT.

1. &��P� ��2. &��3. &�� 4. "��^��'��5. ��

�� P� �� &��P� ��

B�� &��P� ��+��!��administered.

C�� &��P� ��+�� $��P�� !��

F�� &��

Note:�$��School Administrator’s Manual.

"��4��@��! _________________________________________________________

$� ��4��@��]��@ ____________________________ (Month/Day/Year)

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Documents

Nyseslat Sam 2012