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  • Rev. 10/12/11 1 of 17

    WIA Literacy/Numeracy Information

    CASAS Pre-Test/Post-Test Flowchart pg. 2

    CASAS ECS Appraisal pg. 3

    EFL Crosswalk pg. 4

    CASAS Pre-Testing pg. 5

    CASAS Post-Testing pg. 6

    In School vs. Out of School pg. 7

    Remediation/Intervention pg. 8

    Literacy & Numeracy Performance pg. 9

    Exclusions from Performance pg. 10

    Youth Performance (State Info) pg. 11

    CASAS Instructions pg. 12

    FAQs (from Feds) pg. 15

  • Rev. 10/12/11 2 of 17

    CASAS PRE-TEST/POST-TEST FLOWCHART

    Administer CASAS Appraisal (Initial Assessment)

    Basic Skills Deficient

    Create a Service Strategy to provide remediation to increase EFL.

    (This is part of the clients ISS)

    Post-Test on or before the first anniversary date.

    Pre-Test as close to the CASAS Appraisal Date as possible. Pre-Test

    must be administered within 60 days of Participation Date.

    NOT Basic Skills Deficient

    Do NOT Pre or Post-Test. Does NOT count for

    Literacy/Numeracy Performance Measure.

    Provide remediation (intervention) and document

    the clients progress.

    If still Basic Skills Deficient, continue to provide remediation.

    Post-Test 2nd and 3rd years if client completes full participation year, and was

    basic skills deficient on last post-test results.

    NO LONGER Basic Skills Deficient STOP

    remediation.

  • Rev. 10/12/11 3 of 17

    CASAS ECS APPRAISAL All Youth participants take the ECS appraisal as a part of the enrollment process.

    The ECS Appraisal is used to determine if a youth is basic skills deficient.

    The ECS Appraisal includes the following competency areas: Reading Interpret job applications, resumes, and letters of application Identify and use sources of information about job opportunities such as job descriptions

    and job ads Recognize standards of behavior for job interviews and select appropriate questions and

    responses during job interviews Identify appropriate skills and education for getting jobs in various occupational areas Identify safe work procedures, including wearing save work attire Identify appropriate behavior, attitudes and social interaction for keeping a job and

    getting a promotion Interpret job responsibilities and performance reviews

    Math Add decimal numbers Subtract decimal numbers Multiply decimal numbers Divide whole numbers Add common fractions Subtract common fractions Interpret and compute wages and wage information Use catalogs, order forms and related information to purchase goods and services Interpret information about personal and family budgets Interpret appropriate standard measurement for volume and temperature Calculate interest rates Indentify and use information about training opportunities

  • Rev. 10/12/11 4 of 17

    EFL CROSSWALK

    New EFL Old EFL ABE ABE CASAS Scores

    ABE TABE Scores

    (Reading)

    ABE TABE Scores (Math)

    Basic Skills Deficient

    1

    1

    Basic Skills Deficient

    2

    3 Beginning ABE Literacy 200 and below

    367 and below

    313 and below

    4 2 Beginning Basic Education 201-210 368-460 314-441

    5 3 Low Intermediate Basic Education 211-220 461-517 42-505

    6 4 High Intermediate Basic Education 221-235 518-566 506-565

    7 5 Low Adult Secondary Education 236-245 567-595 566-594 Not Basic Skills

    Deficient 8 6 High Adult Secondary Education 246 and above

    596 and above

    595 and above

  • Rev. 10/12/11 5 of 17

    CASAS PRE-TESTING Who should be pre tested? All Out of School youth who are determined Basic Skills Deficient by

    the CASAS Appraisal must be pre and posted tested. This includes youth who were determined Basic Skills Deficient (by the CASAS Appraisal) and: Are not attending school (even if they have a high school diploma/GED)

    OR Are attending post-secondary school

    The same pre and post test must be utilized. Example: If a client is referred to ABE and given the TABE as a pre test, then they must be post-tested with the TABE. If a client is pre-tested at the Career Center with CASAS, they must be post-tested with CASAS.

    The pre-test should be administered as close to the CASAS appraisal as possible (and must be done within 60 days of the Participation Date). This will allow more time for the intervention strategy.

    In rare instances, the pre-test score may conflict with the CASAS Appraisal to show the youth is NOT Basic Skills Deficient. If this occurs, contact the Administrative Entity, because the NEworks Administrator may need to get involved to change NEworks information.

    Read the definitions of In-School and Out-of-School Youth to know: 1) Who should be pre and post tested

    2) Who counts in Youth Performance for Literacy & Numeracy

  • Rev. 10/12/11 6 of 17

    CASAS POST-TESTING Post-testing must be administered on or before the anniversary date and the date of exit. The

    anniversary date is counted from the Participation Date. Post-tests are only required for the second and third participation years IF the youth completes the entire participation year.

    If a client remains basic skills deficient and continues to participate in the program after completing a full year, the client must continue to receive basic skills remediation services.

  • Rev. 10/12/11 7 of 17

    IN SCHOOL vs. OUT OF SCHOOL YOUTH

    WIA Definitions Out of School Youth:

    High School Dropout, High School Graduate or Possess a GED AND

    Basic Skills Deficient, Unemployed or Underemployed

    In School Youth: Youth who DO NOT meet the definition of WIA out of school youth

    Youth Definitions

    In School Youth Student, High School or Less Enrolled in an Alternative High School (including GED classes)

    Out of School Youth Student Attending Post High School High School Graduate High School Dropout (does NOT include GED classes)

    GED Classes: Youth attending GED classes are considered In-School Youth.

    GED classes are formal classes offered by an agency or institution, with the goal of preparing individuals to successfully pass their GED.

    If an individual is preparing for the GED on their own (not formally enrolled in classes) they are considered an Out of School Youth.

    The key to GED classes is the Youths enrollment in classes.

  • Rev. 10/12/11 8 of 17

    REMEDIATION/INTERVENTION Remediation strategies must be developed for each Youth. All youth should not receive the

    same remediation strategy. A variety of strategies should be offered at Career Center serving Youth.

    Adult Basic Education (ABE) is one option for remediation. If ABE is available in the area, the Basic Skills Deficient Youth should be referred to ABE for pre-testing and remediation. After the remediation/tutoring is completed, ABE will post-test the youth. BE SURE TO GET THE PRE AND POST TEST SCORES FROM ABE. You will need to record these in NEworks.

    If ABE is not the remediation strategy, the client must be pre-tested with the CASAS pre-test. After the client has been pre-tested, provide an intervention strategy/tutoring to assist the client in increasing their Educational Functional Level (EFL). Some intervention options are: Private Tutors Educational Agencies (Sylvan) Web based tutorials Community Colleges

    An intervention strategy must be developed. It should outline the services that will be provided to the Youth to assist them in increasing their EFL. This strategy should be included in the clients ISS. Points to include in the Intervention Strategy/Tutoring Plan are: Location Schedule Timeline Incentives

    Case notes and file documentation should reflect the progress (or challenges) the client is having in following the strategy outlined.

  • Rev. 10/12/11 9 of 17

    LITERACY & NUMERACY PERFORMANCE The following Youth clients ARE INCLUDED in the Literacy/Numeracy Performance Measure:

    Youth who: Are out-of-school at participation

    AND Are basic skills deficient

    AND Complete one year in the program

    OR Exit prior to completing one year in the program

    The following Youth clients COUNT AS A SUCCESS for the Literacy/Numeracy Performance

    Measure: Youth who: Are out-of-school at participation

    AND Are basic skills deficient

    AND Increase one or more Educational Functional Levels (EFLs)

    The following Youth clients COUNT AS A NEGATIVE for the Literacy/Numeracy Performance

    Measure: Youth who: DO NOT increase one or more EFLs from the pre-test to the post-test

    OR DO NOT take a pre-test

    OR DO NOT take a post-test prior to their anniversary date

    OR DO NOT take a post-test before exiting the program

  • Rev. 10/12/11 10 of 17

    EXCLUSIONS FROM PERFORMANCE Youth clients are excluded from all Youth Performance Measures if they are exited for the

    following reasons: Institutionalized Health/Medical Deceased Reservist Called to Active Duty Family Care Relocated to a Mandated Program Invalid or Missing Social Security Number

    The following Youth clients are excluded from Literacy/Numeracy Measure:

    Youth who: Are In-School at Participation

    OR Are not basic skills deficient

    OR Exit during their 2nd or 3rd Anniversary Year

    AND Are in the program longer than 3 years

  • Rev. 10/12/11 11 of 17

    9. Youth Literacy and Numeracy Gains

    Standard Statewide 38% Greater Lincoln 38% Greater Nebraska 38% Greater Omaha 38%

    Time Frame: Number of youth who increase one EFL in each quarter during PY10 or exit before completing 1 year of participation. (07/01/2010 -06/30/2011)

    Exclusions

    Excluded

    Participants who were terminated from WIA for health/medical reasons, institutionalization, death, reservists called to active duty, family care, relocated due to a mandated program, invalid ssn

    By

    WIA Exit Codes 21, 22, 23, 26, 27, 28, 29 and Exclusions in 1st, 2nd & 3rd quarters after exit follow up.

    Youth who are In-school at participation TREX Identification, field 26 Education Status = 1, 2*, 5 * If BSD then Youth is Out of School and Included

    Youth who are not basic skills deficient Youth who exit during their 2nd or 3rd Anniversary

    Year and Youth who are in the program longer than 3 years

    TREX Identification/Priority, field 7a Youth Barriers for Eligibility = No or field 8b Deficient Competencies = No

    TREX Participation Date and TREX Exit Date

    Numerator Success

    Included

    Youth who are out-of-school at participation Youth who are basic skills deficient Youth increase one or more EFLs MUST MEET ALL 3 TO COUNT AS A SUCCESS

    By

    TREX Identification, field 26 Education Status = 3, 4 TREX Literacy/Numeracy, field 8 EFL = 6 or below TREX Literacy/Numeracy, field 14 Functioning Level = One

    higher than Pre Test Score for that Anniversary Year

    Denominator Success & Failure

    Included

    Youth who are out-of-school at participation Youth who are basic skills deficient Youth who complete one year in the program Youth who exit prior to completing one year in the

    program

    By

    TREX Identification, field 26 Education Status = 3, 4 TREX Literacy/Numeracy, field 8 EFL = 6 or below TREX Participation Date TREX Exit Date

    Formula Of the out-of-school Youth who are basic skills deficient:

    Number of Youth who increase one or more EFLs Number of Youth who complete a year in the program PLUS the number of youth who exit before completing a year in the program

    Considerations In-school youth are excluded from this measure. Determination of in-school or out-of-school status is only made at point of program participation. Pre-tests administered up to 6 months prior to the date of participation are allowed if pre-test scores are available. If prior pre-tests are not available, administration of the pre-test must occur within 60 days following the date of participation. Youth who are determined not to be basic skills deficient based on pre-test results are EXCLUDED from this measure. Youth with disabilities must be given accommodation during the pre-test and post-test process. Youth who are given an initial assessment and found to be basic skills deficient, but do not post-test before exiting the program or exit before completing a year in the program are counted in the denominator and result in a failure. The 1year time period when advancement in an EFL is measured is from the date of participation and not from the date of the pre-test. All out-of-school youth must be assessed in basic reading/writing and math. Youth who refuse to pretest are included in this measure and will be a negative outcome. Youth who participate longer than 3 years in the program are excluded from this measure.

  • Rev. 10/12/11 12 of 17

    CASAS INSTRUCTIONS

    CASAS ECS Appraisal Form 130: Administer the Appraisal Form 130. (important for accurate placement into a program and for

    appropriate pre-test selection) *Appraisals are not appropriate for pre- and post-testing, but may be used for reporting a standardized score.

    If the client receives a score that indicates that they are basic skills deficient, they must be given a pre-test.

    The Workplace Appraisal Form 230 (WLS Form 230) can be used as an alternate appraisal if the participant feels the need to re-take the original assessment because they scored lower than they should have. WLS Form 230 has a compatible answer sheet (like the Appraisal 130).

    If the client will be referred to ABE classes, the client can sign a release and the pre-test TABE score can be provided by ABE and used in the record. No pre and post CASAS test need to be administered if the scores can be made available by ABE. (If the client tests as Basic Skills Deficient on the CASAS and tests as NOT Basic Skills Deficient on the TABE, the CASAS pre and post test scores can be used instead of TABE scores.)

    CASAS Pre and Post Test Instructions: General Info: Pre- and Post-tests are designed to monitor progress within an instructional level. Pre-tests provide baseline data to determine student progress. They also give information about each student to help instructor plan appropriate lessons. Post-tests give valuable information about how much students have progressed as a result of instruction.

    Are the tests timed? The pre- and post-tests are not timed, but students should generally complete these tests within an hour. The proctor may choose to allow those who are not able to complete the test within the time frame a few extra minutes to finish the question they are working on. Can I translate if a student doesnt understand something? You may not translate a test item. Translation is permissible only before the test begins in order to explain test instructions or to collect demographic data. CASAS Pre- and Post-test cover design protocol: The overall color scheme for all CASAS Pre- and post-test booklets is:

    B Level green color family C Level brown color family

    In addition to the specific color by level, there are also hatch marks on the left spine to help agencies keep the test booklets organized and to distinguish between pre- and post-tests within the same level (color family).

    Reading hatch marks are in the top part of the spine (pre-test 3 hatch marks, post-test 4 hatch marks) Math hatch marks are in the center of the spine (pre-test three hatch marks, post-test 4 hatch marks)

  • Rev. 10/12/11 13 of 17

    Pre-test: Students should be pre-tested as soon as is feasible upon entry into the program or before any

    substantial instructional intervention has occurred. The client only needs to receive a pre-test in the functional area in which they are deficient. (If the

    client demonstrates a deficiency in both functional areas, both tests should be administered.) Using the score from the Appraisal, select the correct pre-test for the client by using the CASAS

    Scale Score Ranges guide. Each level has a pre and post test (e.g. 13 is a pre-test, and 14 is a post-test). The client should be

    given the pre-test from the level that best corresponds with their appraisal score. For example, a score of 210 would indicate that they should be given pre-test 13 from Level B. Please remember: If your client receives a lower score on the appraisal and may be in the program for two years, you may want to administer the lower-level pre-test so that you will have sufficient pre and post tests for future testing opportunities. For example, a score of 200 is technically within both the B (pre test 13) and the C range (pre test 15), but you may want to give them a B Level pre test (pre test 13), in order to have more post-test options for future use.

    Pre-tests must be answered on a general answer sheet and scored by hand. Copies of the correct answers are provided in this packet.

    Post-test: Post-tests should be administered, using alternate forms, at the end of a substantial block of

    instruction to document learning gains. The client only needs to receive a post-test in the functional area in which they are deficient. (If the

    client demonstrates a deficiency in both functional areas, both tests should be administered although the client only needs to demonstrate an increase in one functional area to be considered a success.)

    The same post-test cannot be administered twice in a row or within one year of its first administration. It is also recommended that post-tests are never used twice.

    Per CASAS design, there are more post-test options for Reading than for Math. The Workplace Appraisal Form 230 (WLS Form 230) covers both Reading and Math and can be used as a post test if other post test options are exhausted. WLS Form 230 has a compatible answer sheet (like the Appraisal 130).

    To select a post test use the pre-test score and the Suggested Next Test Guide and the CASAS Scale Score Ranges guide. REMEMBER: EFL levels are equivalent to NRS ESL levels on the Scale Score Range Guide. (If being tested for year 2 or year 3 in the program, the clients last post test functions as their pre-test score for that year.)

    If a client tested toward the top end of the score range on his or her pre-test, you will want to utilize a post test that will be able to demonstrate an improvement. If a client has an original score of 201 (Level B, EFL 4), the ECS Forms 14 or 114 (Reading only)

    could show an increase in the educational functioning level to Level B, EFL 5. The ECS Form 15, 16 or 116 would be more appropriate to show more significant improvement to Level C, EFL 6, if this level of improvement was expected by a tutor or workforce coordinator.

    If a client has an original score of 221 (Level C, EFL 6), the ECS Forms, 14 or 114 (Reading only) could NOT show an increase in the educational functioning level because they do not go above Level C, EFL 6. The appropriate post-test would be 15, 16 or 116 which could demonstrate an increase to Level D, EFL 7.

  • Rev. 10/12/11 14 of 17

    Although tests come in pre-test post-test sets, tests can be interchangeable (e.g. a pre-test in the next level could be used for a post-test if more post-test options are needed.)

    Post-tests must be answered on a general answer sheet and scored by hand. Copies of the correct answers are provided in this packet.

    Determine an Increase in an Educational Functioning Level (EFL):

    Basic Skills Deficient is below EFL (NRS ESL on Scale Score Range Guide) Level 7. To determine an increase in an educational functioning level, use the EFL Crosswalk. If the client receives any score in EFL Level 4, they must improve to at least EFL Level 5 to be

    considered as having increased at least one EFL. This could be a two point change or a ten point change.

  • Rev. 10/12/11 15 of 17

    FREQUENTLY ASKED QUESTIONS The PURPLE response is a synopsis of the Feds response (black points).

    1. What if a youth does not pre-test? All out of school youth who are basic skills deficient as determined by WIASRD Element 130

    are require to pre test and must have a value in the pre test field in order to pass the literacy/numeracy measure. States should report the youths first assessment test in each functional area as a pre test and put the date in the appropriate pre test field (WIASRD elements 704-706, 718-720, or 732-734), no matter when the test is taken. If there is no pre test, the youth will be included in the denominator for the literacy/numeracy measure for the first participation year and all future years until a pre-test and successful post test have been taken or until the youth exits the program.

    For example, if a youth has a date of first youth service of 7/1/2007 and takes his/her first test on 7/3/2008, the youth will only be included in the denominator for his/her first year in the program. The results of the test taken on 7/3/2008 will be included in the youths WIASRD record in the pre-test field.

    All youth determined basic skills deficient according to the CASAS Appraisal must have a pre and post test recorded in NEworks. A pre test must be administered, regardless of the timeline for participation.

    2. What if a youth does not post test or takes a post test after the anniversary date? If a youth does not take a post test or takes post test after the anniversary date of any

    participation year, the youth will only be included in the denominator for the literacy/numeracy measure for that participation year.

    To continue with the example above, if the youth takes the next test 7/4/2009, the youth would only be included in the denominator for the literacy/numeracy measure for his/her second year in the program because there is no post test taken in the second participation year (between 7/2/2008 and 7/1/2009).

    If a youth does not take a post test by their anniversary date, they cannot be counted as a success. They are counted as a negative in performance.

    3. How should states report literacy/numeracy data elements? For any functional area, the results of the first test should be assigned to the pre test fields

    (WIASRD elements 704-706, 718-720, or 732-734) even if the test was not taken within 60 days of the date of first youth service. Once a pre test is recorded, the post test results should be recorded based upon the participation year in which the test was taken. For example, if a youth takes his/her first test after the completion of the first participation year, that test will be entered in the pre test fields. If the youth then takes his/her second test during the third participation year, states should record the second tests result in the third year post test fields (e.g. WIASRD elements 713-715). States should not record any of these results in the second year post test result fields (e.g. WIASRD elements 710-712). Because of the timing of these tests, the youth would only be included in the denominator for the literacy/numeracy measure for both the first and second year in the program. For the youths third year in the program, however, the youths literacy/numeracy outcome would depend upon whether the EFL for the test taken in the third year in the program was greater than the EFL for the pre test, which was taken after the youths first year in the

  • Rev. 10/12/11 16 of 17

    program. Future versions of the Data Reporting and Validation System (DRVS) software will include an edit to confirm that all post test results are in the proper fields. When this edit is implemented, the software will warn users where the post test results are incorrectly placed within the record.

    This question does not directly affect field staff.

    4. How does ETA define out of school youth for reporting purposes? An out of school youth is defined as an eligible youth who at the time of participation is a

    school dropout or who has received a secondary school diploma or its equivalent but is basic skills deficient, unemployed or underemployed. Because the WIASRD lacks data elements for underemployed, ETA developed a separate reporting definition. For reporting purposes, an out of school youth is a youth who is not attending school (even if the youth has a High School Diploma or its equivalent) or is attending post secondary school and is basic skills deficient. This reporting definition was included in TEGL 14-00 Change 1 and adopted for the specifications for the Workforce Investment Act Annual Report: General Reporting Instructions and ETA Form 9091 located at: http://www.doleta.gov/performance/guidance/WIA/WIA-Annual-Report-Specifications-Expires-02282009.doc, page 29.

    See In School & Out of School definitions/explanations on page 6 of this guide.

    5. What if a youth takes a post test after exiting the youth program but before the anniversary date of the participation year? Any test taken after the date of exit is not taken in to account in the literacy/numeracy

    calculation. If a youth exits the youth program before the end of the first year and either does not take a post test or takes the post test after the date of exit, then the youth will only be included in the denominator for the literacy/numeracy measure. For the second and third years in the youth program, if the youth exits before completing the full participation year, the youth is excluded from the literacy/numeracy measure for those years no matter what the outcome of the post-test.

    If a youth does not take a post test by their anniversary date, they cannot be counted as a success. They are counted as a negative in performance. They will only be counted for the second and third participation years if they complete the full participation year (through the anniversary of their Participation Date).

    6. What if the Basic Literacy Skills Deficiency field (WIASRD element 130) indicates that an out

    of school youth is basic skills deficient (BSD) but the pre test Educational Functioning Level (EFL) (WIASRD elements 706, 720 04734) indicates he/she is not basic skills deficient? Which of these fields determines if a youth is included in the literacy/numeracy measure? If this situation occurs, contact the Administrative Entity because the NEworks

    Administrator may need to get involved.

    http://www.doleta.gov/performance/guidance/WIA/WIA-Annual-Report-Specifications-Expires-02282009.dochttp://www.doleta.gov/performance/guidance/WIA/WIA-Annual-Report-Specifications-Expires-02282009.doc

  • Rev. 10/12/11 17 of 17

    7. How do we report on literacy/numeracy for youth who are in the program for more than 3 years? It is unlikely that out of school youth will remain in the youth program for more than 3

    years. Nevertheless, if an out of school youth remains in the program for more than 3 years, the youth will be excluded from the literacy/numeracy measure after his/her third year in the youth program.

    Youth are excluded from the Literacy/Numeracy performance measure after their third year in the program.

    8. How should states treat youth who have stopped receiving youth services, other than follow-

    up, but who still receive partner-funded services (e.g. adult-funded services)? Because many states have moved or are moving to an integrated system in anticipation of

    WISPR, an increasing number of youth customers are likely to stop receiving youth funded services while still receiving partner funded services. Since these customers are unlikely to continue to post test, ETA has decided to allow states reporting under WISPR to exclude any youth from the second and third years in the measure who have stopped receiving youth services during either of those years. To allow states to submit the necessary information, ETA is proposing to add a new field, Date of Completion of Youth Services, to the WISRD record layout. For the purposes of the literacy/numeracy measure only, this field will be equivalent to the Date of Exit.

    Youth are excluded during their second and third year of participation if they have stopped receiving youth services during those years.

    9. What other changes will there be to literacy/numeracy? A new test, TEBE CLAS-E, has been approved for English as a second language EFLs. The

    WIASRD and WISRD will be updated to account for this change. Staff will be informed of changed/updated to literacy/numeracy that directly affect them or

    their work.

    10. What is the appropriate end date for the participation years for the literacy/numeracy measure? Participation years end on the anniversary date. For example, if the date of the first youth

    service is 7/1/2007, then the youth must post test on or before 7/1/2008. For this youths second year in the program, the youth must post test on or before 7/1/2009.

    The participation year ends on the anniversary of the Participation Date.