speaking: directions for administration, visual impairment ...the speaking portion of the elpac is...

ELPACEnglish Language Proficiency Assessments for California

Speaking:Directions for Administration

Visual Impairment and Braille Training TestGrade 2

ii VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST

ELPAC Administration Notes

FOR QUESTIONS REGARDING THE ELPAC OR FOR ADDITIONAL ASSISTANCE:• Test examiners and other school personnel should contact their LEA ELPAC

coordinator.• LEA ELPAC coordinators should contact the California Technical Assistance Center

(CalTAC) by phone at 800-955-2954, or by email at [email protected]. CalTAC is open from 7 a.m. to 5 p.m. Monday through Friday.

Copyright © 2019 by the California Department of Education (CDE). All rights reserved.

mailto:caltac%40ets.org?subject=

iiiVISUAL IMPAIRMENT AND BRAILLE TRAINING TEST

Table of Contents

TRAINING TEST

Directions for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Introduction to the ELPAC Training Test Directions for Administration . . . . . . . . . . . . . . . . . 1Using the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Administering a Training Test Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Preparing to Administer and Score the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Prompting and Scoring Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Audio Capture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Additional Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5How to Print the DFA (optional) or View the DFA Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Recommended Seating Arrangement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Logon and Audio/Sound Check Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Start a Test Session as a Guest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Start a Training Test Session Using the Same Procedures as the Operational Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Speech Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Retell a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Student Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

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iv

1VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST

Directions for Administration

Introduction to the ELPAC Training Test Directions for Administration

This Speaking Directions for Administration (DFA) document contains information needed by test examiners* to prepare for and administer the computer-based English Language Proficiency Assessments for California (ELPAC) to students with visual impairments.

Using the DFAThis DFA document should be used to administer the Speaking domain only. To administer the other domains, for kindergarten through grade 2, download the Listening and Reading visual impairment and braille DFA for each specific grade. The Writing test for kindergarten through grade 2 students with visual impairments is administered in a paper-based format.

For visual impairment and braille accommodations, alternate text descriptions are embedded for all graphics. This DFA includes picture descriptions for each image.

This DFA contains scripts for administration. The following symbols indicate instructions for test examiners:

Guide to Administration Scripts in This DFA

How the Test Examiner Should Proceed

SAY The test examiner reads the material out loud to the student.

The test examiner is required to press the record button on the student’s screen before reading the SAY text.The test examiner, if appropriate, may point to the text or pictures on the student’s screen if it will benefit the student.

Information for the test examiner

Advance to the next question

Stopping marker

*A test examiner does not need to be present to use the ELPAC Training Test; however, the term “test examiner” is used in this document to show what a test examiner will do to administer the test.

2 VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST

Directions for Administration (cont.)

Administering a Training Test Session

The Speaking portion of the ELPAC is administered by the test examiner. Each student will be tested individually.

• If you are administering the visual impairment and braille training test using the same procedures as the operational tests, confirm that the student has been assigned the correct test settings (designated supports and accommodations) in the Test Operations Management System (TOMS).

• If you are administering the visual impairment and braille training test using a standard supported web browser without the use of the Test Administrator Interface or secure browser, apply the appropriate test settings (designated supports and accommodations) for the student in the Student Testing Interface for the practice and training tests directly.

• Gather the following test materials:

◦◦ The correct grade-level Speaking DFA

◦◦ Electronic device(s) for the student (and, if applicable, test examiner) to access the test

◦◦ Scratch paper and pencil for note-taking, or brailler slate and stylus, or other approved note-taking device

◦◦ Headsets and splitter for the test examiner and student (if preferred)

◦◦ For low vision test takers, screen magnification software will be necessary. Please refer to the ELPAC Test Administration Manual for necessary settings when launching with assistive technology.

NOTE: For Speaking, the test content is delivered by the test examiner. JAWS should not be used to read the content aloud and students should not navigate the test using their refreshable braille display.

Speaking Administration—All Speaking Task Types

Subject DirectionsPrompting guidelines See individual questions in this document for prompting guidelines.When to stop the test Refer to stopping markers in this document.Note-taking Note-taking is allowed for all Speaking task types. Students may take notes on

scratch paper or by using a preapproved device (e.g., brailler slate and stylus).

Preparing to Administer and Score the Speaking DomainBefore administering the test, the following is recommended:

• Prepare testing devices and materials for students and examiners.• Check the volume on the student device prior to entering the Student Interface, and

set the volume to MAX prior to logging in.



• Select a quiet area to administer the test. Eliminate distractions (e.g., extraneous noises, windows, clutter, etc.).

It is highly recommended that test examiners spend time preparing to administer and score the Speaking domain. The ELPAC includes task types with integrated skills, multiple rubrics, reading of complex academic text, and increased interactions between students and test examiners. The following are suggestions to help prepare for a successful test administration.

• Practice and Modeling: A practice question is included as part of the audio capture so the test examiner may provide feedback to let the student know they are responding correctly. The practice question in the audio capture is “Describe your favorite food.” For example, if the student responded to the practice question saying, “A hamburger,” the test examiner lets the student know the response was correct. If the student does not successfully respond, the test examiner models a correct response for the student, saying, “You could have said, ‘My favorite food is a hamburger and fries.’”

• Prompting Guidelines: The prompting guidelines vary for each task type. The words that the test examiner can say are located on the page that is read to the student. Test examiners should be familiar with each task type and the prompting guidelines.

• Oral Reading of Test Questions: Because of the length and complexity of some questions read by the test examiner, it is suggested to practice reading the text out loud several times prior to testing a student.

NOTE: The alternate text is being provided so that test examiners can use the provided description for the graphics rather than creating their own graphic descriptions.

• Pointing: Some questions require the test examiner to point, as indicated by the icon, while reading the text out loud to the student.

NOTE: For braille and low vision administration, use the provided verbal cue in addition to the pointing to ensure that students with visual impairments hear the description of the visual cue.

This should be rehearsed prior to the test administration. Do not point to pictures or text unless directed to in the Speaking DFA. Test examiners may use the cursor, pencil or pen, or their finger to point.

• Anchors and Rubrics: The test examiner should take time to read through the anchors and scoring rubrics for each test question before testing. Scoring of the Speaking domain occurs as the test is being administered.

• Scoring Practice: Each task type includes training and calibration quizzes in the Moodle Training Site to assist test examiners in listening and scoring student responses. It is highly recommended that test examiners use this resource.



Prompting and Scoring Guidelines for the Speaking Domain • Prompting—Appropriate Wait Time: The amount of time it takes for students to

respond to a test question varies greatly. Test examiners should allow students enough time to compose their thoughts and prepare a response in English.

• Prompting—Student Answers Question Before Test Examiner Asks: Some students anticipate the next question and start to respond before the test examiner asks the question. The test examiner should not interrupt the student to ask the question. If the student’s response does not address the question, the test examiner should ask the question.

• Prompting—Repeating the Question: When a student asks or does not respond, you may repeat the question once.

• Prompting—Encouraging Students: Throughout the test, if a student is reluctant or asks for assistance that is not allowed, test examiners should give general encouragement by saying words such as, “It’s OK, do your best,” or “You are doing a good job,” etc.

• Scoring—Self-Correction: Since students respond to test questions fairly quickly, they sometimes change what they say in the middle of a word or sentence. Students who self-correct are not to be penalized; however, if a response is so halting or choppy that meaning is impeded, it may affect the score.

Audio Capture For the training test, audio capture is available for practice of the Speaking domain. If your computer does not have a microphone or the settings do not allow audio capture, you may administer the test without recording the student’s responses.

NOTE: For a low vision test administration, the enlargement of the test content on the student’s screen MUST take precedence over the voice capture.

During the operational administration of the Speaking domain, the following guidelines apply to the audio capture tool. The test examiner should score what the student says, not what is recorded. If the following occur, the test examiner may continue to the next question and does not need to rerecord:

• Test examiner forgets to record a response.• Test examiner records response on the wrong question.• Test examiner sees a red triangle in the review box when ending the test session.

Use of headsets with a microphone for voice capture is not recommended to enable interaction between the student and test examiner. Headsets are recommended for grades 3–12 Summarize an Academic Presentation streaming audio.

If the student is wearing a headset for Summarize an Academic Presentation, the test examiner must also wear a headset to be able to hear the presentation and point



appropriately to pictures and text on the student’s screen. Two headsets may require a splitter.

Once the test examiner has navigated to the next test question, the audio will not be able to be replayed. The test examiner does not need to replay the student’s response to confirm the audio capture.

When to Stop the TestThere are stopping markers in the Speaking domain as indicated by the . If there have been no responses or no correct responses to the stopping marker, the test examiner may stop administering the Speaking domain by clicking [Pause].

Additional Directions

How to Print the DFA (optional) or View the DFA OnlinePrinting Instructions:If possible, choose the following settings when printing the DFA:

• Select two-sided printing (with binding on the long edge).• Staple on the vertical edge, left-hand side of the printed document.• Turn the document horizontally when viewing the test questions.

Instructions for Viewing Online:• Open the PDF file in Adobe Acrobat.• When you get to the test questions, rotate the view by going to: View (on the

main menu) > Rotate View > and select Clockwise.

Recommended Seating ArrangementThe following shows two options for seating arrangements for the test examiner and the student. Configuration may be updated based on the student’s individual needs for prescribed equipment.

Test Examiner

Test Examiner

StudentStudentTest

Examiner

Test Examiner

StudentStudent



Logon and Audio/Sound Check Instructions

How to Start a Test Session as a Guest

SAY Today you will be taking the Speaking section of the ELPAC. First, I am going to sign you in.

1) Navigate to the ELPAC website (https://www.elpac.org). 2) Select the [Practice & Training Tests] button. 3) Select the [Student Interface Practice and Training Tests] link to launch the

Student Sign In screen on the student’s testing device. 4) Select the [Sign In] button to log on to the test as a guest.

5) Select the appropriate grade from the drop-down menu.

6) On the test selection screen, select the appropriate ELPAC training test. ELPAC training tests are located at the bottom of the list and are color-coded dark grey.

SAMPLE

https://www.elpac.org


7) You will see a Choose Settings screen.

8) In the drop-down “Presentation” menu, select [Braille].

9) While the Choose Settings box is still open, choose any other test settings that are needed, then select the [Select] button.

SAY Before we begin, we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.

If appropriate, you may point to the microphone.

If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].



SAY Before giving your answers, I’m going to press the microphone to record your answers here. When it is time to record your answers, I will press the microphone. Let’s practice.

SAY Describe your favorite food. Pause for student’s response. When student has finished speaking, press the square stop

button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘My favorite food is a hamburger and fries.’”

SAY Now let’s see if it recorded your voice. Playback by pressing the green Play button.

SAY Did you hear yourself? Pause for student’s response. Select [I heard my recording]. Select the [Continue] button. SAY OK, let’s get started. View Test Settings or Help Guide as needed. Select [Begin Test Now]. When Question 1 Speaking Test comes up, ask the student,

SAY Do you have any questions? Answer the student’s questions. SAY Remember to answer all of the questions in English. If you want me to repeat

a question, you can ask me to. OK, let’s get started.



How to Start a Training Test Session Using the Same Procedures as the Operational Tests

SAY Today you will be taking the Speaking section of the ELPAC. First, I am going to sign you in.

TEST ADMINISTRATOR INTERFACE

1) Launch a supported web browser on your device and access the ELPAC website (https://www.elpac.org).

2) Select the [Practice & Training Tests] button. 3) Select the [Test Administrator and Test Examiner Practice and Training Site]

to log on to the Test Administrator Interface for the training test. 4) Log on to the Test Administrator Interface using your TOMS username (your

email address) and password. 5) Select the training test(s) you want to administer from the test selection window. 6) Select the [Start Practice Session] button. 7) Upon selecting the [Start Practice Session] button, a Session ID will appear on the

top right corner of the Test Administrator Interface.




STUDENT INTERFACE 8) Launch the secure browser on the student’s testing device or select the [Student

Interface Practice and Training Tests] link from the Practice and Training Tests tab on https://www.elpac.org.

9) Toggle the blue Guest User and Guest Session buttons to [OFF], and log the student on.• In the First Name field, enter the student’s first name as it appears in the California

Longitudinal Pupil Achievement Data System. • In the SSID field, enter the student’s 10-digit Statewide Student Identifier.• In the Session ID field, enter the Session ID generated from the Test Administrator

Interface.

10) Verify the student information is correct on the Is This You? screen. Select [Yes] to continue. (Select [No] if the student information is not correct. Notify your ELPAC coordinator if it is not.)




STUDENT INTERFACE (cont.) 11) On the test selection screen, select the appropriate ELPAC training test. ELPAC

training tests are located at the bottom of the list and are color-coded dark grey. SAMPLE


TEST ADMINISTRATOR INTERFACE 12) Go back to your test examiner device and in the Test Administrator Interface,

approve the student to test. Select [Approvals] and a Test Settings pop-up screen will appear.

13) On the screen that pops up, select the blue icon that looks like an eye. It will open the Test Settings box.

14) In the Test Settings box, in the drop-down menu beside the word “Presentation,” select [Braille].

15) While the Test Settings box is still open, choose any other test settings that are needed, then select the [Set and Approve] button. When you do so, the student’s screen will advance.

SAY Before we begin, we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.



STUDENT INTERFACE (cont.) Point to the microphone.

If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].

SAY Before giving your answers, I’m going to press the microphone to record your answer here. When it is time to record your answer, I will press the microphone. Let’s practice.

SAY Describe your favorite food. Pause for student’s response. When student has finished speaking, press the square stop

button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘My favorite food is a hamburger and fries.’”

SAY Now let’s see if it recorded your voice. Playback by pressing the green Play button.

SAY Did you hear yourself? Pause for student’s response. Select [I heard my recording]. Select the [Continue] button. SAY OK, let’s get started. View Test Settings or Help Guide as needed. Select [Begin Test Now]. When Question 1 Speaking Test comes up, ask the student,

SAY Do you have any questions? Answer the student’s questions. SAY Remember to answer all of the questions in English. If you want me to

repeat a question, you can ask me to. Sometimes there will be pictures that I can describe for you. OK, let’s get started.

NEXT

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in a

limite

d way

. List

ener

eff

ort is

requ

ired t

o inte

rpre

t me

aning

. •E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on im

pede

me

aning

.

•Res

pons

e app

ropr

iately

addr

esse

s the

lang

uage

func

tion i

n a cl

ear

way.

No lis

tener

effor

t is re

quire

d to

inter

pret

mean

ing.

•Erro

rs in

gram

mar, w

ord c

hoice

, pr

onun

ciatio

n, or

inton

ation

do no

t im

pede

mea

ning.

8B

ook

abou

t H

orse

s

Ask

ing

for

info

rmat

ion

Anc

hor:

I do

n’t k

now.

Anc

hor:

Whe

re is

the

book

?Anc

hor:

Whe

re a

re th

e ho

rse

book

s?

17V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E T

RA

ININ

G T

ES

T

SA

Y N

ow le

t’s p

ract

ice

a di

ffere

nt k

ind

of q

uest

ion.

The

re a

re n

o pi

ctur

es. I

’m g

oing

to te

ll yo

u ab

out a

situ

atio

n th

at

coul

d ha

ppen

to y

ou. T

hen,

tell

me

wha

t you

wou

ld s

ay. R

emem

ber t

o an

swer

all

ques

tions

in E

nglis

h. If

you

wan

t m

e to

repe

at a

que

stio

n, y

ou c

an a

sk m

e to

. The

firs

t one

is fo

r pra

ctic

e.

PRA

CTI

CE—

DO

NO

T R

ECO

RD

SA

Y Yo

u w

ant t

o kn

ow if

you

r frie

nd fi

nish

ed a

mat

h w

orks

heet

. Wha

t wou

ld y

ou s

ay to

you

r frie

nd?

Paus

e. W

ait f

or a

n an

swer

.

A

ckno

wle

dge

the

stud

ent’s

cor

rect

resp

onse

, or m

odel

a

corr

ect r

espo

nse,

such

as “

Did

you

fini

sh y

our

wor

kshe

et?”

or “

Are

you

done

with

you

r wor

kshe

et?”

Func

tion:

ask

ing

for i

nfor

mat

ion

8 SAY

You

wan

t to

know

if th

e lib

rary

has

a b

ook

abou

t ho

rses

. Wha

t wou

ld y

ou s

ay to

the

libra

rian?

Fu

nctio

n: a

skin

g fo

r inf

orm

atio

n

The

stud

ent m

ight

say,

“D

oes t

he li

brar

y ha

ve a

boo

k ab

out h

orse

s?”

or “

I wou

ld li

ke to

kno

w if

you

hav

e a

book

abo

ut h

orse

s.”

NEX

T

If t

here

hav

e be

en n

o re

spon

ses o

r no

corr

ect r

espo

nses

to th

is p

oint

, you

may

stop

test

ing

in th

e Sp

eaki

ng d

omai

n. S

elec

t [Pa

use]

.

Pro

mp

tin

g G

uid

elin

es: S

pee

ch F

un

ctio

ns

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.

18G

RAD

E 2

Sup

po

rt a

n O

pin

ion

Oce

an o

r Sp

ace

/ Q

ues

tio

n 9

Sco

re 0

Sco

re 1

Sco

re 2

•An o

pinion

is no

t exp

ress

ed.

•Res

pons

e con

tains

no E

nglis

h. •N

o res

pons

e, “I

don’t

know

,” or

is co

mplet

ely

unint

elligi

ble.

•An o

pinion

is ex

pres

sed b

ut no

t sup

porte

d. A

reas

on is

not p

rovid

ed or

is no

t rele

vant.

•Erro

rs in

gram

mar, w

ord c

hoice

, pro

nunc

iation

, or

inton

ation

impe

de m

eanin

g.

•An o

pinion

is ex

pres

sed a

nd su

ppor

ted w

ith a

relev

ant r

easo

n. •E

rrors

in gr

amma

r, wor

d cho

ice, p

ronu

nciat

ion,

or in

tonati

on do

not im

pede

mea

ning.

Anc

hor:

I do

n’t k

now.

Anc

hor:

Spac

e.[E

xami

ner:

Why

do

you

thin

k a

book

abo

ut

oute

r spa

ce is

bet

ter?

]I

don’t

kno

w.

Anc

hor

A:

The

ocea

n be

caus

e I

like

it.

Anc

hor

B:Sp

ace

beca

use

it’s

cool

.

19V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E T

RA

ININ

G T

ES

T

SA

Y H

ere

is a

pic

ture

. The

pic

ture

sho

ws

two

book

s. T

he fi

rst b

ook

is ti

tled

“The

Oce

an”

with

the

cove

r sho

win

g a

dolp

hin

and

an o

ctop

us. T

he s

econ

d bo

ok is

title

d “S

pace

” w

ith th

e co

ver s

how

ing

plan

ets

in o

uter

spa

ce.

No

.Pic

tur e

Pro

mp

t

9

The

Oce

anSp

ace

SA

Y N

ow,

SA

Y I a

m g

oing

to a

sk y

ou fo

r you

r opi

nion

.

If a

ppro

pria

te, y

ou m

ay p

oint

to e

ach

pict

ure

at th

e ap

prop

riate

tim

e w

hile

read

ing

the

ques

tion.

SAY

Your

cla

ss h

as a

cho

ice

to re

ad a

boo

k. W

hich

boo

k do

you

cho

ose

for y

our c

lass

to re

ad to

geth

er: a

bo

ok a

bout

the

ocea

n or

a b

ook

abou

t out

er s

pace

?

W

ait f

or in

itial

cho

ice.

SA

Y W

hy d

o yo

u th

ink

[a b

ook

abou

t the

oce

an/a

boo

k ab

out o

uter

spa

ce/y

our c

hoic

e] is

bet

ter?

If t

here

hav

e be

en n

o re

spon

ses o

r no

corr

ect r

espo

nses

to

this

poi

nt, y

ou m

ay st

op te

stin

g in

the

Spea

king

dom

ain.

Se

lect

[ Pau

se] .

NEX

T

Pro

mp

tin

g G

uid

elin

es: S

up

po

rt a

n O

pin

ion

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.If

the

stud

ent p

oint

s, pa

ntom

imes

, or p

oint

s w

hile

say

ing

wor

ds s

uch

as th

is/th

at/th

ese/

thos

e, s

ay, “

Tell

me

in w

ords

,” a

nd re

peat

the

ques

tion.

If th

e st

uden

t sta

tes a

cho

ice b

ut d

oes n

ot p

rovi

de a

reas

on, r

epea

t the

last

par

t of t

he q

uest

ion

once

: “W

hy d

o yo

u th

ink

[stu

dent

’s ch

oice

] is

bett

er?”

If th

e st

uden

t giv

es a

n or

igin

al b

ut re

leva

nt re

spon

se to

the

ques

tion,

or s

elec

ts n

eith

er o

r bot

h op

tions

, say

, “W

hy d

o yo

u th

ink

your

cho

ice

is b

ette

r?”

20G

RAD

E 2

Ret

ell a

Nar

rati

veB

ird

ho

use

/ Q

ues

tio

n 1

0

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

Sco

re 4

•Res

pons

e is n

ot re

levan

t. •R

espo

nse c

ontai

ns no

En

glish

. •N

o res

pons

e, “I

don’t

kn

ow,”

or is

comp

letely

un

intell

igible

.

•Res

pons

e atte

mpts

to re

tell

the na

rrativ

e but

conv

eys

little

relev

ant in

forma

tion.

•Ide

as ar

e rar

ely co

hesiv

e an

d con

necte

d. •G

ramm

ar an

d wor

d cho

ice

are l

imite

d and

impe

de

mean

ing.

•Pro

nunc

iation

or in

tonati

on

often

impe

de m

eanin

g. •S

peec

h may

cons

ist

of iso

lated

wor

d(s)

or

phra

se(s)

.

•Res

pons

e rete

lls th

e na

rrativ

e as s

uppo

rted b

y the

pictu

res,

and m

ay be

inc

omple

te an

d lac

k clar

ity.

•Ide

as ar

e som

etime

s co

hesiv

e and

conn

ected

. •G

ramm

ar an

d wor

d cho

ice

are s

imple

and r

epeti

tive;

erro

rs oft

en im

pede

me

aning

. •P

ronu

nciat

ion or

inton

ation

oft

en im

pede

mea

ning.

•Spe

ech m

ay be

slow

, ch

oppy

, or h

alting

.

•Res

pons

e rete

lls th

e na

rrativ

e as s

uppo

rted b

y the

pictu

res w

ith de

tail.

•Ide

as ar

e usu

ally c

ohes

ive

and c

onne

cted.

•Gra

mmar

and w

ord c

hoice

ar

e ade

quate

; erro

rs oc

casio

nally

impe

de

mean

ing.

•Pro

nunc

iation

or in

tonati

on

occa

siona

lly im

pede

me

aning

. •S

peec

h is f

airly

susta

ined,

thoug

h som

e cho

ppine

ss or

ha

lting m

ay oc

cur.

•Res

pons

e pro

vides

a cle

ar

and d

etaile

d rete

lling o

f the

narra

tive a

s sup

porte

d by

the pi

cture

s. •I

deas

are c

ohes

ive an

d co

nnec

ted.

•Gra

mmar

and w

ord c

hoice

ar

e var

ied an

d effe

ctive

; er

rors

do no

t impe

de

mean

ing.

•Pro

nunc

iation

or in

tonati

on

do no

t impe

de m

eanin

g. •S

peec

h is u

suall

y smo

oth

and s

ustai

ned.

Anc

hor:

I do

n’t k

now.

Anc

hor:

Build

tree

hou

se.

[Exa

mine

r: W

hat e

lse

can

you

tell

me a

bout

the

stor

y?]

(No

resp

onse

.)

Anc

hor:

Umm,

I f

orgo

t the

na

mes.

[Exa

mine

r: It

’s M

argi

e an

d he

r dad

.]M

argi

e wa

nted

to b

uild

a

bird

hous

e. S

o he

r dad

an

d . .

. he

r dad

and

her

we

nt to

go

find

some

to

ols.

Then

whe

n th

ey

were

fini

shed

, the

y hu

ng

it up

and

all

of th

e bi

rds

came

to s

ee.

Anc

hor:

Mar

gie

and

her d

ad

want

ed to

bui

ld a

tree

ho

use.

Mar

gie

hold

ed

up th

e bo

ard

so h

er d

ad

coul

d ha

mmer

the

lit,

the

little

thin

gs. A

nd

then

Mar

gie

and

her d

ad

pain

ted

the,

umm

, tre

e ho

use.

And

as

soon

as

they

han

ged

it, th

e bi

rds

alre

ady

want

ed to

che

ck

it ou

t.

Anc

hor:

The

dad

and

his

daug

hter

wan

ted

to b

uild

a

bird

hous

e. S

o th

ey

went

to th

e ga

rage

to

get w

ood.

The

girl

pic

ked

up w

ood

and

the

. . .

and

the

dad

hamm

ered

the

wood

with

nai

ls. A

nd,

then

. . .

and

the

dad

and

the

girl

were

pai

ntin

g th

e bi

rdho

use.

The

n th

ey h

ung

the

bird

hous

e an

d th

e bi

rds

chec

ked

it ou

t.

21V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E T

RA

ININ

G T

ES

T

43

21

43

21

10 SA

Y H

ere

are

four

pic

ture

s th

at g

o w

ith th

e st

ory.

I am

go

ing

to d

escr

ibe

the

pict

ures

and

then

tell

you

a st

ory.

Pa

use.

You

may

poi

nt to

eac

h of

the

pict

ures

.

SA

Y Yo

u w

ill h

ear t

he s

tory

onl

y on

ce. W

hen

I am

fini

shed

, you

will

tell

the

stor

y ba

ck to

me.

I

f app

ropr

iate

, you

may

poi

nt to

the

first

pic

ture

.

SA

Y Th

e fir

st p

ictu

re s

how

s a

fath

er a

nd d

augh

ter w

ith b

oard

s an

d to

ols.

The

sto

ry s

ays

Mar

gie

and

her d

ad w

ante

d to

bu

ild a

bird

hous

e. T

hey

wen

t out

to th

e ga

rage

to g

athe

r a p

ile o

f boa

rds

and

som

e to

ols.

I

f app

ropr

iate

, you

may

poi

nt to

the

seco

nd p

ictu

re.

SA

Y Th

e se

cond

pic

ture

sho

ws

the

fath

er a

nd d

augh

ter u

sing

the

boar

ds a

nd to

ols.

The

sto

ry s

ays

Mar

gie

held

the

boar

ds w

hile

her

fath

er h

amm

ered

the

boar

ds to

geth

er u

sing

nai

ls.

I

f app

ropr

iate

, you

may

poi

nt to

the

third

pic

ture

.

SA

Y Th

e th

ird p

ictu

re s

how

s th

e fa

ther

and

dau

ghte

r pai

ntin

g a

bird

hous

e. T

he s

tory

say

s af

ter t

he b

irdho

use

was

bu

ilt, M

argi

e an

d he

r fat

her u

sed

brus

hes

to p

aint

and

dec

orat

e it.

I

f app

ropr

iate

, you

may

poi

nt to

the

four

th p

ictu

re.

SA

Y Th

e fo

urth

pic

ture

sho

ws

the

fath

er h

angi

ng th

e bi

rdho

use.

The

sto

ry s

ays

as s

oon

as th

ey h

ung

the

bird

hous

e in

th

e tr

ee, t

he b

irds

cam

e to

see

it.

SAY

Now

use

all

of th

e in

form

atio

n in

the

pict

ures

to te

ll th

e st

ory

back

to m

e.

N

EXT

Pro

mp

tin

g G

uid

elin

es: R

etel

l a N

arra

tive

Read

the

stor

y on

ly o

nce.

If

the

stud

ent d

oes

not a

nsw

er o

r req

uest

s th

at th

e qu

estio

n be

repe

ated

, say

, “N

ow u

se a

ll th

e pi

ctur

es t

o te

ll th

e st

ory

back

to

me.

”If

the

stud

ent p

oint

s, pa

ntom

imes

, or p

oint

s to

peop

le a

nd th

ings

whi

le sa

ying

wor

ds su

ch a

s thi

s/th

at/th

ese/

thos

e, sa

y, “T

ell m

e in

wor

ds a

bout

the

stor

y.”If

the

stud

ent i

s re

luct

ant o

r sto

ps s

peak

ing

afte

r say

ing

a fe

w s

ente

nces

, pro

mpt

the

stud

ent b

y sa

ying

one

of t

he fo

llow

ing,

“W

hat

else

can

you

tel

l me

abou

t th

e st

ory?

” or

“A

nd t

hen

wha

t ha

ppen

ed?”

Rep

rom

pt n

o m

ore

than

twic

e.If

the

stud

ent i

s st

rugg

ling

to re

mem

ber a

nam

e, s

ay, “

The

girl

’s/b

oy’s

nam

e is

[nam

e]. Y

ou c

an a

lso

say

‘the

gir

l/the

boy

.’”W

hen

scor

ing,

you

sho

uld

cons

ider

the

resp

onse

s gi

ven

by th

e st

uden

t as

a w

hole

, reg

ardl

ess

of re

prom

ptin

g.

22G

RAD

E 2

Sum

mar

ize

an A

cad

emic

Pre

sen

tati

on

Push

an

d P

ull

/ Q

ues

tio

n 1

1

Main

Po

ints

A fu

ll re

spon

se in

clud

es th

e fo

llow

ing

mai

n po

ints

and

at l

east

one

det

ail:

•Pu

shin

g (fo

rces

) mov

es th

ings

aw

ay.

•Pu

lling

(for

ces)

mov

es th

ings

tow

ard

you.

De

tails

: •Pu

shin

g an

d pu

lling

are

forc

es/fo

rces

mak

e th

ings

mov

e. •Pu

shin

g is

like

kic

king

a b

all/r

ollin

g a

car d

own

a ra

mp.

•Pu

lling

is li

ke z

ippi

ng a

zip

per/o

peni

ng a

dra

wer

.

21

11 SA

Y H

ere

are

two

pict

ures

that

go

with

the

info

rmat

ion.

I am

goi

ng to

des

crib

e th

e pi

ctur

e an

d th

en te

ll yo

u m

ore

info

rmat

ion.

The

firs

t pic

ture

sho

ws

a gi

rl ki

ckin

g a

socc

er b

all a

nd a

boy

rolli

ng a

toy

car d

own

a ra

mp.

The

se

cond

pic

ture

sho

ws

the

girl

zipp

ing

up h

er ja

cket

and

the

boy

open

ing

a dr

awer

.

23V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E T

RA

ININ

G T

ES

T

SA

Y I a

m g

oing

to te

ll yo

u ab

out f

orce

s. L

iste

n ca

refu

lly. Y

ou w

ill h

ear t

he in

form

atio

n on

ly o

nce.

Whe

n I a

m fi

nish

ed,

you

will

tell

me

abou

t for

ces.

If a

ppro

pria

te, y

ou m

ay p

oint

to th

e pi

ctur

e of

eac

h ob

ject

at t

he a

ppro

pria

te ti

me

whi

le re

adin

g th

e in

form

atio

n.

SA

Y Pu

shin

g an

d pu

lling

are

forc

es. F

orce

s m

ake

som

ethi

ng o

r som

eone

mov

e. W

e us

e fo

rces

eve

ry d

ay.

I

f app

ropr

iate

, you

may

poi

nt to

the

first

pic

ture

.

SA

Y A

push

mov

es s

omet

hing

aw

ay fr

om y

ou. K

icki

ng a

bal

l and

rolli

ng a

toy

car d

own

a ra

mp

are

exam

ples

of

push

ing

forc

es.

I

f app

ropr

iate

, you

may

poi

nt to

the

seco

nd p

ictu

re.

SA

Y A

pull

mov

es s

omet

hing

tow

ard

you.

Zip

ping

up

a zi

pper

or o

peni

ng a

dra

wer

are

exa

mpl

es o

f pul

ling

forc

es.

SAY

Now

it is

you

r tur

n. T

ell m

e ab

out f

orce

s. U

se th

e in

form

atio

n ab

out t

he p

ictu

re to

hel

p yo

u. I

can

repe

at th

e pi

ctur

e de

scrip

tion

if yo

u w

ould

like

.

Paus

e to

let t

he st

uden

t sum

mar

ize

the

pres

enta

tion.

Whi

le th

e st

uden

t is r

espo

ndin

g, u

se th

e m

ain

poin

ts a

nd th

e ru

bric

to sc

ore

the

resp

onse

. Afte

r the

stud

ent r

espo

nds,

SA

Y Th

is is

the

end

of th

e Sp

eaki

ng te

st. T

hank

you

for y

our a

ttent

ion

and

hard

wor

k.

DIR

ECTI

ON

S O

N E

ND

ING

A T

EST

• Se

lect

the

[End

Tes

t] bu

tton

to c

ontin

ue to

the

revi

ew sc

reen

.•

Do

not r

erec

ord

resp

onse

s if y

ou se

e a

red

trian

gle

in th

e re

view

box

. Sel

ect t

he [ S

ubm

it Te

st] b

utto

n.•

Rem

embe

r to

ente

r stu

dent

scor

es in

DEI

and

secu

rely

des

troy

scor

e sh

eets

and

logo

n tic

kets

.

Pro

mp

tin

g G

uid

elin

es: S

um

mar

ize

an A

cad

emic

Pre

sen

tati

on

Read

the

info

rmat

ion

only

onc

e.If

the

stud

ent d

oes

not a

nsw

er o

r req

uest

s th

at a

que

stio

n be

repe

ated

, you

may

repe

at th

e qu

estio

n on

ce.

If th

e st

uden

t poi

nts

to th

e pi

ctur

e w

ithou

t spe

akin

g, s

ay, “

Tell

me

in w

ords

.”If

the

resp

onse

incl

udes

one

or s

ome

of th

e m

ain

poin

ts a

nd/o

r par

tial d

etai

ls, s

ay,

“Wha

t el

se c

an y

ou t

ell m

e ab

out

wha

t yo

u he

ard/

abou

t w

hat

I tol

d yo

u?”

Repr

ompt

onl

y on

ce.

If th

e st

uden

t is

stru

gglin

g to

rem

embe

r a w

ord,

you

may

say

, “It

’s O

K, d

o yo

ur b

est.”

Do

not s

ay th

e w

ord

to th

e st

uden

t.W

hen

scor

ing,

you

sho

uld

cons

ider

the

resp

onse

s gi

ven

by th

e st

uden

t as

a w

hole

, reg

ardl

ess

of re

prom

ptin

g.

24G

RAD

E 2

Sum

mar

ize

an A

cad

emic

Pre

sen

tati

on

Push

an

d P

ull

/ Q

ues

tio

n 1

1

Main

Po

ints

A fu

ll re

spon

se in

clud

es th

e fo

llow

ing

mai

n po

ints

and

at l

east

one

det

ail:

•Pu

shin

g (fo

rces

) mov

es th

ings

aw

ay.

•Pu

lling

(for

ces)

mov

es th

ings

tow

ard

you.

De

tails

: •Pu

shin

g an

d pu

lling

are

forc

es/fo

rces

mak

e th

ings

mov

e. •Pu

shin

g is

like

kic

king

a b

all/r

ollin

g a

car d

own

a ra

mp.

•Pu

lling

is li

ke z

ippi

ng a

zip

per/o

peni

ng a

dra

wer

.

25V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E T

RA

ININ

G T

ES

T

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

Sco

re 4

•Res

pons

e is n

ot re

levan

t. •R

espo

nse c

ontai

ns no

En

glish

. •N

o res

pons

e, “I

don’t

kn

ow,”

or is

comp

letely

un

intell

igible

.

•Res

pons

e inc

ludes

an

attem

pt to

refer

ence

the

pres

entat

ion/pi

cture

but

conv

eys l

ittle r

eleva

nt inf

orma

tion.

•Ide

as ar

e rar

ely co

hesiv

e an

d con

necte

d. •G

ramm

ar an

d wor

d cho

ice

are l

imite

d and

impe

de

mean

ing.

•Pro

nunc

iation

or in

tonati

on

often

impe

de m

eanin

g. •S

peec

h may

cons

ist

of iso

lated

wor

d(s)

or

phra

se(s)

relat

ed to

the

pictur

e.

•Res

pons

e inc

ludes

a pa

rtial

summ

ary o

f at le

ast o

ne

of the

main

point

s of th

e pr

esen

tation

and m

ay la

ck

an un

derst

andin

g of th

e ma

in po

ints.

•Ide

as ar

e som

etime

s co

hesiv

e and

conn

ected

. •G

ramm

ar an

d wor

d cho

ice

are s

imple

and r

epeti

tive;

erro

rs oft

en im

pede

me

aning

. •P

ronu

nciat

ion or

inton

ation

oft

en im

pede

mea

ning.

•Spe

ech m

ay be

slow

, ch

oppy

, or h

alting

.

•Res

pons

e inc

ludes

a mo

stly

clear

summ

ary o

f som

e of

the m

ain po

ints o

f the

pres

entat

ion w

ith pa

rtial/

basic

detai

ls.

•Ide

as ar

e usu

ally c

ohes

ive

and c

onne

cted.

•Gra

mmar

and w

ord c

hoice

ar

e ade

quate

; erro

rs oc

casio

nally

impe

de

mean

ing.

•Pro

nunc

iation

or in

tonati

on

occa

siona

lly im

pede

me

aning

. •S

peec

h is f

airly

susta

ined,

thoug

h som

e cho

ppine

ss or

ha

lting m

ay oc

cur.

•A fu

ll res

pons

e inc

ludes

a cle

ar su

mmar

y of th

e main

po

ints a

nd de

tails

of the

pr

esen

tation

. •I

deas

are c

ohes

ive an

d co

nnec

ted.

•Gra

mmar

and w

ord c

hoice

ar

e var

ied an

d effe

ctive

; er

rors

do no

t impe

de

mean

ing.

•Pro

nunc

iation

or in

tonati

on

do no

t impe

de m

eanin

g. •S

peec

h is u

suall

y smo

oth

and s

ustai

ned.

Anc

hor:

I do

n’t k

now.

Anc

hor:

You

can

make

, umm

. .

. yo

u ca

n ma

ke a

ca

r to

like

go to

you

. An

d yo

u ca

n um

m, c

an

get s

omet

hing

out

of

some

thin

g.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut

what

you

hea

rd?]

(Poi

ntin

g, n

o re

spon

se.)

Anc

hor:

Umm,

for

ces

make

th

ings

pus

h th

ings

, a

socc

er b

all m

ove.

Now

th

is (p

oint

ing)

one

? Fo

rces

a z

ippe

r or .

. .

[Exa

mine

r: W

hat e

lse

can

you

tell

me a

bout

wh

at I

told

you

?](N

o re

spon

se.)

Anc

hor:

Umm,

for

ce is

abo

ut

push

ing,

like

pus

hing

a

car a

nd k

icki

ng a

bal

l. An

d pu

lling

mea

ns th

at

you

like

zip

a th

ing

towa

rds

you

and

like

open

the

draw

er o

f th

e

. . .

door

. . .

the

draw

er

. . .

like

open

the

door

lik

e dr

awer

ope

n. Th

at’s

what

you

cal

l pul

ling.

Anc

hor:

Forc

es a

re m

akin

g th

ings

mo

ve. L

ike

when

you

pus

h a

car d

own

a ra

mp, i

t mo

ves

away

or y

ou c

an

pull

up a

zip

per.

Note

s: •M

inor

fact

ual i

nacc

urac

ies

or o

mis

sion

s ar

e ac

cept

able

as

long

as

the

stud

ent e

xpre

sses

a c

lear

sum

mar

y of

the

pres

enta

tion.

•Do

n’t p

enal

ize

for m

ispr

onun

ciat

ion

of a

ny w

ord

that

doe

sn’t

inte

rfere

with

mea

ning

.

26

SPEAKING Visual Impairment and Braille Training Test—Grade 2Talk About a Scene 2 0 1 3 0 1 4 0 1 5 0 1 2 6 0 1 2 7 0 1 2

Speech Functions 8 0 1 2

Support an Opinion 9 0 1 2

Retell a Narrative 10 0 1 2 3 4

Summarize an Academic Presentation 11 0 1 2 3 4

Name:

Grade:

Statewide Student Identifier:

Date Entered in DEI:






Name:

Grade:








Name:

Grade:



speaking: directions for administration, visual impairment ...the speaking portion of the elpac is...

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