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ELPACEnglish Language Proficiency Assessments for California

Speaking:Directions for Administration

Visual Impairment and Braille Training TestGrades 6–8

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

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

Present and Discuss Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Student Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

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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, download the Listening, Reading and Writing visual impairment and braille DFA for each specific grade.

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 TestsSAY 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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Soap

and

wat

er.

7SA

Y Th

e st

uden

ts a

re d

oing

an

expe

rimen

t with

som

e liq

uid.

W

hat d

o th

ey n

eed

to w

ear t

o pr

otec

t the

ir ha

nds,

eye

s, o

r cl

othi

ng?

NEX

T

Anc

hor:

◦{

I fo

rget

.Anc

hor:

◦{

A co

at.

[Exa

mine

r: Te

ll me

mor

e.]

I do

n’t k

now.

Anc

hor:

◦{

Lab

coat

s/sa

fety

coa

ts/

glas

ses/

gogg

les.

◦{

Rubb

er g

love

s.

Pro

mp

tin

g G

uid

elin

es: T

alk

Ab

ou

t a

Scen

e

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 to

peo

ple

and

thin

gs w

hile

say

ing

wor

ds s

uch

as th

is/th

at/th

ese/

thos

e, s

ay, “

Tell

me

in w

ords

.”Fo

r que

stio

ns 5

–7, i

f the

stu

dent

giv

es a

one

-wor

d re

spon

se, s

ay, “

Tell

me

mor

e.”

For q

uest

ion

7, if

the

stud

ent g

ives

a re

spon

se s

uch

as “

Ther

e is

not

hing

mor

e to

say

,” re

peat

the

ques

tion.

16G

RAD

ES 6

–8Sp

eech

Fu

nct

ion

sSc

ien

ce P

roje

ct /

Qu

esti

on

8

No

.Q

uest

ion

Fun

ctio

nSco

re 0

Sco

re 1

Sco

re 2

•Res

pons

e doe

s not

addr

ess t

he

langu

age f

uncti

on.

•Res

pons

e con

tains

no E

nglis

h. •N

o res

pons

e, or

“I do

n’t kn

ow,”

or is

co

mplet

ely un

intell

igible

.

•Res

pons

e add

ress

es th

e lan

guag

e fun

ction

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.

8Sc

ienc

e Pr

ojec

t A

skin

g fo

r in

form

atio

nAnc

hor:

I do

n’t k

now.

Anc

hor:

How’

s it

goin

g?Anc

hor:

Have

you

fini

shed

the

scie

nce

proj

ect y

et?

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. M

ake

sure

you

r ans

wer

is a

ppro

pria

te fo

r you

r aud

ienc

e.

PRA

CTI

CE—

DO

NO

T R

ECO

RD

SA

Y Yo

uwanttoknow

ifyou

rfrie

ndfinishedamath

wor

kshe

et. W

hat w

ould

you

say

to y

our f

riend

?

Pa

use.

Wai

t for

an

answ

er.

Ack

now

ledg

e th

e st

uden

t’s c

orre

ct re

spon

se, o

r mod

el

a co

rrec

t res

pons

e, su

ch a

s “D

id y

ou fi

nish

you

r w

orks

heet

?” o

r “Ar

e yo

u do

ne w

ith y

our w

orks

heet

?”

Func

tion:

ask

ing

for i

nfor

mat

ion

8 SAY

Youwanttoknow

ifyou

rfrie

ndhasfinished

wor

king

on

a sc

ienc

e pr

ojec

t. W

hat w

ould

you

sa

y to

you

r frie

nd?

Fu

nctio

n: a

skin

g fo

r inf

orm

atio

n

The

stud

ent m

ight

say,

“D

id y

ou fi

nish

you

r pro

ject

?” o

r “H

ow is

you

r sci

ence

pro

ject

goi

ng?”

N

EXT

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

ES 6

–8Su

pp

ort

an

Op

inio

nFi

tnes

s o

r A

rt /

Qu

esti

on

9

Sco

re 0

Sco

r e 1

Sco

re 2

Sco

re 3

•An o

pinion

is no

t ex

pres

sed.

•Res

pons

e con

tains

no

Engli

sh.

•No r

espo

nse,

“I do

n’t

know

,” or

is co

mplet

ely

unint

elligi

ble.

•An o

pinion

is ex

pres

sed b

ut is

not

supp

orted

. A re

ason

is no

t pro

vided

, is

not r

eleva

nt, or

is no

t clea

r. Si

gnific

ant li

stene

r effo

rt ma

y be

requ

ired t

o inte

rpre

t mea

ning.

•Erro

rs in

gram

mar, w

ord c

hoice

, pr

onun

ciatio

n, or

inton

ation

often

im

pede

mea

ning.

•Spe

ech m

ay co

nsist

of is

olated

wo

rds o

r phr

ases

.

•An o

pinion

is ex

pres

sed a

nd

supp

orted

using

simp

le lan

guag

e an

d at le

ast o

ne si

mple

relev

ant

reas

on, o

r rep

eats

langu

age f

rom

the pr

ompt.

Liste

ner e

ffort

may b

e re

quire

d to i

nterp

ret m

eanin

g. •E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on

occa

siona

lly im

pede

mea

ning.

•Spe

ech m

ay be

slow

, cho

ppy,

or

haltin

g.

•An o

pinion

is ex

pres

sed a

nd su

ppor

ted us

ing

effec

tive l

angu

age*

and a

t leas

t one

relev

ant

reas

on w

ith ex

plana

tion o

r elab

orati

on. L

ittle

to no

listen

er ef

fort is

requ

ired t

o inte

rpre

t me

aning

. •E

rrors

in gr

amma

r, wor

d cho

ice, p

ronu

nciat

ion,

or in

tonati

on do

not im

pede

mea

ning.

•Spe

ech i

s fair

ly sm

ooth

and s

ustai

ned.

Anc

hor:

I do

n’t k

now.

Anc

hor:

Thin

k ar

t wou

ld b

e be

tter

for

th

e co

mmun

ity. B

ecau

se if

kid

s lik

e if

they

don

’t ge

t tha

t muc

h.

Anc

hor:

Art.

[Exa

mine

r: Ju

stif

y yo

ur c

hoic

e by

givi

ng re

leva

nt re

ason

s to

su

ppor

t you

r opi

nion

.]So

they

cou

ld d

raw

good

.[E

xami

ner:

Tell

me m

ore

abou

t yo

ur c

hoic

e.]

(No

resp

onse

.)

Anc

hor:

The

phys

ical

fitn

ess.

[Exa

mine

r: Ju

stif

y yo

ur c

hoic

e by

givi

ng

rele

vant

reas

ons t

o su

ppor

t you

r opi

nion

.]Um

m, I

thin

k th

e ph

ysic

al fi

tnes

s be

caus

e th

en th

e ki

ds h

ave

some

thin

g ac

tive

to d

o in

stea

d of

like

bei

ng o

n co

mput

ers

all d

ay lo

ng.

*Not

e: E

ffecti

ve la

ngua

ge is

defin

ed as

inclu

ding a

ll or s

ome o

f the f

ollow

ing at

tribute

s: no

un an

d ver

b phr

ases

using

prec

ise vo

cabu

lary,

moda

l ver

bs, te

xt co

nnec

tives

, cau

sal w

ords

, auth

orita

tive e

xpre

ssion

, and

comp

arati

ve la

ngua

ge.

19V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E T

RA

ININ

G T

ES

T

9 SA

Y N

ow,

SA

Y I a

m g

oing

to a

sk y

ou fo

r you

r opi

nion

. The

re a

re n

o pi

ctur

es.

SAY

Alocalcom

mun

itycenterh

asmon

eyto

sup

portonlyon

eoftw

onewclasses.Thefirstcho

iceisaphysicalfitness

clas

s. T

he s

econ

d ch

oice

is a

n ar

t cla

ss. W

hich

one

do

you

thin

k w

ould

be

a be

tter o

ptio

n fo

r you

r com

mun

ity?

Wai

t for

initi

al c

hoic

e.

SA

Y Ju

stify

you

r cho

ice

by g

ivin

g re

leva

nt re

ason

s to

sup

port

you

r opi

nion

.

N

EXT

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 s

tate

s a

choi

ce b

ut d

oes

not p

rovi

de a

reas

on, r

epea

t the

last

par

t of t

he q

uest

ion

once

: “J

usti

fy y

our

choi

ce b

y gi

ving

rel

evan

t re

ason

s to

sup

port

you

r op

inio

n.”

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

, “J

usti

fy y

our

choi

ce b

y gi

ving

rel

evan

t re

ason

s to

sup

port

you

r op

inio

n.”

If th

e st

uden

t pro

vide

s a

sim

ple

rele

vant

reas

on, s

ay, “

Tell

me

mor

e ab

out

your

cho

ice.

”

20G

RAD

ES 6

–8Pr

esen

t an

d D

iscu

ss In

form

atio

nTr

avel

to

Sch

oo

l / Q

ues

tio

n 1

0

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

•Res

pons

e is n

ot re

levan

t. •R

espo

nse c

ontai

ns no

Eng

lish.

•No r

espo

nse,

“I do

n’t kn

ow,”

or is

co

mplet

ely un

intell

igible

.

•Res

pons

e may

inclu

de in

forma

tion

in the

grap

h/cha

rt, bu

t con

tains

little

re

levan

t or a

ccur

ate in

forma

tion.

Sign

ifican

t liste

ner e

ffort

may b

e re

quire

d to i

nterp

ret m

eanin

g. •E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on of

ten

impe

de m

eanin

g. •S

peec

h may

cons

ist of

isola

ted

word

(s) or

phra

se(s)

relat

ed to

the

grap

h/cha

rt.

•Res

pons

e inc

ludes

a lim

ited

desc

riptio

n of in

forma

tion o

r pa

rtially

accu

rate

infor

matio

n in t

he

grap

h/cha

rt. Li

stene

r effo

rt ma

y be

requ

ired t

o inte

rpre

t mea

ning.

•Erro

rs in

gram

mar, w

ord c

hoice

, pr

onun

ciatio

n, or

inton

ation

oc

casio

nally

impe

de m

eanin

g. •S

peec

h may

be sl

ow, c

hopp

y, or

ha

lting.

•Res

pons

e ans

wers

the qu

estio

n, inc

luding

a mo

stly c

lear a

nd

accu

rate

desc

riptio

n of in

forma

tion

in the

grap

h/cha

rt. Li

ttle to

no

listen

er ef

fort 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 do

not

impe

de m

eanin

g. •S

peec

h is f

airly

smoo

th an

d su

staine

d.Anc

hor:

I do

n’t k

now.

Anc

hor:

The

stud

ents

trav

el b

y sc

hool

an

d uh

h, b

us b

ecau

se .

. . it

's

beca

use

it ha

s 40

per

cent

of

the

bus

than

the

othe

r one

s.

Anc

hor:

Umm,

lots

of

stud

ents

, lik

e,

they

go

on th

eir b

ikes

. The

y go

in

thei

r car

s. So

metim

es, m

y mo

m ta

kes

me to

sch

ool.

[Exa

mine

r: Te

ll me

mor

e de

tails

fr

om th

e ch

art.]

I do

n’t k

now.

Anc

hor

A:

Wel

l sin

ce .

. . 13

per

cent

of

the

stud

ents

ride

thei

r bik

e to

sch

ool a

nd e

ight

per

cent

of

the

stud

ents

wal

k to

sch

ool.

31

perc

ent o

f th

e st

uden

ts d

rove

he

re. A

nd 4

8 pe

rcen

t of

the

stud

ents

cam

e he

re f

rom

the

bus.

Anc

hor

B:Ki

ds g

o to

sch

ool i

n bi

kes,

cars

, bu

ses,

or th

ey w

alk

to s

choo

l.

21V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E T

RA

ININ

G T

ES

T

Stu

dent

s at

a s

choo

l wer

e as

ked

how

they

trav

el

to s

choo

l in

the

mor

ning

. The

pie

cha

rt sh

ows

the

perc

enta

ges

of d

iffer

ent t

rans

porta

tion

met

hods

us

ed b

y th

e st

uden

ts.

How

Alv

arez

Mid

dle

Sch

ool

Stu

den

ts T

rave

l to

Sch

ool

Car

31%

Bus

48%

Wal

k8%

Bik

e13

%

SA

Y N

ow w

e ar

e go

ing

to d

o a

diffe

rent

type

of q

uest

ion.

SA

Y I a

m g

oing

to a

sk y

ou to

talk

abo

ut a

pie

cha

rt. T

he p

ictu

re s

how

s a

pie

char

t titl

ed “

How

Alv

arez

Mid

dle

Scho

ol

Stud

ents

Tra

vel t

o Sc

hool

.” T

he p

ie c

hart

sho

ws

the

perc

enta

ges

of s

tude

nts

who

use

the

diffe

rent

tran

spor

tatio

n m

etho

ds. T

he in

form

atio

n in

the

pie

char

t is

as fo

llow

s:•

Wal

k, 8

per

cent

• C

ar, 3

1 pe

rcen

t•

Bus

, 48

perc

ent

• B

ike,

13

perc

ent

If th

e st

uden

t has

a ta

ctile

supp

lem

ent,

ask

them

to re

fer t

o it

now.

SA

Y St

uden

ts a

t a s

choo

l wer

e as

ked

how

they

trav

el to

sch

ool i

n th

e m

orni

ng. T

he p

ie c

hart

sho

ws

the

perc

enta

ges

of d

iffer

ent

tran

spor

tatio

n m

etho

ds u

sed

by th

e st

uden

ts. I

can

repe

at th

e pi

e ch

art d

escr

iptio

n, if

nee

ded.

Let

me

know

whe

n yo

u ar

e re

ady

for m

e to

ask

you

a q

uest

ion.

Giv

e st

uden

ts ti

me

to th

ink

abou

t the

pie

cha

rt be

fore

read

ing

the

first

qu

estio

n.

10

I

f app

ropr

iate

, you

may

poi

nt to

the

text

on

the

stud

ent’s

scre

en.

SAY

Wha

t doe

s th

e pi

e ch

art s

how

abo

ut h

ow s

tude

nts

trav

el to

sc

hool

?

SA

Y In

clud

e de

tails

from

the

pie

char

t in

your

ans

wer

.

N

EXT

Pro

mp

tin

g G

uid

elin

es: P

rese

nt

and

Dis

cuss

Info

rmat

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 g

ives

a re

spon

se th

at is

lim

ited

or c

onta

ins

little

rele

vant

info

rmat

ion,

say

, “Te

ll m

e m

ore

deta

ils fr

om t

he c

hart

/gra

ph.”

Whe

n sc

orin

g, y

ou s

houl

d co

nsid

er th

e re

spon

ses

give

n by

the

stud

ent a

s a

who

le, r

egar

dles

s of

repr

ompt

ing.

22G

RAD

ES 6

–8Pr

esen

t an

d D

iscu

ss In

form

atio

nTr

avel

to

Sch

oo

l / Q

ues

tio

n 1

1

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

•Res

pons

e is n

ot re

levan

t. •R

espo

nse c

ontai

ns no

Eng

lish.

•No r

espo

nse,

“I do

n’t kn

ow,”

or is

co

mplet

ely un

intell

igible

.

•Res

pons

e may

inclu

de in

forma

tion

from

the gr

aph/c

hart

but d

oes n

ot de

mons

trate

wheth

er th

e clai

m is

supp

orted

or un

supp

orted

or m

ay

lack u

nder

stand

ing of

the g

raph

/ch

art o

r clai

m. S

ignific

ant li

stene

r eff

ort m

ay be

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 of

ten

impe

de m

eanin

g. •S

peec

h may

cons

ist of

isola

ted

word

(s) or

phra

se(s)

relat

ed to

the

grap

h/cha

rt or

claim

.

•Res

pons

e inc

ludes

limite

d or

partia

lly ac

cura

te inf

orma

tion f

rom

the gr

aph/c

hart

that d

emon

strate

s wh

ether

the c

laim

is su

ppor

ted or

un

supp

orted

, and

the r

espo

nse

may l

ack d

etail a

nd cl

arity

. List

ener

eff

ort m

ay be

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

occa

siona

lly im

pede

mea

ning.

•Spe

ech m

ay be

slow

, cho

ppy,

or

haltin

g.

•Res

pons

e use

s rele

vant

infor

matio

n an

d acc

urate

detai

ls fro

m the

grap

h/ch

art to

demo

nstra

te wh

ether

the

claim

is su

ppor

ted or

unsu

ppor

ted.

Little

to no

listen

er ef

fort is

requ

ired

to int

erpr

et me

aning

. •E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on do

not

impe

de m

eanin

g. •S

peec

h is f

airly

smoo

th an

d su

staine

d.

Anc

hor:

I do

n’t k

now.

Anc

hor:

Mor

e pe

ople

ride

the

bus

than

ca

rs.

[Exa

mine

r: Is

the

clai

m su

ppor

ted

or n

ot s

uppo

rted

ba

sed

on th

e in

form

atio

n in

the

char

t?]

I do

n’t k

now.

Anc

hor:

No,

they

bik

e mo

re th

an

walk

ing.

Anc

hor

A:

Wel

l, th

at’s

that

’s in

corr

ect

beca

use

the

peop

le ri

de m

ore

bike

s th

an w

alki

ng. B

ecau

se it

’s at

a 13

per

cent

, and

wal

king

is

at a

n ei

ght p

erce

nt.

Anc

hor

B:Um

m, th

e bi

ke, t

hey

use

the

bike

mor

e be

caus

e it

has

13

perc

ent,

and

walk

ing

has

eigh

t pe

rcen

t.

23V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E T

RA

ININ

G T

ES

T

Stu

dent

s at

a s

choo

l wer

e as

ked

how

they

trav

el to

sch

ool

in th

e m

orni

ng. T

he p

ie c

hart

show

s th

e pe

rcen

tage

s of

di

ffere

nt tr

ansp

orta

tion

met

hods

use

d by

the

stud

ents

.

How

Alv

arez

Mid

dle

Sch

ool

Stu

den

ts T

rave

l to

Sch

ool

Car

31%

Bus

48%

Wal

k8%

Bik

e13

%

11

I

f app

ropr

iate

, you

may

poi

nt to

the

text

on

the

stud

ent’s

scre

en.

SAY

Let’s

thin

k ab

out t

he p

ie c

hart

aga

in. I

can

repe

at th

e pi

e ch

art d

escr

iptio

n, if

nee

ded.

Is th

e fo

llow

ing

clai

m

supp

orte

d or

not

sup

port

ed b

ased

on

the

info

rmat

ion

in th

e pi

e ch

art?

Cla

im: M

ore

stud

ents

wal

k to

sch

ool t

han

ride

a bi

ke.

SA

Y G

ive

deta

ils fr

om th

e pi

e ch

art t

o su

ppor

t you

r ans

wer

.

N

EXT

Pro

mp

tin

g G

uid

elin

es: P

rese

nt

and

Dis

cuss

Info

rmat

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 g

ives

a re

spon

se th

at is

lim

ited

or c

onta

ins

little

rele

vant

info

rmat

ion,

say

, “I

s th

e cl

aim

sup

port

ed o

r no

t su

ppor

ted

base

d on

the

info

rmat

ion

in t

he c

hart

/gra

ph?”

Whe

n sc

orin

g, y

ou s

houl

d co

nsid

er th

e re

spon

ses

give

n by

the

stud

ent a

s a

who

le, r

egar

dles

s of

repr

ompt

ing.

24G

RAD

ES 6

–8Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

nEv

apo

rati

on

/ Q

ues

tio

n 1

2

12

3

SAY

In th

is p

art o

f the

test

, you

will

list

en to

a re

cord

ed p

rese

ntat

ion.

The

re a

re

threepictures.Thefirstp

icturesho

wstwoglasscontainerscon

nectedbya

tube

. The

con

tain

ers

are

sitti

ng o

n a

hot p

late

. The

hot

pla

te is

turn

ed o

ff. T

he

glas

s co

ntai

ner o

n th

e le

ft, la

bele

d A

, has

som

e liq

uid.

The

gla

ss c

onta

iner

on

the

right

, lab

eled

B, h

as n

o liq

uid.

The

sec

ond

pict

ure

show

s tw

o gl

ass

cont

aine

rs c

onne

cted

by

a tu

be s

ittin

g on

a h

ot p

late

. The

hot

pla

te is

turn

ed

on. B

oth

cont

aine

rs h

ave

the

sam

e am

ount

of g

as. T

he th

ird p

ictu

re s

how

s tw

o gl

ass

cont

aine

rs c

onne

cted

by

a tu

be s

ittin

g on

a h

ot p

late

. The

hot

pla

te is

turn

ed o

ff. B

oth

cont

aine

rs h

ave

the

sam

e am

ount

of l

iqui

d.

If

the

stud

ent h

as a

tact

ile su

pple

men

t, as

k th

em to

refe

r to

it no

w. N

OTE

: The

BR

F fil

e is

loca

ted

in th

e fir

st ta

b on

this

scre

en.

SA

Y Yo

u ar

e go

ing

to li

sten

to s

ome

info

rmat

ion

abou

t eva

pora

tion

and

cond

ensa

tion.

You

will

hea

r the

info

rmat

ion

only

onc

e. A

s yo

u lis

ten,

refe

r to

your

tact

ile s

uppl

emen

t. Yo

u m

ay ta

ke n

otes

as

you

liste

n.

W

hen

the

pres

enta

tion

ends

, you

will

sum

mar

ize

the

info

rmat

ion

you

hear

d. Y

ou w

ill•

expl

ain

evap

orat

ion

and

cond

ensa

tion,

• in

clud

e al

l the

ste

ps in

the

dem

onst

ratio

n, a

nd•

use

rele

vant

det

ails

and

cle

ar la

ngua

ge.

Play

the

audi

o pr

esen

tatio

n. A

s the

reco

rdin

g pl

ays,

if ap

prop

riate

, you

may

poi

nt to

the

rele

vant

pic

ture

that

is o

n th

e st

uden

t’s

scre

en o

r on

the

stud

ent’s

tact

ile su

pple

men

t. A

fter y

ou h

ave

star

ted

the

reco

rdin

g, d

o no

t pau

se o

r sto

p th

e re

cord

ing.

The

aud

io

reco

rdin

g ca

nnot

be

repl

ayed

. If a

val

id d

isru

ptio

n oc

curs

(e.g

., in

terc

om a

nnou

ncem

ents

, fire

dril

ls, s

tude

nt h

ealth

issu

es, a

udio

m

alfu

nctio

ns),

plea

se re

ad th

e re

cord

ed a

udio

scrip

t to

com

plet

e th

e te

st a

dmin

istra

tion

and

cont

act y

our L

EA E

LPA

C o

r site

ELP

AC

co

ordi

nato

r to

file

a ST

AIR

S re

port

in T

OM

S.

If u

sing

hea

dpho

nes,

put h

eadp

hone

s on

now.

Rec

orde

d A

udio

Scr

ipt

L

ook

at s

tep

one.

It s

how

s tw

o gl

ass

cont

aine

rs c

onne

cted

by

a gl

ass

tube

. The

re is

som

e liq

uid

in o

ne o

f the

con

tain

ers.

Th

e ot

her c

onta

iner

has

no

liqui

d. B

oth

cont

aine

rs a

re s

ittin

g on

a h

ot p

late

.

Loo

k at

ste

p tw

o. W

hen

the

hot p

late

is tu

rned

on,

the

liqui

d in

the

first

con

tain

er b

ecom

es v

ery

hot.

The

liqui

d ev

apor

ates

an

d tu

rns

into

a s

team

or a

gas

. As

you

may

kno

w, e

vapo

ratio

n is

the

proc

ess

of a

liqu

id c

hang

ing

into

a g

as. T

hen,

the

gas

mov

es th

roug

h th

e tu

be to

the

seco

nd c

onta

iner

. As

you

can

see

in th

e pi

ctur

e, a

fter a

few

min

utes

ther

e is

an

equa

l am

ount

of g

as in

bot

h co

ntai

ners

.

Loo

k at

ste

p th

ree.

Whe

n th

e ho

t pla

te is

turn

ed o

ff, th

e ga

s in

the

cont

aine

rs s

low

ly c

ools

dow

n. A

s it

cool

s, c

onde

nsat

ion

begi

ns. C

onde

nsat

ion

is th

e op

posi

te o

f eva

pora

tion.

Con

dens

atio

n is

whe

n ga

s ch

ange

s ba

ck in

to a

liqu

id. A

fter a

sho

rt pe

riod

25V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E T

RA

ININ

G T

ES

T

of ti

me,

all

of th

e st

eam

—th

at is

, the

gas

—be

com

es li

quid

aga

in. A

s yo

u ca

n se

e in

the

pict

ure,

ther

e is

now

an

equa

l am

ount

of

liqui

d in

eac

h co

ntai

ner.

That

is b

ecau

se w

hen

the

liqui

d w

as h

eate

d, th

e ga

s w

as d

ivid

ed e

qual

ly b

etw

een

the

two

cont

aine

rs.

This

dem

onst

ratio

n sh

ows

how

eva

pora

tion

and

cond

ensa

tion

mak

e it

poss

ible

for w

ater

to m

ove

from

pla

ce to

pla

ce. T

his

proc

ess

is a

n im

porta

nt p

art o

f the

wat

er c

ycle

.

NEX

T12

SA

Y Su

mm

ariz

e th

e in

form

atio

n yo

u he

ard.

Be

sure

to•

expl

ain

evap

orat

ion

and

cond

ensa

tion,

• in

clud

e al

l the

ste

ps in

the

dem

onst

ratio

n, a

nd•

use

rele

vant

det

ails

and

cle

ar la

ngua

ge.

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

answ

er sh

eets

and

scra

tch

pape

r.

Pro

mp

tin

g G

uid

elin

es: S

um

mar

ize

an A

cad

emic

Pre

sen

tati

on

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

the

ques

tion

be re

peat

ed, r

epea

t the

que

stio

n an

d bu

llete

d po

ints

onc

e.If

the

stud

ent p

oint

s to

the

pict

ure,

or p

oint

s w

hile

say

ing

wor

ds s

uch

as th

is/th

at/th

ese/

thos

e, o

r sta

rts

to w

rite

a re

spon

se, s

ay,

“Ple

ase

tell

me

your

sum

mar

y.”

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.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?

”

Repr

ompt

onl

y on

ce.

26G

RAD

ES 6

–8Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

nEv

apo

rati

on

/ Q

ues

tio

n 1

2

Main

Po

ints

A fu

ll re

spon

se in

clud

es a

ll of

the

follo

win

g st

eps

in th

e de

mon

stra

tion

and

at le

ast o

ne d

etai

l for

eac

h st

ep.

Step

s in

the

dem

onst

ratio

n: •Th

ere

is li

quid

(wat

er) i

n on

e of

the

cont

aine

rs (g

lass

es/c

ups/

bott

les)

. De

tails

: Tw

o (g

lass

) con

tain

ers

are

conn

ecte

d by

a (g

lass

) tub

e O

R bo

th c

onta

iner

s (g

lass

es/c

ups/

bott

les)

are

on

a ho

t pla

te (p

late

/sto

ve) O

R th

e ot

her c

onta

iner

has

no

liqui

d (w

ater

). •Th

en h

eat i

s ap

plie

d to

the

liqui

d (w

ater

), it

chan

ges

to a

gas

(eva

pora

tion/

evap

orat

es).

Deta

ils: T

he h

ot p

late

is tu

rned

on

OR

it ge

ts h

ot O

R th

e liq

uid

(wat

er) t

urns

into

gas

OR

the

gas

mov

es th

roug

h th

e tu

be in

to th

e ot

her c

onta

iner

OR

the

liqui

d (w

ater

) eva

pora

tes.

•Th

e ga

s co

ols

dow

n, it

cha

nges

into

a li

quid

(con

dens

atio

n/co

nden

ses)

. De

tails

: The

hea

t is

turn

ed o

ff/th

e ga

s co

ols

dow

n an

d ga

s ch

ange

s to

a li

quid

(wat

er) O

R th

ere

is th

e sa

me

(equ

al) a

mou

nt o

f liq

uid

(wat

er) i

n ea

ch

cont

aine

r (gl

ass/

cup)

.

27V

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

not r

eleva

nt. •R

espo

nse

conta

ins no

En

glish

. •N

o res

pons

e, “I

don’t

know

,” or

is co

mplet

ely

unint

elligi

ble.

•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 and

co

nnec

ted.

•Gra

mmar

and w

ord c

hoice

ar

e lim

ited a

nd im

pede

me

aning

. •P

ronu

nciat

ion an

d/or

inton

ation

often

impe

de

mean

ing.

•Spe

ech m

ay co

nsist

of

isolat

ed w

ord(

s) or

phra

se(s)

re

lated

to th

e pict

ure.

•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 main

po

ints.

•Ide

as ar

e som

etime

s coh

esive

an

d con

necte

d. •G

ramm

ar an

d wor

d cho

ice ar

e sim

ple an

d rep

etitiv

e; er

rors

often

impe

de m

eanin

g. •P

ronu

nciat

ion an

d/or

inton

ation

often

impe

de

mean

ing.

•Spe

ech m

ay be

slow

, cho

ppy,

or ha

lting.

•Res

pons

e inc

ludes

a mo

stly c

lear

summ

ary o

f som

e of th

e main

point

s of

the pr

esen

tation

with

partia

l/bas

ic de

tails.

•Ide

as ar

e usu

ally c

ohes

ive an

d co

nnec

ted.

•Gra

mmar

and w

ord c

hoice

are

adeq

uate;

erro

rs oc

casio

nally

im

pede

mea

ning.

•Pro

nunc

iation

and/o

r inton

ation

oc

casio

nally

impe

de m

eanin

g. •S

peec

h is f

airly

susta

ined,

thoug

h so

me ch

oppin

ess o

r halt

ing m

ay

occu

r.

•A fu

ll res

pons

e inc

ludes

a c

lear s

umma

ry of

the

main

point

s and

detai

ls of

the pr

esen

tation

. •I

deas

are c

ohes

ive an

d co

nnec

ted.

•Gra

mmar

and w

ord

choic

e are

varie

d and

eff

ectiv

e; er

rors

do no

t im

pede

mea

ning.

•Pro

nunc

iation

and

inton

ation

do no

t impe

de

mean

ing.

•Spe

ech i

s usu

ally s

mooth

an

d sus

taine

d.

Anc

hor:

I do

n’t k

now.

Anc

hor:

This

is on

and

it is

off

.[E

xami

ner:

Wha

t else

can

yo

u te

ll me

abo

ut w

hat

you

hear

d?]

(No

resp

onse

.)

Anc

hor:

So o

n th

is pi

ctur

e it

show

s th

at it

has

mor

e th

an th

e ot

her o

ne th

at

does

n't h

ave

anyt

hing

. An

d wh

en th

ey tu

rn it

on,

th

e ev

apor

atio

n go

es to

th

e ot

her c

up. A

nd th

en

when

they

turn

it o

ff a

fter

aw

hile

, it b

oth

has

equa

l . .

. eq

ual,

umm,

wat

er.

[Exa

mine

r: W

hat e

lse c

an

you

tell

me a

bout

wha

t you

he

ard?

](N

o re

spon

se.)

Anc

hor:

Evap

orat

ion

and

cond

ensa

tion

has

a ve

ry d

iffe

renc

e be

twee

n ea

ch o

ther

bec

ause

if y

ou p

ut

one

wate

r in

one

pot a

nd th

e ot

her o

ne d

oesn

't h

ave

wate

r an

d if

you

turn

on

the

hot p

late

, on

e of

them

bec

ome

. . .

they

can

be

come

into

gas

and

one

of

them

ca

n ge

t fog

gy a

nd s

moky

. And

wh

en y

ou .

. . w

hen

you

turn

off

th

e ho

t pla

te, i

t will

turn

bac

k to

no

rmal

. But

con

dens

atio

n is

the

oppo

site

of e

vapo

ratio

n be

caus

e co

nden

satio

n do

esn'

t hav

e ga

s wh

en y

ou tu

rn o

n th

e ho

t pla

te.

Anc

hor:

In p

ictu

re n

umbe

r on

e, c

onta

iner

"A"

has

abou

t two

. . .

two

cups

of

wate

r. An

d wh

en it

is h

eate

d,

umm,

it e

vapo

rate

s an

d cr

eate

s a

gas

or a

st

eam,

and

it g

oes

to

the

othe

r con

tain

er in

an

equ

al a

moun

t. An

d th

en it

. . .

and

then

it

cond

ensa

tes

into

bot

h co

ntai

ners

"A" a

nd "B

" an

d cr

eate

s an

equ

al

amou

nt o

f wa

ter.

Note

s: •M

inor f

actua

l inac

cura

cies o

r omi

ssion

s are

acce

ptable

as lo

ng as

the s

tuden

t exp

ress

es a

clear

summ

ary o

f the p

rese

ntatio

n. •D

o not

pena

lize f

or m

ispro

nunc

iation

of an

y wor

d tha

t doe

s not

inter

fere w

ith m

eanin

g.

28

SPEAKING Visual Impairment and Braille Training Test—Grades 6–8Talk 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 3

Present and Discuss Information 10 0 1 2 3 11 0 1 2 3

Summarize an Academic Presentation 12 0 1 2 3 4

Name:

Grade:

StatewideStudentIdentifier:

Date Entered in DEI:






Name:

Grade:








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