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ELPACEnglish Language Proficiency Assessments for California

Speaking:Directions for Administration

Visual Impairment and Braille Practice TestGrades 3–5

ii VISUAL IMPAIRMENT AND BRAILLE PRACTICE 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:[email protected]

iiiVISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Table of Contents

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

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

Administering a Practice Test Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Preparing to Administer and Score the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Prompting and Scoring Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Audio Capture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Audio Recording for Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Additional Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Print the DFA (optional) or View the DFA Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Recommended Seating Arrangement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Logon and Audio/Sound Check Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7How to Start a Test Session as a Guest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7How to Start a Practice Test Session Using the Same Procedures as the Operational Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Speech Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Retell a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Student Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

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iv

1VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Directions for Administration

Introduction to the ELPAC Practice 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.

The purpose of the ELPAC visual impairment and braille practice tests is to familiarize students and test examiners with the testing interface, item types, and accessibility resources. There is an ELPAC visual impairment and braille practice test available for each grade level/span.

Please note that the visual impairment and braille practice tests do not produce scores. These visual impairment and braille practice tests are available all year and may be used at any time in preparation for the operational ELPAC visual impairment and braille tests.

Visual impairment and braille practice tests can be administered in one of two ways: •

Using the same procedures as the operational tests, with the Test Administrator Interface, secure browser, and individual student logon information; or

• Using a standard supported web browser to access the practice tests directly, without use of the Test Administrator Interface or secure browser.

For more information on all aspects of the ELPAC, including test security, item types, and guidelines, refer to the ELPAC Test Administration Manual on the Manuals and Instructions web page at https://www.elpac.org/test-administration/instructions/.

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 symbols on the following page indicate instructions for test examiners:

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

https://www.elpac.org/test-administration/instructions/

2 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Directions for Administration (cont.)

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

Administering a Practice 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 practice 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 practice 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 to 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 practice 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.

Audio Recording for Summarize an Academic PresentationAt grades 3-12, the test examiner will play an audio recording for the Summarize and Academic Presentation tasks. While playing or pausing the audio recording, it is important not to select any of the navigation features (i.e. the “Next” button or one of the tabs within the item sets). Doing so will move to the next item and will prohibit the ability to listen to the recorded audio again. If this happens during the operational test, you will have to file an appeal through the Security and Test Administration Incident Reporting System in order to re-open the test and play the audio again.

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 Student

Test Examiner

Student

Test Examiner

StudentTest Examiner Student



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 practice test. ELPAC practice 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. SAMPLE

8) From the Presentation drop-down 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 you can hear the audio. If using headphones, put headphones on now. Select the speaker button to play the

audio.

SAY Did you hear the music? Pause for student’s response. Select [I heard the sound].

SAY Now 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.



Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). 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. Play back 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 of the 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. NEXT

To start the Speaking test, go to the top of page 16.



How to Start a Practice 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] button to log on to the Test Administrator Interface for the practice test.4) Log on to the Test Administrator Interface using your TOMS username (your email address) and password.5) Select the practice 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 and notify your ELPAC coordinator of the issue.)




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

practice 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. This will open the Test Settings box. 14) From the Presentation drop-down menu, select [Braille].

SAMPLE

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.



STUDENT INTERFACE

SAY Before we begin, we need to check to see if you can hear the audio. If using headphones, put headphones on now. Select the speaker button to play the

audio.

SAY Did you hear the music? Pause for student’s response. Select [I heard the sound].

SAY Now 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.

Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). 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. Play back by pressing the green Play button.


STUDENT INTERFACE (cont.)

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 of the 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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15

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No

.Q

uest

ion

Fun

ctio

nSco

re 0

Sco

re 1

Sco

re 2

•Res

pons

e doe

s not

addr

ess t

helan

guag

e fun

ction

.•R

espo

nse c

ontai

ns no

Eng

lish.

•No r

espo

nse,

or “I

don’t

know

,” or

isco

mplet

ely un

intell

igible

.

•Res

pons

e add

ress

es th

e lan

guag

efun

ction

in a

limite

d way

. List

ener

effor

t is re

quire

d to i

nterp

ret

mean

ing.

•Erro

rs in

gram

mar, w

ord c

hoice

,pr

onun

ciatio

n, or

inton

ation

impe

deme

aning

.

•Res

pons

e app

ropr

iately

addr

esse

s the

lang

uage

func

tion

in a c

lear w

ay. N

o list

ener

effor

t isre

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 do

not im

pede

mea

ning.

6A

ssig

nmen

tR

eque

stin

g in

form

atio

nAnc

hor:

I wo

uld

raise

my

hand

and

tell

her.

Anc

hor:

Umm,

I n

eed

help

.Anc

hor:

Sorr

y, I

did

n’t u

nder

stan

d wh

at y

ou w

ere

sayi

ng. C

an y

ou

plea

se s

ay it

aga

in?

7B

ook

abou

t H

orse

s A

skin

g fo

r in

form

atio

nAnc

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?

8In

vite

to

Tabl

eO

fferin

g an

in

vita

tion

Anc

hor:

Can

I jo

in y

ou?

Anc

hor:

Can

you

like

to s

it wi

th m

e?Anc

hor:

Can

you,

will

you

join

me

at a

ta

ble?

19V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

SAY

Now

let’s

pra

ctic

e a

diffe

rent

kin

d of

que

stio

n. T

here

are

no

pict

ures

. I’m

goi

ng to

tell

you

abou

t som

e si

tuat

ions

th

at c

ould

hap

pen

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

w

ant 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

SAY

You

wan

t to

know

if y

our f

riend

fini

shed

a m

ath

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

6 SAY

You

did

not u

nder

stan

d w

hat y

our t

each

er s

aid

abou

t an

assi

gnm

ent.

You

wan

t to

know

wha

t yo

u ne

ed to

do.

Wha

t wou

ld y

ou s

ay to

you

r te

ache

r?Fu

nctio

n: re

ques

ting

info

rmat

ion

The

stud

ent m

ight

say,

“I d

on’t

unde

rsta

nd th

e as

sign

men

t.” o

r “W

hat d

o I n

eed

to d

o?”

NEX

T

If th

ere

have

bee

n no

resp

onse

s or n

o co

rrec

t res

pons

es to

this

poi

nt, y

ou m

ay st

op te

stin

g in

the

Spea

king

dom

ain.

Sel

ect [

Paus

e].

7 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?

Func

tion:

ask

ing

for i

nfor

mat

ion

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

8 SAY

You

wan

t to

ask

your

frie

nd to

join

you

at a

ta

ble.

Wha

t wou

ld y

ou s

ay to

you

r frie

nd?

Func

tion:

offe

ring

an in

vita

tion

The

stud

ent m

ight

say,

“W

ould

you

like

to si

t with

me?

”or

“C

ome

join

me

at th

is ta

ble.

” N

EXT

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

.

20G

RAD

ES 3

–5

Sup

po

rt a

n O

pin

ion

Ru

nn

ing

or

Bal

l Gam

e /

Qu

esti

on

9

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

•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

isco

mplet

ely un

intell

igible

.

•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

impe

de m

eanin

g.•S

peec

h may

cons

ist of

isola

tedwo

rds o

r phr

ases

.

•An o

pinion

is ex

pres

sed a

ndsu

ppor

ted us

ing si

mple

langu

age

and a

t leas

t one

simp

le re

levan

tre

ason

, or r

epea

ts lan

guag

e fro

mthe

prom

pt. 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

occa

siona

lly im

pede

mea

ning.

•Spe

ech m

ay be

slow

, cho

ppy,

orha

lting.

•An o

pinion

is ex

pres

sed a

ndsu

ppor

ted us

ing ef

fectiv

e lan

guag

e*an

d at le

ast o

ne re

levan

t rea

son

with

expla

natio

n or e

labor

ation

.Lit

tle to

no lis

tener

effor

t is re

quire

dto

inter

pret

mean

ing.

•Erro

rs in

gram

mar, w

ord c

hoice

,pr

onun

ciatio

n, or

inton

ation

do no

tim

pede

mea

ning.

•Spe

ech i

s fair

ly sm

ooth

and

susta

ined.

Anc

hor:

I do

n’t k

now.

Anc

hor:

Runn

ing

race

s.[E

xami

ner:

Expl

ain

your

cho

ice

by g

iving

rele

vant

reas

ons

to

supp

o rt y

our o

pini

on.]

Umm,

I d

on’t

know

.

Anc

hor:

Play

ing

ball

game

.[E

xami

ner:

Expl

ain

your

cho

ice

by g

iving

rele

vant

reas

ons

to

supp

o rt y

our o

pini

on.]

Ball

game

is f

un, u

hh .

. . y

eah.

[Exa

mine

r: Te

ll me

mor

e ab

out

your

cho

ice.

]Th

at’s

it.

Anc

hor:

Play

ing

a ba

ll ga

me, b

ecau

se y

ou

work

toge

ther

with

you

r tea

m an

d it’

s mo

re f

un th

an ju

st

runn

ing.

21V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

SAY

Ther

e ar

e tw

o pi

ctur

es. T

he fi

rst p

ictu

re s

how

s th

ree

stud

ents

runn

ing

a ra

ce o

n a

trac

k. T

he s

econ

d pi

ctur

e sh

ows

stud

ents

pla

ying

a b

all g

ame

outs

ide.

No

.Pic

ture

Pro

mp

t

9SA

Y N

ow,

SAY

I am

goi

ng to

ask

you

for y

our o

pini

on.

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 is

goi

ng o

utsi

de fo

r phy

sica

l edu

catio

n cl

ass.

You

r cla

ss h

as a

cho

ice

betw

een

runn

ing

race

s or

pla

ying

a b

all g

ame.

Whi

ch a

ctiv

ity w

ould

be

bet

ter f

or y

our c

lass

to d

o: ru

nnin

g ra

ces

or

play

ing

a ba

ll ga

me?

Wai

t for

initi

al c

hoic

e.SA

Y Ex

plai

n yo

ur c

hoic

e by

giv

ing

rele

vant

reas

ons

to

supp

ort y

our o

pini

on.

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 or

poi

nts

whi

le s

ayin

g w

ords

suc

h as

this

/that

/thes

e/th

ose,

say

, “Te

ll m

e in

wor

ds,”

and

repe

at th

e qu

estio

n.

If th

e st

uden

t sta

tes

a ch

oice

but

doe

s no

t pro

vide

a re

ason

, rep

eat t

he la

st p

art o

f the

que

stio

n on

ce:

“Exp

lain

you

r ch

oice

by

givi

ng r

elev

ant

reas

ons

to s

uppo

rt y

our

opin

ion.

”If

the

stud

ent g

ives

an

orig

inal

but

rele

vant

resp

onse

to th

e qu

estio

n or

sel

ects

nei

ther

or b

oth

optio

ns, s

ay,

“Exp

lain

you

r ch

oice

by

givi

ng r

elev

ant

reas

ons

to s

uppo

rt y

our

opin

ion.

”If

the

stud

ent p

rovi

des

a si

mpl

e re

leva

nt re

ason

, say

, “Te

ll m

e m

ore

abou

t yo

ur c

hoic

e.”

22G

RAD

ES 3

–5

Sup

po

rt a

n O

pin

ion

Gro

up

or

Alo

ne

/ Q

ues

tio

n 1

0

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

•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

isco

mplet

ely un

intell

igible

.

•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

impe

de m

eanin

g.•S

peec

h may

cons

ist of

isola

tedwo

rds o

r phr

ases

.

•An o

pinion

is ex

pres

sed a

ndsu

ppor

ted us

ing si

mple

langu

age

and a

t leas

t one

simp

le re

levan

tre

ason

, or r

epea

ts lan

guag

e fro

mthe

prom

pt. 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

occa

siona

lly im

pede

mea

ning.

•Spe

ech m

ay be

slow

, cho

ppy,

orha

lting.

•An o

pinion

is ex

pres

sed a

ndsu

ppor

ted us

ing ef

fectiv

e lan

guag

e*an

d at le

ast o

ne re

levan

t rea

son

with

expla

natio

n or e

labor

ation

.Lit

tle to

no lis

tener

effor

t is re

quire

dto

inter

pret

mean

ing.

•Erro

rs in

gram

mar, w

ord c

hoice

,pr

onun

ciatio

n, or

inton

ation

do no

tim

pede

mea

ning.

•Spe

ech i

s fair

ly sm

ooth

and

susta

ined.

Anc

hor:

I do

n’t k

now.

Anc

hor:

Part

of

a gr

oup.

My

reas

on is

bec

ause

it’s

work

ing

as a

gro

up.

Anc

hor:

Part

of

a gr

oup.

Beca

use

I . .

. I

don’t

wan

t to

be

alon

e.

[Exa

mine

r: Te

ll me

mor

e ab

out

y our

cho

ice.

]Be

caus

e I

don’t

kno

w wh

at to

do

.

Anc

hor:

Part

of

a gr

oup.

Wel

l, if

I n

eed

help

and

I d

on’t

know

how

to d

o it,

I c

ould

just

as

k my

frie

nds.

*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

xtco

nnec

tives

, cau

sal w

ords

, auth

orita

tive e

xpre

ssion

, and

comp

arati

ve la

ngua

ge.

23V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

SAY

Her

e ar

e tw

o pi

ctur

es. T

he fi

rst p

ictu

re s

how

s fo

ur s

tude

nts

sitti

ng a

t a ta

ble

wor

king

on

a vo

lcan

o pr

ojec

t. Th

e se

cond

pic

ture

sho

ws

one

girl

sitti

ng a

t a ta

ble

wor

king

on

the

volc

ano

proj

ect.

No

.Pic

ture

Pro

mp

t

10SA

Y I a

m g

oing

to a

sk y

ou fo

r you

r opi

nion

.If

app

ropr

iate

, you

may

poi

nt to

eac

h pi

ctur

e at

the

appr

opria

te ti

me

whi

le re

adin

g th

e qu

estio

n.SA

Y Yo

ur c

lass

is le

arni

ng a

bout

vol

cano

es. Y

our c

lass

w

ill b

e m

akin

g vo

lcan

o m

odel

s. W

ould

it b

e be

tter

to w

ork

on th

e pr

ojec

t as

part

of a

gro

up o

r by

your

self?

Wai

t for

initi

al c

hoic

e.SA

Y Ex

plai

n yo

ur c

hoic

e by

giv

ing

rele

vant

reas

ons

to

supp

ort y

our o

pini

on.

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 or

poi

nts

whi

le s

ayin

g w

ords

suc

h as

this

/that

/thes

e/th

ose,

say

, “Te

ll m

e in

wor

ds,”

and

repe

at th

e qu

estio

n.

If th

e st

uden

t sta

tes

a ch

oice

but

doe

s no

t pro

vide

a re

ason

, rep

eat t

he la

st p

art o

f the

que

stio

n on

ce:

“Exp

lain

you

r ch

oice

by

givi

ng r

elev

ant

reas

ons

to s

uppo

rt y

our

opin

ion.

”If

the

stud

ent g

ives

an

orig

inal

but

rele

vant

resp

onse

to th

e qu

estio

n or

sel

ects

nei

ther

or b

oth

optio

ns, s

ay,

“Exp

lain

you

r ch

oice

by

givi

ng r

elev

ant

reas

ons

to s

uppo

rt y

our

opin

ion.

”If

the

stud

ent p

rovi

des

a si

mpl

e re

leva

nt re

ason

, say

, “Te

ll m

e m

ore

abou

t yo

ur c

hoic

e.”

24G

RAD

ES 3

–5R

etel

l a N

arra

tive

Bir

dh

ou

se /

Qu

esti

on

11

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

Engli

sh.

•No r

espo

nse,

“I do

n’tkn

ow,”

or is

comp

letely

unint

elligi

ble.

•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

ean

d con

necte

d.•G

ramm

ar an

d wor

d cho

icear

e lim

ited a

nd im

pede

mean

ing.

•Pro

nunc

iation

or in

tonati

onoft

en im

pede

mea

ning.

•Spe

ech m

ay co

nsist

of iso

lated

wor

d(s)

orph

rase

(s).

•Res

pons

e rete

lls th

ena

rrativ

e as s

uppo

rted b

ythe

pictu

res,

and m

ay be

incom

plete

and l

ack c

larity

.•I

deas

are s

ometi

mes

cohe

sive a

nd co

nnec

ted.

•Gra

mmar

and w

ord c

hoice

are s

imple

and r

epeti

tive;

erro

rs oft

en im

pede

mean

ing.

•Pro

nunc

iation

or in

tonati

onoft

en im

pede

mea

ning.

•Spe

ech m

ay be

slow

,ch

oppy

, or h

alting

.

•Res

pons

e rete

lls th

ena

rrativ

e as s

uppo

rted b

ythe

pictu

res w

ith de

tail.

•Ide

as ar

e usu

ally c

ohes

ivean

d con

necte

d.•G

ramm

ar an

d wor

d cho

icear

e ade

quate

; erro

rsoc

casio

nally

impe

deme

aning

.•P

ronu

nciat

ion or

inton

ation

occa

siona

lly im

pede

mean

ing.

•Spe

ech i

s fair

ly su

staine

d,tho

ugh s

ome c

hopp

iness

orha

lting m

ay oc

cur .

•Res

pons

e pro

vides

a cle

aran

d deta

iled r

etellin

g of th

ena

rrativ

e as s

uppo

rted b

ythe

pictu

res.

•Ide

as ar

e coh

esive

and

conn

ected

.•G

ramm

ar an

d wor

d cho

icear

e var

ied an

d effe

ctive

;er

rors

do no

t impe

deme

aning

.•P

ronu

nciat

ion or

inton

ation

do no

t impe

de m

eanin

g.•S

peec

h is u

suall

y smo

othan

d sus

taine

d.

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.

25V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

11 SAY

Her

e ar

e fo

ur p

ictu

res

that

go

with

the

stor

y. I

am

goin

g to

des

crib

e th

e pi

ctur

es a

nd th

en te

ll yo

u a

stor

y.

43

21

43

21

Paus

e. Y

ou m

ay p

oint

to e

ach

of th

e pi

ctur

es.

SAY

You

will

hea

r the

sto

ry o

nly

once

. Whe

n I a

m fi

nish

ed, y

ou w

ill te

ll th

e st

ory

back

to m

e.If

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.

If a

ppro

pria

te, y

ou m

ay p

oint

to th

e se

cond

pic

ture

.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.

If a

ppro

pria

te, y

ou m

ay p

oint

to th

e th

ird p

ictu

re.

SAY

The

third

pic

ture

sho

ws

the

fath

er a

nd d

augh

ter p

aint

ing

a bi

rdho

use.

The

sto

ry s

ays

afte

r the

bird

hous

e w

as

built

, Mar

gie

and

her f

athe

r use

d br

ushe

s to

pai

nt a

nd d

ecor

ate

it.If

app

ropr

iate

, you

may

poi

nt to

the

four

th p

ictu

re.

SAY

The

four

th p

ictu

re s

how

s th

e fa

ther

han

ging

the

bird

hous

e. T

he s

tory

say

s as

soo

n as

they

hun

g th

e bi

rdho

use

in

the

tree

, the

bird

s ca

me

to s

ee it

.SA

Y N

ow u

se a

ll of

the

info

rmat

ion

in th

e pi

ctur

es to

tell

the

stor

y ba

ck to

me.

NEX

T

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.

26G

RAD

ES 3

–5Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

nH

iber

nat

ion

/ Q

ues

tio

n 1

2

Main

Po

ints

A fu

ll re

spon

se in

clud

es o

ne o

f the

mai

n po

ints

and

at l

east

thre

e de

tails

:•

Hibe

rnat

ion

look

s lik

e sl

eepi

ng (b

ut is

diff

eren

t).•

Hibe

rnat

ion

is s

leep

ing

for a

long

tim

e in

win

ter O

R in

a s

afe/

war

m p

lace

for t

he w

inte

r.De

tails

: Woo

dchu

cks

slee

p (h

iber

nate

) und

ergr

ound

(in

unde

rgro

und

dens

) OR

bats

sle

ep (h

iber

nate

) in

dark

pla

ces/

cave

s O

R ba

ts h

ang

upsi

de d

own

OR

cave

s ar

e sa

fe O

R ca

ves

are

war

m O

R be

ars

slee

p (h

iber

nate

) for

long

per

iods

of t

ime

OR

bear

s sl

eep/

hibe

rnat

e be

caus

e fo

od is

har

d to

find

inw

inte

r OR

bear

s ea

t a lo

t of f

ood

befo

re th

ey g

o to

sle

ep/h

iber

nate

.

SAY

In th

is p

art o

f the

test

, you

will

list

en to

a re

cord

ed

pres

enta

tion.

The

re a

re th

ree

pict

ures

. The

firs

t pic

ture

sh

ows

a w

oodc

huck

hib

erna

ting

in a

n un

derg

roun

d de

n.

The

seco

nd p

ictu

re s

how

s a

bat h

iber

natin

g in

a c

ave.

The

th

ird p

ictu

re s

how

s a

bear

hib

erna

ting

in a

den

.

12

3

If th

e st

uden

t has

a ta

ctile

supp

lem

ent,

ask

them

to re

fer t

o it

now.

N

OTE

: The

Bra

ille

Rea

dy F

orm

at (B

RF)

file

is lo

cate

d in

the

first

tab

on th

is sc

reen

.SA

Y Yo

u ar

e go

ing

to li

sten

to s

ome

info

rmat

ion

abou

t hi

bern

atio

n. Y

ou w

ill h

ear t

he in

form

atio

n on

ly o

nce.

As

you

liste

n, re

fer t

o yo

ur ta

ctile

sup

plem

ent.

You

may

take

no

tes

as y

ou li

sten

.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

hibe

rnat

ion,

•in

clud

e al

l the

exa

mpl

es y

ou h

eard

abo

ut, 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’ssc

reen

or o

n th

e st

uden

t’s ta

ctile

supp

lem

ent.

Afte

r you

hav

e st

arte

d th

e re

cord

ing,

do

not p

ause

or s

top

the

reco

rdin

g. T

he a

udio

re

cord

ing

cann

ot b

e re

play

ed. I

f a v

alid

dis

rupt

ion

occu

rs (e

.g.,

inte

rcom

ann

ounc

emen

ts, fi

re d

rills

, stu

dent

hea

lth is

sues

, aud

io

mal

func

tions

), pl

ease

read

the

reco

rded

aud

io sc

ript t

o co

mpl

ete

the

test

adm

inis

tratio

n an

d co

ntac

t you

r LEA

ELP

AC

or s

ite E

LPA

C

coor

dina

tor t

o fil

e a

STA

IRS

repo

rt in

TO

MS.

If u

sing

hea

dpho

nes,

put h

eadp

hone

s on

now.

27V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

Rec

orde

d A

udio

Scr

ipt

Pic

ture

one

sho

ws

a w

oodc

huck

. Thi

s w

oodc

huck

look

s lik

e it

is ju

st s

leep

ing.

But

it is

real

ly h

iber

natin

g. H

iber

natin

g m

eans

that

the

woo

dchu

ck fi

nds

a sa

fe p

lace

and

sle

eps

for t

he e

ntire

win

ter.

Woo

dchu

cks

hibe

rnat

e in

und

ergr

ound

den

s.Pi

ctur

e tw

o sh

ows

a ba

t. In

win

ter,

bats

like

to h

iber

nate

in d

ark

plac

es. T

hey

like

to h

iber

nate

in c

aves

. Cav

es p

rovi

de a

sa

fe a

nd w

arm

pla

ce to

rest

. Bat

s ha

ng u

psid

e do

wn

in c

aves

whe

n th

ey a

re h

iber

natin

g.Pi

ctur

e th

ree

show

s a

bear

. Bea

rs h

iber

nate

for l

ong

perio

ds o

f tim

e in

the

win

ter.

They

hib

erna

te b

ecau

se fo

od is

har

d to

fin

d in

the

win

ter.

So

they

eat

a lo

t of f

ood

befo

re th

ey g

o to

sle

ep, a

nd th

en th

ey h

iber

nate

for t

he w

inte

r.N

EXT

12 SAY

Sum

mar

ize

the

info

rmat

ion

you

hear

d. B

e su

re to

•ex

plai

n hi

bern

atio

n,•

incl

ude

all t

he e

xam

ples

you

hea

rd a

bout

, and

•us

e re

leva

nt d

etai

ls a

nd c

lear

lang

uage

.Pa

use

to le

t the

stud

ent s

umm

ariz

e th

e pr

esen

tatio

n. W

hile

the

stud

ent i

s res

pond

ing,

use

the

mai

n po

ints

and

the

rubr

ic to

scor

e th

ere

spon

se.

NEX

T

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.

28G

RAD

ES 3

–5

Sum

mar

ize

an A

cad

emic

Pre

sen

tati

on

Hib

ern

atio

n /

Qu

esti

on

12

Main

Po

ints

A fu

ll re

spon

se in

clud

es o

ne o

f the

mai

n po

ints

and

at l

east

thre

e de

tails

:•

Hibe

rnat

ion

look

s lik

e sl

eepi

ng (b

ut is

diff

eren

t).•

Hibe

rnat

ion

is s

leep

ing

for a

long

tim

e in

win

ter O

R in

a s

afe/

war

m p

lace

for t

he w

inte

r.De

tails

: Woo

dchu

cks

slee

p (h

iber

nate

) und

ergr

ound

(in

unde

rgro

und

dens

) OR

bats

sle

ep (h

iber

nate

) in

dark

pla

ces/

cave

s O

R ba

ts h

ang

upsi

de d

own

OR

cave

s ar

e sa

fe O

R ca

ves

are

war

m O

R be

ars

slee

p (h

iber

nate

) for

long

per

iods

of t

ime

OR

bear

s sl

eep/

hibe

rnat

e be

caus

e fo

od is

har

d to

find

inw

inte

r OR

bear

s ea

t a lo

t of f

ood

befo

re th

ey g

o to

sle

ep/h

iber

nate

.

29V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

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

Engli

sh.

•No r

espo

nse,

“I do

n’tkn

ow,”

or is

comp

letely

unint

elligi

ble.

•Res

pons

e inc

ludes

anatt

empt

to re

feren

ce th

epr

esen

tation

/pictu

re bu

tco

nvey

s littl

e rele

vant

infor

matio

n.•I

deas

are r

arely

cohe

sive

and c

onne

cted.

•Gra

mmar

and w

ord c

hoice

are l

imite

d and

impe

deme

aning

.•P

ronu

nciat

ion or

inton

ation

often

impe

de m

eanin

g.•S

peec

h may

cons

istof

isolat

ed w

ord(

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

neof

the m

ain po

ints o

f the

pres

entat

ion an

d may

lack

an un

derst

andin

g of th

ema

in po

ints.

•Ide

as ar

e som

etime

sco

hesiv

e and

conn

ected

.•G

ramm

ar an

d wor

d cho

icear

e sim

ple an

d rep

etitiv

e;er

rors

often

impe

deme

aning

.•P

ronu

nciat

ion or

inton

ation

often

impe

de m

eanin

g.•S

peec

h may

be sl

ow,

chop

py, o

r halt

ing.

•Res

pons

e inc

ludes

a mo

stly

clear

summ

ary o

f som

eof

the m

ain po

ints o

f the

pres

entat

ion w

ith pa

rtial/b

asic

detai

ls.•I

deas

are u

suall

y coh

esive

and c

onne

cted.

•Gra

mmar

and w

ord c

hoice

are a

dequ

ate; e

rrors

occa

siona

lly im

pede

mea

ning.

•Pro

nunc

iation

or in

tonati

onoc

casio

nally

impe

de m

eanin

g.•S

peec

h is f

airly

susta

ined,

thoug

h som

e cho

ppine

ss or

haltin

g may

occu

r .

•A fu

ll res

pons

e inc

ludes

acle

ar su

mmar

y of th

e main

point

s and

detai

ls of

thepr

esen

tation

.•I

deas

are c

ohes

ive an

dco

nnec

ted.

•Gra

mmar

and w

ord c

hoice

are v

aried

and e

ffecti

ve;

erro

rs do

not im

pede

mean

ing.

•Pro

nunc

iation

or in

tonati

ondo

not im

pede

mea

ning.

•Spe

ech i

s usu

ally s

mooth

and s

ustai

ned.

Anc

hor:

I ne

ed to

say

, you

say

.[E

xami

ner:

Tell

me

abou

t hib

erna

tion.

Use

the

pict

ures

to h

elp

you.]

(N

o re

spon

se.)

Anc

hor:

Bear

. . .

sle

epin

g.Anc

hor:

The

wood

chuc

k is

sleep

ing

unde

rgro

und.

An

d th

e ba

t is

sleep

ing

in th

e ca

ve. A

nd th

e

. . .

I fo

rgot

whe

re th

e be

ar’s

sleep

ing

at.

[Exa

mine

r: It

’s O

K. D

o y o

ur b

est.]

In it

s ca

ve, p

roba

bly.

Anc

hor:

Hibe

rnat

ion

mean

s th

at,

umm,

som

ethi

ng fi

nds

a sa

fe p

lace

to s

leep

dur

ing

the

wint

er. A

nd th

ey

find

food

for

the

wint

er,

beca

use

if th

ey g

et o

ut in

th

e wi

nter

, it’s

goi

ng to

be

cold

for

them

. And

they

sle

ep a

lot.

[Exa

mine

r: W

hat e

lse c

an

y ou

tell

me a

bout

wha

t you

he

ard?

]Th

at h

iber

natio

n is,

umm

, lik

e, s

leep

ing.

Anc

hor:

Hibe

rnat

ion

mean

s th

at

an a

nima

l find

s a

safe

pl

ace

and

sleep

s for

the

wint

er. T

he w

oodc

huck

an

d th

e be

ar h

iber

nate

. Ba

ts h

ang

upsid

e do

wn in

wa

rm c

aves

. Bea

rs s

leep

be

caus

e fo

od is

har

d to

fin

d.

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.

30G

RAD

ES 3

–5C

on

du

ctiv

ity

/ Q

ues

tio

n 1

3Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

n

SAY

In th

is p

art o

f the

test

, you

will

list

en to

a re

cord

ed p

rese

ntat

ion.

Th

ere

are

thre

e pi

ctur

es. T

he fi

rst p

ictu

re s

how

s so

me

batte

ries

and

a lig

ht b

ulb

conn

ecte

d by

wire

s. T

he w

ires

on o

ne s

ide

of th

e ci

rcle

ar

e no

t tou

chin

g. T

he li

ght b

ulb

is o

ff. T

he s

econ

d pi

ctur

e sh

ows

som

e ba

tterie

s an

d a

light

bul

b co

nnec

ted

by w

ires.

The

wire

s on

the

othe

r sid

e of

the

circ

le a

re c

onne

cted

by

rubb

er. T

he li

ght b

ulb

is o

ff.

The

third

pic

ture

sho

ws

som

e ba

tterie

s an

d a

light

bul

b co

nnec

ted

by w

ires.

The

wire

s on

the

othe

r sid

e of

the

circ

le a

re c

onne

cted

by

alum

inum

foil.

The

ligh

t bul

b is

on.

If th

e st

uden

t has

a ta

ctile

supp

lem

ent,

ask

them

to re

fer t

o it

now.

NO

TE: T

he B

raill

e R

eady

For

mat

(BR

F) fi

le is

loca

ted

in th

e fir

st

tab

on th

is sc

reen

.SA

Y Yo

u ar

e go

ing

to li

sten

to s

ome

info

rmat

ion

abou

t the

pro

cess

of c

ondu

ctiv

ity. Y

ou w

ill h

ear t

he in

form

atio

n on

ly

once

. As

you

liste

n, re

fer t

o yo

ur ta

ctile

sup

plem

ent.

You

may

take

not

es a

s yo

u lis

ten.

Whe

n th

e pr

esen

tatio

n en

ds, y

ou w

ill s

umm

ariz

e th

e in

form

atio

n yo

u he

ard.

You

will

•ex

plai

n co

nduc

tivity

,•

incl

ude

all t

he s

teps

in th

e de

mon

stra

tion,

and

•us

e re

leva

nt d

etai

ls a

nd c

lear

lang

uage

.Pl

ay th

e au

dio

pres

enta

tion.

As t

he re

cord

ing

play

s, if

appr

opria

te, y

ou m

ay p

oint

to th

e re

leva

nt p

ictu

re th

at is

on

the

stud

ent’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

usi

ng h

eadp

hone

s, pu

t hea

dpho

nes o

n no

w.

Rec

orde

d A

udio

Scr

ipt

Hav

e yo

u ev

er w

onde

red

why

ele

ctric

plu

gs a

lway

s ha

ve m

etal

pro

ngs,

but

the

cord

s ar

e co

vere

d in

rubb

er o

r pla

stic

? To

day

we’

re g

oing

to ta

lk a

bout

con

duct

ivity

, or t

he w

ay th

at e

lect

ricity

trav

els

thro

ugh

diffe

rent

mat

eria

ls.

Ther

e ar

e so

me

batte

ries

and

a lig

ht b

ulb

conn

ecte

d to

geth

er in

a s

impl

e ci

rcui

t with

som

e w

ires.

The

wire

s on

one

sid

e of

the

circ

le a

re n

ot to

uchi

ng, s

o th

e ci

rcui

t is

not c

ompl

ete.

I w

ill c

onne

ct th

ese

two

wire

s to

diff

eren

t obj

ects

to te

st th

eir

cond

uctiv

ity.

23

1

31V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

Whe

n th

e tw

o w

ires

are

conn

ecte

d to

a ru

bber

era

ser,

it m

akes

a c

ircle

con

nect

ing

the

batte

ries

and

the

light

bul

b.

How

ever

, the

ligh

t bul

b do

es n

ot li

ght u

p w

hen

rubb

er is

use

d to

com

plet

e th

e ci

rcui

t. Th

at’s

bec

ause

rubb

er is

not

a g

ood

cond

ucto

r of e

lect

ricity

. The

rubb

er b

lock

s th

e el

ectri

city

from

com

plet

ing

its c

ircui

t.Fi

nally

, the

wire

s ar

e at

tach

ed to

a p

iece

of a

lum

inum

foil.

Alu

min

um is

a g

ood

cond

ucto

r of e

lect

ricity

, so

the

elec

trici

ty

from

the

batte

ry c

an p

ass

thro

ugh

the

foil,

to th

e lig

ht, a

nd b

ack

to th

e ba

ttery

aga

in, m

akin

g a

com

plet

e ci

rcui

t. Th

en, t

he

bulb

ligh

ts u

p.Th

is d

emon

stra

tion

show

s ho

w d

iffer

ent m

ater

ials

con

duct

ele

ctric

ity. M

etal

is a

muc

h be

tter c

ondu

ctor

of e

lect

ricity

than

ru

bber

whi

ch is

why

ele

ctric

al p

lugs

hav

e m

etal

pro

ngs.

How

ever

, the

out

side

of t

he p

lug

is c

over

ed in

rubb

er s

o th

at w

hen

we

touc

h it,

no

elec

trici

ty is

con

duct

ed to

us.

Con

duct

ivity

is a

n im

porta

nt id

ea in

ele

ctric

al e

ngin

eerin

g.

NEX

T

13 SAY

Sum

mar

ize

the

info

rmat

ion

you

hear

d. B

e su

re to

•ex

plai

n co

nduc

tivity

,•

incl

ude

all t

he s

teps

in th

e de

mon

stra

tion,

and

•us

e re

leva

nt d

etai

ls a

nd c

lear

lang

uage

.Pa

use

to le

t the

stud

ent s

umm

ariz

e th

e pr

esen

tatio

n. W

hile

the

stud

ent i

s res

pond

ing,

use

the

mai

n po

ints

and

the

rubr

ic to

scor

e th

ere

spon

se. A

fter t

he st

uden

t res

pond

s,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.D

IREC

TIO

NS

ON

EN

DIN

G A

TES

T•

Sele

ct th

e [E

nd T

est]

butto

n to

con

tinue

to th

e re

view

scre

en.

•D

o no

t rer

ecor

d re

spon

ses i

f you

see

a re

d tri

angl

e in

the

revi

ew b

ox. S

elec

t the

[ Sub

mit

Test

] but

ton.

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.

32G

RAD

ES 3

–5

Sum

mar

ize

an A

cad

emic

Pre

sen

tati

on

Co

nd

uct

ivit

y /

Qu

esti

on

13

Main

Po

ints

A fu

ll re

spon

se in

clud

es a

ll of

the

follo

win

g po

ints

and

ste

ps:

•An

exp

lana

tion

of c

ondu

ctiv

ity, t

he w

ay e

lect

ricity

pas

ses

thro

ugh

diffe

rent

mat

eria

ls (m

etal

is a

bet

ter c

ondu

ctor

of e

lect

ricity

than

rubb

er/e

lect

ricity

can

pass

thro

ugh

met

al b

ette

r tha

n ru

bber

).•

Step

s in

the

dem

onst

ratio

n:»

Batt

erie

s an

d a

light

bul

b ar

e co

nnec

ted

toge

ther

with

wire

s, b

ut th

e ci

rcui

t is

not c

ompl

ete/

wire

s ar

e no

t tou

chin

g on

one

sid

e.»

The

wire

s ar

e co

nnec

ted

to a

rubb

er e

rase

r. Ru

bber

is n

ot a

goo

d co

nduc

tor o

f ele

ctric

ity, s

o th

e bu

lb d

oes

not l

ight

up.

»A

piec

e of

alu

min

um fo

il is

conn

ecte

d to

the

wire

s, a

nd th

e bu

lb li

ghts

up

beca

use

alum

inum

or m

etal

is a

bet

ter c

ondu

ctor

of e

lect

ricity

than

rubb

er.

33V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

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

Engli

sh.

•No r

espo

nse,

“I do

n’tkn

ow,”

or is

comp

letely

unint

elligi

ble.

•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

ean

d con

necte

d.•G

ramm

ar an

d wor

d cho

icear

e lim

ited a

nd im

pede

mean

ing.

•Pro

nunc

iation

and/o

rint

onati

on of

ten im

pede

mean

ing.

•Spe

ech m

ay co

nsist

of iso

lated

wor

d(s)

orph

rase

(s).

•Res

pons

e rete

lls th

ena

rrativ

e as s

uppo

rted b

ythe

pictu

res,

and m

ay be

incom

plete

and l

ack c

larity

.•I

deas

are s

ometi

mes

cohe

sive a

nd co

nnec

ted.

•Gra

mmar

and w

ord c

hoice

are s

imple

and r

epeti

tive;

erro

rs oft

en im

pede

mean

ing.

•Pro

nunc

iation

and/o

rint

onati

on of

ten im

pede

mean

ing.

•Spe

ech m

ay be

slow

,ch

oppy

, or h

alting

.

•Res

pons

e rete

lls th

ena

rrativ

e as s

uppo

rted

by th

e pict

ures

with

basic

detai

l.•I

deas

are u

suall

y coh

esive

and c

onne

cted.

•Gra

mmar

and w

ord c

hoice

are a

dequ

ate; e

rrors

occa

siona

lly im

pede

mean

ing.

•Pro

nunc

iation

and/o

rint

onati

on oc

casio

nally

impe

de m

eanin

g.•S

peec

h is f

airly

susta

ined,

thoug

h som

e cho

ppine

ss or

haltin

g may

occu

r .

•Res

pons

e pro

vides

a cle

aran

d deta

iled r

etellin

g of th

ena

rrativ

e as s

uppo

rted b

ythe

pictu

res.

•Ide

as ar

e coh

esive

and

conn

ected

.•G

ramm

ar an

d wor

d cho

icear

e var

ied an

d effe

ctive

;er

rors

do no

t impe

deme

aning

.•P

ronu

nciat

ion an

dint

onati

on do

not im

pede

mean

ing.

•Spe

ech i

s usu

ally s

mooth

and s

ustai

ned.

Anc

hor:

I do

n’t k

now.

Anc

hor:

Oh.

Umm

, the

y’re

tryi

ng

to m

ake

a lig

ht b

ulb

out

of b

atte

ries,

rubb

er,

rubb

er, r

ubbe

r, an

d it

didn

’t wo

rk s

o th

ey u

sed

alum

inum

foi

l. An

d wh

en

they

put

it, t

hey

work

.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut

what

you

hea

rd?]

I do

n’t k

now.

Anc

hor:

Firs

t, th

ey u

se

batt

erie

s, wi

res,

and

a bu

lb. T

hen

they

use

a

rubb

er e

rase

r, bu

t the

bu

lb d

oesn

’t sh

ine.

The

n th

ey u

se a

lumi

num

foil,

an

d th

en th

e bu

lb li

ghts

up

.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut

what

you

hea

rd?]

(No

resp

onse

.)

Anc

hor:

So, a

s you

wer

e sa

ying

, ru

bber

will

not

wor

k be

caus

e it

will

like

stop

th

e el

ectr

icity

to g

o ar

ound

. And

this

one

over

her

e le

t’s it

go,

so

it wi

ll wo

rk a

nd li

ght u

p. An

d . .

. wel

l, yo

u . .

. if

you

use

rubb

er o

n to

p of

it,

we

won’t

get

hur

t. So

we

won

’t be

ele

ctrifi

ed

by a

nyth

ing

else

.

Anc

hor:

So w

hen

. . .

they

use

d a

cord

but

it’s

split

, so

the

light

doe

sn’t

shin

e. T

hen

when

they

use

d a

rubb

er

eras

er it

blo

cked

the

elec

tric

ity. I

n th

e la

st

pict

ure

the

light

bul

b tu

rned

on

beca

use

they

us

ed a

lumi

num

foil.

It

was

bett

er c

ondu

ctivi

ty.

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.

34

Student Score Sheet

SPEAKING Visual Impairment and Braille Practice Test—Grades 3–5Talk About a Scene 2 0 1 3 0 1 4 0 1 2 5 0 1 2

Speech Functions 6 0 1 2 7 0 1 2 8 0 1 2

Support an Opinion 9 0 1 2 3 10 0 1 2 3

Retell a Narrative 11 0 1 2 3 4

Summarize an Academic Presentation 12 0 1 2 3 4 13 0 1 2 3 4

Name:

Grade:

Student ID:

SPEAKING Visual Impairment and Braille Practice Test—Grades 3–5Talk About a Scene 2 0 1 3 0 1 4 0 1 2 5 0 1 2

Speech Functions 6 0 1 2 7 0 1 2 8 0 1 2




Name:

Grade:

Student ID:

SPEAKING Visual Impairment and Braille Practice Test—Grades 3–5Talk About a Scene

2 0 1 3 0 1 4 0 1 25 0 1 2

Speech Functions6 0 1 2 7 0 1 2 8 0 1 2




Name:

Grade:

Student ID:

speaking: directions for administration, visual impairment ...€¦ · summarize an academic...

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