FDOE Policies on CASAS Assessments in Adult General Education Programs
	
Florida Department of Education                                   	Division of Career and Adult  Education	
     	
April 2021	

Contents

Topic 1		Certification and Recertification 

Topic 2		ABE and GED Preparation Programs

Topic 3		Adult ESOL and ELCATE Programs

Topic 4		CASAS Locator and Appraisal

Topic 5		Out of Range Scores

Topic 6		Exceptions 

Topic 7		Training for Instructors

Topic 8		Definitions

OVERVIEW

The intended audience of this paper is program administrators and assessment personnel in adult general education (AGE) programs in school districts, colleges, and community-based organizations. The paper provides guidance on Florida Department of Education (FDOE) policies regarding the administration of CASAS assessments to students in the following programs: Adult Basic Education (ABE) to determine initial placement and progression; Adult English for Speakers of Other Languages (ESOL) to determine initial placement and progression; and General Educational Development (GED®) Preparation to determine initial placement.

Topic 1: Certification and Recertification 

Implementation Agreement 
Prior to implementing the CASAS eTests system, the program director or CASAS coordinator must complete an Implementation Agreement training on the CASAS website. The agreement has no expiration date but in the event of a change in director, the incoming director must notify CASAS. Programs are required to maintain documentation of the Implementation Agreement on file.

Implementation Basics Training
This initial training includes four modules that present a general overview of policies and procedures to persons new to CASAS who plan to administer paper tests and/or eTests to students. The training is required prior to administering tests to students and is valid for two years. Programs are required to maintain documentation on file showing that all persons administering tests have completed this training. Two options are available.

Option 1. In-Person
•	Provided by CASAS certified trainer 
•	CASAS provides certificate upon completion	Option 2. Online
•	Provided on the CASAS website
•	CASAS provides certificate upon completion	

Online eTests Coordinator Certification: Online eTests Coordinators are required to complete the Implementation Basics Training modules 1 and 2 in addition to the Online eTests Coordinator certification. This certification prepares Online Coordinators to manage online eTests at all sites at the program. 

Online eTests Proctor Certification: Online eTests Proctors are required to complete the Implementation Basics Training modules 1 and 2 in addition to the Online eTests Proctor certification. This certification prepares Online Proctors to administer online eTests to students and to maintain a controlled testing environment at testing sites. 

Online eTests Coordinator and Proctor certifications address the responsibilities of each role, testing code of ethics, and test security. The certifications do not expire; however, it is required to complete the Implementation Basics Training modules 1 and 2 every two years. 

Table 1: Initial Certification and Training Requirements
Role	Initial Certification and Training Requirements	
Program Director or CASAS Coordinator	Implementation Agreement – Required; does not expire	
Program Director or CASAS Coordinator Agency Remote Testing Agreement	Signs CASAS Agency Remote Testing Agreement
Submits to CASAS – Required; does not expire	
eTests Coordinator	Online Coordinator Certification Training – Required; does not expire
Implementation Basics Modules 1 and 2 – Required; valid for 2 years	
eTests Proctor	Online Proctor Certification Training – Required; does not expire
Implementation Basics Modules 1 and 2 – Required; valid for 2 years	
eTests Proctor Remote Testing Agreement	Proctor signs CASAS Proctor Remote Testing Agreement
Kept on file at local program – Optional; does not expire	
Test administrators using eTests and Paper tests	Implementation Basics Training Modules 1, 2 and 3
Required; valid for 2 years	
Test administrators using eTests only 	Implementation Basics Training Modules 1 and 2
Required, valid for 2 years	
Test administrators using Paper tests only	Implementation Basics Training Modules 1 and 3 
Required; valid for 2 years	

Recertification: Beyond Implementation Basics Training
This training provides a review for test administrators in programs using eTests and/or paper tests. Test administrators are required to complete recertification trainings every two years. Two options are available.

Note: The Beyond Implementation Basics Training is currently under revision until July 1, 2021. In the meantime, CASAS recommends using the Implementation Basics Training for recertification.

Option 1. In-Person
•	Provided by CASAS certified trainer 
•	CASAS provides certificate upon completion 	Option 2. Online
•	Provided on the CASAS website
•	CASAS provides certificate upon completion	

Table 2: Recertification Training Requirements
Role	Initial Training and Recertification Requirements	
eTests Coordinator	Online Coordinator Certification Training – Required; does not expire
Implementation Basics Modules 1 and 2 – Required; valid for 2 years	
eTests Proctor	Online Proctor Certification Training – Required; does not expire
Implementation Basics Modules 1 and 2 – Required; valid for 2 years	
eTests Proctor – Remote Testing	Proctor signs CASAS Proctor Remote Testing Agreement
Kept on file at local program – Optional; does not expire	
Test administrators using eTests and Paper tests	Implementation Basics Training Modules 1, 2 and 3
Required; valid for 2 years	
Test administrators using eTests only 	Implementation Basics Training Modules 1 and 2
Required, valid for 2 years	
Test administrators using Paper tests only	Implementation Basics Training Modules 1 and 3 
Required; valid for 2 years	

Topic 2: ABE and GED® Preparation Programs

Table 3: Reading and Math Tests Approved for ABE and GED® Preparation 
CASAS Test Series	CASAS Test Levels	CASAS Test Forms	
READING
GOALS 900 Series	A	901R/902R	
	B	903R/904R	
	C	905R/906R	
	D	907R/908R	
MATH
GOALS 900 Series	A/B	913M/914M	
	C/D	917M/918M	
Note: Programs may use CASAS Reading and/or Math to place students in GED® Preparation. Programs using CASAS Reading and Math to place and show progression of students in ABE must also provide students the opportunity to enroll in ABE Language, requiring the use of the TABE language test. 	

	
Table 4: Intake of ABE and GED® Preparation Students
eTests:	1.	Administer eTests Reading and Math Locator
2.	Administer eTests Reading and Math pretests assigned by the Locator
3.	Use the Score Chart to determine the student’s Initial EFL	
Paper Tests:	1.	Administer Reading and Math Appraisal
2.	Administer Reading and Math pretests assigned by the Appraisal
3.	Use the Score Chart to determine the student’s Initial EFL	

Table 5: Score chart for ABE and GED® Preparation programs 
Levels
ABE and GED® Prep	NRS Scores 
Reading GOALS 900 Series	LCP Codes
Reading	NRS Scores
Math GOALS 900 Series	LCP Codes
Math	
ABE 1 	165-203	E	178-193	A	
ABE 2 	204-216	F	194-203	B	
ABE 3 	217-227	G	204-214	C	
ABE 4 	228-238	H	215-225	D	
ASE/GED® Prep 5 	239-248	N/A	226-235	N/A	
ASE 6 	249-262	N/A	236-249	N/A	

Topic 3: Adult ESOL and ELCATE Programs

Table 6: Reading and listening tests approved for Adult ESOL and ELCATE
CASAS Test Series	CASAS Test Levels	CASAS Test Forms	
READING
Beginning Literacy 
20 Series	Literacy	27/28	
READING
Life and Work 
80 Series	A	81R/82R - 81RX/82RX	
	B	83R/84R	
	C	185R/186R	
	D	187R/188R	
LISTENING
Life and Work 
980 Series	A	981L/982L	
	B	983L/984L	
	C	985L/986L	

Table 7.1: Intake of Adult ESOL or ELCATE students who respond easily in English to registration questions or who score 6 or more on CASAS Oral Screening
eTests:	1.	Administer Reading and Listening Locator 
2.	Administer Reading and Listening pretest assigned by the Locator
3.	Use the Score Chart to determine the student’s Initial EFL in Reading and Listening 	
Paper Tests:	1.	Administer 83R/84R and 983L/984L
2.	Use the Score Chart to determine the student’s Initial EFL in Reading and Listening 	

Table 7.2: Intake of Adult ESOL students who respond with difficulty in English to registration questions or who score 5 or less on CASAS Oral Screening
1	Administer the five practice items from Form 27	
2	If the student has difficulty with the five practice items from Form 27:
eTests and Paper tests:
•	Administer 27/28 and 981L/982L
•	(If the student scores above 180 on 27/28, administer 81R/82R)
•	Use the Score Chart to determine the student’s Initial EFL in Reading and Listening separately	
3	If the student has little or no difficulty with the five practice items from Form 27:
eTests:
•	Administer Reading and Listening Locator
•	Administer Reading and Listening pretests assigned by the Locator
•	Use the Score Chart to determine the student’s Initial EFL in Reading and Listening separately
Paper tests:
•	Administer 81R/82R and 981L/982L
•	Use the Score Chart to determine the student’s Initial EFL in Reading and Listening separately	

Table 7.3: Intake of Adult ESOL students who respond to registration questions in English with difficulty or who score 5 or less on CASAS Oral Screening in programs that offer the Literacy Skills course
1	Administer the 5 practice items from Form 27
If the student has difficulty with the 5 practice items, administer FDOE Native Language Screening
•	If the NLS scores indicate the student is not able to read or write in their native language, use the NLS scoring chart to place the student in level A, B, or C of the Literacy Skills course 
•	If the NLS scores indicate the student is able to read and write in the native language, do not enroll in the Literacy Skills course
•	Administer 27/28 and 981L/982L to enroll the student in Adult ESOL 
•	Use the Score Chart to determine the student's Initial EFL in Reading and Listening separately	
2	If the student has little or no difficulty with the 5 practice items from Form 27:
eTests:
•	Administer Reading and Listening Locator 
•	Administer Reading and Listening pretest assigned by Locator
•	Use the Score Chart to determine the student's Initial EFL in Reading and Listening separately
Paper tests:
•	Administer 81R or 82R and 981L/982L	
 Native Language Screening: http://www.fldoe.org/academics/career-adult-edu/adult-edu/resources.stml	

Table 8: Score Chart for Adult ESOL and ELCATE
Adult ESOL and ELCATE
EFL	 NRS Scores
Reading Literacy 
 20 Series	 NRS Scores
Reading Life and Work 80 Series	Reading 
LCP 
Codes	NRS Scores
Listening Life and Work 980 Series	Listening
LCP
Codes	
ESOL 1 	153-180*	170-180	M	169-180	G	
ESOL 2 	---	181-190	N	181-189	H	
ESOL 3 	---	191-200	P	190-199	I	
ESOL 4 	---	201-210	R	200-209	J	
ESOL/ELCATE 5	---	211-220	S	210-218	K	
ESOL/ELCATE 6 	---	221-235	T	219-227	L	
---	---	≥236 Exit	N/A	≥228 Exit	N/A	
* When scoring 27 and 28, use only scores up to 180. If student scores 181 or more, administer 81R/82R.	

TOPIC 4: CASAS ORAL SCREENING, LOCATOR AND APPRAISAL

The CASAS Oral Screening is a recommended tool that quickly measures an examinee’s speaking ability. It is recommended for use with examinees who respond in English with difficulty to questions during registration. It is optional for students who respond in English with ease to questions during registration.

The CASAS Locator is part of the eTests system that is a computer adaptive test that covers a range of levels that recommends a pretest level. It starts with medium difficult questions, then less or more difficult questions, based on the student’s responses. The Locator cannot be used for EFL placement or reporting purposes. It is allowable to manually assign a different pretest if the locator suggestion is too high or too low.

The CASAS Appraisal is a paper test that covers a range of levels that recommends a pretest level. It starts with less difficult questions that increasingly difficult as the student progress through the test. Like the Locator, the Appraisal cannot be used for EFL placement or reporting purposes.

Topic 5: OUT OF RANGE SCORES; POST-TEST SCORES OF CONTINUING STUDENTS

Below-range scores are not allowable for reporting the educational functioning level of a student to FDOE. Both new and continuing students must retest on a lower level test when their scores are below-range. In situations when new students score below-range on a pretest that is at the lowest level, programs must retest on the alternate form. If the retest scores are also below-range, report to FDOE that the student is in level 1. This is the only situation that below-range scores are allowable for reporting.

Above-range scores are not allowable for reporting the educational functioning level of a student to FDOE. Both new and continuing students must retest on a higher-level test when their scores are above-range. In situations when a student takes a post-test on the highest-level test and scores above the exit score for the course, the program may use the above range-score to report the student has completed the course. This is the only situation that above-range scores are allowable for reporting.

Post-test scores of continuing students obtained at the end of a reporting period may be used for establishing the EFL of a student in the next reporting period. Programs may wish to retest students who have been out for more than four months.

TOPIC 6: HOURS OF INSTRUCTION BETWEEN PRETEST AND POST-TEST

FDOE policies require that students complete at least 70 hours of instruction between their initial pretest to post-test and every post-test thereafter. CASAS recommends the following:

•	70-100 hours of instruction for an average gain of 3-5 points on the CASAS scale
•	100-200 hours of instruction for students who are in class 20 or more hours/week to advance a level
•	40 hours of instruction minimum if a student needs to leave the program early

TOPIC 7: EXCEPTIONS

FDOE policies require an exception to post-test students who have completed fewer than 70 hours of instruction. The program director must authorize any exception prior to administering the post-test and a record must be kept for FDOE monitoring purposes. Exceptions are allowable if the student is leaving the program before 70 hours of instruction or if the program offers fewer than 70 hours of instruction in a semester. Exceptions are not allowable for post-testing students at less than 40 hours of instruction.

Topic 8: instructor TraininG

CASAS Online Training Module 4 is a training resource for teachers. Although this training is not required by FDOE, programs may utilize it as part of teacher induction or inservice trainings.

Topic 9: Definitions
Continuing Students are those who enroll in the program during one reporting year and re-enroll in the next year. A student with a break in enrollment of one year or more is no longer a continuing student. If the lapse between semesters is greater than four months, programs may choose to retest the student at the time of enrollment in the next semester.

Educational Functioning Level (EFL) is used in the NRS to measure the learning gains demonstrated by adult education students. Each of the three ABE courses (reading, math, and listening) have four EFLs. The Adult ESOL course has six EFLs, and ELCATE has two EFLs.

Initial Educational Functioning Level is the starting EFL that a new student is placed into upon enrolling in ABE, ESOL, and ELCATE. 

Literacy Completion Point (LCP): FDOE awards one LCP to the local program for each EFL that a student completes. Students complete an EFL by scoring one point above the range of the EFL they are in.

New Students are those who are enrolling for the first time in a program or who previously enrolled in a program but have been out for a complete year or more.

Stop-Out Students are those who leave the program and return within the same reporting year. Programs may wish to retest students who have been out for more than four months.