New York State English As A
Second Language Achievement Test
NYSESLAT
Grades
K–12
2023
School Administrator’s
Manual
THE UNIVERSITY OF THE STATE OF NEW YORK
Regents of e University
L W. Y, J., C, B.S., M.S., Ed.D. ..................................................................... Beechhurst
J V F, V C, B.A., J.D. .................................................................. Monticello
R T, B.A., J.D. ......................................................................................................................... Manhasset
C D. CEA, B.A., M.A., Ph.D. ................................................................................................. Staten Island
W S. N, B.A. ........................................................................................................................ Rochester
K M. C, B.S., M.S., Ed.D. .............................................................................................. Brooklyn
J E. C, B.S., M.D. ............................................................................................................. New York
J C, B.S., M.S. in Ed. .............................................................................................................. Little Neck
C C, R.N., N.P., B.S., M.S. in Ed., Ed.D. .................................................................. Bu alo
N E M, B.A., M.A. ............................................................................................................. Manhattan
E S. H, A.S., B.A., M.S., C.A.S. ............................................................................. Syracuse
L O. R, B.A., M.A., Ph.D. .......................................................................................................... New York
S W. M, B.S., M.S. ............................................................................................................... Ithaca
F G. W, B.A., M.A., M.Ed., C.A.S., Ph.D. ........................................................................ Ossining
R B. T, BSW, LCSW, M.Ed. .................................................................................................. Rochester
A V F, B.A., M.S. in Ed., Ph.D. .............................................................................. Bronx
S T, B.A., M.S. ................................................................................................................. Manhattan
R P. C, B.A., M.A., M.S., C.A.S., Ph.D. ........................................................................... Saranac Lake
Commissioner of Education and President of The University
B A. R, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D.
Senior Deputy Commissioner, Oce of Education Policy
J N. B
Deputy Commissioner, Oce of P12 Operational Support
J H
Assistant Commissioner, Oce of State Assessment
Z W
e State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national
origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educational programs, services and activities. Portions of
this publication can be made available in a variety of formats, including braille, large type or audio tape, upon request. Inquiries concerning this
policy of nondiscrimination should be directed to the Department’s Oce for Diversity and Access, Room 530, Education Building, Albany, NY
12234.
Developed and published under contract with the New York State Education Department by Pearson. Copyright © 2023 by the New York State
Education Department. Permission is hereby granted for school administrators and educators to reproduce these materials, located online on the
NYSED website (http://www.nysed.gov/state-assessment/new-york-state-english-second-language-achievement-test-nyseslat), in the quantities
necessary for their school’s use, but not for sale, provided copyright notices are retained as they appear in these publications. is permission does
not apply to distribution of these materials, electronically or by other means, other than for school use.
Table of Contents
General Information about the NYSESLAT ................................................................................................... 1
About the NYSESLAT ......................................................................................................................................... 1
New Language Arts Progressions and Linguistic Demands....................................................................... 1
Performance Levels ........................................................................................................................................ 1
Integrated Approach to Modalities ............................................................................................................... 2
Complexity: Grade-Level Text with a Content Focus for All Levels......................................................... 2
Instructionally Relevant Academic Language ............................................................................................. 2
Administration ................................................................................................................ ..................................... 3
Who May Administer the NYSESLAT ............................................................................................................. 3
Materials ............................................................................................................................................................... 4
Contact Information ........................................................................................................................................... 4
Administration Schedule ................................................................................................................................ 5
Important Dates ................................................................................................................................................... 5
Students to be Tested ....................................................................................................................................... 7
Students with Disabilities ................................................................................................................................... 7
Medically Excused ............................................................................................................................................... 7
Testing Accommodations ................................................................................................................................ 8
English Language Learners ................................................................................................................................ 8
Students Who Incur Disabilities Shortly Before Test Administration ......................................................... 8
Students with an IEP or 504 Plan ..................................................................................................................... 9
Teacher Reading to Student ............................................................................................................................... 9
Use of a Scribe ................................................................................................................................................... 10
Large Type or Braille Editions ......................................................................................................................... 10
Format Changes ................................................................................................................................................. 11
Test Security .................................................................................................................................................. 12
Before Testing ................................................................................................................................................ 14
Inventory Test Materials ................................................................................................................................... 14
Shipment 1: Speaking Session Materials .................................................................................................... 14
Shipment 2: Listening, Reading, and Writing Session Materials............................................................. 15
Shipment 3: Writing Scoring Materials ..................................................................................................... 16
Orientation of Test Examiners ......................................................................................................................... 16
Orientation of Students .................................................................................................................................... 17
Notication of Parents ...................................................................................................................................... 17
Preparing the Answer Sheets ........................................................................................................................... 17
Preparing the Testing Room(s) ....................................................................................................................... 17
NYSESLAT 2023 • School Administrator’s Manual
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Instructions for Administering the Test ....................................................................................................... 19
Administering the Tests .................................................................................................................................... 19
Use of Communications Devices .................................................................................................................... 19
Speaking Session ................................................................................................................................................ 21
Listening/Reading/Writing Sessions ............................................................................................................... 22
Proc toring ........................................................................................................................................................... 23
Aid to Students .................................................................................................................................................. 23
Unauthorized Materials .................................................................................................................................... 24
Student Cheating ............................................................................................................................................... 24
Temporary Absence from the Testing Room................................................................................................. 24
Illness .................................................................................................................................................................. 24
Emergency Evacuation of a School Building ................................................................................................. 25
Make-up Testing ................................................................................................................................................ 25
A er Testing .................................................................................................................................................. 26
Selecting and Assigning Teachers for the Writing Session Scoring Committees ..................................... 26
Scoring the Tests ................................................................................................................................................ 26
Completing the Scoring Process ..................................................................................................................... 27
Reporting Irregularities or Misadministrations ............................................................................................ 29
Mandatory Reporting of Testing Improprieties by Adults ........................................................................ 30
Coding of Invalid Tests ................................................................................................................................ 30
Circumstances at Should Not Be Reported as Administrative Errors................................................. 31
Returning Test Materials to Pearson ............................................................................................................ 32
Packing Materials for Return Shipping .......................................................................................................... 34
Reporting of NYSESLAT Results .................................................................................................................. 36
Appendix A .................................................................................................................................................... 38
Contacts for Assistance .................................................................................................................................... 38
Appendix B .................................................................................................................................................... 41
Test Overview .................................................................................................................................................... 41
Appendix C .................................................................................................................................................... 42
Testing Accommodations Categories .............................................................................................................. 42
Appendix D.................................................................................................................................................... 44
Speaking Score Sheet for Individual Administration ................................................................................... 44
Appendix E .................................................................................................................................................... 48
Grades K–12 Speaking Rubric ......................................................................................................................... 48
Appendix F .................................................................................................................................................... 49
Kindergarten Writing Rubrics ......................................................................................................................... 49
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NYSESLAT 2023 • School Administrator’s Manual
Appendix G .................................................................................................................................................... 51
Grades 1–12 Writing Rubrics .......................................................................................................................... 51
Appendix H ................................................................................................................................................... 56
Writing Glossary of Terms ............................................................................................................................... 56
Appendix I ..................................................................................................................................................... 58
Assessments by Birth Date/Age for Ungraded Students in the 2022–2023 School Year ......................... 58
Appendix J ..................................................................................................................................................... 59
Regional Information Centers (RICs) and Large-City Scanning Centers ................................................. 59
Appendix K .................................................................................................................................................... 63
Certi cates .......................................................................................................................................................... 63
Examination Storage Certifcate NYSESLAT 2023................................................................................... 63
Deputy and Proctor Certif cate................................................................................................................... 65
Exam Scoring Certif cate............................................................................................................................. 67
Appendix L .................................................................................................................................................... 69
Secure Materials Tracking Log ........................................................................................................................ 69
NYSESLAT 2023 • School Administrator’s Manual
Page iii
General Information about the NYSESLAT
e New York State English as a Second Language Achievement Test (NYSESLAT) is designed to annually assess
the English language prociency of all English Language Learners (ELLs) enrolled in Grades K–12 in New York
State schools. e test provides the State and schools with important information about the English language
development of ELLs and is part of the State’s compliance with federal laws that mandate the annual assessment
and monitoring of the English language prociency of all ELLs. e results of the NYSESLAT will determine
the levels of service ELLs will receive in Bilingual Education and English as a New Language programs for the
2022–23 school year as prescribed in Commissioner’s Regulations Part 154-2 and 154-3.
About the NYSESLAT
e NYSESLAT is aligned to the Linguistic Demands of grade-level instruction delivered to ELLs based on the
New York State learning standards. As part of the Bilingual Common Core Initiative (BCCI), the Linguistic
Demands are presented in the New Language Arts Progressions.
New Language Arts Progressions and Linguistic Demands
e NYSESLAT measures the Linguistic Demands necessary to meet the discipline-specic standards at the
corresponding grade band (K, 1–2, 3–4, 5–6, 7–8, and 9–12).
Derived from the New Language Arts Progressions, the Linguistic Demands identify the words, phrases, and
other forms of language that students need to acquire in order to meet discipline-specic standards in K–12,
across all four modalities of language (Speaking, Listening, Reading, and Writing).
e Linguistic Demands are articulated, for the purposes of assessment development, as Targets of Measurement
(ToMs). ToMs describe what students should be able to do at each grade-band level, linked to specic targets of
measurement and their linguistic purposes. To capture performance with the necessary level of precision, every
grade band has been delineated across ve performance levels.
Performance Levels
e NYSESLAT measures ve performance levels. ese performance levels reect how an ELL has progressed
along the continuum of English language acquisition. e ve performance levels are Entering, Emerging,
Transitioning, Expanding, and Commanding. Each question on the NYSESLAT targets a specic modality and
a specic grade-band ToM at one of the ve performance levels.
Note that students who score Commanding, the highest performance level, will have met the exit criteria for ELLs
speci ed in the Commissioner’s Regulations Part 154-2. is means that the students have met the Linguistic
Demands necessary to demonstrate English language prociency in academic contexts within their grade level.
NYSESLAT 2023 • School Administrator’s Manual
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Integrated Approach to Modalities
e NYSESLAT uses an integrated approach to assess the Speaking, Listening, Reading, and Writing modalities
in Grades 1–12. Organizing themes and topics underlie the Listening and Reading passages, the Writing
prompts that are associated with one of the two Reading passages, and the Speaking stimuli. e intent of
using organizing themes and topics is to provide students with an assessment experience that is cohesive and
interconnected across modalities, and as such, is similar to an instructional experience provided by a well-
developed unit of study.
e NYSESLAT continues to measure the language that is embedded in content rather than content itself.
Note: Kindergarten does not use an integrated approach; each modality is administered in a separate session
(Speaking, Listening, Reading, or Writing).
Complexity: Grade-Level Text with a Content Focus for All Levels
e New York State learning standards require students to engage with complex text. e NYSESLAT re ects
this requirement by incorporating grade-level texts that contain ideas and language that are at a suitable level of
complexity, which is critical for preparing students for college and careers.
Instructionally Relevant Academic Language
e NYSESLAT passages and questions are derived from content-area classroom activities and are based on
academics. However, the questions focus on the language and language structures required to access grade-level
content rather than the content itself.
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NYSESLAT 2023 • School Administrator’s Manual
Administration
e NYSESLAT is administered annually to all ELLs in Grades K–12. e test is congured to consist of six
grade bands: K, 1–2, 3–4, 5–6, 7–8, and 9–12. Each grade band assesses four language modalities: Speaking,
Listening, Reading, and Writing.
e NYSESLAT is an untimed test. e Test Overview provided in Appendix B shows the estimated test
administration times and the number of test questions per session for each grade band. e time allotment
indicated should be adequate for most students. As long as students are productively working, they should be
allowed as much time as they need, within the connes of the regular school day, to complete that day’s test
session. If a student is no longer working productively, administration may be stopped for that session, but the
examiner should continue with administration of the next session as scheduled.
In Grades 1–12, students will use one test booklet for Speaking and three test booklets (one per session) for each
of the theme-based Listening/Reading/Writing sessions.
In Kindergarten, each test booklet will test one modality (Speaking, Listening, Reading, or Writing), each of
which will be administered in a separate session.
Who May Administer the NYSESLAT
Only qualied personnel should administer the NYSESLAT. Qualied personnel should be certi ed teachers
or administrators able to carry out standard examination procedures and should have special training in
administering the NYSESLAT.
In public and charter schools, the sta administering the NYSESLAT should be certied teachers. In religious
and independent schools, it is highly recommended that the sta administering the NYSESLAT be certi ed
teachers.
e principal is responsible for making the nal determination as to whether or not a teacher may administer
or score the NYSESLAT.
e examiner should be a procient speaker of English (i.e., have complete command of pronunciation,
intonation, and uency). All school personnel administering any session of the NYSESLAT, or overseeing
the administration and scoring of the NYSESLAT, must be provided with and read the “Instructions for
Administering the Test” section beginning on Page 19 of this manual. is manual is not secure and may be
photocopied. School personnel may retain this manual aer the testing is completed.
Teachers may not score their own students’ responses for the Speaking and Writing questions. See Page 21 for
Speaking Session instructions and Page 26, “A er Testing” for specic Writing instructions and additional
information.
NYSESLAT 2023 • School Administrator’s Manual
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Materials
For the NYSESLAT administration, Pearson will provide the materials listed on Pages 14–16. All
schools—public, charter, and religious and independent—must obtain machine-scannable answer sheets and
scanning services from a Regional Information Center (RIC) or a large-city scanning center. e machine-
scannable answer sheets will be used to mark student responses for all Listening and Reading multiple-choice
questions. e machine-scannable answer sheets also provide elds in which scorers will mark student scores
for all Speaking and Writing constructed-response questions.
Schools using the Listening CDs must provide a CD audio player for the administration of the Listening section
of each session in Grades 3–12.
Contact Information
For any questions about the materials or administration procedures for this test, please contact Pearson’s Customer
Support at 888-705-9415 or email NYSESLATscm@grp.pearson.com . Additional contact information is provided
in Appendix A of this manual. Please also check the O ce of State Assessment (OSA) website periodically at
http://www.nysed.gov/state-assessment/new-york-state-english-second-language-achievement-test-nyseslat
for any scoring clari cations.
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NYSESLAT 2023 • School Administrator’s Manual
Administration Schedule
Important Dates
Speaking session materials delivered to
participating schools
Monday, March 27 – Monday, April 3, 2023
Speaking session administration period Monday, April 17 – Friday, May 26, 2023
Listening/Reading/Writing session
materials delivered to participating
schools
Monday, May 8 – Friday, May 12, 2023
Listening/Reading/Writing session
administration period
Monday, May 15 – Friday, May 26, 2023
Writing scoring materials delivered to
participating schools
Tuesday, May 23 – Friday May 26, 2023
Scoring of Writing responses Tuesday, May 30 – Friday, June 9, 2023
Deadline to submit answer sheets to the
RIC or large-city scanning centers
Monday, June 12, 2023
NOTE: All schools must complete the NYSESLAT administration by Friday, May 26, 2023. All
secure materials must be returned to Pearson no later than Friday, June 23, 2023.
*Scoring training for specic Writing constructed-response questions and the actual scoring of student responses may NOT begin
until the Listening/Reading/Writing sessions (excepting make-ups) have been completed in the school for a specic grade band.
Once these sessions have been completed, scorer training and actual scoring can commence, even if this date is earlier than
May 26, 2023.
Speaking session materials will arrive in schools—in a separate shipment—earlier than other test materials.
e Speaking session must be administered to students individually in a location separate from other students
and may be administered only within the Speaking testing window. It is allowable for a student to have already
begun (or even possibly nished) the Listening/Reading/Writing sessions of the NYSESLAT before they take the
Speaking test, as long as the Speaking administration falls within the testing window for the Speaking session of
the NYSESLAT. For Speaking, scoring is done at the time of administration, unless student responses are being
electronically recorded so that they can be scored at a later time by a disinterested teacher.
e three Listening/Reading/Writing sessions must be administered as indicated on the test administration
schedule. Each school may choose its own testing days and times within that date range. e make-up test dates
are any dates that remain in the primary administration period. e NYSESLAT is an untimed test. Suggested
time allotments for various parts of the test are listed in the overview in Appendix B.
NYSESLAT 2023 • School Administrator’s Manual
Page 5
e State Education Department recommends that administration of the NYSESLAT be broken up into multiple
days to minimize student fatigue. e testing days need not be consecutive, as long as they are within the
appropriate testing window for the NYSESLAT. For Grades 1–12, Listening/Reading/Writing sessions must be
administered in numerical sequence (1, 2, then 3); do not break up testing days by modality. Sessions in the
Kindergarten test are divided by modality. Prior to administration, schools should ensure that there is su cient
time to complete a full test session.
Scoring of the Writing questions in each of the Listening/Reading/Writing sessions must be done locally, but
may not begin until scoring guides and training sets arrive in schools. Scorers must be cautioned not to discuss
the test content and specic scoring rubrics outside of the scoring sessions.
Once scores have been entered on the machine-scannable answer sheets, schools must submit their answer
sheets to RICs or large-city scanning centers by June 12, 2023.
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NYSESLAT 2023 • School Administrator’s Manual
Students to be Tested
All public and charter schools must administer the NYSESLAT annually to all ELLs in Grades K–12 regardless
of their classication as a student with a disability, or number of years of service (including six or more
years), until the Commanding level is attained as reected by the score achieved on the NYSESLAT or by the
combination of scores achieved on the NYSESLAT and Grades 3–8 English Language Arts Test or Regents
Examination in English Language Arts, in accordance with the Commissioner’s Regulations Part 154. Religious
and independent schools must administer the NYSESLAT, or an equivalent test, annually to any ELLs receiving
services from a public school district funded under Title III. Religious and independent schools are strongly
encouraged to administer the NYSESLAT to all ELLs. High School Equivalency (HSE) programs preparing
students for the General Educational Development Test (GED) should not administer the NYSESLAT to any of
their students. Valid scores and score reports cannot be provided for students enrolled in HSE programs who
take the NYSESLAT.
Students with Disabilities
All ELLs with disabilities, identied by the Committee on Special Education (CSE) or by a multidisciplinary
team, including those participating in the New York State Alternate Assessment (NYSAA), must participate
in the NYSESLAT. Use the chart in Appendix I to ascertain the appropriate NYSESLAT grade-level test to
administer to those ELLs with disabilities who are ungraded. In planning for the administration of this test, be
sure to consider ELLs with disabilities who attend programs operated by the Boards of Cooperative Educational
Services (BOCES), as well as any other programs located outside the school.
Medically Excused
Students who are incapacitated by illness or injury during the test administration and make-up periods and
have on le documentation from a medical practitioner that they were too incapacitated to complete the test
at the school, at home, or in a medical setting, are considered medically excused. In the Student Information
Repository System (SIRS), in the Assessment Standard Achieved Code eld, code each such student’s test as
medically excused with a Standard Achieved Code of “93,” and, in the numeric eld, enter “999,” indicating no
valid score.
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Testing Accommodations
e Department’s Oce of Special Education provides information on testing accommodations for students
with disabilities on its website in the guidance document, Testing Accommodations for Students with
Disabilities–Policy and Tools to Guide Decision Making and Implementation: https://www.p12.nysed.gov/
specialed/publications/documents/testing-accommodations-guide-revised-sept-2019.pdf
School personnel may contact the O ce of Special Education via email at [email protected]ov if they have any
questions on this topic to which they are unable to nd answers in this manual or on the website.
English Language Learners
e NYSESLAT is designed specically for English Language Learners. erefore, testing accommodations
ordinarily permitted for ELLs taking other State tests are not permitted for the NYSESLAT.
Students Who Incur Disabilities Shortly Before Test Administration
Principals may provide certain testing accommodations for general education students who experience the
onset of a short-term disability (e.g., incur an injury, such as a broken arm) or a long-term disability (either
cognitive or physical) acquired or diagnosed within 30 days prior to the administration of State exams. Eligibility
for such accommodations is based on the principal’s professional judgment. e principal may confer with
the CSE/Section 504 Committee members, the school physician, or other school personnel in making such a
determination. is authorization for testing accommodations does not apply to a student who is in the process
of being evaluated to determine their eligibility status as a student with a disability, unless the student being
evaluated has also recently incurred an injury or disabling condition that warrants authorization for emergency
accommodations. Principals may authorize certain accommodations that will not signicantly change the skills
being tested. ese accommodations are limited to the following:
• administering the test in a special location
• recording the student’s answers in any manner (see “Use of a Scribe” on Page 10)
• reading the test to the student (is accommodation is allowed only for students whose vision is impaired.)
Prior permission need not be obtained from OSA for the principal to authorize these types of testing
accommodations for students. However, a full written report concerning each authorization must be sent to
OSA via fax to 518-474-1989 or email to emscassessinfo@nysed.gov. e report must be on school letterhead,
must be signed by the principal, and must include the following information:
• the last four digits of the student’s New York State Student Identication System (NYSSIS) ID number
• the title of the test, including the grade
• a brief description of the student’s injury or disability
• a listing of the accommodations that were authorized by the principal
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NYSESLAT 2023 • School Administrator’s Manual
If the student is expected to continue to need testing accommodations, the principal must immediately make
the appropriate referral for the consideration of an Individualized Education Program (IEP) or a Section 504
Accommodation Plan (504 Plan).
Students with an IEP or 504 Plan
ere are various types of testing accommodations that a student with a disability may receive in accordance
with the recommendations on a student’s IEP or 504 Plan. For a list of these testing accommodations categories,
see Appendix C.
In general, students with disabilities must be provided with the testing accommodations specied in their IEPs
or 504 Plans when taking these tests. Students with disabilities may use spelling and/or grammar checking
devices or soware if indicated on their IEP or 504 Plan.
It is the principal’s responsibility to ensure that students receive their testing accommodations and that the
sta who will be providing them are appropriately trained. Proctors are advised to become familiar with the
accommodations specic to the particular test being administered. As explained in this manual, only those
testing accommodations that do not alter the constructs measured by the test are permitted on State assessments.
For the Listening questions, which are ordinarily presented to Grades K–2 students via a script included in
the Directions for Administration (DFA), and to Grades 3–12 students on a pre-recorded CD, passages
may be signed using American Sign Language (ASL) to students with hearing impairments who know ASL.
Students with hearing impairments who are not procient in ASL may read those passages. To obtain a copy
of the Listening Scripts for this purpose, please request an additional order in Pearson Access Next (PAN)
pearsonaccessnext.com. For additional support, please contact Pearson’s Customer Support at 888-705-9415 or
email NYSESLATs[email protected]m. Listening Scripts for Grades 3–12 may be provided only to students
with hearing impairments needing this accommodation as specied in their IEP or 504 Plan.
For students who are unable to speak, the interactions between student and teacher required for the Speaking
session may be conducted through the exchange of notes written in English by the teacher and student. All notes
written by the student and teacher must be returned to Pearson with the other test materials. Also, the use of a
voice-output device is allowed for students who are unable to speak, if documented as a testing accommodation
on a student’s IEP or 504 Plan.
Teacher Reading to Student
Students with disabilities whose IEPs or 504 Plans recommend this testing accommodation must have tests
read to them in accordance with the testing conditions and implementation recommendations speci ed on
the student’s IEP or 504 Plan. When administering the testing accommodation of “tests read,” the test should
be read in its entirety, which includes directions, passages, test items, questions, and answer choices. e test
must be read in a neutral manner, without intonation or emphasis, and without otherwise drawing attention
to key words or phrases. Passages and questions must be read word for word, without any clari cation or
explanation. If the question and/or the answer choices refer to a part of a reading passage solely as line
numbers or paragraph numbers (e.g., “Read paragraph 3 of the passage again.”), the reader should reread
the specied part(s) of the passage to the student. Passages, parts of passages, questions, and answer choices
may be reread to the student upon the student’s request.
NYSESLAT 2023 • School Administrator’s Manual
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Use of a Scribe
e use of a scribe is an allowable accommodation for the NYSESLAT. When scribing a student’s dictation
on the NYSESLAT Grades 1–12 Writing section in each Listening/Reading/Writing session test booklet or
Kindergarten Writing test booklet, scribes must use the following procedures:
• When “use of a scribe” is indicated as a testing accommodation on an IEP or 504 Plan, the student may
dictate responses directly to the scribe or into a recording device, which may be played back by a scribe
for transcription. If a recording device is recommended to implement this testing accommodation, this
should be indicated accordingly as an implementation specication on the student’s IEP or 504 Plan.
• Scribes must record word-for-word what the student dictates or records. Scribes may capitalize the rst
letter of each sentence and provide punctuation at the end of a sentence. Scribes must leave out additional
punctuation (e.g., commas or quotation marks) and capitalization of proper nouns unless directed by a
student. Students do not have to spell words aloud while dictating to a scribe.
• A word processor may be used by a scribe to type a student’s dictation, and scribes should write/type a
student’s dictation on every other line.
• When the student’s dictation is complete, the scribe shows the student the written response and asks
them to indicate where capitalization of proper nouns, additional punctuation, and paragraphing should
be used.
• e student reads the completed dictation/transcription and indicates if there are any further changes to
be scribed on the skipped lines.
• e scribe must then transfer the student’s completed response into the test booklet exactly as dictated
or recorded.
• e scribe must write the student’s name/identication number on each sheet used and attach the paper
with the student’s dictation to the back of the test booklet, preferably by stapling, to ensure against the
student’s response being lost.
Large Type or Braille Editions
For students who use large type or braille editions of the tests, or large type answer sheets, or whose testing
accommodation allows the circling of answers in the test booklet rather than darkening circles on the answer
sheet, teachers should transcribe the students’ responses onto regular test answer sheets and test booklets exactly
as dictated or recorded.
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NYSESLAT 2023 • School Administrator’s Manual
Format Changes
Schools must receive prior written approval from the Department for any changes to the test format. is
includes, but is not limited to, the respacing of questions, enlargement beyond the standard large type edition
provided, or colorization. Note that the reformatting of State assessments may never change the wording of
questions, nor may additional examples be included.
In order for the Department to process school requests for reformatting, requests for approval should be
submitted to OSA at least two weeks before the rst scheduled date of the test administration. Requests should be
on school letterhead signed by the school principal. Each request must include assurance that such reformatting
will be consistent with the accommodations listed in the student’s IEP or 504 Plan. e request must also
include the student’s NYS Identication Number, examination title and date(s), and proposed format revisions.
Requests may be faxed to 518-474-1989 or emailed to emscas[email protected]ov. Department approvals will be
provided by fax. However, regardless of approval, under no circumstances may the shrink-wrapped packages of
test booklets be opened prior to the morning of the day that the test is to be administered in the school.
NYSESLAT 2023 • School Administrator’s Manual
Page 11
Test Security
Principals are responsible for ensuring that all sta authorized to have access to secure test materials comply
with the requirements and instructions contained in this manual.
To minimize the number of testing irregularities, principals should conduct a review of the test administration
procedures—prior to each test administration—with all faculty and sta who will be involved in the test
administration and scoring. Teachers and test administrators may not use cell phones or other photographic
devices to duplicate test materials and should keep their own personal communication devices put away during
testing, using them only in emergency situations.
is School Administrator’s Manual is available at
http://www.nysed.gov/state-assessment/nyseslat-school-administrators-manual.
In order to maintain the security of the test materials, the principal must arrange for the following measures to
be taken:
• e sealed packages of secure test materials must be stored in a secure location and maintained under
strict security conditions.
• An inventory of the test materials should be conducted as soon aer delivery as is practical. Contact
Pearson’s Customer Support at 888-705-9415 or email NYSESLATscm@grp.pearson.com if any quantities
of secure test materials that the school receives dier from those noted on the packing slip, or if any
packages of secure test materials are not properly sealed when received. e shrink-wrapped packages
of secure test materials must not be opened during the inventory. e sealed packages of secure test
materials must be placed inside the secure location immediately aer the inventory is completed.
• e sealed packages of secure test materials must not be removed from the secure location until the day(s)
on which the test is administered. e only exceptions are the scoring materials for the Speaking session
and the inventory of test materials shipped to the school.
• e sealed packages of secure test materials, with the exception of the scoring materials for the Speaking
session, may not be opened until the day(s) on which the test is administered.
• Authorize specic personnel to serve as proctors, and train them properly to administer the tests.
• Designate other school personnel permitted to access secure test materials, and train them in test security
requirements.
• Teachers who have been given the scoring materials to review for the Speaking session must safeguard
these materials and must not leave them unattended.
• e location of secure materials should be documented at all times by using the Secure Materials Tracking
Log located in Appendix L.
• To preserve the integrity of the test materials, advise all sta that they are not to discuss test questions or
other specic test content with each other, with others online via email or listserv, or through any other
electronic means. Test booklets should not be copied for any reason. Please note that test booklets must
not be opened prior to the distribution of tests to students.
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• Review, circulate, and collect signatures for the Deputy and Proctor Certicate located in Appendix K and
retain the completed certicate in school les for one year. is document acknowledges that required
administration procedures were followed.
Following testing, schools must return all secure test materials to Pearson. ese include all used and unused test
booklets (regular, large type, and braille editions), DFAs, pre-recorded Listening CDs, Listening Scripts, scoring
guides, and Writing Training Sets supplied by Pearson. Any audio recordings of student Speaking responses
must be securely destroyed or returned to Pearson. Prepaid address labels for returning all test materials are
provided by Pearson.
e school principal must sign the Examination Storage Certi cate (in Appendix K) by June 23, 2023,
documenting that each of the security procedures listed on the certicate was followed, and must retain the
certicate in the school les for one year. Please see Appendix K for more information.
DO NOT send any answer sheets to Pearson. All answer sheets MUST be sent to the RIC or large-city scanning
center.
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Before Testing
Inventory Test Materials
Test materials will arrive in separate shipments. Answer sheets will be sent from RICs or large-city scanning
centers. All other test materials and scoring guides will be sent by Pearson.
• Inventory the materials received from your local scanning center. ese will include answer sheets and
may include pre-printed ID labels for their scanning process. Please follow the directions provided with
the shipment.
• Inventory the materials received in your shipments from Pearson. Test materials will be sent by
Pearson in three shipments, as detailed below and on the following pages. All shipments of secure test
materials should be inventoried as soon as is practical aer delivery. Use the Packing List provided in
Box 1 of each shipment to verify the contents of each shipment. e shrink-wrapped packages of secure
test materials must not be opened during the inventory.
If any items listed on the Packing List are missing from your school’s shipment, please contact Pearson’s Customer
Support at 888-705-9415 or email NYSESLATscm@grp.pearson.com. If the school requires items that were
not originally requested including items necessary to accommodate new students, enter an additional order in
Pearson Access Next (PAN) at https://pearsonaccessnext.com.
Note: With the exception of the Speaking scoring materials, the shrink-wrapped packages must not be opened
until the day of test administration. All test materials must be kept secure throughout test administration. Boxes
used for delivering materials to the school should be kept for returning materials aer test administration and
scoring.
Shipment 1: Speaking Session Materials
e following materials for administering and scoring the Speaking session of the NYSESLAT will be provided
by Pearson in Shipment 1, delivered to schools Monday, March 27 through Monday, April 3, 2023. ere are
separate DFAs and test booklets for each grade band; a single Speaking Scoring Guide covers all grade bands. A
Speaking Exemplars CD will also be included in this shipment. One Speaking test booklet is provided for every
een students. Each school will receive at least two Speaking test booklets per grade band to accommodate
testing situations in which the person scoring the student responses is dierent from the test examiner.
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Shipment 2: Listening, Reading, and Writing Session Materials
e following materials for administering the Listening/Reading/Writing sessions of the NYSESLAT will be
provided by Pearson in Shipment 2, and delivered to schools Monday, May 8 through Friday, May 12, 2023. For
each grade band except Kindergarten, there are separate test booklets for each of the three Listening/ Reading/
Writing sessions. Kindergarten has separate test booklets for each modality.
Each Listening/Reading/Writing session for Grades 1–12 has a separate DFA. Each Kindergarten Listening,
Reading, or Writing session has a separate DFA. e Listening scripts for K and 1–2 are included in the DFAs for
those grade bands, but for all other grade bands, the Listening Scripts have been recorded and are provided on
a CD. If your school has requested any Grades 3–4, 5–6, 7–8, or 9–12 Listening scripts for any student(s) whose
IEP requires them, they will be included in your shipment.
Test Coordinator’s materials, including UPS Ground return shipping labels and student pre-printed ID labels
(for Grades 1–12, three sets of pre-printed ID labels for the Listening/Reading/Writing session booklets; and for
Kindergarten, only one set of pre-printed ID labels for the Writing booklet), will also be provided in Shipment 2.
e school must supply CD audio players for administering the Listening sections to students in Grades 3–12.
NYSESLAT 2023 • School Administrator’s Manual
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Shipment 3: Writing Scoring Materials
e quantity of Writing Scoring materials delivered will be based on the school’s order. A school has the ordering
option to select whether or not to receive Writing Scoring materials. If a school indicated no Writing Scoring
materials were needed because scoring is conducted by their RIC or large-city scanning center or another outside
service, the school will still receive one copy of the Writing Scoring materials for reference.
Schools will receive sucient Writing Scoring Guides and Writing Training Sets for practice scoring and
for adequate training of scorers for the NYSESLAT constructed-response questions for all grade bands
represented at the school location. ese materials will be delivered to schools Tuesday, May 23 through
Friday, May 26, 2023.
Orientation of Test Examiners
e person responsible for administering the NYSESLAT should be a certied teacher or administrator able
to carry out standard examination procedures and have special training in administering the NYSESLAT.
More information about who may administer the NYSESLAT can be found on Page 3 of this manual. To
ensure accurate and reliable results, everyone who will be administering these tests should read—and become
thoroughly familiar with—the “Instructions for Administering the Test” section, beginning on Page 19 of this
manual.
e school should schedule an orientation session to allow the test examiners to become familiar with this
manual and to provide test examiners with training in the administration and scoring of the test. All test
materials are secure, except for this manual. Schools must keep all secure test materials, other than the
Speaking scoring materials, in their sealed packaging until the test administration date. Examiners
who administer the Speaking session must be trained in scoring prior to administration. To minimize
the number of testing irregularities, principals should conduct a review of the test administration procedures
prior to each test administration with all faculty and sta members who will be involved in the test
administration and scoring. Turnkey training materials for the NYSESLAT are available on the OSA website at
http://www.nysed.gov/state-assessment/nyseslat-training-materials.
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Orientation of Students
Inform ELLs about the NYSESLAT a few days before its administration. Tell students that the test is designed
to show how well they can listen, read, write, and speak in English. Make announcements in such a way as to
increase the students’ interest while alleviating test anxiety. Explain the general types of questions they should
expect to see on the test and the procedures they should follow in recording their answers.
Notification of Parents
Parents/guardians should also be informed, in their preferred language, of the dates of NYSESLAT
testing and the purpose of the test. ey should also be notied of the prohibition of all cell phones
and other electronic devices during testing (see Page 19). Ask them to encourage their children to do their
best and to ensure that they are well rested. A guide to this assessment can be found in 22 languages, under
“ELL Parent Resources” at http://www.nysed.gov/bilingual-ed/parents/nysitell-and-nyseslat-parent-guides.
Preparing the Answer Sheets
All schools—public, charter, and religious and independent—must obtain machine-scannable answer sheets
and scanning services from a Regional Information Center (RIC) or large-city scanning center.
Before the day(s) that the NYSESLAT is to be administered and prior to each testing session, verify that you have
a correctly pre-coded answer sheet for each student taking the test. If any student’s pre-coded answer sheet is
missing, complete the data grids on a generic answer sheet for that student. Follow the directions from the RIC
or large-city scanning center when lling out the machine-scannable answer sheets.
Preparing the Testing Room(s)
e school may decide whether to administer the NYSESLAT Listening/Reading/Writing sessions in the
students’ classroom(s) or elsewhere, and whether to test students in class groups or in groups of other sizes.
• It is recommended that English as a New Language and/or Bilingual Education teachers be involved in
the decision regarding group size, as they are best able to judge what size group would be appropriate
for which students. If a group is larger than the average-size class, there should be one proctor for every
additional twenty- ve students.
• It is recommended that administrators group students by prociency level, as students within the same
prociency level may be more likely to nish sections of the test in similar amounts of time.
• e Speaking session must be administered to students individually in a separate location from all other
students.
• It is recommended that the teacher check the audio player (for the Listening CD) in the testing room prior
to administering the test in order to make sure it works and can be heard clearly throughout the room.
• Make sure the room(s) in which the tests are administered are well-lit, well-ventilated, and quiet.
• Make preparations before the testing period to keep noise and other distractions to a minimum.
• Prepare a “Do Not Disturb” sign to place on the door to prevent interruptions.
NYSESLAT 2023 • School Administrator’s Manual
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• If tests are to be administered in a classroom, clear desks and shelves under the desks of all books, papers,
and other materials.
• Completely cover or remove from the walls all blank or completed graphic organizers, and all aids, charts,
posters, and board work.
• Make arrangements in advance to seat students so that each student will be clearly visible to the proctor at
all times and so that there will be the least possible opportunity for any communication between students.
Seating of students in alternate rows is recommended.
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Instructions for Administering the Test
Administering the Tests
Prior to the start of each session of the NYSESLAT, test examiners must do the following:
• Remove all books, notes, or other aids from students’ reach or sight during the test.
• Tell students to read and/or listen to the questions carefully and follow instructions.
• Make sure students’ names are written on all machine-scannable answer sheets being used.
• Make sure students’ names are written or otherwise recorded on all Listening/Reading/Writing session
test booklets in the space provided.
Explain to students that the questions on the NYSESLAT are designed to measure English language skills
ranging from Entering to Commanding. As a result, students with high levels of language ability may nd some
test questions simple, particularly at the beginning of each session. Similarly, some Entering or Emerging level
students may nd some test questions very challenging, particularly toward the end of each session. Encourage
students to do their best to answer as many of the questions as they can. Advise them not to be concerned if they
think some questions are too easy or too dicult to answer correctly.
As long as students are productively working, they should be allowed as much time as they need, within the
connes of the regular school day, to complete that day’s test session. Schools are not expected to extend the
school day in order for students to complete a test session.
For planning purposes only, estimated average times that most students will need to complete test sessions
are provided in Appendix B (Page 41 of this manual). Please plan accordingly to allow students who are
productively working to complete the test at their own pace each day. If a student is no longer working
productively, administration may be stopped for that session, but the examiner should continue with the
administration of the next session as scheduled for that student.
Use of Communications Devices
All students are prohibited from bringing cell phones and certain other electronic devices, as dened in the
following script, into a classroom or other location where the NYSESLAT is being administered. Test examiners,
test monitors, and school ocials shall retain the right to collect and hold any prohibited electronic devices prior
to the start of the test administration. Admission to the test shall be denied to any student who is in possession
of a cell phone or other prohibited electronic device and refuses to relinquish it.
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Page 19
At the beginning of each test administration, examiners must read the following statement to all students in
Grades 3–12 taking the NYSESLAT:
You cannot have any communications devices, including a cell phone, with you during this test or
during any breaks (such as a restroom visit). Such devices include, but are not limited to:
• Cell phones
• iPods and MP3 players
• iPads, tablets, and other eReaders
• Personal laptops, notebooks, or any other computing devices
• Cameras, other photographic equipment, and scanning devices
• Wearable devices/smart wearables, including smart watches and health wearables with
a display
• Headphones, headsets, or in-ear headphones such as earbuds, and
• Any other device capable of recording audio, photographic or video content, or capable of
viewing or playing back such content, or sending/receiving text, audio, or video messages.
If you brought any of these items to the building today, and have not already stored it in your locker
or turned it over to me, a test monitor, or school ocial, you must give it to me now. You may
not keep your cell phone or any of these items with you, or near you, including in your pockets,
backpack, desk, etc. If you keep a cell phone or any of these items with you, your test will be
invalidated and you will not receive a score. Is there anyone who needs to give me any of these
items now?
is is your last opportunity to do so before the test begins.
For Principals and Examiners:
• Any student observed with any prohibited device while taking the NYSESLAT must be directed to turn
it over to the examiner or monitor immediately. To allow for all possible outcomes of procedural due
process, the student should be allowed to complete the exam. e incident must be reported promptly to
the school principal. If the principal determines that the student had a prohibited device in their possession
during the test administration, the student’s test must be invalidated. No score may be calculated for that
student.
• e incident must be promptly reported, in writing, to OSA by fax at 518-474-1989 or by email at
emscassessinfo@nysed.gov, as is the case for all testing irregularities, incidents of misadministration, or
other violations of State testing policy and procedures.
Note: Some students with disabilities may use certain devices only if this accommodation is speci cally required
as a provision of the student’s IEP or 504 Plan. In addition, a student may be allowed to retain an otherwise
prohibited device in their possession if there is documentation on le at the school from a medical practitioner
stating that the student requires such a device during testing. Without such documentation, the general policy
on communications devices as provided above is in eect, and the school may not allow the student to retain
any such equipment while testing.
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Speaking Session
Test examiners must administer the Speaking session individually to students in locations separate from other
students. To ensure accurate and reliable results, persons responsible for scoring the NYSESLAT must have
special training prior to administration. Test examiners should become thoroughly familiar with the Speaking
test materials, especially the Speaking passage-based questions, prior to administering the test, to be better able
to identify when a student is simply repeating or reading the text when responding to the question. Pearson will
provide printed scoring guides for the Speaking session.
Statewide scoring rules require that the Speaking test must be scored by a teacher who is not the student’s
teacher of English as a New Language, Bilingual Education, or English Language Arts. e principal
is responsible for making the nal determination as to whether or not a teacher may administer or score
the NYSESLAT based on this scoring policy. Schools have three options for administering and scoring the
Speaking test:
1. Assign someone other than the student’s teacher to administer and simultaneously score the
Speaking test.
2. Have the student’s teacher administer the Speaking test while a disinterested teacher in the room listens
to and simultaneously scores the student’s responses.
3. Have the student’s teacher administer the Speaking test and record the student’s responses. e audio
recording would subsequently be scored by a disinterested teacher. Any device used for recording cannot
have internet access, or it must have internet access disabled until the test is scored and the recording is
removed from the device. Once the recorded student responses are scored, the audio recordings must be
destroyed.
If the third option is chosen, the principal must approve the process that the teacher will use to record
students’ Speaking sessions and safeguard the recordings until such time as they are securely destroyed by
the school.
e packages containing the scoring materials for the Speaking session may be opened prior to the date of
administration of this part of the test so that teachers can familiarize themselves with the procedures and rubric
for scoring. e Speaking Score Sheet for Individual Administration (Appendix D) should be photocopied from
this manual and distributed to the test scorers prior to the administration of the Speaking session. e scorer
must use a Speaking Score Sheet, which contains language from the Speaking Rubric for reference, to mark the
student’s score.
Note: Aer the Listening/Reading/Writing subtests are administered, transcribe the Speaking score onto
each student’s machine-scannable answer sheet. e Listening/Reading/Writing subtests must have been
administered prior to transcribing the Speaking score.
In addition, students’ completed Speaking Score Sheets must be provided to the principal no later than
one school day aer the administration of the Speaking session has been completed for all students in
the school who are taking the test. e school must retain these completed Speaking Score Sheets for a
minimum of one year.
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Listening/Reading/Writing Sessions
TEST ADMINISTRATION REMINDERS
Listening/Reading
• e answer sheet for the Kindergarten Listening and Reading tests includes an unable-to-
respond indicator of “U” to record situations in which a student was administered the test
but was unable to respond to any of the multiple-choice questions in the session.
Writing
• e machine-scannable answer sheet(s) on which Writing scores are marked will include
circles with an “A” inside them for the scorer to indicate that the student provided no response
to a Writing question. Whenever applicable during scoring, the scorer should darken the
circle with “A” inside it to note the distinction between no response and a response that
earned a score of zero.
e Listening/Reading/Writing sessions of the NYSESLAT may be group administered. Students in
Grades 3–12 mark their answers to multiple-choice questions on the separate, machine-scannable answer sheets.
Students in Grades K–2 will mark their answers in their test booklets. A teacher or aide must transcribe the
students’ Listening and Reading responses onto the machine-scannable answer sheets exactly as the students
marked them in the test booklets. Transcribers MUST record their names on the answer sheets in the space
labeled “Print Transcriber’s Name.”
Be sure that any students with disabilities are provided with the testing accommodations authorized by their IEP
or 504 Plan. Students with disabilities may use spelling- and/or grammar-checking devices as recommended in
their IEP or 504 Plan.
At the end of each Listening and Reading section of a test session, Grades 1–2 students are informed that they
have come to the end of that particular section. At that point, they are given a two-minute break, during which
they may stand by their seats and stretch quietly, but they may not talk. In Grades 3–12, students are given
a two-minute break between the Reading and Writing sections of a test session. Answer sheets are collected
between the Reading and Writing sections. ey will not be redistributed, as students will mark their written
responses in the test booklet for the Writing section. In Grades K–2, students mark all answers directly in their
test booklets. Students will be instructed to put down their pencils and close their test booklets so that the front
cover is on top once a section of the test has ended. At all grade levels, aer the break is completed, the test
examiner should proceed with the next section (Reading or Writing) of the NYSESLAT.
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Proctoring
• Proctors must follow all security protocols when supervising the test administration.
• Proctors must receive training in administering test sessions properly and securely.
• Proctors must circulate periodically around the room during the administration of the test to ensure that
students are marking their responses to test questions in the proper manner.
• It is acceptable to point out to students if they have le one or more answers blank, if they have darkened
more than one circle for the same multiple-choice question, or if they do not appear to be marking their
answers in the proper place (in the test booklet for multiple-choice questions in Grades K–2; on the
answer sheet for multiple-choice questions in Grades 3–12; and in the test booklet for constructed-
response questions in all grades). Only answers recorded in the appropriate place will be scored and used
in determining a student’s nal score.
• Proctors may not comment to the student on the correctness or suciency of any answer.
• Proctors must make sure that each student has marked their answers to the multiple-choice questions on
the answer sheet before collecting that student’s test materials.
• Only students in Grades 3–12 may transfer answers marked in their test booklets to the machine- scannable
answer sheets. is does not apply to students whose IEP or Section 504 Plan allows scribes to transfer
answers from the test booklet to an answer sheet. is also does not apply to students in Grades K–2, as
they will mark their answers in their test booklets. For Grades K–2, a teacher or an aide must transcribe
the students’ responses onto the machine-scannable answer sheets exactly as the students marked them
in the test booklets.
• Proctors must not use cell phones or other photographic devices to duplicate test materials and must
keep their own personal communication devices put away during testing, using them only in emergency
situations.
Aid to Students
Except where indicated in the DFA, test examiners must not give students help in interpreting test questions.
However, test examiners may give students all the assistance required, using only English, in the mechanics of
taking the test, such as pointing out the correct page in the test booklet and explaining how to mark responses
in the test booklet or on the answer sheet.
No one, under any circumstances, may interpret or explain test questions to students, nor may anyone review
or comment on a student’s answers while the test is in progress. In response to inquiries by students concerning
the meaning or interpretation of test questions, examiners and proctors should advise students to use their own
best judgment.
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Unauthorized Materials
Students should be under close supervision at all times during the administration of the tests and may not
use any of the following: unauthorized notes, printed materials, scrap paper, or electronic tools or devices.
When students enter the testing room, examiners and proctors must ensure that students do not bring any
unauthorized materials. Students must be informed that they may not use cell phones or other communication
devices during the test. Possession or use of a cell phone during testing invalidates a student’s test regardless of
the content of the communication (see “Use of Communications Devices,” Page 19).
Student Cheating
If cheating is suspected, the test examiner must warn the student(s) that any further attempts will result in
the termination of their tests. If necessary, move the student(s) to another location. If these steps fail to end
attempts to obtain or give information, notify the principal immediately and terminate the student’s test(s). At
the conclusion of the test(s), any and all suspected cheating must be reported to the principal.
If cheating has occurred, the principal must follow the school’s disciplinary procedure for student cheating and
invalidate the student’s test(s). Score reports will not be produced for invalidated tests. When reporting student
assessment data to the Department under such circumstances, the principal must report these students’ scores
as “administrative error.” In addition, in the SIRS, in the Assessment Standard Achieved Code eld, code each
such student’s test as an administrative error with Standard Achieved Code of “97,” and in the numeric eld,
enter “999,” indicating no valid score. Please refer to the section in this manual on “Reporting Irregularities or
Misadministrations” on Page 29 for additional reporting instructions.
Temporary Absence from the Testing Room
No student may be permitted to leave and then return to the testing room during any part of the test unless the
student is accompanied by an examiner for the duration of their absence from the testing room.
Illness
If a student becomes ill during a part of the test, excuse the student until they are well enough to continue. When
the student is well enough to complete the test (and as long as the testing or make-up period has not ended),
the student may be given the opportunity to complete the test. Under no circumstance may the NYSESLAT
be administered later than May 26, 2023. When the student is taking a partially completed session of the test,
the student must be closely supervised so that the student does not go back to previously completed questions.
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NYSESLAT 2023 • School Administrator’s Manual
Emergency Evacuation of a School Building
In the event of an emergency evacuation, such as a re alarm, the principal has full authority to interrupt the
test immediately. If possible, the students should be kept under continuous supervision during the emergency
and advised that they may not converse with each other. If work can be resumed, allow students the opportunity
to complete their interrupted test only if the students were kept under continuous supervision and were
not permitted to speak with each other during the interruption. Following the test, a written report of the
circumstances should be sent by mail or fax to the Oce of State Assessment. Please refer to the section in this
manual on “Reporting Irregularities or Misadministrations” on Page 29 for additional reporting instructions.
Make-up Testing
Schools should plan to administer the test at a later date to all students who are absent when the test is initially
given. Exclude these students from any classroom discussions about the test prior to the time they take it. e
make-up date(s) can be any time within the designated testing period. Make-ups for any session may not be
administered aer May 26th, 2023. Any student who is absent for any session of the assessment and does not
make up that part will not receive an overall scale score or prociency level for the test.
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Page 25
After Testing
Selecting and Assigning Teachers for the Writing Session Scoring Committees
All student responses to the constructed-response Writing prompts must be scored by committees of teachers.
No teacher who is a student’s English as a New Language, Bilingual Education, or English Language Arts
teacher may score any of the constructed-response questions in that student’s test booklets.
e principal is responsible for making the nal determination as to whether or not a teacher may score speci c
students’ responses based on this scoring policy.
e Kindergarten NYSESLAT will be administered by modality; thus, the Writing modality is contained in
its own test booklet. is Writing booklet includes eight short constructed-response writing tasks. e task of
scoring student responses must be divided among a minimum of three scorers, so that no one teacher scores
more than three writing tasks per student.
e Grades 1–12 NYSESLAT is composed of three Listening/Reading/Writing test sessions. Each session
contains one constructed-response writing task. Student responses to the three Writing tasks on the test must
be divided among three scorers, so that no one teacher scores more than one constructed-response task per
student.
Scoring the Tests
Each school is responsible for making the necessary arrangements for scoring the NYSESLAT. To ensure
accurate and reliable results, scorers must become thoroughly familiar with the procedures explained below
before scoring the test. Persons responsible for scoring the NYSESLAT should be:
• teachers or administrators,
• able to carry out standard examination procedures, and
• specially trained in each grade band they will be scoring.
e principal is responsible for making the nal determination as to whether or not a teacher may score the
NYSESLAT.
Pearson will provide printed scoring guides for the Speaking and Writing components of the NYSESLAT.
Scorers must score responses to the Speaking and Writing prompts of the NYSESLAT and mark those scores
on the students’ machine-scannable answer sheets. Speaking scoring materials must be opened and distributed
prior to test administration so that scorers may become familiar with the procedures for scoring this session,
as student responses are usually scored at the time of administration (see Page 21 for details). For schools’
convenience, the Speaking Rubric (Appendix E), the Writing Rubrics (Appendices F and G), and the Speaking
Score Sheet for Individual Administration (Appendix D), are provided in this manual. Appendix H contains a
Writing Glossary of Terms to be used in conjunction with the Writing Rubrics. Scores for the Speaking session,
entered on the Speaking Score Sheet, must be transcribed onto the student’s machine-scannable answer sheet
aer all sessions of the NYSESLAT have been administered.
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NYSESLAT 2023 • School Administrator’s Manual
Student responses to the constructed-response questions in the Writing sections of the Listening/Reading/
Writing sessions are scored by teachers aer administration of all three sessions, and the scores are entered
on the machine-scannable answer sheet(s) prior to submission to the scanning centers. Scoring of the Writing
sections may not begin until scoring materials arrive in schools. e scoring materials for the Writing sections
may not be opened until aer the entire test has been administered by the school. All scoring must be completed
before the Listening/Reading/Writing session test booklets are returned to Pearson. Pearson will not score
students’ Listening/Reading/Writing session test booklets, and schools will not have ready access to the test
booklets once they are returned.
e machine-scannable answer sheets include a section labeled “Print Scorers’ Names” with the letters A–E.
Each scorer must be assigned a letter, and the scorer’s name must be clearly printed on the machine-scannable
answer sheet next to the letter the scorer has been assigned. e letter used to identify each of the scorers
(A–E) must be clearly written in the designated space next to the question(s) that each scorer completes on the
machine-scannable answer sheet. Note that there will be one scorer for the Speaking session and a minimum of
three scorers listed for the Writing tasks.
Grades K–2 students’ responses to the multiple-choice questions, which have been marked in their test booklets,
must also be transcribed by a teacher or an aide onto the machine-scannable answer sheets exactly as the
students marked them in their test booklets. is must be done before returning the test booklets to Pearson
and before submitting the machine-scannable answer sheets to the scanning center. Teachers or aides who
transcribe the students’ responses must clearly record their names on the machine-scannable answer sheets in
the boxes labeled “Print Transcriber’s Name.”
For questions regarding scoring the constructed responses on the NYSESLAT, please call Pearson’s Customer
Support at 888-705-9415 or email NYSESLATscm@grp.pearson.com.
Schools should review the machine-scannable answer sheets in order to verify that the Speaking and Writing
scores and all demographic elds have been lled out correctly, then contact their Regional Information Center
(RIC) or large-city scanning center concerning the procedure to follow in preparing machine-scannable answer
sheets for machine scanning. ey should also determine whether there is a locally specied deadline for
submission of the machine-scannable answer sheets for scanning. Machine-scannable answer sheets must
be submitted to the Regional Information Center (RIC) or large-city scanning center by June 12, 2023. A
complete list of the scanning centers is included in Appendix J of this manual.
Completing the Scoring Process
Once all of the students’ responses for the Writing questions have been scored, the machine-scannable answer
sheets should be reviewed to ensure that all questions have been scored, the scores have been recorded, and there
are no stray marks on the machine-scannable answer sheets. Preparations should then be made for returning
the sets of student test booklets and all other test materials to Pearson, as specied on Pages 32–33.
NYSESLAT 2023 • School Administrator’s Manual
Page 27
When the teacher scoring committee completes the scoring process, test scores must be considered nal.
Principals and other administrative sta in a school or district do not have the authority to set aside the scores
arrived at by the teacher scoring committee and rescore student examination papers, or to change any scores
assigned through the procedures described in this manual and in the scoring materials provided by Pearson and
the Department. Any principal or teacher found to have done so, except in the circumstances described below,
will be in violation of Department policy regarding the scoring of these tests. Teachers and administrators who
violate Department policy with respect to scoring State examinations may be subject to disciplinary actions in
accordance with Sections 3020 and 3020-a of Education Law or to action against their certication pursuant to
Part 83 of the Regulations of the Commissioner of Education.
If an administrator has substantive reason to believe that the teacher scoring committee has failed to accurately
score student responses on any examination, the administrator must rst obtain permission in writing from
OSA before arranging for or permitting a rescoring of student responses. e written request to OSA must
come from the superintendent of a public school district or the chief administrative ocer of a charter school
or religious or independent school and must include the examination title, date of administration, and number
of students whose responses would be subject to such rescoring. is request must also include a statement
explaining why the examiner believes that the teacher scoring committee failed to score appropriately and,
thus, why they believe rescoring the examination responses is necessary. As part of this submission, the school
administrator must make clear their understanding that such extraordinary re-rating may be carried out only
by a committee of teachers constituted in accordance with the scoring guidelines and by fully using the scoring
materials for this test provided by Pearson and the Department. If the rescoring has been permitted by OSA, the
new scores must be submitted on the machine-scannable answer sheets and submitted to the RIC or large-city
scanning center.
e Department occasionally nds it necessary to notify schools of a revision to the scoring guide for an
examination. Should this occur aer the scoring committee has completed its work, the principal is authorized
to have appropriate members of the scoring committee review students’ responses only to the speci c question(s)
referenced in the notication. Only in such circumstances is the school not required to obtain approval from the
Department to engage in this limited rescoring of student answer papers.
At the conclusion of the administration and scoring of the NYSESLAT, school personnel must complete the
Examination Storage Certicate, the Deputy and Proctor Certicate, and the Exam Scoring Certicate found in
Appendix K. Aer completion, certicates should be retained in school les for one year. Upon the completion
of the administration and scoring of the NYSESLAT, the principals of selected schools will be notied to submit
copies of their signed certicates to the Department.
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NYSESLAT 2023 • School Administrator’s Manual
Reporting Irregularities or Misadministrations
Pursuant to Section 102.3 of the Regulations of the Commissioner of Education, “Building principals are
responsible for administering Department examinations and maintaining the integrity of examination content
and programs, in accordance with directions and procedures established by the Commissioner.” Accordingly,
the building principal is responsible for all aspects of the school’s test administration and must take appropriate
measures both to prevent, as much as possible, and to investigate all security breaches and irregularities
associated with the administration and scoring of the test. In addition, the principal must report the following
testing irregularities and misconduct by students in writing, on school letterhead and signed by the principal, to
OSA via fax to 518-474-1989 or by email to [email protected]ov:
• All student infractions of the Department’s policy prohibiting the possession or use of cell phones and
other communications devices during State exams
• All conrmed cases of students cheating
• All interruptions of testing sessions, including those caused by power outages or re alarms
• All instances in which a State exam is administered without Department authorization on a date outside
of the published statewide administration or make-up schedule
• All instances in which scorers do not rate State exams in accordance with the scoring materials provided
by the Department
• All cases in which student test booklets or answer sheets are lost prior to either the scoring of the tests or
submission of the machine-scannable answer sheets to the RIC or large-city scanning center
• All instances of school ocials or sta members providing students with unauthorized/inappropriate
testing accommodations or tools when not indicated on a student’s IEP or 504 Plan
• All instances of school ocials or sta members providing students with other nonstandard test
administrations, unrelated to cheating
e report, signed by the principal, must include the following:
• the name of the school
• the school’s BEDS code
• the name and grade band of the test
• a brief description of the incident
• the number of students a ected
• the New York State Student Identication System (NYSSIS) ID numbers of the a ected students
• the principal’s determination as to whether the incident constitutes a misadministration
• If the incident constitutes a misadministration, the student’s test must also be coded as invalid. (See
“Coding of Invalid Tests” on page 30.)
NYSESLAT 2023 • School Administrator’s Manual
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Mandatory Reporting of Testing Improprieties by Adults
e Department’s Test Security Unit (TSU) handles all reports of testing improprieties by adults involved in
the administration and scoring of State assessments. School ocials and personnel are required to report any
incident of testing misconduct by an educator or other adult involved in testing. Reports should be made via the
TSU website at http://www.nysed.gov/educator-integrity/report-educator-test-fraud by submitting the Incident
Report Form located on the main page under “Report Educator Test Fraud.”
No adverse action, including dismissal and any disciplinary action, may be taken against an employee who
les a mandatory report of testing misconduct because the employee led the report. Anyone who takes such
unwarranted adverse action against another employee may face disciplinary action by the Department.
e following are examples of improper testing conduct that must be reported to TSU:
• All suspected or conrmed cases of a school o cial or sta member giving aid or impromptu lessons on
specic test content to students immediately before or during a State exam
• All cases in which a school o cial or sta member does not adhere to the Department policy concerning
nality of examination scores as determined by the teacher scoring committees (explained on Pages 27-28
under the heading “Completing the Scoring Process”)
• All instances of an administrator or teacher instructing another administrator or teacher to alter or
interfere with a student’s exam score
• Any instance where it has been determined that students, teachers, examiners, or paraprofessionals have
had access to the specic content of a test, except for the Speaking session administration and scoring
materials, prior to the day of the test
• All instances of administrators, examiners, or paraprofessionals altering student responses to test questions
Coding of Invalid Tests
Any breaches or irregularities described in the previous sections, except interruptions caused by power outages
or alarms, may be determined by the school or by the Department to invalidate a student’s test results. In cases
where a student’s test has been invalidated, the principal must:
• Darken the circle on the aected student’s answer sheet denoting “administrative error.”
• Notify the Oce of State Assessment as indicated previously.
• Notify the RIC or large-city scanning center of the administrative error. In order to expedite accurate
reporting, provide the BEDS Code, School Name, Subject, Grade, Number of Students, and NYSSIS ID
number of any students a ected.
• In the Student Information Repository System (SIRS), in the Assessment Standard Achieved Code eld, a
student’s test must be coded as administrative error with the Standard Achieved Code of “97.” Please work
with your RIC or large-city scanning center to make sure these students are reported properly in SIRS.
• As a result of a student being reported as an administrative error in SIRS, on the L2RPT veri cation
reports, a student for whom an administrative error occurred will not receive a valid score and will appear
as “not tested.”
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NYSESLAT 2023 • School Administrator’s Manual
• If a student’s test is deemed to be an administrative error a er the student’s machine-scannable answer
sheet has been scanned by the RIC or large-city scanning center and the le has been transmitted to
Pearson, it is the responsibility of the principal to contact their RIC or large-city center scanning center
as soon as possible. e only method for submitting the administrative error record aer the le has
already been transmitted to Pearson is for the RIC or large-city scanning center to submit a request
to the Department’s Oce of Information and Reporting Services for permission to override the score
during the assessment cleanup process to an Assessment Standard Achieved code of “97,” indicating
administrative error.
Circumstances That Should Not Be Reported as Administrative Errors
Circumstance Corrective Procedures
Scanning center scans an
answer sheet containing
inaccurate or incorrect
demographic data
1. Communicate the problem to the scanning center.
2. Correct the demographic data in the local Student
Management System (SMS).
3. The scanning center will reload the data into SIRS. Once
loaded, check data to make sure that the correction has
been made.
Student uses blank/extra answer
sheet in place of the pre-printed
answer sheet with incorrect
demographic data
1. Do not code the original answer sheet as an
administrative error.
2. Communicate the problem to the scanning center.
3. Do not submit the incorrect answer sheet to the scanning
center for processing.
Scanning center sends an
answer sheet for a student who
is no longer enrolled
1. Communicate the problem to the scanning center.
2. Correct the enrollment record in the local SMS to reflect
the ending enrollment date.
3. The scanning center will reload the data into SIRS. Once
loaded, check data to make sure that the correction has
been made.
Student is originally reported
with an incorrect grade level
1. Do not submit the incorrect answer sheet to the scanning
center for processing.
2. Communicate the problem to the scanning center.
3. Correct the student information in the local SMS.
4. The scanning center will reload the data into SIRS. Once
loaded, check data to make sure that the correction has
been made.
Communicate any concerns or questions to the RIC or large-city scanning center prior to or at the time of
delivery of the answer sheets.
NYSESLAT 2023 • School Administrator’s Manual
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Returning Test Materials to Pearson
All schools participating in the NYSESLAT are held accountable for the secure test materials received from
Pearson. Each item schools receive for testing has a security bar code. Upon receipt, Pearson scans the material
returned by a school and noties the Department if any materials are missing. e Department uses that report
to hold every school accountable for all testing materials and for preserving the integrity of the NYSESLAT.
Schools should use the Secure Materials Tracking Log, located in Appendix L, to account for all secure testing
materials.
DO NOT SEND MACHINE-SCANNABLE ANSWER SHEETS TO PEARSON. Any materials mistakenly
packed with the secure materials and sent to Pearson may NOT be available for return to schools.
All used answer sheets must be stored securely for a minimum of one year and then securely destroyed.
Immediately aer testing, please ax the appropriate student pre-printed ID labels (provided by Pearson,
found with the Test Coordinator’s materials) on the back covers of each student’s used test booklets in the space
designated for the Pearson pre-printed ID label. Please see the following illustration for proper placement of the
Pearson pre-printed ID label.
For Grades 1–12, schools will receive three sets of Pearson pre-printed ID labels—one set for each of the
Listening/Reading/Writing session test booklets. For Kindergarten, schools will receive one set of Pearson pre-
printed ID labels for the Writing test booklets only.
Some schools may also receive pre-printed ID labels from a Regional Information Center (RIC) or large-city
scanning center. When applicable, ax these labels to the back cover of the test booklets in the space designated
for scanning center labels ( rst box). Note that not all schools will receive pre-printed ID labels from a RIC
or large-city scanning center.
Pearson pre-printed ID
label goes here
Back Cover of the Listening/Reading/Writing Test Booklet
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NYSESLAT 2023 • School Administrator’s Manual
Note: If the school did not receive Pearson pre-printed ID labels for any given student, such as a newly enrolled
student, the school should record the rst and last name of the student on the front cover of each test booklet.
Please see the following illustration for proper placement of student’s name. Pre-printed ID labels provided for
students no longer enrolled may be destroyed locally.
Record the student’s
name here.
Front Cover of the Listening/Reading/Writing Test Booklet
A er each school has administered all sessions of the NYSESLAT, pre-printed ID labels have been applied to
test booklets, answers have been transcribed onto answer sheets where necessary, and scorers have marked all
Speaking and Writing session constructed-response scores on students’ answer sheets, the school must return
all the following test materials to Pearson:
• All test booklets (Listening, Reading, and Writing for Kindergarten; Listening/Reading/Writing sessions
for Grades 1–12; and Speaking for all grades), including large type and braille editions
• Directions for Administration (DFAs)
• Listening CDs for Grades 3–12
• Listening Scripts for Grades 3–12 (if received by school)
• Scoring Guides for Speaking
• Speaking Exemplar CDs
• Scoring Guides for Writing
• Training Sets for Writing
NYSESLAT 2023 • School Administrator’s Manual
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Packing Materials for Return Shipping
Instructions Form
Return Materials Packing Instructions Sheet (bright
blue)
• Use the original packing lists as a checklist for
packing the secure (used and unused) materials in
the box(es)
• Use the box(es) in which you received test materials
to return test materials.
Place ALL testing materials (used and unused) in
box(es) next.
Materials include:
• Directions for Administration
• Speaking Scoring Guides and Speaking Exemplar CDs
• Writing Scoring Guides and Training Sets
• Listening CDs (including any Listening Scripts)
• All Speaking session booklets (including large type)
• All L/R/W session booklets (including large type)
• All Listening, Reading, or Writing test booklets (for
Kindergarten)
• Braille materials
• Fill any empty space with enough packing material to
prevent damage during shipping.
• Use packing tape on the top and bottom of the
box to seal each box securely and prevent it from
opening during shipping.
• School Label (purple)
Retrieve the school return labels from the
coordinator kit. The labels will be purple.
• Complete the Return Box section of each school
label.
If the original shipping boxes are not available, write
the quantity of boxes shipped on the outside of the
boxes (i.e., 1 of 2, 2 of 2).
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NYSESLAT 2023 • School Administrator’s Manual
Instructions Form
Returning Materials to Pearson
• Apply the return service (RS) shipping labels to the
boxes of return materials.
• Call 800-823-7459 and arrange a UPS return service
pickup, if needed.
Contact Pearson’s Customer Support at 888-705-9415 or
[email protected] if more return service
labels are needed.
PEARSON CR
9200 EARHART LN SW
CEDAR RAPIDS IA 52404-9078
NYSESLAT 2023 • School Administrator’s Manual
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Reporting of NYSESLAT Results
e NYSESLAT results will be available to school administrators via the Department’s Level 2 Reports.
Level 2 Reports (L2RPT), reecting data in the Student Information Repository System (SIRS), are made
available through distributed applications at the regional (Level 1) data centers. A variety of reports are available
at the district, school, and student levels and are available on this secure site only to school administrators.
L2RPT reports are designed to help districts verify a variety of demographic, enrollment, program, and assessment
data in support of accountability and other requirements, as well as Reasonableness Reports designed to ag
signicant deltas between expected and actual outcomes or values.
Contact your Level 1 Regional Information Center (RIC) or large-city scanning center to access these reports.
See http://www.p12.nysed.gov/irs/level2reports/home.html for additional guidance on accessing L2RPT. In
addition to Verication Reports, the NYSESLAT Score Reports and District and/or School Summary Reports
will be available via L2RPT for all public, charter, and religious and independent schools that properly
submitted their NYSESLAT data to their RIC or large-city scanning center and had the data properly loaded
into SIRS. Students must have a valid enrollment record during the testing period in order for their data to
appear correctly in L2RPT.
For additional information on SIRS (Reporting Students, Standard Achieved Codes, Validity Rules,
and Administrative Errors), please see the SIRS Manual posted on the Department’s website at
https://www.p12.nysed.gov/irs/sirs/sirs-manual.pdf.
e information contained in a student’s Score Report must be made available to the student’s parent/guardian
as soon as is practical aer the school has received the Score Report. e information may be mailed or delivered
electronically.
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NYSESLAT 2023 • School Administrator’s Manual
NYSESLAT 2023 • School Administrator’s Manual
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Appendix A
Contacts for Assistance
For Assistance With: Contact:
Questions regarding operational materials shipments
(errors in shipment of test booklets, DFAs, CDs, etc.)
Pearson’s Customer Support at
Email:
Phone: 888-705-9415
Fax: 528-599-2525
Requesting additional materials (including large type and
braille test materials/checklists)
Pearson’s Customer Support at
Email:
Phone: 888-705-9415
Fax: 528-599-2525
https://pearsonaccessnext.com
Machine-scannable answer sheets and local scanning
services
Completing or updating student demographic data
RIC or Large-City Scanning Center
Refer to Appendix J
Testing policies regarding accommodations, security
breaches, sensitive student responses, etc.
Office of State Assessment
Email: [email protected]
Phone: 518-474-5902
Fax: 518-474-1989
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NYSESLAT 2023 • School Administrator’s Manual
For Assistance With: Contact:
Questions regarding the provisions of ELL services in
Bilingual Education and English as a New Language
programs
Office of Bilingual Education and
World Languages
Email: [email protected]
Phone: 518-474-8775 (Albany office)
Phone: 718-722-2445 (NYC office)
Questions regarding the scoring of Speaking and Writing
constructed-response questions
Pearson’s Customer Support at
Email:
Phone: 888-705-9415
Fax: 528-599-2525
Sending completed machine-scannable answer sheets
to RIC or large-city scanning centers after testing and
scoring
RIC or Large-City Scanning Center
Refer to Appendix J
Returning NYSESLAT secure materials once all test
administration activities are complete
Pearson’s Customer Support at
Email:
Phone: 888-705-9415
Fax: 528-599-2525
For all inquiries—Please provide BEDS Code and School Name—Thank You
Important Reminder: Check the Department’s website regularly for updates on the NYSESLAT Testing Program
(http://www.nysed.gov/state-assessment/new-york-state-english-second-language-achievement-test-nyseslat).
NYSESLAT 2023 • School Administrator’s Manual
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NYSESLAT 2023 • School Administrator’s Manual
Appendix B
Test Overview
e table below shows estimated testing times. A Grades 1–12 test form will consist of either one modality
(Speaking) or a combination of modalities (Listening, Reading, and Writing). Listening/Reading/Writing will
consist of three test booklets, each containing a theme-based Listening, Reading, and Writing section. Each
Listening/Reading/Writing test booklet will be administered in a separate session. e Kindergarten test form
will consist of one modality—either Speaking, Listening, Reading, or Writing. e testing times given are for
planning purposes only. e time allotment indicated should be adequate for most students to complete testing.
As long as students are working productively, they should be allowed as much time as they need within the
connes of the regular school day to complete that day’s test session. If a student is no longer working productively,
administration may be stopped for that session, but the examiner should continue with the administration of
the next session as scheduled.
Session
Grade
Band
Number of Questions/
Tasks
Total
Number of
Questions/
Tasks
Estimated
Testing
Time
(minutes)
Speaking K–12 12 Constructed Response 12 15
Listening K 19 Multiple-choice 19 35–40
Reading K 18 Multiple-choice 18 35–40
Writing K
8 Short Constructed Response
(SCR)
8 35–40
Listening/Reading/
Writing Session 1
1–12
Listening: 8 Multiple-choice
Reading: 8 Multiple-choice
Writing: 1 Short Constructed
Response (SCR)
17 35–55
Listening/Reading/
Writing Session 2
1–12
Listening: 8 Multiple-choice
Reading: 8 Multiple-choice
Writing: 1 SCR
17 35–55
Listening/Reading/
Writing Session 3
1–12
Listening: 8 Multiple-choice
Reading: 11 Multiple-choice
Writing: 1 Extended
Constructed Response (ECR)
20 35–55
NYSESLAT 2023 • School Administrator’s Manual
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Appendix C
Testing Accommodations Categories
ere are various types of testing accommodations that a student with a disability may receive in accordance with
the recommendations on a student’s IEP or 504 Plan. Please note that the examples below are not exhaustive,
and not all testing accommodations provided on this page are permitted on all parts of the NYSESLAT. For
these tests, testing accommodations that change the constructs measured by the test are not permitted. For
further information, see the “Testing Accommodations” section of this manual, beginning on Page 8.
FLEXIBILITY IN SCHEDULING (TIMING N/A)
• Administer tests with frequent breaks
FLEXIBILITY IN SETTING
• Separate location/room—administer test individually
• Separate location/room—administer test in small group (e.g., three to ve students)
• Adaptive or special equipment/furniture (specify type; e.g., study carrel)
• Special lighting (specify type; e.g., 75-watt incandescent light on desk)
• Special acoustics (specify manner; e.g., minimal extraneous noises)
• Location with minimal distraction (specify type; e.g., minimal visual distraction)
• Preferential seating
METHOD OF PRESENTATION
Revised Test Format
1
• Braille editions of tests
• Large type editions of tests
• Increased spacing between test questions
• Increased size of answer blocks/circles
• Reduced number of test questions per page
• Multiple-choice questions in vertical format with answer circles to right of response choices
• Reading passages with one complete sentence per line
• Test read
1 For State assessments, any reproduction and/or reformatting of test booklets by the school requires the advance written permission of OSA, and,
even with such permission, may not occur until the day that the test booklet will be administered.
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NYSESLAT 2023 • School Administrator’s Manual
Revised Test Directions
2
• Directions read to student
• Directions reread for each page of questions
• Language in directions simpli ed
• Verbs in directions underlined or highlighted
• Cues (e.g., arrows and stop signs) on answer form
• Additional examples provided
Use of Aids/Assistive Technology
• Audio recording/playback device
• Computer (including voice-output devices)
• Masks or markers to maintain place
• Papers secured to work area with tape/magnets
• Questions and multiple-choice responses read to student
• Questions and multiple-choice responses signed to student
• Magnication devices (specify type)
• Amplication devices (specify type)
• Listening section repeated more than the standard number of times
• Listening section signed more than the standard number of times
• Scribe
• Word processor
METHOD OF RESPONSE
• Marking of answers in test booklet rather than on answer sheet
• Use of a scribe
OTHER
• On-task focusing prompts
Revision of test directions is an accommodation that is limited to oral or written instructions provided to all students that explain where and
how responses must be recorded, how to proceed in taking the test upon completion of sections, and what steps are required upon completion of the
examination. e term “test directions” does not refer to any part of a question or passage.
NYSESLAT 2023 • School Administrator’s Manual
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2
Appendix D
Speaking Score Sheet for Individual Administration
2023 NYSESLAT Speaking Score Sheet
Grades Kindergarten through 12
Student Name: _________________________________ Test Scored By: __________________________
Grade Level: _____________________________________ Testing Date: ___________________________
After students complete the warm-up and sample questions, test administrators will record the score for each test question.
Use the space in the column below labeled “Student Score.” Use the corresponding rubric to assist with scoring each question.
NOTE: Write the letter “S” in the Student Score column for any questions that are skipped, pursuant to the Skipping Rule.
Question
Number
Student
Score
Score 0
Does Not Meet Expectations
Score 1
Meets Expectations
1
• No response
• Responds with “yes,” “no,” or
“I don’t know”
• Responds completely in a
language other than English
• Uses one word to respond
• Does not express a complete
thought or idea
• Unintelligible
• Uses multiple words, short
phrases
, or sentences to
respond
• Partially expresses thoughts and
ideas
• F
requent errors may obscure
meaning
N/A
Question
Number
Student
Score
Score 0
Does Not Meet Expectations
Score 1
Approaches Expectations
Score 2
Meets Expectations
2
• No response
• Responds with “yes,” “no,” or
“I don’t know”
• Responds completely in a
language other than English
• Uses one word to respond
• Does not express a complete
thought or idea
• Unintelligible
• Errors may totally obscure
meaning
• Uses multiple words to respond
• Partially expresses thoughts
and ideas
• Frequent errors may obscure
meaning
• Uses connected phrases or a
simple sentence to respond
• May use multiple sentences
• Expresses complete thoughts
and ideas relevant to the topic
• Occasional errors in words and
structures may obscure some
meaning
3
Question
may be
skipped
• Responds with “yes,
” “no,” or
“I don’t know”
• Uses at most multiple words to
respond
• Does not express complete
thoughts and ideas
• Frequent errors may obscure
meaning
• Uses connected phrases or a
simple sentence to respond
• Expresses complete thoughts
and ideas relevant to the topic
• Occasional errors in words and
structures may obscure some
meaning
• Uses connected simple
sentences to respond
• May use limited expanded
sentences
• Expresses connected and
complete thoughts and ideas
relevant to the topic
• Infrequent errors in words and
structure may obscure some
meaning
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NYSESLAT 2023 • School Administrator’s Manual
Student Name: _________________________________ [Page 2 of 4]
Question
Number
Student
Score
Score 0
Does Not Meet Expectations
Score 1
Approaches Expectations
Score 2
Meets Expectations
4
Question
may be
skipped
• Responds with “yes,” “no,” or
“I don’t know”
• Uses at most connected phrases
or a simple sentence to respond
•
May express complete thoughts
and ideas
• Occasional or frequent errors
in words and structures may
obscure meaning
• Uses connected simple
sentences to respond
• Expresses connected and
complete thoughts and ideas
relevant to the topic
• Infrequent errors in words and
structure may obscure some
meaning
• Uses connected expanded
sentences
• Generates a fluid response
using linking words and
phrases to sequence complete
thoughts and ideas relevant to
the topic
• No errors or infrequent errors
that do not obscure meaning
Question
Number
Student
Score
Score 0
Does Not Meet Expectations
Score 1
Meets Expectations
5
• No response
• Responds with “yes,” “no,” or
“I don’t know”
• Responds completely in a
language other than English
• Uses one word to respond
• Does not express a complete
thought or idea
• Unintelligible
• Uses multiple words, short
phrases, or sentences to
respond
• Partially expresses thoughts and
ideas
• Frequent errors may obscure
meaning
N/A
Question
Number
Student
Score
Score 0
Does Not Meet Expectations
Score 1
Approaches Expectations
Score 2
Meets Expectations
6
• No response
• Responds with “yes,” “no,” or
“I don’t know”
• Responds completely in a
language other than English
• Uses one word to respond
• Does not express a complete
thought or idea
• Unintelligible
• Errors may totally obscure
meaning
• Uses multiple words to respond
• Partially expresses thoughts and
ideas
• Frequent errors may obscure
meaning
• Uses connected phrases or a
simple sentence to respond
• May use multiple sentences
• Expresses complete thoughts
and ideas relevant to the topic
• Occasional errors in words and
structures may obscure some
meaning
7
Question
may be
skipped
• Responds with
“yes,” “no,” or
“I don’t know”
• Uses at most multiple words to
respond
• Does not express complete
thoughts and ideas
• Frequent errors may obscure
meaning
• Uses connected phrases or a
simple sentence to respond
• Expresses complete thoughts
and ideas relevant to the topic
• Occasional errors in words and
structures may obscure some
meaning
• Uses connected simple
sentences to respond
• May use limited expanded
sentences
• Expresses connected and
complete thoughts and ideas
relevant to the topic
• Infrequent errors in words and
structure may obscure some
meaning
NYSESLAT 2023 • School Administrator’s Manual
Page 45
Student Name: _________________________________ [Page 3 of 4]
Question
Number
Student
Score
Score 0
Does Not Meet Expectations
Score 1
Approaches Expectations
Score 2
Meets Expectations
8
Question
may be
skipped
• Responds with “yes,” “no,” or
“I don’t know”
• Uses at most connected phrases
or a simple sentence to respond
• May express complete thoughts
and ideas
• Occasional or frequent errors
in words and structures may
obscure meaning
• Uses connected simple
sentences to respond
• Expresses connected and
complete thoughts and ideas
relevant to the topic
• Infrequent errors in words and
structure may obscure some
meaning
• Uses connected expanded
sentences
• Generates a fluid response
using linking words and
phrases to sequence complete
thoughts and ideas relevant to
the topic
• No errors or infrequent errors
that do not obscure meaning
Question
Number
Student
Score
Score 0
Does Not Meet Expectations
Score 1
Meets Expectations
9
• No response
• Responds with “yes,” “no,” or
“I don’t know”
• Responds completely in a
language other than English
• Uses one word to respond
• Does not express a complete
thought or idea
• Unintelligible
• Uses multiple words, short
phrases, or sentences to
respond
• Partially expresses thoughts and
ideas
• Frequent errors may obscure
meaning
N/A
Question
Number
Student
Score
Score 0
Does Not Meet Expectations
Score 1
Approaches Expectations
Score 2
Meets Expectations
10
• No response
• Responds with “yes,” “no,” or
“I don’t know”
• Responds completely in a
language other than English
• Uses one word to respond
• Does not express a complete
thought or idea
• Unintelligible
• Errors may totally obscure
meaning
• Uses multiple words to respond
• Partially expresses thoughts and
ideas
• Frequent errors may obscure
meaning
• Uses connected phrases or a
simple sentence to respond
• May use multiple sentences
• Expresses complete thoughts
and ideas relevant to the topic
• Occasional errors in words and
structures may obscure some
meaning
Page 46
NYSESLAT 2023 • School Administrator’s Manual
Student Name: _________________________________ [Page 4 of 4]
Question
Number
Student
Score
Score 0
Does Not Meet Expectations
Score 1
Approaches Expectations
Score 2
Meets Expectations
11
Question
may be
skipped
• Responds with
“yes,” “no,” or
“I don’t know”
• Uses at most multiple words to
respond
• Does not express complete
thoughts and ideas
• Frequent errors may obscure
meaning
• Uses connected phrases or a
simple sentence to respond
• Expresses complete thoughts
and ideas relevant to the topic
• Occasional errors in words and
structures may obscure some
meaning
• Uses connected simple
sentences to respond
• May use limited expanded
sentences
• Expresses connected and
complete thoughts and ideas
relevant to the topic
• Infrequent errors in words and
structure may obscure some
meaning
12
Question
may be
skipped
• Responds with “yes,” “no,” or
“I don’t know”
• Uses at most connected phrases
or a simple sentence to respond
• May express complete thoughts
and ideas
• Occasional or frequent errors
in words and structures may
obscure meaning
• Uses connected simple
sentences to respond
• Expresses connected and
complete thoughts and ideas
relevant to the topic
• Infrequent errors in words and
structure may obscure some
meaning
• Uses connected expanded
sentences
• Generates a fluid response
using linking words and
phrases to sequence complete
thoughts and ideas relevant to
the topic
• No errors or infrequent errors
that do not obscure meaning
NYSESLAT 2023 • School Administrator’s Manual
Page 47
Appendix E
Grades K–12 Speaking Rubric
2023 NYSESLAT Speaking Rubric
Grades Kindergarten through 12
Question
Level
Score 0
Does Not Meet Expectations
Score 1
Meets Expectations
Emerging
• No response
• Responds with “yes,” “no,” or
“I don’t know”
• Responds completely in a
language other than English
• Uses one word to respond
• Does not express a complete
thought or idea
• Unintelligible
• Uses multiple words, short
phrases, or sentences to
respond
• Partially expresses thoughts and
ideas
• Frequent errors may obscure
meaning
N/A
Question
Level
Score 0
Does Not Meet Expectations
Score 1
Approaches Expectations
Score 2
Meets Expectations
Transitioning
• No response
• Responds with “yes,” “no,” or
“I don’t know”
• Responds completely in a
language other than English
• Uses one word to respond
• Does not express a complete
thought or idea
• Unintelligible
• Errors may totally obscure
meaning
• Uses multiple words to respond
• Partially expresses thoughts and
ideas
• Frequent errors may obscure
meaning
• Uses connected phrases or a
simple sentence to respond
• May use multiple sentences
• Expresses complete thoughts
and ideas relevant to the topic
• Occasional errors in words and
structures may obscure some
meaning
Expanding
• Responds with “yes,
” “no,” or
“I don’t know”
• Uses at most multiple words to
respond
• Does not express complete
thoughts and ideas
• Frequent errors may obscure
meaning
• Uses connected phrases or a
simple sentence to respond
• Expresses complete thoughts
and ideas relevant to the topic
• Occasional errors in words and
structures may obscure some
meaning
• Uses connected simple
sentences to respond
• May use limited expanded
sentences
• Expresses connected and
complete thoughts and ideas
relevant to the topic
• Infrequent errors in words and
structure may obscure some
meaning
Commanding
• Responds with “yes,
” “no,” or
“I don’t know”
• Uses at most connected phrases
or a simple sentence to respond
• May express complete thoughts
and ideas
• Occasional or frequent errors
in words and structures may
obscure meaning
• Uses connected simple
sentences to respond
• Expresses connected and
complete thoughts and ideas
relevant to the topic
• Infrequent errors in words and
structure may obscure some
meaning
• Uses connected expanded
sentences
• Generates a fluid response
using linking words and
phrases to sequence complete
thoughts and ideas relevant to
the topic
• No errors or infrequent errors
that do not obscure meaning
Page 48
NYSESLAT 2023 • School Administrator’s Manual
Appendix F
Kindergarten Writing Rubrics
T Writing Rubrics—Kindergarten2023 NYSESLA
ritingLetter W
Dimension
e 0 – EnteringScor
A response at this level:
ransitioningScore 1 – Emerging–T
A response at this level:
• Letter Forming
• Legibility
blank • Is
Is not a recognizable letter
Is an incorrect letter
Is upside down
Is illegible or unintelligible
•
•
•
•
Is recognizable as the correct letter
- or lowercase
Is acceptable if it:
“sloppy”
cursive
Is upper
Is backward (if the reversal does not change it into a different letter)
• Is
• Is
Includes other letters before and/or after the correct letter
•
•
•
•
riting d WorW
Dimension
Score 0 – Entering–Emerging
A response at this level:
ransitioning–Expanding
A response at this level:
e 1 – TScor Score 2 – Commanding
A response at this level:
• Letter Forming
• Accuracy
Does not sequence letters needed to produce
the recognizable correct word
blank
Is in a language other than English
Is illegible or unintelligible
Is spelled incorrectly (without phonemic
areness) aw
Includes upside-down letter(s)
•
• Is
•
•
•
•
,
Sequences most of the letters needed to produce
lowercase
areness by using
grade-appropriate spelling (phonetic or inventive
,
the recognizable correct word
Demonstrates phonemic aw
Includes legible letters
Includes letters that may be uppercase
ard letters
spelling)
cursive
or both
Includes backw
•
•
Is acceptable if it:
•
•
• Is
•
Sequences all letters needed to produce the correct
, lowercase,
ard letters (so long as the reversal
word
Is acceptable if it:
Includes legible letters
Has no spelling errors
Includes letters that may be uppercase
cursive
or both
• Is
Includes backw
does not change them into different letters)
•
•
•
•
•
riting Sentence W
Dimension
Score 0 – Entering–Emerging
A response at this level:
ransitioning–Expanding
A response at this level:
e 1 – TScor Score 2 – Commanding
A response at this level:
• Letter Forming
ords • W
• Accuracy
h
Does not differentiate letters and words
Includes few or no words
blank
Is completely in a language other than Englis
Is completely illegible or unintelligible
ant irrelev
•
•
• Is
•
•
• Is
Is a single word •
Includes most of the words in the correct order
Includes some incorrect spelling that is NOT
ard letters (if the reversal
Is acceptable if it:
Does not have an initial capital letter
Includes erratic word spacing
phonetic or inventive
Includes several backw
does not change it into a different letter)
Does not include appropriate end punctuation
•
•
•
•
•
•
Includes all words in the correct order
Is acceptable if it:
Does not have an initial capital letter
Maintains appropriate spacing
Includes grade-appropriate spelling (phonetic or
ard letters (if the reversal
inventive spelling)
Includes a few backw
does not change it into a different letter)
Does not include appropriate end punctuation
•
•
•
•
•
•
NYSESLAT 2023 • School Administrator’s Manual
Page 49
T Writing Rubrics—Kindergarten2023 NYSESLA
Write a Story
Dimension
e 0 – EnteringScor
A response at this level:
e 1 – EmergingScor
A response at this level:
ransitioninge 2 – TScor
A response at this level:
e 3 – ExpandingScor
A response at this level:
Score 4 – Commanding
A response at this level:
Complexity/
Quality of
Language
Contains zero words or short
phrases
blank Is •
Is completely in a language
other than English
Is illegible or unintelligible
Is completely copied text from
the test booklet
•
•
•
•
,
and/
wordsContains •
,short phrases
or predictable
sentences
Contains phrases and simple
sentences
•
simple Contains
and/or expanded
sentences
•
Contains simple and/or
, and expanded sentences
one or more compound or
complex sentence
•
ence of Coher
Response
Includes zero words or a
few words in a language
no ORother than English
drawing(s) to write a story or
write about a topic
• Includes only drawing(s),
word(s) and phrases
OR
OR
and drawing(s),
only words and phrases
to minimally provide
descriptions and events
to write a story or write
about a topic
• Includes only very detailed
phrases and
OR
ORdrawing(s),
sentences and drawings,
only phrases and sentences
to somewhat provide
descriptions and events to
write a story or write about a
topic
• Includes drawing(s) and
a string of phrases and
only aOR,sentences
string of phrases and
sentences to partially
provide descriptions
and events to write a
story or write about a
topic
• Includes drawing(s) and
a string of phrases and
only a stringOR,sentences
of phrases and sentences
to provide descriptions and
events to write a story or
write about a topic
•
Mechanics
Contains numerous errors
that totally obscure meaning
Contains words that are
unclear
•
•
Contains many errors that
often obscure meaning
Contains words that may
, but meaning is be unclear
evident
May include inventive
spelling
•
•
•
Contains some errors that
occasionally obscure meaning
Is mostly clear
May include inventive
spelling
•
•
•
Contains few errors that
rarely obscure meaning
clear Is
May include inventive
spelling
•
•
•
Contains minimal or no errors
spelling
that obscure meaning
inventive include
clear Is
May
•
•
•
Note: Responses that are completely irrelevant to the prompt can be scored no higher than a 1.
Page 50
NYSESLAT 2023 • School Administrator’s Manual
Appendix G
Grades 1–12 Writing Rubrics
T Writing Rubric—Grades 1–2YSESLA2023 N
Dimension
e 0 – EnteringScor
A response at this level:
e 1 – EmergingScor
A response at this level:
Score 2 – Transitioning
A response at this level:
Score 3 – Expanding
A response at this level:
Score 4 – Commanding
A response at this level:
Complexity of
Language
Contains zero or few words or
short phrases
blank
Is •
Is completely in a language
other than English
Is illegible or unintelligible
Is completely copied text
Is isolated words or a list of
words or short phrases
•
•
•
•
•
Contains some words,
and short phrases,
occasionally simple
sentences
Includes at least one
sentence
May include adapted
text in a well-constructed
sentence
•
•
•
Contains mostly simple
sentences
Includes at least one
expanded or compound
sentence
•
•
,
simpleContains
expanded,
•
and compound sentences
, ariety of simple
and compound (or
Contains a v
expanded,
complex) sentences
•
Quality of
Language
Contains at most frequently
used words
• Contains common words
and short phrases
•
Contains a few grade-level
words and phrases
•
Contains some grade-level
words and phrases
•
Contains many grade-level
words and phrases
•
ence of Coher
Response
Lacks a clear introduction or
completion of a thought or an
idea due to brevity
• Includes at least one
sentence in an attempt to
introduce or complete a
thought or an idea
•
Includes introductory and/
or concluding words and
sentences that provide limited
organization of thoughts
,
or both ideas,
•
Includes introductory and
concluding words and
sentences that provide
partial organization of
or both , ideas,thoughts
•
Includes words and sentences
that sufficiently introduce and
, or , ideascomplete thoughts
both
•
ee of Response Degr
SCR
or ideas
Lacks descriptions of
,, feelingsthoughts
• Includes at least one
description of a thought
or an idea
•
Includes some minimally
detailed descriptions of
or both
,, ideasthoughts
•
,
Includes many detailed
descriptions of thoughts
or both ideas,
•
Includes many sufficiently
detailed descriptions of
or both ,, ideasthoughts
•
ECR
Narrative
Lacks development of
descriptions or events in
sequence
• Includes at least one
description or two events
in sequence
•
Includes some descriptions
with minimal details and/
or two or more events in
sequence
•
Includes descriptions with
many details and two or
more events in sequence
•
Includes descriptions with
aried details many and v
and two or more events in
sequence
•
ECR
Informational
Lacks development of
an opinion or additional
information
• Includes at least one
opinion and/or additional
information
•
Includes an opinion with
some reasons and/or
additional information
•
Includes an opinion
with many reasons and
additional information
•
Includes an opinion with
aried reasons and many and v
additional information
•
Mechanics
Contains numerous errors
that totally obscure meaning
Contains words that are
unclear
•
•
Contains many errors that
often obscure meaning
Contains words that may
,
but meaning is be unclear
evident
May include inventive
spelling
•
•
•
Contains some errors that
occasionally obscure meaning
spellinginventive
Is mostly clear
include May
•
•
•
Contains few errors that
rarely obscure meaning
clear Is
May include inventive
spelling
•
•
•
Contains minimal or no errors
that obscure meaning
clear Is
May include inventive spelling
•
•
•
Note: Responses that are completely irrelevant to the prompt can be scored no higher than a 1.
NYSESLAT 2023 • School Administrator’s Manual
Page 51
T Writing Rubric—Grades 3–4YSESLA2023 N
Dimension
e 0 – EnteringScor
A response at this level:
e 1 – EmergingScor
A response at this level:
ransitioninge 2 – TScor
A response at this level:
e 3 – ExpandingScor
A response at this level:
Score 4 – Commanding
A response at this level:
Complexity of
Language
Contains zero or few words or
short phrases
blank Is •
Is completely in a language
other than English
Is illegible or unintelligible
Is completely copied text
Is isolated words or a list of
words or short phrases
•
•
•
•
•
Contains some words,
and short phrases,
occasionally simple
sentences
Includes at least one
sentence
May include adapted
text in a well-constructed
sentence
•
•
•
Contains mostly simple
sentences
Includes at least one
expanded or complex
sentence
•
•
, simple
and complex
Contains
expanded,
sentences
• , ariety of simple
and complex
Contains a v
expanded,
sentences
•
Quality of
Language
Contains at most frequently
used Tier 1 words or
predictable phrases
•
ier 2
Contains
Tier 1 and
common grade-level T
words and short phrases
• Contains Tier 1 and a few
ier 2 words and grade-level T
phrases
• Contains Tier 1 and some
ier 2 words grade-level T
and phrases
• Contains Tier 1 and many
ier 2 words and grade-level T
phrases
•
ence of Coher
Response
Lacks a clear introduction, or
development of a thought or
or completion due to an idea,
brevity
• Includes at least one
sentence to introduce,
or complete develop
,
thoughts or ideas
• Includes words and sentences
development,
ed
that provide a limited
and/or completion of link
or both
introduction,
thoughts, ideas,
• Includes words and
sentences that provide
an introduction,
and development,
ed completion of link
or ideas,thoughts,
both to provide partial
organization
•
Includes words and sentences
that provide an introduction,
and completion
or , ideased thoughts,
development,
of link
both to provide clear and
sufficient organization
•
ee of Response Degr
SCR
Lacks descriptions of ideas
or facts
• Includes at least one
description of an idea or
a fact
•
,
Includes some minimally
detailed descriptions of ideas
or both facts
,
•
,
Includes many detailed
, factsdescriptions of ideas
or both
•
,
Includes many sufficiently
detailed descriptions of ideas
or both facts,
•
ECR
Narrative
Lacks development of
descriptions or events
• Includes at least one
description or event
• Includes some detailed
descriptions and/or two or
more events in sequence
• Includes many detailed
descriptions and events in
sequence
• aried Includes many and v
detailed descriptions and
events in sequence
•
ECR
Informational
Lacks development of
connected ideas
• Includes at least one
original idea or two ideas
that are connected
• Includes some supported and/
or connected ideas
• Includes many supported
and connected ideas
• aried Includes many and v
supported and connected
ideas
•
Mechanics
Contains numerous errors
that totally obscure meaning
Contains words that are
unclear
•
•
Contains many errors that
often obscure meaning
Contains words that may
,
but meaning is be unclear
evident
May include inventive
spelling
•
•
•
Contains some errors that
occasionally obscure meaning
Is mostly clear
May include inventive spelling
•
•
•
Contains few errors that
rarely obscure meaning
clear Is
May include inventive
spelling
•
•
•
Contains minimal or no errors
that obscure meaning
clear Is
May include inventive spelling
•
•
•
Note: Responses that are completely irrelevant to the prompt can be scored no higher than a 1.
Page 52
NYSESLAT 2023 • School Administrator’s Manual
T Writing Rubric—Grades 5–6YSESLA2023 N
Dimension
e 0 – EnteringScor
A response at this level:
Score 1 – Emerging
A response at this level:
Score 2 – Transitioning
A response at this level:
Score 3 – Expanding
A response at this level:
Score 4 – Commanding
A response at this level:
Complexity of
Language
Contains zero or few words or
short phrases
blank Is •
Is completely in a language
other than English
Is illegible or unintelligible
Is completely copied text
Is isolated words or a list of
words or short phrases
•
•
•
•
•
Contains some words,
and short phrases,
occasionally simple
sentences
Includes at least one
sentence
May include adapted
text in a well-constructed
sentence
•
•
•
Contains mostly simple
sentences
Includes at least one
expanded or complex
sentence
•
•
, simple
and complex
Contains
expanded,
sentences
•
, ariety of simple
and complex
Contains a v
expanded,
sentences
•
Quality of
Language
Contains at most frequently
used Tier 1 words or
predictable phrases
• Contains Tier 1 and
common grade-level
ier 2 words and short T
phrases
•
Contains Tier 1 and a few
ier 2 words and grade-level T
phrases
•
Contains Tier 1 and some
ier 2 words grade-level T
and phrases
•
Contains
Tier 1 and many
ier 2 words and Tgrade-level
phrases
•
ence of Coher
Response
Lacks a clear orientation, or
development of an idea, or
closure due to brevity
•
,
Includes words and
at least one sentence
to introduce, develop
or conclude transition,
ideas
•
Includes words and sentences
development
that provide limited
, and/or
orientation,
, transitionsof ideas
closure
•
Includes words and
sentences that provide
partial orientation,
logical development of
, and , transitionsideas
closure
•
Includes sufficient orientation,
logical development of ideas,
and closure to provide clear
organization
•
ee of Response Degr
SCR
Lacks descriptions of ideas or
facts
• Includes at least one
description of an idea or a
fact
•
,
Includes some minimally
detailed descriptions of ideas
or both facts,
•
,
Includes many detailed
, factsdescriptions of ideas
or both
•
Includes many sufficiently and
precisely detailed descriptions
or both ,, factsof ideas
•
ECR
Narrative
or events
Lacks development of
,, detailscharacters
• Includes at least two
references to characters,
, or , eventsdetails
closure
•
Includes some references
and limited to characters,
development of details,
and/or sequenced events
,
closure
•
Includes many references
and partial to characters,
development of details
,
and sequenced events,
closure
•
and
aried
,
,
sufficiently precise details
and closure
Includes many and v
references to characters
sequenced events,
•
ECR
Informational
Lacks development of ideas
or support
• Includes at least one
idea with support, or
closure
•
ed ideas,
and/or
Includes some link
a variety of support,
closure
•
Includes many stated
and
, a
ed ideasand link
variety of support,
closure
•
aried
ed
Includes many and v
precisely stated and link
a variety of support, ,ideas
and closure
•
Mechanics
Contains numerous errors
that totally obscure meaning
Contains words that are
unclear
•
•
Contains many errors that
often obscure meaning
Contains words that may
,
but meaning is be unclear
evident
May include inventive
spelling
•
•
•
Contains some errors that
occasionally obscure meaning
Is mostly clear
May include inventive spelling
•
•
•
Contains few errors that
rarely obscure meaning
clear Is
May include inventive
spelling
•
•
•
Contains minimal or no errors
that obscure meaning
clear
Is
May include inventive spelling
•
•
•
Note: Responses that are completely irrelevant to the prompt can be scored no higher than a 1.
NYSESLAT 2023 • School Administrator’s Manual
Page 53
T Writing Rubric—Grades 7–8YSESLA2023 N
Dimension
e 0 – EnteringScor
A response at this level:
Score 1 – Emerging
A response at this level:
Score 2 – Transitioning
A response at this level:
Score 3 – Expanding
A response at this level:
Score 4 – Commanding
A response at this level:
Complexity of
Language
Contains zero or few words or
short phrases
blank Is
Is completely in a language
other than English
Is illegible or unintelligible
Is completely copied text
Is isolated words or a list of
words or short phrases
•
•
•
•
•
•
Contains some words,
and short phrases,
occasionally simple
sentences
Includes at least one
sentence
May include adapted
text in a well-constructed
sentence
•
•
•
Contains mostly simple
sentences
Includes at least one
expanded or complex
sentence
•
•
, simple
and complex
Contains
expanded,
sentences
•
, ariety of simple
and complex
Contains a v
expanded,
sentences
•
Quality of
Language
Contains at most commonly
used Tier 1 words or short
phrases
•
ier 2T
ier 1 and TContains
common grade-level
words and short phrases
•
Contains Tier 1 and a few
ier 2 and/or grade-level T
ier 3 words and phrases T
•
ier 2 and/or
Contains Tier 1 and some
grade-level T
ier 3 words and phrases T
used appropriately
•
ier 2 and/or
Contains Tier 1 and many
grade-level T
ier 3 words and phrases T
used appropriately
•
ence of Coher
Response
Lacks a clear orientation, or
organized or connected ideas,
or closure due to brevity
•
one sentence that
provides an orientation,
organized or connected
, or
Includes at least
, transitionsideas
closure
•
Includes words and sentences
organized or
transitions,
that provide limited
,
orientation,
connected ideas
and/or closure
•
Includes words and
sentences that provide
partial orientation,
logically organized
and/or connected
, and , transitionsideas
closure
•
Includes sufficient orientation,
and closure
logically organized and
connected ideas,
to provide clear organization
•
ee of Response Degr
SCR
Lacks descriptions of ideas or
facts
•
Includes at least one
description of an idea or
a fact
•
,
Includes some minimally
detailed descriptions of ideas
or both facts,
•
,
Includes many detailed
, factsdescriptions of ideas
or both
•
Includes many sufficiently and
precisely detailed descriptions
or both ,, factsof ideas
•
ECR
Narrative
or events
Lacks development of
,, detailscharacters
•
Includes at least two
references to characters,
, or , eventsdetails
closure
•
Includes some references
and limited
development of details,
and/or ,
to characters
,
sequenced events
closure
•
Includes many references
and partial to characters,
development of details,
and sequenced events,
closure
•
and
aried
,
,
sufficiently precise details
and closure
Includes many and v
references to characters
sequenced events,
•
ECR
Informational
Lacks development of claims
and evidence or support
•
Includes at least one claim
or , support,with evidence
closure
•
ed claims
ariety of , a v
and/or closure
Includes some link
and evidence
support,
•
Includes many stated
ed claims and
ariety
and
a v
and link
evidence,
of support,
closure
•
aried Includes many and v
ed precisely stated and link
support, claims and evidence,
and closure
•
Mechanics
Contains numerous errors
that totally obscure meaning
Contains words that are
unclear
•
•
Contains many errors that
often obscure meaning
Contains words that may
, but meaning is be unclear
evident
May include inventive
spelling
•
•
•
Contains some errors that
occasionally obscure meaning
Is mostly clear
May include inventive spelling
•
•
•
Contains few errors that
rarely obscure meaning
clear
Is
May include inventive
spelling
•
•
•
Contains minimal or no errors
spelling
that obscure meaning
inventive include
clear
Is
May
•
•
•
Note: Responses that are completely irrelevant to the prompt can be scored no higher than a 1.
Page 54
NYSESLAT 2023 • School Administrator’s Manual
T Writing Rubric—Grades 9–12SESLA2023 NY
Dimension
e 0 – EnteringScor
A response at this level:
e 1 – EmergingScor
A response at this level:
ransitioninge 2 – TScor
A response at this level:
e 3 – ExpandingScor
A response at this level:
Score 4 – Commanding
A response at this level:
Complexity of
Language
Contains zero or few words or
short phrases
blank Is
Is completely in a language
other than English
Is illegible or unintelligible
Is completely copied text
Is isolated words or a list of
words or short phrases
•
•
•
•
•
•
Contains some words,
and short phrases,
occasionally simple
sentences
Includes at least one
sentence
May include adapted
text in a well-constructed
sentence
•
•
•
Contains mostly simple
sentences
Includes at least one
expanded or complex
sentence
•
•
, simple
and complex
Contains
expanded,
sentences
•
, ariety of simple
and complex
Contains a v
expanded,
sentences
•
Quality of
Language
Contains at most commonly
used Tier 1 words or short
phrases
• Contains Tier 1 and
common grade-level
ier 2 words and short T
phrases
•
Contains Tier 1 and a few
ier 2 and/or grade-level T
ier 3 words and phrases T
•
ier 2 and/or
Contains Tier 1 and some
grade-level T
ier 3 words and phrases T
used appropriately
•
ier 2 and/or
Contains Tier 1 and many
grade-level T
ier 3 words and phrases T
used appropriately
•
ence of Coher
Response
Lacks a clear orientation, or
organized or connected ideas,
or closure due to brevity
• Includes at least one
sentence that provides
organized
or connected ideas,
or closure
an orientation,
transitions,
•
Includes words and sentences
organized or
transitions,
that provide limited
,
orientation,
connected ideas
and/or closure
•
Includes words and
sentences that provide
,
and closure
partial orientation,
logically organized and/
ideasor connected
transitions,
• Includes sufficient orientation,
and closure
logically organized and
connected ideas,
to provide clear organization
•
ee of Response Degr
SCR
Lacks descriptions of ideas or
facts
• Includes at least one
description of an idea or
a fact
•
,
Includes some minimally
detailed descriptions of ideas
or both facts,
•
,
Includes many detailed
, factsdescriptions of ideas
or both
•
,
Includes many sufficiently
and precisely detailed
, factsdescriptions of ideas
or both
•
ECR
Narrative
or events
Lacks development of
,, detailscharacters
• Includes at least two
references to characters,
, or , eventsdetails
closure
•
• Includes some references
to characters
, and limited
development of details,
sequenced events,
and/or
closure
Includes many references
and partial ,to characters
development of details,
and sequenced events
,
closure
•
and
aried
,
,
sufficiently precise details
and closure
Includes many and v
references to characters
sequenced events,
•
ECR
Informational
Lacks development of claims
and evidence or support
• Includes at least one claim
or , support,with evidence
closure
•
ariety
Includes some cohesive
a v
,
and/or closure
claims and evidence
of support,
•
Includes many well-
chosen cohesive claims
ariety of , a v
and closure
and evidence
support,
•
cohesive
ariety
aried
a v
Includes many and v
well-chosen,
,claims and evidence
and closure
,precise
of support,
•
Mechanics
Contains numerous errors
that totally obscure meaning
Contains words that are
unclear
•
•
Contains many errors that
often obscure meaning
Contains words that may
, but meaning is be unclear
evident
May include inventive
spelling
•
•
•
Contains some errors that
occasionally obscure meaning
spellinginventive
Is mostly clear
include May
•
•
•
Contains few errors that
rarely obscure meaning
clear Is
May include inventive
spelling
•
•
•
Contains minimal or no errors
that obscure meaning
clear
Is
May include inventive spelling
•
•
•
Note: Responses that are completely irrelevant to the prompt can be scored no higher than a 1.
NYSESLAT 2023 • School Administrator’s Manual
Page 55
Appendix H
Writing Glossary of Terms
Working denitions of terms as used in the development of NYSESLAT Writing Performance Level Descriptions
(PLDs) and Writing Rubrics.
Glossary
Complexity Definition
Predictable sentence
A sentence that is easily learned or memorized; student generally is
unable to expand beyond the memorized statement (e.g., I don’t like.
I’m fine. My name is . . .)
Phrase
A group of words that does not include a subject and a verb, but may
express a complete feeling, detail, idea, or thought
Simple sentence
Contains one subject and one verb; expresses a complete thought; may
contain other elements such as a personal pronoun or a helping verb
Expanded sentence
Contains a subject and a verb; further developed through the use
of a variety of grammatical structures (e.g., prepositional phrase,
compound subject or predicate, adjective or adverb phrase, participial
or infi nitive phrase)
Compound sentence
Contains two independent clauses (each with a subject and a verb)
joined by a coordinating conjunction (e.g., and, but, or, so, yet)
Complex sentence
Contains an independent clause and one or more dependent clauses
joined by a subordinating conjunction (e.g., because, since, after,
although, when) or a relative pronoun (e.g., that, who, or which)
Quality Definition
Tier 1 words
The most basic words; rarely require direct instruction; words of
everyday speech; often sight words/high-frequency words (e.g., book,
run, numbers, colors)
Tier 2 words
Words that frequently occur across a variety of domains; used within
mature language situations such as adult conversations and literature;
may have multiple meanings and/or have multiple synonyms; used
across a variety of subjects or environments (e.g., experiment,
difference, exaggerate, masterpiece)
Tier 3 words
Used in specific content areas or domains; words that are central to
building knowledge and conceptual understanding within the various
academic domains and should be integral to instruction of content—
examples include terms within the areas of science, mathematics, and
literature (e.g., circulatory system, hypotenuse, protagonist)
Page 56
NYSESLAT 2023 • School Administrator’s Manual
Coherence Definition
Basic
Occurring in a way that indicates a fundamental understanding
of organizational components in writing (such as the use of an
introduction; the development of a topic; the use of transitions; making
a conclusion) but an inability to incorporate more than one of these
Limited
Occurring in a way that indicates a fundamental understanding
of organizational components in writing (such as the use of an
introduction; the development of a topic; the use of transitions; making
a conclusion) and an ability to incorporate some of these
Partial
Occurring in a way that indicates a complete understanding of
organizational components in writing (such as the use of an
introduction; the development of a topic; the use of transitions; making
a conclusion) and an ability to incorporate most of these
Sufficient
Occurring in a way that indicates a complete understanding of
organizational components in writing (such as the use of an
introduction; the development of a topic; the use of transitions; making
a conclusion) and an ability to incorporate nearly all of these
Degree Definition
Few/a few 1–2 in a student response
Some
Evidence and/or details are occasionally present in the response OR
the response has support throughout but is brief
Many
Evidence and/or details are present in the majority of the response
(with occasional lapses in detail) OR evidence and/or details are found
throughout the response, but they lack variety and precision
Varied
Evidence and/or details are consistently present throughout the
response in precise and diverse ways
Mechanics Definition
Totally obscures
meaning
Frequency of errors renders the response virtually incomprehensible;
only one or two words may be recognizable
Often obscures, but
meaning is evident
Frequency of errors interferes with comprehension of the response,
but minimal control of conventions is evident (e.g., a subject and a
verb; an adjective and a noun)
Occasionally obscures
meaning
Errors are evident throughout the response, but the general meaning
of the response is clear
Rarely obscures
meaning
Few errors are evident throughout the response, and those errors do
not interfere with the meaning of the response
Minimal or no errors
that obscure meaning
An occasional error that does not interfere with the meaning of the
response; includes errors that are also made by native speakers
NYSESLAT 2023 • School Administrator’s Manual
Page 57
Appendix I
Assessments by Birth Date/Age for
Ungraded Students in the 2022–2023 School Year
ELLs who are graded must take the State examination for the grade level in which they are enrolled. e chart
below is to be used solely to ascertain the appropriate NYSESLAT grade-level test to administer to those ELLs
with disabilities who are ungraded.
Age Ranges for Testing on the NYSESLAT for
Ungraded Students with Disabilities in the 2022–23 School Year
Assessments Birth Dates
Reaches This Age
between September 1,
2022 and August 31, 2023
Grade K: NYSESLAT Any date after August 31, 2016 6
Grade 1: NYSESLAT September 1, 2015—August 31, 2016 7
Grade 2: NYSESLAT September 1, 2014—August 31, 2015 8
Grade 3: NYSESLAT September 1, 2013—August 31, 2014 9
Grade 4: NYSESLAT September 1, 2012—August 31, 2013 10
Grade 5: NYSESLAT September 1, 2011—August 31, 2012 11
Grade 6: NYSESLAT September 1, 2010—August 31, 2011 12
Grade 7: NYSESLAT September 1, 2009—August 31, 2010 13
Grade 8: NYSESLAT September 1, 2008—August 31, 2009 14
Grade 9: NYSESLAT September 1, 2007—August 31, 2008 15
Grade 10: NYSESLAT September 1, 2006—August 31, 2007 16
Grade 11: NYSESLAT September 1, 2005—August 31, 2006 17
Grade 12: NYSESLAT Born on or before August 31, 2005 18
Page 58
NYSESLAT 2023 • School Administrator’s Manual
Appendix J
Regional Information Centers (RICs) and Large-City Scanning Centers
Location Primary Contact Secondary Contact
Buffalo Public Schools
Office of Shared Accountability
808 City Hall
Buffalo, New York 14202
Answer Sheets & Scanning
Ann Zsebehazy
716-816-3035
716-851-3044 (fax)
azsebehazy@buffaloschools.
org
Answer Sheets & Scanning
Ebony Bullock
716-816-3035
716-851-3044 (fax)
ebullock@buffaloschools.org
CNYRIC
Central New York Regional
Information Center OCM
BOCES
6075 East Molloy Rd.
P.O. Box 4866
Syracuse, New York 13221
Answer Sheets & Scanning
Test Scoring Services
315-433-8327
315-433-2221 (fax)
Answer Sheets & Scanning
Josh Becker
315-431-8415
EduTech / WFL
Wayne-Finger Lakes BOCES
Eisenhower Building
131 Drumlin Ct.
Newark, New York 14513
Answer Sheets & Scanning
Rich Yeoman
315-332-7226
315-332-7370 (fax)
Answer Sheets & Scanning
Test Scoring Team
800-722-5797
315-332-7370 (fax)
GST BOCES
Greater Southern Tier
Regional Information Center
Computer Services Center
459 Philo Road
Elmira, New York 14903
Answer Sheets & Scanning
Melissa Zelko Wood
607-795-5342
607-795-5307 (fax)
Answer Sheets & Scanning
Shane Swimley
607-795-5338
607-795-5307 (fax)
LHRIC
Lower Hudson Regional
Information Center
Southern Westchester BOCES
450 Mamaroneck Ave.
Harrison, New York 10528
Testing Services
914-592-4203 x3001
914-345-3719 (fax)
Answer Sheets & Scanning
Todd Moore
914-592-4203 x3279
914-345-3719 (fax)
NYSESLAT 2023 • School Administrator’s Manual
Page 59
Location Primary Contact Secondary Contact
MHRIC
Mid-Hudson Regional
Information Center
Ulster BOCES
175 Route 32 North
New Paltz, New York 12561
Answer Sheets & Scanning
Testing and Reporting
845-255-1450 x1220
845-255-9104 (fax)
Answer Sheets & Scanning
Mariah Adin
845-255-1450 x1246
845-255-9104 (fax)
Monroe RIC
Regional Information Center
BOCES MAARS
(Monroe/Orleans
Accountability, Assessment
and Reporting Svcs.)
3625 Buff alo Road
Rochester, New York 14624
Answer Sheets & Scanning
Mari-Ellen Maloney
585-349-9025
585-349-9090 (fax)
Answer Sheets & Scanning
Patty Zeiner
585-349-9053
585-349-9090 (fax)
MORIC
Mohawk Regional Information
Center
Madison Oneida BOCES
4937 Spring Road
Verona, New York 13478
Web resources:
http://www.moric.org
Answer Sheets & Scanning
Data Readiness Team
315-361-2700 or
866-986-6742
315-361-5845 (fax)
n/a
Nassau BOCES
Regional Information Center
Robert E. Lupinskie Center for
Curriculum, Instruction and
Technology
1 Merrick Avenue
Westbury, New York 11590
Answer Sheets & Scanning
Stephanie Witt
516-608-6623
516-608-6616 (fax)
Answer Sheets & Scanning
Fran Werner
516-608-6888
516-608-6616 (fax)
Page 60
NYSESLAT 2023 • School Administrator’s Manual
Location Primary Contact Secondary Contact
NERIC
Northeastern Regional
Information Center
900 Watervliet-Shaker Road
Albany, New York 12205
Web resources:
http://neric.org/
ServiceGuide/ Testing
Answer Sheets & Scanning
NERIC Testing Team
518-862-5314
518-862-5396 (fax)
Answer Sheets & Scanning
Anne Marie Bertram
518-862-5333
518-862-5396 (fax)
New York City Department
of Education
Offi ce of Assessment
Operations and Scan Center
(for Public Schools)
44–36 Vernon Blvd.
Room 207
Long Island City, New York
11101
Public Schools:
NYC DOE Service Center
212-374-6646
Charter Schools:
NYC DOE Charter School
Offi ce
212-374-5419
https://charterschools.
mojohelpdesk.com/
n/a
Rochester City School
District
131 West Broad Street
Rochester, NY 14614
Answer Sheets & Scanning
Nancy Eichner
585-262-8328
585-262-8684 (fax)
Answer Sheets & Scanning
Bao Tran
585-262-8118
585-262-8684 (fax)
SCRIC
South Central Regional
Information Center
Broome Tioga BOCES
Mail Drop #31
435 Glenwood Road
Binghamton, New York 13905
Web resources:
http://www.southcentralric.org/
DDC.aspx
Answer Sheets & Scanning
Kathie Mras
607-763-3592 opt 7
607-757-3000 (fax)
Answer Sheets & Scanning
Kelly Hildebrant
607-763-3592 opt 7
607-757-3000 (fax)
NYSESLAT 2023 • School Administrator’s Manual
Page 61
Location Primary Contact Secondary Contact
Suff olk RIC
Regional Information Center
Eastern Suff olk BOCES
Student Data Services
15 Andrea Road
Holbrook, New York 11741
Answer Sheets & Scanning
Lisa Zwerling
631-218-4103
631-240-8967 (fax)
Answer Sheets & Scanning
Karen Barbaro
631-244-4285
631-240-8967 (fax)
Syracuse City School District
Office of Shared Accountability
258 E. Adams Street
Syracuse, New York 13202
Answer Sheets & Scanning
Raymond Stazzone
315-435-6241
315-435-4978 (fax)
Answer Sheets & Scanning
Wayne Young
315-435-4281
WNYRIC
Western New York Regional
Information Center
Erie 1 BOCES
355 Harlem Road
West Seneca, New York 14224
Answer Sheets & Scanning
Karen Halbert
716-821-7173
716-821-7432 (fax)
Answer Sheets & Scanning
Margaret (Maggie) Maloney
716-821-7466
716-821-7432 (fax)
Yonkers City School District
1 Larkin Center
Yonkers, New York 10701
Answer Sheets & Scanning
Rachel Cole
914-376-8234
914-376-9144 (fax)
Answer Sheets & Scanning
David Beaver / Siju Samuel
914-376-8234
914-376-9144 (fax)
dbeaver@
yonkerspublicschools.org
ssamuel@
yonkerspublicschools.org
Page 62
NYSESLAT 2023 • School Administrator’s Manual
Appendix K
Certificates
The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Office of State Assessment Albany, New York 12234
Examination Storage Certificate NYSESLAT 2023
School Name: _____________________________________________________________________
I, the undersigned principal of the school named above, do hereby declare that each of the security
procedures listed below was fully and faithfully observed for the current administration of the
2023 NYSESLAT.
1. The sealed packages of secure test materials were stored in a secure location.
2. The secure location was maintained under strict security conditions.
3. The contents of the test were not divulged generally or specifically to anyone.
4. No photocopies or written notes were made of any part of the test or test questions.
5. An inventory of the test materials was conducted as soon after delivery as was practical. Pearson
was notified if any of the packages of secure test materials were not properly sealed when
received. The sealed packages of secure test materials were placed inside the secure location
immediately after the inventory was completed.
6. The sealed packages of secure test materials were not removed from the secure location, except
for the inventory of test materials shipped to the school, until the day(s) on which the test was
administered.
7. The sealed packages of secure test materials, except for the scoring materials for the Speaking
session, were not opened until the day(s) on which the test was administered.
8. All of the secure test materials were accounted for following the administration of the test. They
were all returned to Pearson promptly after administration and scoring.
Note: Schools may permit teachers to retain copies of the School Administrator’s Manual.
As principal, I have read and complied with the requirements for the storage and handling of secure
examination materials, as detailed above and elsewhere in the School Administrator’s Manual. I also
understand that it is my responsibility to ensure that all faculty and staff who participate in the handling,
administration, proctoring, and/or scoring of the NYSESLAT have been made thoroughly familiar
with the Department’s policies governing those activities. I further understand and agree that I must
report immediately via fax to the Office of State Assessment (OSA), 518-474-1989, any suspected or
corroborated irregularity or impropriety in the school’s storage, handling, distribution, administration,
proctoring, or scoring of the NYSESLAT in my school.
Name of Principal (print or type): _________________________________________________________________
Signature of Principal: ____________________________________________________________________________
Date: _________________________________
(Month/Day/Year)
After completion, retain in school files for one year.
NYSESLAT 2023 • School Administrator’s Manual
Page 63
Page 64
NYSESLAT 2023 • School Administrator’s Manual
The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Office of State Assessment Albany, New York 12234
Deputy and Proctor Certificate
School Name: ________________________________________________________________________
We, the undersigned deputies and proctors who assisted in the administration of the 2023 NYSESLAT,
hereby declare our belief in the correctness of the following statement. The rules and regulations for
administering the test were fully and faithfully observed, and in particular:
1. The “Instructions for Administering the Test” section of the 2023 NYSESLAT School Administrator’s
Manual and the applicable DFAs were read by each person who assisted in administering the test.
2. The testing was held within the prescribed dates.
3. The secure test materials, except for the scoring materials for the Speaking session, were kept in
the sealed packages until the administration date.
4. The students were given appropriate instructions before beginning the test.
5. Students were not given help in interpreting or answering test questions.
6. The students were seated in such a way as to prevent collusion.
7. Adequate supervision was maintained throughout the administration of the test.
8. The test booklets and answer sheets were collected from the students immediately at the close of
administration of each session.
9. All secure test materials were collected and returned to the principal at the close of administration
of each session.
10. The students’ responses to constructed-response questions were scored in accordance with the
detailed instructions provided in the NYSESLAT Scoring Guides for Speaking and Writing.
1. 11.
2. 12.
3. 13.
4. 14.
5. 15.
6. 16.
7. 17.
8. 18.
9. 19.
10. 20.
After completion, retain in school files for one year.
Make copies as necessary.
NYSESLAT 2023 • School Administrator’s Manual
Page 65
Page 66
NYSESLAT 2023 • School Administrator’s Manual
The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Offi ce of State Assessment Albany, New York 12234
Exam Scoring Certificate
School Name: ____________________________________________________________________________
As one of the undersigned scorers who participated in the scoring of the 2023 NYSESLAT, I hereby declare
my belief in the correctness of the following statement: The rules and guidance materials for scoring the
above tests were fully and faithfully observed, and in particular:
1. As a scorer, I trained using the procedures and materials described in the applicable Scoring Guides.
2. I scored the student responses in Speaking and Writing only for students for whom I am not the
teacher of English as a New Language, Bilingual Education, or English Language Arts.
3. Where required, my name was clearly recorded on the answer sheet or scoring record.
4. The answer sheets and exam booklets were safeguarded during scoring.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
As principal, I attest that the rules and regulations for scoring, as listed above, were fully and faithfully
observed.
Name of Principal (print or type): __________________________________________________________
Signature of Principal: ____________________________________________ Date: ______________________________
(Month/Day/Year)
After completion, retain in school files for one year.
Make copies and attach additional sheets as necessary.
NYSESLAT 2023 • School Administrator’s Manual
Page 67
Page 68
NYSESLAT 2023 • School Administrator’s Manual
Appendix L
Secure Materials Tracking Log
NYSESLAT Secure Materials Tracking Log
Principal’s Name: ______________________________________________________________________________
School Name: __________________________ Session: ____________________________________________
racking Loge Materials TT SecurNYSESLA
s or Principal’
Designee’s
Signature
octor’s Pr
Signature
Room #
# of Regular
est Edition T
Booklets
# of
Answer
Sheets
ype of # and T
Accommodated
Test Booklets
Tracking #s
est Booklets for T
Date Time
e Storage Location to Roomom SecurMaterials Moved fr
e Storage Locationned to SecurMaterials Retur
e Storage Location to Scoring Siteom SecurMaterials Moved fr
e Storage Location ned to SecurMaterials Retur
NYSESLAT 2023 • School Administrator’s Manual
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2023 NYSESLAT School Administrator’s Manual
1146028 1 2 3 4 5 A B C D E Printed in the USA ISD37318
