Placing Students in the Program To place students in the Carousel program, choose the method listed below that is most appropriate for your situation and students. If a student demonstrates no ability to understand or speak English, placement testing is not needed. Instruction for such a student should begin at Unit 1, Chapter 1 (Level 1: Beginning). Use a formal language proficiency test to determine a student’s language proficiency level (e.g., beginning, early intermediate, intermediate, and so forth). Then place the student in the appropriate level of the Carousel program. For example, a student who tests “intermediate” would begin instruction in Unit 5, Chapter 1 (Level 5: Intermediate). Using a formal language proficiency test eliminates the need for additional placement testing. (See the appendix titled “Use of the IPT 2004 Oral Test for Student Placement in the Carousel of IDEAS Program” in the Teacher’s Guide for more information.) The use of an informal proficiency test such as the QIA, 3rd edition (Quick Informal Assessment) also will serve as an assessment for placement. Use a Carousel listening and speaking performance-based evaluation in conjunction with a chapter pre-test to place students in the appropriate level. Based on the student’s test results, place the student at the Carousel level that most closely represents the student’s language level: Speaks with one or two words in English. Administer the Unit 2, Chapter 1 listening and speaking performance-based evaluation in conjunction with the Unit 2, Chapter 1 pre-test. If the student’s overall performance on the listening and speaking assessment is rated 0 or 1, begin with Unit 1, Chapter 1 (Level 1: Beginning). If the student’s overall performance on the listening and speaking assessment is rated 2 or 3, and the student receives at least an 80% on the chapter pre-test (see scoring guidelines in the next section), begin with Unit 2, Chapter 1 (Level 2: Beginning). If the student’s overall performance on the listening and speaking assessment is rated 2 or 3, and the student receives less than an 80% on the chapter pre-test, begin with Unit 1, Chapter 1 (Level 1: Beginning). Speaks with short, simple phrases or sentences in English. Administer the Unit 3, Chapter 1 listening and speaking performance-based evaluation in conjunction with the Unit 3, Chapter 1 pre-test. If the student’s overall performance on the listening and speaking assessment is rated 0 or 1, begin with Unit 2, Chapter 1. If the student’s overall performance on the listening and speaking assessment is rated 2 or 3, and the student receives at least an 80% on the chapter pre-test (see scoring guidelines in the next section), begin with Unit 3, Chapter 1 (Level 3: Early Intermediate). If the student’s overall performance on the listening and speaking assessment is rated 2 or 3, and the student receives less than an 80% on the chapter pre-test, begin with Unit 2, Chapter 1 (Level 2: Beginning). Speaks in complete sentences in English. Administer the Unit 6, Chapter 1 Reading & Writing Pre-Test. If the student’s score is 21 or higher, begin with Unit 7, Chapter 1 (Level 7: Early Advanced). If the student’s score is 17-20, begin with Unit 6, Chapter 1 (Level 6: Intermediate). If the student’s score is 16 or less, begin with Unit 5, Chapter 1 (Level 5: Intermediate). NOTE: Be sure to review the scoring instructions for the reading & writing chapter tests in the introduction to the Teacher’s Guide (page 33).    Copyright ©2006 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc.