Transcript 2013-TELPAS-Procedural-Training-PP

T
E
L
P
A
S
TEXAS
ENGLISH
LANGUAGE
PROFICIENCY
ASSESSMENT
SYSTEM
2013
General Information
 TELPAS
fulfills federal requirements for
assessing the English language proficiency of
English language learners (ELLs) in K-12 in four
language domains: listening, speaking, reading,
and writing.
 TELPAS assesses students in alignment with the
Texas English Language Proficiency Standards
(ELPS), which are a part of the TEKS.
 Student performance is reported in terms of four
English language proficiency levels: beginning
(B), intermediate (I), advanced (A), and
advanced high (AH).
A
holistically rated assessment process is used
for Grades 2-12: listening, speaking, and
writing.
 Reading
is assessed through an online multiple
choice testing program.
 All
K-12 ELLs are required to participate in
TELPAS, including students classified as LEP who
have parental denials. Ells are required to be
assessed annually until they meet bilingual/ESL
program exit criteria and are reclassified as nonLEP.
2012-13
English Proficiency
Exit Criteria
• Score Fluent on
English Oral Language
Proficiency Test
(OLPT)
• Pass the STAAR
English Reading EOC
• Pass the STAAR
English Writing EOC
• Review Subjective
Teacher Evaluations
(Assessments,
Anecdotal Notes,
Portfolios, etc.)
TEST SECURITY AND CONFIDENTIALITY
REQUIREMENTS
 All
state assessment instruments (TEC 39.023
and 39.027) are considered secure, and the
contents of these tests, including student
information used or obtained in their
administration, are confidential.

(19 TAC, Chapter 101) Each person
participating in the state assessment program is
required to maintain and preserve the security
and confidentiality of all information.
 All
test materials and student data must be
handled in strict accordance with the
instructions contained in the TELPAS Manual and
the Test Security Supplement.
Test Security
Test security Involves:
 accounting
for all secure materials and
confidential student information before, during,
and after each test administration.
 permitting
only individuals who meet the
requirements to participate and who have been
trained and have signed the appropriate oath
access to test materials.
 requiring
districts/campuses to implement the
controls necessary to ensure the proper storage
and accurate tracking of secure materials.
Confidentiality Requirements
The protection of all online assessments and
student performance documentation requires
compliance with the following guidelines:
 Before
handling secure test materials, all testing
personnel must undergo training and must sign
the appropriate oath affirming they understand
what is considered confidential.
 Before accessing the secure online
administration features of the Assessment
Management System (AMS), trained and qualified
testing personnel who will be administering
online assessments must first read and accept a
statement of confidentiality.
 All test must be administered in strict
accordance with the instructions contained in
the test administration materials.
Confidentiality Requirements
 No
person may view, reveal or discuss the
contents of an online assessment before, during,
or after a test administration unless specifically
authorized to do so by the procedures outlined in
the test administration materials.
 No person may duplicate, print, record, write
notes about, or capture by any electronic
means any portion of a secure assessment
instrument.
 No individuals other than students during an
assessment may respond to test items.
 No person may review or discuss student
responses or student performance data during or
after a test administration unless specifically
authorized to do so by the procedures outlined in
the test administration materials.
Confidentiality Requirements
 Certified
Staff members will
be responsible for
supervising certified or
noncertified
paraprofessionals (TAs)
 If
a violation of test security
or confidentiality occurs
under this circumstance, the
supervising certified
professional is subject to
penalties.
PENALITIES FOR PROHIBITED CONDUCT
19 TAC 101.65 Any person who violates, assists in
the violation of, or solicits another to violate or
assist in the violation of test security or
confidentiality, and any person who fails to
report such violations, may be subject to the
following penalties:
Placement of restrictions on the issuance, renewal,
or holding of a Texas educator certificate, either
indefinitely or for a set term;
 Issuance of an inscribed or non-inscribed reprimand;
 Suspension of a Texas educator certificate for a set
term; or
 Revocation or cancellation of a Texas educator
certificate without opportunity for reapplication for
set term or permanently .

PENALITIES FOR PROHIBITED CONDUCT
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Release or disclosure of confidential
test items could result in CRIMINAL
PROSECUTION under TEC 39.0303,
Section 552.352 of the Texas
Government Code, and Section 37.10
of the Texas Penal Code.
19 TAC 249.15 stipulates that the
State Board for Educator Certification
may take any of the actions stated in
the previous slide based on
satisfactory evidence that an educator
has failed to cooperate with TEA in an
investigation.
Irregularities resulting in a breach of
test security or confidentiality may
result in the invalidation of students’
assessments.
SECURITY OATHS


ALL campus personnel who participate in state-mandated
testing and/or handle or view secure test materials or
confidential information must be trained and sign a
security oath for EACH role.
 TELPAS Raters
 TELPAS Writing Collection Verifiers
 TELPAS Test Administrators
 TELPAS Technology Staff
Each oath must be:
 read and completed after training and before handling
or viewing any secure test materials or confidential
information.
 turned in to Mrs. N. Espinoza.
 kept on file in the district for 5 years.
TESTING IRREGULARITIES
 Incidents
resulting in a deviation from
documented testing procedures are defined as
testing irregularities and fall under two
categories:
 Serious
 Procedural
 Serious irregularities constitute severe
violations of test security and/or confidentiality
and can result in the individual(s) responsible
being referred to the TEA Educator Certification
and Standards Division for consideration of
disciplinary actions.
TESTING IRREGULARITIES
Serious Violations
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Directly or indirectly assisting students with responses to
test questions or writing samples
Tampering with student responses or writing samples
Falsifying TELPAS holistic ratings
Viewing secure test content during or after an assessment
Discussing secure test content, student responses, or
student performance
Scoring student reading tests, either formally or informally
Duplicating, recording, or capturing electronically secure
test content without permission from TEA
TESTING IRREGULARITIES
Procedural Irregularities
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A test administrator failed to issue the correct materials, or
students were provided non-allowable materials.
Teachers shared answers to the online calibration activities
or practice rating activities in the online training courses.
Testing personnel who were not properly trained were
allowed to rate students or administer tests.
A test administrator failed to use the test administrators
manual or failed to read aloud the bolded test
administration directions as outlined in the manual.
A test administrator failed to remove or cover ALL
instructional displays.
A TELPAS writing collection was not submitted in accordance
with required assembly criteria.
A test administrator failed to provide a student with the
correct student authorization to access the TELPAS reading
test.
PROCEDURAL IRREGULARITIES
 Eligibility
Error
Eligible students were not rated in one or more
domains.
 Eligible students were not given the grades 2-12
reading test.
 Ineligible students were assessed.

 IEP

Implementation Issue
A student receiving special education services was not
provided a prescribed accommodation.
 Improper
Materials

Accounting for Confidential or Secure
A rater, test administrator, campus testing
coordinator, or district coordinator lost or misplaced
writing collections or other confidential or secure
materials.
PROCEDURAL IRREGULARITIES
 Monitoring
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Error
A campus coordinator did not require raters to
return confidential materials.
A test administrator left a room unattended
when students or secure materials were present
or when secure online tests were visible.
Secure online tests were left open and visible
during a lunch/short break taken in the testing
room, or restroom breaks.
Testing personnel DID NOT monitor students
during a break.
A Test administrator DID NOT ensure students
worked independently during testing. (students
were not prevented from gaining an unfair
advantage through the use of cell phones, text
messages, or other means).
Reporting of Testing
Irregularities
 Each
person participating in
testing is directly responsible for
reporting to campus testing
coordinator, Mrs. N. Espinoza any
violation or suspected violation.
 Failure to report any individual
who has engaged in conduct that
violates the security or
confidentiality of a test violates
19 TAC CHAPTER 101 and could
result in sanctions.
REPORTING OF DISCIPLINARY ACTIONS
TAKEN AGAINST STUDENTS FOR
CHEATING ON STATE ASSESSMENTS

If the district determines that a student has cheated
on a state assessment:
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The district is required to invalidate the student's test.
Disciplinary action may be taken at the local level in
accordance with district policy.
Locally determined disciplinary actions stemming from
cheating must be submitted to TEA via the online
reporting form.
A separate online incident report form and
documentation are necessary only if the district
determines that testing personnel contributed to,
caused, or did not detect the cheating due to
inadequate monitoring.
Holistically Rated TELPAS Assessments
•General Information

The Holistically rated components of TELPAS consist of:
• Writing collections for grades 2 – 12
• Observational assessments in listening and speaking for
grades 2 - 12
•Overview of the Rating & Reporting Process
You will be assigned students to rate.
 You are responsible for holistically rating the English Language
Proficiency of your assigned students.
 You will need to complete your rater training requirements and
follow the assessment procedures in the LPAC Manual.
 After training you will:
• Assess the English language proficiency of students and
assign one of four ratings: beginning (B), intermediate
(I), advanced (A), or advanced high (AH);
• Record student's ratings and related information on the
TELPAS Student Rating Roster in Appendix B

Holistically Rated TELPAS Assessments
•Overview of the Rating & Reporting Process Continued
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You will base your ratings on classroom observations and
written student work.
You will gather writing samples and create student writing
collections.
Writing collections will be verified by another trained educator.
You must complete the TELPAS Writing Collection Cover Sheet
and Verification Checklist in Appendix C. This Cover Sheet
MUST be stapled to each student's writing collection.
All writing samples must be turned in to Mrs. N. Espinoza or
Sylvia Koite in D-POD office by Monday, March 25, 2013.
Writing collections are kept in the students' permanent record
files for two years.
TELPAS assessment results must be used to plan for
instruction and to meet state and federal assessment
requirements.
RATER CREDENTIALS

Each teacher selected to rate must:
– have student in class at time of spring assessment;
– be knowledgeable about the student’s ability to use English in
instructional and informal settings;
– hold valid education credentials such as a teacher certificate or
permit;
– be appropriately trained in the holistic rating process as required by
the TELPAS administration materials in accordance with 19 TAC,
Chapter 101;
– rate the students in ALL eligible language domains.

Raters may include the following:
– Bilingual education teacher
– ESL teacher
– General Education Teacher of specific foundation subjects
– Special Education Teacher
– G/T Teacher
– Teachers of enrichment subjects
*Paraprofessionals may NOT serve as raters.
ACCOMMODATIONS
•
•
•
These assessments are based on class work and
observations of students in daily instruction.
In assessing ELLs who receive special education services,
raters should take into account the ability of the students
to use English to access the general curriculum at their
enrolled grade in accordance with accommodations called
for in their IEP.
Ratings should be based on instruction that includes
accommodations used routinely as long as the
accommodations do not invalidate the ability to evaluate
the student’s English language proficiency level according
to the Proficiency Level Descriptors (PLDs).
Using writing collection samples for which a student
relied heavily on a dictionary, peer support, or
teacher assistance would not be allowable.
RATING TRAINING REQUIREMENTS
Raters, Verifiers, Test Administrators will be REQUIRED to:

read the TELPAS manual for Raters and Test Administrators
emailed to you on January 28, 2013.

attend training session on administration procedures scheduled for
Thursday, February 14, 2013 during department planning periods
and /or conference in Room D101.

complete annual holistic rating training before assessing students
for TELPAS scheduled for Tuesday - Friday, February 19 – 22,
2013 in Room C121.

complete an Online Basic Training Course (New Raters Only)

complete online Calibration Activities

Set 1

Set 2 required if not successful on Set 1

Supplemental Holistic Rating Training & Calibration Activity
Set 3 if not successful in Set 1 & 2
http://www.TexasAssessment.com/telpasonlinetraining
ONLINE
TRAINING
COMPONENTS
Online Basic Training Course (Required for New Raters)
• Grades 2-12 course covers listening, speaking, and
writing
• Participants practice rating students
• New Raters must complete this course before beginning
online calibration activities (Approximate completion
time 4 – 5 hours) made available as of January 28th –
sent notification email on 1/28/2013
Online Calibration (Required for New and Returning Raters)
• Consist of three sets of students to be rated
• Grades 2-12 sets includes listening, speaking, and
writing
• Raters complete only as many sets as it takes to
calibrate (Approximate time per set – 1 hour)
Online Basic Training Course (New Raters)
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Complete courses in a setting free from distractions.
Courses are divided into modules so you have opportunities to
complete course in more than one sitting if necessary.
Practice activities are required to be completed independently.
Five practice activities are included for each language domain.
There is no required number of students to rate correctly since
the activities are for practice.
If you rate students incorrectly, read the rating annotations and
review the Proficiency Level Descriptors (PLDs) carefully.
(TELPAS Manual pages 34-35 & 38)
It is a violation of state assessment procedures to share or discuss
answers with individuals who have not yet completed the course.
Raters are required to read an online statement and affirm they
will complete the course independently.
When completing the course, go to the Training History Section
and print a copy of your certificate – turn in a copy of your
certificate to Mrs. N. Espinoza, campus coordinator.
*Online training courses must be completed during conference and/or team planning from
Tuesday - Friday, February 19 - 22, 2013 (approx. time 4-5 hours)
Online Calibration

Must be completed by new and returning raters
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Three calibration sets – each set contains 10 students to be rated
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The first two calibration sets are available beginning February 18, 2013

The third set will become available beginning February 27, 2013
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You must rate at least 70% of the students correctly within a set
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You will calibrate across domains, NOT separate domains
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Complete the calibration activities in a setting free from distractions
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Refer to the Proficiency Level Descriptors (PLDs) (TELPAS Manual pages 3435 & 38) as you rate each student
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You may refer to other holistic rating training notes or materials as well
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You may review practice activities from the online basic training, or

Rate the students at the end of the language domain chapters in the Educator
Guide to TELPAS before you begin a calibration set

Supplemental Training Support will be provided for those who do not
calibrate successfully by the end of Set 2.
*Online training courses must be completed during conference and/or team
planning from Tuesday - Friday, February 19 - 22, 2013
(approx. time for each set - 1 hour)
Supplemental Holistic Rating Training
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Individuals who do not calibrate after completing the
second set will be provided supplemental training
support before attempting the third and final set of
calibrations activities.
Notify Mrs. N. Espinoza if you do not calibrate by the
end of the second set.
Raters will be given an access code to proceed with the
third calibration set upon completion of their
supplemental training. (Third Set available beginning
February 27th)
Raters who complete all requirements but do not
successfully calibrate may be authorized to serve as
raters at the discretion of the district. However,
districts are required to provide rating support so that
their assigned students are assessed consistent with the
PLDs.
TELPAS Schedule For LEP Students
 The
TELPAS online Reading Test will be
administered exclusively online during the five
week assessment window: March 18 – April 10,
2013.
 Tutorial for students will be from WednesdayFriday, March 20-22, 2013 in room C121.
 http://www.texasassessment.com/TELPAS/tutorial
s/
 Veterans Memorial Academy will administer the
online Reading Test on Monday & Tuesday, March
25 – 26, 2013.
 Make-up days will be from Wednesday - Thursday,
March 27 - 28, 2013. TEA expects 100%
participation.
ASSEMBLING WRITING COLLECTIONS

Writing collections must contain at least 5 writing samples
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Writing assigned must be dated on or after February 18, 2013
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Rating must be completed by Friday, March 22, 2013.

Writing samples must be turned in and filed in the student's
folder with Mrs. N. Espinoza or Sylvia Koite (D-POD) by Monday,
March 25, 2013

Writing should reflect a student's current proficiency level. For a
student near the border between two levels, the rater should
consider using writing assigned toward the latter part of the
collection window.

Writing assignments must include NAME and DATE.

Cover Sheet and Verification Checklist (Appendix C) must be
completed and stapled to each student's writing collection

Photocopies of classroom writing assignments may be included as
long as copied pages are clear and legible.

District coordinators are required to submit a testing irregularity
incident report to TEA if student ratings submitted are based on
incorrectly assembled collections.
WRITING COLLECTIONS

Select writing samples taken from authentic classroom
activities that are grounded in content area TEKS and ELPS.
– TYPE 1: Basic descriptive writing on a personal / familiar
topic (pg. 20)
– TYPE 2: Writing about a familiar process (pg. 21)
– TYPE 3: Narrative Writing about a past event (pg. 21)
• One sample of this type is required in each collection
– TYPE 4: Personal narratives and reflective pieces (pg. 21)
– TYPE 5: Expository and other extended writing on a topic
from language arts (pg. 21-22)
– TYPE 6: Expository or procedural writing from science,
mathematics, or social studies (pg. 22)
• Two samples of this type are required in each collection
Remember – 5 samples must be in each collection and
collections must be completed and turned in to Mrs. N.
Espinoza or Sylvia Koite (D-POD) by Monday, March 25, 2013
TIPS FOR GOOD WRITING COLLECTIONS

Encourage students to take their time
and write in as much detail as they can.

Include writing tasks that allow
students to show what they can do.
Allow them to showcase the English
they know and the language they have
internalized while writing on topics that
are comfortable and familiar.

Include writing tasks that stretch and
push student's limits. Make special
efforts to assign them extended
writing tasks that require them to use
abstract language, analyze,
hypothesize, defend point of view,
explain a complex process in detail,
and use precise and descriptive
language.
What NOT
to Include
in a Collection
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Papers containing language directly copied from a textbook,
lesson, or other written source
 Students need to write using their own words.
Papers in which the student relies heavily on a dictionary or
thesaurus
Papers showing teacher corrections
Papers that have been polished through editing by peers,
parents, or teachers
– Students may revise their own writing
Papers in which the student writes primarily in his/her native
language
Worksheets or question-answer writing assignments
Papers that are brief, incomplete, or rushed
VERIFYING the Writing Collection Components
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TELPAS Raters and paraprofessionals are NOT permitted to
be campus verifiers.
TELPAS Writing Collection Verifiers are required to attend
training on verifying tasks and administrative procedures.
Verifiers must complete the verification checklist in
Appendix C to ensure each collection includes:
– five total writing samples;
– one narrative about a past event, and two academic writing
samples from science, social studies, or mathematics;
– student's NAME & DATE;
– NO writing samples dated before February 18, 2013;
– NO papers showing teacher corrections or brief, rushed, or
incomplete writing
– NO worksheets or question-answer assignments; or samples
showing evidence of borrowed / copied language, or heavy
use of reference materials, and
– samples written primarily in ENGLISH
Verifying must be complete by Friday, April 5, 2013
VERIFYING the Writing Collection Components
Collections that DO NOT meet requirements will be returned
to the rater. Once the collection meets the requirements, the
verifier will initial and sign the verification checklist on the
reverse side of the writing collection cover sheet.
VMA TELPAS Verifiers
Counselors
Deans
Sylvia Alfaro
Eleuterio Martinez
Lidia Martinez
Patricia Vanderpool
Amy Rodriguez
Math Coach
Sam Mendez
Special Ed. Dept. Head
Lois Sundling
Elective Teacher
Rosa Valenzuela
Language Domain Definitions
 Second
language acquisition domains are as
follows:
• Listening – The ability to understand spoken
language, comprehend and extract information,
and follow social and instructional discourse
• Speaking – The ability to use spoken language
appropriately and effectively in learning activities
and social interactions
• Reading – The ability to comprehend and interpret
written text at the grade-appropriate level
• Writing – The ability to produce written text with
content and format to fulfill grade-appropriate
classroom assignments
Pg. 25
Proficiency Level Descriptors and Global Definitions
Proficiency levels within a domain can vary
Page 26
Students between two proficiency levels require close attention
Collaborate with others if needed before assigning a proficiency level
High academic achievement is not mentioned in the definition AH – it is not a
prerequisite of the attainment of academic English language proficiency

Language Proficiency / Academic Achievement
Page 28
 AH proficiency supports the ability of ELLs to achieve academically
 An ELL with an AH who is not achieving academically needs interventions
related to the subject matter taught, NOT second language acquisition
 Observe your ELLs during formal and informal academic tasks and interactions
 Evaluate their command of English
 ELLs receiving special education services have the ability to use English to
access the general curriculum at their enrolled grade in accordance with their IEP
Observing Students in Each Language Domain
Listening
Speaking Continued
 Reacting to oral presentations
 Classroom discussions
 Responding to text read aloud
 Articulation of problem solving
 Following directions
 Individual student conferences
 Cooperative group work
 Informal interactions with peers
 large/small-group instructional
interactions
 One-on-one interviews
 Individual student conferences
Speaking
 Cooperative group work
 Oral presentations
Writing
 Descriptive writing on a familiar topic
 Writing about a familiar process
 Narrative writing about a past event
 Reflective writing
 Extended writing from language arts
classes
 Expository or procedural writing from
science, mathematics, and social
studies classes
 Informal interactions with peers
 Large/small-group instructional
interactions
 One-on-one interviews
*You may collaborate with others, but
remember, you are the official rater and are
ultimately responsible for the ratings you
assign.
Rating Your Students.
When you rate your students, you will need
– TELPAS Manual
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PLDs on pgs. 34, 35, 38;
TELPAS Student Rating Roster in Appendix B;
The student writing collections; and
Writing Collection Cover Sheets in Appendix C

Follow procedures for rating students on pg. 33
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Indicate your ratings and rater information on the TELPAS
Student Rating Roster
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Make sure the information is accurate and complete
Campus coordinator or designated testing personnel will
enter the ratings and rater information in the
Assessment Management System
TELPAS Student Rating Roster will be retained on the
campus as an official assessment record
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Creating and Managing Rating Entry Groups.

Campus Testing Coordinator or designee will be
responsible for:
–
Creating rating entry groups
• may group students by rater or other
groupings (English Teacher, etc.)
–
adding students to existing rating entry groups
–
removing students from rating entry groups
• Students may be removed from existing
rating entry groups without loss of data
• Holistic rating data may be entered or
modified only when students are in a
rating entry group
Entering Rating Information Online
Information supplied by the campus raters on the TELPAS
Student Rating Roster will be entered in the Assessment
Management System.
Individuals will be assigned the roles of:
– Online Session Administrator (Pgs. 48 - 69 & 76-81); or
– Rating Entry Assistant
http://www.TexasAssessment.com/resources
More Information:
– To enter proficiency ratings and rater information refer to
pgs. 42 – 44 of the TELPAS Manual
– Contact Mrs. N. Espinoza if you have any questions about
entering rating information (ext. 6015)
– If necessary, Pearson's Austin Operations Center can be
contacted at 800-627-0225 or email:
[email protected]
Preparing Materials for Return
Complete the following before returning TELPAS
materials:
Verify holistic ratings and rater information on the TELPAS
Student Rating Roster are accurate and complete
Review the accuracy of student data
Complete, sign, and date the TELPAS Student Rating Roster
Complete the Writing Collection Cover Sheets and ensure they
are stapled to the student's writing collections
Return the following to Mrs. N. Espinoza:
Signed oath of test security and confidentiality
Kept on file for five years
TELPAS Student Rating Roster
Kept on file for one year
Student writing collections in provided folders
Kept in students' permanent record files for two years
TELPAS Manual
2013 ONLINE RESOURCE MATERIAL
2012-2013 TEST SECURITY
SUPPLEMENT
http://www.tea.state.tx.us/student.assessment/admin/security
ACCOMMODATION
RESOURCES
http://www.tea.state.tx.us/student.assessment/accommodations
ARD COMMITTEE
RESOURCES
http://www.tea.state.tx.us/student.assessment/resources/ard
LPAC RESOURCES
http://wwwtea.state.tx.us/student.assessment/ell/lpac
USER’S GUIDE FOR THE
TEXAS ASSESSMENT
MANAGEMENT SYSTEM
http://www.TexasAssessment.com/guide