.

TELPAS for New District Testing Coordinators, Campus Testing Coordinators, and B/ESL Directors

2013–2014

3 Session Objectives

1. To show the close connection between the Texas English Language Proficiency Standards (ELPS) and the Texas English Language Proficiency Assessment System (TELPAS) 2. To reinforce the benefits of using the ELPS to teach and assess English language learners (ELLs) effectively throughout the school year 3. To lay the foundation for the spring training of new TELPAS raters TEA 2

.

Making the ELPS-TELPAS Connection Grades K–12 Overview

2013–2014 Texas Education Agency Student Assessment Division

Definitions

• • •

What are the ELPS?

Federally required instructional standards designed to ensure that ELLs are taught the academic English they need for school purposes

What is TELPAS?

A federally required assessment program designed to measure the annual progress that ELLs make in learning academic English

What are TELPAS raters?

Teachers trained to assess ELLs for TELPAS TEA 5

The Basics

• The ELPS are used in foundation and enrichment instruction of K–12 ELLs. • TELPAS assesses K–12 ELLs. The ELPS and TELPAS encompass –

4 language domains

– Listening – Speaking – – Reading Writing

4 proficiency levels

– Beginning – Intermediate – Advanced – Advanced High TEA 6

Who Takes TELPAS

All ELLs in grades K–12, including those whose parents decline bilingual/ESL program services, are assessed annually. In extremely rare cases, an ELL receiving special education services may be exempted from particular TELPAS domain(s) by the ARD committee in conjunction with the LPAC.

TEA 7

TELPAS provides proficiency level ratings for each language domain, plus an overall, composite rating.

TEA 8

Assessment Approaches

 TELPAS uses an

online multiple-choice test

assess to  2–12 reading  TELPAS uses a

holistic rating process and classroom performance

to assess  K–12 listening, speaking, and writing  K–1 reading TEA 9

Holistic Rating Process

 A direct and authentic way to assess English language proficiency  Rubrics-based process of evaluating abilities as a whole rather than as skills in isolation  Focuses on overall ability of students to understand and use English in grade-level academic settings  Teacher-conducted and used in ongoing quality instruction and formative assessment  Used for official summative TELPAS assessment in spring of year TEA 10

TELPAS Results

• TELPAS raters learn to directly assess how well students can use English to engage in academic instruction. This is what TELPAS is all about.

• This understanding leads to understanding the need for linguistically accommodated instruction.

11 TEA TELPAS Instructional Connections July 2013

TELPAS Results

• • • • • • TELPAS results are used to — set learning goals for ELLs keep parents and students aware of annual progress in learning English inform instructional planning and bilingual/ESL program exit decisions report performance to the public evaluate programs, resources, and staffing patterns evaluate districts and campuses in federal and state accountability and monitoring indicators TEA 12

• • • • • •

English Language Proficiency Standards

Were approved by State Board of Education in 2007–2008 Are part of Texas Essential Knowledge and Skills (TEKS) state-required curriculum Include instruction school districts must provide to give ELLs full opportunity to learn English and succeed academically Require content area teachers to teach content area TEKS and help ELLs become English proficient Are an integral part of instruction in

each TEKS foundation and enrichment subject

Are found at

http://www.tea.state.tx.us/rules/tac/chapter074/ch07 4a.html#74.4

TEA 13

ELPS-TELPAS Relationship

TEA 14

English Language Proficiency Standards

• • • • • Are part of Texas Essential Knowledge and Skills (TEKS) state required curriculum Include instruction school districts must provide to give ELLs full opportunity to learn English and succeed academically Require content area teachers to teach content area TEKS and help ELLs become English proficient Are an integral part of instruction in each TEKS foundation

and enrichment subject

Are found at

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.h

tml#74.4

15 TEA TELPAS Instructional Connections July 2013

ELPS Components

a) Introduction c) Student Expectations for

– Integrate second language

Second Language Acquisition

ELPS Components a)

– Learning Strategies

Introduction

make content comprehensible comprehensible -Learning Strategies - Listening language proficiency - Speaking – Speaking – Reading – Writing

b) District Responsibilities

- Writing – Linguistically adjust instruction based on student proficiency

d) Proficiency Level Descriptors for each Language Domain

– Beginning – Intermediate Beginning interventions for beginning – Advanced – Advanced High Advanced High grade 3 and up TEA 16

Example Student Expectation (SE) and Proficiency Level Descriptor (PLD )

• •

What to learn – SE

Speaking SE (C) – Speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

Stage of acquisition – PLD

Intermediate speaking (B)(iii) – These students exhibit an emerging awareness of English grammar and speak using mostly simple sentence structures and simple tenses; are most comfortable speaking in present tense TEA 17

Excerpt from the ELPS

TEA TELPAS Instructional Connections July 2013 18

• • What’s the connection between the ELPS and TELPAS?

ELPS and TELPAS are integrally aligned Teachers should use proficiency level descriptors (PLDs) for

formative assessment

all year long to ― • stay attuned to the English language proficiency levels of their students • monitor progress • linguistically tailor (accommodate) content area instruction and integrated second language instruction according to the proficiency level needs of their ELLs as these students learn more English

Formative Assessment

TEA TELPAS Instructional Connections July 2013 20

What’s the connection between the ELPS and TELPAS?

How well is the student currently able to understand and use English during grade-level instruction?

Advanced High Advanced Intermediate Beginning

TEA TELPAS Instructional Connections July 2013 21

•

What’s the connection between the ELPS and TELPAS?

For TELPAS, trained raters officially determine the English language proficiency levels of ELLs in the spring.

• ELLs should be making steady progress all year. • TELPAS is a

summative assessment

that documents the proficiency levels of ELLs as a statewide spring assessment.

Summative Assessment

TEA TELPAS Instructional Connections July 2013 22

Measuring the ELPS

TELPAS assesses the abilities outlined in the

ELPS student expectations (SEs)

and reports performance in alignment with the ELPS proficiency level descriptors (PLDs).

23 TEA TELPAS Instructional Connections July 2013

Benefit of TELPAS Rater Training on Formative Classroom Assessment

Teachers trained as TELPAS raters internalize the PLDs so that they are able to

naturally and automatically

assess their students’ English language proficiency levels during ongoing classroom instruction.

TEA 24

Benefit of Using PLDs in Instruction

• Teachers learn to make effective linguistic accommodations in class, which supports – learning of academic subject matter

(TEKS content area student expectations)

– learning of English language

( ELPS student expectations)

TEA 25

ELPS TELPAS

Proficiency Level Descriptors (PLDs)

 The PLDs are the rubrics teachers use to determine students’ English language proficiency for ongoing formative assessment and the spring TELPAS administration.

 Originally developed for TELPAS, the PLDs were incorporated into the Texas English language proficiency standards (ELPS) in the 2007–2008 school year to reinforce their use in instruction.

TEA 26

•

Listening

6 Sets of PLDs

Grades K–12

•

Speaking

•

Reading Grades K–12 Grades K–1 Grades 2–12

•

Writing Grades K–1 Grades 2–12

TEA 27

Key Features of Each Proficiency Level

• • • •

Beginning

–

Little or no English ability Intermediate

–

Limited ability, simple language structures, high-frequency vocabulary, routine contexts Advanced

–

Grade appropriate, with second language acquisition support Advanced High

–

Grade appropriate, with minimal second language acquisition support

TEA 28

ELPS-TELPAS Proficiency Level Descriptors Grades K–12 Listening

TEA 29

ELPS Proficiency Level Descriptors Grades K–12 Speaking

TEA 30

ELPS-TELPAS Proficiency Level Descriptors Grades 2-12 Writing

TEA 31

ELPS-TELPAS Proficiency Level Descriptors Grades K–1 Reading

TEA 32

ELPS-TELPAS Proficiency Level Descriptors Grades K–1 Writing

TEA 33

STAAR Writing vs. TELPAS Writing

• STAAR measures how well students compose, revise, and edit texts as required by the TEKS language arts standards. STAAR measures the ability to compose texts with clear, controlling ideas, coherent organization, sufficient development, and appropriate word choice, style, and mechanics. • TELPAS measures how well ELLs are able to use English to express their ideas in order to learn the writing skills above and fulfill grade-appropriate writing assignments in all their classes. TEA 34

Introductory Resources for Writing

Several resources support introductory training for this domain: 

Grades 2–12 Writing Collection Overview PowerPoint

Explains how to assemble writing collections that portray the overall English language proficiency of ELLs 

Annotated Examples of Student Writing

6 writing collections representing a variety of grade levels and English language proficiency levels; each collection includes detailed rating annotations 

Educator Guide to TELPAS

Chapter 8 on writing for grades 2–12 contains several annotated writing samples Available at http://www.tea.state.tx.us/student.assessment/ell/telpas/ Spring Web-based TELPAS rater training provides in-depth practice.

TEA 35

Reviewing the ELPS-TELPAS Connection • • Teachers use the SEs and PLDs from the ELPS for formative assessment all year.

• TELPAS raters are trained in depth to learn to use the PLDs for the official purposes of statewide assessment.

In-depth TELPAS rater training makes ongoing, formative use of the PLDs easy and serves the purpose of statewide assessment.

ELPS TELPAS

TEA TELPAS Instructional Connections July 2013 36

A Word About Grades 2–12 Reading

Even though a multiple-choice test is used to assess reading in grades 2–12, teachers use the ELPS student expectations and PLDs in instruction just as they do for the domains of listening, speaking, and writing. TEA 37

Assessment Information for Administrators and Teachers To prepare for new school year:

Use TELPAS results to evaluate whether students have been making steady progress in learning English.

– TELPAS confidential campus rosters include • 2 years of test scores • how long student has been in U.S. schools – Statewide student assessment

data portal

is designed to make results readily available and data analyses easier.

LPAC meetings during school year:

Use previous spring’s TELPAS results and current year’s formative assessment results to gauge progress in English proficiency, plan for instructional interventions as needed, and inform spring decisions about student’s participation in state-required assessments.

TEA 38

Essentials of Second Language Acquisition

TEA 39

Understanding Language Proficiency in Social and Academic Settings

BICS: Basic Interpersonal Communicative Skills CALP: Cognitive Academic Language Proficiency TEA 40

The Argument for Academic English Language Proficiency

TEA 41

Building English Language Proficiency: A Cumulative Process

TEA 42

Linguistic Domains

1. Listening: the ability to understand spoken language, comprehend and extract information, and follow social and instructional discourse through which information is provided 2. Speaking: the ability to use spoken language appropriately and effectively in learning activities and social interactions 3. Reading: the ability to comprehend and interpret written text at the grade-appropriate level 4. Writing: the ability to produce written text with content and format to fulfill grade-appropriate classroom assignments

Adapted from Alief ISD Language Proficiency Profile

TEA 43

Teaching Language Through Content Area Instruction

TEA 44

Summing Up

TEA 45

Summing Up Ways ELPS and TELPAS Reinforce Quality Instruction

• • • ELLs use and practice their developing language.

Teachers collaborate about the needs of ELLs.

Teachers use a common vocabulary with one another and parents in  describing language levels and needs of ELLs, and  setting goals for progress.

TEA 46

Summing Up Ways ELPS and TELPAS Reinforce Quality Instruction

• • • Teachers understand the stages of learning English and how to get students from one proficiency level to the next.

Teachers learn to linguistically accommodate (communicate, sequence, and scaffold) instruction according to English language proficiency levels of ELLs.

ELLs learn academic content more readily when they understand the language of their instruction.

TEA 47

Bottom Line

ELPS support learning of – English as measured on TELPAS and – academic content as measured on academic achievement test Effective implementation of ELPS and TELPAS assessment approach

throughout the school year

helps ELLs  learn English more quickly  grasp academic concepts and skills more readily TEA 48

Grades 2–12 Writing Collection Overview

Grades 2–12 Assessment Approach Writing

• Raters assemble a collection of each student’s writing from a variety of content areas. • Raters base the English writing proficiency ratings on the contents of the collections.

• Additional classroom observations are not used.

TEA 50

Goal in Assembling Writing Collections To make sure the collections portray the students’ overall English language writing proficiency

TEA 51

Writing Activities

TELPAS writing samples should be taken from authentic classroom activities grounded in

•

content area TEKS

•

ELPS

TEA 52

February 17, 2014

• Writing assigned on or after February 17, 2014, may be considered.

• Writing samples may continue to be gathered until the date designated by the district as the deadline for completing the collections in order to submit the ratings. TEA 53

Samples Required

• At least

5 total samples

are required in each collection.

• In each collection there must be - at least

1 narrative

about a past event - at least

2

writing samples from

math, science, or social studies

TEA 54

Summarizing-Tips

• Build writing collections that have a balance of writing from language arts and other core content areas. • Collections should show what the student knows and can do as well as what the student struggles with in second language acquisition.

• Remember, build the collections to portray the student’s overall ability to communicate in writing in English.

Provided by ESC Region XI 55

Verification of Collection Contents

Campuses follow procedures outlined in the TELPAS test administration manual to ensure that the writing collections are assembled correctly and include the necessary number and types of writing. TEA 56

Resources with More Details



District and Campus Coordinator Manual

 Updated annually and available in late fall from the Assessment A–Z Directory at http://www.tea.state.tx.us/student.assessment  Shipped to districts in January 

TELPAS Manual for Raters and Test Administrators

 Updated annually and available in December at http://www.tea.state.tx.us/student.assessment/ell/telpas/  Shipped to districts in late January  Online course titled Assembling and Verifying Grades 2–12

Writing Collections

 Available online in mid January at http://www.texasassessment.com/TexasTrainingCenter TEA 57

2013–2014 Holistic Rating Training Requirements

Texas Education Agency Student Assessment Division

Grades K–1

Assessment Approach:

Listening, Speaking, Reading, Writing

Teachers determine English proficiency levels by observing students in class. They watch how their ELLs  interact informally with them and other students  understand and use English  when receiving academic instruction and completing class work  during cooperative learning activities TEA 59

Grades 2–12

Assessment Approach

• • There are 3 holistically rated language domains —  listening  speaking  writing Assessment approach for listening and speaking differs slightly from writing TEA 60

Grades 2–12

Assessment Approach:

Listening and Speaking

Teachers determine English proficiency levels by observing students in class. They watch how their ELLs  interact informally with them and other students  understand and use English  when receiving academic instruction and completing class work  during cooperative learning activities TEA 61

Grades 2–12

Assessment Approach:

Writing

TELPAS raters assemble a collection of each student’s writing from a variety of content areas and use the collection as the basis for evaluating the student’s English language proficiency in writing.

TEA 62

Things to Know About TELPAS Rater Training and Administration Procedures

TEA 63

Overview of the Rating Process

• • • • Districts identify ELLs in grades K–12 and designate raters to assess students Test administration procedures and holistic rating training conducted to prepare grades K–12 raters to assess English language proficiency consistent with the holistic scoring rubrics, the Proficiency Level Descriptors (PLDs) Raters gather writing samples for ELLs in grades 2–12 to include in each student’s writing collection Raters use PLDs to assign students a rating in each language domain assessed Provided by ESC Region XI 64

Rater Credentials

Each teacher selected to rate an ELL must 1) have the student in class 2) be knowledgeable about the student’s ability to use English in instructional and informal settings 3) hold valid education credentials such as a teacher certificate or permit 4) be appropriately trained, as required by TEA TEA 65

TELPAS Rater Responsibilities

• • A student’s TELPAS rater is the teacher designated by the district as the official rater of the student’s English language proficiency.

The student’s rater must rate the student in all domains for which the student is eligible. A student is not permitted to have one rater for some domains and another rater for other domains.

TEA 66

Collaboration with Others

In determining the proficiency ratings of their assigned students, raters are highly encouraged to collaborate with other teachers and school personnel who have knowledge of the students’ English proficiency.

TEA 67

New and Returning Rater Definitions for K–1 and 2–12

• The training webpage informs raters that districts may sometimes require a returning rater to complete new-rater training and to consult with their testing coordinator if they need clarification.

New and Returning Raters

• A district may, at its discretion, require a returning rater to repeat new rater training.

– This may be advisable if testing personnel believe that a returning rater who was unable to meet rating accuracy requirements in the past would benefit from retaking the online basic training course prior to calibration. – Additionally, TEA recommends that districts consider requiring this if they have not completed TELPAS training since the 2009–2010 school year.

Provided by ESC Region XI 69

Two Types of Training

•

Online basic training course

This course is for new raters. It provides instruction on using the PLD rubrics and gives raters practice rating students in each language domain. There are separate courses for K–1 and 2–12.

•

Online calibration

This is for all raters. Raters use the PLDs to rate students in each language domain. Raters have three opportunities to calibrate on assigned grade cluster.

TELPAS Rater Training

• It is recommended that districts and campuses determine in the fall who their TELPAS raters will be in the spring.

• A training flowchart is provided on the next slide.

TEA 71

Fall ELPS-TELPAS Foundational (Awareness) Training

For teachers who will be trained as new TELPAS raters in the spring if they lack this foundation

Spring TELPAS Administration Procedures Training

As a key part of this training, information from the TELPAS Manual for Raters and Test Administrators is reviewed to prepare raters to proceed with online holistic rating training

New Raters Returning Raters Online Basic Training Course Online Calibration (Sets 1 and 2*) Online Calibration (Sets 1 and 2*) If not calibrated: Supplemental Holistic Rating Training

*Set 2 required only if not successful on Set 1

Final Online Calibration (Set 3)

TEA 72

• • •

Fall ELPS-TELPAS Foundational Awareness Training

For teachers who will be trained as new TELPAS raters in the spring if they lack this foundation Training Resources:

Introductory Training Powerpoints

– Making the ELPS-TELPAS Connection Grades K–12 Overview – Introductory Training on the PLDs Grades K–1 Introductory Training on the PLDs Grades 2–12 Grades 2–12 Writing Collection Overview – – 2012–2013 Holistic Rating Training Requirements Proficiency Level Descriptors 73

Training Requirements for K–1 and 2–12

• In the fall (recommended) – ELPS-TELPAS professional development for new teachers and new raters – foundational (awareness) training ( Any staff members may attend) • In the spring (required and in addition to administration procedures training) – New raters – complete online basic training course and online calibration activities – Returning raters – complete online calibration activities Provided by ESC Region XI 74

Fall Professional Development

•

Training resources:

–

PowerPoint modules

– –

Making the ELPS-TELPAS Connection: K–12 Overview Introductory Training on the PLDs (separate modules for K–1 and 2– 12)

–

Grades 2–12 Writing Collection Overview

–

Educator Guide to TELPAS

•

Experienced TELPAS personnel may provide training

Additional Resource: A PowerPoint (2012–2013 Holistic Rating Training Requirements) to help administrators understand the holistic rating training requirements is available on the TELPAS Resources webpage at

http://www.tea.state.tx.us/student.assessment/ell/telpas/

. Provided by ESC Region XI 75

Grade Clusters of Training and Calibration

• Raters must know their assigned grade cluster to select the appropriate online training.

• Raters should consult with their campus testing coordinator if they are unsure of their assigned cluster.

Grade Clusters

Grades K –1 Grade 2 Grades 3 –5 Grades 6 –8 Grades 9 –12

Raters with Students in Multiple Grade

Clusters within Grades 2–12

– Raters are required to train and calibrate in the cluster in which they have the most ELLs.

– As a best practice, these raters should also review online basic training course practice activities in the additional cluster(s).

Example: A grade 2 –5 ESL teacher has most of her ELLs in grade 3. She must complete training and calibration in grades 3 –5. As a best practice, she should review the online practice activities for grade 2 to check her readiness to apply the rubrics appropriately.

Raters with Students in Multiple Grade Clusters

that Include Grades K–1

– Because of differences in the instructional content and rating rubrics, these raters must complete training and calibration for K–1 and at least one other cluster in 2–12. – Raters with more than one additional cluster should train in the cluster in which they have the most ELLs. – As a best practice, these raters should also review online basic training course practice activities in the additional cluster(s).

Example: A grade 1 –3 ESL teacher has most of his ELLs in grade 2. He must complete training and calibration in grades K –1 and 2. As a best practice, he should review the online practice activities for grades 3 –5 to check his readiness to apply the rubrics appropriately for his 3rd grade students.

TEA 78

When and where do raters take the online training?

• • Rater training is the responsibility of the district Depending on campus arrangements, raters may either complete training and calibration during school hours, after school, or on weekends. • The online training system allows raters to access the training from any computer that meets the minimum system requirements.

• Campuses inform raters of the details during annual administration procedures training.

Why is calibration necessary?

• • Calibration helps ensure that raters have adequate training, including ample practice and feedback, before they assess their students in the spring. • Calibration ensures that raters clear their heads and consider only the elements of student performance included in the PLDs.

Calibration supports assessment validity and reliability and is an important part of holistically scored assessment processes.

Is calibration a test?

No, it is a training method that ensures that raters have enough guidance, practice, and support to assess students consistently and accurately.

Preparing for Calibration Sets

• • New raters must complete the online basic training course before beginning calibration.

Returning raters have the option to review the online basic training course (which includes rating activities) before beginning calibration.

Other Things to Know About Calibration

• • • Raters affirm online that they will keep the contents of the calibration sets secure and confidential.

Calibration activities are taken from a bank and randomized. Trainees will rate different sets of students.

Raters can work at their own pace, go back and review students, and change ratings as they work.

Other Things to Know About Calibration

• • • Raters can exit and return later to finish. They click a “submit” button when they are finished with a set.

After completing a calibration set, raters immediately see results. Results show the rating assigned by the rater and the correct rating.

Raters see annotations explaining the ratings. Raters should use the annotations to go back and review any incorrectly rated students.

Will raters be able to refer to any resources during calibration activities?

Yes, raters should use their

rating rubrics (PLDs)

and refer to, as needed, information from the: – online basic training course – holistic rating PowerPoints produced by TEA –

TELPAS Manual for Raters and Test Administrators

–

Educator Guide to TELPAS

How many students must be rated successfully?

To be successful, raters need to rate students in their assigned grade cluster with at least 70% accuracy.

Supplemental Holistic Rating Training

– Raters not successful after sets 1 and 2 must receive supplemental training. – The rater will meet with a district-appointed supplemental support provider. – After the rater has received supplemental training, he or she will be able to access the third and final calibration set.

Recap of Calibration Process

• • • • • • There are 3 sets of 10 students.

Raters who calibrate on set 1 are done.

Raters who don’t calibrate on set 1 go on to set 2. Raters who calibrate on set 2 are done.

Raters who don’t calibrate on set 2 receive supplemental training.

Raters attempt third and final calibration set. Raters who calibrate on set 3 are done.

What happens if a rater is unsuccessful in calibrating?

Two outcomes are possible for individuals who complete the calibration activities but are not successful: – The district may choose not to assign the individual to be a TELPAS rater.

– If the individual is needed to serve as a rater, the district must implement rater support procedures to ensure that the rater’s students are evaluated consistent with the rating rubrics.

Individuals are not authorized to serve as raters unless they

complete

the required training components.

Course and Calibration Certificates

• Raters who take the basic training course get a certificate from the online TrainingCenter after completing the course components.

• Raters will receive a certificate of successful calibration when they calibrate.

TELPAS Administration Procedures Training

– As part of annual spring TELPAS administration procedures training, holistic rating training requirements are reviewed with raters, as well as information about how to access the online training and calibration components.

– In addition, raters receive training on assessment procedures such as how to assemble writing collections, how to record students’ proficiency ratings, etc.

District Validity and Reliability Procedures

• • • Districts are required to implement procedures that ensure validity and reliability of holistic rating process.

Procedures may vary by campus, at district’s discretion.

For one year from the date of testing, campuses maintain documentation of procedures followed.

TEA 92

TELPAS Audits

The Texas Education Agency conducts periodic audits of the TELPAS holistic assessment process. The goals of the audits are to examine whether  the ratings of teachers reflect appropriate and consistent application of the PLD rubrics  school district personnel follow training and test administration procedures TEA 93

What’s New

94

TELPAS Administration



Assessment window for spring:



March 17–April 9



Data verification window:



April 10–11

TEA Fall ELL Assessment Update 95

Date Jan 9 Jan 6-10 Jan 24 Jan 27 Jan 27 Feb 7

TELPAS Spring Dates

Activity

Assembling and Verifying Grades 2–12 Writing Collections course available TELPAS manuals shipped to districts End date for district coordinator training—all TELPAS components Online basic training courses for new K–1 and 2–12 raters available Supplemental support provider recorded Web-based training available End date for campus coordinator training—holistically assessed components

Feb 17

Calibration window opens for new and returning raters—first 2 sets

Feb 17 Feb 17 Feb 26

End date for training raters on administration procedures Earliest eligibility date for TELPAS writing samples 3 rd and final calibration set available; supplemental training begins Mar 17-Apr 9 TELPAS assessment window TEA Fall ELL Assessment Update 96

Holistic Rating Training Resources

2013–2014 training resources:  PowerPoint presentations (updated)  Making the ELPS-TELPAS Connection: K–12 Overview  Introductory Training on the PLDs (separate modules for K–1 and 2–12)  Grades 2–12 Writing Collection Overview  Holistic Rating Training Requirements 

Educator Guide to TELPAS

These resources will be available on the TELPAS Resources webpage at www.tea.state.tx.us/student.assessment/ell/telpas/ TEA Fall ELL Assessment Update 97

TELPAS Standards Review

 Committees comprised of ELL focus group members and educators convened in August to review standards for grades 2–12 TELPAS reading tests  Cut scores adjusted for each proficiency level of each grade cluster test  These standards will be implemented spring 2014 TEA Fall ELL Assessment Update 98

Data Collection Changes

   Beginning in the 2013–2014 school year, students must be enrolled for 60 consecutive school days for that year to count in years in U.S. schools calculations. Please note that this is not to be calculated retroactively.

Unschooled Asylee Refugee  Continue as it has in the past Students with Interrupted Formal Education (SIFE)    SIFE and Limited Prior Schooling groups from 2012–2013 have been collapsed This data will be collected through the student data upload Specific information will be included in the 2014 DCCM TEA Fall ELL Assessment Update 99

TELPAS Calibration – Spring 2012 and 2013

2012 Total Successful Calibrations 2013 Total Successful Calibrations 2012 Successful after Set 1 2013 Successful after Set 1 Grades K–1 Grade 2

29205 100% 15464 100% 29689 100% 26599 91% 25901 87% 15336 100% 13863 90% 11466 75%

Grades 3–5 Grades 6–8

36054 100% 17160 99%

Grades 9– 12

14988 98% 36415 99% 30142 83% 23432 64% TEA Fall ELL Assessment Update 17460 99% 13233 77% 13659 77% 15454 98% 9964 65% 12154 77% 100

TELPAS Calibration – Spring 2012 and 2013

2012 Successful after Set 2 Grades K–1 Grade 2

2365 8% 1336 9%

2013 Successful after Set 2 2012 Successful after Set 3 2013 Successful after Set 3 2012 Unsuccessful after Set 3 2013 Unsuccessful after Set 3

3234 11% 3203 21%

Grades 3–5

4948 14% 10126 28% 241 1% 554 2% 265 2% 667 4% 964 3% 2857 8% 8 0% 47 0% 13 0% 46 0% 136 0% 250 1% TEA Fall ELL Assessment Update

Grades 6–8

3433 20%

Grades 9– 12

3804 25% 2424 14% 494 3% 1377 8% 87 0% 199 1% 2702 17% 1220 8% 598 4% 246 2% 379 2% 101

TELPAS Course Completions– Spring 2013

Course

Assembling and Verifying Writing Collections Grades K–1 Online Basic Training Course Grades 2–12 Online Basic Training Course

Completions

8138 17961 22741 TEA Fall ELL Assessment Update 102

TELPAS Release

  There will be a full release of TELPAS forms for all grade bands in 2014.

These are to be released in an online format to allow them to be seen in the TestNav environment, just as the students see the operational test.

TEA Fall ELL Assessment Update 103

KEY STEPS TO TAKE THIS FALL

1. Conduct ELPS and TELPAS professional development sessions

 Teachers are required to implement the ELPS and content area TEKS in instruction  District and campus administrators need working knowledge of ELPS and TELPAS  TELPAS familiarization training is  good for future raters  good way to reinforce use of PLDs all year long TEA Fall ELL Assessment Update 105

2. Help support teacher use of TELPAS results and ELPS PLDs to monitor and maximize learning of English

 Beginning of year:  Review ELLs’ past TELPAS results to see if making steady progress in learning English  TELPAS confidential campus student rosters include  2 years of test scores  how long student has been in U.S. schools TEA Fall ELL Assessment Update 106

2. Help support use of TELPAS results and ELPS PLDs to monitor and maximize learning of English •

Administrators

To prepare for new school year: Use TELPAS results to evaluate whether students are making steady progress in learning English • •

Teachers

At beginning of school year: Use prior spring’s TELPAS proficiency level ratings as starting place to guide ELPS linguistically accommodated instruction All year: Use ELPS student expectations and PLDs to monitor progress and adjust linguistic accommodations

TELPAS confidential campus student rosters include

 2 years of test scores  how long student has been in U.S. schools TEA TELPAS Instructional Connections July 2013 107

3. Help support LPAC use of TELPAS results and ELPS PLDs to monitor and maximize learning of English

LPAC meetings during school year:  Use previous spring’s TELPAS results and current year’s teacher input to  gauge progress in English proficiency  review and adjust linguistic accommodations used in instruction  plan for instructional interventions, if necessary  plan for linguistic accommodations during state assessment TEA Fall ELL Assessment Update 108

Remember

 When implemented effectively in instruction, linguistic accommodations  accelerate learning of academic content and English  reduce length of time and degree to which substantial linguistic accommodations needed

The ELPS, as measured by TELPAS, support better learning of the TEKS, as measured by STAAR

TEA Fall ELL Assessment Update 109

TELPAS Training Materials Available for USE in Professional Development Activities •

2013–2014 training resources (to be posted soon): PowerPoint presentations

▫

Making the ELPS-TELPAS Connection: K–12 Overview

▫

Introductory Training on the PLDs (separate modules for K– 1 and 2–12)

▫

Grades 2–12 Writing Collection Overview

▫

Holistic Rating Training Requirements

•

Educator Guide to TELPAS

These resources will be available on the TELPAS Resources webpage at

www.tea.state.tx.us/student.assessment/ell/telpas/

110 TEA TELPAS Instructional Connections July 2013

ELL PROGRESS MEASURE

What Will the TEXAS ELL Progress Measure Look Like?

  ELL Progress Measure will:  take into account the amount of time needed to acquire English affects time needed to fully learn and demonstrate grade-level academic skills in English  be applied to all content areas Brochure with more information to be posted this fall on the ELL Assessments webpage at http://www.tea.state.tx.us.student.assessment/ell TEA Fall ELL Assessment Update 112

How Will the ELL Progress Measure be Used?

 ELL Progress Measure will be incorporated into the 2014 state accountability reports   Used to calculate accountability for both Index 1 & 2 For detailed information regarding the accountability system: http://ritter.tea.state.tx.us/perfreport/account/2013/2 0130328coe/pi_technical_5-23-13.pdf

TEA Fall ELL Assessment Update 113

Upcoming ELL Assessment Training

Annual ESC LPAC Assessment Training TETN October 8, 2013

9:00 a.m. – 12:00 p.m.

Event #20784

Open to ESCs only

TEA Fall ELL Assessment Update 114

Would you like to Participate in an Educator Committee?

Educators are invited to review items before they are field tested for:

STAAR (all programs) and TELPAS

Please go to the following link to nominate yourself or other educators: http://educator.force.com/TX TEA Fall ELL Assessment Update 115

TELPAS Administration Manuals

 Spring test administration manuals will be split —  TELPAS Rater Manual  TELPAS Reading Test Administrator Manual  This should decrease the number of additional manuals ordered by districts TEA Fall ELL Assessment Update 116

Things to Know About TELPAS Rater Training and Administration Procedures

Role of Testing Coordinators in Holistic Rating Training

• • • • District and campus personnel have primary responsibility for supporting holistic rating training Vital for testing coordinators to have good working knowledge of holistic rating training As in past, testing coordinators responsible for ensuring • adequacy of training • sufficient numbers of raters Collaboration with bilingual/ESL specialists encouraged, but testing coordinators ultimately responsible for TELPAS administration Provided by ESC Region XI 118

Responsibilities of Testing Coordinators for Holistic Rating Training

• • • • Ensuring raters understand the importance of being properly trained on the holistic rating process Ensuring new and returning raters understand which training to take and for which grade clusters Monitoring that all raters complete their training requirements and receive supplemental training support if needed Ensuring that any individual who serves as a rater but is not successful on the calibration portion of training is provided rater support during the TELPAS administration Provided by ESC Region XI 119

Monitoring Course Completions and Performance on Calibration Activities

Provided by ESC Region XI 120

• • • •

Available Reports for Online Training and Calibration

TELPAS Returning Rater Planning Roster – Uses records from the 2009–2010, 2010–2011, and 2011-2012 school years to generate a list of previously trained raters TELPAS Confidential Course Completion Roster – Lists online basic training course completion and in-progress status and performance by user for the current year TELPAS At-a-Glance Training & Calibration Report – Provides a comprehensive list showing basic training course and calibration completions for all registered users for the current year TELPAS Confidential Calibration Summary Report – Provides calibration summary information by grade cluster (K–1, 2, 3–5, 6–8, 9–12) and for grade clusters combined Provided by ESC Region XI 121

•

Who Can Access Reports from the Texas TrainingCenter

Personnel with administrative authorization are able to access reports and use the statewide lookup tool – Region and district testing coordinators are given administrative access by Pearson – Region bilingual/ESL coordinators are given administrative access by Pearson – Region and district coordinators may choose to give administrative access to individuals as assistants at the region or district level – Campus testing coordinators receive administrative access upon approval by district testing coordinators or their assistants – Campus testing coordinators may choose to give administrative access to individuals as assistants at the campus level For more information about how to get administrative access, refer to the Online Holistic Rating Training.

TELPAS Coordinator’s User Guide for Provided by ESC Region XI 122

TELPAS Returning Rater Planning Roster

Provided by ESC Region XI 123

TELPAS Confidential Course Completion Roster

Provided by ESC Region XI 124

TELPAS At-a-Glance Training & Calibration Report

Provided by ESC Region XI 125

TELPAS Confidential Calibration Summary Report

Provided by ESC Region XI 126

Important Notes about Reports

• • • • • Personnel with administrative authorization are able to access reports on demand to monitor TELPAS online training and calibration. The reports are updated nightly. In order for users to appear in the correct reports, their location (region, district, campus) must be up to date in the My Info section of the TrainingCenter.

Users who have registered in the TrainingCenter and have started but not completed a calibration set are not included in the summary reports. Only completed sets are presented in the reports. However, users who have started a training course will appear in the course roster as being “in progress.” Provided by ESC Region XI 127

Other Reports and Resources

Provided by ESC Region XI 128

• TEA’s Student Assessment Division – E-mail address: [email protected]

– Phone: 512-463-9536 • Pearson’s Austin Operations Center – E-mail address: [email protected]

– Phone for coordinators: 800-252-9186 – Phone for raters: 800-627-0225 Provided by ESC Region XI 129

ESC Contact Information

• Gretchen Cabrera – Bilingual/ESL Consultant – [email protected]

– (817) 740-7630 • Peggy DeMoss – Assessment/School Improvement Consultant – [email protected]

– (817) 740-7529 Provided by ESC Region XI 130