Transcript Campus TELPAS Holistic Training 2015

Campus TELPAS Holistic
Training 2015
Grades 2-12
Topics

ELPS-TELPAS Connection

TELPAS Raters


Credentials

Responsibilities

New & returning rater definitions
Holistic Rating Training

Overview

Training requirements

Basic training, calibration, and supplemental support

Texas Training Center

Writing Collection

Test Security and Confidentiality

Resources
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2-12 Campus TELPAS Holistic Training, 2015
ELPS-TELPAS Connection
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 the English language
 What are TELPAS Raters?
Teachers trained to assess ELLs for TELPAS
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2-12 Campus TELPAS Holistic Training, 2015
Nuts and Bolts
• 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
4 proficiency levels

Listening

Beginning

Speaking

Intermediate

Reading

Advanced

Writing

Advanced High
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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 served by special
education may be exempted from TELPAS by the
ARD committee in conjunction with the LPAC.
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TELPAS provides PROFICIENCY LEVEL RATINGS for each
language domain, plus an OVERALL COMPOSITE RATING
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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
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Assessment Approaches
TELPAS uses a holistic rating process and
classroom performance to assess
 K–12 listening, speaking, and writing
 K–1 reading
TELPAS uses an online multiple-choice
test to assess
 2–12 reading
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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
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2-12 Campus TELPAS Holistic Training, 2015
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
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2-12 Campus TELPAS Holistic Training, 2015
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.
Note that for ongoing formative assessment in grades 2–
12, teachers use classroom observations and interactions
in addition to student writing samples to monitor and
promote growth in English language writing proficiency.
At the time of TELPAS, student writing collections are the
sole basis for the assessment of English language writing
proficiency. Information from classroom observations and
interactions is not used.
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Student Rating Roster
Students will be listed on the Student Rating Roster.
All ELL students are assigned to be Rated. Even those
student who are:
 exempt from one or more domains
 Not receiving services due to parental waivers
 Ratings and Rater Information will be recorded on the
Student Rating Roster


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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
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2-12 Campus TELPAS Holistic Training, 2015
TELPAS Raters
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
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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.
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New and Returning Rater Definitions for 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.
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Holistic Rating Training
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
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Training
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 Rater Manual 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)
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Holistic Rating Timeline

Note that we are
on Spring Break
for the first week
of the TELPAS
window, so our
window is one
week shorter
than we typically
have.
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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.
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Training and Calibration Grade Clusters

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.
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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.
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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.
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When and where do Raters take the online training?

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.
It is a violation of state assessment procedures to record,
discuss, or share answers to the rating practice and
calibration activities. Prior to accessing the online courses
and calibration activities, Raters are required to read an
online statement and affirm that they will complete the
rating activities independently. Notes taken during
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calibration activities must be shredded.
2-12 Campus TELPAS Holistic Training, 2015
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.

Calibration ensures that Raters have enough guidance,
practice, and support to assess students consistently
and accurately.
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Preparing for Calibration Sets




New Raters must complete the online basic
training course before beginning calibration.
All Raters have the option to review the
online basic training course (which includes
practice rating activities) before beginning
calibration.
Raters affirm online that they will keep the
contents of the calibration sets secure and
confidential.
Raters can work at their own pace, go back
and review students, and change ratings as
they work.
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Other Things to Know About Calibration

Calibration activities are taken from a bank and
randomized. Trainees will rate different sets of students.

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 both the rating assigned by the
Rater as well as the correct rating.

Raters see annotations explaining the correct ratings.
Raters should use the annotations to go back and review
any incorrectly rated students.
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Are Raters allowed to refer to 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 Rater Manual

Educator Guide to TELPAS
After Raters have completed calibration activities, they must
destroy all notes taken about specific student profiles.
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How many students must be rated successfully?
To be successful, Raters need to
rate students in their assigned
grade cluster with
at least
accuracy.
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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. Additional
training is required. Sessions are provided on
Saturdays – February 28 and March 7.

Raters are responsible for completing training and
communicating any issues with their Testing
Coordinator. All Raters are expected to calibrate
successfully.
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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. If Rater is not
successful, s/he is advised to complete additional practice activities
before attempting the second set. If you have Raters that are
unsuccessful with set 1 of the calibration activities, direct your
Raters to complete additional practice activities BEFORE attempting
Set 2. Note that the manual tells Raters that are not successful on Set 1
that they can immediately attempt Set 2, but our district does not allow
this.

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.
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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.
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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.

Raters must provide Testing Coordinators with a copy of
their certificate(s).
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Training Certificates and Professional
Development Hours

Training certificates are generated for Raters who
complete training courses and calibration activities
 Certificate
of completion issued when a Rater
completes the online basic training course
 Certificate
of successful completion issued when a
Rater demonstrates sufficient calibration (70 percent
or better) on a calibration set

Five hours are awarded for the K–1Basic Training courses

Two hours are awarded (in all) for calibration
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Online Basic Training Certificate

Raters must complete the Basic Training course – no pass/fail
Spring 2015
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Calibration Certificate

Raters must successfully complete the Calibration course with a score of
70% of higher.
Spring 2015
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Texas Training Center
2-12 Campus TELPAS Holistic Training, 2015
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Texas TrainingCenter Registration

This is the training website
for Raters and Verifiers

https://texas.pearson.desire2
learn.com/

If you have never registered,
click on Self-Registration

If you already have a
username or password, but
can’t remember what they
are, click on Login Help

Site code is telpas2015
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2-12 Campus TELPAS Holistic Training, 2015
Texas TrainingCenter Self-Registration
telpas2015
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2-12 Campus TELPAS Holistic Training
Texas TrainingCenter Registration

If you already have an account in the Texas
TrainingCenter, make sure you continue to
use the same account.

If Raters move from one campus to another
or between districts, they must update their
information in “My Info”.

Coordinators can change a user’s email
address and reset the password.

If Raters have changed names and have
training history under both names, contact
Pearson Technical Support at 1-800-627-0225
to request consolidation of records.
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Writing Collection
Goal in Assembling Writing Collections
To make sure the collections
portray the students’ overall
English language writing
proficiency
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Writing Activities
TELPAS writing samples should be taken from authentic classroom activities grounded in

content area TEKS

ELPS

Writing assigned on or after February 16, 2015
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.
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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

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Some Eligible Types of Writing
Descriptive
Writing
writing on a familiar topic
about a familiar process
Narrative
Personal
writing about a past event
narratives and reflective pieces
Expository
and other extended writing from
language arts classes
Expository
or procedural writing from science,
math, and social studies classes
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Papers Not to Include
Papers
containing copied language
Papers
in which student relies heavily on
resources (dictionary, thesaurus, etc.)
Papers
showing teacher comments and
corrections
Worksheets
and question-answer assignments
Papers
that have been polished with help from
peers or teachers
Papers
written primarily in student’s native
language
Papers
that are brief, incomplete, or rushed
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Building Collections
 Strive
to gather more than 5 writing samples for each
student.
 Choose
at least 5 samples that meet the criteria and
do the best job of portraying the student’s current
proficiency level.
 If
a student is near the border between two
proficiency levels, consider including samples written
in the latter part of the TELPAS assessment window.
The more recent the writing samples, the more
accurately they will reflect the proficiency level of
these students.
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Building Collections

Collections should contain some papers in which students showcase
English they know and feel comfortable using. “Comfort zone” writing
is especially important for students at lower proficiency levels.

Collections should also include papers in which students are stretched
and pushed beyond their comfort zone so the collection shows that a
student has not yet reached the next level (the student is beginning
but not yet intermediate, intermediate but not yet advanced,
advanced but not yet advanced high).

The papers you assemble need to help you determine and justify your
ratings. They must give you evidence to say, “I know the student is at
least at X proficiency level because of these characteristics in his or
her writing. I know the student is not yet at the next proficiency level
because of these other characteristics in his or her writing.”
Reminder: The characteristics you
consider must come from the PLDs.
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Beginning Level
 The
ELPS require ELLs of all proficiency levels to learn
to write in English.
 It
is not acceptable for writing collections of students
at the beginning level to include samples written
primarily in the native language. Such samples do not
provide evidence of English writing proficiency.
 Writing
tasks of these students should be adapted to
their needs. Their writing in English will likely be
formulaic or memorized, include recently practiced
vocabulary, lack detail, etc.
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Summarizing Tips
 Students who are capable of expressing themselves in
English in a detailed, extended way should do so. Do not
include brief responses from students who know enough
English to respond to writing tasks in extended ways.
 In other words, consider students’ English-language
proficiency levels in determining whether papers are too
brief to be included.
 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.
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Verification of Collection Contents

The Rater is responsible for selecting the writing collections according to all
criteria, not the Verifier. The Verifier will verify that samples meet criteria
and assemble them in a collection.

The Verifier must complete the online training course for Assembling and
Verifying Grades 2-12 Writing Collections available on the Texas TrainingCenter
website.

Verifiers will collect writing samples based on the Writing Collection schedule
and will place each student’s writing samples in a folder.

Each collection must have a Writing Collection Cover Sheet and a Verifier
Checklist.

Raters must follow the schedule and make sure samples are given to the
Verifier so the Verifier can keep the samples for each student organized in the
folders.

It’s a good idea to have more than one Verifier.

Campuses follow procedures outlined in the TELPAS Rater Manual, pp. 18-23,
to ensure that the writing collections are assembled correctly and include the
necessary number and types of writing.
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Writing Collection Schedule


Writing Collection window begins
Feb. 16. PISD has a Campus PD
day, so we will collect samples
beginning on Feb. 17.
*BEFORE students are rated, the
Rater must confirm with the
Testing Coordinator that all
required training and/or
calibration activities were
completed successfully. Rater
Training Rosters must be
submitted to Student Assessment
by March 6.
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Verifier Checklist

Verifier Checklist must be
attached to each Writing
Collection.

The Verifier must print
and sign his/her name on
each Checklist

Note that the Rater also
checks off each item
listed in the criteria
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Writing Collection
Cover Sheet

A Writing Collection
Cover Sheet must be
attached as the first
sheet in the Writing
Collection.

Writing Collections will
be stored for two years
in each ELL student’s
blue folder.

Writing Collections are
secure documents.
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Test Security and Confidentiality
Test Security

Test security involves accounting for all secure materials and
confidential student information before, during, and after each
test administration.

Raters and Verifiers are required to maintain security regarding
all confidential documentation in limited-access locked storage
when not in use. This includes Writing Collections and Student
Rating Rosters that contain student data.

Raters are never allowed to remove Student Rating Rosters
from campus.

Each person participating in the Texas student assessment
program is responsible for reporting any violation or suspected
violation of test security or confidentiality.

Notify your Campus Coordinator if you witness an irregularity or
suspect that one has occurred.
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Confidentiality

Maintaining the confidentiality of the TELPAS program involves
protecting the contents of all online assessments and student rating
information. This requires that:

All testing personnel who meet the requirements to participate in
TELPAS must complete training and sign the appropriate security
oath.

Upon first accessing the secure online administrative features of
the Texas Assessment Management System (TAMS) and the Texas
TrainingCenter, trained and qualified testing personnel who will
enter student ratings must read and accept a statement of
confidentiality.

All student ratings must be determined in strict accordance with
the instructions contained in the TELPAS Rater manual.
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Security Oaths –
Raters

Rater Oaths must be read
and completed after
training and before
handling or viewing any
secure Student Rating
Rosters.
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Security Oaths –
Verifiers

Verifier Oaths must be
read and completed after
training and before
handling or viewing any
secure Writing Collection
Samples.
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Security Oaths –
Reading Test
Administrators

Reading Test Administrator
Oaths must be read and
completed after training
and before handling or
viewing any secure
Reading Test content.
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Security Oaths –
Technology Staff

Oaths for Technology Staff
must be read and
completed after training
and before handling or
viewing any secure
Student Rating Rosters.
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Students Who Move During the TELPAS Window

ALL ELL students must be accounted for during the TELPAS
window. Not assessing an ELL student or assessing a non-ELL
student are considered testing irregularities.

Use this chart as guidance for when to rate and/or administer
the online Reading test for students who move before or during
the TELPAS window.
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Resources
 TELPAS Rater Manual and Annotated Examples of Student Writing
 Now available at
http://www.tea.state.tx.us/student.assessment/ell/telpas/manu
als/
 TELPAS Rater User Guide (back portion of Rater Manual, pp. 55-76)
 Pearson Technical Support, 1-800-627-0225
 Online course titled Assembling and Verifying Grades 2–12 Writing
Collections
 Available online January 12 at
http://www.texasassessment.com/TexasTrainingCenter
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