Transcript 2013-2014 Holistic Rating Training Requirements

Assessment, Research & Evaluation
Department
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This training does NOT take the place of
reading the appropriate manuals.
1.
General Information
2.
Test Security and Confidentiality
Requirements
3.
General Information About
Holistically Rated TELPAS
Assessments
4.
TELPAS Additional Roles
5.
Prepare to Rate
Holistic Rater Training
January 28th, 2014
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 New standards were set for TELPAS reading
 Standards were adjusted to meet the new definition of
grade level-appropriate that accompanies the
increased rigor of STAAR
 Domain weights have shifted in composite score
calculations.
 Reading is now 50%
 Writing is 30%
 Listening and Speaking are each weighted 10%
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 Years in US Schools Data Collection Changes
 Beginning with calculations made and reported in 2014,
students must be enrolled for 60 consecutive school days in a
school year for that year to count as a year in US schools.
 More specific information regarding these
calculations is available on the TEA website
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 Grades K-1
 Holistically rated
observational assessments
 Listening
 Speaking
 Reading
 Writing
 Grades 2-12
 Multiple choice online tests in
grades 2-12
 Reading
 Holistically rated
 Writing collections
 Holistically rated observational
assessments
 Listening
 Speaking
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 All ELL’s in grades Kinder – 12th are required to participate
 All ELL’s in grades Kinder – 12th whose parents have declined
bilingual/ESL program services
 In rare circumstances, it may be necessary for the ARD
committee in conjunction with the LPAC to determine that
an ELL receiving special education services should not be
assessed in reading/writing/listening/speaking for reasons
associate with the student’s particular disability.
 Participation must be considered on a domain-by-domain basis
and reasons must be supported and documented in the IEP and
the PRC/SPF
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 An ELL from another school district, state, or country
who enrolls on or after the first day of the TELPAS testing
window will not be assed by the receiving district in the
HOLISTICALLY rated domains
 Newly enrolled ELL’s in grades 2-12 are required to take
the TELPAS reading test; however, TELPAS coordinators
must verify with DTC that the student hasn’t already
completed testing elsewhere
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Maintaining the confidentiality of the TELPAS program
involves protecting the contents of all online assessments
and student performance documentation. This requires
compliance with, but is not limited to, the following
guidelines
 Personnel meet the requirements, have been trained and have
signed the appropriate oath to have access to the assessment
materials and information
 Campuses implement the controls necessary to ensure proper
storage of secure materials throughout the test administration
 Campuses place confidential documentation (rating rosters) in
a limited-access locked storage
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 Testing personnel undergo training and sign the oath
affirming they understand their obligations concerning
the security and confidentiality of the TELPAS program
 Testing personnel administer the tests in strict
accordance with the instructions
 Testing personnel do not view, reveal or discuss the
contents of an assessment before, during, or after a test
administration
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Any person who violates, assists in the violation of, or solicits
another to violate or assist in the violation of test security or
confidentiality, as well as any person who fails to report such
violation is subject to the following penalties:
 Suspension of a Texas
 Placement of restrictions
educator certificate for a set
on the issuance, renewal
or holding of a Texas
educator certificate
 Issuance of an inscribed
or non-inscribed
reprimand
term
 Revocation or cancellation of
a Texas educator certificate
without opportunity for
reapplication for a set term or
permanently
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 Release or disclosure of confidential test content 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. Further, 19 TAC §249.15 stipulates that the State Board for
Educator Certification may take any of the above actions based
on satisfactory evidence that an educator has failed to
cooperate with TEA in an investigation.
 Additionally, irregularities resulting in a breach of test security or
confidentiality may result in the invalidation of students’
assessments.
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 All personnel who participate in state –mandated testing or
handle secure test materials must meet the eligibility
requirements and sign a security oath
 Any person who has more than one testing role (e.g. a Rater who
also serves as a Test Administrator) must receive appropriate
training and sign a security oath for EACH role
 Each oath for TELPAS raters, writing collection verifiers and test
administrators must be read and completed AFTER the training
and BEFORE handling or viewing any secure materials or
confidential information
 Oaths must be kept on file for at least five years
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Serious
Procedural
 Sharing answers to the online
 Eligibility Error
calibration activities or practice
rating activities in the online
training courses
 Falsifying TELPAS holistic ratings or
writing samples
 Directly or indirectly assisting
students with responses
 IEP Implementation Issues
 Improper Accounting for Secure
Materials
 Monitoring Error
 Procedural Error
 Tampering with student responses
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Procedural irregularities (examples)
 Eligibility error
 Eligible students were not rated in one or
more domains
 Eligible students were not administered
the reading test (2-12)
 Ineligible students were assessed
 IEP Implementation Issue
 A SPED student was provided or not
provided an accommodation
 Improper Account for Secure Materials
 A rater, test administrator or CTC
misplaced a writing collection
 Monitoring Error
 Test Administrator left a room
unattended when online tests were
open
 Students were not prevented from using
cell phones or electronic devices
 Procedural Error
 Test Administrator who was not properly
trained was allowed to rate students
 A TELPAS writing collection was not
submitted according to the assembly
criteria
 A test administration failed to provide a
student with the correct student
authorization for online testing
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 Each person participating in the Texas student assessment
program is responsible for reporting any violation or suspected
violation.
 Campus staff should notify their CTC or DTC if they witness an
irregularity or suspect one has occurred
 The DTC must contact TEA to report any incidents as soon as the
DTC is made aware of the situation
 Contact the DTC if unsure about whether an irregularity has
occurred
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Each teacher selected to rate an ELL must
 Have the student in class at the time of
the spring assessment window
Raters may include:
 Bilingual teachers,
 Be knowledgeable about the student’s
 ESL teachers,
ability to use English in instructional and
informal settings
 General education teachers,
 Hold valid education credentials such as
a teacher certificate or permit
 Special education teachers,
 Gifted and talented teachers and
 Teachers of enrichment subjects
 Be appropriately trained, as required by
TEA
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
A student’s TELPAS rater is the teacher designated by
the campus as the official rater of the student’s English
language proficiency.
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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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• TEA requires that raters who have not rated during the
last three years complete the BASIC training.
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Fall/Spring ELPS-TELPAS Foundation 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
*Set
2 required only
if not successful on
Set 1
Online Calibration
(Sets 1 and 2*)
Online Calibration
(Sets 1 and 2*)
If not calibrated: Supplemental Holistic Rating Training
Final Online Calibration (Set 3)
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 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.
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Online BASIC TRAINING Course – required for new raters
and raters who have not completed rater training within
the last three school years. Gives raters practice rating
students in each language domains. Separated in two
courses:
(approximately 4-5 hours)
 Grades Kinder-1st course – covers the four language domains
 Grades 2nd – 12th course – covers listening, speaking, and
writing
Raters who have completed K–1 training but
not 2–12 training will be new raters if they
switch to 2–12 training, and vice versa.
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Online CALIBRATION Course – required for ALL raters.
Each calibration set contains 10 students to rate and
all holistically assessed language domains are
represented in each set.
(approximately 1 hour )
 Grades Kinder-1st course – rate listening, speaking,
reading and writing
 Grades 2nd – 12th course – rate in listening, speaking and
writing
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 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.
A rater needs to rate at least 70 percent of the students
correctly to demonstrate sufficient calibration.
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Basic Training
Basic Training
Calibration Clusters
Kinder - 1
Calibration Clusters
Grade 2
Grades 3 – 5
Grades 6 – 8
Grades 9 – 12
Kinder - 1
2 – 12
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 Raters complete only as many sets as it takes to calibrate
 Many raters will be able to calibrate on the first set of
activities and many others will be able to calibrate by the
end of the second set.
 With supplemental support, very few raters should have
difficulty calibrating by the end of the third and final set
IMPORTANT NOTE
Individuals are not authorized by TEA to serve as raters unless they complete the
state-required training and calibration activities
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 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 the 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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 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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 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.
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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
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 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.
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 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.
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 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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 Raters who take the basic training course get a
certificate from the online Texas TrainingCenter
after completing the course components.
 Raters will receive a certificate of successful calibration
when they calibrate.
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• TELPAS Returning Rater Planning Roster
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Uses records starting from the 2008–2009 school years to generate a list of previously trained
raters (Basic Training)
• TELPAS Confidential Course Completion Roster
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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
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Provides a comprehensive list showing basic training course and calibration completions for
all registered users for the current year (includes time spent in each calibration set)
• TELPAS Confidential Calibration Summary Report
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Provides calibration summary information by grade cluster (K–1, 2, 3–5, 6–8, 9–12) and for
grade clusters combined
https://texas.pearson.desire2learn.com/
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• Personnel with administrative authorization are able to access reports 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 Texas Training Center.
• Users who have registered in the Training Center 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.”
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 Coordinators and assistants with administrative access can
 modify the last name of a user
 send a user password reset email
 modify the email address of a user
 retrieve an email address associated with a user’s
TrainingCenter account
 retrieve a username associated with a user’s
TrainingCenter account
 see account status (active/deactivated) for all users.
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Supplemental Support Providers
Writing Collection Verifiers
 Raters not successful after sets 1 and 2 must receive
supplemental training
 The rater will meet with a campus-appointed
supplemental support provider (SSP)
 CTC’s will notify the DTC who the SSP is by the designated
district deadline
 After the rater has received supplemental training, raters
will be given an access code to proceed with the third
and final calibration set
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A Supplemental Support Provider must have:
 been a 2012-2013 fully trained rater in the applicable K-1 or 2-12
span
 completed the recorded Web-based training, and
 calibrated successfully on either set 1 or set 2 in 2014
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Training is delivered through a Web-based recorded presentation that is
accessible from the coordinator resources section of the Training Center
 Separate training for K–1, 2–5, and 6–12
 Training will be available beginning January 27
 Both new and returning supplemental support providers need to complete this
training
Campuses are encouraged to train at least one supplemental support
provider for K–1, 2–5, and 6–12 to cover the needs of the school
Reviewing the number of raters unable to calibrate by end of calibration set 2
last year may help anticipate this year’s needs
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An online training course on writing collection assembly and verification is
available on the Texas TrainingCenter website
 Each writing collection must contain at least five writing samples and must
include one narrative writing about a past event and at least two academic
writing samples from mathematics, science or social studies
 Writing assigned on or after February 17, 2014 may be considered for the
writing collection (writing assigned before February 17 is not eligible for inclusion)
 Writing samples may continue to be gathered until March 26th, the date raters
are required to turn in students’ rating to the campus coordinator
 All writing should reflect a student’s current proficiency level
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Assembling Grades Writing Collections
• Type 1: Basic descriptive writing on a personal/familiar topic
• Type 2: Writing about a familiar process
• Type 3: Narrative writing about a past event
• Type 4: Personal narratives and reflective pieces
• Type 5: Expository and other extended writing on a topic from
language arts
What Not to Include in a Collection (p. 23)
Verifying the Writing Collection Components (p. 24)
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• 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
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Holistic Rating Examples
The ability to understand spoken language, comprehend and
extract information, and follow social and instructional discourse
through which information is provided
EXAMPLES:
 Reacting to oral presentation
 Responding to text read aloud
 Following directions
 Cooperative group work
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The ability to use spoken language appropriately and effectively in
learning activities and social interactions
EXAMPLES:
 Informal interactions with peers
 Oral presentations
 One-on-one interviews
 Classroom discussions
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The ability to comprehend and interpret written text at the grade
appropriate level
EXAMPLES:
 Paired reading
 Reading response journals
 Sing-alongs, read-alongs
 Independent reading
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The ability to produce written text with content and format to fulfill
grade appropriate classroom assignments
EXAMPLES:
 Journal writing for personal reflections
 Making lists for specific purposes
 Labeling pictures, objects, and items from projects
 Language experience dictation
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The ability to produce written text with content and format to fulfill
grade appropriate classroom assignments
EXAMPLES:
 Descriptive writing on a familiar topic
 Narrative writing about a past event
 Procedural writing from science, math and social studies
 Expository and other extended writing from language arts classes
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As in the past, tutorials are separate from tests
 Recommended for all students taking TELPAS
 Several different test item formats
 Since no sample items with test, practice with item
formats and online interface is useful
 Tutorials available at
http://www.TexasAssessment.com/TELPAS-tutorials
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TELPAS Training – Online Testing
Tuesday, February 25, 2014
8:30 – 11:30
CAB Cafeteria
*Bring final YEARS IN US SCHOOLS rosters
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