Transcript Texas English Language Proficiency Assessment System

T
E
L
P
A
S
TEXAS
ENGLISH
LANGUAGE
PROFICIENCY
ASSESSMENT
SYSTEM
2011
General Information
 TELPAS
fulfills federal requirements for
assessing the English language proficiency of
English language learners in K-12 in four
language domains: listening, speaking,
reading, and writing.
 TELPAS assesses students in alignment with
the Texas English Language Proficiency
Standards (ELPS).
 Student performance is reported in terms of
four English language proficiency levels:
beginning (B), intermediate (I), advanced
(A), and advanced high (AH).
A
holistically rated assessment process is
used for Grades 2-12: listening,
speaking, and writing.
 Reading
is assessed through an online
multiple choice testing program
 TELPAS
is administered to all eligible LEP
students, including LEP students who do
not participate in a bilingual or an English
as a second language (ESL) program
because of a parental denial (DA).
Key Changes for This Year
 The
Texas Assessment Management System
has replaced the previous eMeasurement
online testing management system.
 Student tutorials for grades 2 – 12 online
reading tests have been revised and are
available for download. (The new student
tutorials help students become comfortable
with the testing interface and format of the
test items.)
 Previous versions of the TELPAS student
tutorials are no longer applicable and must
not be used.
TELPAS Schedule
 The
TELPAS online Reading Test will be
administered exclusively online during the five
week assessment window: March 7 – April 8,
2011.
 Tutorial for students will be on Wednesday,
March 23, 2011. Veterans Memorial Academy
will administer the online Reading Test on
Thursday & Friday, March 24 – 25, 2011. .
 Make-up days will follow throughout the
assessment window. TEA expects 100%
participation. Testing will continue until all
students have participated.
Student and Test Data
Submission


Student Data (PEIMS)

Student ID (SS #)

Name

Date of Birth

Ethnicity/Race

Number of Years in U.S. Schools

Special Language Program Type
TELPAS Assessment Information

Students' Answers to the Reading Test

Holistic Proficiency Ratings

Rater Information

Accommodations Used

Any Reason Why a Student was Unable to be
Assessed
TEST SECURITY AND CONFIDENTIALITY
REQUIREMENTS
 All
testing personnel must be trained and
must sign an oath before handling or viewing
secure test materials, confidential
information or administering a test.
 All
assessments must be administered in
strict accordance with the instructions
contained in the test administration
materials. No portion of any secure online
test may be duplicated, printed, captured, or
photographed at any time without prior
authorization from TEA.
TEST SECURITY AND CONFIDENTIALITY
REQUIREMENTS CONTINUED
 No
person may view, reveal or discuss the
contents of a secure assessment instrument
or answer verbally or nonverbally any
questions that relates to the contents of a
test before, during, or after a test
administration unless specifically authorized
to do so by the procedures outlined in the
test administration materials. All test
content is considered secure until test are
released to the public.
TEST SECURITY AND CONFIDENTIALITY
REQUIREMENTS CONTINUED
 No
person may review or
discuss student responses
during or after a test
administration unless
specifically authorized to do
so by the procedures
outlined in the test
administration materials.
 No
person may change any
response or instruct a
student to do so.
CONFIDENTIALITY STATEMENT
FOR ONLINE TESTING
Before testing personnel can access secure
online administrative features of the Texas
Assessment Management System to administer
any online assessment, they must read and
accept a statement of confidentiality that is
displayed when logging in to the website for the
first time.
http://www.texasassessment.com/telpasonlinetraining/
SECURITY OATHS


ALL campus personnel who participate in state-mandated
testing and/or handle or view secure test materials or
confidential information must be trained and sign a
security oath for EACH role.
Security Oaths for:
 Raters
 Writing Collection Verifiers
 Test Administrators
 Sign bottom of oath after completion of test
administration.
 Oaths must be returned to Mrs. N. L. Espinoza after the
administration is completed.
 Oaths will be kept on file in the district for 5 years.
TESTING IRREGULARITIES
 Incidents
resulting in a deviation from
documented testing procedures are defined
as testing irregularities.
 Each person participating in testing is
directly responsible for reporting to campus
testing coordinator, Mrs. N. L. Espinoza any
violation or suspected violation.
 Failure to report any individual who has
engaged in conduct that violates the security
or confidentiality of a test violates 19 TAC
CHAPTER 101 and could result in sanctions.
PENALITIES FOR PROHIBITED CONDUCT
Any person who violates, assists in the violation
of, or solicits another to violate or assist in the
violation of test security or confidentiality, and
any person who fails to report such violations,
may be penalized through:
Placement of restrictions on the issuance, renewal,
or holding of a Texas educator certificate, either
indefinitely or for a set term;
 Issuance of an inscribed or non-inscribed reprimand;
 Suspension of a Texas educator certificate for a set
term; or
 Revocation or cancellation of a Texas educator
certificate without opportunity for reapplication for
set term or permanently .

PENALITIES FOR PROHIBITED CONDUCT
CONTINUED




Irregularities in test security or confidentiality may result
in the invalidation of student results.
Release or disclosure of confidential test items could result
in CRIMINAL PROSECUTION under Section 39.0303, Section
552.352 of the Texas Government Code and Section 37.10
of the Texas Penal Code.
Certified personnel are directly responsible for supervising
any certified or noncertified paraprofessionals who have
access to secure test materials and confidential
information.
If a violation of test security or confidentiality occurs
under this circumstance, the supervising certified
professional is subject to the penalties listed.
EXAMPLES OF TESTING IRREGULARITIES
 Eligibility
Error
Eligible students were not rated in one or more
domains
 Eligible students were not given the grades 2-12
reading test.

 IEP

Implementation Issue
A student receiving special education services was not
provided a prescribed accommodation.
 Improper
Materials

Accounting for Confidential or Secure
A rater, test administrator, campus testing
coordinator, or district coordinator lost or misplaced
writing collections or other confidential or secure
materials.
MORE EXAMPLES OF TESTING
IRREGULARITIES
 Monitoring





Error
A campus testing coordinator did not require
raters to return confidential materials.
A test administrator left a room unmonitored
when students or secure materials were present
or when secure online tests were visible.
Secure online tests were left open and visible
during a lunch/short break taken in the testing
room, or restroom breaks.
Testing personnel DID NOT monitor students
during a break.
A Test administrator DID NOT ensure students
worked independently during testing. (students
were not prevented from gaining an unfair
advantage through the use of cell phones, text
messages, or other means).
MORE EXAMPLES OF TESTING
IRREGULARITIES
 Procedural




Error:
A test administrator failed to issue the correct
materials, or students were provided nonallowable materials.
Teachers shared answers to the online
calibration activities or practice rating
activities in the online training courses.
Testing personnel who were not properly
trained were allowed to rate students or
administer tests.
A test administrator failed to use the test
administrators manual or failed to read aloud
the bolded test administration directions as
outlined in the manual.
MORE EXAMPLES OF TESTING
IRREGULARITIES
A
test administrator failed to remove or
cover ALL instructional displays.
 A TELPAS writing collection was not
submitted in accordance with required
assembly criteria.
 A test administrator failed to provide a
student with the correct student
authorization to access the TELPAS reading
test.
 A test administrator administered the wrong
grade cluster test to a student
Potential Referral to the Educator Certification
and Standards Division
Behaviors described below constitute serious violations
of test security or confidentiality. Disciplinary action at
both the local and state levels may be taken against
individuals involved, including suspension or
termination of educator certification credentials.

Testing personnel:
• viewed a test before, during, or after an assessment
• scored student tests, either formally or informally
• discussed secure test content, student responses, or
student performance
• duplicated, printed, captured, or photographed a secure
online test
• directly or indirectly assisted students with responses to
test questions
• tampered with student responses or holistic ratings
REPORTING OF DISCIPLINARY ACTIONS
TAKEN AGAINST STUDENTS FOR
CHEATING ON STATE ASSESSMENTS

If the district determines that a student has cheated
on a state assessment:




The district may choose to invalidate the student's test.
Disciplinary action may be taken at the local level in
accordance with district policy.
Locally determined disciplinary actions stemming from
cheating must be submitted to TEA via the online
reporting form.
A separate online incident report form and
documentation are necessary only if the district
determines that testing personnel contributed to,
caused, or did not detect the cheating due to
inadequate monitoring or another error.
RATER RESPONSIBILITIES
•General Information

The Holistically rated components of TELPAS consist of:
• Writing collections for grades 2 – 12
• Observational assessments in listening and speaking for
grades 2 - 12
•Overview of the Rating & Reporting Process
You will be assigned students to rate.
 You are responsible for holistically rating the English Language
Proficiency of your assigned students.
 You will need to complete your rater training requirements and
follow the assessment procedures in the LPAC Manual.
 After training you will:
• Assess the English language proficiency of students and
assign one of four ratings: beginning (B), intermediate
(I), advanced (A), or advanced high (AH);
• Record student's ratings and related information on the
TELPAS Student Rating Roster in Appendix B

RATER RESPONSIBILITIES CONTINUED
•Overview of the Rating & Reporting Process Continued
You will base your ratings on classroom observations and
written student work.
 You will gather writing samples and create student writing
collections.
 Writing collections will be verified by another trained educator.
 You must complete the TELPAS Writing Collection Cover Sheet
and Verification Checklist in Appendix C. This Cover Sheet
MUST be stapled to each student's writing collection.
 All writing samples must be turned in and filed in a box
located in Mrs. Espinoza’s office by Friday, March 4, 2011.
 Writing collections are kept in the students' permanent record
files for two years.
 TELPAS assessment results must be used to plan for instruction
and to meet state and federal assessment requirements.

RATER CREDENTIALS

Each teacher selected to rate must:
– have student in class at time of spring assessment
– be knowledgeable about the student’s ability to use English
in instructional and informal settings
– hold valid education credentials such as a teacher certificate
or permit
– be appropriately trained in the holistic rating process as
required by the 2010-11 TELPAS administration materials
– rate the students in ALL eligible language domains

Raters may include the following:
– Bilingual education teacher
– ESL teacher
– General Education Teacher of specific foundation subjects
– Special Education Teacher
– G/T Teacher
– Teachers of enrichment subjects
*Paraprofessionals may NOT serve as raters.
ELIGIBILITY REQUIREMENTS
All ELLs in grades 2-12, including ELLs with parent denials,
are required to be assessed in listening, speaking, writing
through the holistic rating processes with the following
exceptions:

ARD Decisions: In rare cases it may be necessary for the ARD
committee in conjunction with the language proficiency
assessment committee (LPAC), to determine that an ELL receiving
special education services should not be rated in a particular
language domain for reasons associated with the student’s
particular disability. Participation must be considered on a
domain-by-domain basis. The reason for not rating a student in a
particular domain must be well-supported and documented in the
student’s IEP and permanent record file.

Other Rare Exceptions: An ELL may be unable to be rated in one
or more domains due to extenuating circumstances. Contact Mrs.
N. L. Espinoza if you think a student may have extenuating
circumstances to determine how to proceed.
ACCOMMODATIONS
These assessments are based on class
work and observations of students in daily
instruction. Ratings should be based on
instruction that includes
accommodations used routinely as long
as the accommodations do not invalidate
the ability to evaluate the student’s
English language proficiency level
according to the Proficiency Level
Descriptors (PLDs).
ACTIVITY 1
Attend training session on administration procedures
 All raters and writing collection verifiers are required
to be trained annually in TELPAS administration
procedures for the holistically rated assessment
components.
 The TELPAS manual for Raters and Test Administrators
was given to you before the training session on
January 25, 2011. You are responsible for the
contents of the manual.
 You must complete an online basic training course
titled Assembling and Verifying Grades 2-12 Writing
Collections.

http://www.texasassessment.com/telpasonlinetraining/
ACTIVITY 2

Teachers are required to complete annual training before
assessing students for TELPAS

After TELPAS administrative procedural training (January 25,
2011) online holistic rating training process begins.

Two Online Training Components are used:
– Online Basic Training Course (Required for New Raters)
• Grades 2-12 course covers listening, speaking, and
writing
• Participants practice rating students
• New Raters must complete this course before beginning
online calibration activities (Approx. time 4 – 5 hours)
– Online Calibration (Required for New and Returning Raters)
• Consist of three sets of students to be rated
• Each language domain is represented
• Grades 2-12 includes listening, speaking, and writing
• Raters complete only as many sets as it takes to
calibrate (Approx. time per set – 1 hour)
ACTIVITY 2 - CONTINUED

Online Basic Training Course
–
–
–
–
–
–
–
–
–
Complete courses in a setting free from distractions
Divided into modules
Practice activities are required to be completed independently
Five practice activities are included for each language domain
There is no required number of students to rate correctly since
the activities are for practice
If you rate students incorrectly, read the rating annotations and
review the PLDs carefully
It is a violation of state assessment procedures to share or
discuss answers with individuals who have not yet completed
the course
Raters are required to read an online statement and affirm they
will complete the course independently
When completing course, go to the Training History Section
and print a copy of your certificate – turn in a copy of your
certificate to Mrs. N. L. Espinoza
*Online training courses must be completed during conference and/or
team planning on Tues. - Wed., February 1 & 2, & Friday, February 4, 2011
ACTIVITY 2 - CONTINUED

Online Calibration
• Must be completed by new and returning raters
• Three calibration sets – each set contains 10 students to be rated
• The first two calibration sets are available beginning January 31
• The third set will become available beginning February 16
• You must rate at least 70% of the students correctly within a set
• You will calibrate across domains, NOT separate domains
• Complete the calibration activities in a setting free from distractions
• Refer to the PLDs as you rate each student
• You may refer to other holistic rating training notes or materials as
well, if desired
• You may complete one of the following exercises to warm up:
• Review practice activities from the online basic training
• Rate student video clips at the end of the language domain
chapters in the Educator Guide to TELPAS
http://www.tea.state.tx.us/student.assessment/ELL/telpas/K12InfoGuide.pdf
• Practice rating the TELPAS “warm-up” writing collections
available on the Resources screen of the TrainingCenter website
*Online training courses must be completed during conference and/or team
planning on Tues. - Wed., February 1 & 2, & Friday, February 4, 2011
ACTIVITY 2 - CONTINUED

Supplemental Holistic Rating Training
–
–
–
–
Individuals who do not calibrate after completing the
second set will be provided supplemental training
support before attempting the third and final set of
calibrations activities
Notify Mrs. N. L. Espinoza if you do not calibrate by
the end of the second set
Raters will be given an access code to proceed with
the third calibration set upon completion of their
supplemental training
Raters who complete all requirements but do not
successfully calibrate may be authorized to serve as
raters at the discretion of the district. However,
districts are required to provide rating support so that
their assigned students are assessed consistent with
the PLDs.
ACTIVITY 3

Assembling Grades 2-12 Writing Collections
– Writing collections must contain at least 5 writing samples
– Writing assigned must be dated on or after February 1, 2011
– Writing samples must be turned in and filed in the student's
folder with Mrs. N. L. Espinoza by Friday, March 4, 2011
– Rating must be completed by Friday, March 11, 2011.
– Writing should reflect a student's current proficiency level.
For a student near the border between two levels, the rater
should consider using writing assigned toward the latter part
of the collection window.
– Writing assignments must include NAME and DATE.
– Cover Sheet and Verification Checklist (Appendix C) must be
completed and stapled to each student's writing collection
– Photocopies of classroom writing assignments may be
included as long as copied pages are clear and legible.
– District coordinators are required to submit a testing
irregularity incident report to TEA if student ratings
submitted are based on incorrectly assembled collections.
ACTIVITY 3 CONTINUED

Writing Collections – Base writing assignments on the content
area TEKS and linguistically accommodated instruction required by
the ELPS.
– TYPE 1: Basic descriptive writing on a personal / familiar
topic (pg. 25)
– TYPE 2: Writing about a familiar process (pg. 25)
– TYPE 3: Narrative Writing about a past event (pg. 26)
• One required in each collection
– TYPE 4: Reflective writing (pg. 26)
– TYPE 5: Extended writing on a topic from language arts
(pg. 26)
– TYPE 6: Expository or procedural writing from science,
mathematics, or social studies (pg. 27)
• Two required in each collection
Remember – 5 samples must be in each collection
Collections must be completed by Friday, March 4, 2011
TIPS FOR GOOD WRITING COLLECTIONS

Encourage students to take their time
and write in as much detail as they can.

Include writing tasks that allow
students to show what they can do.
Allow them to showcase the English
they know and the language they have
internalized while writing on topics that
are comfortable and familiar.

Include writing tasks that stretch and
push student's limits. Make special
efforts to assign them extended writing
tasks that require them to use abstract
language, analyze, hypothesize, defend
point of view, explain a complex
process in detail, and use precise and
descriptive language.
What NOT to Include in a Collection

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Papers containing language directly copied from a textbook,
lesson, or other written source
 Students need to write using their own words.
Papers in which the student relies heavily on a dictionary or
thesaurus
Papers showing teacher corrections
Papers that have been polished through editing by peers,
parents, or teachers
– Students may revise their own writing
Papers in which the student writes primarily in his/her native
language
Worksheets or question-answer writing assignments
Photocopies of TAKS written compositions or responses to
TAKS open-ended questions
Papers that are brief, incomplete, or rushed
VERIFYING the Writing Collection Components



TELPAS Rater and paraprofessionals are NOT permitted to
be campus verifiers.
TELPAS Writing Collection Verifiers are required to attend
training on verifying tasks and administrative procedures.
Verifiers must complete the verification checklist in
Appendix C to ensure each collection includes:
– five total writing samples;
– one narrative about a past event, and two academic writing
samples from science, social studies, or mathematics;
– student's NAME & DATE;
– NO writing samples dated before February 1, 2011;
– NO papers showing teacher corrections;
– NO worksheets, question-answer assignments, or TAKS
written compositions; and
– samples written primarily in ENGLISH.
VERIFYING the Writing Collection Components



TELPAS Rater and paraprofessionals are NOT permitted to
be campus verifiers.
TELPAS Writing Collection Verifiers are required to attend
training on verifying tasks and administrative procedures.
Verifiers must complete the verification checklist in
Appendix C to ensure each collection includes:
– five total writing samples;
– one narrative about a past event, and two academic writing
samples from science, social studies, or mathematics;
– student's NAME & DATE;
– NO writing samples dated before February 1, 2011;
– NO papers showing teacher corrections;
– NO worksheets, question-answer assignments, or TAKS
written compositions; and
– samples written primarily in ENGLISH.
VERIFYING the Writing Collection Components
CONTINUED
Collections that DO NOT meet requirements will be returned
to the rater. Once the collection meets the requirements,
the verifier will initial and sign the verification checklist on
the reverse side of the writing collection cover sheet.
VMA TELPAS Verifiers
Counselors
Deans
Sylvia Alfaro
Eleuterio Martinez
Lidia Martinez
Oralia Cruz
Idalia Garcia
Special Ed. Dept. Head
Lois Sundling
Elective Teacher
Rosa Valenzuela
ACTIVITY 4
Prepare to rate your students.

Review of the Holistic Rating Process (Basic Online
Training Course)
– Language Domain Definitions
• Listening – The ability to understand spoken
language, comprehend and extract information,
and follow social and instructional discourse
• Speaking – The ability to use spoken language
appropriately and effectively in learning activities
and social interactions
• Reading – The ability to comprehend and interpret
written text at the grade-appropriate level
• Writing – The ability to produce written text with
content and format to fulfill grade-appropriate
classroom assignments
ACTIVITY 4
Prepare to rate your students.
Proficiency levels within a domain can vary
Students between two proficiency levels require close attention
Collaborate with others if needed before assigning a proficiency level
High academic achievement is not mentioned in the definition AH – it is not a
prerequisite of the attainment of academic English language proficiency

ACTIVITY 4
Prepare to rate your students.
AH proficiency supports the ability of ELLs to achieve academically
An ELL with an AH who is not achieving academically needs interventions
related to the subject matter taught, NOT second language acquisition
Observe your ELLs during formal and informal academic tasks and interactions
Evaluate their command of English
ELLs receiving special education services have the ability to use English to
access the general curriculum at their enrolled grade in accordance with their
IEP

ACTIVITY 4
Prepare to rate your students.
Listening
Speaking Continued
Reacting to oral presentations
Classroom discussions
Responding to text read aloud
Articulation of problem solving
Following directions
Individual student conferences
Cooperative group work
Informal interactions with peers
large/small-group instructional
interactions
One-on-one interviews
Individual student conferences
Speaking
Cooperative group work
Oral presentations
Informal interactions with peers
Large/small-group instructional
interactions
One-on-one interviews
Writing
Descriptive writing on a familiar topic
Writing about a familiar process
Narrative writing about a past event
Reflective writing
Extended writing from language arts
classes
Expository or procedural writing from
science, mathematics, and social
studies classes
*You may collaborate with others, but
remember, you are the official rater and are
ultimately responsible for the ratings you
assign.
ACTIVITY 5
Rate your students.
When you rate your students, you will need
The TELPAS Manual, which includes the PLDs on pgs. 39, 40,
43;
The TELPAS Student Rating Roster in Appendix B; and
The student writing collections and Writing Collection Cover
Sheets in Appendix C

Follow rating procedures on pg. 38

Indicate your ratings and rater information on the TELPAS
Student Rating Roster

Make sure the information is accurate and complete
Campus coordinator or designated testing personnel will
enter the ratings and rater information in the
Assessment Management System
TELPAS Student Rating Roster will be retained on the
campus as an official assessment record


ACTIVITY 6
Create and manage rating entry groups.

Campus Testing Coordinator or designee will be
responsible for:
–
Creating rating entry groups
• may group students by rater or other
groupings (English Teacher, etc.)
–
adding students to existing rating entry groups
–
removing students from rating entry groups
• Students may be removed from existing
rating entry groups without loss of data
• Holistic rating data may be entered or
modified only when students are in a
rating entry group
ACTIVITY 7
Enter rating information online.
Information supplied by the campus raters on the TELPAS
Student Rating Roster will be entered in the Assessment
Management System.
Individuals will be assigned the roles of:
– Online Session Administrator; or
– Rating Entry Assistant
More Information:
– To enter proficiency ratings and rater information refer to
pgs. 46 – 48 of the TELPAS Manual
– Contact Mrs. N. L. Espinoza if you have any questions about
entering rating information (ext. 6015)
– If necessary, Pearson's Austin Operations Center can be
contacted at 800-627-0225
ACTIVITY 8
Prepare materials for return.
Complete the following before returning TELPAS
materials:
Verify holistic ratings and rater information on the TELPAS
Student Rating Roster are accurate and complete
Review the accuracy of student data
Complete, sign, and date the TELPAS Student Rating Roster
Complete the Writing Collection Cover Sheets and ensure they
are stapled to the student's writing collections
Return the following to Mrs. N. L. Espinoza:
Signed oath of test security and confidentiality
Kept on file for five years
TELPAS Student Rating Roster
Kept on file for one year
Student writing collections in provided folders
Kept in students' permanent record files for two years
TELPAS Manual