TELPAS for New District Testing Coordinators, Campus Testing Coordinators, and B/ESL Directors 9/17/2013 2013–2014 . This presentation is designed to familiarize.

TELPAS for New District Testing Coordinators, Campus Testing Coordinators, and B/ESL Directors
9/17/2013 2013–2014 . This presentation is designed to familiarize campus and district administrators and teachers with the holistically rated components of TELPAS, and how the Texas English Language Proficiency Standards (ELPS), in conjunction with TELPAS, support sound instructional practices for English language learners (ELLs). Three main types of training are provided by the TEA Student Assessment Division to support ELPS and TELPAS implementation. This presentation is the first type. ELPS-TELPAS foundational training Complements ELPS professional development training Explains connection between ELPS and TELPAS Provides thorough overview of how to use ELPS PLDs effectively in ongoing instruction and in spring TELPAS assessment Good overview to provide in fall of year for administrators and for teachers who will become TELPAS raters in spring. TELPAS rater Web-based training Required spring holistic rating training for all teachers who rate ELLs for TELPAS TELPAS administration procedures training Required annual test administration training for all district and campus personnel involved with TELPAS Includes a recommended Web-based training module called Assembling and Verifying Grades 2–12 Writing Collections This overview presentation sets the stage for the additional training slides below, which are designed to help teachers use the PLDs formatively during instruction: Introductory Training on the PLDs: Grades K–1 Introductory Training on the PLDs: Grades 2–12 These training modules, which are recommended for use in the fall of the year, lay the foundation for Web-based training of new raters in the spring. Provided by ESC Region XI

3 Session Objectives 9/17/2013 To show the close connection between the Texas English Language Proficiency Standards (ELPS) and the Texas English Language Proficiency Assessment System (TELPAS) To reinforce the benefits of using the ELPS to teach and assess English language learners (ELLs) effectively throughout the school year To lay the foundation for the spring training of new TELPAS raters Provided by ESC Region XI 2

Provided by ESC Region XI
9/17/2013 Agenda ELPS -TELPAS Alignment Grades 2-12 Writing Collection Overview Holistic Rating Training Requirements PLDs Fall Awareness Training Resources Welcome, Norms, Introduction This presentation gives basic information about TELPAS and provides a brief overview of the ELPS. These slides focus mainly on using the ELPS proficiency level descriptors to guide second language acquisition instruction, facilitate content area learning, and stay informed of students’ English language proficiency levels. Provided by ESC Region XI Provided by ESC Region XI

Making the ELPS-TELPAS Connection Grades K–12 Overview
9/17/2013 2013–2014 Texas Education Agency Student Assessment Division . This presentation is designed to familiarize campus and district administrators and teachers with the holistically rated components of TELPAS, and how the Texas English Language Proficiency Standards (ELPS), in conjunction with TELPAS, support sound instructional practices for English language learners (ELLs). Three main types of training are provided by the TEA Student Assessment Division to support ELPS and TELPAS implementation. This presentation is the first type. ELPS-TELPAS foundational training Complements ELPS professional development training Explains connection between ELPS and TELPAS Provides thorough overview of how to use ELPS PLDs effectively in ongoing instruction and in spring TELPAS assessment Good overview to provide in fall of year for administrators and for teachers who will become TELPAS raters in spring. TELPAS rater Web-based training Required spring holistic rating training for all teachers who rate ELLs for TELPAS TELPAS administration procedures training Required annual test administration training for all district and campus personnel involved with TELPAS Includes a recommended Web-based training module called Assembling and Verifying Grades 2–12 Writing Collections This overview presentation sets the stage for the additional training slides below, which are designed to help teachers use the PLDs formatively during instruction: Introductory Training on the PLDs: Grades K–1 Introductory Training on the PLDs: Grades 2–12 These training modules, which are recommended for use in the fall of the year, lay the foundation for Web-based training of new raters in the spring. Provided by ESC Region XI

Definitions What are the ELPS?
9/17/2013 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 Provided by ESC Region XI

9/17/2013 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 Provided by ESC Region XI

Who Takes TELPAS 9/17/2013 All ELLs in grades K–12, including those whose parents decline bilingual/ESL program services, are assessed annually. ELLs with disabilities who receive special education services may be exempted from the holistically rated components of TELPAS on a domain-by-domain basis as a result of a severe disabling condition. The need for such exemptions is rare. ELLs receiving special education services should be observed and rated if their IEP includes TEKS instruction on at least a kindergarten level. The decision to administer TELPAS or grant an ARD exemption in one or more domains is to be addressed by the LPAC and ARD committees and documented in the student’s IEP. 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. Provided by ESC Region XI

TELPAS provides proficiency level ratings for each language domain, plus an overall, composite rating. 9/17/2013 The composite rating takes all language domains into account. The composite rating weighs reading and writing more heavily than listening and speaking. Current domain weights: Listening 5% Speaking 5% Writing 15% Reading 75% Provided by ESC Region XI 8

Assessment Approaches
9/17/2013 Assessment Approaches TELPAS uses an online multiple-choice test to assess 2–12 reading TELPAS uses a holistic rating process and classroom performance to assess K–12 listening, speaking, and writing K–1 reading A multiple-choice test of English reading proficiency has been state-administered in Texas since 2000. The holistically rated components of TELPAS were benchmarked in spring 2004 and fully implemented in spring 2005. Provided by ESC Region XI

Holistic Rating Process
9/17/2013 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 Using the holistic rating process, teachers keep their eye on students’ overall ability to understand and use English to engage meaningfully in grade-appropriate academic instruction and everyday interactions. Holistic rating processes are instrumental in assessing abilities that are performed in a synthesized rather than isolated way. Take the example of swimming ability. In a holistic assessment of swimming, individuals are evaluated on their synthesized ability to actually swim rather than on isolated abilities related to floating, kicking, breathing, speed, and stamina. Holistic evaluation approaches are often used to assess abilities that are directly observable and composed of skills that are executed together as a whole, such as the ability to sing, drive, swim, write, or use a second language. Provided by ESC Region XI 10

TEA TELPAS Instructional Connections July 2013
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. TEA TELPAS Instructional Connections July 2013

TELPAS Results TELPAS results are used to —
9/17/2013 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 Provided by ESC Region XI

English Language Proficiency Standards
9/17/2013 Were approved by State Board of Education in –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 The ELPS add to the content area TEKS and do not constitute a separate or substitute curriculum for ELLs. Content area teachers provide instruction in both the grade-level content area TEKS and ELPS. Provided by ESC Region XI 13

ELPS-TELPAS Relationship
9/17/2013 ELPS-TELPAS Relationship . Provided by ESC Region XI

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 The ELPS add to the content area TEKS and do not constitute a separate or substitute curriculum for ELLs. Content area teachers provide instruction in both the grade-level content area TEKS and ELPS. TEA TELPAS Instructional Connections July 2013 15

ELPS Components 9/17/2013 a) Introduction Integrate second language instruction with content area instruction to make content comprehensible build academic language proficiency c) Student Expectations for Second Language Acquisition Learning Strategies Listening Speaking Reading Writing b) District Responsibilities Linguistically adjust instruction based on student proficiency levels Implement strategic interventions for beginning and intermediate students in grade 3 and up d) Proficiency Level Descriptors for each Language Domain Beginning Intermediate Advanced Advanced High ELPS Components a)Introduction - Integrate second language instruction with content area instruction to make content comprehensible build academic language proficiency c) Student Expectations for Second Language Acquisition -Learning Strategies - Listening - Speaking - Reading - Writing b) District Responsibilities - Linguistically adjust instruction based on student proficiency levels - Implement strategic interventions for beginning and intermediate students in grade 3 and up d) Proficiency Level Descriptors for each Language Domain Beginning Intermediate Advanced Advanced High Section a) provides the rationale for the standards and their integration into all subjects of the foundation and enrichment curriculum. Section b) sets forth the instructional framework, namely — to know the student’s proficiency level and what each level means to use that information to linguistically adjust content area instruction, with the dual goals of helping the student learn (1) the content area and (2) English to intervene in especially intensive ways to accelerate the second language acquisition of students who are at the beginning or intermediate level in grade 3 and up Section c) contains student expectations that specify what students need to learn to acquire a second language for academic purposes. The learning strategies maximize progress in the 4 language domains of listening, speaking, reading, and writing. Section d) contains proficiency level descriptors (PLDs) that describe how well students communicate in English at each stage of acquisition, or proficiency level. The four proficiency levels are described for each language domain. TELPAS rater training focuses mainly on this section. Provided by ESC Region XI

9/17/2013 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 This slide can be used to help show “in a nutshell” the relationship between the SEs and the PLDS. The SEs are designed to be able to be effectively integrated into content area instruction by any content area teacher. They do not require a particular specialization in second language acquisition. The PLDs describe the major features of each English language proficiency level within each language domain assessed. Provided by ESC Region XI

Excerpt from the ELPS Intermediate ELLs 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 TELPAS Instructional Connections July 2013

ELPS-TELPAS Proficiency Level Descriptors Grades K-12 Speaking.
Intermediate ELLs exhibit an emerging awareness of English grammar and speak using mostly simple sentence structure and simple tenses; are most comfortable speaking in present tense.

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

How well is the student currently able to understand and use English during grade-level instruction? Beginning Intermediate Advanced High How well is the student currently able to understand and use English during grade-level instruction? ELPS support learning of content and English! ELPS support learning of content and English! TEA TELPAS Instructional Connections July 2013 21

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. Teachers assigned to be the official TELPAS raters of ELLs are trained to use the PLDs accurately and consistently statewide. 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). For the holistically rated components of TELPAS, the SEs are not assessed in isolation. They are reflected holistically in the PLDs. The multiple-choice TELPAS reading test for grades 2–12 does not use a holistic approach. Each test question measures a specific SE. TEA TELPAS Instructional Connections July 2013

Benefit of TELPAS Rater Training on Formative Classroom Assessment
9/17/2013 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. Provided by ESC Region XI

Benefit of Using PLDs in Instruction
9/17/2013 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) Provided by ESC Region XI 25

Proficiency Level Descriptors (PLDs)
9/17/2013 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. The TELPAS holistically rated assessments were developed by TEA in collaboration with test development contractors, bilingual/ESL consultants, and a focus group of teachers, bilingual/ESL coordinators, test coordinators, and university professors. The design of the assessments derives from the following language acquisition research and research-based standards, models, and assessments: second language acquisition research of Jim Cummins concerning the development of BICS and CALP TESOL (Teachers of English to Speakers of Other Languages) ESL standards ACTFL (American Council for the Teaching of Foreign Languages) proficiency guidelines and the ACTFL Performance Guidelines for K–12 Learners used in Texas LOTE (languages other than English) programs similar assessment strategies used in other states TEA Provided by ESC Region XI

6 Sets of PLDs Listening Grades K–12 Speaking Grades K–12
9/17/2013 6 Sets of PLDs Listening Grades K–12 Speaking Grades K–12 Reading Grades K–1 Grades 2–12 Writing Grades K–1 In alignment with the ELPS, TELPAS evaluates English language acquisition as it relates to grade-level expectations for understanding and using English to meaningfully engage in content area instruction. The sets of PLDs are often referred to as rubrics for purposes of TELPAS. There is one K–12 rubric for listening and one K–12 rubric for speaking. Raters consider a student’s listening and speaking proficiency levels in relation to the typical listening and speaking abilities of native English speakers at the student’s grade level. For reading and writing, there are separate rubrics for K–1. The K–1 rubrics are distinct because factors associated with emergent literacy distinguish K–1 learners from students in higher grades. For grades 2–12, teachers use the reading PLDs in instruction but not for TELPAS, because TELPAS has a multiple-choice test for these grades. ELLs receiving special education services should be evaluated relative to their ability to understand and use English to access the general curriculum at their enrolled grade in accordance with their IEP. This assessment guideline aligns with federal requirements for ensuring that students with disabilities have access to the general curriculum. TEA Provided by ESC Region XI

Key Features of Each Proficiency Level
9/17/2013 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 This slide summarizes key features of the PLDs in terms of how well ELLs can understand and/or use English in social and academic settings at each of the four levels. These key features are emphasized in the PLD summary statements for each language domain. As an example, refer to the summary statements at the top of the PLDs for listening. Note the term second language acquisition support. This term refers to the language assistance ELLs need as they learn English. It is different from the type of assistance that any student (whether an ELL or not) might need when learning academic content. Second language acquisition support is specific to the unique language assistance that ELLs need. The overall language abilities of each proficiency level are as follows: Beginning students have little or no ability to understand/use English. They may know a little English but not enough to function meaningfully in social and academic interactions. Intermediate students do have some ability to understand and use English. They can function in social and academic settings as long as tasks require them to understand and use simple language structures and high-frequency vocabulary within routine contexts. Advanced students are able to engage in grade-appropriate academic instruction in English, although ongoing second language acquisition support is needed to help them understand and use grade-appropriate language. These students function beyond the level of simple, routinely used English. Advanced high students have attained the command of English that enables them, with minimal second language acquisition support, to engage in regular, all-English academic instruction at their grade level. Note that high academic achievement is not a prerequisite of the advanced high level of English language proficiency. Advanced high ELLs exhibit a range of academic achievement just as their native English-speaking peers do. TEA Provided by ESC Region XI

ELPS-TELPAS Proficiency Level Descriptors Grades K–12 Listening
9/17/2013 ELPS-TELPAS Proficiency Level Descriptors Grades K–12 Listening The PLDs for each language domain present a set of major attributes associated with each level. The descriptors do not constitute an exhaustive list but are sufficient for identifying students’ stages of English language proficiency. Together, the summary statement and bulleted descriptors for each proficiency level form a student profile. Review the full-size listening PLDs, and note the overall English communication abilities described in the summary statement for each level. B little or no English I simple, high-frequency, routine A grade-appropriate with second language acquisition support AH grade-appropriate with minimal second language acquisition support Examine the main features of each level. Note how the descriptors further define the summary statements and show the continuum of English language development across the proficiency levels. 1st descriptor: type of spoken English understood and extent to which understanding is dependent on supports and linguistic adaptations 2nd descriptor: degree of comprehension demonstrated when interactions are not modified to include supports and linguistic adaptations 3rd descriptor: degree of need to seek clarification to understand or confirm meaning of spoken English In the context of second language acquisition, the term “high-frequency words” refers to commonly encountered words that a student who knows very little English can be made to understand through context, gestures, and pictures. Initially, the kinds of high-frequency words and phrases typically acquired may include, for example, greetings, numbers, objects in the classroom and around school, names of classmates, etc. When rating a student, read each proficiency level as a whole (i.e., the whole vertical column as opposed to isolated descriptors) and determine the level that best describes the student’s current, overall level of English language acquisition. TEA Provided by ESC Region XI

ELPS Proficiency Level Descriptors Grades K–12 Speaking
9/17/2013 ELPS Proficiency Level Descriptors Grades K–12 Speaking Review the speaking PLDs and note the overall English communication abilities described in the summary statement for each level. B little or no English I simple, commonly heard, routine A grade-appropriate with second language acquisition support AH grade-appropriate with minimal second language acquisition support Examine the main features of each level, and note how the descriptors further define the summary statements and show the continuum of English language development across the proficiency levels. The focus of each descriptor is shown below. 1st descriptor: discourse type and length; fluency 2nd descriptor: vocabulary 3rd descriptor: grammar structures 4th descriptor: accuracy 5th descriptor: pronunciation Beginning vs. Intermediate. Be careful not to conclude that beginners use only single words and phrases to communicate and that students who occasionally produce sentences have reached the intermediate level. Before reaching the intermediate level, beginners will speak in sentences at times, but the sentences will be based primarily on recently practiced, memorized, or highly familiar/formulaic material. Students reach the intermediate level when sentence-length speech is no longer primarily based on recently practiced, memorized, or highly familiar/formulaic material. Students at the intermediate level can use their growing bank of English vocabulary and emerging awareness of basic grammar features to recombine learned elements and “create” with the language in order to speak simply in routine academic/social contexts. Students Near Border Between Levels. For all language domains, remember to read each proficiency level as a whole to determine the proficiency level at which the student performs most consistently. Remember that students “peak” into the next level before performing most consistently at the new level. Likewise, students who have recently reached a new level may occasionally “spike down” to the level below and not perform entirely consistently at the new level. For students near the border between two levels, determine the level at which the student performs most consistently overall. To do this, step back and read both proficiency levels from top to bottom, making sure to go back and review the summary statement for each level. TEA Provided by ESC Region XI

ELPS-TELPAS Proficiency Level Descriptors Grades 2-12 Writing
9/17/2013 ELPS-TELPAS Proficiency Level Descriptors Grades 2-12 Writing Review the grades 2–12 writing PLDs and note the overall English proficiency described in each summary statement. B lack vocabulary and grasp of language structures to address grade- appropriate writing tasks I enough vocabulary and grasp of language structures to address grade appropriate writing tasks in a limited way A enough vocabulary and command of language structures to address grade appropriate writing tasks, but need second language acquisition support AH vocabulary acquisition and command of language structures to address grade-appropriate writing tasks with minimal second language acquisition support Afterward, examine the main features of each level, and note how the descriptors further define the summary statements and show the continuum of English language development across the proficiency levels. The top two descriptors illustrate the following across the levels: 1st descriptor: ability to use English to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction 2nd descriptor: ability to use English to develop or demonstrate elements of grade appropriate writing in English (e.g., focus and coherence, conventions, organization, voice, and development of ideas) Teachers need to understand the grade-appropriate writing expectations for the grade levels they are rating. Writing expectations for grade 2 are very different from writing expectations for grade 6 or grade 12. TEA Provided by ESC Region XI

ELPS-TELPAS Proficiency Level Descriptors Grades K–1 Reading
9/17/2013 Review the K–1 reading PLDs and note the overall English proficiency described in the summary statement for each level. Then examine the main features of each level, and note how the descriptors bring greater definition to the summary statements, showing the continuum of English language development across the levels. B little or no English ability I limited ability A ability with second language acquisition support AH ability with minimal second language acquisition support The K–1 reading rubric requires the rater to consider how well the student can use the English language to build foundational reading skills. Students in K–1 (whether ELLs or not) vary widely in their early literacy development and may be at different developmental reading stages regardless of second language acquisition issues. For this reason, the K–1 reading rubric considers the extent to which the student can use the English language to build foundational reading skills through oral reading activities as well as through activities that require actual decoding of text. The bulleted descriptors address the following features and show the continuum of English language development across the levels. 1st descriptor: comprehension of stories read aloud (oral reading) 2nd descriptor: recognizing/understanding simple environmental print, high- frequency words, sight vocabulary 3rd descriptor: decoding grade-appropriate English text Review the footnote at the bottom of the rubric concerning the fact that the third descriptor in each level applies only to students who are at the developmental stage of decoding written text. Students not yet at this stage should be rated on the basis of the first and second descriptors in each level. This means that the four proficiency level ratings are applicable to K–1 students who have not yet reached the developmental stage of decoding written text. TEA Provided by ESC Region XI

ELPS-TELPAS Proficiency Level Descriptors Grades K–1 Writing
9/17/2013 ELPS-TELPAS Proficiency Level Descriptors Grades K–1 Writing Review the K–1 writing PLDs and note the overall English proficiency described in the summary statement for each level. Then examine the main features, and note how the descriptors bring greater definition to the summary statements, showing the continuum of English language development across the levels. B little or no English ability I limited ability A ability with second language acquisition support AH ability with minimal second language acquisition support The K–1 writing rubric (like the K–1 reading rubric) requires the rater to consider how well the student can use the English language to build foundational writing skills. Students in K–1 (whether ELLs or not) vary widely in their early literacy development and may be at different developmental writing stages regardless of second language acquisition issues. For this reason, the K–1 writing rubric considers the extent to which the student can use the English language to build foundational writing skills through oral activities that are based on emergent forms of writing as well as through activities that involve self-generated, connected written text. The bulleted descriptors address the following features and show the continuum of English language development across the levels. 1st descriptor: use of English to explain self-generated writing, including emergent forms of writing 2nd descriptor: use of English to participate in shared writing activities 3rd descriptor: use of English in self-generated, connected written text 4th descriptor: print awareness and primary language features Review the footnote at the bottom of the rubric concerning the fact that the asterisked (*) descriptors in each level apply only to students who are at the developmental stage of generating original written text using a standard writing system. Students not yet at this stage should be rated on the basis of the other descriptors. This means that the four proficiency level ratings are applicable to K–1 students who have not yet reached the developmental stage of generating original text using a standard writing system. Note that the writing proficiency level descriptors for grade 2 assume that students have reached the developmental stage of generating original text using a standard writing system. TEA Provided by ESC Region XI

STAAR Writing vs. TELPAS Writing
9/17/2013 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. Teachers more familiar with language arts writing standards than English language proficiency writing standards should review this slide and its notes carefully. TELPAS does not measure whether students have attained a particular level of academic writing achievement. STAAR measures this. Do not attempt to equate the advanced high level of English language proficiency with a particular STAAR written composition score or with passing the STAAR writing/ELA test. Neither the STAAR writing rubric nor a list of TEKS writing skills should be used in the TELPAS holistic rating process. To avoid an inappropriate focus on writing achievement, only the TELPAS writing rubrics are permitted to be used. In cases where an advanced high ELL is not successful on a language arts writing assessment, teachers and parents know that it is not for reasons associated with an insufficient ability to express ideas or written information in English. Advanced high ELLs who do not pass language arts writing tests typically lack the same writing skills as native speakers of English who don’t pass – that is, they may have weak English conventions; their writing may not be organized; they may not develop and link their ideas in a clear way, etc. Advanced high ELLs who are weak in these areas do not need carefully targeted support in second language acquisition; they need the same type of carefully targeted writing instruction as struggling native English speakers. TEA Provided by ESC Region XI

Introductory Resources for Writing
9/17/2013 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 Spring Web-based TELPAS rater training provides in-depth practice. TEA Provided by ESC Region XI

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
9/17/2013 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. See the Educator Guide to TELPAS at for more information about the design of the TELPAS reading tests for grades 2–12. The online 2010 TELPAS reading tests were released (in the old TestNav format) in August They may be accessed at The 2010 released tests will be available in the current browser-based TestNav format later this fall. Instructions for accessing the tests will be included. Provided by ESC Region XI

Assessment Information for Administrators and Teachers
9/17/2013 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. The statewide student assessment data portal provides teachers and administrators with (1) access to test results grouped in different ways and (2) access to test results for individual students. Results for all statewide testing programs are included. For TELPAS, data such as scale scores for the grades 2–12 reading tests, proficiency level ratings, and comprehension and composite scores are available. Provided by ESC Region XI 38

Essentials of Second Language Acquisition
9/17/2013 Essentials of Second Language Acquisition District and campus administrators, as well as teachers, should understand the essentials of the second language acquisition process. Provided by ESC Region XI

Understanding Language Proficiency in Social and Academic Settings
9/17/2013 Understanding Language Proficiency in Social and Academic Settings In 1981, Canadian professor and researcher, Jim Cummins, introduced these terms. The triangular graphic represents his “iceberg” model and shows two types of language proficiency: social (the visible portion above the water’s surface) and academic (the submerged portion). Both types of language proficiency are important for academic success. Students must be able to understand and use the English of everyday social and routine classroom interactions as well as the English they need for accessing and negotiating learning, processing cognitively demanding information, and building conceptual understanding. BICS: Everyday language needed for daily social interactions BICS are acquired more quickly than CALP and are often easy to observe. Examples of BICS: Listening and Speaking: Highly routine classroom interactions; discourse among friends in the hallway between classes, at recess, at lunch, on the school bus, on the telephone, at the mall, etc. Reading and Writing: Reading a note from a friend; composing/reading casual letters and s; reading bulletin boards, announcements, and other environmental print; writing lists; etc. CALP: Language needed to access learning in academic settings This is the language students need in order to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in academic contexts. This part of the “iceberg” has more depth because this type of language proficiency takes longer to acquire. Examples of CALP: Listening and Speaking: Participating in class discussions; listening to presentations; understanding language used in cognitively demanding explanations; presenting results of science experiments and observations Reading and Writing: Reading a book or article to gain information; writing an essay or story; building conceptual knowledge through reading classroom materials BICS: Basic Interpersonal Communicative Skills CALP: Cognitive Academic Language Proficiency Provided by ESC Region XI

The Argument for Academic English Language Proficiency
9/17/2013 The Argument for Academic English Language Proficiency There is a distinction between language proficiency as a whole, academic achievement as a whole, and the overlapping section―academic language proficiency. Academic language proficiency is not the same as academic achievement but is an essential enabling component of academic achievement. ELLs who have academic language proficiency understand the English that makes the learning of academic concepts and skills fully accessible. Academic language proficiency, therefore, provides the foundation for and access to academic achievement (though conceptual knowledge and skills, not just academic language proficiency, are necessary for academic achievement). Language proficiency encompasses both social language proficiency and academic language proficiency. Social Language Proficiency Language of social interaction Language acquisition often outside of school Tied to everyday life Grounded in language proficiency standards Academic Language Proficiency Language of content-based instruction Language acquisition mainly within school Tied to school life Academic Achievement Concepts of content-based instruction Conceptual development Tied to curriculum in specific content areas Grounded in academic content standards Provided by ESC Region XI

Building English Language Proficiency: A Cumulative Process
9/17/2013 Building English Language Proficiency: A Cumulative Process This graphic illustrates that second language learning is a cumulative, spiraling, building process. The language skills associated with a given level are prerequisite to the broader range of skills at the next level. The arrows indicate that language continues to develop beyond the advanced high level. This level is not intended to be equal to the English language proficiency of a student whose first language is English. Over time, advanced high ELLs understand finer nuances of English meaning, use more natural phrasing, and learn low-frequency words, idioms, sayings, etc., that are typically familiar to individuals whose first language is English. Rates of progress. Students move through the proficiency levels at different rates depending on factors such as age, language facility, and instructional variables. Some students progress more quickly in certain domains than others (e.g., some students may progress more quickly in speaking than writing). In addition, students may move through certain levels more quickly or slowly than other levels. Without appropriate instruction, for example, some second language learners may experience a “plateau” at the intermediate or advanced level. These students need carefully targeted linguistic support to help them attain the level of English they need to make the learning of academic concepts easier. Early and late stages. Each proficiency level encompasses a range of growth and has an early, middle, and late stage. Students in the later stages of a level demonstrate language features that “peak” into the next level. Students in the early stages of a new level occasionally demonstrate language features that “spike down” to the previous level. Raters should not classify a student in a level unless the student now performs most consistently at that level. When a student is near the border between two levels, raters need to determine at which level the student performs most consistently. Advanced high. ELLs at this level need only minimal support specific to second language acquisition. They know enough academic English to use the English language as an effective medium for learning academic material, with minimal second language acquisition support, in regular English instructional settings. Provided by ESC Region XI

9/17/2013 Linguistic Domains Listening: the ability to understand spoken language, comprehend and extract information, and follow social and instructional discourse through which information is provided 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 Adapted from Alief ISD Language Proficiency Profile This slide shows what the four linguistic domains mean in relation to evaluating the English language development of English language learners. Note that the definitions are not tied to academic achievement but rather to the communication skills that second language learners need in order to use English as an effective medium for academic instruction at their grade levels. Provided by ESC Region XI

Teaching Language Through Content Area Instruction
9/17/2013 Communication skills in listening, speaking, reading, and writing are at the core of all academic learning. As shown in the graphic, when content area teachers give ELLs frequent, targeted practice in listening, speaking, reading, and writing in English, they build the English communication skills that enable ELLs to develop and/or apply critical processing and thinking skills. ELLs need frequent opportunities to practice new English vocabulary and language structures. The ELPS student expectations make sure these needs are addressed. Importance of Speaking and Writing: ELLs internalize* the English they are exposed to much more readily when they actively practice and use language through speaking and writing activities. Having plenty of speaking and writing opportunities in content area instruction is beneficial for all students but is particularly important for ELLs. It helps them not only learn the academic concepts of the content area but also internalize basic and academic English vocabulary. Teachers should not assume that ELLs internalize language just by hearing it or seeing it in writing. *Internalize in this context means making newly learned English “stick” as a permanent rather than temporary part of an ELL’s “bank” of English. ELLs at the beginning and intermediate proficiency levels are bombarded with new language during daily instruction delivered in English. They cannot internalize everything they are exposed to. The language that sticks is language they frequently encounter, language presented in interesting and relevant contexts, and language they actively practice and use. Provided by ESC Region XI

9/17/2013 Summing Up Provided by ESC Region XI

Ways ELPS and TELPAS Reinforce Quality Instruction
Summing Up 9/17/2013 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. Because of their English limitations, ELLs are sometimes hesitant to participate in class and reluctant to try to express thoughts and ideas in English. Through the ELPS and TELPAS, teachers are encouraged to interact more with their ELLs and give them frequent opportunities to use and practice their developing English. Teachers not used to working with ELLs better understand that the way ELLs communicate as they learn English is a natural part of second language acquisition. This helps teachers put students at ease, which, in turn, helps ELLs feel less reluctant about taking risks and trying to express themselves in English. When teachers collaborate in determining the English proficiency levels of their students, they learn from each other and share instructional strategies that help their ELLs. Some content area teachers may be accustomed to thinking only in terms of whether students are able to perform required grade-level academic skills. The ELPS and TELPAS help teachers also think in terms of how the language development of ELLs affects their academic learning and how helping ELLs with English supports their ability to achieve academically. Provided by ESC Region XI

Ways ELPS and TELPAS Reinforce Quality Instruction
9/17/2013 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. Linguistically accommodating instruction delivered in English means making it comprehensible to a student who struggles to understand the English language. Any student has difficulty learning challenging academic material when the language used in the instruction is “over their heads.” Using language at the level an ELL currently understands helps the student more effectively learn academic content taught in English. Caution: Communicating with ELLs only at their current level of understanding is not sufficient. Teachers must also make gradual and deliberate efforts to move students from their current level of English proficiency to higher levels. The PLDs give teachers a “road map” for doing this. When teachers are successful in helping students reach higher proficiency levels, teachers and students both benefit. Teachers benefit because they don’t need to make such extensive linguistic accommodations during instruction, which makes their job easier. Students benefit because they become more proficient in English, which builds their confidence and makes it easier for them to learn academic material taught in English. Provided by ESC Region XI

Bottom Line ELPS support learning of
9/17/2013 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 To continue with foundational ELPS-TELPAS training, you may wish to use the PowerPoint modules titled Introductory Training on the PLDs, Grades 2–12 or Introductory Training on the PLDs, Grades K–1, and the publication titled Educator Guide to TELPAS. These resources are available at Provided by ESC Region XI

Grades 2–12 Writing Collection Overview
9/17/2013 Grades 2–12 Writing Collection Overview This slide presentation provides an overview of how to assemble TELPAS writing collections, which are used to measure the English language writing proficiency of English language learners (ELLs). Provided by ESC Region XI

Grades 2–12 Assessment Approach Writing
9/17/2013 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. Raters of K–1 students base the rating of writing on classroom observations. Writing collections are optional for the K–1 grade levels. Provided by ESC Region XI 50

Goal in Assembling Writing Collections
9/17/2013 Goal in Assembling Writing Collections To make sure the collections portray the students’ overall English language writing proficiency Important! Provided by ESC Region XI

9/17/2013 Writing Activities TELPAS writing samples should be taken from authentic classroom activities grounded in content area TEKS ELPS Provided by ESC Region XI

February 17, 2014 9/17/2013 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. Provided by ESC Region XI

Samples Required 9/17/2013 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 Provided by ESC Region XI

Summarizing-Tips 9/17/2013 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 Provided by ESC Region XI

Verification of Collection Contents
9/17/2013 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. Provided by ESC Region XI

Resources with More Details
9/17/2013 District and Campus Coordinator Manual Updated annually and available in late fall from the Assessment A–Z Directory at Shipped to districts in January TELPAS Manual for Raters and Test Administrators Updated annually and available in December at Shipped to districts in late January Online course titled Assembling and Verifying Grades 2–12 Writing Collections Available online in mid January at The TELPAS Manual for Raters and Test Administrators, as well as the TELPAS section of the District and Campus Coordinator Manual, outline procedures for assembling and verifying writing collections. The level of detail raters and writing collection verifiers need is in the rater manual. The online course is an optional but recommended training resource for raters, writing collection verifiers, and testing coordinators. Provided by ESC Region XI

9/17/2013 2013–2014 Holistic Rating Training Requirements Texas Education Agency Student Assessment Division This PowerPoint summarizes the TELPAS holistic rating training requirements and processes. It is designed to provide testing coordinators and bilingual/ESL coordinators with a general understanding of the requirements for the 2012–2013 school year. Provided by ESC Region XI

Grades K–1 Assessment Approach: Listening, Speaking, Reading, Writing
9/17/2013 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 The formative assessment process works the same way during instruction throughout the school year. Provided by ESC Region XI 59

Grades 2–12 Assessment Approach
9/17/2013 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 Reminder—the domain of reading for grades 2–12 is assessed with a state-developed multiple-choice test. Provided by ESC Region XI 60

Grades 2–12 Assessment Approach: Listening and Speaking
9/17/2013 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 The approach for these domains mirrors the K–1 assessment approach. Provided by ESC Region XI

Grades 2–12 Assessment Approach: Writing
9/17/2013 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. More information about the procedures for assembling TELPAS writing collections can be found in the following resources: PowerPoint titled Grades 2–12 Writing Collection Overview at TELPAS Manual for Raters and Test Administrators (available on web at address above in December each year and shipped to districts in late January) Online course titled Assembling and Verifying Grades 2–12 Writing Collections (available online in mid January) at Reminder: TELPAS raters of K–1 students base the rating of writing on classroom observation. Writing collections are optional for the K–1 grade levels. 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. Provided by ESC Region XI

9/17/2013 Things to Know About TELPAS Rater Training and Administration Procedures Provided by ESC Region XI

Overview of the Rating Process
9/17/2013 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 Provided by ESC Region XI

Rater Credentials Each teacher selected to rate an ELL must
9/17/2013 Rater Credentials Each teacher selected to rate an ELL must have the student in class 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, as required by TEA TELPAS raters may include: Bilingual education teachers English as a second language (ESL) teachers Elementary general education teachers Middle or high school general education teachers of foundation (core) subjects Special education teachers Gifted and talented teachers Teachers of enrichment subjects Paraprofessionals may not be designated as raters. TELPAS ratings reflect the ability of students to understand and use English during content area instruction. Therefore, teachers who have ELLs in content area classes are integral to the assessment. Districts are encouraged to provide TELPAS rater training to as many new teachers as possible. TELPAS rater training helps teachers use the PLD component of the ELPS effectively. Training more rather than fewer teachers also helps districts ensure that they can effectively meet TELPAS rating needs in the spring should there be unforeseen changes in student schedules or teaching assignments. Provided by ESC Region XI

TELPAS Rater Responsibilities
9/17/2013 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. For example, it is not permitted for one rater to have the responsibility of rating the writing domain while another rater has the responsibility for rating the listening and speaking domains. Provided by ESC Region XI

Collaboration with Others
9/17/2013 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. This type of communication and collaboration among teachers promotes discussions that lead to improved instructional strategies for ELLs. To maximize student learning, teachers should engage in this type of collaboration at regular intervals during the school year. At the time of the spring TELPAS administration, collaboration among teachers helps ensure rating accuracy. Collaboration is particularly important when a student has different content area teachers and/or is near the border between two proficiency levels. After collaborating with other teachers, the official rater is responsible for assigning the ratings. Provided by ESC Region XI 67

New and Returning Rater Definitions for K–1 and 2–12
9/17/2013 New and Returning Rater Definitions for K–1 and 2–12 Raters who complete K–1 training but not 2–12 training will be new raters if they switch to 2–12, and vice versa. Training for K–1 and 2–12 is separate training because of differences in the tested components and rating rubrics (PLDs). “Completed” means that the rater took all required training. It does not necessarily mean that the rater was successful in meeting training requirements. Examples (not exhaustive) of when new-rater training might be required of returning raters: A rater who did not successfully meet calibration requirements in the previous year might be required by the district to complete new-rater training. A district might require a rater who completed training requirements years ago but who has not been a TELPAS rater recently to complete new-rater training. Returning Rater Planning Roster: A roster of individuals within a district who meet the returning rater definition according to the online training histories will be available to assist coordinators in making training assignments. 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. TEA Provided by ESC Region XI

New and Returning Raters
9/17/2013 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 Provided by ESC Region XI

9/17/2013 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. TEA Provided by ESC Region XI 70

9/17/2013 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. Campus personnel should identify all ELLs early in the school year and examine needs for new TELPAS raters. Provided by ESC Region XI

Fall ELPS-TELPAS Foundational (Awareness) Training
9/17/2013 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 It is recommended that this PowerPoint presentation plus the Training on the PLDs slides available at be used in providing foundational ELPS-TELPAS training to teachers in the fall of the year. Spring training of new TELPAS raters will be a smoother process for teachers who already have this foundation. Summary of Spring Rater Training Process In the spring, all new raters complete an online basic training course, which includes practice rating activities for each language domain – listening, speaking, reading (K–1 only), and writing. New raters and returning raters complete calibration activities to ensure that they are prepared to apply the PLD rubrics consistently and accurately. Returning raters have the option of reviewing the online basic training course, if desired, before completing calibration activities. There are two sets of initial calibration activities. Each set contains 10 students. Each language domain is represented in each set. Raters successful on the first set do not calibrate further. Only individuals who do not rate accurately enough on the first set will complete the second set. Those not successful on the second set will receive supplemental training, followed by a third and final calibration set. Individuals not successful on the final set will either not be used as raters (a district decision) or will be provided rater support in accordance with test administration regulations. More information about the Web-based TELPAS rater training process is available in the PowerPoint titled 2012–2013 Holistic Rating Training Requirements at 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) Provided by ESC Region XI

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

Training Requirements for K–1 and 2–12
9/17/2013 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 Experienced TELPAS personnel may provide training Provided by ESC Region XI Provided by ESC Region XI

Fall Professional Development
9/17/2013 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 Note – Additional Resource: A PowerPoint ( Holistic Rating Training Requirements) to help administrators understand the holistic rating training requirements is available on the TELPAS Resources webpage at Foundational (awareness) training is recommended by TEA as a best practice in the fall for teachers that districts plan to train as new raters if the individuals lack familiarity with the ELPS and what holistic rating for TELPAS is all about. If this type of fall training was not conducted – and the individuals to serve as new raters do not have an adequate background – it is recommended that foundational TELPAS information be part of TELPAS administration procedures training in the spring. 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 Provided by ESC Region XI Provided by ESC Region XI 9

Grade Clusters of Training and Calibration
9/17/2013 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 need to be careful to select the appropriate cluster. K–1 The K–1 online basic training course and calibration activities are separated from the other grade clusters in the online system. 2–12 There is one online basic training course for grades 2–12, but within the course raters must make grade-cluster specific selections when they practice rating students. For calibration, raters choose the appropriate grade cluster from the start. TEA Provided by ESC Region XI

Raters with Students in Multiple Grade Clusters within Grades 2–12
9/17/2013 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. These instructions apply to both online basic training and calibration. TEA Provided by ESC Region XI

9/17/2013 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). These instructions apply to both online basic training and calibration. 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 Provided by ESC Region XI

When and where do raters take the online training?
9/17/2013 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. TEA Provided by ESC Region XI

Why is calibration necessary?
9/17/2013 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. Standardized testing programs include processes to ensure that all individuals assessing students interpret the scoring rubrics the same way. Scorers of written compositions for the STAAR program complete calibration activities. Yearly calibration is a necessary aspect of administering a holistically scored assessment. When holistic assessment processes are used, even the most experienced scorers need to make sure they are calibrated to score accurately. Over time, calibration activities serve to give raters more examples that help expand their knowledge and help them rate students who are near the border between two proficiency levels or who exhibit less typical language characteristics. TEA Provided by ESC Region XI

Is calibration a test? 9/17/2013 No, it is a training method that ensures that raters have enough guidance, practice, and support to assess students consistently and accurately. TEA Provided by ESC Region XI

Preparing for Calibration Sets
9/17/2013 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. TEA Provided by ESC Region XI

Other Things to Know About Calibration
9/17/2013 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. For grades K–1, each set includes students to rate in listening, speaking, reading, and writing. For grades 2 and up, each set for each grade cluster includes students to rate in listening, speaking, and writing. TEA Provided by ESC Region XI

Other Things to Know About Calibration
9/17/2013 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. . TEA Provided by ESC Region XI

9/17/2013 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 The practice activities in the online basic training course illustrate how to interpret and apply the rubrics. The student examples serve as anchors for raters to use to ensure they are all interpreting the rubrics the same way when evaluating students. The PLDs, explanatory information provided during training, and student examples are all used to support rating consistency. TEA Provided by ESC Region XI

How many students must be rated successfully?
9/17/2013 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. TEA Provided by ESC Region XI

Supplemental Holistic Rating Training
9/17/2013 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. This supplemental support training model has been established so that districts (regardless of the size of their ELL population) can provide this direct holistic rating support without the need to travel to an education service center. Districts select individuals to serve as supplemental support providers. The number of supplemental support providers needed depends on the size of the district and the number of ELLs it serves. Reviewing the supplemental training needs of a previous school year might be a good indicator of the current year’s needs. More information about the supplemental training process and criteria for individuals chosen to provide supplemental support will be included in the spring 2013 manuals for coordinators and raters. TEA Provided by ESC Region XI

Recap of Calibration Process
9/17/2013 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. Set 2 can be accessed immediately after set 1. Raters who are not calibrated after set 2 will wait until they receive supplemental support to complete set 3. TEA Provided by ESC Region XI

What happens if a rater is unsuccessful in calibrating?
9/17/2013 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. TEA Provided by ESC Region XI

Course and Calibration Certificates
9/17/2013 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. Continuing education credit hours will be indicated in the rater’s online training history. Five continuing education credit hours will be available for completing the online basic training courses (K–1 and 2–12), and two hours will be provided for calibration. For calibration, raters will receive a certificate only if they calibrate. District testing coordinators have access to reports to monitor completion and performance on the online basic training course and calibration activities. TEA Provided by ESC Region XI

TELPAS Administration Procedures Training
9/17/2013 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. TEA Provided by ESC Region XI

District Validity and Reliability Procedures
9/17/2013 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. The District and Campus Coordinator Manual for the Texas student assessment program outlines these requirements. Provided by ESC Region XI 92

9/17/2013 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 District and campus personnel selected for TELPAS audits are required to complete audit questionnaires and submit domain-specific assessment information to the testing contractor. Provided by ESC Region XI

What’s New

TELPAS Administration
Assessment window for spring: March 17–April 9 Data verification window: April 10–11 TEA Fall ELL Assessment Update

TEA Fall ELL Assessment Update
TELPAS Spring Dates Date Activity Jan 9 Assembling and Verifying Grades 2–12 Writing Collections course available Jan 6-10 TELPAS manuals shipped to districts Jan 24 End date for district coordinator training—all TELPAS components Jan 27 Online basic training courses for new K–1 and 2–12 raters available Supplemental support provider recorded Web-based training available Feb 7 End date for campus coordinator training—holistically assessed components Feb 17 Calibration window opens for new and returning raters—first 2 sets End date for training raters on administration procedures Earliest eligibility date for TELPAS writing samples Feb 26 3rd and final calibration set available; supplemental training begins Mar 17-Apr 9 TELPAS assessment window Emphasize this slide Jan 9: Assembling and Verifying Grades 2-12 Writing Collections course available Jan 6-10: TELPAS manuals shipped to districts Jan 24: End date for district coordinator training—all TELPAS components Jan 27: Online basic training courses for new K-1 and 2-12 raters available Jan 27: Supplemental support provider recorded Web-based training available Feb 7: End date for campus coordinator training—holistically assessed components Feb 17: Calibration window opens for new and returning raters—first 2 sets Feb 17: End date for training raters on administration procedures Feb 17: Earliest eligibility date for TELPAS writing samples Feb 26: 3rd and final calibration set available; supplemental training begins Mar 17-Apr9: TELPAS assessment window TEA Fall ELL Assessment Update

Holistic Rating 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 TEA Fall ELL Assessment Update

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

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

TELPAS Calibration – Spring 2012 and 2013
Grades K–1 Grade 2 Grades 3–5 Grades 6–8 Grades 9–12 2012 Total Successful Calibrations 29205 100% 15464 36054 17160 99% 14988 98% 2013 Total Successful Calibrations 29689 15336 36415 17460 15454 2012 Successful after Set 1 26599 91% 13863 90% 30142 83% 13233 77% 9964 65% 2013 Successful after Set 1 25901 87% 11466 75% 23432 64% 13659 12154 Chart showing the numbers and percentages of total successful calibration in five grade bands in 2012 and 2013, and the numbers and percentages of successful calibrations after Set 1 in 2012 and 2013 TEA Fall ELL Assessment Update

TELPAS Calibration – Spring 2012 and 2013
Grades K–1 Grade 2 Grades 3–5 Grades 6–8 Grades 9–12 2012 Successful after Set 2 2365 8% 1336 9% 4948 14% 3433 20% 3804 25% 2013 Successful after Set 2 3234 11% 3203 21% 10126 28% 2424 2702 17% 2012 Successful after Set 3 241 1% 265 2% 964 3% 494 1220 2013 Successful after Set 3 554 667 4% 2857 1377 598 2012 Unsuccessful after Set 3 8 0% 13 136 87 246 2013 Unsuccessful after Set 3 47 46 250 199 379 Chart showing the numbers and percentages of successful calibrations after Set 2 in five grade bands in 2012 and 2013, the numbers and percentages of successful calibrations after Set 3 in five grade bands in 2012 and 2013, and the numbers of percentages of unsuccessful calibrations after Set 3 in the five grade bands in 2012 and 2013 TEA Fall ELL Assessment Update

TELPAS Course Completions– Spring 2013
Assembling and Verifying Writing Collections 8138 Grades K–1 Online Basic Training Course 17961 Grades 2–12 Online Basic Training Course 22741 Chart showing the total number of course completions in Spring 2013 for Assembling and Verifying Writing Collections, Grades K-1 Online Basic Training, and Grades 2-12 Online Basic Training. TEA Fall ELL Assessment Update

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

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 Formerly called Fall Foundational Awareness Training TEA Fall ELL Assessment Update

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

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 The Texas Assessment Management System data portal provides administrators (and authorized teachers) with (1) access to test results grouped in different ways and (2) access to test results for individual students. Results for all statewide testing programs are included. For TELPAS, data such as reading scale scores, proficiency level ratings, and composite scores are also available. TEA TELPAS Instructional Connections July 2013

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

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

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 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 TEA Fall ELL Assessment Update

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: TEA Fall ELL Assessment Update

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

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: TEA Fall ELL Assessment Update

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

9/17/2013 Things to Know About TELPAS Rater Training and Administration Procedures Provided by ESC Region XI

Role of Testing Coordinators in Holistic Rating Training
9/17/2013 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 Stress this slide Provided by ESC Region XI Provided by ESC Region XI

Responsibilities of Testing Coordinators for Holistic Rating Training
9/17/2013 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 Provided by ESC Region XI

9/17/2013 Monitoring Course Completions and Performance on Calibration Activities Provided by ESC Region XI Provided by ESC Region XI

Available Reports for Online Training and Calibration
9/17/2013 Available Reports for Online Training and Calibration TELPAS Returning Rater Planning Roster Uses records from the 2009–2010, 2010–2011, and 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 TEA’s recommendation is that districts consider having returning raters repeat new rater training if they have not completed TELPAS training since 2008–2009 school year. Provided by ESC Region XI Provided by ESC Region XI 121

Who Can Access Reports from the Texas TrainingCenter
9/17/2013 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 Note – For more information about how to get administrative access, refer to the TELPAS Coordinator’s User Guide for Online Holistic Rating Training. For more information about how to get administrative access, refer to the TELPAS Coordinator’s User Guide for Online Holistic Rating Training. Provided by ESC Region XI Provided by ESC Region XI

TELPAS Returning Rater Planning Roster
9/17/2013 TELPAS Returning Rater Planning Roster Provided by ESC Region XI Provided by ESC Region XI

TELPAS Confidential Course Completion Roster
9/17/2013 Provided by ESC Region XI Provided by ESC Region XI

TELPAS At-a-Glance Training & Calibration Report
9/17/2013 TELPAS At-a-Glance Training & Calibration Report Provided by ESC Region XI Provided by ESC Region XI

TELPAS Confidential Calibration Summary Report
9/17/2013 Provided by ESC Region XI Provided by ESC Region XI

Important Notes about Reports
9/17/2013 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 Provided by ESC Region XI

Other Reports and Resources
9/17/2013 Other Reports and Resources Provided by ESC Region XI Provided by ESC Region XI

9/17/2013 Contact Information TEA’s Student Assessment Division address: Phone: Pearson’s Austin Operations Center address: Phone for coordinators: Phone for raters: Provided by ESC Region XI Provided by ESC Region XI

9/17/2013 ESC Contact Information Gretchen Cabrera Bilingual/ESL Consultant (817) Peggy DeMoss Assessment/School Improvement Consultant (817) Provided by ESC Region XI Provided by ESC Region XI

TELPAS for New District Testing Coordinators, Campus Testing Coordinators, and B/ESL Directors 9/17/2013 2013–2014 . This presentation is designed to familiarize.

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TELPAS for New District Testing Coordinators, Campus Testing Coordinators, and B/ESL Directors 9/17/2013 2013–2014 . This presentation is designed to familiarize.

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Presentation on theme: "TELPAS for New District Testing Coordinators, Campus Testing Coordinators, and B/ESL Directors 9/17/2013 2013–2014 . This presentation is designed to familiarize."— Presentation transcript:

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