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TELPAS for New District Testing Coordinators, Campus Testing Coordinators, and B/ESL Directors 2013–2014.

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Presentation on theme: "TELPAS for New District Testing Coordinators, Campus Testing Coordinators, and B/ESL Directors 2013–2014."— Presentation transcript:

1 TELPAS for New District Testing Coordinators, Campus Testing Coordinators, and B/ESL Directors 2013–2014.

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

3 Agenda ELPS -TELPAS Alignment Grades 2-12 Writing Collection Overview Holistic Rating Training Requirements PLDs Fall Awareness Training Resources 2 Provided by ESC Region XI

4 Making the ELPS-TELPAS Connection Grades K–12 Overview 2013–2014 Texas Education Agency Student Assessment Division.

5 Definitions What are the ELPS? Federally required instructional standards designed to ensure that ELLs are taught the academic English they need for school purposes What is TELPAS? A federally required assessment program designed to measure the annual progress that ELLs make in learning academic English What are TELPAS raters? Teachers trained to assess ELLs for TELPAS TEA 5

6 The Basics 4 language domains – Listening – Speaking – Reading – Writing 4 proficiency levels – Beginning – Intermediate – Advanced – Advanced High TEA 6 The ELPS are used in foundation and enrichment instruction of K–12 ELLs. TELPAS assesses K–12 ELLs. The ELPS and TELPAS encompass –

7 Who Takes TELPAS All ELLs in grades K–12, including those whose parents decline bilingual/ESL program services, are assessed annually. TEA 7 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.

8 TEA 8 TELPAS provides proficiency level ratings for each language domain, plus an overall, composite rating.

9 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 TEA 9

10 TEA 10  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 Holistic Rating Process

11 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 TELPAS Results

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

13 TEA 13 English Language Proficiency Standards Were approved by State Board of Education in 2007–2008 Are part of Texas Essential Knowledge and Skills (TEKS) state-required curriculum Include instruction school districts must provide to give ELLs full opportunity to learn English and succeed academically Require content area teachers to teach content area TEKS and help ELLs become English proficient Are an integral part of instruction in each TEKS foundation and enrichment subject Are found at 4a.html# a.html#74.4

14 ELPS-TELPAS Relationship TEA 14

15 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 tml#74.4 tml#74.4 TEA TELPAS Instructional Connections July English Language Proficiency Standards

16 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 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 TEA 16 ELPS Components

17 Example Student Expectation (SE) and Proficiency Level Descriptor (PLD ) What to learn – SE Speaking SE (C) – Speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired Stage of acquisition – PLD Intermediate speaking (B)(iii) – These students exhibit an emerging awareness of English grammar and speak using mostly simple sentence structures and simple tenses; are most comfortable speaking in present tense TEA 17

18 TEA TELPAS Instructional Connections July Excerpt from the ELPS

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20 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 TEA TELPAS Instructional Connections July What’s the connection between the ELPS and TELPAS? Formative Assessment

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

22 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. TEA TELPAS Instructional Connections July What’s the connection between the ELPS and TELPAS? Summative Assessment

23 TELPAS assesses the abilities outlined in the ELPS student expectations (SEs) and reports performance in alignment with the ELPS proficiency level descriptors (PLDs). TEA TELPAS Instructional Connections July Measuring the ELPS

24 Benefit of TELPAS Rater Training on Formative Classroom Assessment Teachers trained as TELPAS raters internalize the PLDs so that they are able to naturally and automatically assess their students’ English language proficiency levels during ongoing classroom instruction. TEA 24

25 TEA 25 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)

26 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. ELPSTELPAS 26 TEA

27 6 Sets of PLDs ListeningGrades K–12 SpeakingGrades K–12 Reading Grades K–1 Grades 2–12 Writing Grades K–1 Grades 2–12 27 TEA

28 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 28 TEA

29 ELPS-TELPAS Proficiency Level Descriptors Grades K–12 Listening 29TEA

30 ELPS Proficiency Level Descriptors Grades K–12 Speaking 30TEA

31 ELPS-TELPAS Proficiency Level Descriptors Grades 2-12 Writing 31TEA

32 ELPS-TELPAS Proficiency Level Descriptors Grades K–1 Reading TEA32

33 ELPS-TELPAS Proficiency Level Descriptors Grades K–1 Writing 33TEA

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

35 Spring Web-based TELPAS rater training provides in-depth practice. Introductory Resources for Writing Several resources support introductory training for this domain:  Grades 2–12 Writing Collection Overview PowerPoint Explains how to assemble writing collections that portray the overall English language proficiency of ELLs  Annotated Examples of Student Writing 6 writing collections representing a variety of grade levels and English language proficiency levels; each collection includes detailed rating annotations  Educator Guide to TELPAS Chapter 8 on writing for grades 2–12 contains several annotated writing samples Available at 35 TEA

36 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. TEA TELPAS Instructional Connections July Reviewing the ELPS-TELPAS Connection ELPS TELPAS

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

38 TEA 38 Assessment Information for Administrators and Teachers To prepare for new school year: Use TELPAS results to evaluate whether students have been making steady progress in learning English. – TELPAS confidential campus rosters include 2 years of test scores how long student has been in U.S. schools – Statewide student assessment data portal is designed to make results readily available and data analyses easier. LPAC meetings during school year: Use previous spring’s TELPAS results and current year’s formative assessment results to gauge progress in English proficiency, plan for instructional interventions as needed, and inform spring decisions about student’s participation in state-required assessments.

39 Essentials of Second Language Acquisition TEA 39

40 Understanding Language Proficiency in Social and Academic Settings BICS: Basic Interpersonal Communicative Skills CALP: Cognitive Academic Language Proficiency TEA 40

41 The Argument for Academic English Language Proficiency TEA 41

42 Building English Language Proficiency: A Cumulative Process TEA 42

43 Linguistic Domains 1.Listening: the ability to understand spoken language, comprehend and extract information, and follow social and instructional discourse through which information is provided 2.Speaking: the ability to use spoken language appropriately and effectively in learning activities and social interactions 3.Reading: the ability to comprehend and interpret written text at the grade-appropriate level 4.Writing: the ability to produce written text with content and format to fulfill grade-appropriate classroom assignments Adapted from Alief ISD Language Proficiency Profile TEA 43

44 Teaching Language Through Content Area Instruction TEA 44

45 Summing Up TEA 45

46 Ways ELPS and TELPAS Reinforce Quality Instruction ELLs use and practice their developing language. Teachers collaborate about the needs of ELLs. Teachers use a common vocabulary with one another and parents in  describing language levels and needs of ELLs, and  setting goals for progress. TEA 46 Summing Up

47 Ways ELPS and TELPAS Reinforce Quality Instruction Teachers understand the stages of learning English and how to get students from one proficiency level to the next. Teachers learn to linguistically accommodate (communicate, sequence, and scaffold) instruction according to English language proficiency levels of ELLs. ELLs learn academic content more readily when they understand the language of their instruction. TEA 47 Summing Up

48 Bottom Line ELPS support learning of – English as measured on TELPAS and – academic content as measured on academic achievement test Effective implementation of ELPS and TELPAS assessment approach throughout the school year helps ELLs  learn English more quickly  grasp academic concepts and skills more readily TEA 48

49 Grades 2–12 Writing Collection Overview

50 Grades 2–12 Assessment Approach Writing Raters assemble a collection of each student’s writing from a variety of content areas. Raters base the English writing proficiency ratings on the contents of the collections. Additional classroom observations are not used. TEA 50

51 Goal in Assembling Writing Collections To make sure the collections portray the students’ overall English language writing proficiency TEA 51

52 Writing Activities TELPAS writing samples should be taken from authentic classroom activities grounded in content area TEKS ELPS TEA 52

53 February 17, 2014 Writing assigned on or after February 17, 2014, may be considered. Writing samples may continue to be gathered until the date designated by the district as the deadline for completing the collections in order to submit the ratings. TEA 53

54 Samples Required At least 5 total samples are required in each collection. In each collection there must be - at least 1 narrative about a past event - at least 2 writing samples from math, science, or social studies TEA 54

55 Summarizing-Tips Build writing collections that have a balance of writing from language arts and other core content areas. Collections should show what the student knows and can do as well as what the student struggles with in second language acquisition. Remember, build the collections to portray the student’s overall ability to communicate in writing in English. 55Provided by ESC Region XI

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

57 Resources with More Details  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 TEA 57

58 2013–2014 Holistic Rating Training Requirements Texas Education Agency Student Assessment Division

59 TEA 59 Grades K–1 Assessment Approach: Listening, Speaking, Reading, Writing Teachers determine English proficiency levels by observing students in class. They watch how their ELLs  interact informally with them and other students  understand and use English  when receiving academic instruction and completing class work  during cooperative learning activities

60 Grades 2–12 Assessment Approach There are 3 holistically rated language domains —  listening  speaking  writing Assessment approach for listening and speaking differs slightly from writing TEA 60

61 Grades 2–12 Assessment Approach: Listening and Speaking Teachers determine English proficiency levels by observing students in class. They watch how their ELLs  interact informally with them and other students  understand and use English  when receiving academic instruction and completing class work  during cooperative learning activities TEA 61

62 Grades 2–12 Assessment Approach: Writing TELPAS raters assemble a collection of each student’s writing from a variety of content areas and use the collection as the basis for evaluating the student’s English language proficiency in writing. TEA 62

63 Things to Know About TELPAS Rater Training and Administration Procedures TEA 63

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

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

66 TELPAS Rater Responsibilities A student’s TELPAS rater is the teacher designated by the district as the official rater of the student’s English language proficiency. The student’s rater must rate the student in all domains for which the student is eligible. A student is not permitted to have one rater for some domains and another rater for other domains. TEA 66

67 TEA 67 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.

68 New and Returning Rater Definitions for K–1 and 2–12 The training webpage informs raters that districts may sometimes require a returning rater to complete new-rater training and to consult with their testing coordinator if they need clarification. 68 TEA

69 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. New and Returning Raters 69Provided by ESC Region XI

70 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. 70 TEA

71 TELPAS Rater Training It is recommended that districts and campuses determine in the fall who their TELPAS raters will be in the spring. A training flowchart is provided on the next slide. TEA 71

72 Returning Raters Online Basic Training Course Online Calibration (Sets 1 and 2*) If not calibrated: Supplemental Holistic Rating Training Final Online Calibration (Set 3) 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 Fall ELPS-TELPAS Foundational (Awareness) Training For teachers who will be trained as new TELPAS raters in the spring if they lack this foundation Online Calibration (Sets 1 and 2*) New Raters *Set 2 required only if not successful on Set 1 TEA 72

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

74 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 Training Requirements for K–1 and 2–12 74Provided by ESC Region XI

75 Fall Professional Development Training resources: – PowerPoint modules – Making the ELPS-TELPAS Connection: K–12 Overview – Introductory Training on the PLDs (separate modules for K–1 and 2– 12) – Grades 2–12 Writing Collection Overview – Educator Guide to TELPAS Experienced TELPAS personnel may provide training Additional Resource: A PowerPoint (2012–2013 Holistic Rating Training Requirements) to help administrators understand the holistic rating training requirements is available on the TELPAS Resources webpage at 75Provided by ESC Region XI

76 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 76 TEA

77 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). TEA 77 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.

78 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). TEA78 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.

79 79 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

80 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. 80 TEA

81 Is calibration a test? No, it is a training method that ensures that raters have enough guidance, practice, and support to assess students consistently and accurately. 81 TEA

82 Preparing for Calibration Sets New raters must complete the online basic training course before beginning calibration. Returning raters have the option to review the online basic training course (which includes rating activities) before beginning calibration. 82 TEA

83 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. 83 TEA

84 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. Other Things to Know About Calibration 84 TEA

85 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 85 TEA

86 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. 86 TEA

87 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. 87 TEA

88 Recap of Calibration Process There are 3 sets of 10 students. Raters who calibrate on set 1 are done. Raters who don’t calibrate on set 1 go on to set 2. Raters who calibrate on set 2 are done. Raters who don’t calibrate on set 2 receive supplemental training. Raters attempt third and final calibration set. Raters who calibrate on set 3 are done. 23 TEA

89 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. 89 TEA

90 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. Course and Calibration Certificates 90 TEA

91 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. 91 TEA

92 TEA 92 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.

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

94 What’s New 94

95 TELPAS Administration  Assessment window for spring:  March 17–April 9  Data verification window:  April 10–11 TEA Fall ELL Assessment Update95

96 TELPAS Spring Dates DateActivity Jan 9Assembling and Verifying Grades 2–12 Writing Collections course available Jan 6-10TELPAS manuals shipped to districts Jan 24End date for district coordinator training—all TELPAS components Jan 27Online basic training courses for new K–1 and 2–12 raters available Jan 27Supplemental support provider recorded Web-based training available Feb 7End date for campus coordinator training—holistically assessed components Feb 17Calibration window opens for new and returning raters—first 2 sets Feb 17End date for training raters on administration procedures Feb 17 Earliest eligibility date for TELPAS writing samples Feb 263 rd and final calibration set available; supplemental training begins Mar 17-Apr 9TELPAS assessment window TEA Fall ELL Assessment Update 96

97 Holistic Rating Training Resources 2013–2014 training resources:  PowerPoint presentations (updated)  Making the ELPS-TELPAS Connection: K–12 Overview  Introductory Training on the PLDs (separate modules for K–1 and 2–12)  Grades 2–12 Writing Collection Overview  Holistic Rating Training Requirements  Educator Guide to TELPAS These resources will be available on the TELPAS Resources webpage at TEA Fall ELL Assessment Update97

98 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 Update98

99 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 Update99

100 TELPAS Calibration – Spring 2012 and 2013 TEA Fall ELL Assessment Update 100 Grades K–1 Grade 2Grades 3–5 Grades 6–8 Grades 9– Total Successful Calibrations % % % % % 2013 Total Successful Calibrations % % % % % 2012 Successful after Set % % % % % 2013 Successful after Set % % % % %

101 TELPAS Calibration – Spring 2012 and 2013 TEA Fall ELL Assessment Update 101 Grades K–1 Grade 2Grades 3–5 Grades 6–8 Grades 9– Successful after Set % % % % % 2013 Successful after Set % % % % % 2012 Successful after Set % 265 2% 964 3% 494 3% % 2013 Successful after Set % 667 4% % % 598 4% 2012 Unsuccessful after Set 3 8 0% 13 0% 136 0% 87 0% 246 2% 2013 Unsuccessful after Set % 46 0% 250 1% 199 1% 379 2%

102 TELPAS Course Completions– Spring 2013 TEA Fall ELL Assessment Update 102 CourseCompletions Assembling and Verifying Writing Collections 8138 Grades K–1 Online Basic Training Course Grades 2–12 Online Basic Training Course 22741

103 TELPAS Release  There will be a full release of TELPAS forms for all grade bands in  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 Update103

104 KEY STEPS TO TAKE THIS FALL

105 1. Conduct ELPS and TELPAS professional development sessions  Teachers are required to implement the ELPS and content area TEKS in instruction  District and campus administrators need working knowledge of ELPS and TELPAS  TELPAS familiarization training is  good for future raters  good way to reinforce use of PLDs all year long TEA Fall ELL Assessment Update105

106 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 Update106

107 Administrators To prepare for new school year: Use TELPAS results to evaluate whether students are making steady progress in learning English Teachers At beginning of school year: Use prior spring’s TELPAS proficiency level ratings as starting place to guide ELPS linguistically accommodated instruction All year: Use ELPS student expectations and PLDs to monitor progress and adjust linguistic accommodations TELPAS confidential campus student rosters include  2 years of test scores  how long student has been in U.S. schools TEA TELPAS Instructional Connections July Help support use of TELPAS results and ELPS PLDs to monitor and maximize learning of English

108 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 Update108

109 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 Update109

110 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 TELPAS Training Materials Available for USE in Professional Development Activities

111 ELL PROGRESS MEASURE

112 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 Update112

113 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: coe/pi_technical_ pdf coe/pi_technical_ pdf TEA Fall ELL Assessment Update113

114 Upcoming ELL Assessment Training Annual ESC LPAC Assessment Training TETN October 8, :00 a.m. – 12:00 p.m. Event #20784 Open to ESCs only TEA Fall ELL Assessment Update114

115 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 Update115

116 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 Update116

117 Things to Know About TELPAS Rater Training and Administration Procedures

118 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 118Provided by ESC Region XI

119 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 119Provided by ESC Region XI

120 Monitoring Course Completions and Performance on Calibration Activities 120Provided by ESC Region XI

121 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 121Provided by ESC Region XI

122 Who Can Access Reports from the Texas TrainingCenter Personnel with administrative authorization are able to access reports and use the statewide lookup tool – Region and district testing coordinators are given administrative access by Pearson – Region bilingual/ESL coordinators are given administrative access by Pearson – Region and district coordinators may choose to give administrative access to individuals as assistants at the region or district level – Campus testing coordinators receive administrative access upon approval by district testing coordinators or their assistants – Campus testing coordinators may choose to give administrative access to individuals as assistants at the campus level For more information about how to get administrative access, refer to the TELPAS Coordinator’s User Guide for Online Holistic Rating Training. 122Provided by ESC Region XI

123 TELPAS Returning Rater Planning Roster 123Provided by ESC Region XI

124 TELPAS Confidential Course Completion Roster 124Provided by ESC Region XI

125 TELPAS At-a-Glance Training & Calibration Report 125Provided by ESC Region XI

126 TELPAS Confidential Calibration Summary Report 126Provided by ESC Region XI

127 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.” 127Provided by ESC Region XI

128 Other Reports and Resources Provided by ESC Region XI128

129 TEA’s Student Assessment Division – address: – Phone: Pearson’s Austin Operations Center – address: – Phone for coordinators: – Phone for raters: Provided by ESC Region XI

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


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