1. TELPAS TRAINING 2010-2011 Texas Education Agency Student Assessment Division ©2010 TEXAS EDUCATION AGENCY. ALL RIGHTS RESERVED.

2. Nuts and Bolts  4 language domains  Listening  Speaking  Reading  Writing  4 proficiency levels  Beginning  Intermediate  Advanced  Advanced High The ELPS are used in foundation and enrichment instruction of K–12 ELLs. TELPAS assesses K–12 ELLs. The ELPS and TELPAS encompass :

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

4. 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

5. 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

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

7. Who Takes TELPAS  All ELLs in grades K–12, including those whose parents decline bilingual/ESL program services, are assessed annually. In rare cases, an ELL served by special education may be exempted from TELPAS by the ARD committee in conjunction with the LPAC.

8. TELPAS Rater Training  Districts and campuses should determine in the fall who their TELPAS raters will be in the spring.  A training flowchart is provided on the next slide

10. 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

11. 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.

12. 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.

13. 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.

14. 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

15. 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

16. Grades 2–12Assessment 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

17. 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.

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

19. Writing Activities TELPAS writing samples should be taken from authentic classroom activities grounded in  content area TEKS  ELPS

20. February 1, 2011  Writing assigned on or after February 1, 2011, 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.

21. 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

22. Some Eligible Types of Writing  Descriptive writing on a familiar topic  Writing about a familiar process  Narrative writing about a past event  Reflective writing  Other extended writing from language arts classes  Expository or procedural writing from science, math, and social studies classes

23. Papers Not to Include  Papers containing copied language  Papers in which student relies heavily on resources (dictionary, thesaurus, etc.)  Papers showing teacher comments and corrections  Worksheets, question-answer assignments, TAKS written compositions  Papers that have been polished with help from peers or teachers  Papers written primarily in student’s native language  Papers that are brief, incomplete, or rushed

24. Building Collections  Strive to gather more than 5 writing samples for each student.  Choose at least 5 samples that meet the criteria and do the best job of portraying the student’s current proficiency level.  If a student is near the border between two proficiency levels, consider including samples written in the latter part of the window. The more recent the writing samples, the more accurately they will reflect the proficiency level of these students.

25. Building Collections  Collections should contain some papers in which students showcase English they know and feel comfortable using. “Comfort zone” writing is especially important for students at lower proficiency levels.  Collections should also include papers in which students are stretched and pushed beyond their comfort zone so the collection shows that a student has not yet reached the next level (the student is beginning but not yet intermediate, intermediate but not yet advanced, advanced but not yet advanced high).

26. Building Collections  The papers you assemble need to help you determine and justify your ratings. They must give you evidence to say, “I know the student is at least at X proficiency level because of these characteristics in his or her writing. I know the student is not yet at the next proficiency level because of these other characteristics in his or her writing.” Reminder: The characteristics you consider must come from the PLDs.

27. 27 Beginning Level  The ELPS require ELLs of all proficiency levels to learn to write in English.  It is not acceptable for writing collections of students at the beginning level to include samples written primarily in the native language. Such samples do not provide evidence of English writing proficiency.  Writing tasks of these students should be adapted to their needs. Their writing in English will likely be formulaic or memorized, include recently practiced vocabulary, lack detail, etc.

28. Summarizing Tips  Students who are capable of expressing themselves in English in a detailed, extended way should do so. Do not include brief responses from students who know enough English to respond to writing tasks in extended ways.  In other words, consider students’ English- language proficiency levels in determining whether papers are too brief to be included.

29. 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.

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

31. TELPAS Timeline February 1, 2011Training deadline and window opens for gathering student samples for holistic scoring On or before February 4, 2011 Test administrator training for TELPAS reading March 7- April 3, 2011TELPAS online Reading April 13, 2011Completion of verification of TELPAS student records

32. TEST Security

33. Test Security Objectives 1)Account for all secure materials before, during, and after each test administration. 2)Protect the contents of all tests booklets and student answer documents. All rules and procedures are established to meet these two goals.

34. Security of Testing Materials  All test items must be accurately accounted for and properly stored in a secure location.

35. Properly Accounting for Secure Testing Materials  Must maintain a materials inventory control system for secure state testing materials and keep the documentation.  Secure materials must be stored under lock and key with limited access when not in use.  Note: Anyone who has a key has access. Complete HPISD secure storage certification form and return to District Test Coordinator by Feb. 1.  Secure materials must be checked in from test administrators each day as soon as testing is completed.

36. Protecting Test Content  No person my view, reveal, or discuss the contents of a test or answer document unless specifically instructed to do so by the procedures in the test administrator manuals. Top Secret

37. Protecting Test Content  Secure materials (test booklets and LAT simplification guides) may not be duplicated without specific prior approval from TEA.  Seals on test booklets may only be broken during testing sessions and only by persons authorized to do so in the instructions.  No person may answer verbally or nonverbally any question that relates to the contents of a test before, during, or after a test administration.

38. Protecting Confidentiality of Student Responses  No person my review or discuss student responses during or after testing unless specifically authorized to do so by the procedures in the TA manuals.

39. Testing Procedures Related to Test Security and Confidentiality  All tests must be administered in strict accordance with the manuals.  No person may change any student response or instruct a student to do so.  Districts must actively monitor testing sessions and require test administrators to actively monitor during testing.  Only students can erase stray marks or darken response ovals on their answer documents or in their scorable test booklets, or on their TELPAS writing samples and only during the testing session.

40. Testing Procedures Related to Test Security and Confidentiality  There must be a trained test administrator present with students one-hundred percent of the time until students complete testing and submit their answer documents to the test administrator.  This includes breaks and lunch so be sure to plan for breaks for your test administrators and plan for test administrator supervision of students during lunch.

41. Security Oaths  All test security oaths (except general oath) have two sections: 1)Before testing but after training section 2)After testing is completed section.  Campus testing coordinators and Principals sign only one oath for the entire testing year.  Test Administrators sign one general oath for the year and a new test specific oath for each administration.  Test administrator oaths have a third section to be used for those giving an oral administration.

42. Active Monitoring  Monitoring during test administrations is the responsibility of the test administrator, the campus test coordinator, the campus principal, and the district test coordinator.  Teachers are required to actively monitor students during testing.  Principals and Campus Test Coordinators are required to actively monitor testing sessions at their campus.  The district testing coordinator is required to actively monitor testing sessions at all campuses within the district.  A team of central office personnel trained to monitor testing sessions will be used to assist the district testing coordinator in monitoring campus testing sessions. Every testing session will be actively monitored.

43. What Is Active Monitoring? Watching students during testing. The focus of the teacher’s attention is on the students and not elsewhere.  Walking around to better observe what students are doing. (Are students; working on correct section of test, marking answers on the answer document, not cheating, not using cell phones, not talking or communicating with other students, etc.?)

44. What is NOT Active Monitoring?  Anything that takes the test administrator’s attention away from the students during testing. Examples include;  Working on the computer or doing email.  Reading a book, magazine, or newspaper.  Grading papers or doing lesson planning.  Leaving the room without a trained substitute test administrator in the room.  Leaving students unattended during lunch or breaks.  Be sure to not read the test content over a student’s shoulder and do not examine specific student responses during testing, since doing these will be a test security violation committed while active monitoring.

45. Two -way Communication Devices  The use of cell phones or other two-way communication devices is prohibited during testing for students and test administrators.  The reason is that smart phones can….  disrupt the testing environment,  be used to cheat by obtaining unauthorized assistance on test content by students, and can  be used to image secure tests and compromise the confidentiality of the test with their camera feature by students and teachers.  Districts are required to develop a policy that addresses these concerns.

46. Seating Chart Rule  Seating Charts are required for all test administrations. Seating Charts must include:  Location of testing session (Campus, room) and a brief description of the testing area (classroom, library, broom closet, etc.)  The assessment being given including grade and subject.  The first and last names of the test administrator(s).  The first and last names of each student and where they were seated for testing.  If students are re-grouped during testing an additional seating chart will be needed for the new group. The new seating chart should indicate the time students were regrouped.

47. Honor Statements  Students in grades 9-12 will be asked to sign an honor statement immediately prior to taking TAKS and TAKS- M assessments. The language will appear on the answer document. Sign it in pencil. By signing my name, I agree that I will not give or receive unauthorized assistance during the test. I understand that giving or receiving unauthorized assistance during the test is cheating and may result in the invalidation of my test results. The test security supplement contains a sample letter to parents regarding the honor statement.

48. On-Site Monitoring by TEA  TEA will again be conducting on-site visits to districts and campuses throughout the 2010 testing year.  TEA will use independent test monitors.  The monitors will show up unannounced.  Monitors report to the superintendent’s office first and then will go to campuses.  TEA Monitors will first report to the campus main office and sign in using the normal campus visitor process.  Provide them with campus maps and information about testing procedures. Answer their questions and provide them with any requested documents. The principal or campus testing coordinator may accompany them to show them testing sessions.

49. Departures from Test Administration Procedures  Incidents resulting in a deviation from documented testing procedures are defined as testing irregularities.  Each person participating in the testing program is responsible for reporting immediately to the district testing coordinator any violation or suspected violation of test security or confidentially, including all testing irregularities.

50. Serious Testing Irregularities  Testing irregularities that constitute a disclosure of secure testing materials or altering student results either directly or indirectly are considered serious.  Examples include:  Viewing the test before, during, or after testing unless authorized by the testing procedures.  Scoring student tests.  Discussing secure test content or student responses.  Copying or photographing secure testing materials without permission by TEA  Directly or Indirectly assisting students during testing.  Tampering with student responses on answer documents.

51. Penalties for Prohibited Conduct  Placement of restrictions on the issuance, renewal, or holding of a Texas educator certificate, either indefinitely or for a set term;  Issuance of an inscribed or non-inscribed reprimand;  Suspension of a Texas educator certificate for a set term; or  Revocation or cancellation of a Texas educator certificate without opportunity for reapplication for a set term or permanently.  Possible criminal prosecution under TEC ξ39.0303, Section 552.352 of the Texas Government Code, and Section 37.10 of the Texas Penal Code.

52. Using Paraprofessionals  TEA does allow school districts to use noncertified paraprofessionals who are employed by the district and routinely work with students in the classroom.  The district must identify a certified staff member who will be responsible for supervising the paraprofessional.  If a violation of test security or confidentiality occurs under this circumstance, then the supervising certified professional is subject to the penalties.  Must complete and retain a district noncertified paraprofessional testing oath which includes the name of the supervisor and the signatures of both the paraprofessional and the supervisor.

53. Document Retention  Districts are required to maintain the following documentation for a period of five years.  Testing irregularity and investigation documents.  Materials inventory and shipping records.  Signed security oaths for all testing personnel.  Seating Charts.  TELPAS Rating Rosters and Writing Verification Forms.  In HPISD, campuses are responsible for storing their campus testing records and maintaining them for the required five year period of time.  Testing records are based upon the calendar year, not the school year.

54. Resources with More Details  District and Campus Coordinator Manual  Updated annually and available in late fall from the Assessment A-Z Directory at http://www.tea.state.tx.us/student.assessment  Shipped to districts in December  TELPAS Manual for Raters and Test Administrators  Updated annually and available in December at http://www.tea.state.tx.us/student.assessment/ell  Shipped to districts in January  Online course titled Assembling and Verifying Grades 2–12 Writing Collections  Available online in early January each year at http://www.TexasAssessment.com/telpasonlinetraining http://www.TexasAssessment.com/telpasonlinetraining

55. Please Note: This training does not substitute for reading the appropriate manuals.