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2014-2015 TELPAS Holistic Rating and Writing Collection Training January 27, 2015 8:30 am – 12:30 pm MOC 104 1.

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Presentation on theme: "2014-2015 TELPAS Holistic Rating and Writing Collection Training January 27, 2015 8:30 am – 12:30 pm MOC 104 1."— Presentation transcript:

1 2014-2015 TELPAS Holistic Rating and Writing Collection Training January 27, 2015 8:30 am – 12:30 pm MOC 104 1

2  Security and Confidentiality  Verifiers and Raters  Credentials, Responsibilities  New & returning rater definitions  Holistic Rating Training  Training requirements  Basic training, calibration, and supplemental support  Writing Collection Training  Creating a collection, cover sheets  Verifying and Rating the Collections  Checklist and signed Rating Rosters 2

3 This Training does not take the place of reading all TELPAS Manuals 2015 District and Campus Coordinator Manual and your Security Supplement. TELPAS - 2015 3

4 Holistic Rating and Writing Collections Training January 27, 2015 MOC – 104 8:30 am – 12:30 pm TELPAS - 2015 4

5 Kindergarten –Grade 12  Listening  Speaking  Reading  Writing Texas English Language Proficiency Assessment System 5

6 DateActivity 1/12Assembling and Verifying Grades 2–12 Writing Collections Course available 1/23End date for district coordinator training—all TELPAS components 1/26Online basic training courses for new K–1 and 2–12 raters available 1/26Supplemental support provider recorded Web-based training available 2/6End date for campus coordinator training—holistically assessed components 2/16End date for training raters and verifiers on administration procedures 2/16Earliest eligibility date for TELPAS writing samples 2/16Calibration window opens for new and returning raters—first 2 sets 2/25Third and final calibration set available 3/16–4/8TELPAS assessment window 4/9–4/10TELPAS data verification window Key Dates for Holistically Rated Components 6

7  Attend training  Understand your obligations concerning test security and confidentiality and your role in ensuring the validity and reliability of the TELPAS holistically rated components.  Understand the “Test Security and Confidentiality Requirements” section in the TELPAS Rater Manual and the DCCM.  Understand the “Penalties for Prohibited Conduct” (DCCM: O18 – O26) 7

8  Initial each item on the appropriate oath as completed.  Sign your oath in the appropriate section after training and before handling secure test materials.  Return your oath to your Campus Testing Coordinator. 8

9  Writing Collections:  Writing samples must be collected and stapled to the TELPAS Writing Collection Cover Sheet.  Student Rating Rosters:  Ratings have been placed on the roster and has been signed by the Principal.  All Secure Materials must stay under lock and key when not in use. 9

10  NEW: DTCs can modify email addresses for raters who have moved into their district from another district.  NEW: DTCs can send password reset emails for raters who have moved into their district from another district.  Coordinators and assistants with administrative access can:  modify the last name of a user  send a user password reset email (in the same organization only)  modify the email address of a user (in the same organization only)  retrieve an email address associated with a user’s TrainingCenter account  retrieve a username associated with a user’s TrainingCenter account  see account status (active/deactivated) for all users User Lookup Tool 10

11  If the person is a Verifier, they may not be a Rater.  If the person is a Rater, they may not be a Verifier.  Yes, the Supplemental Support person may be a Verifier or a Rater, but not both. 11

12  Complete the Verifiers’ online course  Complete the verification checklist to ensure the writing collection has the following:  At least five samples;  Includes at least one narrative about a past event and two academic writing samples;  Includes student’s name and date;  No samples come from before February 16, 2015;  No papers showing teacher corrections are included;  No worksheets or questions – answer assignments;  Samples are written primarily in English.  NEVER USE HOMEWORK 12

13  When collections do not meet the requirements, they are to be returned to the Rater and corrected then returned to the Verifier to recheck.  When collections do meet the requirements, on the reverse side of the writing collection cover sheet, the Verifier initials each box and signs the verification checklist. The collection is then returned to the Rater for ratings. 13

14  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. 14

15  A student’s TELPAS Rater is the ‘Teacher of Record’ designated by the district as the official Rater of the student’s English Language Proficiency.  A Rater does not have to be ESL Certified.  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.  Raters who complete K–1 training but not 2–12 training will be new raters if they switch to 2–12, and vice versa. 15

16 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. 16

17 The online basic training courses and calibration activities are grade-cluster specific. K–1 training is separate from the other clusters both conceptually and within the TrainingCenter because of developmental differences between K–1 and older students. 17

18  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. 18

19  Online basic training course for new Raters 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.  Five hours of professional development are awarded for the K-1 and 2-12 basic training courses.  Online calibration for new and returning Raters 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.  Two hours of professional development are awarded (in all) for calibration. 19

20  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 20

21  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. 21

22  Because of differences in the instructional content and rating rubrics, these Raters must complete training and calibration for K–1 and at least one other cluster in 2–12.  Raters with more than one additional cluster should train in the cluster in which they have the most ELLs.  As a best practice, these raters should also review ‘Online Basic Training’ course practice activities in the additional cluster(s). Example: A grade 1–3 ESL teacher has most of his ELLs in grade 2. He must complete training and calibration in grades K–1 and 2. As a best practice, he should review the online practice activities for grades 3–5 to check his readiness to apply the rubrics appropriately for his 3rd grade students. 22

23  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.  All notes taken during calibration must be destroyed. 23

24  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. 24

25  New Raters must complete the online basic training course before beginning calibration.  Returning Raters who have not completed training within the last three school years are required to repeat “Online Basic Training’ course.  All Raters have the option to review the Online Basic Training course (which includes practice rating activities) before beginning calibration. 25

26  Raters affirm online that they will keep the contents of the calibration sets secure and confidential.  If the Rater does not calibrate on their own, it becomes an incident. Must be reported to Dawn.  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. 26

27  Raters can exit and return later to finish. They click a “submit” button when they are finished with a set.  After completing a calibration set, Raters immediately see results. Results show both the rating assigned by the Rater as well as the correct rating.  Raters see annotations explaining the correct ratings. Raters should use the annotations to go back and review any incorrectly rated students.  Calibration is not a test, it is a training method that ensures that raters have enough guidance, practice, and support to assess students consistently and accurately. 27

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29 Yes, raters should use their rating rubrics (PLDs) and refer to, as needed, information from the:  online basic training course  holistic rating PowerPoints produced by TEA  TELPAS Rater Manual  Educator Guide to TELPAS 29

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31  Raters not successful after sets 1 and 2 must receive supplemental training.  The Rater will meet with your trained campus appointed Supplemental Support Provider.  After the Rater has received supplemental training, he or she will be given a code to access the third and final calibration set. 31

32  There are 3 sets of 10 students.  To be successful, raters need to rate students in their assigned grade cluster with at least 70% accuracy.  Raters who successfully calibrate on set 1 are done.  Raters who don’t calibrate on set 1, go on to set 2.  Raters who successfully 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 successfully calibrate on set 3 are done. 32

33 33  Raters who do not calibrate on set 3, will still rate their students. A second “Teacher of Record” who has qualified as a Rater, will also rate the students. A final rating will be given and placed on the rating roster and computer. (ex; music teacher, PE teachers, math teachers, science teachers etc.)

34  Raters who take the ‘Basic Training Course’ will get a “Certificate of Completion” from the online TrainingCenter after completing all the course components.  Raters will receive a “Certificate of Successful Calibration” when they have calibrated successfully.  Raters are to keep a copy of their certificates and give a copy to you for your records. 34

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37  Writing ratings are based on observations of the student’s writing.  Writings reflect on how well each student writes in English.  Raters may use the following for rating:  Journal writing for personal reflections  Organization of thoughts and ideas through prewriting  Publishing and presenting  Making lists for specific purposes  Labeling pictures, objects, and items from projects  Cooperative group work  First drafts 37

38  At least 2 total samples are required in each collection.  In each collection there must be:  At least 1 narrative about a past event  At least 1 writing sample from math, science, or social studies ***TEA does not require these samples however, Aldine has chosen to collect samples. 38

39  Raters assemble a collection of each student’s writing from a variety of content areas.  On the back of the TELPAS Writing Collection Cover Sheet, Raters must initial each box then sign.  Raters base the English writing proficiency ratings on the contents of the collections.  Additional classroom observations are not used.  Raters may go to their Rater Manual for writing ideas for each content area. 39

40 To make sure the collections portray the students’ overall English language writing proficiency 40

41 TELPAS writing samples should be taken from authentic classroom activities grounded in  content area TEKS  ELPS 41

42  Writing assigned on or after February 16, 2015 may be considered.  Writing samples may continue to be gathered until April 8, 2015.  Verifying and ratings for all collections should be completed and submitted by April 8, 2015.  Writing samples are never to leave the building. 42

43  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 43

44  Descriptive writing on a familiar topic  Writing about a familiar process  Narrative writing about a past event  Personal narratives and reflective pieces  Expository and other extended writing from language arts classes  Expository or procedural writing from science, math, and social studies classes 44

45  Papers containing copied language  Papers in which student relies heavily on resources (dictionary, thesaurus, etc.)  Papers showing teacher comments and corrections  NO GRADES of any type!  Worksheets and question-answer assignments 45

46  Papers written primarily in student’s native language  Papers that are brief, incomplete, or rushed  District Writing Benchmarks  Timed writings  Papers that have been polished with help from peers, teachers or parents  NO homework 46

47  Strive to gather more than 5 writing samples for each student. (No more than 8)  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 TELPAS assessment window. The more recent the writing samples, the more accurately they will reflect the proficiency level of these students. 47

48  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). 48

49  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. 49

50  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. 50

51  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. 51

52  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. 52

53 Campuses follow procedures outlined in the TELPAS Rater Manual to ensure that the writing collections are assembled correctly and include the necessary number and types of writing. 53

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57  District is conducting on going audits  They are finding:  Incomplete Cover Sheets  Incomplete verifications checklists  Incomplete collections 57

58  Know your LEP students attending an Alternative Campus.  If your students are at an Alternative Campus when the TELPAS window opens and are still there when the window closes, the alternative campus will handle all TELPAS testing.  If your students are sent to an alternative campus on or before March 16, the home campus is responsible for ratings and the alternative campus is to conduct the online reading test.  If your students are sent to an alternative campus after March 16, the home campus is responsible to bring all writing samples to Denise so the alternative campus can do all ratings and the online reading test. 58

59  If your student returns to the home campus before the testing window opens, the home campus will be responsible for all testing.  If your students are sent back to the home campus on or before March 16, the alternative campus is responsible for ratings and the home campus is to conduct the online reading test.  If your students are sent back to the home campus after March 16, the alternative campus is responsible to bring all writing samples to Denise so the home campus can do all ratings and the online reading test. 59

60  Students who move out of your school ON or AFTER March 16, 2015, your school becomes the sending campus.  Sending Campus:  You are responsible for submitting ratings of students who were enrolled before March 16 but withdraw before the close of the window.  This is true even if the ratings were not yet assigned when the student moved.  If the student took the grade 2-12 reading test before moving, the test must be submitted for scoring. 60

61  Students who enroll in your school BEFORE the window opens, your school becomes the receiving campus.  Receiving Campus:  The receiving campus is responsible for all TELPAS Assessments.  K-1 and 2-12: Add and assess the student as any other enrolled ELL student. 61

62  Students who enroll in your school ON or AFTER the window opens, your campus becomes the receiving campus.  Receiving Campus:  K-1: Do not take any action. Do not conduct holistic ratings for students who enroll on or after March 16.  2-12: Call the sending school to see what testing has been done. If the student was given the reading test on another Texas Campus, no further action is needed. If no testing has been done, the receiving campus is responsible for giving the reading test. 62

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65 65 TELPAS Student Rating Roster

66  Individuals must complete state-required training and calibration activities to be raters.  Those who complete all requirements but don’t successfully calibrate by the end of set 3 may be Raters if the district chooses, but districts must provide rating support in a manner that assures valid and reliable assessment.  Districts must implement Validity and Reliability checks during the testing window. TELPAS Reminders 66

67  It is a violation of state assessment procedures and a serious testing irregularity to record, discuss, or share answers to the rating practice and calibration activities.  NEW: After completion of calibration activities, raters must destroy all notes taken about specific student profiles.  Returning Raters who have not completed calibration activities within the last three school years are required to complete the ‘Online Basic Training’ course before calibrating. TELPAS Reminders 67

68  Student data consisting of student identification, demographic, and program information  TELPAS assessment information including students’ answers to reading tests for grades 2–12 and holistic rating information NOTE: If a student has been approved to take a paper administration of the grades 2–12 TELPAS reading tests, all holistic ratings, reading test information (including student responses), and other student information must be entered into the Assessment Management System. This information will not be submitted on a paper answer document. TELPAS Submission in Assessment Management System 68

69  A student approved by TEA to take a paper TELPAS reading test will need to be placed in a TELPAS rating entry group so that holistic ratings and other rater information can be entered online.  A student approved by TEA to take a paper TELPAS reading test will need to be placed in an online test session so that responses to test questions can be transcribed into a special online form. TELPAS Submission in Assessment Management System 69

70  As in the past, tutorials are separate from tests.  Tutorials are recommended for students new to TELPAS  Several different test item formats  No sample items with test  Tutorials available at http://www.TexasAssessment.com/TELPAS- tutorials http://www.TexasAssessment.com/TELPAS- tutorials TELPAS Student Tutorials 70

71  There was a full release of TELPAS forms for all grade bands in fall 2014.  These are released in the online format to allow them to be seen in the TestNav environment, just as the students see the operational test.  These released tests can be accessed from http://tea.texas.gov/student.assessment/ ell/telpas/released-tests/ http://tea.texas.gov/student.assessment/ ell/telpas/released-tests/ TELPAS Release of Spring 2014 Grades 2–12 TELPAS Reading Tests 71

72  You need to run a SMS report to verify the “Years in School”.  New legislation requires that an ELL be enrolled for 60 consecutive days in a school year to count as one year.  Do not include Kindergarten or Prekindergarten in the calculation of years in U.S. schools.  Decisions regarding the calculation of years in U.S. schools are made by the LPAC. 72

73  Student’s must take the TELPAS tutorials before they take the TELPAS on-line reading test.  Any staff assigned to help with placing data on the Assessment Management System must be trained.  Verify extenuation circumstances data Unschooled Asylees/Refugees  Students with interrupted Formal Schooling (SIFE) 73

74  Find all your LEP students.  W, Y, I (NOT the following codes; NM, NH, NX)  Do not forget your Parent Denials. (W)  Do not forget your LEP “Speech only” students in Special Ed.  Keep up with the students who may be absent during the window.  Every effort should be made to test every LEP student on your campus. 74

75  Writing Collection Cover Sheet  Must be copied on white paper  Verifier check off list  Must be copied on the back of TELPAS Writing Cover Sheet  All writing collections must be placed in the LEP folders as soon as TELPAS is over but no later than May 29, 2015.  Rater Oath / Verifier Oath (keep 5 yrs.)  Certificates (keep 5 yrs.)  Rater Rosters (keep 5 yrs.)  must be signed with ink by the Principal 75

76  Assessment window closes Wednesday, April 8  Verification window closes Friday, April 10 NOTE: The verification window will end at 3 p.m. on Friday, April 10. Final Data Verification Window 76

77  DO have a Verification sheet on every student’s collections  Highly suggested to copy the PLD’s for each student so the teacher can highlight the rubric as they go along rating the student’s samples.  STOP putting “TELPAS Writing at the top of the paper  STOP putting “TELPAS Math, TELPAS Science, TELPAS Social Studies at the top of the paper.  STOP putting the samples on different colored paper  STOP using “Benchmarks  STOP using timed writing  STOP shutting down the building to complete the TELPAS writing. 77

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79 Ratings must be entered and verified no later than 3:00 P.M. on April 10, 2015! 79

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83  District and Campus Coordinator Manual  Updated annually and available in late fall from the Assessment A–Z Directory now http://www.tea.state.tx.us/student.assessment  TELPAS Rater Manual  Updated annually and available now http://www.tea.state.tx.us/student.assessment/ell/telpas/ http://www.tea.state.tx.us/student.assessment/ell/telpas/  Online course titled Assembling and Verifying Grades 2–12 Writing Collections  Available online now http://www.texasassessment.com/TexasTrainingCenter http://www.texasassessment.com/TexasTrainingCenter 83

84 When you have questions, always call the office. No matter the type of phone! 84


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