TELPAS for New District Testing Coordinators, Campus Testing Coordinators, and B/ESL Directors

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TELPAS for New District Testing Coordinators, Campus Testing Coordinators, and B/ESL Directors

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Title: TELPAS for New District Testing Coordinators, Campus Testing Coordinators, and B/ESL Directors

1
TELPAS for New District Testing Coordinators,
Campus Testing Coordinators, and B/ESL
Directors

20122013
.

2
3 Session Objectives

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

3
Agenda

ELPS -TELPAS Alignment
Grades 2-12 Writing Collection Overview
Holistic Rating Training Requirements
PLDs
Fall Awareness Training
Resources

4
Making the ELPS-TELPAS Connection Grades K12
Overview

20122013
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

6
Nuts and Bolts

The ELPS are used in foundation and enrichment
instruction of K12 ELLs.
TELPAS assesses K12 ELLs. The ELPS and TELPAS
encompass

4 proficiency levels
Beginning
Intermediate
Advanced
Advanced High

4 language domains
Listening
Speaking
Reading
Writing

7
Who Takes TELPAS

All ELLs in grades K12, 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 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
212 reading
TELPAS uses a holistic rating process and
classroom performance to assess
K12 listening, speaking, and writing
K1 reading

10
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

11
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

12
English Language Proficiency Standards

Were approved by State Board of Education in
20072008
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 http//www.tea.state.tx.us/rules/tac/
chapter074/ch074a.html74.4

13
ELPS Components a)Introduction- Integrate second
language instruction with content area
instruction tomake content comprehensiblebuild
academic language proficiencyc) Student
Expectations for Second Language Acquisition
-Learning Strategies- Listening- Speaking-
Reading- Writingb) District Responsibilities-
Linguistically adjust instruction based on
student proficiency levels- Implement strategic
interventions for beginning and intermediate
students in grade 3 and upd) Proficiency Level
Descriptorsfor each Language DomainBeginningInt
ermediateAdvancedAdvanced 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 Descriptorsfor each Language Domain Beginning Intermediate Advanced Advanced High
14
Example Student Expectation (SE) and Proficiency
Level Descriptor (PLD)

What to learn SESpeaking 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 PLDIntermediate 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

15
ELPS-TELPAS Connection
16
TELPAS measures the ELPS.
The two are integrally aligned.
17
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).

18
Proficiency Level Descriptors (PLDs)
ELPS
TELPAS

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 20072008
school year to reinforce their use in
instruction.

19
6 Sets of PLDs

Listening Grades K12
Speaking Grades K12
Reading Grades K1
Grades 212
Writing Grades K1
Grades 212

20
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

21
ELPS-TELPAS Proficiency Level Descriptors Grades
K12 Listening
22
ELPS Proficiency Level Descriptors Grades K12
Speaking
23
ELPS-TELPAS Proficiency Level Descriptors Grades
2-12 Writing
24
ELPS-TELPAS Proficiency Level Descriptors Grades
K1 Reading
25
ELPS-TELPAS Proficiency Level Descriptors Grades
K1 Writing
26
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.

27
Introductory Resources for Writing

Several resources support introductory training
for this domain
Grades 212 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 212 contains several annotated
writing samples
Available at http//www.tea.state.tx.us/student.as
sessment/ell/telpas/

Spring Web-based TELPAS rater training provides
in-depth practice.
28
PLDs and Instruction

Teachers should use the PLDs throughout the
school year as formative assessment rubrics 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 the students learn more
English

Formative Assessment
29
PLDs and Statewide Assessment

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.

Summative Assessment
30
Summative TELPAS Assessment

For each domain (listening, speaking, reading,
and writing), TELPAS answers the following
question

How well is the student currently able to
understand and use English during grade-level
instruction?
31
Benefit of TELPAS Rater Trainingon 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.

32
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)

33
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.

TELPAS
ELPS
34
A Word About Grades 212 Reading

Even though a multiple-choice test is used to
assess reading in grades 212, teachers use the
ELPS student expectations and PLDs in instruction
just as they do for the domains of listening,
speaking, and writing.

35
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
springs TELPAS results and current years
formative assessment results to gauge progress in
English proficiency, plan for instructional
interventions as needed, and inform spring
decisions about students participation in
state-required assessments.

36
Essentials ofSecond Language Acquisition
37
Understanding Language Proficiency in Social and
Academic Settings

BICS Basic Interpersonal Communicative Skills
CALP Cognitive Academic Language Proficiency

38
The Argument for Academic English Language
Proficiency
39
Building English Language Proficiency A
Cumulative Process
40
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

41
Teaching Language Through Content Area
Instruction
42
Summing Up
43
Ways ELPS and TELPAS Reinforce Quality Instruction
Summing Up

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.

44
Ways ELPS and TELPAS Reinforce Quality Instruction
Summing Up

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.

45
Bottom Line

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

46
Grades 212 Writing Collection Overview
47
Grades 212 Assessment Approach Writing

Raters assemble a collection of each students
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.

48
Goal in Assembling Writing Collections

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

Important!
49
Writing Activities

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

50
February 18, 2013

Writing assigned on or after February 18, 2013,
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.

51
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

52
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
students overall ability to communicate in
writing in English.

53
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.

54
Resources with More Details

District and Campus Coordinator Manual
Updated annually and available in late fall from
the Assessment AZ Directory at
http//www.tea.state.tx.us/student.assessment
Shipped to districts in January
TELPAS Manual for Raters and Test Administrators
Updated annually and available in December at
http//www.tea.state.tx.us/student.assessment/ell/
telpas/
Shipped to districts in late January
Online course titled Assembling and Verifying
Grades 212 Writing Collections
Available online in mid January at
http//www.texasassessment.com/TexasTrainingCenter

55
20122013 Holistic Rating
Training RequirementsTexas Education
AgencyStudent Assessment Division
56
Grades K1 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

57
Grades 212 Assessment Approach

There are 3 holistically rated language domains
listening
speaking
writing
Assessment approach for listening and speaking
differs slightly from writing

58
Grades 212 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

59
Grades 212 Assessment Approach Writing

TELPAS raters assemble a collection of each
students writing from a variety of content areas
and use the collection as the basis for
evaluating the students English language
proficiency in writing.

60
Things to Know About TELPAS Rater Training and
Administration Procedures
61
Overview of the Rating Process

Districts identify ELLs in grades K12 and
designate raters to assess students
Test administration procedures and holistic
rating training conducted to prepare grades
K12 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
212 to include in each students writing
collection
Raters use PLDs to assign students a rating in
each language domain assessed

62
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.

63
Rater Credentials

Each teacher selected to rate an ELL must
have the student in class
be knowledgeable about the students 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

64
TELPAS Rater Responsibilities

A students TELPAS rater is the teacher
designated by the district as the official rater
of the students English language proficiency.
The students 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.

65
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.

66
New and Returning Rater Definitions for K1 and
212

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.

67
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 20082009
school year.

68
Two Types of Training

Online basic training courseThis 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 K1 and 212.
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.

69
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
Returning Raters
New Raters
Online Basic Training Course
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)
70
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 K12
Overview
Introductory Training on the PLDs Grades K1
Introductory Training on the PLDs Grades 212
Grades 212 Writing Collection Overview
20122013 Holistic Rating Training Requirements
Proficiency Level Descriptors

71
Training Requirements for K1 and 212

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

72
Foundational (Awareness) Training

Training resources
PowerPoint modules
Making the ELPS-TELPAS Connection K12 Overview
Introductory Training on the PLDs (separate
modules for K1 and 212)
Grades 212 Writing Collection Overview
Educator Guide to TELPAS
Experienced TELPAS personnel may provide training

Additional Resource A PowerPoint (20122013
Holistic Rating Training Requirements) to help
administrators understand the holistic rating
training requirements is available on the TELPAS
Resources webpage at http//www.tea.state.tx.us/st
udent.assessment/ell/telpas/.
73
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 K1Grade 2
Grades 35
Grades 68
Grades 912

74
Raters with Students in Multiple Grade Clusters
within Grades 212

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 25 ESL teacher has most of her
ELLs in grade 3. She must complete training and
calibration in grades 35. As a best practice,
she should review the online practice activities
for grade 2 to check her readiness to apply the
rubrics appropriately.
75
Raters with Students in Multiple Grade Clusters
that Include Grades K1

Because of differences in the instructional
content and rating rubrics, these raters must
complete training and calibration for K1 and at
least one other cluster in 212.
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 13 ESL teacher has most of his
ELLs in grade 2. He must complete training and
calibration in grades K1 and 2. As a best
practice, he should review the online practice
activities for grades 35 to check his readiness
to apply the rubrics appropriately for his 3rd
grade students.
76
When and where do raters take the online
training?

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.

77
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.

78
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.

79
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.

80
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.

81
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.

82
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

83
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.

84
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.

85
Recap of Calibration Process

There are 3 sets of 10 students.
Raters who calibrate on set 1 are done.
Raters who dont calibrate on set 1 go on to set
2. Raters who calibrate on set 2 are done.
Raters who dont calibrate on set 2 receive
supplemental training.
Raters attempt third and final calibration set.
Raters who calibrate on set 3 are done.

86
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 raters students
are evaluated consistent with the rating rubrics.

Individuals are not authorized to serve as raters
unless they complete the required training
components.

87
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.

88
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.

89
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 districts
discretion.
For one year from the date of testing, campuses
maintain documentation of procedures followed.

90
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

91
Things to Know About TELPAS Rater Training and
Administration Procedures
92
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

93
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

94
Monitoring Course Completions and Performance on
Calibration Activities
95
Available Reports for Online Training and
Calibration

TELPAS Returning Rater Planning Roster
Uses records from the 20082009, 20092010, and
20102011 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 (K1, 2, 35, 68, 912) and for grade
clusters combined

96
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
Coordinators User Guide for Online Holistic
Rating Training.
97
TELPAS Returning Rater Planning Roster
98
TELPAS Confidential Course Completion Roster
99
TELPAS At-a-Glance Training Calibration Report
100
TELPAS Confidential Calibration Summary Report
101
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.

102
Other Reports and Resources
103
Confidential Student Reports(CSR)
104
Resources

2012 District and Campus Coordinator Manual
2012 TELPAS Manual for Raters and Test
Administrators
Includes the 2012 Raters User Guide for Online
Holistic Rating Training
Assembling and Verifying Grades 212 Writing
Collections online course
Found on the Texas TrainingCenter
PowerPoint training modules available on TEAs
Student Assessment Division website on the ELL
Assessments page
Making the ELPS-TELPAS Connection, Grades K12
Overview
Introductory Training to PLDs (for grades K1 and
212)
Grades 212 Writing Collection Overview
20112012 Holistic Rating Training Requirements