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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

105
Resources
  • Educator Guide to TELPAS Grades K12
  • Coordinator Manual Resources Webpage
  • Coordinators and Raters User Guides for Online
    Holistic Rating Training
  • Users Guide for the Texas Assessment Management
    System
  • User Roles and Permissions for the Texas
    Assessment Management System
  • TestNav 7 Combined Technical Guide
  • Unified Texas Minimum System Requirements

106
Contact Information
  • TEAs Student Assessment Division
  • E-mail address ELL.tests_at_tea.state.tx.us
  • Phone 512-463-9536
  • Pearsons Austin Operations Center
  • E-mail address TELPAS.techhelp_at_support.pearson.co
    m
  • Phone for coordinators 800-252-9186
  • Phone for raters 800-627-0225

107
ESC Contact Information
  • Peggy DeMoss
  • Assessment/School Improvement Consultant
  • pdemoss_at_esc11.net
  • (817) 740-7529
  • Janet Trump
  • Bilingual/ESL Consultant
  • jtrump_at_esc11.net
  • (817) 740-7547
  • Gretchen Cabrera
  • Bilingual/ESL Consultant
  • gcabrera_at_esc11.net
  • (817) 740-7630
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