telpas for new district testing coordinators, campus testing coordinators, and b/esl directors...

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

2013–2014

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3 Session Objectives

1. To show the close connection between the Texas English Language Proficiency Standards (ELPS) and the Texas English Language Proficiency Assessment System (TELPAS)

2. To reinforce the benefits of using the ELPS to teach and assess English language learners (ELLs) effectively throughout the school year

3. To lay the foundation for the spring training of new TELPAS raters

Making the ELPS-TELPAS Connection Grades K–12 Overview

2013–2014

Texas Education AgencyStudent Assessment Division

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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

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The Basics

4 language domains– Listening – Speaking– Reading – Writing

4 proficiency levels– Beginning– Intermediate– Advanced– Advanced High

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• The ELPS are used in foundation and enrichment instruction of K–12 ELLs.

• TELPAS assesses K–12 ELLs. The ELPS and TELPAS encompass –

Who Takes TELPAS

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

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In extremely rare cases, an ELL receiving special education services may be exempted from particular TELPAS domain(s) by the ARD committee in conjunction with the LPAC.

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

Assessment Approaches

TELPAS uses an online multiple-choice test to assess 2–12 reading

TELPAS uses a holistic rating process and classroom performance to assess K–12 listening, speaking, and writing K–1 reading

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A direct and authentic way to assess English language proficiency

Rubrics-based process of evaluating abilities as a whole rather than as skills in isolation

Focuses on overall ability of students to understand and use English in grade-level academic settings

Teacher-conducted and used in ongoing quality instruction and formative assessment

Used for official summative TELPAS assessment in spring of year

Holistic Rating Process

• TELPAS raters learn to directly assess how well students can use English to engage in academic instruction. This is what TELPAS is all about.

• This understanding leads to understanding the need for linguistically accommodated instruction.

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TELPAS Results

TELPAS ResultsTELPAS 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

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English Language Proficiency Standards• Were approved by State Board of Education in

2007–2008• Are part of Texas Essential Knowledge and Skills (TEKS)

state-required curriculum• Include instruction school districts must provide to give

ELLs full opportunity to learn English and succeed academically

• Require content area teachers to teach content area TEKS and help ELLs become English proficient

• Are an integral part of instruction in each TEKS foundation and enrichment subject

• Are found at http://www.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4

http://www.tea.state.tx.us/rules/tac/chapter074/ch074a.html

http://www.tea.state.tx.us/rules/tac/chapter074/ch074a.html

ELPS-TELPAS Relationship

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• 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://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4


English Language Proficiency Standards

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html

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 DomainBeginningIntermediateAdvancedAdvanced High

a) Introduction– Integrate second language

instruction with content area instruction to

• make content comprehensible

• build academic language proficiency

c) Student Expectations for Second Language Acquisition

– Learning Strategies– Listening– Speaking– Reading– Writing

b) District Responsibilities– Linguistically adjust

instruction based on student proficiency levels

– Implement strategic interventions for beginning and intermediate students in grade 3 and up

d) Proficiency Level Descriptorsfor each Language Domain– Beginning– Intermediate– Advanced– Advanced High

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ELPS Components

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

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18TEA TELPAS Instructional Connections July 2013

Excerpt from the ELPS

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• ELPS and TELPAS are integrally aligned

• Teachers should use proficiency level descriptors (PLDs) for formative assessment all year long to ―• stay attuned to the English language proficiency levels of their

students• monitor progress• linguistically tailor (accommodate) content area instruction and

integrated second language instruction according to the proficiency level needs of their ELLs as these students learn more English


What’s the connection between the ELPS and TELPAS?

Formative Assessment

21TEA TELPAS Instructional Connections July 2013


Beginning

Intermediate

Advanced

AdvancedHigh

ELPS support

learning of

content and English!

How well is the student currently able to understand and use English during grade-level instruction?

• 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

TELPAS assesses the abilities outlined in the

ELPS student expectations (SEs)

and reports performance in alignment with the

ELPS proficiency level descriptors (PLDs).

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Measuring the ELPS

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.

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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)

Proficiency Level Descriptors (PLDs) The PLDs are the rubrics teachers use to determine

students’ English language proficiency for ongoing formative assessment and the spring TELPAS administration.

Originally developed for TELPAS, the PLDs were incorporated into the Texas English language proficiency standards (ELPS) in the 2007–2008 school year to reinforce their use in instruction.

ELPS TELPAS

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6 Sets of PLDs

• Listening Grades K–12

• Speaking Grades K–12

• Reading Grades K–1Grades 2–12

• Writing Grades K–1 Grades 2–12

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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

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ELPS-TELPAS Proficiency Level Descriptors Grades K–12 Listening

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ELPS Proficiency Level Descriptors Grades K–12 Speaking

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ELPS-TELPAS Proficiency Level Descriptors Grades 2-12 Writing

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ELPS-TELPAS Proficiency Level Descriptors Grades K–1 Reading

ELPS-TELPAS Proficiency Level Descriptors Grades K–1 Writing

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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.

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Spring Web-based TELPAS rater training provides in-depth practice.

Introductory Resources for WritingSeveral resources support introductory training for this domain: Grades 2–12 Writing Collection Overview PowerPoint

Explains how to assemble writing collections that portray the overall English language proficiency of ELLs

Annotated Examples of Student Writing 6 writing collections representing a variety of grade levels and English language proficiency levels; each collection includes detailed rating annotations

Educator Guide to TELPAS Chapter 8 on writing for grades 2–12 contains several annotated writing samples

Available at http://www.tea.state.tx.us/student.assessment/ell/telpas/

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http://www.tea.state.tx.us/student.assessment/ell/telpas/

• 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.


Reviewing the ELPS-TELPAS Connection

ELPS TELPAS

A Word About Grades 2–12 Reading

Even though a multiple-choice test is used to assess

reading in grades 2–12, teachers use the ELPS student

expectations and PLDs in instruction just as they do for

the domains of listening, speaking, and writing.

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Assessment Information for Administrators and Teachers

To prepare for new school year: Use TELPAS results to evaluate whether students have been making steady progress in learning English.– TELPAS confidential campus rosters include

• 2 years of test scores • how long student has been in U.S. schools

– Statewide student assessment data portal is designed to make results readily available and data analyses easier.

LPAC meetings during school year: Use previous spring’s TELPAS results and current year’s formative assessment results to gauge progress in English proficiency, plan for instructional interventions as needed, and inform spring decisions about student’s participation in state-required assessments.

Essentials ofSecond Language Acquisition

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Understanding Language Proficiency in Social and Academic Settings

BICS: Basic Interpersonal Communicative Skills

CALP: Cognitive Academic Language Proficiency

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The Argument for Academic English Language Proficiency

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Building English Language Proficiency: A Cumulative Process

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Linguistic Domains

1. Listening: the ability to understand spoken language, comprehend and extract information, and follow social and instructional discourse through which information is provided

2. Speaking: the ability to use spoken language appropriately and effectively in learning activities and social interactions

3. Reading: the ability to comprehend and interpret written text at the grade-appropriate level

4. Writing: the ability to produce written text with content and format to fulfill grade-appropriate classroom assignments

Adapted from Alief ISD Language Proficiency Profile

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Teaching Language Through Content Area Instruction

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Summing Up

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Ways ELPS and TELPAS Reinforce Quality Instruction

• ELLs use and practice their developing language.

• Teachers collaborate about the needs of ELLs.• Teachers use a common vocabulary

with one another and parents in describing language levels and

needs of ELLs, and setting goals for progress.

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Summing Up

Ways ELPS and TELPAS Reinforce Quality Instruction

• Teachers understand the stages of learning English and how to get students from one proficiency level to the next.

• Teachers learn to linguistically accommodate (communicate, sequence, and scaffold) instruction according to English language proficiency levels of ELLs.

• ELLs learn academic content more readily when they understand the language of their instruction.

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Summing Up

Bottom Line

ELPS support learning of – English as measured on TELPAS and– academic content as measured on academic

achievement test

Effective implementation of ELPS and TELPAS assessment approach throughout the school year helps ELLs

learn English more quickly

grasp academic concepts and skills more readily

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Grades 2–12 Writing Collection Overview

Grades 2–12 Assessment Approach

Writing

• Raters assemble a collection of each student’s writing from a variety of content areas.

• Raters base the English writing proficiency ratings on the contents of the collections.

• Additional classroom observations are not used.

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Goal in Assembling Writing Collections

To make sure the collections portray

the students’ overall English language

writing proficiency

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Writing Activities

TELPAS writing samples should be taken

from authentic classroom activities

grounded in

• content area TEKS

• ELPS

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February 17, 2014

• Writing assigned on or after February 17, 2014,

may be considered.

• Writing samples may continue to be gathered until

the date designated by the district as the deadline

for completing the collections in order to submit

the ratings.

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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

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Summarizing-Tips

• Build writing collections that have a balance of writing from language arts and other core content areas.

• Collections should show what the student knows and can do as well as what the student struggles with in second language acquisition.

• Remember, build the collections to portray the student’s overall ability to communicate in writing in English.

55Provided by ESC Region XI

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.

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Resources with More Details District and Campus Coordinator Manual Updated annually and available in late fall from the

Assessment A–Z Directory athttp://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 2–12 Writing Collections Available online in mid January at

http://www.texasassessment.com/TexasTrainingCenter TEA 57

http://www.tea.state.tx.us/student.assessment


http://www.texasassessment.com/TexasTrainingCenter

2013–2014 Holistic Rating Training Requirements

Texas Education AgencyStudent Assessment Division

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Grades K–1 Assessment Approach:

Listening, Speaking, Reading, WritingTeachers 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

Grades 2–12 Assessment Approach

• There are 3 holistically rated language domains —

listening speaking writing

• Assessment approach for listening and speaking differs slightly from writing

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Grades 2–12 Assessment Approach: Listening and Speaking

Teachers determine English proficiency levels by observing students in class. They watch how their ELLs

interact informally with them and other students

understand and use English when receiving academic instruction and

completing class work during cooperative learning activities

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Grades 2–12 Assessment Approach:

Writing

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

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Things to Know About TELPAS Rater Training and Administration

Procedures

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Overview of the Rating Process

• Districts identify ELLs in grades K–12 and designate raters to assess students

• Test administration procedures and holistic rating training conducted to prepare grades K–12 raters to assess English language proficiency consistent with the holistic scoring rubrics, the Proficiency Level Descriptors (PLDs)

• Raters gather writing samples for ELLs in grades 2–12 to include in each student’s writing collection

• Raters use PLDs to assign students a rating in each language domain assessed


Rater CredentialsEach teacher selected to rate an ELL must 1) have the student in class 2) be knowledgeable about the student’s ability to

use English in instructional and informal settings3) hold valid education credentials such as a teacher

certificate or permit4) be appropriately trained, as required by TEA

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TELPAS Rater Responsibilities

• A student’s TELPAS rater is the teacher designated by the district as the official rater of the student’s English language proficiency.

• The student’s rater must rate the student in all domains for which the student is eligible. A student is not permitted to have one rater for some domains and another rater for other domains.

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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.

New and Returning Rater Definitions for K–1 and 2–12

•The training webpage informs raters that districts may sometimes require a returning rater to complete new-rater training and to consult with their testing coordinator if they need clarification. 68TEA

• A district may, at its discretion, require a returning rater to repeat new rater training.– This may be advisable if testing personnel believe that a

returning rater who was unable to meet rating accuracy requirements in the past would benefit from retaking the online basic training course prior to calibration.

– Additionally, TEA recommends that districts consider requiring this if they have not completed TELPAS training since the 2009–2010 school year.

New and Returning Raters


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 K–1 and 2–12.

• Online calibration This is for all raters. Raters use the PLDs to rate students in each language domain. Raters have three opportunities to calibrate on assigned grade cluster.

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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.

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Returning Raters

Online Basic Training Course

Online Calibration (Sets 1 and 2*)

If not calibrated: Supplemental Holistic Rating Training

Final Online Calibration (Set 3)

Spring TELPAS Administration Procedures Training

As a key part of this training, information from the TELPAS Manual for Raters and Test Administrators is reviewed to prepare raters to proceed with online holistic rating training

Fall ELPS-TELPAS Foundational (Awareness) Training

For teachers who will be trained as new TELPAS raters in the spring if they lack this foundation

Online Calibration (Sets 1 and 2*)

New Raters

*Set 2 required only if not successful on Set 1 TEA 72

Fall ELPS-TELPAS Foundational Awareness Training

• For teachers who will be trained as new TELPAS raters in the spring if they lack this foundation

• Training Resources:• Introductory Training Powerpoints

– Making the ELPS-TELPAS Connection Grades K–12 Overview

– Introductory Training on the PLDs Grades K–1 Introductory Training on the PLDs Grades 2–12 Grades 2–12 Writing Collection Overview

– 2012–2013 Holistic Rating Training Requirements– Proficiency Level Descriptors

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http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147508758&libID=2147508747







• In the fall (recommended)– ELPS-TELPAS professional development for new

teachers and new raters – foundational (awareness) training (Any staff members may attend)

• In the spring (required and in addition to administration procedures training)– New raters – complete online basic training course

and online calibration activities– Returning raters – complete online calibration

activities

Training Requirements for K–1 and 2–12


Fall Professional Development• Training resources:

– PowerPoint modules – Making the ELPS-TELPAS Connection: K–12 Overview– Introductory Training on the PLDs (separate modules for K–1 and 2–

12)– Grades 2–12 Writing Collection Overview

– Educator Guide to TELPAS

• Experienced TELPAS personnel may provide training

Additional Resource: A PowerPoint (2012–2013 Holistic Rating Training Requirements) to help administrators understand the holistic rating training requirements is available on the TELPAS Resources webpage at http://www.tea.state.tx.us/student.assessment/ell/telpas/.




Grade Clusters of Training and Calibration

• Raters must know their assigned grade cluster to select the appropriate online training.

• Raters should consult with their campus testing coordinator if they are unsure of their assigned cluster.

Grade Clusters

Grades K–1Grade 2 Grades 3–5Grades 6–8Grades 9–12

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Raters with Students in Multiple Grade Clusters within Grades 2–12

– Raters are required to train and calibrate in the cluster in which they have the most ELLs.

– As a best practice, these raters should also review online basic training course practice activities in the additional cluster(s).

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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.

Raters with Students in Multiple Grade Clusters that Include Grades K–1

– Because of differences in the instructional content and rating rubrics, these raters must complete training and calibration for K–1 and at least one other cluster in 2–12.

– Raters with more than one additional cluster should train in the cluster in which they have the most ELLs.

– As a best practice, these raters should also review online basic training course practice activities in the additional cluster(s).

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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.

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When and where do raters take the online training?

• Rater training is the responsibility of the district

• Depending on campus arrangements, raters may either complete training and calibration during school hours, after school, or on weekends.

• The online training system allows raters to access the training from any computer that meets the minimum system requirements.

• Campuses inform raters of the details during annual administration procedures training.

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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.

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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.

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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.

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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.

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• Raters can exit and return later to finish. They click a “submit” button when they are finished with a set.

• After completing a calibration set, raters immediately see results. Results show the rating assigned by the rater and the correct rating.

• Raters see annotations explaining the ratings. Raters should use the annotations to go back and review any incorrectly rated students.

Other Things to Know About Calibration

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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

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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.

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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.

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Recap of Calibration Process

• There are 3 sets of 10 students.• Raters who calibrate on set 1 are done.• Raters who don’t calibrate on set 1 go on to set 2.

Raters who calibrate on set 2 are done.• Raters who don’t calibrate on set 2 receive

supplemental training.• Raters attempt third and final calibration set. • Raters who calibrate on set 3 are done.

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What happens if a rater is unsuccessful in calibrating?

Two outcomes are possible for individuals who complete the calibration activities but are not successful:

– The district may choose not to assign the individual to be a TELPAS rater.

– If the individual is needed to serve as a rater, the district must implement rater support procedures to ensure that the rater’s students are evaluated consistent with the rating rubrics.

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

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• Raters who take the basic training course get a certificate from the online TrainingCenter after completing the course components.

• Raters will receive a certificate of successful calibration when they calibrate.

Course and Calibration Certificates

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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.

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District Validity and Reliability Procedures

• Districts are required to implement procedures that ensure validity and reliability of holistic rating process.

• Procedures may vary by campus, at district’s discretion.

• For one year from the date of testing, campuses maintain documentation of procedures followed.

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

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What’s New

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TELPAS Administration

Assessment window for spring: March 17–April 9

Data verification window: April 10–11

TEA Fall ELL Assessment Update 95

TELPAS Spring DatesDate Activity

Jan 9 Assembling and Verifying Grades 2–12 Writing Collections course available

Jan 6-10 TELPAS manuals shipped to districts

Jan 24 End date for district coordinator training—all TELPAS components

Jan 27 Online basic training courses for new K–1 and 2–12 raters available

Jan 27 Supplemental support provider recorded Web-based training available

Feb 7 End date for campus coordinator training—holistically assessed components

Feb 17 Calibration window opens for new and returning raters—first 2 sets

Feb 17 End date for training raters on administration procedures

Feb 17 Earliest eligibility date for TELPAS writing samples

Feb 26 3rd and final calibration set available; supplemental training begins

Mar 17-Apr 9 TELPAS assessment window


Holistic Rating Training Resources2013–2014 training resources:

PowerPoint presentations (updated) Making the ELPS-TELPAS Connection: K–12 Overview Introductory Training on the PLDs (separate modules for K–1

and 2–12) Grades 2–12 Writing Collection Overview Holistic Rating Training Requirements

Educator Guide to TELPAS

These resources will be available on the TELPAS Resources webpage at www.tea.state.tx.us/student.assessment/ell/telpas/



TELPAS Standards Review

Committees comprised of ELL focus group members and educators convened in August to review standards for grades 2–12 TELPAS reading tests

Cut scores adjusted for each proficiency level of each grade cluster test

These standards will be implemented spring 2014


Data Collection Changes Beginning in the 2013–2014 school year, students must

be enrolled for 60 consecutive school days for that year to count in years in U.S. schools calculations. Please note that this is not to be calculated retroactively.

Unschooled Asylee Refugee Continue as it has in the past

Students with Interrupted Formal Education (SIFE) SIFE and Limited Prior Schooling groups from 2012–2013 have been collapsed

This data will be collected through the student data upload

Specific information will be included in the 2014 DCCM


TELPAS Calibration – Spring 2012 and 2013


Grades K–1

Grade 2 Grades 3–5

Grades 6–8

Grades 9–12

2012 Total Successful

Calibrations29205100%

15464100%

36054100%

1716099%

1498898%

2013 Total Successful

Calibrations29689100%

15336100%

3641599%

1746099%

1545498%

2012 Successful after Set 1 26599

91%1386390%

3014283%

1323377%

996465%

2013 Successful after Set 1

2590187%

1146675%

2343264%

1365977%

1215477%

TELPAS Calibration – Spring 2012 and 2013


Grades K–1

Grade 2 Grades 3–5

Grades 6–8

Grades 9–12


8%13369%

494814%

343320%

380425%


11%320321%

1012628%

242414%

270217%


2411%

2652%

9643%

4943%

12208%


5542%

6674%

28578%

13778%

5984%

2012 Unsuccessful after Set 3

80%

130%

1360%

870%

2462%

2013 Unsuccessful after Set 3

470%

460%

2501%

1991%

3792%

TELPAS Course Completions– Spring 2013


Course Completions

Assembling and Verifying Writing Collections

8138

Grades K–1 Online Basic Training Course 17961Grades 2–12 Online Basic Training Course 22741

TELPAS Release

There will be a full release of TELPAS forms for all grade bands in 2014.

These are to be released in an online format to allow them to be seen in the TestNav environment, just as the students see the operational test.


KEY STEPS TO TAKE THIS FALL

1. Conduct ELPS and TELPAS professional development sessions

Teachers are required to implement the ELPS and content area TEKS in instruction

District and campus administrators need working knowledge of ELPS and TELPAS

TELPAS familiarization training is good for future raters good way to reinforce use of PLDs all year long


2. Help support teacher use of TELPAS results and ELPS PLDs to monitor and maximize

learning of English Beginning of year:

Review ELLs’ past TELPAS results to see if making steady progress in learning English

TELPAS confidential campus student rosters include 2 years of test scores how long student has been in U.S. schools


Administrators• To prepare for new school year: Use TELPAS results to evaluate whether

students are making steady progress in learning English

Teachers• At beginning of school year: Use prior spring’s TELPAS proficiency level

ratings as starting place to guide ELPS linguistically accommodated instruction

• All year: Use ELPS student expectations and PLDs to monitor progress and adjust linguistic accommodations

TELPAS confidential campus student rosters include 2 years of test scores how long student has been in U.S. schools


2. Help support use of TELPAS results and ELPS PLDs to monitor and maximize learning of English

3. Help support LPAC use of TELPAS results and ELPS PLDs to monitor and maximize learning of

EnglishLPAC meetings during school year:

Use previous spring’s TELPAS results and current year’s teacher input to gauge progress in English proficiency review and adjust linguistic accommodations used in

instruction plan for instructional interventions, if necessary plan for linguistic accommodations during state

assessment


Remember When implemented effectively in instruction,

linguistic accommodations accelerate learning of academic content and English

reduce length of time and degree to which substantial linguistic accommodations needed

The ELPS, as measured by TELPAS, support better learning of the TEKS, as measured by STAAR


2013–2014 training resources (to be posted soon):• PowerPoint presentations ▫Making the ELPS-TELPAS Connection: K–12 Overview

▫ Introductory Training on the PLDs (separate modules for K–1 and 2–12)

▫Grades 2–12 Writing Collection Overview

▫Holistic Rating Training Requirements

• Educator Guide to TELPAS

These resources will be available on the TELPAS Resources webpage at www.tea.state.tx.us/student.assessment/ell/telpas/


TELPAS Training Materials Available for USE in Professional Development Activities


ELL PROGRESS MEASURE

What Will the TEXAS ELL Progress Measure Look Like?

ELL Progress Measure will: take into account the amount of time needed to

acquire English affects time needed to fully learn and demonstrate grade-level academic skills in English

be applied to all content areas Brochure with more information to be posted this fall

on the ELL Assessments webpage at http://www.tea.state.tx.us.student.assessment/ell


http://www.tea.state.tx.us/student.assessment/ell/

How Will the ELL Progress Measure be Used?

ELL Progress Measure will be incorporated into the 2014 state accountability reports Used to calculate accountability for both Index 1 & 2

For detailed information regarding the accountability system: http://ritter.tea.state.tx.us/perfreport/account/2013/20130328coe/pi_technical_5-23-13.pdf


http://ritter.tea.state.tx.us/perfreport/account/2013/20130328coe/pi_technical_5-23-13.pdf

http://ritter.tea.state.tx.us/perfreport/account/2013/20130328coe/pi_technical_5-23-13.pdf

Upcoming ELL Assessment Training

Annual ESC LPAC Assessment Training TETN October 8, 20139:00 a.m. – 12:00 p.m.Event #20784Open to ESCs only


Would you like to Participate in an Educator Committee?

Educators are invited to review items before they are field tested for:

STAAR (all programs) and TELPAS

Please go to the following link to nominateyourself or other educators: http://educator.force.com/TX


TELPAS Administration Manuals

Spring test administration manuals will be split — TELPAS Rater Manual TELPAS Reading Test Administrator Manual

This should decrease the number of additional manuals ordered by districts


Things to Know About TELPAS Rater Training and Administration

Procedures

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


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


Monitoring Course Completions and Performance on Calibration

Activities


Available Reports for Online Training and Calibration

• TELPAS Returning Rater Planning Roster– Uses records from the 2009–2010, 2010–2011, and 2011-2012 school

years to generate a list of previously trained raters

• TELPAS Confidential Course Completion Roster– Lists online basic training course completion and in-progress status and

performance by user for the current year

• TELPAS At-a-Glance Training & Calibration Report– Provides a comprehensive list showing basic training course and

calibration completions for all registered users for the current year

• TELPAS Confidential Calibration Summary Report– Provides calibration summary information by grade cluster (K–1, 2, 3–5,

6–8, 9–12) and for grade clusters combined


Who Can Access Reports from the Texas TrainingCenter

• Personnel with administrative authorization are able to access reports and use the statewide lookup tool– Region and district testing coordinators are given administrative access by

Pearson– Region bilingual/ESL coordinators are given administrative access by

Pearson– Region and district coordinators may choose to give administrative access to

individuals as assistants at the region or district level– Campus testing coordinators receive administrative access upon approval by

district testing coordinators or their assistants– Campus testing coordinators may choose to give administrative access to

individuals as assistants at the campus level

For more information about how to get administrative access, refer to the TELPAS Coordinator’s User Guide for Online Holistic Rating Training.


TELPAS Returning Rater Planning Roster


TELPAS Confidential Course Completion Roster


TELPAS At-a-Glance Training & Calibration Report


TELPAS Confidential Calibration Summary Report


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.”


Other Reports and Resources

Provided by ESC Region XI 128

Contact Information

• TEA’s Student Assessment Division– E-mail address: [email protected]– Phone: 512-463-9536

• Pearson’s Austin Operations Center– E-mail address:

[email protected] – Phone for coordinators: 800-252-9186– Phone for raters: 800-627-0225


mailto:[email protected]


ESC Contact Information

• Gretchen Cabrera– Bilingual/ESL Consultant– [email protected] – (817) 740-7630

• Peggy DeMoss– Assessment/School Improvement Consultant– [email protected]– (817) 740-7529




telpas for new district testing coordinators, campus testing coordinators, and b/esl directors...

Documents

telpas tea

reading telpas

telpas results

language instruction

elpstelpas relationship

english language learners

assessment approaches

learning english