GRADES 2-12 TELPAS HOLISTIC RATER CAMPUS TRAINING

ELPS-TELPAS CONNECTION TELPAS RATERS Credentials Responsibilities New & returning rater definitions HOLISTIC RATING TRAINING Overview Training requirements Basic training, calibration, and supplemental support TELPAS ONLINE TRAINING CENTER WRITING COLLECTION TEST SECURITY AND CONFIDENTIALITY RESOURCES 2016 TELPAS HOLISTIC RATER CAMPUS TRAINING 2

 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 the English language  WHAT ARE TELPAS RATERS?  Teachers trained to assess ELLs for TELPAS 2016 TELPAS HOLISTIC RATER CAMPUS TRAINING 3

4 LANGUAGE DOMAINS LISTENING SPEAKING READING WRITING 4 PROFICIENCY LEVELS BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH The ELPS are used in foundation and enrichment instruction of K–12 ELLs TELPAS assesses K–12 ELLs. The ELPS and TELPAS encompass – 2016 TELPAS HOLISTIC RATER CAMPUS TRAINING 5

All ELLs in grades K–12, including those whose parents decline bilingual/ESL program services, are assessed annually In extremely rare cases, an ELL served by special education may be exempted from TELPAS by the ARD committee in conjunction with the LPAC TELPAS HOLISTIC RATER CAMPUS TRAINING 6

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 There are 3 holistically rated language domains —  LISTENING  SPEAKING  WRITING  Assessment approach for listening and speaking differs slightly from writing 2016 TELPAS HOLISTIC RATER CAMPUS TRAINING 10

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 2016 TELPAS HOLISTIC RATER CAMPUS TRAINING 11

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  Note that for ongoing formative assessment in grades 2–12, teachers use classroom observations and interactions in addition to student writing samples to monitor and promote growth in English language writing proficiency.  At the time of TELPAS, student writing collections are the sole basis for the assessment of English language writing proficiency. Information from classroom observations and interactions is not used TELPAS HOLISTIC RATER CAMPUS TRAINING 12

Students will be listed on the Student Rating Roster All ELL students are assigned to be Rated. Even those student who are: exempt from one or more domains Not receiving services due to parental waivers Ratings and Rater Information will be recorded on the Student Rating Roster 2016 TELPAS HOLISTIC RATER CAMPUS TRAINING 13

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 2016 TELPAS HOLISTIC RATER CAMPUS TRAINING 14

Each Teacher selected to rate an ELL must: Know the student well - have the student in class Be knowledgeable about the student’s ability to use English in instructional and informal settings Hold valid education credentials such as a Teacher certificate or permit Be appropriately trained, as required by TEA Rate the student in ALL domains – cannot have different Raters for different domains for the same student 2016 TELPAS HOLISTIC RATER CAMPUS TRAINING 16

 The training webpage informs Raters that districts may sometimes require a returning Rater to complete new-Rater training and to consult with their Testing Coordinator if they need clarification TELPAS HOLISTIC RATER CAMPUS TRAINING 17

 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 2016 TELPAS HOLISTIC RATER CAMPUS TRAINING 19

New Raters Online Basic Training Course If not calibrated: Supplemental Holistic Rating eCourse Required Final Online Calibration Activity Set 2 Online Calibration Activities Set 1 Fall ELPS-TELPAS Professional Development (For new teachers and new prospective raters -- recommended) Returning Raters Online Calibration Activities Set 1 Spring TELPAS Administration Procedures Training Covers holistic rating training requirements and procedures for conducting TELPAS TELPAS HOLISTIC RATER CAMPUS TRAINING

Note that we are on Spring Break during the TELPAS window, so our window is one week shorter than we typically have 21

TELPAS HOLISTIC RATER CAMPUS TRAINING

Raters must know their assigned grade cluster to select the appropriate online training Raters should consult with their Campus Testing Coordinator if they are unsure of their assigned cluster Grade Clusters Grades K–1 Grade 2 Grades 3-5 Grades 6–8 Grades 9– TELPAS HOLISTIC RATER CAMPUS TRAINING

Raters are required to train and calibrate in the cluster in which they have the most ELLs As a best practice, these Raters should also review online basic training course practice activities in the additional cluster(s) Example: A grade 2–5 ESL teacher has most of her ELLs in grade 3. She must complete training and calibration in grades 3–5. As a best practice, she should review the online practice activities for grade 2 to check her readiness to apply the rubrics appropriately TELPAS HOLISTIC RATER CAMPUS TRAINING

Because of differences in the instructional content and rating rubrics, these Raters must complete training and calibration for K–1 and at least one other cluster in 2–12 Raters with more than one additional cluster should train in the cluster in which they have the most ELLs As a best practice, these Raters should also review online basic training course practice activities in the additional cluster(s) Example: A grade 1–3 ESL teacher has most of his ELLs in grade 2. He must complete training and calibration in grades K–1 and 2. As a best practice, he should review the online practice activities for grades 3–5 to check his readiness to apply the rubrics appropriately for his 3rd grade students TELPAS HOLISTIC RATER CAMPUS 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 It is a violation of state assessment procedures to record, discuss, or share answers to the rating practice and calibration activities. Prior to accessing the online courses and calibration activities, Raters are required to read an online statement and affirm that they will complete the rating activities independently. Notes taken during calibration activities must be shredded TELPAS HOLISTIC RATER CAMPUS TRAINING

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 Calibration ensures that Raters have enough guidance, practice, and support to assess students consistently and accurately TELPAS HOLISTIC RATER CAMPUS TRAINING

TELPAS HOLISTIC RATER CAMPUS TRAINING

administration procedures All raters must receive administration procedures training prior to attending a calibration session and must have a signed oath on file. A roster of participants in each session will be maintained Raters will be given a passcode by the session proctor in order to access calibration All notes must be turned in to the proctor and destroyed at the end of the session Raters may use their TELPAS Rater Manual or a copy of the PLDs and scratch paper to make notes during calibration. All notes must be turned in to the proctor and destroyed at the end of the session individually Raters will need to complete calibration activities individually within the monitored group session. Therefore, the use of headphones is required TELPAS HOLISTIC RATER CAMPUS TRAINING

Calibration activities are taken from a bank and randomized. Trainees will rate different sets of students Raters must complete a set once it’s started. They click a “submit” button when they are finished with a set After completing a calibration set, Raters immediately see results. Results show both the rating assigned by the Rater as well as the correct rating Raters see annotations explaining the correct ratings. Raters should use the annotations to go back and review any incorrectly rated students Raters will need 1-2 hours to complete a calibration set. Raters must finish a calibration set once it is started. They will not be able to save their progress and return later to complete the set TELPAS HOLISTIC RATER CAMPUS TRAINING

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 AND STUDENT ASSESSMENT TELPAS RATER MANUAL EDUCATOR GUIDE TO TELPAS After Raters have completed calibration activities, all notes taken by rater must be turned into the proctor and destroyed TELPAS HOLISTIC RATER CAMPUS TRAINING

TO BE SUCCESSFUL, RATERS NEED TO RATE 12 STUDENTS IN THEIR ASSIGNED GRADE CLUSTER WITH AT LEAST ACCURACY TELPAS HOLISTIC RATER CAMPUS TRAINING

TELPAS HOLISTIC RATER CAMPUS TRAINING

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 TELPAS HOLISTIC RATER CAMPUS TRAINING

Raters who take the basic training course, will provide CTC will a screen shot of completed course District coordinators will print certificates and forward to Campus Testing Coordinators Raters will print the certificate of successful calibration when they calibrate Raters must provide Testing Coordinators with a copy of their certificate(s) TELPAS HOLISTIC RATER CAMPUS TRAINING

TELPAS HOLISTIC RATER CAMPUS TRAINING

Spring TELPAS HOLISTIC RATER CAMPUS TRAINING

Spring TELPAS HOLISTIC RATER CAMPUS TRAINING

This is the training website for Raters and Verifiers T.COM/TELPASTRAININGCENTER T.COM/TELPASTRAININGCENTER Everyone must register, click on Sign Up KEYWORD IS TRAINING TELPAS HOLISTIC RATER CAMPUS TRAINING

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To make sure the collections portray the students’ overall English language writing proficiency TELPAS HOLISTIC RATER CAMPUS TRAINING

TELPAS writing samples should be taken from authentic classroom activities grounded in : content area TEKS ELPS Writing assigned on or after February 16, 2016 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 TELPAS HOLISTIC RATER CAMPUS TRAINING

5 TOTAL SAMPLES At least 5 TOTAL SAMPLES are required in each collection In each collection there must be 1 NARRATIVE  at least 1 NARRATIVE about a past event 2MATH, SCIENCE, OR SOCIAL STUDIES  at least 2 writing samples from MATH, SCIENCE, OR SOCIAL STUDIES TELPAS HOLISTIC RATER CAMPUS TRAINING

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

Papers containing copied language Papers in which student relies heavily on resources (dictionary, thesaurus, etc.) Papers showing teacher comments and corrections Worksheets and question-answer assignments Papers that have been polished with help from peers or teachers Papers written primarily in student’s native language Papers that are brief, incomplete, or rushed TELPAS HOLISTIC RATER CAMPUS TRAINING

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

Collections should contain some papers in which students showcase English they know and feel comfortable using. “Comfort zone” writing is especially important for students at lower proficiency levels Collections should also include papers in which students are stretched and pushed beyond their comfort zone so the collection shows that a student has not yet reached the next level (the student is beginning but not yet intermediate, intermediate but not yet advanced, advanced but not yet advanced high) The papers you assemble need to help you determine and justify your ratings. They must give you evidence to say, “I know the student is at least at X proficiency level because of these characteristics in his or her writing. I know the student is not yet at the next proficiency level because of these other characteristics in his or her writing” Reminder: The characteristics you consider must come from the PLDs TELPAS HOLISTIC RATER CAMPUS TRAINING

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

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

responsible The Rater is responsible for selecting the writing collections according to all criteria, not the Verifier verify The Verifier will verify that samples meet criteria and assemble them in a collection The Verifier must complete the online training course for Assembling and Verifying Grades 2-12 Writing Collections available on the TELPAS Online Training Center website Verifiers will collect writing samples based on the Writing Collection schedule and will place each student’s writing samples in a folder Each collection must have a Writing Collection Cover Sheet and a Verifier Checklist Raters must follow the schedule and make sure samples are given to the Verifier so the Verifier can keep the samples for each student organized in the folders Campuses follow procedures outlined in the TELPAS Rater Manual, pp , to ensure that the writing collections are assembled correctly and include the necessary number and types of writing TELPAS HOLISTIC RATER CAMPUS TRAINING

 Writing Collection window begins Feb. 15. PISD has a Campus PD day, so we will collect samples beginning on Feb. 16. * BEFORE students are rated, the Rater must confirm with the Testing Coordinator that all required training and/or calibration activities were completed successfully. Rater Training Rosters must be submitted to Student Assessment by March TELPAS HOLISTIC RATER CAMPUS TRAINING

 Verifier Checklist must be attached to each Writing Collection  The Verifier must print and sign his/her name on each Checklist * Note that the Rater also checks off each item listed in the criteria 56

 A Writing Collection Cover Sheet must be attached as the first sheet in the Writing Collection  Writing Collections will be stored for two years in each ELL student’s blue folder.  Writing Collections are secure document 57

Test security involves accounting for all secure materials and confidential student information before, during, and after each test administration Raters and Verifiers are required to maintain security regarding all confidential documentation in limited-access locked storage when not in use. This includes Writing Collections and Student Rating Rosters that contain student data Raters are never allowed to remove Student Rating Rosters from campus Each person participating in the Texas student assessment program is responsible for reporting any violation or suspected violation of test security or confidentiality Notify your Campus Coordinator if you witness an irregularity or suspect that one has occurred TELPAS HOLISTIC RATER CAMPUS TRAINING

Maintaining the confidentiality of the TELPAS program involves protecting the contents of all online assessments and student rating information. This requires that: All testing personnel who meet the requirements to participate in TELPAS must complete training and sign the appropriate security oath Upon first accessing the secure online administrative features of the PearsonAccess Next and the TELPAS Online Training Center, trained and qualified testing personnel who will enter student ratings must read and accept a statement of confidentiality All student ratings must be determined in strict accordance with the instructions contained in the TELPAS Rater manual TELPAS HOLISTIC RATER CAMPUS TRAINING

 Rater Oaths must be read and completed after training and before handling or viewing any secure Student Rating Rosters 61

 Verifier Oaths must be read and completed after training and before handling or viewing any secure Writing Collection Samples 62

 Reading Test Administrator Oaths must be read and completed after training and before handling or viewing any secure Reading Test content 63

 Oaths for Technology Staff must be read and completed after training and before handling or viewing any secure Student Rating Rosters 64

 ALL ELL students must be accounted for during the TELPAS window. Not assessing an ELL student or assessing a non-ELL student are considered testing irregularities  Use this chart as guidance for when to rate and/or administer the online Reading test for students who move before or during the TELPAS window TELPAS HOLISTIC RATER CAMPUS TRAINING

 TELPAS RATER MANUAL AND ANNOTATED EXAMPLES OF STUDENT WRITING  NOW AVAILABLE AT  TELPAS RATER USER GUIDE (BACK PORTION OF RATER MANUAL, PP )  PEARSON TECHNICAL SUPPORT,  ONLINE COURSE TITLED ASSEMBLING AND VERIFYING GRADES 2–12 WRITING COLLECTIONS Rater Training TELPAS HOLISTIC RATER CAMPUS TRAINING