TELPAS for New District Testing Coordinators, Campus Testing Coordinators, and B/ESL Directors 2012–2013.

TEA 2 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

Agenda ELPS -TELPAS Alignment Grades 2-12 Writing Collection Overview Holistic Rating Training Requirements PLDs Fall Awareness Training Resources 2 Provided by ESC Region XI

Making the ELPS-TELPAS Connection Grades K–12 Overview 2012–2013 Texas Education Agency Student Assessment Division.

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 TEA 5

Nuts and Bolts 4 language domains – Listening – Speaking – Reading – Writing 4 proficiency levels – Beginning – Intermediate – Advanced – Advanced High TEA 6 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. TEA 7 In rare cases, an ELL served by special education may be exempted from TELPAS by the ARD committee in conjunction with the LPAC.

TEA 8 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 TEA 9

TEA 10  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 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 TEA 11

TEA 12 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 4a.html# a.html#74.4

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 Descriptors for each Language Domain Beginning Intermediate Advanced Advanced 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 Descriptors for each Language Domain – Beginning – Intermediate – Advanced – Advanced High TEA 13 ELPS Components

Example Student Expectation (SE) and Proficiency Level Descriptor (PLD ) What to learn – SE Speaking 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 – PLD Intermediate 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 TEA 14

ELPS-TELPAS Connection TEA 15

TELPAS measures the ELPS. TEA 16 The two are integrally aligned.

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). TEA 17

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. ELPSTELPAS 18 TEA

6 Sets of PLDs ListeningGrades K–12 SpeakingGrades K–12 Reading Grades K–1 Grades 2–12 Writing Grades K–1 Grades 2–12 19 TEA

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 20 TEA

ELPS-TELPAS Proficiency Level Descriptors Grades K–12 Listening 21TEA

ELPS Proficiency Level Descriptors Grades K–12 Speaking 22TEA

ELPS-TELPAS Proficiency Level Descriptors Grades 2-12 Writing 23TEA

ELPS-TELPAS Proficiency Level Descriptors Grades K–1 Reading TEA24

ELPS-TELPAS Proficiency Level Descriptors Grades K–1 Writing 25TEA

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. 26 TEA

Spring Web-based TELPAS rater training provides in-depth practice. Introductory Resources for Writing Several 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 27 TEA

Formative Assessment TEA 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

TEA 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

Summative TELPAS Assessment For each domain (listening, speaking, reading, and writing), TELPAS answers the following question: TEA 30 How well is the student currently able to understand and use English during grade-level instruction?

Benefit of TELPAS Rater Training on 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. TEA 31

TEA 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)

TEA 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. 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. TEA 34

TEA 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 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 of Second Language Acquisition TEA 36

Understanding Language Proficiency in Social and Academic Settings BICS: Basic Interpersonal Communicative Skills CALP: Cognitive Academic Language Proficiency TEA 37

The Argument for Academic English Language Proficiency TEA 38

Building English Language Proficiency: A Cumulative Process TEA 39

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 TEA 40

Teaching Language Through Content Area Instruction TEA 41

Summing Up TEA 42

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. TEA 43 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. TEA 44 Summing Up

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 TEA 45

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. TEA 47

Goal in Assembling Writing Collections To make sure the collections portray the students’ overall English language writing proficiency TEA 48

Writing Activities TELPAS writing samples should be taken from authentic classroom activities grounded in content area TEKS ELPS TEA 49

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. TEA 50

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 TEA 51

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. 52Provided 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. TEA 53

Resources with More Details  District and Campus Coordinator Manual  Updated annually and available in late fall from the Assessment A–Z Directory at  Shipped to districts in January  TELPAS Manual for Raters and Test Administrators  Updated annually and available in December at  Shipped to districts in late January  Online course titled Assembling and Verifying Grades 2–12 Writing Collections  Available online in mid January at TEA 54

2012–2013 Holistic Rating Training Requirements Texas Education Agency Student Assessment Division

TEA 56 Grades K–1 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

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 TEA 57

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 TEA 58

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. TEA 59

Things to Know About TELPAS Rater Training and Administration Procedures TEA 60

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 61Provided by ESC Region XI

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. TEA 62

Rater Credentials Each 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 settings 3)hold valid education credentials such as a teacher certificate or permit 4)be appropriately trained, as required by TEA TEA 63

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. TEA 64

TEA 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.

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. 66 TEA

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 2008–2009 school year. New and Returning Raters 67Provided by ESC Region XI

Two Types of Training Online basic training course This course is for new raters. It provides instruction on using the PLD rubrics and gives raters practice rating students in each language domain. There are separate courses for K–1 and 2–12. 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. 68 TEA

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 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 Training Resources: Introductory Training Powerpoints – Making the ELPS-TELPAS Connection Grades K–12 Overview 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 Introductory Training on the PLDs Grades K–1Introductory Training on the PLDs Grades 2–12Grades 2–12 Writing Collection Overview – 2012–2013 Holistic Rating Training Requirements 2012–2013 Holistic Rating Training Requirements – Proficiency Level Descriptors Proficiency Level Descriptors 70

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 71Provided by ESC Region XI

Foundational (Awareness) Training 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 Provided by ESC Region XI

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–1 Grade 2 Grades 3–5 Grades 6–8 Grades 9–12 73 TEA

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). TEA 74 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). TEA75 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.

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. TEA

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. 77 TEA

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. 78 TEA

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. 79 TEA

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. 80 TEA

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 81 TEA

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 82 TEA

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. 83 TEA

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. 84 TEA

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. 23 TEA

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. 86 TEA

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 87 TEA

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. 88 TEA

TEA 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 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 TEA 90

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 92Provided by ESC Region XI

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 93Provided by ESC Region XI

Monitoring Course Completions and Performance on Calibration Activities 94Provided by ESC Region XI

Available Reports for Online Training and Calibration TELPAS Returning Rater Planning Roster – Uses records from the 2008–2009, 2009–2010, and 2010–2011 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 95Provided by ESC Region XI

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. 96Provided by ESC Region XI

TELPAS Returning Rater Planning Roster 97Provided by ESC Region XI

TELPAS Confidential Course Completion Roster 98Provided by ESC Region XI

TELPAS At-a-Glance Training & Calibration Report 99Provided by ESC Region XI

TELPAS Confidential Calibration Summary Report 100Provided by ESC Region XI

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.” 101Provided by ESC Region XI

Other Reports and Resources Provided by ESC Region XI102

Confidential Student Reports (CSR) Provided by ESC Region XI103

Resources 2012 District and Campus Coordinator Manual 2012 TELPAS Manual for Raters and Test Administrators – Includes the 2012 Rater’s User Guide for Online Holistic Rating Training Assembling and Verifying Grades 2–12 Writing Collections online course – Found on the Texas TrainingCenter PowerPoint training modules available on TEA’s Student Assessment Division website on the ELL Assessments page: – Making the ELPS-TELPAS Connection, Grades K–12 Overview – Introductory Training to PLDs (for grades K–1 and 2–12) – Grades 2–12 Writing Collection Overview – 2011–2012 Holistic Rating Training Requirements 104Provided by ESC Region XI

Resources Educator Guide to TELPAS Grades K–12 Coordinator Manual Resources Webpage Coordinator’s and Rater’s User Guides for Online Holistic Rating Training User’s 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 105Provided by ESC Region XI

TEA’s Student Assessment Division – address: – Phone: Pearson’s Austin Operations Center – address: – Phone for coordinators: – Phone for raters: Provided by ESC Region XI

ESC Contact Information Peggy DeMoss – Assessment/School Improvement Consultant – – (817) Janet Trump – Bilingual/ESL Consultant – – (817) Gretchen Cabrera – Bilingual/ESL Consultant – – (817) Provided by ESC Region XI