1. Grades 2–12 Writing Collection Overview
Texas Education Agency
Student Assessment Division
This slide presentation provides an overview of how to assemble TELPAS writing collections, which are used to measure the English language writing proficiency of English language learners (ELLs).

2. Assessment Approaches
TELPAS uses an online multiple-choice test to assess
2–12 listening, speaking, and reading
TELPAS uses a holistic rating process and classroom performance to assess
2–12 writing
K–1 listening, speaking, reading, and writing
A multiple-choice test of English reading proficiency has been state-administered in Texas since 2000.
The holistically rated components of TELPAS were benchmarked in spring 2004 and fully implemented in spring 2005.
An online multiple-choice test of English listening and speaking proficiency will be state-administered in Texas beginning in spring 2018.

3. A Word About Grades 2–12 Listening, Speaking and Reading
Even though a multiple-choice test is used to assess listening, speaking, and reading in grades 2–12, teachers use the ELPS student expectations and PLDs for listening, speaking, and reading in instruction just as they do for the domain.
For more information about the design of the TELPAS listening, speaking, and reading tests for grades 2–12 refer to The Educator Guide to TELPAS on TEA’s Student Assessment webpage.
The 2014 and 2017 TELPAS reading released tests can also be accessed from TEA’s Student Assessment website.

4. TELPAS measures the ELPS.
The two are integrally aligned.

5. Writing in Grades 2–12 Grades 2–1 2 Writing
Remember that the writing ratings of students in grades 2–12 are based on collections of their writing from a variety of content areas.
Grades 2–1 2
Writing
TEA

6. Writing and Speaking
Remember that incorporating appropriate writing and speaking activities in subject matter instruction helps ELLs internalize new English vocabulary and language structures. This helps them –
improve their command of academic English and
learn the content taught in their classes.
TEA

7. Writing in Content Areas Sample ELPS Student Expectations
Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired (c)(5)(G)
In science, this expectation can be addressed through writing assignments in which students, for example, observe, describe, and compare physical properties.
Write using newly acquired basic
vocabulary and content based
grade-level vocabulary (c)(5)(B)
In math, this expectation can be addressed by having students, for example, write about the shapes they are studying and name items at home that are the same shapes.
TEA

8. 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.
Teachers more familiar with language arts writing standards than English language proficiency writing standards should review this slide and its notes carefully.
TELPAS does not measure whether students have attained a particular level of academic writing achievement. STAAR measures this.
Do not attempt to equate the advanced high level of English language proficiency with a particular STAAR written composition score or with passing the STAAR writing/ELA test. Neither the STAAR writing rubric nor a list of TEKS writing skills should be used in the TELPAS holistic rating process. To avoid an inappropriate focus on writing achievement, only the TELPAS writing rubrics are permitted to be used.
In cases where an advanced high ELL is not successful on a language arts writing assessment, teachers and parents know that it is not for reasons associated with an insufficient ability to express ideas or written information in English. Advanced high ELLs who do not pass language arts writing tests typically lack the same writing skills as native speakers of English who don’t pass – that is, they may have weak English conventions; their writing may not be organized; they may not develop and link their ideas in a clear way, etc. Advanced high ELLs who are weak in these areas do not need carefully targeted support in second language acquisition; they need the same type of carefully targeted writing instruction as struggling native English speakers.
TEA

9. 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.
Raters of K–1 students base the rating of writing on classroom observations. Writing collections are optional for the K–1 grade levels. 9

10. ELPS-TELPAS Proficiency Level Descriptors Grades 2-12 Writing
Review the grades 2–12 writing PLDs and note the overall English proficiency described in each summary statement.
B lack vocabulary and grasp of language structures to address grade-
appropriate writing tasks
I enough vocabulary and grasp of language structures to address grade appropriate writing tasks in a limited way
A enough vocabulary and command of language structures to address grade appropriate writing tasks, but need second language acquisition support
AH vocabulary acquisition and command of language structures to address
grade-appropriate writing tasks with minimal second language acquisition support
Afterward, examine the main features of each level, and note how the descriptors further define the summary statements and show the continuum of English language development across the proficiency levels. The top two descriptors illustrate the following across the levels:
1st descriptor: ability to use English to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction
2nd descriptor: ability to use English to develop or demonstrate elements of grade-appropriate writing in English (e.g., focus and coherence, conventions, organization, voice, and development of ideas)
Teachers need to understand the grade-appropriate writing expectations for the grade levels they are rating. Writing expectations for grade 2 are very different from writing expectations for grade 6 or grade 12.
TEA

11. Goal in Assembling Writing Collections
To make sure the collections portray the students’ overall English language writing proficiency
Important!

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

13. February 12, 2018
Writing assigned on or after February 12, 2018 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.
Reminder: February 12 is not the beginning of the TELPAS assessment window. February 12 is the earliest eligibility date that TELPAS writing samples may be collected.
This early eligibility date provides raters with more opportunities to collect a variety of student writing samples that accurately portray the students’ English writing abilities in the spring of the year. Although students have received significant instruction and a variety of opportunities to write in the fall and the beginning of the spring semester, only writing samples written beginning February 12 through the end of the assessment window are eligible for inclusion in TELPAS writing collections.

14. Samples Required
At least 5 total samples are required in each collection.
In each collection there must be
- at least 1 writing sample that elicits
the use of past tense
- at least 2 writing samples from math, science, or social studies

15. Some Eligible Types of Writing
Descriptive writing on a familiar topic
Writing about a familiar process
Writing that elicits the use of past tense
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
This is not an exhaustive list, but it encompasses the majority of eligible types of writing to include in the collections.

16. Papers Not to Include 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 through editing with help from peers or teachers
Papers written primarily in student’s native language
Papers that are brief, incomplete, or rushed
The types of papers shown on the slide should be avoided because they interfere with the ability to measure the student’s overall English language writing proficiency.
Copied language: It is normal and appropriate for students to refer to instructional materials when writing during content area instruction. Copied language becomes a problem when students copy sentences or paragraphs from instructional resources rather than expressing and connecting ideas themselves using their own words.
Heavy reliance on dictionaries and thesauruses: Use of a dictionary or thesaurus is a normal and appropriate instructional practice, and these resources are real-world tools. Teachers should not include a writing sample if the student relied so heavily on dictionaries or other resources that it obscures the ability to portray the student’s overall English language writing proficiency across the samples. Software that suggests ways to correct misspelled words and/or improve other elements of writing should not be used.
Brief, incomplete or rushed papers: A student’s English language proficiency level should be considered when determining whether papers are too brief or incomplete. It is expected that the limited English of beginning students will cause some writing to be brief. Students should be given plenty of time to complete writing assignments.

17. Building Collections
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.

18. Building Collections
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).

19. Building Collections
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.

20. Beginning Level
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.
The ELPS call for linguistically accommodating instruction commensurate with the English language proficiency level of the student. Adapting the writing tasks of beginning ELLs is an example of linguistically accommodating (communicating, sequencing, scaffolding) the student’s instruction to help the student learn both English and the required concepts of the content area. It is expected that the limited English of beginning students will cause some writing to be brief. 20

21. Summarizing Tips
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.

22. 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.

23. Verification of Collection Contents
Campuses follow procedures outlined in the TELPAS Rater Manual to ensure that the writing collections are assembled correctly and include the necessary number and types of writing.

24. 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 Contains several annotated writing samples for grades
2-12
Available from TEA’s Student Assessment website
Spring Web-based TELPAS rater training provides in-depth practice.
Spring Web-based TELPAS rater training provides in-depth practice.
TEA

25. Resources with More Details
District and Campus Coordinator Manual
Updated annually and available in late fall from TEA’s Student Assessment website
Shipped to districts in January
TELPAS Rater Manual
Online course titled Assembling and Verifying Grades 2–12 Writing Collections
Available online January 10 in the TELPAS Online Training Center
The TELPAS Rater Manual, as well as the TELPAS section of the District and Campus Coordinator Manual, outline procedures for assembling and verifying writing collections. The level of detail raters and writing collection verifiers need is in the rater manual.
The online course is an optional but recommended training resource for raters, writing collection verifiers, and testing coordinators.