1. TELPAS 2015
Kristen Joslin, DTC

2. This training does not replace your responsibility to read and follow all manuals and supplements.

3. Manuals to consider: 2015 DCCM Test Security Supplement
TELPAS: Rater Manual
TELPAS: Reading Test Administrator Manual

4. General Information Grades K-12 LEP students including parent denials
Components
K-1 reading, writing, listening and speaking
2-12 writing, listening, speaking and on-line reading test
Test Dates
Writing Collection: Feb 16 - March 26
Reading online: March 16 - April 8 (should not have “absent” students)
Late arrivals – _________ or later, reading test only

5. 9/17/2013
Who Takes TELPAS
All ELLs in grades K–12, including those whose parents decline bilingual/ESL program services, are assessed annually.
ELLs with disabilities who receive special education services may be exempted from the holistically rated components of TELPAS on a domain-by-domain basis as a result of a severe disabling condition. The need for such exemptions is rare.
ELLs receiving special education services should be observed and rated if their IEP includes TEKS instruction on at least a kindergarten level. The decision to administer TELPAS or grant an ARD exemption in one or more domains is to be addressed by the LPAC and ARD committees and documented in the student’s IEP.
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.
Provided by ESC Region XI

6. LEP & SpEd Students
The ARD and LPAC committee meet TOGETHER to determine domain by domain for rating and testing students.
Documented on “ESL/Bilingual & Special Education Test Assignment and Accommodations” Form
Deadline is February 21, 2014
NO BLANKET EXEMPTIONS.

7. Years in U.S. Schools
Years in US Schools is often confusing because pre-K and Kinder are not included in the count. It starts with grade 1
Keep in mind the 60 day rule
Years in U.S. schools are important because they are used to determine accountability performance requirements for AYP and the Progress Measurement
For more information refer to the LPAC Manual

8. TEA Dates Date Activity 1/12
Assembling and Verifying Grades 2–12 Writing Collections Course available
1/23
End date for district coordinator training—all TELPAS components
1/26
Online basic training courses for new K–1 and 2–12 raters available
Supplemental support provider recorded Web-based training available
2/6
End date for campus coordinator training—holistically assessed components
2/16
End date for training raters and verifiers on administration procedures
Earliest eligibility date for TELPAS writing samples
Calibration window opens for new and returning raters—first 2 sets
2/25
Third and final calibration set available
3/16–4/8
TELPAS assessment window
4/09–4/10
TELPAS data verification window 4

9. Test Security and Confidentiality
Protect the contents of all online assessment and student performance (ratings and writing samples) documentation
Train and sign oath prior to handling testing materials.
No viewing, discussing, providing answers to secure testing materials (paper or on-line)
This also includes sharing answers to the raters training in Tx Training Center.

10. Campus Test Coordinator Responsibilities
TELPAS

11. Campus Coordinator Responsibilities
You will act as the writing collection verifier
Enter/verify student information in the online system
Ensure computer systems have been checked before testing
Contact Jamie Scott if you have computer issues
Read all manuals

12. Campus Coordinator Responsibilities
Ensure that all eligible students are identified and tested (Howard)
Oversee the implementation of validity and reliability
You and your principal are responsible for test security on your campus
Supervise and actively monitor testing
Be the campus contact for all questions about testing
Report testing irregularities and security violations immediately
Campus documentation will go into the notebook and returned by May 1.

13. 9/17/2013
Things to Know About TELPAS Rater Training and Administration Procedures
Provided by ESC Region XI

14. Overview of the Rating Process
9/17/2013
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
Provided by ESC Region XI

15. Rater Credentials Each teacher selected to rate an ELL must
9/17/2013
Rater Credentials
Each teacher selected to rate an ELL must
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
TELPAS raters may include:
Bilingual education teachers
English as a second language (ESL) teachers
Elementary general education teachers
Middle or high school general education teachers of foundation (core) subjects
Special education teachers
Gifted and talented teachers
Teachers of enrichment subjects
Paraprofessionals may not be designated as raters.
TELPAS ratings reflect the ability of students to understand and use English during content area instruction. Therefore, teachers who have ELLs in content area classes are integral to the assessment.
Districts are encouraged to provide TELPAS rater training to as many new teachers as possible. TELPAS rater training helps teachers use the PLD component of the ELPS effectively.
Training more rather than fewer teachers also helps districts ensure that they can effectively meet TELPAS rating needs in the spring should there be unforeseen changes in student schedules or teaching assignments.
Provided by ESC Region XI

16. TELPAS Rater Responsibilities
9/17/2013
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.
For example, it is not permitted for one rater to have the responsibility of rating the writing domain while another rater has the responsibility for rating the listening and speaking domains.
Provided by ESC Region XI

17. Collaboration with Others
9/17/2013
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.
This type of communication and collaboration among teachers promotes discussions that lead to improved instructional strategies for ELLs. To maximize student learning, teachers should engage in this type of collaboration at regular intervals during the school year.
At the time of the spring TELPAS administration, collaboration among teachers helps ensure rating accuracy. Collaboration is particularly important when a student has different content area teachers and/or is near the border between two proficiency levels. After collaborating with other teachers, the official rater is responsible for assigning the ratings.
Provided by ESC Region XI 17

18. New and Returning Rater Definitions for K–1 and 2–12
9/17/2013
New and Returning Rater Definitions for K–1 and 2–12
Raters who complete K–1 training but not 2–12 training will be new raters if they switch to 2–12, and vice versa. Training for K–1 and 2–12 is separate training because of differences in the tested components and rating rubrics (PLDs).
“Completed” means that the rater took all required training. It does not necessarily mean that the rater was successful in meeting training requirements.
Examples (not exhaustive) of when new-rater training might be required of returning raters:
A rater who did not successfully meet calibration requirements in the previous year might be required by the district to complete new-rater training.
A district might require a rater who completed training requirements years ago but who has not been a TELPAS rater recently to complete new-rater training.
Returning Rater Planning Roster:
A roster of individuals within a district who meet the returning rater definition according to the online training histories will be available to assist coordinators in making training assignments.
A returning rater who has not completed the basic online training within the past three years will be required to complete training as a new rater.
TEA
Provided by ESC Region XI

19. 9/17/2013
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.
TEA
Provided by ESC Region XI 19

20. Fall ELPS-TELPAS Foundational (Awareness) Training
9/17/2013
Fall ELPS-TELPAS Foundational (Awareness) Training
For teachers who will be trained as new TELPAS raters in the spring if they lack this foundation
Spring TELPAS Administration Procedures Training
As a key part of this training, information from the TELPAS Manual for Raters and Test Administrators is reviewed to prepare raters to proceed with online holistic rating training
New Raters
Returning Raters
Online Basic Training Course
It is recommended that this PowerPoint presentation plus the Training on the PLDs slides available at be used in providing foundational ELPS-TELPAS training to teachers in the fall of the year. Spring training of new TELPAS raters will be a smoother process for teachers who already have this foundation.
Summary of Spring Rater Training Process
In the spring, all new raters complete an online basic training course, which includes practice rating activities for each language domain – listening, speaking, reading (K–1 only), and writing.
New raters and returning raters complete calibration activities to ensure that they are prepared to apply the PLD rubrics consistently and accurately.
Returning raters have the option of reviewing the online basic training course, if desired, before completing calibration activities.
There are two sets of initial calibration activities. Each set contains 10 students. Each language domain is represented in each set. Raters successful on the first set do not calibrate further.
Only individuals who do not rate accurately enough on the first set will complete the second set. Those not successful on the second set will receive supplemental training, followed by a third and final calibration set.
Individuals not successful on the final set will either not be used as raters (a district decision) or will be provided rater support in accordance with test administration regulations.
More information about the Web-based TELPAS rater training process is available in the PowerPoint titled 2012–2013 Holistic Rating Training Requirements at
Online Calibration
(Sets 1 and 2*)
Online Calibration
(Sets 1 and 2*)
If not calibrated: Supplemental Holistic Rating Training
Final Online Calibration (Set 3)
*Set 2 required only if not successful on Set 1
Provided by ESC Region XI

21. When and where do raters take the online training?
9/17/2013
When and where do raters take the online training?
I will notify raters of which training they will be required to attend by Feb. 30.
March 2 or 3: New Raters (all day)
March 4 or 5: Returning Raters (half day)
If calibration is not completed, raters may do so during school hours, at home after school, or on weekends.
The online training system allows raters to access the training from any computer that meets the minimum system requirements.
TEA
Provided by ESC Region XI

22. Why is calibration necessary?
9/17/2013
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.
Standardized testing programs include processes to ensure that all individuals assessing students interpret the scoring rubrics the same way. Scorers of written compositions for the STAAR program complete calibration activities.
Yearly calibration is a necessary aspect of administering a holistically scored assessment. When holistic assessment processes are used, even the most experienced scorers need to make sure they are calibrated to score accurately.
Over time, calibration activities serve to give raters more examples that help expand their knowledge and help them rate students who are near the border between two proficiency levels or who exhibit less typical language characteristics.
TEA
Provided by ESC Region XI

23. Preparing for Calibration Sets
9/17/2013
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.
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.
TEA
Provided by ESC Region XI

24. Other Things to Know About Calibration
9/17/2013
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.
For grades K–1, each set includes students to rate in listening, speaking, reading, and writing.
For grades 2 and up, each set for each grade cluster includes students to rate in listening, speaking, and writing.
TEA
Provided by ESC Region XI

25. Other Things to Know About Calibration
9/17/2013
Other Things to Know About Calibration
Raters can exit and return later to finish. They click a “submit” button when they are finished with a set.
After completing a calibration set, raters immediately see results. Results show the rating assigned by the rater and the correct rating.
Raters see annotations explaining the ratings. Raters should use the annotations to go back and review any incorrectly rated students. .
TEA
Provided by ESC Region XI

26. 9/17/2013
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
The practice activities in the online basic training course illustrate how to interpret and apply the rubrics. The student examples serve as anchors for raters to use to ensure they are all interpreting the rubrics the same way when evaluating students. The PLDs, explanatory information provided during training, and student examples are all used to support rating consistency.
TEA
Provided by ESC Region XI

27. Proficiency Level Descriptors (PLDs)
9/17/2013
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.
The TELPAS holistically rated assessments were developed by TEA in collaboration with test development contractors, bilingual/ESL consultants, and a focus group of teachers, bilingual/ESL coordinators, test coordinators, and university professors.
The design of the assessments derives from the following language acquisition research and research-based standards, models, and assessments:
second language acquisition research of Jim Cummins concerning the development of BICS and CALP
TESOL (Teachers of English to Speakers of Other Languages) ESL standards
ACTFL (American Council for the Teaching of Foreign Languages) proficiency guidelines and the ACTFL Performance Guidelines for K–12 Learners used in Texas LOTE (languages other than English) programs
similar assessment strategies used in other states
TEA
Provided by ESC Region XI

28. 6 Sets of PLDs Listening Grades K–12 Speaking Grades K–12
9/17/2013
6 Sets of PLDs
Listening Grades K–12
Speaking Grades K–12
Reading Grades K–1
Grades 2–12 (online)
Writing Grades K–1
Grades 2–12 (writing collection)
In alignment with the ELPS, TELPAS evaluates English language acquisition as it relates to grade-level expectations for understanding and using English to meaningfully engage in content area instruction.
The sets of PLDs are often referred to as rubrics for purposes of TELPAS. There is one K–12 rubric for listening and one K–12 rubric for speaking. Raters consider a student’s listening and speaking proficiency levels in relation to the typical listening and speaking abilities of native English speakers at the student’s grade level.
For reading and writing, there are separate rubrics for K–1. The K–1 rubrics are distinct because factors associated with emergent literacy distinguish K–1 learners from students in higher grades.
For grades 2–12, teachers use the reading PLDs in instruction but not for TELPAS, because TELPAS has a multiple-choice test for these grades.
ELLs receiving special education services should be evaluated relative to their ability to understand and use English to access the general curriculum at their enrolled grade in accordance with their IEP. This assessment guideline aligns with federal requirements for ensuring that students with disabilities have access to the general curriculum.
TEA
Provided by ESC Region XI

29. Key Features of Each Proficiency Level
9/17/2013
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
This slide summarizes key features of the PLDs in terms of how well ELLs can understand and/or use English in social and academic settings at each of the four levels. These key features are emphasized in the PLD summary statements for each language domain. As an example, refer to the summary statements at the top of the PLDs for listening.
Note the term second language acquisition support. This term refers to the language assistance ELLs need as they learn English. It is different from the type of assistance that any student (whether an ELL or not) might need when learning academic content. Second language acquisition support is specific to the unique language assistance that ELLs need.
The overall language abilities of each proficiency level are as follows:
Beginning students have little or no ability to understand/use English. They may know a little English but not enough to function meaningfully in social and academic interactions.
Intermediate students do have some ability to understand and use English. They can function in social and academic settings as long as tasks require them to understand and use simple language structures and high-frequency vocabulary within routine contexts.
Advanced students are able to engage in grade-appropriate academic instruction in English, although ongoing second language acquisition support is needed to help them understand and use grade- appropriate language. These students function beyond the level of simple, routinely used English.
Advanced high students have attained the command of English that enables them, with minimal second language acquisition support, to engage in regular, all-English academic instruction at their grade level.
Note that high academic achievement is not a prerequisite of the advanced high level of English language proficiency. Advanced high ELLs exhibit a range of academic achievement just as their native English-speaking peers do.
TEA
Provided by ESC Region XI

30. How many students must be rated successfully?
9/17/2013
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.
TEA
Provided by ESC Region XI

31. Supplemental Holistic Rating Training
9/17/2013
Supplemental Holistic Rating Training
Raters not successful after sets 1 and 2 must receive supplemental training.
After the rater has received supplemental training, he or she will be able to access the third and final calibration set.
This supplemental support training model has been established so that districts (regardless of the size of their ELL population) can provide this direct holistic rating support without the need to travel to an education service center.
Districts select individuals to serve as supplemental support providers. The number of supplemental support providers needed depends on the size of the district and the number of ELLs it serves. Reviewing the supplemental training needs of a previous school year might be a good indicator of the current year’s needs.
More information about the supplemental training process and criteria for individuals chosen to provide supplemental support will be included in the spring 2013 manuals for coordinators and raters.
TEA
Provided by ESC Region XI

32. Recap of Calibration Process
9/17/2013
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.
Set 2 can be accessed immediately after set 1. Raters who are not calibrated after set 2 will wait until they receive supplemental support to complete set 3.
TEA
Provided by ESC Region XI

33. What happens if a rater is unsuccessful in calibrating?
9/17/2013
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.
TEA
Provided by ESC Region XI

34. Rating Roster
An Additional Rater is required if the Rater did not pass the Calibration set with a 70% or higher after the 3rd attempt
There must be teacher collaboration on ratings as part of the Validity & Reliability process

35. TELPAS Validity and Reliability Procedures
TEA mandated district procedures
For all language domains – grades K-12:
Raters will collaborate with other teachers of the students in determining the student’s rating. One collaborator will initial the TELPAS Rating roster for each child
For writing – grades 2-12:
All writing collections will be approved/verified before raters may begin the rating process.

36. Course and Calibration Certificates
9/17/2013
Course and Calibration Certificates
Raters who take the basic training course get a certificate from the online TxTrainingCenter after completing the course components.
Raters will receive a certificate of successful calibration when they calibrate.
They will be given direction to print them off and turn into you.
All certificates will go in the TELPAS Documentation notebook
Continuing education credit hours will be indicated in the rater’s online training history. Five continuing education credit hours will be available for completing the online basic training courses (K–1 and 2–12), and two hours will be provided for calibration. For calibration, raters will receive a certificate only if they calibrate.
District testing coordinators have access to reports to monitor completion and performance on the online basic training course and calibration activities.
TEA
Provided by ESC Region XI

37. Assembling and Verifying Writing Collections

38. Assembling and Verifying Writing Collections
2 – 12
Five writing samples
At least one narrative about a past event
At least two academic writing samples from math, science, or social studies.
All samples must have student’s full name and date accomplished on them
Only writing samples on or after February 16th may be used

39. Assembling and Verifying Writing Collections
May be a “clean” copy from work by the student to include a journal
No corrections by teacher or peers
May be typed but spelling and grammar checker must be off
The writing collection cover sheet and verification from Appendix A must be completed and attached on top of the samples for each student

40. What Not to Be Include in Collections
Copied from a textbook, lesson, or other written sources.
Papers done with heavy use of a dictionaries or thesaurus
Papers with teacher’s, peers, or parents corrections
Written primarily in another language than English
Worksheets or Q and A writing assignments
Brief, incomplete, or rushed papers

41. Verifier Responsibilities
Attend training on administrative procedures
Obtain access to Texas Training Center
Complete online training “Assembling and Verifying Writing Collections”
Print Certificate of Completion and put in notebook
Verify student writing collections in accordance with the checklist
Sign Oath
Verifier cannot be a TELPAS Rater

42. Online Training- Verifiers
Verifiers need self register for an account in the Texas Training Center
Site Code: telpas2015
Returning users that have forgotten their login information click on the “Login Help” link
New Users click on the “Self Registration” link
Page 57 in Rater Manual

43. Online Training- Verifiers
Verifiers need to self register for an account in the Texas Training Center
Site Code: telpas2015
Click on TELPAS 2015 under the “My Texas TrainingCenter Program” header then:

44. Verifying the Writing Collection
Verifiers ensure that the writing collections meet all of the criteria based on the Verification Checklist by initialing each item (checklist is on the back of the Writing Collection Cover Sheet) page 54 of Rater Manual
Verifiers sign the bottom of checklist
Writing Collections are secure materials

45. TELPAS Reading

46. TELPAS Reading
TELPAS reading is conducted as an online only assessment
Administered to all LEP students in grades 2-12
Since it is online, there are no test booklets or answer documents to handle or process

47. TELPAS Reading Accommodations
Refer to on-line accommodations
It is possible that a required accommodation is not available with online testing. In those cases, we will have to request approval from TEA to give a paper version of the test and order the materials. This is not a last minute process. Plan Ahead!!

48. TELPAS Reading Make-Ups
All students must be assessed within the assessment window
If a student is absent the day you have them scheduled to take TELPAS reading then move them to another session that will test later within the TELPAS assessment window
The TEA expectation is that we test every eligible student within the TELPAS assessment window

49. Tutorials
All students are required to take the tutorial prior to the day of the test. May take as many times as campus wants.
Tutorials are about how to use the computer not necessary the type of test questions
Keep a student roster for documentation of the tutorials for the TELPAS Documentation notebook
Student Tutorial Administration Directions are available at the bottom

50. Ratings

51. E = Extenuating Circumstances X = ARD Decision
DOMAINS
LEVEL
Listening
Beginning
Speaking
Intermediate
Reading
Advanced
Writing
Advanced High
If a student is not rated in one or more domains, select one of the following:
E = Extenuating Circumstances
X = ARD Decision

52. Entering Ratings
I will responsible for creating and managing Rating Entry Groups.
You will be responsible for entering your raters ratings before the verification window. (noted on the calendar)

53. Entering Ratings
K-1 need to be grouped in a Rating Entry Groups so that student ratings can be entered online. Ratings entered for K-1 include listening, speaking, reading, and writing.
2-12 can be sorted one way for entering ratings and for reading another way. Ratings for students will be entered for listening, speaking and writing.

54. On-line Reading Administration

55. DATES On-line reading assessment: March 16 – April 8
Schedule of schools
HS:
JH:
BSI:
Moss:
Goliad:
Marcy:
Washington:

56. Prepare for TELPAS Reading GR 2-12
Links to the web-based tutorials available for each grade cluster on Testing Department website.
No downloading or installation is necessary to access and use the tutorials.
With NO sample items in the actual test, make sure to schedule lab time for students to practice with the tutorial.

57. TELPAS Reading Grade Clusters 2 3 4-5 6-7 8-9 10-12
Students in grades 2-12 are assessed through an online multiple-choice test.
Grade Clusters 2 3
4-5
6-7
8-9
10-12

58. Testing Accommodations
Refer to the TELPAS Reading manual (page 8-9)
Not Permitted:
Reading assistance
Reference materials
Test questions or selections translated
Test questions, answer choices, or selections clarified

59. Reading Test Administrator
Reading Test Administrator is the person who, during the test session, guides students through opening their tests, and begins the test itself.
The test administrator is responsible for maintaining test security and for managing breaks/interruptions.
Reading Test Administrator:
Rater
Certified Teacher

60. Computer Check Jamie will complete TestNav System Check
If on test day, computers FAIL to launch TestNav:
Contact me Ext Cell
Campus Name
Room Number

61. Materials Needed for Testing
Copy of manual
Seating Chart
Test Session Roster
Student Authorization Letters (secure documents)
Scratch paper for each student
Pencils for each student
TELPAS Reading Manual p: 19

62. Student Authorization Letters
Each student must have a Student Authorization Letter in order to log in to a test.
The authorization letter contains the web address that students enter to access TestNav with the unique username and test coded needed.
A password is not required to log into a test, so the password field will be blank.
You can print these letters any time before students in the session are to log in to the test. The letters must be kept in a secure location until the test is administered.
Click the GET AUTHORIZATION button on the Session Roster screen to access.
Place in the TELPAS Documentation notebook
TELPAS Reading Manual p: 18

63. Testing Environment
At least one trained administrator for every 30 students.
Computer monitors prepared to discourage students from viewing each other’s monitor.
Bulletin boards and instructional displays that might aid students during testing must be removed or covered.
The testing room should be quiet, well lighted, comfortable, with enough space to work.
“Testing-Do Not Disturb” sign posted outside the testing room.

64. Testing Procedures
Seating chart is completed to include students’ names, locations, and test administrator information.
The test is untimed.
Work stations are cleared of books and other materials.
Student MUST remain seated and no conversing while testing.
Each student must be allowed to work at his or her individual speed.
NO reference materials are allowed.
Allowed to use scratch paper, but all scratch paper must be destroyed after test administration.
Active monitoring during the test session.
After students have finished, they may read or leave the room.
BEFORE a student who has finished testing leaves the room, test administrator must ensure the student’s test is in “Submitted” status.
TELPAS Reading Manual p: 20-21

65. Other Testing Issues Answering student questions
Computer monitor glare
Student breaks
Lunch
Cell phones
Emergencies
Changing rooms
TELPAS Manual p: 21-22

66. Starting a Test
A test session MUST be started before any students can log in to TestNav and begin the test. A test session does not start until the TEST ADMINISTRATOR clicks the Start button on the Session Details screen, regardless of the scheduled start time and date.
TELPAS Reading Manual p: 23

67. Launching the Test
Before students in GR 2-5 can begin the test, TestNav must be launched on each student’s computer, and the login ID and test code found on each Student Authorization Letter MUST be entered by the Test Administrator.
Do NOT begin a test for an ABSENT student.
TELPAS Reading Manual p: 31

68. Launching the Test
Test administrators guide students through the login process for GR 6-12
TELPAS Reading Manual p: 37

69. Monitoring Sessions Session Details screen STATUS:
Periodically click Refresh
Real-time test status
STATUS:
Ready
Active
Exited
Resumed
Resumed-Upload
Completed
Marked Complete
TELPAS Reading Manual p: 24-25

70. Resume If a student exits TestNav---
Return to Session Details and select the checkbox next to that student’s name.
A resume checkbox is only available if that student’s status is Started, Exited, or Resume.
Click the Resume Test button to resume all students you checked.
Students launch TestNav and login using same Login ID and code from authorization letter.
TELPAS Manual p: 25

71. Submitting Answers
Student needs to click Final Submit before they are done
Exiting TestNav alone does NOT submit answers
Refresh to ensure students status are Completed

72. “Do Not Score” Session Details screen select student’s name.
Click Edit button.
Select Reading “Do Not Score” Score Code.
A designation must be selected.
Absent students are to be MOVED into a make-up session prior to stopping the session.
TELPAS Reading Manual p: 26

73. Stopping a Session
Ensure each student’s status is Completed or Marked Complete on the Session Details screen.
Click the Stop button to stop the test session.
Call me if you have questions/concerns

74. Secure TELPAS Information
Content of the online reading test is secure and confidentiality must be maintained.
Student Authorization Letters are to be kept secure until needed for testing.
All student data in the TELPAS system or entered into the system is confidential.
Passwords and user IDs used in the TELPAS system are secure and should be kept confidential.

75. TELPAS Reading Training
Test administrator MUST read the TELPAS Reading Test Administrator Manual.

76. Campus Coordinator Documentation
Notebook
Collect and put Student Writing Collections in the students’ permanent record files.

77. Paper Administrations of TELPAS Reading
Spring 2015
Process not changing
Paper test booklets (including large print, if applicable) approved by TEA in rare circumstances
Accommodations that are not available in TestNav
Unavoidable technological problems that make online testing impossible
Other special situations (e.g., homebound students, JJAEPs, etc.)

78. Paper Administrations of TELPAS Reading
Process for Transcribing Student Responses
Set up test session
Choose correct form group type (transcribe paper form, not operational online test form)
Transcribe responses
Each question has one screen; test administrators will go screen by screen to transcribe the response to each question
Responses must match exactly the responses indicated by the student in the test booklet
Submit test for scoring
For TELPAS, students must be put into rating entry groups so proficiency ratings and rater information can be entered

79. Don’t forget the TELPAS online student tutorials!
Keep in Mind…
Paper testing won’t be approved on basis that student
knows very little English
has limited exposure to computers
Don’t forget the TELPAS online student tutorials!

80. Questions

81. To Do… Collect Notebooks Verify raters and students
Review schedule of events
Sign oaths:
Campus Testing Coordinator for TELPAS
Test Administrator for TELPAS Reading
Writing Collection Verifier