1. Texas Observation Protocols (TOP) TOP Rater Holistic Rating Training: TOP Overview Summer-Fall 2006 Texas Education Agency Student Assessment Division

2. Fall Training Objectives To train teachers to holistically rate the English language proficiency levels of the English language learners (ELLs) enrolled in Texas public schools To prepare teachers to use what they learn to maximize student progress throughout the school year

3. TOP 2006-07 Holistic Training Flowchart for all Grades 2-12 Raters – Groups A, B, and C

4. TOP Rater Holistic Training for Fall 2006 Grades 2-12 Participants

5. TOP Rater Holistic Training for Fall 2006 Grades K-1 Participants

6. Fall Training Modules TOP Overview Writing Collection Overview Training on the Proficiency Level Descriptors (PLDs) Annotated Examples of Student Writing Practice Set Fall 2006 Online Qualification Process

7. Why Is TOP Administered? To meet NCLB requirements for assessing the English language proficiency of Grades K-12 ELLs in listening, speaking, reading, and writing To meet NCLB accountability requirements for meeting the educational needs of ELLs

8. TOP provides a systematic way for teachers to holistically rate students’ English language proficiency levels in 4 domains based on observations of their classwork and interactions during daily instruction.

9. Assessing Writing Raters of students in Grade 2 and above assemble a collection of each student’s writing and use the collection as the basis for evaluating the student’s English language proficiency in writing. Raters of students in kindergarten and first grade are encouraged but not required to assemble writing collections when they assess the writing of their students.

10. Eligibility Requirements All students in Grades K–12 who are identified as limited English proficient, including LEP students with parental denials, are required to be assessed through TOP. In rare cases, a LEP student served by special education may be exempted from TOP by the ARD committee.

11. Rater Credentials Each teacher selected to rate an ELL must 1)have the student in class, be knowledgeable about the student’s ability to use English in instructional and informal settings, and hold valid education credentials such as a teacher certificate or permit 2)be appropriately trained, as required by TEA 3)complete the qualification component of TOP rater training (applies to raters of students in Grade 2 and above only)

12. TOP Rater Responsibilities A student’s TOP rater is the teacher designated by the district as the official rater of the student’s English language proficiency levels. The student’s TOP rater must rate the student in all TOP domains for which the student is eligible. A student is not permitted to have one TOP rater for some domains and another TOP rater for other domains.

13. Collaboration with Others As TOP raters determine the proficiency ratings of their assigned students, they are highly encouraged to collaborate with other teachers and school personnel who have knowledge of the students’ English proficiency.

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

15. The Argument for Academic English Language Proficiency

16. Building English Language Proficiency: A Cumulative Process

17. 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 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, fulfilling classroom assignments at the grade-appropriate level Adapted from Alief ISD Language Proficiency Profile

18. Teaching Language Through Content Area Instruction

19. 6 Ways TOP Reinforces Quality Instruction 1.TOP encourages teachers to provide more opportunities for ELLs to use and practice their developing language. 2.TOP encourages teachers to collaborate about the needs of ELLs. 3.TOP gives teachers a common vocabulary to use with one another and parents  in describing the language levels and language needs of the students, and  in setting goals for progress.

20. 6 Ways TOP Reinforces Quality Instruction 4.TOP helps teachers see the need to differentiate instruction according to the English language proficiency levels of ELLs. 5.TOP helps teachers understand the importance and benefit of building the communication skills that get students to the next proficiency level. 6.TOP supports academic achievement goals because ELLs learn academic content more readily when they understand the language of their instruction.

21. Bottom Line Effective implementation of the TOP observation protocol process throughout the school year helps ELLs learn English more quickly and academic concepts and skills more readily.