TELPAS Holistic Rating and Online Reading Training

1. TELPASHolistic Rating and Online Reading Training Spring 2012

2. Reminder. . . . . . . • TELPAS has the same level of security and confidentiality as STAAR

3. Eligibility Requirements • All K-12 ELLs are required to participate in TELPAS, including students classified as LEP in PEIMS who have declined bilingual/ESL program services. • This does not include monitored students (M1, M2). • ELLs are required to participate annually until they meet bilingual/ESL program exit criteria.

4. Eligibility Requirements • Only in rare circumstances should a student not be required to participate: • ARD Decision – Participation must be considered on a domain-by-domain basis. The reason for not assessing must be well-supported and documented in the student’s IEP and by the LPAC. • Newly Enrolled ELLs – An ELL who enrolls on or after the first day of the TELPAS testing window will not be assessed by the receiving district in the holistically rated domains. Students in grades 2-12 are required to take the TELPAS reading test. The CTC must contact the sending district about the holistically rated domains.

5. Key Dates for TELPAS

6. TELPAS Holistic Rating

7. Holistically Rated Components of TELPAS Online multiple-choice reading tests are used to assess the reading domain for grades 2–12.

8. Holistic Rating Training Requirements Spring TELPAS Administration Procedures Training Covers holistic rating training requirements and procedures for conducting TELPAS New Raters Returning Raters Online Basic Training Course Online Calibration Activities Sets 1 and 2: Set 2 required if not successful on Set 1 Online Calibration Activities Sets 1 and 2: Set 2 required if not successful on Set 1 If not calibrated: Supplemental Holistic Rating Training Final Online Calibration Activity Set 3

9. Grade Cluster Organization for Online Training • Be sure you know your assigned grade cluster of training before starting your online training. • Grade Clusters: • Grades K-1 • Grade 2 • Grades 3-5 • Grade 6-8 • Grades 9-12 • Online calibration must be completed by both new and returning raters.

10. Rater credentials • Each teacher selected to rate a student must: • Have the student in their class • Be knowledgeable about the student’s ability to use English in instructional and formal settings • Hold valid educational credentials [be certified] • Be appropriately trained

11. Qualification requirements • As a student’s rater, you 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.

12. Assembling writing samples Grades 2-12 • Each writing collection must contain at least five writing samples and must include: • One narrative about a PAST EVENT • At least two academic writing samples from math, science, or social studies • All writing assignments must include the student’s name and date in the student’s handwriting

13. Tips for Good Writing • Encourage students to take their time and write in as much detail as they can. • Encourage all students to show what they can do, allow them to showcase their grasp of English in a way that makes them feel comfortable and successful – authentic, classroom assignments. • Also include some writing that allows students to stretch and push their language abilities.

14. Writing Collections Should Not Contain • Language copied from the textbook • Papers that rely heavily on a dictionary/thesaurus • Papers that show teacher corrections • Papers that have been polished through editing by peers, teachers, or parents • Graded papers • Papers written in the student’s native language • Worksheets or question-answer assignments • Papers that are brief, incomplete or rushed

15. Writing Collection Cover Sheet • Every rated Student Sample Collection Packet will have a TELPAS Writing Collection Cover Sheet. • These will be provided by the Student Assessment Office. • Fill out all information on the Writing Collection Cover Sheet completely.

16. Verifying the Writing Collection[on back of Writing Collection Cover Sheet] • The Rater will check each student collection to ensure that it adheres to the TELPAS regulations. • Once the collection meets TELPAS requirements, the Rater will initial and sign the verification checklist on the reverse side of the writing collection cover sheet in the RATER column.

17. Completed Writing Collections • All completed writing collections are due to the verifier on your campus no later than the end of the day on March 9th for final verification. Writing Collections Returned • The collections will be returned to each classroom teacher to be rated after they have been verified, no later than March 21st.

18. Observing Students In Each Domain:Listening • Reflect on how well the student understands the English he or she hears during authentic, performance-based activities such as: • Reacting to oral presentations • Responding to text read aloud • Following directions • Cooperative group work • Informal interactions with peers • Large and small-group instructional interactions • One-on-one interviews • Individual student conferences

19. Observing Students In Each Domain:Speaking • Reflect on how well the student speaks English during authentic, performance-based activities such as: • Cooperative group work • Oral presentations • Information interactions with peers • Large and small-group instructional interactions • One-on-one interviews • Classroom discussions • Articulation of problem-solving strategies • Individual student conferences

20. Observing Students In Each Domain:Reading (K-1 Only) • Reflect on how well each student understands the English used during authentic, performance-based activities: • Paired Reading • Sing-alongs and read-alongs, including chants and poems • Shared reading with big books, charts, overhead transparencies, and other displays • Guided reading with leveled readers • Reading subject-area texts and related materials • Independent reading • Cooperative group work • Reading response journals

21. Observing Students In Each Domain:Writing (k-1) • The writing rating is based on observations of the student’s writing during language and literacy instruction and in other academic settings. • Reflect on how well each student writes English during authentic, performance-based activities such as: • Journal writing for personal reflections • Shared writing for literacy and content area development • Language experience dictation • Organization of thoughts and ideas through prewriting strategies • Publishing and presenting • Making lists for specific purposes • Labeling pictures, objects, and items from projects • Cooperative group work • First drafts

22. Observing Students In Each Domain:Writing (2-12) • The writing rating is based on the student’s writing collection, which should be representative of the writing the student does during authentic, performance-based language and literacy instruction and in a variety of academic content areas. • Below are several eligible types of writing: • 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, mathematics and social studies classes

23. Collaboration with others • Collaboration ensures rating accuracy • Is particularly important when: • A student has different content-area teachers • Is near the border between two proficiency levels

24. TELPAS Student Rating Roster • Each rater will complete a TELPAS Student Rating Roster for their students. • Only LEP students will be listed on the TELPAS Student Rating Roster. • Type student names on the TELPAS Student Rating Roster PDF form.

25. Procedures for Rating Students • Use the Proficiency Level Descriptors to rate your students. • Begin with the students whose ratings are clearest to you. • Your ratings should be based on observations of the student in a variety of social and academic settings over time. (listening, speaking). • For each domain, evaluate the current level of English level proficiency.

26. Rating Students continued • Compare each student to the PLD’s. • Don’t let the levels of other ELL in the class influence your ratings. • A student does not have to be a high academic achiever in order to have an advanced high level of English proficiency.

27. Rating Students continued • The rating you designate should represent the level at which the student performs most consistently. • Seek help or input from other teachers. • Complete all the ratings for one student before proceeding to the next student.

28. Entering Student Ratings • The ratings and related information that you record on the TELPAS Student Rating Roster must be entered in the Assessment Management System. • Before ratings can entered in the system, students must be placed in electronic ratings groups. • Follow instructions on page 39-40 of the TELPAS Manual for Raters and Test Administrators for the creation of rating entry groups if assigned to do this.

29. Student Ratings • There are two reports in the Assessment Management System to assist in the monitoring of holistic rating data: • TELPAS Holistic Rating Student Status Report • TELPAS Holistic Rating Snapshot

30. Oaths…There are Separate Oaths for each role during TELPAS • Each rater must sign a Rater Oath. • This will done at the end of the training. • Each Writing Collection Verifier must sign an oath prior to verifying samples. • A training course is available online at the Texas Training Center. • Each oath must be read and completed after training and before handling or viewing any secure test materials or confidential information.

31. Signing Oath • Information for Oath • County—Smith • District Name—Tyler ISD • Campus Name— _______________ • County-District Number—212905___ • Area Code/Telephone # 903-________

32. TELPAS Online Reading

33. Remember, viewing this PowerPoint does not eliminate your requirement to read the TELPAS Manual for Raters and Test Administrators!

34. Creation of TELPAS Reading Sessions • Students must be placed in test sessions before they can take the online reading test. • Test sessions are created in the Assessment Management System. • Follow instructions on page 52-54 of the TELPAS Manual for Raters and Test Administrators for the creation of test sessions and assigning students to test sessions if assigned to do this.

35. Test Administrator Responsibilities • Read the Test Administrator Manual. • Attend training conducted by your campus test coordinator. • Observe all rules regarding test security and confidential integrity of the state testing system. • Administer the tests in strict compliance with the directions in the Test Administrator Manual. • Supervise and actively monitor testing. • Do not provide any unauthorized assistance to students during testing. • Do not view the test or discuss the test either before, during, or after testing. • Report testing irregularities and security violations immediately to the campus/district test coordinator.

36. Protecting Test Content • No person may view, reveal, or discuss the contents of a test or answer document unless specifically instructed to do so by the procedures in the test administrator manuals. • No test administrator may write notes related to the test. • No person may review or discuss student responses during or after testing.

37. Oaths…There are Separate Oaths for each role during TELPAS • Each test administrator must sign a Reading TA Oath. • This will done at the end of the training. • If technology staff members need to be present during testing they will sign separate oaths after training. • Each oath must be read and completed after training and before handling or viewing any secure test materials or confidential information.

38. Active Monitoring • Monitoring during test administrations is the responsibility of the test administrator, the campus test coordinator, the campus principal, and the district test coordinator. • Teachers are required to actively monitor students during testing. • Principals and Campus Test Coordinators are required to actively monitor testing sessions at their campus. • The district testing coordinator is required to ensure that active monitoring is happening for each test administration. NON-NEGOTIABLE

39. Cell Phones • The use of cell phones or other two-way communication devices is prohibited during testing for students and test administrators. • Cell phones can • disrupt the testing environment, • be used to cheat by obtaining unauthorized assistance on test content by students, and can • be used to image secure tests and compromise the confidentiality of the test with their camera feature by students and teachers.

40. Seating Charts • Seating Charts are required for all test administrations. • Seating Charts must include: • Location of testing session (campus, room) and a brief description of the testing area (classroom, library, broom closet, etc.) • The assessment being given including grade and subject. • The first and last names of the test administrator(s). • The first and last names of each student and where they were seated for testing. • If students are re-grouped during testing an additional seating chart will be needed for the new group. The new seating chart should indicate the time students were regrouped.

41. Testing Procedures • No longer any sample items • Test administrators may: • Adjust the language and specificity of the administration directions to the level of English proficiency of the students • Shorten directions • Explain them further • Simplify an explanation • State the information in a different way in order to make the directions more understandable • Translate the directions into the native language of your students

42. Testing Procedures • Test Administrators May Not • Change the substance of the information contained in the directions • Translate test items and reading selections • Rephrase or add information to test items or reading selections • Provide reading assistance to students

43. Testing Procedures • Students must not use reference materials. • Students are allowed to use scratch paper. • All scratch paper must be turned in to the campus coordinator after testing. • Before a student leaves the room, the test administrator must verify that each student’s test is in the “Submitted” status.

44. Student Authorization Letters • Each student must have a student authorization letter in order to log in to a test. • The student authorization letter is printed from the Assessment Management System. • Please follow the directions on page 55 of the TELPAS Manual for Raters and Test Administrators, if assigned to do this.

45. Starting a Test Session and Monitoring Test Sessions • Student test sessions must be started before students can log in a test. • Starting a test and monitoring a test session are tasks in the Assessment Management System. • Please refer to pages 62-64 of the TELPAS Manual for Raters and Test Administrators, if assigned to do this.

46. Departures from Test Administration Procedures • Incidents resulting in a deviation from documented testing procedures are defined as testing irregularities and must be reported to the CTC and DTC immediately. If you have a question, ask so it doesn’t become an irregularity. • Each person participating in the testing program is responsible for reporting immediately to the campus testing coordinator any violation or suspected violation of test security or confidentially, including all testing irregularities.

47. After-Testing Procedures • The test administrator must ensure the students have properly submitted their answers and verified their status with the test coordinator. • After students have finished testing and submitted their answers, students may be allowed to quietly read books or leave the testing room. • The student authorization letters and scratch paper must be collected and returned to the campus coordinator.

48. TELPAS Completion Reports • The TELPAS Combined Status Report shows the status of each student’s reading test and holistic rating data. • Enables the test coordinator to know whether the following key information is complete: • Holistic ratings • Rater information • Reading test administered for grades 2-12 • Years in U.S. schools