2013 TELPAS PowerPoint - Brownsville Independent School District

Texas English Language Proficiency Assessment System
• General Information
• Rater, verifier and supplemental support
provider training.
• Prepare for Rating
• Complete Assessments
• Other Information
• Question and Answers
Test Security and Confidentiality
Maintaining the confidentiality of the TELPAS program
involves protecting the contents of all online
assessments and student performance
documentation. This requires compliance with, but is
not limited to, the following guidelines:
manual pg. 4
Before handling secure test materials, all testing personnel who meet
the requirements to participate in state testing must undergo training
and must sign the appropriate security oath affirming that they
understand what is considered confidential.
Before accessing the secure online administrative features of the
Assessment Management System, trained and qualified testing
personnel who will be administering online assessments must first
read and accept a statement of confidentiality.
All tests must be administered in strict accordance with the
instructions contained in the test administration materials.
Test Security and Confidentiality
No person may view, reveal, or discuss the contents of an
online assessment before, during, or after a test
administration unless specifically authorized to do so by the
procedures outlined in the test administration materials. If
circumstances necessitate that an online assessment be
examined, permission MUST first be obtained from TEA.
No person may duplicate, print, record, write notes about,
or capture by any electronic means any portion of a secure
assessment instrument without prior approval from TEA.
No individuals other than students during an assessment
may respond to test items.
No person may review or discuss student responses or
student performance data during or after a test
administration unless specifically authorized to do so by the
procedures outlined in the test administration materials.
Penalties for Prohibited Conduct
In accordance with 19 TAC §101.65, any person who violates, assists in the
violation of, or solicits another to violate or assist in the violation of test
security or confidentiality, and any person who fails to report such a
violation, may be subject to the following penalties:
placement of restrictions on the issuance, renewal, or holding of a
Texas educator certificate, either indefinitely or for a set term;
issuance of an inscribed or non-inscribed reprimand;
suspension of a Texas educator certificate for a set term; or
revocation or cancellation of a Texas educator certificate without
opportunity for reapplication for a set term or permanently.
Release or disclosure of confidential test content could result in criminal
prosecution under TEC §39.0303, Section 552.352 of the Texas
Government Code, and Section 37.10 of the Texas Penal Code. Further,
19 TAC §249.15 stipulates that the State Board for Educator Certification
may take any of the above actions based on satisfactory evidence that
an educator has failed to cooperate with TEA in an investigation.
Additionally, irregularities resulting in a breach of test security or
confidentiality may result in the invalidation of students’ assessments.
manual pg. 5
Security Oaths
All district and campus personnel who participate in state-mandated
testing and/or handle or view secure test materials or confidential
information must meet the eligibility requirements and be trained and
sign a security oath. Any person who has more than one testing role (e.g.,
a TELPAS rater who also serves as a reading test administrator) must
receive appropriate training and sign a security oath for each role.
Security oaths for TELPAS raters, writing collection verifiers, and test
administrators can be found in Appendix A.
NOTE: Any person who serves as a test administrator, even as a relief for a
regular test administrator, must receive appropriate training and sign the
test administrator oath.
Each oath for TELPAS raters, writing collection verifiers, and test
administrators must be read and completed after training and before
handling or viewing any secure test materials or confidential information.
Oaths must be returned to the campus coordinator and will be kept on
file in the district for at least five years.
manual pg. 6
Testing Irregularities
Serious vs. Procedural
Eligibility Error
Individualized Education Program (IEP) Implementation Issue
Improper Accounting for Confidential or Secure Materials
Monitoring Error
Procedural Error
Reporting of Testing Irregularities
Reporting of Disciplinary Actions Taken Against Students for
Cheating on State Assessments
manual pg. 6-8
Rater Credentials
A TELPAS rater is a teacher designated to be the official rater of an
ELL’s English language proficiency. Each teacher (including a
substitute teacher) selected to rate a student must:
 have the student in class at the time of the Spring
assessment window;
 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 in the holistic rating process as
required by the TELPAS administration materials in
accordance with 19 TAC, Chapter 101; and
 rate the student in all eligible language domains.
Raters may include bilingual teachers, ESL teachers, general
education teachers, special education teachers, gifted and talented
teachers, and teachers of enrichment subjects.
Paraprofessionals may NOT serve as raters. The teaching relationship
of the rater to the student rated is submitted with the student’s holistic
ratings as part of the assessment process.
manual pg. 10
Fall ELPS-TELPAS Professional Development
(For new teachers and new prospective raters -- recommended)
Spring TELPAS Administration
Procedures Training
Covers holistic rating training requirements
and procedures for conducting TELPAS
New Raters
Returning Raters
Online Basic Training
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
Calibration Activities
Sets 1 and 2:
Set 2 required if not successful
on Set 1
manual pg. 13
End Dates for Holistic Rating Training
• TEA recommends completion of training requirements
by the first day of the TELPAS Reading Assessment
window (March 18)
• Basic training courses and calibration activities will be
open throughout the TELPAS assessment window to
– allow districts to handle extenuating circumstances
– allow raters to refer back to course information and
practice activities as they rate their students
pg. T-9
Training Certificates
• Training certificates are generated for raters who
complete training courses and calibration activities.
– A certificate of completion is issued when a rater
completes the online basic training course.
– A certificate of successful completion is issued
when a rater demonstrates sufficient calibration
(70 percent or better) on a calibration set.
manual pgs.
General TEA Definitions of New and
Returning Raters
• 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.
pg. 14
General TEA Definitions of New
and Returning Raters
Raters who have completed K–1 training but not 2–12 training
will be new raters if they switch to 2–12 training, and vice
Online Training Components
• Online Basic Training Course (Required for New Raters)
– One for raters of K–1 and one for raters of grades 2
and above
– Includes rating activities to give raters opportunities
to practice applying the rubrics (no state-required
level of accuracy established)
• Online Calibration (Required for New and Returning
– Separate calibration activities for grades K–1, 2, 3–5,
6–8, and 9–12
• Assembling and Verifying Grades 2–12 Writing
– Optional course that may be used to supplement
test administrator procedures training
Grade Clusters of Training
K–1 training components are separate from those of grades 2
and above
It is important that raters know which grade cluster of training
to complete
For raters with students in multiple clusters in grades 2–12
– Rater required to train in the cluster with most ELLs
– As a best practice, rater should review some online basic
training course practice activities in additional cluster(s)
For rater with students in multiple clusters including K–1
– Rater required to train in K–1 and one other cluster in
grades 2–12
– Rater of K–1 who will rate more than one additional
cluster within grades 2–12 should train in the cluster (2, 3–
5, 6–8, 9–12) with the most ELLs
– As a best practice, rater should review some online basic
training course practice activities in other cluster(s)
pg. T-6
Online Calibration Activities
• Raters complete only as many sets as it takes to
– Many raters will be able to calibrate on the first set
of activities, and many others will be able to
calibrate by the end of the second set.
• With supplemental support, very few raters should
have difficulty calibrating by the end of the third and
final set.
Important Note:
Individuals are not authorized by TEA to serve as raters unless they
complete the state-required training and calibration activities.
Raters who complete all requirements but do not successfully
calibrate may be authorized to serve as raters at the discretion of the
district, but districts are required to provide rating support in all
domains for these raters.
manual pg.17
Online Calibration Activities
• There are three sets of online calibration activities.
• Each calibration set contains 10 students to rate,
and all holistically assessed language domains are
represented in each set.
– For K–1: listening, speaking, reading, and writing
– For 2–12: listening, speaking, and writing
• A rater needs to rate at least 70 percent of the
students correctly to demonstrate sufficient
pgs. 16-17
Supplemental Support After Second
Calibration Set for Raters
Raters not successful after calibration set 2 to get
supplemental support and then complete set 3 before
the start of testing window
Raters will need an access code to complete set 3
Supplemental training resources to be posted in
coordinator Resources section of Training Center
Districts, not ESCs, have primary responsibility
for supplemental training of raters.
manual pg.17
Criteria for Supplemental Support
pg. T-7
• A supplemental support provider must:
– be a 2011–2012 fully trained and calibrated rater in
the applicable K–1 or 2–12 span
– complete the recorded Web-based training
– calibrate on either set 1 or set 2
Training of Supplemental
Support Providers
Training delivered through a Web-based recorded presentation
that is accessible from the coordinator resources section of the
Training Center
Separate training for K–1, 2–5, and 6–12
Training will be available beginning January 28
Both new and returning supplemental support providers need to
complete this training
Districts should designate enough supplemental support
providers to cover the needs of the district
Encouraged to train at least one supplemental support provider
for K–1, 2–5, and 6–12
Reviewing the number of raters unable to calibrate by end of
calibration set 2 last year may help anticipate this year’s needs
Districts with large ELL populations may find it beneficial to have
a supplemental support provider on each campus
pg. T-7
Two Basic Models for Providing
Supplemental Support
• Individual or group sessions
– Raters attend a one-on-one or group session with
a supplemental support provider before
completing their third and final calibration set.
• Brief meeting followed by additional consultation at
rater’s request
– Rater meets briefly with the supplemental support
provider for instructions on resources to review.
– Rater schedules time with the support provider to
get clarification, if needed, before completing
the third and final calibration set.
Note: The models are described in detail in
the recorded Web-based training.
pg. T-8
Responsibilities of Testing
Coordinators for Holistic Rating
• 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
Available Reports for Online
Training and Calibration
TELPAS Returning Rater Planning Roster
– Uses records from the 2008–2009, 2009–2010, 2010–2011,
and 2011-2012 school years to generate a list of previously
trained raters
TELPAS Confidential Course Completion Roster
– Lists online basic training course completion and inprogress status and performance by user for the current
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
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 Training Center.
• Users who have registered in the Training Center 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.”
Assemble and verify grades 2–12
student writing collections
pgs. 19-24
Type 1: Basic descriptive writing on a personal/familiar
Type 2: Writing about a familiar process
Type 3: Narrative writing about a past event
Type 4: Personal narratives and reflective pieces
Type 5: Expository and other extended writing on a
topic from language arts
Assembling Grades 2-12 Writing Collections
What Not to Include in a Collection (p. 23)
Verifying the Writing Collection Components (p. 24)
Prepare to rate your students
Listening (pg.28)
The ability to understand spoken language, comprehend
pgs. 25-31
and extract information, and follow social and instructional
discourse through which information is provided
Speaking (pg.29)
The ability to use spoken language appropriately and
effectively in learning activities and social interactions
Reading (K-1 – pg.29)
The ability to comprehend and interpret written text at the
grade appropriate level
Writing (pg.30)
The ability to produce written text with content and format
to fulfill grade appropriate classroom assignments
Procedures for Rating Students (p. 33)
TELPAS Student Rating Roster
Browser-based TELPAS Student
• Updated student tutorials made available by the end of
January 2013
– New tools will be added for students in grades 3–12
– Available to assist students in becoming familiar with
the browser-based testing interface used for TELPAS
– The browser-based version of the tutorials can be
accessed via a browser; no files need be
downloaded or installed
– Access the tutorials at
Roles That Can be Used for TELPAS
Rating Entry Functions
• Rating entry assistant
– Role for personnel who will just enter holistic ratings
and other rater information (this role cannot set up
rating entry groups)
• Online session administrator
– Role for tech staff or other personnel who will help
CTC create and manage online test sessions
and/or rating entry groups
Entering information in TAMS
Create and manage rating entry groups
• Creating a Rating Entry Group
• Adding Students to an Existing Rating Entry
• Removing Students From a Rating Entry
Enter rating information online
• Enter proficiency ratings and rater
• Extenuating Circumstances
• X – ARD Decision
pgs. 42-44
• Rater Information
pgs. 39-40
Rating Entry Groups
• Ratings and other rater information cannot be entered
until the student is placed in a rating entry group
• These groups are not dependent on reading test
sessions or reporting groups
• Students may be arranged according to their TELPAS
rater or in any other campus grouping
– The enrolled grade level in PEIMS does NOT restrict
the organization of students in rating entry groups
• Testing coordinators or online session administrators
have access to create these groups
– It is recommended that districts create rating entry
groups 1 to 2 weeks before testing
Creating TELPAS Rating Entry Groups
pgs. 39-40
For more
information about
how to use this
function, refer to
section 10 of the
User’s Guide for
the Assessment
Creating TELPAS Rating Entry Groups
Individual students or
whole groups can be
added to a rating entry
Manage TELPAS Rating Entry Groups
This view shows the list of rating entry groups that have been
created for a specific campus. Personnel assigned to enter
ratings will need to know which group(s) they are
responsible for. To view the students in an existing Rating
Entry Group, click the Rating Entry Group name.
Enter Holistic Rating Information Screen
• Holistic ratings and rater information
entered from the TELPAS Student Rating
Rosters for grades K–12 ELLs
pgs. 42-44
• Information can be entered/updated at
any time during the TELPAS administration
TELPAS Student Rating Roster
Person(s) assigned the role of rating entry assistant
will use the information supplied by raters on this
roster to enter the rating information in the online
Enter TELPAS Holistic Rating
Information screen
Enter TELPAS Holistic Rating
Information screen
To enter holistic rating information for a student, click the "+"
next to the rating entry group name to expand the group, and
then click the student’s name.
Using the information provided on the TELPAS Student Rating
Roster, enter the student’s proficiency ratings for the language
domains. Transfer the rater information from the roster by
selecting a response to the two questions in the Enter Rater
Information section.
If a student meets state-established criteria for not being
assessed, select Extenuating Circumstances or ARD Decision
for the applicable language domain(s) in accordance with
instructions in the test administration manuals. If Extenuating
Circumstances or ARD Decision is selected for every domain,
select No Domains Rated in the Enter Rater Information
Create test sessions
• Creating a New Test Session
• Adding/Removing Students
• Modifying a Test Session
• Moving Students to Another Session
• Printing Authorizations
pgs. 53-55
Roles That Can be Used for TELPAS
• Online session administrator
– Role for tech staff or other personnel who
will help CTC set up and manage online test
sessions and/or rating entry groups
• Online test administrator
– Role for reading test administrators who just
need limited permissions such as
starting/stopping sessions and resuming tests
Ensure that TestNav has been
configured BEFORE Creating Sessions
Proctor caching servers should be designated under Test Setup >
Configure TestNav BEFORE test sessions are created
After inputting your server information and saving, you must also
verify the Configuration Details and Save
Creating TELPAS Reading Test Sessions
When creating the session, ensure that a server name appears in the Proctor
Caching Server field
– CTCs and Online Session Administrators can edit this field if necessary
For instructions about how to create online test sessions, refer to
page 53 in the TELPAS Manual and to 8.2 in the User’s Guide for
the Texas Assessment Management System.
Conduct Administration
Testing Environment
• There must be at least one test administrator for every 30 students.
Smaller sessions may be advisable in some situations.
• To support test security during online testing, testing staff should
make a determined effort to prevent students from seeing one
another’s monitor. This may include providing an obstruction such as
a manila folder taped to each side of the monitor or a cardboard
carrel placed around each workstation.
• Bulletin boards and instructional displays that might aid students
during testing must be covered or removed. Any rooms to which
students may be relocated must also be prepared.
• No element of the testing room’s environment should hinder any
student’s performance. The testing room should be quiet, well
lighted, well ventilated, and comfortable. Each student should have
enough space in which to work.
• A “Testing—Do Not Disturb” sign should be posted outside the
testing room.
Conduct Administration
- Districts may establish starting times for testing. A student who
arrives after testing has begun may be tested if sufficient time
remains in the day and if the student has not had contact with
students who have already completed
- Every effort should be made to administer the TELPAS reading
test to students who are absent on a given day of testing within
the TELPAS window. If originally scheduled, they should be
moved to another test session and assessed later in the testing
window. students are not present for the test session for which
they were.
Testing Procedures
■ Ensure that the seating chart has been completed, including the names
of students testing and the students’ locations in the room. Also include the
names of all test administrators/monitors involved in a session. If a seating
chart has not been provided for you, contact your campus coordinator. If
students are moved to another room to finish testing, an additional seating
chart must be completed.
■ Make sure that all student workstations are cleared of books and other
materials not required for the test.
■ Students must remain seated during testing and are not allowed to
converse while testing.
■ Each student must be allowed to work at his or her individual speed.
Since the reading test is untimed, each student must be allowed to have
as much time as necessary to respond to every test item. Districts are not
required to test beyond the regular school hours, but they are free to do so
if they choose. Districts should exercise judgment about starting a test
session after lunch, as some students may not have enough time to work
at their individual speed to respond to the test items before the end of the
school day.
Testing Procedures
■ Students must not use reference materials.
■ Students are allowed to use scratch paper since they do not
have test booklets in which to write notes. All scratch paper must
be turned in to the campus coordinator after testing
■ Test administrators must actively monitor the testing room while
students are working. Test administrators should confirm that
students do not have access to non-allowed materials.
■ Some students may finish a test earlier than others. After students
have finished testing, students may be allowed to quietly read
books or leave the testing room.
■ Before a student who has finished testing leaves the room, the
test administrator must ensure that the student’s test is in
“Submitted” status.
Testing Procedures
Answering Questions
Computer Monitor Glare
Cell Phone Use
School Emergencies
Changing Testing Rooms
Starting and Monitoring a Test Session
• Starting a Test Session
• Monitoring Student Status During a Test Session
Marked Complete
• Exiting a Student’s Test
• Resuming a Student’s Test
• Stopping a Test Session
Test Session Details Functions
Resume Test
Mark Test Complete
Add Students
For more information about how to use these
functions, refer to page 64 in the TELPAS Manual and
in 8.2 in the User’s Guide for the Texas Assessment
Management System.
Score Codes
• Score Codes
– Score
– Absent
– ARD Decision
– TEA-Approved Paper Administration
– Other Student Not to Be Scored
“Score” selection should be chosen only if you are
marking a test complete because a student did not
submit on his own. A student’s test is automatically
scored when the student clicks the Final Submit button
at the end of the test.
Manual pg. 67
Mark Test Complete
• Reading tests should only be marked complete
for the following reasons:
– “Do not score” situations
pg. 67
• Absence for entire testing window
• ARD Decision
• TEA-approved paper administration for a
student already in an online test session
• Other (illness or testing irregularity)
– Student forgot to click Submit before exiting
out of the test
District coordinators, campus coordinators, and
online session administrators have access to
complete this task.
Student Test Details
pg. 68
Accommodations Information - Accommodations are now
separated into Type 1, 2, and 3. Refer to the Accommodation
Resources page at
for detailed information about accommodations.
– Type 1—available for students who have a specific need and
who routinely, independently, and effectively use the
accommodation during classroom instruction and testing
– Type 2—includes the requirements of Type 1, along with
additional specific eligibility criteria
– Type 3—requires the submission and approval of an
Accommodation Request Form to TEA
If the student doesn’t receive reading test accommodations,
the fields should be left in the “<select>” position.
• Appendix A
– Oaths of Test Security and Confidentiality
• Appendix B
– Student Rating Roster
• Appendix C
– Writing Collection Cover Sheet
– Writing Collection Verification Checklist
• Appendix D
– TELPAS Rater’s User Guide for Online
Holistic Rating Training
Second Semester Immigrant
Non-English Readers
ELLs in grades 2–12 who first enter U.S.
schools in second semester are no longer
permitted to receive automatic score of
beginning without taking TELPAS reading test
 Now required to take test
 Will receive scores based on test
Students who Move
• If new ELL enrolls before March 18 (start
of testing window), receiving campus
responsible for all assessments
• If new ELL enrolls on or after March 18,
receiving campus only responsible for
grade 2–12 reading test (if not already
• Applies whether new student is from
another school district, state, or country
Newly Enrolled ELLs
• No holistically rating ELLs from other
Texas districts, states, or countries who
enroll on or after first day of testing
window (March 18)
• 2–12 reading test still required
Key Dates for Holistically Rated
New teacher foundation training (information forthcoming from Bilingual)
January 14 Assembly and Verifying Grades 2-14 Writing Collection Course Available
January 15 TELPAS Campus Coordinator Training 8:30 -12:00 @ CAB Cafeteria
Online basic training courses for NEW K-1 and 2-12 raters available (and for those that
need refresher)
January 28
Supplemental support provider recorded web-based training available (one per
February Writing samples collection window opens
Calibration window for RETURNING raters (first 2 sets)
Third and final calibration set available
March 18 TELPAS Reading test for grades 2nd, 6th and 9th
March 19
TELPAS Writing, Listening and Speaking entered in TAMS
to April 5th
March 19 TELPAS Reading test for grades 3rd, 7th and 10th
March 20 TELPAS Reading test for grades 4th, 8th and 11th
March 21 TELPAS Reading test for grades 5th and 12th
March 22 TELPAS Reading make-up day