TELPAS for New District Testing Coordinators,
Campus Testing Coordinators, and B/ESL
Directors
2012–2013
.
3 Session Objectives
1. To show the close connection between the Texas
English Language Proficiency Standards (ELPS)
and the Texas English Language Proficiency
Assessment System (TELPAS)
2. To reinforce the benefits of using the ELPS to
teach and assess English language learners (ELLs)
effectively throughout the school year
3. To lay the foundation for the spring training of
new TELPAS raters
TEA 2
Agenda
• ELPS -TELPAS Alignment
• Grades 2-12 Writing Collection Overview
• Holistic Rating Training Requirements
• PLDs
• Fall Awareness Training
• Resources
Provided by ESC Region XI
2
Making the ELPS-TELPAS Connection
Grades K–12 Overview
2012–2013
Texas Education Agency
Student Assessment Division
.
Definitions
• What are the ELPS?
Federally required instructional standards designed to
ensure that ELLs are taught the academic English they
need for school purposes
• What is TELPAS?
A federally required assessment program designed to
measure the annual progress that ELLs make in learning
academic English
• What are TELPAS raters?
Teachers trained to assess ELLs for TELPAS
TEA 5
Nuts and Bolts
• The ELPS are used in foundation and enrichment
instruction of K–12 ELLs.
• TELPAS assesses K–12 ELLs. The ELPS and TELPAS
encompass –
4 language domains
–
–
–
–
Listening
Speaking
Reading
Writing
4 proficiency levels
–
–
–
–
Beginning
Intermediate
Advanced
Advanced High
TEA 6
Who Takes TELPAS
All ELLs in grades K–12, including those whose
parents decline bilingual/ESL program services, are
assessed annually.
In rare cases, an ELL served by special education
may be exempted from TELPAS by the ARD
committee in conjunction with the LPAC.
TEA 7
TELPAS provides proficiency level ratings for each
language domain, plus an overall, composite rating.
TEA 8
Assessment Approaches
 TELPAS uses an online multiple-choice test to
assess
 2–12 reading
 TELPAS uses a holistic rating process and
classroom performance to assess
 K–12 listening, speaking, and writing
 K–1 reading
TEA 9
Holistic Rating Process
 A direct and authentic way to assess English language
proficiency
 Rubrics-based process of evaluating abilities as a whole
rather than as skills in isolation
 Focuses on overall ability of students to understand and use
English in grade-level academic settings
 Teacher-conducted and used in ongoing quality instruction
and formative assessment
 Used for official summative TELPAS assessment in spring of
year
TEA 10
TELPAS Results
TELPAS results are used to —
• set learning goals for ELLs
• keep parents and students aware of annual progress
in learning English
• inform instructional planning and bilingual/ESL
program exit decisions
• report performance to the public
• evaluate programs, resources, and staffing patterns
• evaluate districts and campuses in federal and state
accountability and monitoring indicators
TEA 11
English Language Proficiency Standards
• Were approved by State Board of Education in
2007–2008
• Are part of Texas Essential Knowledge and Skills (TEKS)
state-required curriculum
• Include instruction school districts must provide to give
ELLs full opportunity to learn English and succeed
academically
• Require content area teachers to teach content area
TEKS and help ELLs become English proficient
• Are an integral part of instruction in each TEKS
foundation and enrichment subject
• Are found at
http://www.tea.state.tx.us/rules/tac/chapter074/ch07
4a.html#74.4
TEA 12
ELPS Components
a) Introduction
c) Student Expectations for
Second Language Acquisition
– Integrate second language
instruction with content area
– Learning Strategies
Introduction
instruction to
– Listening
- Integrate second language instruction with content area instruction to
• make content
– Speaking
make content comprehensible
comprehensible
build academic
language proficiency
c) Student
for Second Language Acquisition– Reading
• Expectations
build academic
-Learning Strategies
– Writing
language
proficiency
- Listening
ELPS Components a)
b)
- Speaking
- Reading
District
Responsibilities
d) Proficiency Level Descriptors
- Writing
for each Language Domain
b)
Responsibilities
– District
Linguistically
adjust instruction
- Linguistically adjust instruction based on student proficiency levels
based on student proficiency
– Beginning
- Implement strategic interventions for beginning and intermediate students in grade 3 and up
levels Level Descriptors
d) Proficiency
– Intermediate
for each Language Domain
– Implement strategic
– Advanced
Beginning
interventions for beginning
Intermediate
– Advanced High
Advanced
and intermediate students in
Advanced High
grade 3 and up
TEA 13
Example Student Expectation (SE) and
Proficiency Level Descriptor (PLD)
• What to learn – SE
Speaking SE (C) – Speak using a variety of grammatical
structures, sentence lengths, sentence types, and
connecting words with increasing accuracy and ease as
more English is acquired
• Stage of acquisition – PLD
Intermediate speaking (B)(iii) – These students exhibit an
emerging awareness of English grammar and speak using
mostly simple sentence structures and simple tenses; are
most comfortable speaking in present tense
TEA 14
ELPS-TELPAS Connection
TEA 15
TELPAS measures the ELPS.
The two are integrally aligned.
TEA 16
Measuring the ELPS
TELPAS assesses the abilities outlined in the
ELPS student expectations (SEs)
and reports performance in alignment with the
ELPS proficiency level descriptors (PLDs).
TEA 17
ELPS
TELPAS
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.
TEA 18
6 Sets of PLDs
• Listening
Grades K–12
• Speaking
Grades K–12
• Reading
Grades K–1
Grades 2–12
• Writing
Grades K–1
Grades 2–12
TEA 19
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
TEA 20
ELPS-TELPAS Proficiency Level
Descriptors Grades K–12 Listening
TEA 21
ELPS Proficiency Level Descriptors
Grades K–12 Speaking
TEA 22
ELPS-TELPAS Proficiency Level Descriptors
Grades 2-12 Writing
TEA 23
ELPS-TELPAS Proficiency Level
Descriptors Grades K–1 Reading
ELPS-TELPAS Proficiency Level
Descriptors Grades K–1 Writing
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.
TEA 26
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
Chapter 8 on writing for grades 2–12 contains several
annotated writing samples
Available at http://www.tea.state.tx.us/student.assessment/ell/telpas/
Spring Web-based TELPAS rater training provides in-depth practice.
TEA 27
PLDs and Instruction
Teachers should use the PLDs throughout the school year as
formative assessment rubrics to —
• stay attuned to the English language proficiency levels of
their students
• monitor progress
• linguistically tailor (accommodate) content area
instruction and integrated second language instruction
according to the proficiency level needs of their ELLs as
the students learn more English
Formative
Assessment
TEA 28
PLDs and Statewide Assessment
• For TELPAS, trained raters officially determine the
English language proficiency levels of ELLs in the
spring.
• ELLs should be making steady progress all year.
• TELPAS is a summative assessment that documents
the proficiency levels of ELLs as a statewide spring
assessment.
Summative
Assessment
TEA 29
Summative TELPAS Assessment
For each domain (listening, speaking, reading, and writing),
TELPAS answers the following question:
How well is the student currently able
to understand and use English during
grade-level instruction?
TEA 30
Benefit of TELPAS Rater Training
on Formative Classroom Assessment
Teachers trained as TELPAS raters internalize
the PLDs so that they are able to naturally and
automatically assess their students’ English
language proficiency levels during ongoing
classroom instruction.
TEA 31
Benefit of Using PLDs in Instruction
• Teachers learn to make effective linguistic
accommodations in class, which supports
– learning of academic subject matter
(TEKS content area student expectations)
– learning of English language
(ELPS student expectations)
TEA 32
Reviewing the ELPS-TELPAS Connection
• Teachers use the SEs and PLDs from the ELPS for
formative assessment all year.
• TELPAS raters are trained in depth to learn to use the
PLDs for the official purposes of statewide assessment.
• In-depth TELPAS rater training makes ongoing,
formative use of the PLDs easy and serves the purpose
of statewide assessment.
ELPS
TELPAS
TEA 33
A Word About Grades 2–12 Reading
Even though a multiple-choice test is used to assess
reading in grades 2–12, teachers use the ELPS student
expectations and PLDs in instruction just as they do for
the domains of listening, speaking, and writing.
TEA 34
Assessment Information for
Administrators and Teachers
To prepare for new school year:
Use TELPAS results to evaluate whether students have been making
steady progress in learning English.
– TELPAS confidential campus rosters include
• 2 years of test scores
• how long student has been in U.S. schools
– Statewide student assessment data portal is designed to make
results readily available and data analyses easier.
LPAC meetings during school year:
Use previous spring’s TELPAS results and current year’s formative
assessment results to gauge progress in English proficiency, plan for
instructional interventions as needed, and inform spring decisions
about student’s participation in state-required assessments.
TEA 35
Essentials of
Second Language Acquisition
TEA 36
Understanding Language Proficiency in
Social and Academic Settings
BICS: Basic Interpersonal Communicative Skills
CALP: Cognitive Academic Language Proficiency
TEA 37
The Argument for Academic English
Language Proficiency
TEA 38
Building English Language Proficiency: A
Cumulative Process
TEA 39
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 spoken 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 to fulfill grade-appropriate classroom assignments
Adapted from Alief ISD Language Proficiency Profile
TEA 40
Teaching Language Through
Content Area Instruction
TEA 41
Summing Up
TEA 42
Summing Up
Ways ELPS and TELPAS Reinforce Quality
Instruction
• ELLs use and practice their developing
language.
• Teachers collaborate about the needs of ELLs.
• Teachers use a common vocabulary
with one another and parents in
 describing language levels and
needs of ELLs, and
 setting goals for progress.
TEA 43
Summing Up
Ways ELPS and TELPAS Reinforce Quality
Instruction
• Teachers understand the stages of learning
English and how to get students from one
proficiency level to the next.
• Teachers learn to linguistically accommodate
(communicate, sequence, and scaffold)
instruction according to English language
proficiency levels of ELLs.
• ELLs learn academic content more readily when
they understand the language of their instruction.
TEA 44
Bottom Line
Effective implementation of ELPS and
TELPAS assessment approach throughout
the school year helps ELLs
 learn English more quickly
 grasp academic concepts and skills
more readily
TEA 45
Grades 2–12
Writing Collection Overview
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.
TEA 47
Goal in Assembling
Writing Collections
To make sure the collections portray
the students’ overall English language
writing proficiency
TEA 48
Writing Activities
TELPAS writing samples should be taken
from authentic classroom activities
grounded in
• content area TEKS
• ELPS
TEA 49
February 18, 2013
• Writing assigned on or after February 18, 2013,
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.
TEA 50
Samples Required
• At least 5 total samples are required in each
collection.
• In each collection there must be
- at least 1 narrative about a past event
- at least 2 writing samples from math,
science, or social studies
TEA 51
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.
Provided by ESC Region XI
52
Verification of
Collection Contents
Campuses follow procedures outlined in
the TELPAS test administration manual to
ensure that the writing collections are
assembled correctly and include the
necessary number and types of writing.
TEA 53
Resources with More Details
 District and Campus Coordinator Manual
 Updated annually and available in late fall from the
Assessment A–Z Directory at
http://www.tea.state.tx.us/student.assessment
 Shipped to districts in January
 TELPAS Manual for Raters and Test Administrators
 Updated annually and available in December at
http://www.tea.state.tx.us/student.assessment/ell/telpas/
 Shipped to districts in late January
 Online course titled Assembling and Verifying Grades 2–12
Writing Collections
 Available online in mid January at
http://www.texasassessment.com/TexasTrainingCenter
TEA 54
2012–2013 Holistic
Rating Training
Requirements
Texas Education Agency
Student Assessment Division
Grades K–1
Assessment Approach:
Listening, Speaking, Reading, Writing
Teachers determine English proficiency levels by
observing students in class. They watch how their
ELLs
 interact informally with them and other
students
 understand and use English
 when receiving academic instruction and
completing class work
 during cooperative learning activities
TEA 56
Grades 2–12
Assessment Approach
• There are 3 holistically rated language
domains —
 listening
 speaking
 writing
• Assessment approach for listening and
speaking differs slightly from writing
TEA 57
Grades 2–12
Assessment Approach:
Listening and Speaking
Teachers determine English proficiency levels by
observing students in class. They watch how their ELLs
 interact informally with them and other students
 understand and use English
when receiving academic instruction and
completing class work
during cooperative learning activities
TEA 58
Grades 2–12
Assessment Approach:
Writing
TELPAS raters assemble a collection of each student’s
writing from a variety of content areas and use the
collection as the basis for evaluating the student’s
English language proficiency in writing.
TEA 59
Things to Know About TELPAS Rater
Training and Administration
Procedures
TEA 60
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
61
TELPAS Rater Training
• It is recommended that districts and campuses
determine in the fall who their TELPAS raters will be
in the spring.
• A training flowchart is provided on the next slide.
TEA 62
Rater Credentials
Each teacher selected to rate an ELL must
1) have the student in class
2) be knowledgeable about the student’s ability to
use English in instructional and informal settings
3) hold valid education credentials such as a teacher
certificate or permit
4) be appropriately trained, as required by TEA
TEA 63
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.
TEA 64
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.
TEA 65
New and Returning Rater Definitions
for K–1 and 2–12
•The training webpage informs raters that districts may sometimes require a
returning rater to complete new-rater training and to consult with their testing
coordinator if they need clarification.
TEA
66
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.
Provided by ESC Region XI
67
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
68
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
Online Calibration
(Sets 1 and 2*)
Online Calibration
(Sets 1 and 2*)
If not calibrated: Supplemental Holistic Rating Training
*Set 2 required only if not
successful on Set 1
Final Online Calibration (Set 3)
TEA 69
Fall ELPS-TELPAS Foundational
Awareness Training
• For teachers who will be trained as new TELPAS
raters in the spring if they lack this foundation
• Training Resources:
• Introductory Training Powerpoints
– Making the ELPS-TELPAS Connection Grades K–12
Overview
– Introductory Training on the PLDs Grades K–1 Introductory
Training on the PLDs Grades 2–12 Grades 2–12 Writing
Collection Overview
– 2012–2013 Holistic Rating Training Requirements
– Proficiency Level Descriptors
70
Training Requirements for
K–1 and 2–12
• In the fall (recommended)
– ELPS-TELPAS professional development for new
teachers and new raters – foundational (awareness)
training (Any staff members may attend)
• In the spring (required and in addition to
administration procedures training)
– New raters – complete online basic training course
and online calibration activities
– Returning raters – complete online calibration
activities
Provided by ESC Region XI
71
Foundational (Awareness)
Training
• Training resources:
– PowerPoint modules
– Making the ELPS-TELPAS Connection: K–12 Overview
– Introductory Training on the PLDs (separate modules for K–1 and 2–
12)
– Grades 2–12 Writing Collection Overview
– Educator Guide to TELPAS
• Experienced TELPAS personnel may provide training
Additional Resource: A PowerPoint (2012–2013 Holistic Rating Training
Requirements) to help administrators understand the holistic rating training
requirements is available on the TELPAS Resources webpage at
http://www.tea.state.tx.us/student.assessment/ell/telpas/.
Provided by ESC Region XI
72
Grade Clusters of Training and Calibration
• Raters must know their assigned grade cluster to select
the appropriate online training.
• Raters should consult with their campus testing
coordinator if they are unsure of their assigned cluster.
Grade Clusters
Grades K–1
Grade 2
Grades 3–5
Grades 6–8
Grades 9–12
TEA
73
Raters with Students in Multiple Grade
Clusters within Grades 2–12
– Raters are required to train and calibrate in the
cluster in which they have the most ELLs.
– As a best practice, these raters should also review
online basic training course practice activities in the
additional cluster(s).
Example: A grade 2–5 ESL teacher has most of her ELLs in
grade 3. She must complete training and calibration in grades
3–5. As a best practice, she should review the online practice
activities for grade 2 to check her readiness to apply the
rubrics appropriately.
TEA
74
Raters with Students in Multiple Grade Clusters
that Include Grades K–1
– Because of differences in the instructional content and rating
rubrics, these raters must complete training and calibration for
K–1 and at least one other cluster in 2–12.
– Raters with more than one additional cluster should train in
the cluster in which they have the most ELLs.
– As a best practice, these raters should also review online basic
training course practice activities in the additional cluster(s).
Example: A grade 1–3 ESL teacher has most of his ELLs in grade 2. He
must complete training and calibration in grades K–1 and 2. As a best
practice, he should review the online practice activities for grades 3–5 to
check his readiness to apply the rubrics appropriately for his 3rd grade
students.
TEA 75
When and where do raters
take the online training?
• Depending on campus arrangements, raters may
either complete training and calibration during
school hours, after school, or on weekends.
• The online training system allows raters to access
the training from any computer that meets the
minimum system requirements.
• Campuses inform raters of the details during
annual administration procedures training.
TEA
76
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.
TEA
77
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.
TEA
78
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
79
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.
TEA
80
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
81
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
TEA
82
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
83
Supplemental Holistic Rating Training
– Raters not successful after sets 1 and 2 must receive
supplemental training.
– The rater will meet with a district-appointed
supplemental support provider.
– After the rater has received supplemental training, he
or she will be able to access the third and final
calibration set.
TEA
84
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.
TEA
23
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
86
Course and Calibration Certificates
• Raters who take the basic training course get a certificate
from the online TrainingCenter after completing the
course components.
• Raters will receive a certificate of successful calibration
when they calibrate.
TEA
87
TELPAS
Administration Procedures Training
– As part of annual spring TELPAS administration
procedures training, holistic rating training
requirements are reviewed with raters, as well as
information about how to access the online training
and calibration components.
– In addition, raters receive training on assessment
procedures such as how to assemble writing
collections, how to record students’ proficiency
ratings, etc.
TEA
88
District Validity and Reliability Procedures
• Districts are required to implement procedures
that ensure validity and reliability of holistic
rating process.
• Procedures may vary by campus, at district’s
discretion.
• For one year from the date of testing, campuses
maintain documentation of procedures followed.
TEA 89
TELPAS Audits
The Texas Education Agency conducts periodic audits of
the TELPAS holistic assessment process. The goals of the
audits are to examine whether

the ratings of teachers reflect appropriate and
consistent application of the PLD rubrics

school district personnel follow training and test
administration procedures
TEA 90
Things to Know About TELPAS Rater
Training and Administration
Procedures
Role of Testing Coordinators in
Holistic Rating Training
• District and campus personnel have primary responsibility
for supporting holistic rating training
• Vital for testing coordinators to have good working
knowledge of holistic rating training
• As in past, testing coordinators responsible for ensuring
• adequacy of training
• sufficient numbers of raters
• Collaboration with bilingual/ESL specialists encouraged,
but testing coordinators ultimately responsible for TELPAS
administration
Provided by ESC Region XI
92
Responsibilities of Testing Coordinators for
Holistic Rating Training
• 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 administration
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Monitoring Course Completions
and Performance on Calibration
Activities
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Available Reports for Online
Training and Calibration
• TELPAS Returning Rater Planning Roster
– Uses records from the 2008–2009, 2009–2010, and 2010–2011 school
years to generate a list of previously trained raters
• TELPAS Confidential Course Completion Roster
– Lists online basic training course completion and in-progress status and
performance by user for the current year
• 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
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Who Can Access Reports from
the Texas TrainingCenter
• Personnel with administrative authorization are able to access
reports and use the statewide lookup tool
– Region and district testing coordinators are given administrative access by
Pearson
–
Region bilingual/ESL coordinators are given administrative access by
Pearson
– Region and district coordinators may choose to give administrative access to
individuals as assistants at the region or district level
– Campus testing coordinators receive administrative access upon approval by
district testing coordinators or their assistants
–
Campus testing coordinators may choose to give administrative access to
individuals as assistants at the campus level
For more information about how to get administrative access, refer to the TELPAS Coordinator’s User Guide for
Online Holistic Rating Training.
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TELPAS Returning Rater
Planning Roster
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TELPAS Confidential Course
Completion Roster
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TELPAS At-a-Glance Training &
Calibration Report
Provided by ESC Region XI
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TELPAS Confidential Calibration
Summary Report
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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 TrainingCenter.
• Users who have registered in the TrainingCenter 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.”
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Other Reports and Resources
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Confidential Student Reports
(CSR)
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Resources
• 2012 District and Campus Coordinator Manual
• 2012 TELPAS Manual for Raters and Test Administrators
– Includes the 2012 Rater’s User Guide for Online Holistic
Rating Training
• Assembling and Verifying Grades 2–12 Writing Collections
online course
– Found on the Texas TrainingCenter
• PowerPoint training modules available on TEA’s Student
Assessment Division website on the ELL Assessments page:
–
–
–
–
Making the ELPS-TELPAS Connection, Grades K–12 Overview
Introductory Training to PLDs (for grades K–1 and 2–12)
Grades 2–12 Writing Collection Overview
2011–2012 Holistic Rating Training Requirements
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Resources
• Educator Guide to TELPAS Grades K–12
• Coordinator Manual Resources Webpage
• Coordinator’s and Rater’s User Guides for Online
Holistic Rating Training
• User’s Guide for the Texas Assessment
Management System
• User Roles and Permissions for the Texas
Assessment Management System
• TestNav 7 Combined Technical Guide
• Unified Texas Minimum System Requirements
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• TEA’s Student Assessment Division
– E-mail address: ELL.tests@tea.state.tx.us
– Phone: 512-463-9536
• Pearson’s Austin Operations Center
– E-mail address:
TELPAS.techhelp@support.pearson.com
– Phone for coordinators: 800-252-9186
– Phone for raters: 800-627-0225
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ESC Contact Information
• Peggy DeMoss
– Assessment/School Improvement Consultant
– pdemoss@esc11.net
– (817) 740-7529
• Janet Trump
– Bilingual/ESL Consultant
– jtrump@esc11.net
– (817) 740-7547
• Gretchen Cabrera
– Bilingual/ESL Consultant
– gcabrera@esc11.net
– (817) 740-7630
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