slide1 n.
Skip this Video
Download Presentation

Loading in 2 Seconds...

play fullscreen
1 / 44


  • Uploaded on


I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation


Download Now An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript













General Information

  • TELPAS fulfills federal requirements for assessing the English language proficiency of English language learners (ELLs) in K-12 in four language domains: listening, speaking, reading, and writing.
  • TELPAS assesses students in alignment with the Texas English Language Proficiency Standards (ELPS), which are a part of the TEKS.
  • Student performance is reported in terms of four English language proficiency levels: beginning (B), intermediate (I), advanced (A), and advanced high (AH).

A holistically rated assessment process is used for Grades 2-12: listening, speaking, and writing.

  • Reading is assessed through an online multiple choice testing program.
  • All K-12 ELLs are required to participate in TELPAS, including students classified as LEP who have parental denials. Ells are required to be assessed annually until they meet bilingual/ESL program exit criteria and are reclassified as non-LEP.
2012 13 english proficiency exit criteria
2012-13 English Proficiency Exit Criteria

Score Fluent on English Oral Language Proficiency Test (OLPT)

Pass the STAAR English Reading EOC

Pass the STAAR English Writing EOC

Review Subjective Teacher Evaluations (Assessments, Anecdotal Notes, Portfolios, etc.)



  • All state assessment instruments (TEC 39.023 and 39.027) are considered secure, and the contents of these tests, including student information used or obtained in their administration, are confidential.
  • (19 TAC, Chapter 101) Each person participating in the state assessment program is required to maintain and preserve the security and confidentiality of all information.
  • All test materials and student data must be handled in strict accordance with the instructions contained in the TELPAS Manual and the Test Security Supplement.

Test Security

Test security Involves:

  • accounting for all secure materials and confidential student information before, during, and after each test administration.
  • permitting only individuals who meet the requirements to participate and who have been trained and have signed the appropriate oath access to test materials.
  • requiring districts/campuses to implement the controls necessary to ensure the proper storage and accurate tracking of secure materials.

Confidentiality Requirements

The protection of all online assessments and

student performance documentation requires

compliance with the following guidelines:

  • Before handling secure test materials, all testing personnel must undergo training and must sign the appropriate oath affirming they understand what is considered confidential.
  • Before accessing the secure online administration features of the Assessment Management System (AMS), trained and qualified testing personnel who will be administering online assessments must first read and accept a statement of confidentiality.
  • All test must be administered in strict accordance with the instructions contained in the test administration materials.

Confidentiality Requirements

  • 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.
  • No person may duplicate, print, record, write notes about, or capture by any electronic means any portion of a secure assessment instrument.
  • 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.
Certified Staff members will be responsible for supervising certified or noncertified paraprofessionals (TAs)

If a violation of test security or confidentiality occurs under this circumstance, the supervising certified professional is subject to penalties.

Confidentiality Requirements



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 violations, 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 set term or permanently .


  • Release or disclosure of confidential test items 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.
  • 19 TAC 249.15 stipulates that the State Board for Educator Certification may take any of the actions stated in the previous slide based on satisfactory evidence that an educator has failed to cooperate with TEA in an investigation.
  • Irregularities resulting in a breach of test security or confidentiality may result in the invalidation of students’ assessments.


  • ALL campus personnel who participate in state-mandated testing and/or handle or view secure test materials or confidential information must be trained and sign a security oath for EACH role.
      • TELPAS Raters
      • TELPAS Writing Collection Verifiers
      • TELPAS Test Administrators
      • TELPAS Technology Staff
  • Each oath must be:
    • read and completed after training and before handling or viewing any secure test materials or confidential information.
    • turned in to Mrs. N. Espinoza.
    • kept on file in the district for 5 years.


  • Incidents resulting in a deviation from documented testing procedures are defined as testing irregularities and fall under two categories:
      • Serious
      • Procedural
  • Serious irregularities constitute severe violations of test security and/or confidentiality and can result in the individual(s) responsible being referred to the TEA Educator Certification and Standards Division for consideration of disciplinary actions.


Serious Violations

  • Directly or indirectly assisting students with responses to test questions or writing samples
  • Tampering with student responses or writing samples
  • Falsifying TELPAS holistic ratings
  • Viewing secure test content during or after an assessment
  • Discussing secure test content, student responses, or student performance
  • Scoring student reading tests, either formally or informally
  • Duplicating, recording, or capturing electronically secure test content without permission from TEA


Procedural Irregularities

  • A test administrator failed to issue the correct materials, or students were provided non-allowable materials.
  • Teachers shared answers to the online calibration activities or practice rating activities in the online training courses.
  • Testing personnel who were not properly trained were allowed to rate students or administer tests.
  • A test administrator failed to use the test administrators manual or failed to read aloud the bolded test administration directions as outlined in the manual.
  • A test administrator failed to remove or cover ALL instructional displays.
  • A TELPAS writing collection was not submitted in accordance with required assembly criteria.
  • A test administrator failed to provide a student with the correct student authorization to access the TELPAS reading test.


  • Eligibility Error
    • Eligible students were not rated in one or more domains.
    • Eligible students were not given the grades 2-12 reading test.
    • Ineligible students were assessed.
  • IEP Implementation Issue
    • A student receiving special education services was not provided a prescribed accommodation.
  • Improper Accounting for Confidential or Secure Materials
    • A rater, test administrator, campus testing coordinator, or district coordinator lost or misplaced writing collections or other confidential or secure materials.


  • Monitoring Error
    • A campus coordinator did not require raters to return confidential materials.
    • A test administrator left a room unattended when students or secure materials were present or when secure online tests were visible.
    • Secure online tests were left open and visible during a lunch/short break taken in the testing room, or restroom breaks.
    • Testing personnel DID NOT monitor students during a break.
    • A Test administrator DID NOT ensure students worked independently during testing. (students were not prevented from gaining an unfair advantage through the use of cell phones, text messages, or other means).

Reporting of Testing Irregularities

  • Each person participating in testing is directly responsible for reporting to campus testing coordinator, Mrs. N. Espinoza any violation or suspected violation.
  • Failure to report any individual who has engaged in conduct that violates the security or confidentiality of a test violates 19 TAC CHAPTER 101 and could result in sanctions.


  • If the district determines that a student has cheated on a state assessment:
    • The district is required to invalidate the student's test.
    • Disciplinary action may be taken at the local level in accordance with district policy.
    • Locally determined disciplinary actions stemming from cheating must be submitted to TEA via the online reporting form.
    • A separate online incident report form and documentation are necessary only if the district determines that testing personnel contributed to, caused, or did not detect the cheating due toinadequate monitoring.

Holistically Rated TELPAS Assessments

  • General Information
    • The Holistically rated components of TELPAS consist of:
      • Writing collections for grades 2 – 12
      • Observational assessments in listening and speaking for grades 2 - 12
  • Overview of the Rating & Reporting Process
    • You will be assigned students to rate.
    • You are responsible for holistically rating the English Language Proficiency of your assigned students.
    • You will need to complete your rater training requirements and follow the assessment procedures in the LPAC Manual.
    • After training you will:
      • Assess the English language proficiency of students and assign one of four ratings: beginning (B), intermediate (I), advanced (A), or advanced high (AH);
      • Record student's ratings and related information on the TELPAS Student Rating Roster in Appendix B

Holistically Rated TELPAS Assessments

  • Overview of the Rating & Reporting Process Continued
    • You will base your ratings on classroom observations and written student work.
    • You will gather writing samples and create student writing collections.
    • Writing collections will be verified by another trained educator.
    • You must complete the TELPAS Writing CollectionCover Sheet and Verification Checklist in Appendix C. This Cover Sheet MUSTbe stapled to each student's writing collection.
    • All writing samples must be turned in to Mrs. N. Espinoza or Sylvia Koite in D-POD office byMonday, March 25, 2013.
    • Writing collections are kept in the students' permanent record files for two years.
    • TELPAS assessment results must be used to plan for instruction and to meet state and federal assessment requirements.


  • Each teacher selected to rate must:
    • have student in class at time of spring assessment;
    • 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;
    • rate the students in ALL eligible language domains.
  • Raters may include the following:
    • Bilingual education teacher
    • ESL teacher
    • General Education Teacher of specific foundation subjects
    • Special Education Teacher
    • G/T Teacher
    • Teachers of enrichment subjects

*Paraprofessionals may NOT serve as raters.



  • These assessments are based on class work and observations of students in daily instruction.
  • In assessing ELLs who receive special education services, raters should take into account the ability of the students to use English to access the general curriculum at their enrolled grade in accordance with accommodations called for in their IEP.
  • Ratings should be based on instruction that includes accommodationsused routinely as long as the accommodations do not invalidate the ability to evaluate the student’s English language proficiency level according to the Proficiency Level Descriptors (PLDs).

Using writing collection samples for which a student relied heavily on a dictionary, peer support, or teacher assistance would not be allowable.



Raters, Verifiers, Test Administrators will be REQUIRED to:

  • read the TELPAS manual for Raters and Test Administrators emailed to you on January 28, 2013.
  • attend training session on administration procedures scheduled for Thursday, February 14, 2013 during department planning periods and /or conference in Room D101.
  • complete annual holistic rating training before assessing students for TELPAS scheduled for Tuesday - Friday, February 19 – 22, 2013 in Room C121.
  • complete an Online Basic Training Course (New Raters Only)
  • complete online Calibration Activities
    • Set 1
    • Set 2 required if not successful on Set 1
    • Supplemental Holistic Rating Training & Calibration Activity Set 3ifnot successful in Set 1 & 2





Online Basic Training Course (Required for New Raters)

  • Grades 2-12 course covers listening, speaking, and writing
  • Participants practice rating students
  • New Raters must complete this course before beginning online calibration activities (Approximate completion time 4 – 5 hours) made available as of January 28th – sent notification email on 1/28/2013

Online Calibration (Required for New and Returning Raters)

  • Consist of three sets of students to be rated
  • Grades 2-12 sets includes listening, speaking, and writing
  • Raters complete only as many sets as it takes to calibrate (Approximate time per set – 1 hour)

Online Basic Training Course (New Raters)

  • Complete courses in a setting free from distractions.
  • Courses are divided into modules so you have opportunities to complete course in more than one sitting if necessary.
  • Practice activities are required to be completed independently.
  • Five practice activities are included for each language domain.
  • There is no required number of students to rate correctly since the activities are for practice.
  • If you rate students incorrectly, read the rating annotations and review the Proficiency Level Descriptors (PLDs) carefully. (TELPAS Manual pages 34-35 & 38)
  • It is a violation of state assessment procedures to share or discuss answers with individuals who have not yet completed the course.
  • Raters are required to read an online statement and affirm they will complete the course independently.
  • When completing the course, go to the Training History Section and print a copy of your certificate – turn in a copy of your certificate to Mrs. N. Espinoza, campus coordinator.

*Online training courses must be completed during conference and/or team planning from

Tuesday - Friday, February 19 - 22, 2013 (approx. time 4-5 hours)


Online Calibration

  • Must be completed by new and returning raters
  • Three calibration sets – each set contains 10 students to be rated
  • The first two calibration sets are available beginning February 18, 2013
  • The third set will become available beginning February 27, 2013
  • You must rate at least 70% of the students correctly within a set
  • You will calibrate across domains, NOT separate domains
  • Complete the calibration activities in a setting free from distractions
  • Refer to the Proficiency Level Descriptors (PLDs)(TELPAS Manual pages 34-35 & 38)as you rate each student
  • You may refer to other holistic rating training notes or materials as well
  • You may review practice activities from the online basic training, or
  • Rate the students at the end of the language domain chapters in the Educator Guide to TELPAS before you begin a calibration set
  • Supplemental Training Support will be provided for those who do not calibrate successfully by the end of Set 2.

*Online training courses must be completed during conference and/or team

planning from Tuesday - Friday, February 19 - 22, 2013

(approx. time for each set - 1 hour)

Individuals who do not calibrate after completing the second set will be provided supplemental trainingsupport before attempting the third and final set of calibrations activities.

Notify Mrs. N. Espinoza if you do not calibrate by the end of the second set.

Raters will be given an access code to proceed with the third calibration set upon completion of their supplemental training. (Third Set available beginning February 27th)

Raters who complete all requirements butdo not successfully calibrate may be authorized to serve as raters at the discretion of the district. However, districts are required to provide rating support so that their assigned students are assessed consistent with the PLDs.

Supplemental Holistic Rating Training


TELPAS Schedule For LEP Students

  • The TELPAS online Reading Test will be administered exclusively online during the five week assessment window: March 18 – April 10, 2013.
  • Tutorial for students will be from Wednesday-Friday, March 20-22, 2013 in room C121.
  • Veterans Memorial Academy will administer the online Reading Test on Monday & Tuesday, March 25 – 26, 2013.
  • Make-up days will be from Wednesday - Thursday, March 27 - 28, 2013. TEA expects 100% participation.


  • Writing collections must contain at least 5 writing samples
  • Writing assigned must be dated on or afterFebruary 18, 2013
  • Rating must be completed byFriday, March 22, 2013.
  • Writing samples must be turned in and filed in the student's folder with Mrs. N. Espinoza or Sylvia Koite (D-POD) by Monday, March 25, 2013
  • Writing should reflect a student's current proficiency level. For a student near the border between two levels, the rater should consider using writing assigned toward the latter part of the collection window.
  • Writing assignments must include NAME and DATE.
  • Cover Sheet and Verification Checklist(Appendix C)must be completed and stapled to each student's writing collection
  • Photocopies of classroom writing assignments may be included as long as copied pages are clear and legible.
  • District coordinators are required to submit a testing irregularity incident report to TEA if student ratings submitted are based on incorrectly assembled collections.


  • Select writing samples taken from authentic classroom activities that are grounded in content area TEKS and ELPS.
    • TYPE 1: Basic descriptive writing on a personal / familiar topic (pg. 20)
    • TYPE 2: Writing about a familiar process (pg. 21)
    • TYPE 3: Narrative Writing about a past event (pg. 21)
      • One sample of this type is required in each collection
    • TYPE 4: Personal narratives and reflective pieces (pg. 21)
    • TYPE 5: Expository and other extended writing on a topic from language arts (pg. 21-22)
    • TYPE 6: Expository or procedural writing from science, mathematics, or social studies (pg. 22)
      • Two samples of this type are required in each collection

Remember – 5 samples must be in each collection and

collections must be completed and turned in to Mrs. N. Espinoza or Sylvia Koite (D-POD) by Monday, March 25, 2013



  • Encourage students to take their time and write in as much detail as they can.
  • Include writing tasks that allow students to show what they can do. Allow them to showcase the English they know and the language they have internalized while writing on topics that are comfortable and familiar.
  • Include writing tasks that stretch and push student's limits. Make special efforts to assign them extended writing tasks that require them to use abstract language, analyze, hypothesize, defend point of view, explain a complex process in detail, and use precise and descriptive language.

What NOT

to Include

in a Collection

  • Papers containing language directly copied from a textbook, lesson, or other written source
    • Students need to write using their own words.
  • Papers in which the student relies heavily on a dictionary or thesaurus
  • Papers showing teacher corrections
  • Papers that have been polished through editing by peers, parents, or teachers
    • Students may revise their ownwriting
  • Papers in which the student writes primarily in his/her native language
  • Worksheets or question-answer writing assignments
  • Papers that are brief, incomplete, or rushed

VERIFYING the Writing Collection Components

  • TELPAS Raters and paraprofessionals are NOT permitted to be campus verifiers.
  • TELPAS Writing Collection Verifiers are required to attend training on verifying tasks and administrative procedures.
  • Verifiers must complete the verification checklist in Appendix C to ensure each collection includes:
    • five total writing samples;
    • one narrative about a past event, and two academic writing samples from science, social studies, or mathematics;
    • student's NAME & DATE;
    • NO writing samples dated before February 18, 2013;
    • NO papers showing teacher corrections or brief, rushed, or incomplete writing
    • NO worksheets or question-answer assignments; or samples showing evidence of borrowed / copied language, or heavy use of reference materials, and
    • samples written primarily in ENGLISH

Verifying must be complete by Friday, April 5, 2013


VERIFYING the Writing Collection Components

Collections that DO NOT meet requirements will be returnedto the rater. Once the collection meets the requirements, the verifier will initial and sign the verification checklist on the reverse side of the writing collection cover sheet.

VMA TELPAS Verifiers

Counselors Sylvia Alfaro

Eleuterio Martinez

Lidia Martinez

Deans Patricia Vanderpool

Amy Rodriguez

Math Coach Sam Mendez

Special Ed. Dept. Head Lois Sundling

Elective Teacher Rosa Valenzuela

Rating completed by-

Friday, March 22, 2013

Writing samples due-

Monday, March 25, 2013

Verifying completed by-

Friday, April 5, 2013


Language Domain Definitions

  • Second language acquisition domains are as follows:
      • Listening – The ability to understand spoken language, comprehend and extract information, and follow social and instructional discourse
      • Speaking – The ability to use spoken language appropriately and effectively in learning activities and social interactions
      • Reading – The ability to comprehend and interpret written text at the grade-appropriate level
      • Writing – The ability to produce written text with content and format to fulfill grade-appropriate classroom assignments
      • Pg. 25

Proficiency Level Descriptors and Global Definitions

  • Proficiency levels within a domain can vary Page 26
  • Students between two proficiency levels require close attention
  • Collaborate with others if needed before assigning a proficiency level
  • High academic achievement is not mentioned in the definition AH – it is not a

prerequisite of the attainment of academic English language proficiency


Language Proficiency / Academic Achievement

Page 28

 AH proficiency supports the ability of ELLs to achieve academically

 An ELL with an AH who is not achieving academically needs interventions

related to the subject matter taught, NOTsecond language acquisition

 Observe your ELLs during formal and informal academic tasks and interactions

 Evaluate their command of English

 ELLs receiving special education services have the ability to use English to

access the general curriculum at their enrolled grade in accordance with their IEP


Observing Students in Each Language Domain


 Reacting to oral presentations

 Responding to text read aloud

 Following directions

 Cooperative group work

 Informal interactions with peers

 large/small-group instructional


 One-on-one interviews

 Individual student conferences


 Cooperative group work

 Oral presentations

 Informal interactions with peers

 Large/small-group instructional


 One-on-one interviews

Speaking Continued

 Classroom discussions

 Articulation of problem solving

 Individual student conferences


 Descriptive writing on a familiar topic

 Writing about a familiar process

 Narrative writing about a past event

 Reflective writing

 Extended writing from language arts classes

 Expository or procedural writing from science, mathematics, and social studies classes

*You may collaborate with others, but remember, you are the official rater and are ultimately responsible for the ratings you assign.

When you rate your students, you will need


PLDs on pgs. 34, 35, 38;

TELPAS Student Rating Roster in Appendix B;

The student writing collections; and

Writing Collection Cover Sheets in Appendix C

Follow procedures for rating students on pg. 33

Indicate your ratings and rater information on the TELPAS Student Rating Roster

Make sure the information is accurate and complete

Campus coordinator or designated testing personnel will enter the ratings and rater information in the Assessment Management System

TELPAS Student Rating Roster will be retained on the campus as an official assessment record

Rating Your Students.

Campus Testing Coordinator or designee will be responsible for:

Creating rating entry groups

may group students by rater or other groupings (English Teacher, etc.)

adding students to existing rating entry groups

removing students from rating entry groups

Students may be removed from existing rating entry groups without loss of data

Holistic rating data may be entered or modified only when students are in a rating entry group

Creating and Managing Rating Entry Groups.


Entering Rating Information Online

Information supplied by the campus raters on the TELPAS

Student Rating Roster will be entered in the Assessment

Management System.

Individuals will be assigned the roles of:

  • Online Session Administrator (Pgs. 48 - 69 & 76-81); or
  • Rating Entry Assistant

More Information:

  • To enter proficiency ratings and rater information refer to pgs. 42 – 44 of the TELPAS Manual
  • Contact Mrs. N. Espinoza if you have any questions about entering rating information (ext. 6015)
  • If necessary, Pearson's Austin Operations Center can be contacted at 800-627-0225 or email:

Preparing Materials for Return

Complete the following before returning TELPAS


  • Verify holistic ratings and rater information on the TELPAS
  • Student Rating Roster are accurate and complete
  • Review the accuracy of student data
  • Complete, sign, and datethe TELPAS Student Rating Roster
  • Complete the Writing Collection Cover Sheets and ensure they
  • are stapled to the student's writing collections

Return the following to Mrs. N. Espinoza:

  • Signed oath of test security and confidentiality
    • Kept on file for five years
  • TELPAS Student Rating Roster
    • Kept on file for one year
  • Student writing collections in provided folders
    • Kept in students' permanent record files for two years
  • TELPAS Manual