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Texas English Language Proficiency Assessment System (TELPAS) Holistic Rating Training. Audience: Teachers who will serve as TELPAS raters. General Information about TELPAS (p. 3). Fulfills federal requirements for assessing English Language Learners (ELLs), K-12
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Audience: Teachers who will serve as TELPAS raters
Fulfills federal requirements for assessing English Language Learners (ELLs), K-12
Aligned with the Texas English Language Proficiency Standards (ELPS)
Results used in state and federal accountability and performance-based monitoring system
*Online multiple-choice reading tests are used to assess the reading domain for grades 2–12.
Additionally, student test results may be invalidated.
Training on test administration procedures and holistic rating is 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 assessedOverview of the Rating & Reporting Process (p. 13)
A TELPAS Rater is a teacher designated to be the official rater of an ELL’s English language proficiency.
Each TELPAS Rater must:
All ELLs in Gr. K-12, including ELLs with parent denials, are required to be assessed in all language domains, with the following exceptions:
Spring TELPAS Administration Procedures Training
Covers holistic rating training requirements and procedures for conducting TELPAS
Online Basic Training Course
(Basic Training Course is optional for Returning Raters.)
Sets 1 and 2:
Set 2 required if not successful on Set 1
Sets 1 and 2:
Set 2 required if not successful on Set 1
If not calibrated: Supplemental Holistic Rating Training
Online courses are designed to prepare raters to assess the English language proficiency of students in a uniform manner statewide.
New Raters: Complete Online Basic Training Course by February 4 (Deadline for GISD New Raters)
Training courses and calibration activities are grade cluster specific (K-1, 2, 3-5, 6-8, 9-12), so confirm your cluster BEFORE starting your online training.
If you will rate students from more than one grade cluster, consult your Campus Testing Coordinator for instructions.
Complete course in a distraction-free setting.
You may complete the course in more than one sitting.
The rating practice activities must be completed independently. (online oath included)
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.
It is a violation of state assessment procedures to share or discuss answers to the rating practice activities with individuals who have not yet completed the course.
You will be issued a course certificate upon completion.
(See bottom on p. 21 in TELPAS Rater Manual.)
Raters not calibrated after Set 2 to get supplemental support and then complete Set 3 before start of testing window (before March 7)
Raters need access code to complete Set 3
3rd Calibration Set: Available February 16
See Appendix D starting on p. 123 for specific information about accessing the TrainingCenter website.
Site code for new TELPAS users: telpas2011
New raters must register using the directions on p. 128-131
Returning raters already have an account and should review p. 132-134.
Returning raters should review the “My Info” link and update email, phone #, region, district, campus, etc. as needed. Name changes must be handled through Pearson at 800-627-0225.
Writing collections must contain at least 5 samples (1 narrative about a past event; 2 academic from math, science, or social studies; 2 other samples).
Writing assigned on or after February 1 may be considered.
More than 5 samples should be collected.
The more recent the writing samples, the more accurate the collection will be.
Include student name and date on all samples.
Staple the cover sheet and verification checklist found in Appendix C (p. 121-122) to the front of the writing collection.
Photocopies are okay if clear and legible.
Collect samples from February 1 through March 25. Campuses may set earlier deadlines or interim deadlines, so check with your CTC.
Type 1: Basic descriptive writing on a personal/ familiar topic
Type 2: Writing about a familiar process
Type 3: Narrative writing about a past event (REQUIRED)
Type 4: Reflective writing
Type 5: Extended writing on a topic from language arts
Type 6: Expository or procedural writing from science, math, or social studies (2 samples REQUIRED)
Encourage students to take their time and write in as much detail as possible.
Include writing tasks that allow students to truly showcase the English they know while writing on topics that are comfortable and familiar.
Also include writing tasks that stretch and push students’ limits so that you can see the full extent of their language abilities and any elements of second language acquisition they still need to develop.
Papers containing language directly copied from a textbook, lesson, or other written source
Papers with heavy reliance on a dictionary or thesaurus
Papers that show a teacher’s corrections
Papers that have been polished through editing by peers, parents, or teachers
Papers written primarily in a student’s native language
Worksheets or question-answer assignments
Photocopies of TAKS written compositions or responses to TAKS open-ended questions
Papers that are brief, incomplete, or obviously reflect writing that was rushed
TELPAS Raters and paraprofessionals are NOT permitted to serve as a verifier.
All raters complete the verification checklist (see p. 122) for their assigned ELL students as well as the front of the cover sheet (see p. 121).
Campus verifiers (usually the CTC) must complete the online training course, Assembling and Verifying Gr. 2-12 Writing Collections, on the Texas TrainingCenter website by February 28 (GISD requirement).
Collections that do not meet the requirements will be returned to the rater so that additional samples may be collected.
The verifier will initial in each box and sign the verification checklist at the bottom.
Language Domain Definitions
Proficiency Level Descriptors and Global Definitions
Progress Through the Proficiency Levels
Social and Academic Language Proficiency
Academic Language Proficiency Versus Academic Achievement
Observing Students in Each Language Domain
Collaboration with Others (GISD requires that you collaborate with other teachers and school personnel on your holistic ratings.)
Prior to rating your students (& after all online activities have been completed), review p. 30-36 on the following topics:
TELPAS Rater Manual, which includes the PLDs
The GISD Version of the TELPAS Rater Roster (Do not use the one in Appendix B. The GISD version has a column to indicate the initials of the collaborator for each student.)
The TELPAS Writing Collection Cover Sheet (p. 121-122) run front/back for Gr. 2-12 students
You will need the following:
Keep student writing collections & student rating rosters in locked storage when not in use.
The primary rating window in GISD is March 7 through April 1.
Use the PLDs on p. 39-43 to rate your students.
Always refer to the PLDs
You may copy the PLDs and make notes on individual students if helpful.
Start with students whose English proficiency levels are clearest to you.
Ratings should be based on a variety of observations.
Evaluate the most current level of English proficiency & consider at which level the student performs most consistently.
Collaborate with others.
Complete all ratings for one student before proceeding to the next student.
Compare each student to the PLDs and do not let proficiency levels of other ELLs influence your ratings.
Except for Gr. 2-12 writing, your determination is based on reflections of observations, not formal language observation tasks.
Remember that academic language proficiency is not the same as academic achievement. A student does not have to be a high achiever in order to have an advanced high level of English language proficiency.
You will not be required to create and manage rating entry groups, so disregard Activity 6.
You will not be required to enter rating information online, so disregard Activity 7.
Your Campus Testing Coordinator or the District Testing Coordinator will complete these tasks.
Verify holistic ratings and rater information you supplied on the Georgetown ISD TELPAS Student Rating Roster are accurate and complete.
Review the accuracy of any other student data you have been asked to verify.
Make sure you have completed, signed, and dated the GISD TELPAS Student Rating Roster and obtained the initials of a Collaborator for each student.
Gr. 2-12: Make sure that you have completed the TELPAS Writing Collection Cover Sheet (front & back) and stapled it to the front of each writing collection.
Be sure that you have signed the last box of the TELPAS Rater Oath and returned it to your CTC
Return your GISD TELPAS Student Rating Roster
Turn in your student writing collections
Return your TELPAS Manual after all TELPAS activities have been completed.