1 / 44

TELPAS 2011

synclair
Download Presentation

TELPAS 2011

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. TELPAS 2011 Brownsville ISD January 2011 1

    2. Streamlined holistic rating training system for spring New supplemental support training models, including the training of supplemental support providers Reports to monitor course completions and calibration activities Updates to the Texas TrainingCenter 2

    3. 3 Holistically Rated Components of TELPAS Online multiple-choice reading tests are used to assess the reading domain for grades 2–12. This table shows the holistically rated components of TELPAS for K–1 and 2–12.This table shows the holistically rated components of TELPAS for K–1 and 2–12.

    4. 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 Overview of the Rating Process 4

    5. Role of Testing Coordinators in Holistic Rating Training Holistic rating training no longer job of state-authorized teams of TELPAS trainers 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 5

    6. TELPAS Holistically Rated Components K–1 listening, speaking, reading, writing 2–12 listening, speaking, writing 6

    7. 7 This flowchart is from page 221 of Coordinator Manual. Summary of process: Teachers unfamiliar with the ELPS and/or TELPAS should receive foundational training in the fall as a best practice. Spring TELPAS rater training will be a smoother process for teachers who already have this foundation. In the spring, testing coordinators cover holistic rating training requirements of raters during TELPAS administration procedures training. New raters complete an online basic training course, which includes practice rating activities for each language domain – listening, speaking, reading (K–1 only), and writing. New raters and raters from previous years complete calibration activities online to ensure that they are applying the PLD rubrics consistently and accurately. Raters from previous years have the option of reviewing the online basic training course, if desired, before completing calibration activities. There are two sets of initial calibration activities. Each set contains 10 students. Each language domain is represented in each set. Raters successful on the first set do not calibrate further. Only individuals who do not rate accurately enough on the first set complete the second set. Those not successful on the second set will receive supplemental training, followed by the third and final calibration set. Individuals not successful on the final set will either not be used as raters (a district decision) or will be provided rater support in accordance with test administration regulations. This flowchart is from page 221 of Coordinator Manual. Summary of process: Teachers unfamiliar with the ELPS and/or TELPAS should receive foundational training in the fall as a best practice. Spring TELPAS rater training will be a smoother process for teachers who already have this foundation. In the spring, testing coordinators cover holistic rating training requirements of raters during TELPAS administration procedures training. New raters complete an online basic training course, which includes practice rating activities for each language domain – listening, speaking, reading (K–1 only), and writing. New raters and raters from previous years complete calibration activities online to ensure that they are applying the PLD rubrics consistently and accurately. Raters from previous years have the option of reviewing the online basic training course, if desired, before completing calibration activities. There are two sets of initial calibration activities. Each set contains 10 students. Each language domain is represented in each set. Raters successful on the first set do not calibrate further. Only individuals who do not rate accurately enough on the first set complete the second set. Those not successful on the second set will receive supplemental training, followed by the third and final calibration set. Individuals not successful on the final set will either not be used as raters (a district decision) or will be provided rater support in accordance with test administration regulations.

    8. Key Features of Streamlined Training System The online holistic rating training of new raters now occurs only in spring, rather than in both fall and spring. The training processes for K–1 and 2–12 raters are now aligned. New supplemental training model will be implemented to support the needs of raters who do not calibrate by end of second set. The Texas TrainingCenter website has been redesigned to make it easier to use. The TrainingCenter reports for coordinators to use to monitor training completion and performance have been revised and simplified to reflect the streamlined processes. 8

    9. Foundational (Awareness) Training Training resources: PowerPoint modules Making the ELPS-TELPAS Connection: K–12 Introduction Introductory Training on the PLDs (separate modules for K–1 and 2–12) Grades 2–12 Writing Collection Overview New Educator Guide to TELPAS Experienced TELPAS personnel may provide training 9 Foundational (awareness) training is recommended by TEA as a best practice in the fall for teachers that districts plan to train as new raters if the individuals lack familiarity with the ELPS and what holistic rating for TELPAS is all about. If this type of fall training was not conducted – and the individuals to serve as new raters do not have an adequate background – it is recommended that foundational TELPAS information be part of TELPAS administration procedures training in the spring. Foundational (awareness) training is recommended by TEA as a best practice in the fall for teachers that districts plan to train as new raters if the individuals lack familiarity with the ELPS and what holistic rating for TELPAS is all about. If this type of fall training was not conducted – and the individuals to serve as new raters do not have an adequate background – it is recommended that foundational TELPAS information be part of TELPAS administration procedures training in the spring.

    10. New raters complete an online basic training course and online calibration activities Returning raters complete only online calibration activities 10 Alignment of Training Requirements for K–1 and 2–12 Concept of rater qualification will no longer be used.Concept of rater qualification will no longer be used.

    11. 11 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 versa. Training for K–1 and 2–12 is separate because of differences in the tested components and rating rubrics (PLDs). “Completed” means that the rater took all required training. It does not necessarily mean that the rater was successful in meeting qualification or 2010 refresher training requirements. Training for K–1 and 2–12 is separate because of differences in the tested components and rating rubrics (PLDs). “Completed” means that the rater took all required training. It does not necessarily mean that the rater was successful in meeting qualification or 2010 refresher training requirements.

    12. 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 2007–2008 school year. 12 General TEA Definitions of New and Returning Raters

    13. Online Basic Training Course (Required for New Raters) One for raters of K–1 and one for raters of grades 2 and above Online Calibration (Required for New and Returning Raters) Separate calibration activities for grades K–1, 2, 3–5, 6–8, and 9–12 Assembling and Verifying Grades 2–12 Writing Collections Optional course that may be used to supplement test administrator procedures training 13 Spring 2011 Online Training Components

    14. 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 calibration. 14 Online Calibration Activities

    15. Raters complete only as many sets as it takes to calibrate. 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. 15 Online Calibration Activities

    16. Raters not calibrated after set 2 to get supplemental support and then complete set 3 before start of testing window Raters need access code to complete set 3 16 Supplemental Support After Second Calibration Set for Raters The access code will be communicated to supplemental support providers during WebEx training sessions. Additionally, an e-mail will be sent to district testing coordinators with the access code shortly before February 16th, when set 3 becomes available.The access code will be communicated to supplemental support providers during WebEx training sessions. Additionally, an e-mail will be sent to district testing coordinators with the access code shortly before February 16th, when set 3 becomes available.

    17. 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 rater 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) 17

    18. 18 Key Dates for Holistically Rated Components This table shows some key dates for the holistically rated components of TELPAS.This table shows some key dates for the holistically rated components of TELPAS.

    19. TEA conducting several web-based training-of-trainer (TOT) sessions January 18–February 1. Registration period ends December 17, 2010 Helps districts prepare to meet the needs of any raters who have difficulty calibrating by end of set 2 Enables districts to provide raters with supplemental support locally Districts should train a sufficient number of district and campus support providers to meet their needs. Encouraged to train at least one supplemental support provider for each of the following grade spans: K–1, 2–5, and 6–12 Districts with substantial ELL populations may find it beneficial to have a supplemental support provider on each campus 19 Training of Supplemental Support Providers

    20. Accessing SSP WebEx Training Participants need computer with Internet connection Telephone for teleconference access and to hear the presenters If groups view WebEx, a projector and telephone with high-quality speakers may be necessary Computers must meet Unified Texas System Requirements, located at http://www.texasassessment.com/unifiedsystemreqs 20

    21. SSP WebEx Training Materials Participants need a number of printed materials for the WebExes Materials to be posted in Resources area of TrainingCenter (area requiring coordinator access) by January 14 Participants either need access or testing coordinators should download and provide materials Build in time for granting coordinator access and printing materials prior to WebEx 21 Registration confirmation e-mail sent this week tells participants about the need for printed materials and the need for coordinator access to download the materials.Registration confirmation e-mail sent this week tells participants about the need for printed materials and the need for coordinator access to download the materials.

    22. Final Steps to Complete SSP Training After their SSP WebEx session, trainees should calibrate in their designated grade cluster SSPs must calibrate by the end of second calibration set Testing coordinators can use TrainingCenter reports to ensure that SSPs meet 2009-2010 rater training requirements and calibrate by end of set 2 22

    23. 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. 23 Two Basic Models for Providing Supplemental Support

    24. TEA recommends end date of March 7, first day of TELPAS assessment window Raters are directed, however, to complete training by the dates established by their testing coordinator and that they must complete training requirements before rating their students Basic training courses and calibration activities will be open throughout 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 24 End Dates for Holistic Rating Training

    25. 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 25

    26. Monitoring Course Completions and Performance on Calibration Activities

    27. Available Reports for Online Training and Calibration TELPAS Returning Rater Planning Roster Uses LMS records from the 2008–2009 and 2009–2010 school years to generate a list of recently trained raters based on TEA’s recommendation 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 27 As indicated on page 239 of the District and Campus Coordinator Manual, TEA’s recommendation is that districts consider having returning raters repeat new rater training if they have not completed TELPAS training since 2007–2008 school year. As indicated on page 239 of the District and Campus Coordinator Manual, TEA’s recommendation is that districts consider having returning raters repeat new rater training if they have not completed TELPAS training since 2007–2008 school year.

    28. TELPAS Returning Rater Planning Roster 28

    29. TELPAS Confidential Course Completion Roster 29

    30. TELPAS At-a-Glance Training & Calibration Report 30

    31. TELPAS Confidential Calibration Summary Report 31

    32. 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.” 32

    33. Updates to the Texas TrainingCenter 33

    34. TELPAS TrainingCenter Updates Improvements made for easier navigation to the correct training component 34

    35. TELPAS TrainingCenter Updates 35

    36. TELPAS TrainingCenter Updates 36

    37. TELPAS TrainingCenter Updates 37

    38. TELPAS TrainingCenter Updates 38

    39. TELPAS Student Rating Roster Person(s) assigned the role of rating entry assistant must have these in order to enter the rating information in the online system.Person(s) assigned the role of rating entry assistant must have these in order to enter the rating information in the online system.

    40. Managing Students Who Move During TELPAS

    41. 41 Districts that did not use the new interface in spring 2010 (interface B districts) should be aware of the following differences: Scrolling through passages eliminated; “paging” function similar to book pages used Items presented next to passages rather than in separate window or with split-screen Improved functionality for filling in blanks in content-area cloze passages Other enhancements – screen resolution, font style, color images Districts that did not use the new interface in spring 2010 (interface B districts) should be aware of the following differences: Scrolling through passages eliminated; “paging” function similar to book pages used Items presented next to passages rather than in separate window or with split-screen Improved functionality for filling in blanks in content-area cloze passages Other enhancements – screen resolution, font style, color images

    42. 42 TELPAS Student Tutorials & ePAT Launcher 2.13 Updated student tutorials made available Fall 2010 Available to assist students in becoming familiar with the TELPAS online testing environment The prior version of the ePAT launcher (version 2.12) must be uninstalled and then new launcher version 2.13 must be downloaded and installed in order to use this year’s Flash-based student tutorials Access tutorials and ePAT launcher at http://www.TexasAssessment.com/TELPAS-tutorials

    43. 43

    44. Resources 2011 District and Campus Coordinator Manual Includes the Fall 2010–Spring 2011Coordinator’s User Guide for Online Holistic Rating Training 2011 TELPAS Manual for Raters and Test Administrators Includes the Fall 2010–Spring 2010 Rater’s User Guide for Online Holistic Rating Training 2011 Educator Guide to TELPAS Grades K–12 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 Introduction Introductory Training to PLDs (for grades K–1 and 2–12) Grades 2–12 Writing Collection Overview 2010–2011 Holistic Rating Training Requirements 44

More Related