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TELPAS 2013

Texas English Language Proficiency Assessment System. TELPAS 2013. Agenda. General Information Rater, verifier and supplemental support provider training. Prepare for Rating Complete Assessments Other Information Question and Answers. General information.

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TELPAS 2013

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  1. Texas English Language Proficiency Assessment System TELPAS 2013

  2. Agenda • General Information • Rater, verifier and supplemental support provider training. • Prepare for Rating • Complete Assessments • Other Information • Question and Answers

  3. General information

  4. Test Security and Confidentiality Requirements TELPAS manual pg. 4 Maintaining the confidentiality of the TELPAS program involves protecting the contents of all online assessments and student performance documentation. This requires compliance with, but is not limited to, the following guidelines: • Before handling secure test materials, all testing personnel who meet the requirements to participate in state testing must undergo training and must sign the appropriate security oath affirming that they understand what is considered confidential. • Before accessing the secure online administrative features of the Assessment Management System, trained and qualified testing personnel who will be administering online assessments must first read and accept a statement of confidentiality. • All tests must be administered in strict accordance with the instructions contained in the test administration materials.

  5. Test Security and 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. If circumstances necessitate that an online assessment be examined, permission MUST first be obtained from TEA. • No person may duplicate, print, record, write notes about, or capture by any electronic means any portion of a secure assessment instrument without prior approval from TEA. • No individuals other than students during an assessment may respond to test items. • No person may review or discuss student responses or student performance data during or after a test administration unless specifically authorized to do so by the procedures outlined in the test administration materials.

  6. Penalties for Prohibited Conduct TELPAS manual pg. 5 In accordance with 19 TAC §101.65, any person who violates, assists in the violation of, or solicits another to violate or assist in the violation of test security or confidentiality, and any person who fails to report such a violation, may be subject to the following penalties: • placement of restrictions on the issuance, renewal, or holding of a Texas educator certificate, either indefinitely or for a set term; • issuance of an inscribed or non-inscribed reprimand; • suspension of a Texas educator certificate for a set term; or • revocation or cancellation of a Texas educator certificate without opportunity for reapplication for a set term or permanently. Release or disclosure of confidential test content could result in criminal prosecution under TEC §39.0303, Section 552.352 of the Texas Government Code, and Section 37.10 of the Texas Penal Code. Further, 19 TAC §249.15 stipulates that the State Board for Educator Certification may take any of the above actions based on satisfactory evidence that an educator has failed to cooperate with TEA in an investigation. Additionally, irregularities resulting in a breach of test security or confidentiality may result in the invalidation of students’ assessments.

  7. Security Oaths TELPAS manual pg. 6 All district and campus personnel who participate in state-mandated testing and/or handle or view secure test materials or confidential information must meet the eligibility requirements and be trained and sign a security oath. Any person who has more than one testing role (e.g., a TELPAS rater who also serves as a reading test administrator) must receive appropriate training and sign a security oath for each role. Security oaths for TELPAS raters, writing collection verifiers, and test administrators can be found in Appendix A. NOTE: Any person who serves as a test administrator, even as a relief for a regular test administrator, must receive appropriate training and sign the test administrator oath. Each oath for TELPAS raters, writing collection verifiers, and test administrators must be read and completed after training and before handling or viewing any secure test materials or confidential information. Oaths must be returned to the campus coordinator and will be kept on file in the district for at least five years.

  8. Testing Irregularities TELPAS manual pg. 6-8 Serious vs. Procedural • Eligibility Error • Individualized Education Program (IEP) Implementation Issue • Improper Accounting for Confidential or Secure Materials • Monitoring Error • Procedural Error • Reporting of Testing Irregularities • Reporting of Disciplinary Actions Taken Against Students for Cheating on State Assessments

  9. RATER, VERIFIER & supplemental supportTRAINING

  10. Rater Credentials TELPAS manual pg. 10 A TELPAS rater is a teacher designated to be the official rater of an ELL’s English language proficiency. Each teacher (including a substitute teacher) selected to rate a student must: • have the student in class at the time of the Spring assessment window; • be knowledgeable about the student’s ability to use English in instructional and informal settings; • hold valid education credentials such as a teacher certificate or permit; • be appropriately trained in the holistic rating process as required by the TELPAS administration materials in accordance with 19 TAC, Chapter 101; and • rate the student in all eligible language domains. Raters may include bilingual teachers, ESL teachers, general education teachers, special education teachers, gifted and talented teachers, and teachers of enrichment subjects. Paraprofessionals may NOT serve as raters. The teaching relationship of the rater to the student rated is submitted with the student’s holistic ratings as part of the assessment process.

  11. Fall ELPS-TELPAS Professional Development (For new teachers and new prospective raters -- recommended) Spring TELPAS Administration Procedures Training Covers holistic rating training requirements and procedures for conducting TELPAS New Raters Returning Raters Online Basic Training Course Online Calibration Activities Sets 1 and 2: Set 2 required if not successful on Set 1 Online Calibration Activities Sets 1 and 2: Set 2 required if not successful on Set 1 If not calibrated: Supplemental Holistic Rating Training Final Online Calibration Activity Set 3 TELPAS manual pg. 13

  12. End Dates for Holistic Rating Training DCCM-TELPAS pg. T-9 • TEA recommends completion of training requirements by the first day of the TELPAS Reading Assessment window (March 18) • Basic training courses and calibration activities will be open throughout the TELPAS assessment window to • allow districts to handle extenuating circumstances • allow raters to refer back to course information and practice activities as they rate their students

  13. Training Certificates TELPAS manual pgs. 15-16 • Training certificates are generated for raters who complete training courses and calibration activities. • A certificate of completion is issued when a rater completes the online basic training course. • A certificate of successful completion is issued when a rater demonstrates sufficient calibration (70 percent or better) on a calibration set.

  14. General TEA Definitions of New and Returning Raters • A district may, at its discretion, require a returning rater to repeat new rater training. • This may be advisable if testing personnel believe that a returning rater who was unable to meet rating accuracy requirements in the past would benefit from retaking the online basic training course prior to calibration. • Additionally, TEA recommends that districts consider requiring this if they have not completed TELPAS training since the 2008–2009 school year. TELPAS manual pg. 14

  15. 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.

  16. Online Training Components TELPAS manual pgs.14-15 • Online Basic Training Course (Required for New Raters) • One for raters of K–1 and one for raters of grades 2 and above • Includes rating activities to give raters opportunities to practice applying the rubrics (no state-required level of accuracy established) • Online Calibration (Required for New and Returning 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

  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 raters with students in multiple clusters in grades 2–12 • Rater required to train in the cluster with most ELLs • As a best practice, rater should review some online basic training course practice activities in additional cluster(s) • For rater with students in multiple clusters including K–1 • Rater required to train in K–1 and one other cluster in grades 2–12 • Rater of K–1 who will rate more than one additional cluster within grades 2–12 should train in the cluster (2, 3–5, 6–8, 9–12) with the most ELLs • As a best practice, rater should review some online basic training course practice activities in other cluster(s) DCCM-TELPAS pg. T-6

  18. Online Calibration Activities TELPAS manual pg.17 • 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. Important Note: Individuals are not authorized by TEA to serve as raters unless they complete the state-required training and calibration activities. Raters who complete all requirements but do not successfully calibrate may be authorized to serve as raters at the discretion of the district, but districts are required to provide rating support in all domains for these raters.

  19. Online Calibration Activities TELPAS manual pgs. 16-17 • 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.

  20. Supplemental Support After Second Calibration Set for Raters TELPAS manual pg.17 Districts, not ESCs, have primary responsibility for supplemental training of raters. • Raters not successful after calibration set 2 to get supplemental support and then complete set 3 before the start of testing window • Raters will need an access codeto complete set 3 • Supplemental training resources to be posted in coordinator Resources section of Training Center website

  21. Criteria for Supplemental Support Providers DCCM-TELPAS pg. T-7 • A supplemental support provider must: • be a 2011–2012 fully trained and calibrated rater in the applicable K–1 or 2–12 span • complete the recorded Web-based training • calibrate on either set 1 or set 2

  22. Training of Supplemental Support Providers DCCM-TELPAS pg. T-7 • Training delivered through a Web-based recorded presentation that is accessible from the coordinator resources section of the Training Center • Separate training for K–1, 2–5, and 6–12 • Training will be available beginning January 28 • Both new and returning supplemental support providers need to complete this training • Districts should designate enough supplemental support providers to cover the needs of the district • Encouraged to train at least one supplemental support provider for K–1, 2–5, and 6–12 • Reviewing the number of raters unable to calibrate by end of calibration set 2 last year may help anticipate this year’s needs • Districts with large ELL populations may find it beneficial to have a supplemental support provider on each campus

  23. Two Basic Models for Providing Supplemental Support DCCM-TELPAS pg. T-8 • Individual or group sessions • Raters attend a one-on-one or group session with a supplemental support provider before completing their third and final calibration set. • Brief meeting followed by additional consultation at rater’s request • Rater meets briefly with the supplemental support provider for instructions on resources to review. • Rater schedules time with the support provider to get clarification, if needed, before completing the third and final calibration set. Note: The models are described in detail in the recorded Web-based training.

  24. 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. Available Reports for Online Training and Calibration • TELPAS Returning Rater Planning Roster • Uses records from the 2008–2009, 2009–2010, 2010–2011, and 2011-2012 school years to generate a list of previously trained raters • TELPAS Confidential Course Completion Roster • Lists online basic training course completion and 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 https://texas.pearson.desire2learn.com/

  26. Important Notes about Reports • Personnel with administrative authorization are able to access reports on demand to monitor TELPAS online training and calibration. • The reports are updated nightly. • In order for users to appear in the correct reports, their location (region, district, campus) must be up to date in the My Info section of the Training Center. • Users who have registered in the Training Center and have started but not completed a calibration set are not included in the summary reports. Only completed sets are presented in the reports. • However, users who have started a training course will appear in the course roster as being “in progress.”

  27. Prepare FOR RATING

  28. Assemble and verify grades 2–12student writing collections TELPAS Manual pgs. 19-24 • Assembling Grades 2-12 Writing Collections • 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 • Type 4: Personal narratives and reflective pieces • Type 5: Expository and other extended writing on a topic from language arts • What Not to Include in a Collection (p. 23) • Verifying the Writing Collection Components (p. 24)

  29. Prepare to rate your students Listening (pg.28) The ability to understand spoken language, comprehend and extract information, and follow social and instructional discourse through which information is provided Speaking(pg.29) The ability to use spoken language appropriately and effectively in learning activities and social interactions Reading(K-1 – pg.29) The ability to comprehend and interpret written text at the grade appropriate level Writing (pg.30) The ability to produce written text with content and format to fulfill grade appropriate classroom assignments Procedures for Rating Students (p. 33) TELPAS Manual pgs. 25-31

  30. TELPAS Student Rating Roster 2013

  31. Browser-based TELPAS Student Tutorials • Updated student tutorials made available by the end of January 2013 • New tools will be added for students in grades 3–12 • Available to assist students in becoming familiar with the browser-based testing interface used for TELPAS reading • The browser-based version of the tutorials can be accessed via a browser; no files need be downloaded or installed • Access the tutorials at http://www.TexasAssessment.com/TELPAS-tutorials

  32. complete assessments

  33. Roles That Can be Used for TELPAS Rating Entry Functions • Rating entry assistant • Role for personnel who will just enter holistic ratings and other rater information (this role cannot set up rating entry groups) • Online session administrator • Role for tech staff or other personnel who will help CTC create and manage online test sessions and/or rating entry groups

  34. Entering information in TAMS Create and manage rating entry groups • Creating a Rating Entry Group • Adding Students to an Existing Rating Entry Group • Removing Students From a Rating Entry Group TELPAS Manual pgs. 39-40 Enter rating information online • Enter proficiency ratings and rater information • Extenuating Circumstances • X – ARD Decision • Rater Information TELPAS Manual pgs. 42-44

  35. Rating Entry Groups • Ratings and other rater information cannot be entered until the student is placed in a rating entry group • These groups are not dependent on reading test sessions or reporting groups • Students may be arranged according to their TELPAS rater or in any other campus grouping • The enrolled grade level in PEIMS does NOT restrict the organization of students in rating entry groups • Testing coordinators or online session administrators have access to create these groups • It is recommended that districts create rating entry groups 1 to 2 weeks before testing

  36. Creating TELPAS Rating Entry Groups TELPAS Manual pgs. 39-40 2013 2013 For more information about how to use this function, refer to section 10 of the User’s Guide for the Assessment Management System.

  37. Creating TELPAS Rating Entry Groups 2013 Individual students or whole groups can be added to a rating entry group.

  38. Manage TELPAS Rating Entry Groups 2013 This view shows the list of rating entry groups that have been created for a specific campus. Personnel assigned to enter ratings will need to know which group(s) they are responsible for. To view the students in an existing Rating Entry Group, click the Rating Entry Group name.

  39. Enter Holistic Rating Information Screen TELPAS Manual pgs. 42-44 • Holistic ratings and rater information entered from the TELPAS Student Rating Rosters for grades K–12 ELLs • Information can be entered/updated at any time during the TELPAS administration window

  40. TELPAS Student Rating Roster 2013 Person(s) assigned the role of rating entry assistant will use the information supplied by raters on this roster to enter the rating information in the online system.

  41. Enter TELPAS Holistic Rating Information screen 2013

  42. Enter TELPAS Holistic Rating Information screen • To enter holistic rating information for a student, click the "+" next to the rating entry group name to expand the group, and then click the student’s name. • Using the information provided on the TELPAS Student Rating Roster, enter the student’s proficiency ratings for the language domains. Transfer the rater information from the roster by selecting a response to the two questions in the Enter Rater Information section. • If a student meets state-established criteria for not being assessed, select Extenuating Circumstances or ARD Decision for the applicable language domain(s) in accordance with instructions in the test administration manuals. If Extenuating Circumstances or ARD Decision is selected for every domain, select No Domains Rated in the Enter Rater Information section.

  43. Create test sessions TELPAS Manual pgs. 53-55 • Creating a New Test Session • Adding/Removing Students • Modifying a Test Session • Moving Students to Another Session • Printing Authorizations

  44. Roles That Can be Used for TELPAS Reading • Online session administrator • Role for tech staff or other personnel who will help CTC set up and manage online test sessions and/or rating entry groups • Online test administrator • Role for reading test administrators who just need limited permissions such as starting/stopping sessions and resuming tests

  45. Ensure that TestNav has been configured BEFORE Creating Sessions • Proctor caching servers should be designated under Test Setup > Configure TestNav BEFORE test sessions are created • After inputting your server information and saving, you must also verify the Configuration Details and Save

  46. Creating TELPAS Reading Test Sessions • When creating the session, ensure that a server name appears in the Proctor Caching Server field • CTCs and Online Session Administrators can edit this field if necessary For instructions about how to create online test sessions, refer to page 53 in the TELPAS Manual and to 8.2 in the User’s Guide for the Texas Assessment Management System.

  47. Conduct Administration • Testing Environment • There must be at least one test administrator for every 30 students. Smaller sessions may be advisable in some situations. • To support test security during online testing, testing staff should make a determined effort to prevent students from seeing one another’s monitor. This may include providing an obstruction such as a manila folder taped to each side of the monitor or a cardboard carrel placed around each workstation. • Bulletin boards and instructional displays that might aid students during testing must be covered or removed. Any rooms to which students may be relocated must also be prepared. • No element of the testing room’s environment should hinder any student’s performance. The testing room should be quiet, well lighted, well ventilated, and comfortable. Each student should have enough space in which to work. • A “Testing—Do Not Disturb” sign should be posted outside the testing room.

  48. Conduct Administration • Scheduling • - Districts may establish starting times for testing. A student who arrives after testing has begun may be tested if sufficient time remains in the day and if the student has not had contact with students who have already completed • testing. • Every effort should be made to administer the TELPAS reading test to students who are absent on a given day of testing within the TELPAS window. If originally scheduled, they should be moved to another test session and assessed later in the testing window. students are not present for the test session for which they were.

  49. Testing Procedures ■ Ensure that the seating chart has been completed, including the names of students testing and the students’ locations in the room. Also include the names of all test administrators/monitors involved in a session. If a seating chart has not been provided for you, contact your campus coordinator. If students are moved to another room to finish testing, an additional seating chart must be completed. ■ Make sure that all student workstations are cleared of books and other materials not required for the test. ■ Students must remain seated during testing and are not allowed to converse while testing. ■ Each student must be allowed to work at his or her individual speed. Since the reading test is untimed, each student must be allowed to have as much time as necessary to respond to every test item. Districts are not required to test beyond the regular school hours, but they are free to do so if they choose. Districts should exercise judgment about starting a test session after lunch, as some students may not have enough time to work at their individual speed to respond to the test items before the end of the school day.

  50. Testing Procedures • ■ Students must not use reference materials. • ■ Students are allowed to use scratch paper since they do not have test booklets in which to write notes. All scratch paper must be turned in to the campus coordinator after testing • ■ Test administrators must actively monitor the testing room while students are working. Test administrators should confirm that students do not have access to non-allowed materials. • ■ Some students may finish a test earlier than others. After students have finished testing, students may be allowed to quietly read books or leave the testing room. • ■ Before a student who has finished testing leaves the room, the test administrator must ensure that the student’s test is in “Submitted” status.

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