TELPASGrades 2-12

Holistic Rating Training

Spring 2010

Hitchcock ISD

Important Dates• Feb 1 – March 7

Open Window Online Refresher Course.

• Feb 1 - 25

Students writing samples can be collected.

• February 26

Collection of writing samples by Mrs. Guerra.

• March 5

Raters will receive the 5 verified writing samples.

• March 8 – April 9

TELPAS Assessment Window

• April 12

Collection of rated writing samples and student rating roster.

TELPAS Manual• Overview

Pages 3-5 - General Information about TELPAS

Pages 6-10 - Test security and confidentiality requirements

• Rater Responsibilities

Pages 13-15 - General Information about Holistically rated TELPAS assessment

Pages 16-33 - Complete training

Pages 34-38 - PLDs

• Appendix A

- Oath

• Appendix B

- TELPAS Student Rating Roster

• Appendix D

- TELPAS rater’s user guide for online training and qualification

Why is TELPAS Administered?

• To meet federal requirements for assessing the English language proficiency of grades K-12 ELLs in the language domains of listening, speaking, reading, and writing.

• To meet federal accountability requirements for responding to the educational needs of ELLs.

TELPAS Holistic Rating Process

• TELPAS provides a systematic way for teachers to holistically rate English language proficiency.

• A holistic scoring process is one in which a student’s abilities are evaluated as a whole rather than as skills in isolation.

Holistic Rating Process• Teachers use the proficiency level descriptors

(PLDs) from the ELPs as rubrics to holistically determine which stage on English language acquisition best describes their ELLs:

– Beginning– Intermediate– Advanced– Advanced High

• Listening, speaking, reading, and writing proficiency are assessed separately.

Key Features of Each Proficiency Level

• Beginning– Little or no 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

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 by Alief ISD Language Proficiency Profile

Assessment Approach for Listening and Speaking

Teachers determine proficiency level based on observations during ongoing classroom instruction. Teachers watch how ELLs

• interact informally with them and other students.

• understand and use English– when academic material is presented– during cooperative learning activities

Listening

Reflect on how well the student understands the English he or she hears during activities such as:

• Reacting to oral presentations• Responding to text read aloud• Following directions• Cooperative group work• Informal, social discourse with peers• Large-group and small-group interactions• One-on-one interviews• Individual student conferences

» See page 34 on TELPAS Manual

Speaking

Reflect on how well the student speaks English during activities such as:

• Cooperative group work• Oral presentations• Informal, social discourse with peers• Large-group and small-group interactions• One-on-one interviews• Classroom discussions• Articulation of problem-solving strategies• Individual student conferences

» See page 35 on TELPAS Manual

Assessment Approach for Writing

Raters will receive 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.

» See page 38 on TELPAS Manual

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

– 1 English/Language Arts writing sample

(See examples on page 24 and 25 on your TELPAS Manual)

– 1 writing sample from each subject, science, math, and social studies.

Papers not to include

• Papers contained copied language

• Papers in which student relies heavily on resources (dictionary, thesaurus, etc)

• Papers showing teacher comments and corrections

• Worksheets, question-answer assignments, TAKS written compositions

• Papers that have been polished with help from peers or teachers.

• Papers written primarily in student’s native language

• Papers that are brief, incomplete, or rushed

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.