2014-2015 Holistic RatingTraining Requirements

Texas Education AgencyStudent Assessment Division

Disclaimer

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These slides have been prepared by the Student Assessment Division of the TexasEducation Agency.

If any slide is amended or revised for local use, please remove the TEA footer at thebottom of the slide.

Topics

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TELPAS Raters

Credentials

Responsibilities

New & returning rater definitions

Holistic Rating Training

Overview

Training requirements

Basic training, calibration, and supplemental support

Rater Credentials

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Each teacher selected to rate an ELL must

1) have the student in class

2) be knowledgeable about the student’s ability

to use English in instructional and informal

settings

3) hold valid education credentials such as a

teacher certificate or permit

4) be appropriately trained, as required by TEA

TELPAS Rater Responsibilities

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A student’s TELPAS rater is the teacher

designated by the district as the official rater

of the student’s English language proficiency.

The student’s rater must rate the student in

all domains for which the student is eligible.

A student is not permitted to have one rater

for some domains and another rater for other

domains.

New and Returning Rater Definitionsfor K–1 and 2–12

•The training webpage informs raters that districts may sometimes require a returning rater to complete new-rater training and to consult with their testing coordinator if they need clarification.

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Holistic Rating Training

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It is recommended that districts andcampuses determine in the fall who their TELPAS raters will be in the spring.

A training flowchart is provided on the next slide.

Returning Raters

Online Basic Training Course

Online Calibration

(Sets 1 and 2*)

If not calibrated: Supplemental Holistic Rating Training

Final Online Calibration (Set 3)

Fall ELPS-TELPAS Foundational (Awareness) Training

For teachers who will be trained as new TELPAS raters in the spring if they lack this foundation

Spring TELPAS Administration Procedures Training

As a key part of this training, information from the TELPAS Rater Manual is reviewed to prepare

raters to proceed with online holistic rating training

Online Calibration

(Sets 1 and 2*)

New Raters

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Training

TELPASAdministration Procedures Training

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As part of annual spring TELPAS administration procedures training, holistic rating training requirements are reviewed with raters, as well as information about how to access the online training and calibration components.

In addition, raters receive training on assessment procedures such as how to assemble writing collections, how to record students’ proficiency ratings, etc.

Two Types of Training

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Online basic training course

This course is for new raters. It providesinstruction on using the PLD rubrics and gives

raters practice rating students in each language

domain. There are separate courses for K–1 and

2–12.

Online calibrationThis is for all raters. Raters use the PLDs to rate

students in each language domain. Raters have

three opportunities to calibrate on assigned

grade cluster.

Training and CalibrationGrade Clusters

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Raters must know their assigned grade cluster to

select the appropriate online training.

Raters should consult with their campus testing

coordinator if they are unsure of their assigned

cluster.Grade Clusters

Grades K–1

Grade 2

Grades 3–5

Grades 6–8

Grades 9–12

Raters with Students in MultipleGrade Clusters within Grades 2–12

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Raters are required to train and calibrate in thecluster in which they have the most ELLs.

As a best practice, these raters should alsoreview online basic training course practiceactivities in the additional cluster(s).

Example: A grade 2–5 ESL teacher has most of her ELLs in grade 3. She must complete training and calibration in grades 3–5. As a best practice, she should review the online practice activities for grade 2 to check her readiness to apply the rubrics appropriately.

Raters with Students in Multiple GradeClusters that Include Grades K–1

Because of differences in the instructional content andrating rubrics, these raters must complete training and calibration for K–1 and at least one other cluster in 2–12.

Raters with more than one additional cluster should trainin the cluster in which they have the most ELLs.

As a best practice, these raters should also review online basic training course practice activities in the additionalcluster(s).

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Example: A grade 1–3 ESL teacher has most of his ELLs in grade 2. He must complete training and calibration in grades K–1 and 2. As a best practice, he should review the online practice activities for grades 3–5 to check his readiness to apply the rubrics appropriately for his 3rd grade students.

When and where do raterstake the online training?

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Depending on campus arrangements, raters mayeither complete training and calibration during schoolhours, after school, or on weekends.

The online training system allows raters to access the training from any computer that meets the minimumsystem requirements.

It is a violation of state assessment procedures to record, discuss, or share answers to the rating practice and calibration activities. Prior to accessing the online courses and calibration activities, raters are required to read an online statement and affirm that they will complete the rating activities independently.

Why is calibration necessary?

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Calibration helps ensure that raters have adequatetraining, including ample practice and feedback, before they assess their students in the spring.

Calibration ensures that raters clear their heads and consider only the elements of student performance included in the PLDs.

Calibration supports assessment validity andreliability and is an important part of holistically scored assessment processes.

Preparing for Calibration Sets

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New raters must complete the online basic training course before beginning calibration.

All raters have the option to review theonline basic training course (which includes practice rating activities) beforebeginning calibration.

Other Things to KnowAbout Calibration

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Raters affirm online that they will keep the contentsof the calibration sets secure and confidential.

Calibration activities are taken from a bank and randomized. Trainees will rate different sets of students.

Raters can work at their own pace, go back and review students, and change ratings as they work.

Raters can exit and return later to finish. They click a“submit” button when they are finished with a set.

After completing a calibration set, raters immediatelysee results. Results show both the rating assigned bythe rater as well as the correct rating.

Raters see annotations explaining the correct ratings. Raters should use the annotations to go back and review any incorrectly rated students.

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Other Things to Know About Calibration

Is calibration a test?

No, it is a training method that ensures that raters have enough guidance, practice, and support to assess students consistently and accurately.

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Will raters be able to refer to any resources during calibration activities?

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Yes, raters should use their rating rubrics (PLDs)

and refer to, as needed, information from the:

online basic training course

holistic rating PowerPoints produced by TEA

TELPAS Rater Manual

Educator Guide to TELPAS

After raters have completed calibration activities, they must destroy all notes taken about specific student profiles.

How many students must be rated successfully?

To be successful, raters need to rate

students in their assigned grade cluster

with at least 70% accuracy.

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Supplemental Holistic Rating Training

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Raters not successful after sets 1 and 2 must

receive supplemental training.

The rater will meet with a district-appointed

supplemental support provider.

After the rater has received supplemental training,

he or she will be able to access the third and final

calibration set.

Recap of Calibration Process

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There are 3 sets of 10 students.

Raters who calibrate on set 1 are done.

Raters who don’t calibrate on set 1 go on to set2. Raters who calibrate on set 2 are done.

Raters who don’t calibrate on set 2 receivesupplemental training.

Raters attempt third and final calibration set.

Raters who calibrate on set 3 are done.

What happens if a rater is unsuccessful in calibrating?

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Two outcomes are possible for individuals whocomplete the calibration activities but are notsuccessful:

The district may choose not to assign theindividual to be a TELPAS rater.

If the individual is needed to serve as a rater, thedistrict must implement rater support proceduresto ensure that the rater’s students are evaluatedconsistent with the rating rubrics.

Individuals are not authorized to serve as raters unless they

complete the required training components.

Raters who take the basic training course get acertificate from the online TrainingCenter aftercompleting the course components.

Raters will receive a certificate of successful

calibration when they calibrate.

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Course and Calibration Certificates