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Texas Observation Protocols (TOP)

TOP Rater

Holistic Rating Training:

TOP Overview

Summer-Fall 2006

Texas Education Agency

Student Assessment Division


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Fall Training Objectives

To train teachers to holistically rate the

English language proficiency levels of

the English language learners (ELLs)

enrolled in Texas public schools To prepare teachers to use what they

learn to maximize student progress

throughout the school year


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TOP 2006-07 Holistic Training Flowchart

for all Grades 2-12 Raters Groups A, B, and C

Or Group B

Joins Group A

Spring Online Qualification

Jan 29

Mar 2, 2007

GROUP C

Trained and Qualified in

2005-06

GROUP A

Not Trained

in 2005-06

Full Day Face-to-Face

Training

Aug 7Oct 27, 2006Fall Online Qualification

Aug 14Nov 3, 2006

Successful

Attempt

Unsuccessful

Attempt

3-4 Hour Online Refresher Course

Dec 11, 2006Jan 19, 2007

Successful

on Practice

Supplemental Face-to-Face Training

2-3 Hour Online Refresher Course

Jan 29

Mar 2, 2007

Summer

2

006

Fall2

006

Spring

2007

Group A

Joins

Group C

Unsuccessful

on Practice

TEA TETN REFRESHER

Jul 14, 2006

TEA Training ofTrainers

Jul 18, 19, 31, Aug 1, 2006

GROUP B

Trained in 2005-06

But Not Yet Qualified


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TOP Rater Holistic Training

for Fall 2006 Grades 2-12 Participants

Fall Online Qualification

Aug 14Nov 3, 2006

Unsuccessful Attempt Successful Attempt

Supplemental

Face-to-Face Training

Spring Online Qualification

Jan 29Mar 2, 2007

2-3 Hour Online Refresher

Course with Rating Practice

Jan 29Mar 2, 2007

F

all2006

Spring

200

7

Full Day Face-to-Face Training

Aug 7Oct 27, 2006


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TOP Rater Holistic Training

for Fall 2006 Grades K-1 Participants

GROUP E

Trained in 2005-06GROUP D

Not Trained in 2005-06

Half Day Face-to-Face

TrainingAug 7Oct 27, 2006F

all2006

1-2 Hour Online

Refresher Course

Jan 29Mar 2, 2007Sprin

g

2007

Or Group E

Joins

Group D

Recommended


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Fall Training Modules

TOP Overview

Writing Collection Overview

Training on the Proficiency Level

Descriptors (PLDs) Annotated Examples of Student Writing

Practice Set

Fall 2006 Online Qualification Process


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Why Is TOP Administered?

To meet NCLB requirements for assessing

the English language proficiency of Grades

K-12 ELLs in listening, speaking, reading,

and writing

To meet NCLB accountability requirements

for meeting the educational needs of ELLs


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TOP provides a systematic way for

teachers to holistically ratestudents

English language proficiency levels in 4

domains based on observations of their

classwork and interactions during daily

instruction.


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Assessing Writing

Raters of students in Grade 2 and above

assemble a collection of each students writing

and use the collection as the basis for

evaluating the students English language

proficiency in writing.

Raters of students in kindergarten and first

grade are encouraged but not required to

assemble writing collections when they assessthe writing of their students.


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Eligibility Requirements

All students in Grades K12 who are identified

as limited English proficient, including LEP

students with parental denials, are required to

be assessed through TOP.

In rare cases, a LEP student served by special

education may be exempted from TOP by the

ARD committee.


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Rater Credentials

Each teacher selected to rate an ELL must

1) have the student in class, be knowledgeableabout the students ability to use English in

instructional and informal settings, and hold

valid education credentials such as a teacher

certificate or permit

2) be appropriately trained, as required by TEA

3) complete the qualification component of TOP

rater training (applies to raters of students in

Grade 2 and above only)


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TOP Rater Responsibilities

A students TOP rater is the teacher

designated by the district as the official raterof the students English language proficiency

levels.

The students TOP rater must rate the

student in all TOP domains for which the

student is eligible. A student is not permitted

to have one TOP rater for some domains and

another TOP rater for other domains.


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Collaboration with Others

As TOP raters determine the proficiency

ratings of their assigned students, they are

highly encouraged to collaborate with other

teachers and school personnel who have

knowledge of the students English

proficiency.


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Understanding Language Proficiency in

Social and Academic Settings

BICS: Basic Interpersonal Communicative Skills

CALP: Cognitive Academic Language Proficiency

BICS

CALP


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The Argument for Academic English

Language Proficiency


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Building English Language Proficiency:

A Cumulative Process


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Linguistic Domains1. Listening: the ability to understand spoken language,

comprehend and extract information, and follow socialand instructional discourse through which information is

provided

2. Speaking: the ability to use language appropriately and

effectively in learning activities and social interactions3. 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, fulfilling classroom assignments at thegrade-appropriate level

Adapted from Alief ISD Language Proficiency Profile


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Teaching Language Through

Content Area Instruction


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6 Ways TOP Reinforces

Quality Instruction

1. TOP encourages teachers to provide more

opportunities for ELLs to use and practice their

developing language.

2. TOP encourages teachers to collaborate about the

needs of ELLs.3. TOP gives teachers a common vocabulary

to use with one another and parents

in describing the language levels and

language needs of the students, and in setting goals for progress.


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6 Ways TOP Reinforces

Quality Instruction

4. TOP helps teachers see the need to differentiateinstruction according to the English language

proficiency levels of ELLs.

5. TOP helps teachers understand the importance and

benefit of building the communication skills that get

students to the next proficiency level.

6. TOP supports academic achievement goals because

ELLs learn academic content more readily when theyunderstand the language of their instruction.


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Bottom Line

Effective implementation of the TOP

observation protocol process throughout

the school year helps ELLs learn Englishmore quickly and academic concepts and

skills more readily.


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