Texas English Language Proficiency Assessment System (TELPAS) Teacher Training. 2/12/2009 Revised

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1 Texas English Language Proficiency Assessment System (TELPAS) Teacher Training

2 What are we doing and why? No Child Left Behind (NCLB) requires English language learners (ELL) to make annual yearly progress (AYP) in learning English. Texas English Language Assessment System (TELPAS) is the instrument with which to assess English acquisition skills of ELL.

3 Who is involved in the administration? English language learners who are: Actively involved in a bilingual or ELL program. Students who meet the criteria for English language services but whose parents have denied bilingual or ELL programs. Classroom teachers State-certified TELPAS writing raters Campus administrators

4 Who is not involved in the administration? English language learners who have met criteria for exit from bilingual or ELL services Students who were found to be Non-LEP did not qualify for services after initial English language assessments.

5 How do we administer TELPAS? Grade Listening Speaking Reading Writing K-1 Classroom teacher observation Classroom teacher observation Classroom teacher observation Classroom teacher observation 2 Classroom teacher observation Classroom teacher observation Classroom teacher observation Writing collection 3-12 Classroom teacher observation Classroom teacher observation Reading Proficiency Test in English (RPTE) Writing collection

6 The classroom teacher should 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 and small-group interactions in academic settings One-to-one interviews Individual student conferences Above is not an exhaustive list, but simply TEA suggestions.

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8 The classroom teacher should reflect on how well the student speaks English during activities such as: Cooperative group work Oral presentations Informal, social discourse with peers Large and small-group interactions in academic settings One-on-one interviews Classroom discussions Articulation of problem-solving strategies Individual student conferences Above is not an exhaustive list, but simply TEA suggestions.

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11 TELPAS Writing Collection Assembly Each writing collection must contain at least 5 writing samples and must include at least 1 narrative writing sample about a past event and 2 academic writing samples. Writing assigned on or after February 2, 2009 through March 6 may be considered for the writing collection. Writing assigned before February 2, 2009 is not eligible for inclusion. All writing should reflect the student s proficiency level at the time of collection. All writing assignments must include the student s name and date. (needs to be in the top right hand corner) No photocopies!

12 TELPAS Writing Collection Assembly Tips for Good Writing Collections In all writing assignments, encourage students to take their time and write in as much detail as they can. In each collection, include some writing tasks that allow students to show what they can do. These tasks should allow them to use language they have internalized, write in their comfort zone, and show the English they know. Also include some writing tasks that stretch and push students limits so that you can see the full extent of their language abilities and any elements of second language acquisition they still need to develop. Make a special effort to assign advanced to advanced-high students extended writing tasks that require them to use abstract language, analyze, hypothesize, defend a point of view, explain a complex process in detail, use precise and descriptive language, etc.

13 TELPAS Writing Collection Assembly Types of Writing Type 1: Basic descriptive writing on a personal/familiar topic Examples: Write about yourself, your family, your best friend, your school, etc. Describe what you see in this picture, photo, piece of art, etc. Compare yourself to a friend or relative, describing how you are alike and how you are different Compare two friends, two pictures, two photos, two places you ve lived or houses you ve lived in, etc. Encourage students to include biographical information, physical traits, and personality traits. The writing collection should include a copy of any pictures used. Remember: Each writing collection must contain at least 5 writing samples and must include at least 1 narrative writing sample about a past event and 2 academic writing samples.

14 TELPAS Writing Collection Assembly Types of Writing Type 2: Writing about a familiar process Examples: A daily routine (getting ready for school, what you do after school or on weekends) How to prepare a familiar food or recipe (sandwich, taco, fruit drink, scrambled eggs) How to play a familiar game or sport Remember: Each writing collection must contain at least 5 writing samples and must include at least 1 narrative writing sample about a past event and 2 academic writing samples.

15 TELPAS Writing Collection Assembly Types of Writing Type 3: Narrative writing about a past event Examples: Stories based on something shown in a picture or pictures Narratives about something that happened or that you did that was disappointing, unforgettable, surprising, interesting, unexpected, funny, unfair, etc. Original stories composed in creative writing activities Narratives about what you did this morning, yesterday, this weekend (appropriate for beginners only) Students should be encouraged to write in as much detail as possible. The more vivid and detailed the narratives, the more useful they will be in evaluating student vocabulary development, ability to narrate and describe using the past tense, and grasp of basic versus complex language structures. Remember: Each writing collection must contain at least 5 writing samples and must include at least 1 narrative writing sample about a past event and 2 academic writing samples.

16 TELPAS Writing Collection Assembly Types of Writing Type 4: Reflective Writing Examples: A time when you learned a lesson, resolved a problem with another person, etc. What true friendship is, the importance of believing in yourself; setting goals, etc. What you like, don t like, or would like to see changed about certain school rules or policies A person you admire, a person who has influenced your life, etc. How first impressions of people can change What it was like to move to the United States, learn a new language, etc. What you thought about the United States or Texas before you moved here compared to what you think now. Remember: Each writing collection must contain at least 5 writing samples and must include at least 1 narrative writing sample about a past event and 2 academic writing samples.

17 TELPAS Writing Collection Assembly Types of Writing Type 5: Extended writing on a Topic from language arts Many of the previously mentioned writing types are assigned during language arts classes. Other types of extended writing tasks from this content area are also appropriate. Examples: Writing reflective pieces linked to stories and literature read in class (e.g., comparing events in a text with personal experiences; relating a character s conflict in a text to a personal experience, experience of a friend, experience of a relative, etc.) Describing and analyzing a change that a character undergoes Comparing story variants, a movie and novel based on the same story, etc. Remember: Each writing collection must contain at least 5 writing samples and must include at least 1 narrative writing sample about a past event and 2 academic writing samples.

18 TELPAS Writing Collection Assembly Types of Writing Type 6: Academic writing from science, mathematics, and social studies Academic writing should give students the opportunity to write connected paragraphs using the academic/abstract vocabulary and language structures needed for developing academic language proficiency in these subject areas. Academic writing tasks for less proficient students should be appropriately adapted for their level. Examples from science: Explain a scientific process you have learned about Explain the steps in an experiment or scientific investigation you have done Write about something you are learning in your science class, whether it is difficult or easy to learn, why it is important to know, etc. Write about why lab rules are important Write about how to use a certain device or piece of science equipment Write about something you like or do not like in your science class Remember: Each writing collection must contain at least 5 writing samples and must include at least 1 narrative writing sample about a past event and 2 academic writing samples.

19 TELPAS Writing Collection Assembly Types of Writing Type 6: Academic writing from science, mathematics, and social studies Academic writing should give students the opportunity to write connected paragraphs using the academic/abstract vocabulary and language structures needed for developing academic language proficiency in these subject areas. Academic writing tasks for less proficient students should be appropriately adapted for their level. Examples from mathematics: Write about a way you have used mathematics outside of school Explain the steps you use in a mathematical process Write about something you are learning in your math class, whether it is difficult or easy to learn, why it is important to know, etc. Write to reflect the thinking you do to solve a problem Write about something you like to do or don t like to do in your math class Remember: Each writing collection must contain at least 5 writing samples and must include at least 1 narrative writing sample about a past event and 2 academic writing samples.

20 TELPAS Writing Collection Assembly Types of Writing Type 6: Academic writing from science, mathematics, and social studies Academic writing should give students the opportunity to write connected paragraphs using the academic/abstract vocabulary and language structures needed for developing academic language proficiency in these subject areas. Academic writing tasks for less proficient students should be appropriately adapted for their level. Examples from social studies: Write about a historical figure, the person s contributions or significance, etc. Write an expository piece about an important historical or current event Write about something you are learning in your social studies class, whether it is difficult or easy to learn, why it is important to know, etc. Defend a point of view about a governmental policy or controversial issue Write about a persuasive piece to influence a change in a policy or law Remember: Each writing collection must contain at least 5 writing samples and must include at least 1 narrative writing sample about a past event and 2 academic writing samples.

21 PAPERS NOT TO INCLUDE IN THE COLLECTIONS Papers containing language directly copied from a textbook, lesson, or other written source students need to write using their own words. Papers in which the student relies heavily on a dictionary or thesaurus Papers that show teacher corrections Papers that have been polished through editing by peers, parents, or teachers Papers that are brief, incomplete, or obviously reflect writing that was rushed Papers that are reflective of TAKS writing or worksheets

22 In Conclusion Writing samples: In grades 2 12, collect a minimum of 5 writing samples: ~ 1 narrative about a past event from the social studies department ~ 2 writing samples from math, science, or social studies ~ 2 remaining samples may be on anything you want them to write about, or one the student would like to do. ~Collection of writing samples begin February 2nd and ends March 6th. ~Writing samples will need to be rated using the PLD. Students name and date on the top of the writing sample Title the Sample

23 TELPAS Writing Raters For the Spring 2009 TELPAS writing collection, TEA will require teachers to be state-certified as TELPAS writing raters before they will be allowed to rate individual student writing collections. If you do not qualify you have to rate with a certified rater.

24 Becoming a State-certified TELPAS Writing Rater Go through TELPAS training Practice scoring writing samples during TELPAS training six student collections ranging from 2 nd grade through high school Complete homework practice in chosen grade cluster ABOVE STEPS MUST BE COMPLETED PRIOR TO February 28 AND NAMES OF PRE-QUALIFIED RATERS SUBMITTED TO TEA THROUGH MARYANN RAMOS BY February 28 In Spring 2009 ONLY PRE-QUALIFIED RATERS will take an on-line test through TEA to qualify as state-certified raters. On-line test will be for specific cluster indicated by your pre-qualifying test. ONLY STATE-CERTIFIED RATERS WILL BE ABLE TO DETERMINE THE FINAL RATING OF EACH ELL STUDENT TELPAS WRITING COLLECTION.

25 Becoming a State-certified TELPAS Writing Rater Grade Clusters Writing Collections in Practice Sets Writing Collections on Qualifying Tests Score to Shoot For to attain state-certified status Grade /10 Grades /10 Grades /10 Grades /10 Grades 2-5 Grades nd grade* 10-3 rd -5 th grade* 10-6 th -8 th grade* 10-9 th -12 th grade* 15 10/ /15 Grades /15 *Alternatively, trainers may select 15 of the 20 collections for these practice clusters.

26 TELPAS Writing Reviewer Each campus will have one TELPAS writing reviewer who will verify that: each collection contains at least 5 total writing samples each writing collection includes at least 1 narrative about a past event and 2 academic writing samples from science, social studies, or mathematics all writing assignments include the student s name and date no writing samples come from before February 2009 no papers showing teacher corrections are included no worksheets or question-answer writing assignments are included. THE DESIGNATED REVIEWER WILL SIGN THE TELPAS WRITING COLLECTION COVER SHEET TO AFFIRM THAT THE WRITING COLLECTION HAS BEEN ADEQUATELY ASSEMBLED AS DESCRIBED ABOVE.

27 Writing Collection Cover Sheet Must be filled in completely Must be signed by rater and any additional raters Rating score must be filled in Review with form Review the checklist

28 TELPAS STUDENT ROSTER Need to fill out rating roster with all pertinent information. Review Roster

29 PLD Need to circle correct descriptors Need student name on top of PLD Rater needs to print the rater name and sign and date each PLD If you collaborated with anyone please list that teachers name as well. Review with form

30 Oaths Raters must sign a TELPAS oath Training does not take the place of reading the manual

31 TELPAS Timeline November 28-February 4th Pre-qualify as a certified rater February 11-March TEA on-line qualifying tests February 2, 2009 earliest date to begin TELPAS writing collection March 6 recommended date to make final writing collections March 9-13 score collections on campus March RPTE administration March 29 last date to record TELPAS writing rating on answer document March 30 turn in TELPAS documents to Testing and Research

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