TECHNICAL DIGEST 2011–2012 Chapter 7 Texas English .

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T E C H N I C A LChapter 7D I G E S T2 0 1 1 – 2 0 1 2Texas English Language ProficiencyAssessment System (TELPAS)OverviewParticipation RequirementsTest DevelopmentTrainingTest AdministrationScores and ReportsParent BrochuresAuditsPerformance gTest ResultsOverviewTELPAS measures the progress that ELLs make in acquiring the English language.Title III, Part A of NCLB requires states to conduct annual statewide English languageproficiency assessments for ELLs in grades K–12 in the language domains of listening,speaking, reading, and writing. Prior to NCLB, Texas developed and administeredEnglish language proficiency tests in the domain of reading as required byTexas state law.The TELPAS assessments are performance-based and holistically rated, with theexception of the reading assessments for grades 2–12, which are multiple-choice tests.For each language domain, TELPAS measures four levels, or stages, of increasingEnglish language proficiency: beginning, intermediate, advanced, and advanced high.TELPAS measures learning in alignment with the Texas ELPS that are a part of the TEKScurriculum. The ELPS outline the instruction that ELLs must receive to support theirability to develop academic English language proficiency and acquire challengingacademic knowledge and skills. The ELPS are composed of second languageCHAPTER 7Texas English Language Proficiency Assessment System (TELPAS)187

T E C H N I C A LD I G E S T2 0 1 1 – 2 0 1 2acquisition knowledge and skills that ELLs are expected to learn as well asproficiency level descriptors characterizing the four English languageproficiency levels reported in Texas.TELPAS, STAAR, and TAKS are used to show the extent to which districts and thestate meet federal Annual Measurable Achievement Objective (AMAO)accountability indicators that are specific to the English language proficiencyand academic achievement of ELLs. Composite performance rather thanindividual language domain performance is used in TELPAS AMAO indicators.For information about how TELPAS composite results are generated, refer tothe TELPAS Comprehension and Composite Scores section in this chapter. Moreinformation about AMAOs is available on the Texas Education Agency’s (TEA’s)Student Assessment Division website.The TELPAS reading performance is a primary component of the ELL ProgressIndicator that was incorporated into the state accountability ratings system in2012. Additionally, the TELPAS results are used in a number of other indicatorsin the state’s Performance-Based Monitoring Analysis System (PBMAS). Moreinformation about these indicators is available on TEA’s Performance ReportingDivision and Performance-Based Monitoring websites.The TELPAS results are also used at the student level to help teachers designinstruction and plan interventions that appropriately address the student’slinguistic and academic needs.Participation RequirementsAll K–12 ELLs are required to participate in TELPAS, including students classifiedas LEP in PEIMS whose parents have declined bilingual/ESL program services(PEIMS code C). ELLs are required to be assessed annually until they meetbilingual/ESL program exit criteria and are reclassified as non-LEP. The rarecircumstances in which a student might not be required to participate in oneor more TELPAS language domains include:ARD DecisionIn rare cases, it might be necessary for the ARD committee, in conjunction withthe LPAC, to determine that an ELL receiving special education services shouldnot be assessed in reading, writing, listening, and/or speaking for reasonsassociated with the student’s particular disability. Participation must beconsidered on a domain-by-domain basis. The reason for not assessing thestudent must be related to the student’s disability and be well-supported anddocumented in the student’s IEP by the ARD committee and the student’spermanent record file by the LPAC.188CHAPTER 7Texas English Language Proficiency Assessment System (TELPAS)

T E C H N I C A LD I G E S T2 0 1 1 – 2 0 1 2Newly Enrolled ELLs—Holistically Rated DomainsAn ELL from another Texas school district, state, or country who enrolls on or after thefirst day of the TELPAS testing window will not be assessed by the receiving district inthe holistically rated domains. However, newly enrolled students in grades 2–12 arerequired to take the TELPAS reading test.Test DevelopmentTELPAS Reading Tests for Grades 2–12The TELPAS reading tests for grades 2–12 employ a multiple-choice answer format. Sixgrade-cluster tests are administered, as shown in Table 7.1.Table 7.1. Grade Clusters for 2–12 ReadingGrade Clusters for2–12 Reading234–56–78–910–12As with other components of the Texas assessment program, TEA involves educatorsand assessment experts in the TELPAS test development process. As part of theongoing process to replenish the item banks, committees of Texas educators continueto review annually developed field-test items.More information about the TELPAS reading tests forgrades 2–12, including item specifications and samples, isavailable in the Educator Guide to TELPAS available on TEA’sStudent Assessment Division website. This guide is provided tofamiliarize educators with TELPAS. It shows the integralrelationship between TELPAS and the ELPS and includesexplanatory information as well as student video segments,authentic student writing samples, and sample test questions.TELPAS Holistically Rated AssessmentsThe TELPAS holistically rated components assess reading in grades K–1 and listening,speaking, and writing in grades K–12. To conduct these assessments, teachers arespecially trained to rate the English language proficiency of ELLs based on anCHAPTER 7Texas English Language Proficiency Assessment System (TELPAS)189

T E C H N I C A LD I G E S T2 0 1 1 – 2 0 1 2evaluation of student writing, classroom observations in core content areas,and daily interactions with the students. Writing in grades 2–12 is assessedthrough a collection of students’ classroom writing assignments in corecontent areas.The rating process is designed to identify a student’s level of English languageacquisition and is holistic rather than a measure of isolated skills. Teachers aretrained to use the ELPS PLDs as holistic rating rubrics to assign proficiencyratings of beginning, intermediate, advanced, or advanced high in each domainassessed.TEA developed the TELPAS holistically rated components in collaboration withtest development experts; bilingual/ESL consultants; and members of an ELLfocus group composed of teachers, bilingual/ESL directors, assessmentdirectors, campus administrators, and university professors. Like the TELPASreading tests for grades 2–12, these assessments are aligned with the ELPS anddesigned to assess the English communication skills that ELLs need to engagemeaningfully and effectively in learning the academic knowledge and skillsrequired by the state. The holistically rated assessments draw upon secondlanguage acquisition research, research-based standards, the experience ofTexas practitioners, and observational assessment practices.Together with the TELPAS reading tests for grades 2–12, the holistically ratedcomponents of TELPAS combine classic multiple-choice testing methods withauthentic, performance-based assessments to measure the construct ofacademic English language proficiency. The process of rating studentsholistically helps teachers better understand and meet the educational needsof ELLs, and avoids drawbacks associated with adding assessments and fieldtesting activities that take students away from needed instruction.More information about the TELPAS holistically rated assessments is availablein the Educator Guide to TELPAS on TEA’s Student Assessment Division website.TrainingEach year the TELPAS raters participate in holistic rating training and calibrationactivities to prepare them to provide accurate and reliable TELPAS scores.The TELPAS rater training activities are primarily Web-based. However, a widevariety of paper-based training materials are also prepared so regional anddistrict trainers can conduct face-to-face training on administration proceduresand provide raters with supplemental support as needed.The TELPAS online basic training courses are provided so raters learn theessentials of second language acquisition theory and how to use the PLDsfrom the ELPS to accurately identify the English language proficiency levels oftheir ELLs based on how well the students are able to understand and useEnglish during daily academic instruction and classroom interactions. The190CHAPTER 7Texas English Language Proficiency Assessment System (TELPAS)

T E C H N I C A LD I G E S T2 0 1 1 – 2 0 1 2online courses contain numerous rating activities that comprise student writingcollections and video segments in which ELLs demonstrate their reading, speaking,and listening skills in authentic Texas classroom settings. The courses give teacherspractice in applying the scoring rubrics (PLDs) and provide teachers with detailedfeedback about their rating accuracy. In the 2011–2012 school year, more than 44,000online training courses were completed.Each year all raters are also required to complete calibration activities online todemonstrate their ability to apply the PLD rubrics consistently and accurately beforethey rate students for the operational assessment. Beginning in the 2010–2011 schoolyear, calibration activities were provided for all holistically rated domains—listening,speaking, reading (K–1 only), and writing. There are two sets of initial calibrationactivities with 10 students per set and all applicable language domains arerepresented. In order to demonstrate sufficient calibration, raters are required to rateat least 70% of students correctly within a set. Raters finish the calibration activitieswhen they demonstrate sufficient accuracy. If sufficient accuracy is not obtained onthe first or second set, supplemental training is provided to the rater, followed by athird and final online calibration set. Individuals not successful on the final set areeither not used as raters (a district decision) or are provided rater support inaccordance with test administration regulations. In the 2011–2012 school year,approximately 113,000 teachers successfully calibrated within the three attempts. Thepercentage of successfully calibrated teachers by the end of set three wasapproximately 99%.Test AdministrationDuring the 2011–2012 school year more than 744,000 TELPAS assessments wereadministered. Districts administered the TELPAS assessments to eligible students asindicated in Table 7.2.CHAPTER 7Texas English Language Proficiency Assessment System (TELPAS)191

T E C H N I C A LD I G E S T2 0 1 1 – 2 0 1 2Table 7.2. TELPAS Assessments Administered in 2011–2012TELPAS AssessmentGradeClusterAssessments ndergarten106,179106,122106,007106,002Grade 1110,885110,788110,608110,591Grade 2Grade 2104,783104,690104,697104,275Grade 3Grade 399,39999,30899,48298,942Grade 481,53681,47281,70281,145Grade 559,32359,27259,48658,991Grade 644,42344,38744,34044,205Grade 736,79336,78436,66136,555Grade 828,71128,69628,54928,449Grade 929,25029,23229,04528,908Grade 1019,44019,43219,25019,256Grade 1114,18714,18413,97714,042Grade 129,2409,2309,0348,975Grade K/1Grade 4/5Grade 6/7Grade 8/9Grade 10–12Administration procedures that support the integrity of the assessment processare a vital part of standardized testing. For the holistically rated components ofTELPAS, district personnel involved in the test administrations sign securityoaths, verify the correct assembly and contents of student writing collections,and implement procedures to support the validity and reliability of the ratingprocess. Details about the TELPAS holistic rating training and administrationprocedures, including descriptions of the Web-based training components, arefound in the TELPAS section of the District and Campus Coordinator Manual forthe Texas assessment program and in the TELPAS Manual for Raters and TestAdministrators.Scores and ReportsEnglish language proficiency tests are not designed to measure mastery oflearning objectives with a pass or fail score. This is because the process ofacquiring and becoming academically proficient in a second language takeslonger than a school year. The TELPAS test results provide an annual indicatorof where each ELL is on a continuum of English language developmentdesigned for second language learners. This continuum is divided into fourproficiency levels: beginning, intermediate, advanced, and advanced high. Theprogress of students along this continuum is the basis for the TELPAS reportingsystem, which enables districts and the state to evaluate whether ELLs aremaking steady annual growth in learning to listen, speak, read, and write inEnglish in the context of grade-level academic instruction.192CHAPTER 7Texas English Language Proficiency Assessment System (TELPAS)

T E C H N I C A LD I G E S T2 0 1 1 – 2 0 1 2Students who take the TELPAS assessments receive proficiency ratings in eachlanguage area assessed—listening, speaking, reading, and writing—as well as acomposite rating that combines the four language-area ratings into one overall Englishlanguage proficiency rating. The following descriptions provide a synopsis of theabilities associated with each level of proficiency defined in the ELPS. The complete setof ELPS proficiency level descriptors that are used as the TELPAS assessment rubricsare found on the TELPAS Resources page on TEA’s Student Assessment Divisionwebsite.Beginning level of English language proficiency: Students who receive this ratingare in the early stages of acquiring English. These students typically have a smallvocabulary of high-frequency “survival” words in English and little or no ability to useEnglish in academic settings. Beginning listeners struggle to understand simple conversations and to identifyand distinguish individual words and phrases spoken in English. Beginning speakers mainly use single words and short phrases and lack theknowledge of English grammar necessary to connect ideas and speak insentences. Beginning readers’ ability to derive meaning from English text is minimal. Theyrely heavily on previous knowledge of the topic, their limited vocabulary, andpictures to gain meaning from English text. Beginning writers lack the English vocabulary and grasp of English languagestructures and grammar necessary to build writing skills in English and addressgrade-level appropriate writing tasks in a meaningful way.Intermediate level of English language proficiency: Students who receive this ratingare able to use common, basic English in routine academic activities but needconsiderable English-language support to make instruction understandable. Sociallythese students are able to communicate simply in English about familiar topics andare generally able to understand casual conversations but do not comprehend all thedetails. Intermediate listeners usually understand simple or routine directions in Englishas well as short, simple conversations and discussions on familiar topics. Theyfrequently understand only part of what they hear and seek clarification byrequesting the speaker to repeat, slow down, or rephrase speech. Intermediate speakers know enough English to speak in a simple manner usingbasic, high-frequency vocabulary. They are able to participate in shortconversations and speak in sentences, though they might hesitate frequently andfor long periods to think of how to communicate their intended meaning. Intermediate readers are able to understand short, connected texts on familiartopics but tend to interpret English very literally and have difficulty followingstory lines that have a surprise twist or nonstandard format. Because their EnglishCHAPTER 7Texas English Language Proficiency Assessment System (TELPAS)193

T E C H N I C A LD I G E S T2 0 1 1 – 2 0 1 2vocabulary consists mainly of high-frequency, concrete words, they relyheavily on prior knowledge of a topic for comprehension and need thesupport of pictures that illustrate meaning. Intermediate writers have a limited ability to use the English language tobuild writing skills and a limited ability to address grade-level appropriatewriting tasks in English. They frequently exhibit features of their primarylanguage when expressing themselves in English and sometimes cannotbe understood by individuals not accustomed to the writing of Englishlanguage learners.Advanced level of English language proficiency: Students who receive thisrating have an emerging academic English vocabulary, which they are able touse in classroom instruction when given second language acquisition support.In social situations, these students can understand most of what they hear buthave some difficulty with unfamiliar grammar and vocabulary. Advanced listeners can usually understand longer conversations andclass discussions in English but occasionally depend on visuals, verbalcues, and gestures to support understanding. Advanced speakers are able to participate comfortably in mostconversations and academic discussions in English, with occasionalpauses to restate, repeat, or search for words or phrases to clarifymeaning. They can narrate, describe, and explain in some detail and havean ability to speak in English using a variety of sentence patterns andbasic grammar structures. Advanced readers have an emerging grade-level appropriate Englishvocabulary and are familiar with the basic structure of the Englishlanguage. They use this knowledge to understand texts that introducethem to unfamiliar topics, and, with support, they can move beyond literalcomprehension to begin to think critically about ideas presented ingrade-level appropriate texts written in English. Advanced writers have enough knowledge of English to address gradelevel appropriate writing tasks with second language acquisition support.They can express themselves using a variety of verb tenses and sentencepatterns, and they can communicate their ideas in some detail, althoughthey often require assistance when topics are abstract, academicallychallenging, or unfamiliar.Advanced high level of English language proficiency: Students who receivethis rating are able to use academic English in classroom activities with littlesecond language acquisition support from others, even when learning aboutunfamiliar material. Students at this level have a large enough vocabulary inEnglish to communicate clearly and fluently in most situations.194CHAPTER 7Texas English Language Proficiency Assessment System (TELPAS)

T E C H N I C A LD I G E S T2 0 1 1 – 2 0 1 2 Advanced high listeners can understand long conversations and class discussionsin English, with little dependence on visuals, verbal cues, and gestures to supportunderstanding. In both social and instructional interactions, they can understandmain points and details at a level nearly comparable to native English-speakingpeers. Advanced high speakers are able to use abstract and content-based vocabularyand can participate in extended discussions in English on a variety of social andgrade-level appropriate academic topics with only rare disruptions or hesitations. Advanced high readers might have occasional difficulty with low-frequencyvocabulary or new English expressions but demonstrate, at a level nearlycomparable to native English-speaking peers, comprehension of both explicitand implicit information in grade-level appropriate texts. Advanced high writers have acquired the English vocabulary and command ofEnglish language structures to address grade-level appropriate writing tasks.They are nearly comparable to native English-speaking peers in their ability toexpress themselves clearly and precisely, with occasional exceptions whendealing with complex or abstract ideas or when attempting to use low-frequencywords and expr

of where each ELL is on a continuum of English language development designed for second language learners. This continuum is divided into four proficiency levels: beginning, intermediate, advanced, and advanced high. The progress of students along this continuum is the basis for the TELPAS reporting

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