KTX TELPAS 2.0

Grades 2-12

2/10/2023

Recommended Materials for this PD

• Post-it Notes
• Markers
• Highlighters
• Chart Paper and tape
• Speaking rubrics: 2pt 4pt
• Writing rubrics: G2-3 G4-12

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Randomization tools:

• https://wheelofnames.com/

Roster your teachers names to model random calling

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• Index Cards

Have teachers write their names and collect

TELPAS KIPP Joy Factor: Ice Breaker Bingo

What are the rules for icebreaker Bingo?

The rules for icebreaker Bingo are simple. To win, you must get five squares in a row, column, or diagonal. You can only mark a player’s name in the square if you have talked to that person. Also, you cannot use the same players’ name twice on the card.

22-23 TELPAS Welcome & Purpose of TELPAS

Self-Management Norms

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Goal 1: 38% of emergent bilingual KIPPsters will grow by 1 or more levels on TELPAS Composite.

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Goal 2: 85% of beginner EB students will grow to intermediate or above levels on TELPAS Composite.

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Goal 3: 75% of long-term EB students will grow to the Advanced or Advanced High levels on TELPAS composite.

KIPP 22-23 TELPAS GOALS

What will we accomplish today?

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Content Objectives:

• BKWBAT understand what is required of students for all TELPAS domains and will be able to plan how and where to embed practice opportunities in daily lessons.
• BKWBAT setup TELPAS testing environments that meet TEA requirements and promote student focus and success.

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Language Objective:

BKWBAT interact with peers to collaboratively plan how and where to embed TELPAS practice opportunities that mimic items for listening, speaking, reading, and writing.

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Hanging Hashtags

#

TELPAS

Purpose

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English language proficiency standards (ELPS) test used in Texas in grades K-12 for all identified emergent bilingual students

This assessment measures the progress of English acquisition of all identified emergent bilinguals, including denials, annually until reclassification

Required by the Texas Education Agency (TEA) and the United States Department of Education (USDOE)

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What’s at stake?

How are the results used?

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ESL reclassification/exit

Program evaluation

Federal and state accountability (ESSA)

Accommodation decisions

Instructional placement

Seal of Biliteracy

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TELPAS 2-12G Components

22-23 TELPAS Listening & Speaking

What will we accomplish today?

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Content Objectives:

BKWBAT understand what is required of students for all TELPAS domains and will be able to plan how and where to embed practice opportunities in daily lessons.

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BKWBAT setup TELPAS testing environments that meet TEA requirements and promote student focus and success.

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Language Objective:

BKWBAT interact with peers to collaboratively plan how and where to embed TELPAS practice opportunities that mimic items for listening, speaking, reading, and writing.

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TELPAS Grades 2-12 Listening Blueprint

QUESTION:

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What must students do to demonstrate English proficiency on TELPAS Listening?

22-23 TELPAS Listening - 6 Item Types

22-23 TELPAS Listening Item Types

QSSSA

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Question

After exploring the six item types of listening skills my EB KIPPsters must demonstrate on TELPAS - How can I best prepare my students in my content area?

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Signal

Stand and stretch when you are ready.

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Stem

To prepare my EB KIPPsters on the listening portion of TELPAS, next week I will….

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Share

Share with someone in another grade level.

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Assess

Use randomization system (popsicle sticks or index card) to call on someone to share

Listening Activities

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Supporting Listening in the Classroom

Students engage in multiple opportunities to respond to spoken directions and checks for understanding throughout the day.

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Provide opportunities for them to clarify/mirror during conversations with peers, students can use the following sentence stems:

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• “I heard you say…”
• “I agree/I disagree because…”

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Students can also engage in listening activities:

• Simon says
• Read Aloud reflection
• Drawing what they heard

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TELPAS Grades 2-12 Speaking Blueprint

QUESTION:

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What must students do to demonstrate English proficiency on TELPAS Speaking?

22-23 TELPAS Speaking Rubrics

SCORES are impacted by these factors:

• Completeness of Response
• Syntax, Sentence Structure, Grammar
• Vocabulary / Word Choice
• Pronunciation and Fluency
• Use of L1

To demonstrate English proficiency on TELPAS Speaking, students must…

22-23 TELPAS Speaking 7 Item Types

22-23 TELPAS Speaking 7 Item Types

Gallery Walk & Reflection

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Notice & Wonder (10 Min)

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• With your group/pair, walk around the room to complete the table

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• As you take notes, make connections to the work you are currently doing on student discourse and how you may push your students to demonstrate their skills on TELPAS

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Share (5 Min)

To best prepare my EB KIPPsters on the speaking portion of TELPAS, this month I will…

TELPAS Speaking item functionality

Speaking Activities

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22-23 TELPAS Reading & Writing

What will we accomplish today?

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Content Objectives:

• BKWBAT understand what is required of students for all TELPAS domains and will be able to plan how and where to embed practice opportunities in daily lessons.
• BKWBAT setup TELPAS testing environments that meet TEA requirements and promote student focus and success.

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Language Objective:

BKWBAT interact with peers to collaboratively plan how and where to embed TELPAS practice opportunities that mimic items for listening, speaking, reading, and writing.

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TELPAS Grades 2-12 Reading Blueprint

QUESTION:

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What must students do to demonstrate English proficiency on TELPAS Reading?

# of Reading Questions in Grades 2-12

TELPAS Reading Domain vs. ELAR STAAR

1. TELPAS reading tests measure more specifically the ability to read in mathematics, science, and social studies contexts.

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2. TELPAS reading tests are designed around the stages of second language acquisition

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• Because EB students may begin learning English at any age, assumptions cannot be made about how much English they can be expected to understand and read at a given grade level.

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• TELPAS include reading material designed to assess the stages of second language acquisition - Beginner, Intermediate, Advanced, Advanced High.

Writing/Reading Through the Year

Writing/Reading Through the Year

TELPAS Grades 2-3 and 4-12 Writing Blueprint

QUESTION:

What must students do to demonstrate English proficiency on TELPAS Writing?

22-23 TELPAS Writing 8 Item Types

TELPAS Writing Rubrics - TWPS

• Grades 2-3 Writing Constructed Response Rubric
• Grades 4-12 Writing Constructed Response Rubric

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THINK & WRITE| Review your grade level rubric. Annotate the rubric to understand how our KIPPsters will be rated. (5 Min)

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PAIR| Share with someone NOT in your grade level - What is the CFS for EB KIPPsters to move from one level to the next? (3 Min)

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SHARE| Randomization for calling on someone to summarize the discussion (2 Min)

Strategies for TELPAS Writing

• Teach students to read the entire prompt and identify all parts of the question
• HINT: All of the 12 pt items are multi-step

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• Using Blank Paper for Graphic Organizer to answer item type

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• Students read over their work, revising for
• Academic vocabulary / word choice
• Sentence structure / Variety
• HINT: vocabulary and variety of sentence structures is a category on the rubric where they can earn points

For Spring 22-23 school year, the KTX practice writing prompts will appear in the GVLC WAGS in all four content areas for grades 2-12. This will allow students to practice typing their responses in illuminate.

All WFA prompts are highlighted in orange.

Expectations:

• Every student (EB and non-EB) will participate in the practice TELPAS prompts.
• Instead of saying, "This is our TELPAS essay," say, "This is our class writing assignment."
• Include a prewriting activity such as providing an anchor chart, use of graphic organizers, pair-share, or whole class brainstorming.
• Conduct 5 minutes conferences with students on how to improve their writing for TELPAS.

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2-12 Practice Writing Prompts in GVLC

TELPAS Writing Prompt - 3rd Math

Student’s Writing

THINK| 5 min

• Review the student responses to the 3rd grade math prompt from the previous slide
• Using what your have learned about the TELPAS writing rubric, what would you focus your 5 minute conference on?

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WRITE| 2 min

• Write down your idea.

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PAIR| 5 min

• Share with your grade level team.

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SHARE| 3 min

• 1 Representative from each grade level to share the ONE highest leverage move YOU can make for students’ growth.

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Timeline/Next Steps & Online Proctor Training

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What will we accomplish today?

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Content Objectives:

• BKWBAT understand what is required of students for all TELPAS domains and will be able to plan how and where to embed practice opportunities in daily lessons.
• BKWBAT setup TELPAS testing environments that meet TEA requirements and promote student focus and success.

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Language Objective:

BKWBAT interact with peers to collaboratively plan with peers on how and where to embed TELPAS practice opportunities that mimic items for listening, speaking, reading, and writing.

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TELPAS Timeline 2-12

• Read TELPAS Test Administrator manual prior to testing day (Required- TEA)

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Teacher Next Steps - BEFORE TELPAS Testing Day

• Verify student test tickets
• Take attendance
• Complete Seating Chart
• Write “Test Session ID” on white board
• Provide all students with headset w/microphone on BOTH TELPAS assessments (text-to-speech accessibility feature)
• Follow the script in the TELPAS Test Administrator Manual
• Students should receive scratch paper and pens/pencils to use during the assessment for planning out responses to writing/speaking prompts.
• Actively monitor during the assessment to ensure students are working on the correct assessment

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Teacher Next Steps - During TELPAS online testing

• Announcing time left in the day in hours for the first 7 or 8 hours and then for the last hour in the following increments
• 45 minutes
• 30 minutes
• 15 minutes
• 10 minutes
• 5 minutes
• 2 minutes
• 1 minute
• time is up

TELPAS Information:

• NO dictionaries are permitted
• TELPAS is untimed and students should have as much time as they need to complete the test within the school day.
• Students who must leave the test environment due to illness or family emergency can continue testing on another day.
• All instructional material needs to be covered
• All test administrators must be trained in TELPAS Test Administration (which is this training)
• All test administrators must have signed an oath
• All tests must be administered according to the TELPAS Schedule
• No cell phones or technology allowed during testing

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Translation of Test Directions

• Say Now test directions may be translated into a students native language, simplified or paraphrased.

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• You may not add information or make substantive changes to the information when translating, simplifying, or paraphrasing.

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• If you have a student that will require translation you can use a translation tool (Snap-n-Read, Google translate, etc) to prepare that translation in advance.

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• Test item directions (such as for a new section) may also be translated into native language if requested by the student.

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• No items or test content outside of directions is eligible for translation.

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• Ensure a secure testing environment (mimic STAAR)
• During restroom/water breaks - pause the test or cover the screen temporarily
• Seating charts
• “Testing - Do Not Disturb” sign displayed on all doors
• Maintain testing group size & trained proctor at all times
• Estimated time is 1:30 for reading/writing for average student
• Estimated time is 1:15 for listening/speaking for average student
• All desks or computer workstations used for testing must be cleared of books and other materials not required for the test.
• Once a student has completed and submitted the test, the test administrator should allow the student to leave the area while other students continue testing.
• Take action to notify the CTC or ESL Coordinator if there is an issue with

the room.

Testing Environment

Considerations for Listening & Speaking

• Ensure that students are seated far enough apart that background noise does not cause interference when students are recording their answers.

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• Testing groups for the listening & speaking assessment should be no larger than 15 students per group.

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• This is because students must record answers into their microphones and too many students in the group tends to increase test anxiety and negatively impact their performance on the assessment.

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• Bells must be off on testing days to not interfere with recording and provide a quiet testing environment just like any other test day.

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• The testing room should be in a quiet area with monitored hallways and not next to the gymnasium, cafeteria, music room, or other areas that may create noise interference which is distracting to students and disturbs the testing environment.

TELPAS Accommodations

* Note these accommodations –no other accommodations are permitted on TELPAS. Basic and complex transcribing require special training.

Questions Still?...

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• Click Here and Ask Away…

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• KTX TELPAS 2.0 Resource Guide
• TEA Website
• TELPAS and TELPAS Alternate Educator Guide
• ELPS Academy - TEA Learn

Resources

Troubleshooting for Cambium

Call Cambium helpline: 833-601-8821

Folks to contact for support:

Skye Raschke (DTC for Houston) skye.raschke@kipptexas.org

Dina Cruz (DTC for San Antonio) dina.cruz@kipptexas.org

Amanda Allen (DTC for Austin) amanda.allen@kipptexas.org

Eric Barnes (DTC for Dallas) eric.barnes@kipptexas.org

Samuel Lopez (Senior Director of Assessment) samuel.lopez@kipptexas.org)

Jo-Kate Collier (Regional ESL Compliance Coordinator for Houston) jokate.collier@kipptexas.org

Monica Espinoza (Regional ESL Compliance Coordinator for San Antonio, Austin, Dallas) monica.espinoza@kipptexas.org

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Option 1 - Listening & Speaking

Please note the layout and how it would minimize not only distractions but also additional background noise from microphones

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Option 2 - Listening & Speaking

Please note the layout and how it would minimize not only distractions but also additional background noise from microphones

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Extension PD Activities/ Practice Clinics

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Practice Clinic #1

TELPAS Reading

I Notice, I Wonder

ELLevation strategy - I Notice, I Wonder

• We will take a few minutes to study the next five slides, jot down anything that you notice.
• You will share with your table and group

Beginning Sample

Beginning & Intermediate Sample

Beginning Sample

Advanced Sample

Advanced High Sample

I Notice, I Wonder

ELLevation strategy - I Notice, I Wonder

• We will take a few minutes to study the next six slides,

jot down anything that you notice.

• You will share with your table and group

Practice Clinic #2

TELPAS Writing

Conversation Moves

ELLevation strategy - Conversation Moves

• We will take a few minutes to study responses.
• We will answer the questions using the response starters that correspond to the question.
• You will share with your group.

Writing Constructed response: Grade 2 Example

Constructed response-Practice

Constructed response rubrics

Constructed response-Practice

Constructed response rubrics

Constructed response-Practice

Constructed response rubrics

Constructed response rubrics

Constructed response rubrics

Constructed response-Practice

Constructed response rubrics

Constructed response rubrics

Constructed response-Practice

Conversation Moves

ELLevation strategy - Conversation Moves

• We will take a few minutes to study responses.
• We will answer the questions using the response starters that corresponds to the question.
• You will share with your group.