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Texas Observation Protocols (TOP) TOP Rater Holistic Rating Training: TOP Overview

Summer-Fall 2006
Texas Education Agency Student Assessment Division

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

TOP 2006-07 Holistic Training Flowchart for all Grades 2-12 Raters Groups A, B, and C
Summer 2006
TEA TETN REFRESHER

Jul 14, 2006 GROUP A Not Trained in 2005-06

TEA Training of Trainers Jul 18, 19, 31, Aug 1, 2006 GROUP C Trained and Qualified in 2005-06

GROUP B Trained in 2005-06 But Not Yet Qualified

Fall 2006

Full Day Face-to-Face Training Aug 7 Oct 27, 2006 Fall Online Qualification Aug 14 Nov 3, 2006

Or Group B Joins Group A

Unsuccessful Attempt

Successful Attempt

Group A Joins Group C

3-4 Hour Online Refresher Course Dec 11, 2006 Jan 19, 2007
Dec Jan.

Spring 2007

Unsuccessful on Practice

Successful on Practice

Supplemental Face-to-Face Training

Spring Online Qualification Jan 29 Mar 2, 2007

2-3 Hour Online Refresher Course Jan 29 Mar 2, 2007

TOP Rater Holistic Training for Fall 2006 Grades 2-12 Participants
Full Day Face-to-Face Training Aug 7 Oct 27, 2006

Fall 2006

Fall Online Qualification Aug 14 Nov 3, 2006 Unsuccessful Attempt Successful Attempt

Spring 2007

Supplemental Face-to-Face Training

Spring Online Qualification Jan 29 Mar 2, 2007

2-3 Hour Online Refresher Course with Rating Practice Jan 29 Mar 2, 2007

TOP Rater Holistic Training for Fall 2006 Grades K-1 Participants
GROUP D Not Trained in 2005-06

Fall 2006

Or Group E Joins Group D

GROUP E Trained in 2005-06

Half Day Face-to-Face Training Aug 7 Oct 27, 2006


Recommended

Spring 2007

1-2 Hour Online Refresher Course Jan 29 Mar 2, 2007

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

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

TOP provides a systematic way for teachers to holistically rate students

English language proficiency levels in 4


domains based on observations of their

classwork and interactions during daily


instruction.

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 assess the writing of their students.

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.

Rater Credentials
Each teacher selected to rate an ELL must 1) have the student in class, be knowledgeable about 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)

TOP Rater Responsibilities


A students TOP rater is the teacher designated by the district as the official rater of 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.

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.

Understanding Language Proficiency in Social and Academic Settings


BICS

CALP

BICS: Basic Interpersonal Communicative Skills CALP: Cognitive Academic Language Proficiency

The Argument for Academic English Language Proficiency

Building English Language Proficiency: A Cumulative Process

Linguistic Domains
1. Listening: the ability to understand spoken language, comprehend and extract information, and follow social and instructional discourse through which information is provided 2. Speaking: the ability to use language appropriately and effectively in learning activities and social interactions 3. 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 the grade-appropriate level
Adapted from Alief ISD Language Proficiency Profile

Teaching Language Through Content Area Instruction

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.

6 Ways TOP Reinforces Quality Instruction


4. TOP helps teachers see the need to differentiate instruction 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. TOP supports academic achievement goals because ELLs learn academic content more readily when they understand the language of their instruction.

6.

Bottom Line
Effective implementation of the TOP observation protocol process throughout the school year helps ELLs learn English more quickly and academic concepts and skills more readily.

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