Professional Documents
Culture Documents
Summer-Fall 2006
Texas Education Agency Student Assessment Division
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
TEA Training of Trainers Jul 18, 19, 31, Aug 1, 2006 GROUP C Trained and Qualified in 2005-06
Fall 2006
Full Day Face-to-Face Training Aug 7 Oct 27, 2006 Fall Online Qualification Aug 14 Nov 3, 2006
Unsuccessful Attempt
Successful Attempt
3-4 Hour Online Refresher Course Dec 11, 2006 Jan 19, 2007
Dec Jan.
Spring 2007
Unsuccessful on Practice
Successful on Practice
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
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
Spring 2007
Training on the Proficiency Level Descriptors (PLDs) Annotated Examples of Student Writing
Practice Set Fall 2006 Online Qualification Process
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)
CALP
BICS: Basic Interpersonal Communicative Skills CALP: Cognitive Academic Language Proficiency
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
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.