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TRANSCRIPT
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Texas Observation Protocols (TOP)
TOP Rater
Holistic Rating Training:
TOP Overview
Summer-Fall 2006
Texas Education Agency
Student Assessment Division
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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
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TOP 2006-07 Holistic Training Flowchart
for all Grades 2-12 Raters Groups A, B, and C
Or Group B
Joins Group A
Spring Online Qualification
Jan 29
Mar 2, 2007
GROUP C
Trained and Qualified in
2005-06
GROUP A
Not Trained
in 2005-06
Full Day Face-to-Face
Training
Aug 7Oct 27, 2006Fall Online Qualification
Aug 14Nov 3, 2006
Successful
Attempt
Unsuccessful
Attempt
3-4 Hour Online Refresher Course
Dec 11, 2006Jan 19, 2007
Successful
on Practice
Supplemental Face-to-Face Training
2-3 Hour Online Refresher Course
Jan 29
Mar 2, 2007
Summer
2
006
Fall2
006
Spring
2007
Group A
Joins
Group C
Unsuccessful
on Practice
TEA TETN REFRESHER
Jul 14, 2006
TEA Training ofTrainers
Jul 18, 19, 31, Aug 1, 2006
GROUP B
Trained in 2005-06
But Not Yet Qualified
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TOP Rater Holistic Training
for Fall 2006 Grades 2-12 Participants
Fall Online Qualification
Aug 14Nov 3, 2006
Unsuccessful Attempt Successful Attempt
Supplemental
Face-to-Face Training
Spring Online Qualification
Jan 29Mar 2, 2007
2-3 Hour Online Refresher
Course with Rating Practice
Jan 29Mar 2, 2007
F
all2006
Spring
200
7
Full Day Face-to-Face Training
Aug 7Oct 27, 2006
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TOP Rater Holistic Training
for Fall 2006 Grades K-1 Participants
GROUP E
Trained in 2005-06GROUP D
Not Trained in 2005-06
Half Day Face-to-Face
TrainingAug 7Oct 27, 2006F
all2006
1-2 Hour Online
Refresher Course
Jan 29Mar 2, 2007Sprin
g
2007
Or Group E
Joins
Group D
Recommended
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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
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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
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TOP provides a systematic way for
teachers to holistically ratestudents
English language proficiency levels in 4
domains based on observations of their
classwork and interactions during daily
instruction.
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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 assessthe writing of their students.
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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.
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Rater Credentials
Each teacher selected to rate an ELL must
1) have the student in class, be knowledgeableabout 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)
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TOP Rater Responsibilities
A students TOP rater is the teacher
designated by the district as the official raterof 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.
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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.
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Understanding Language Proficiency in
Social and Academic Settings
BICS: Basic Interpersonal Communicative Skills
CALP: Cognitive Academic Language Proficiency
BICS
CALP
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The Argument for Academic English
Language Proficiency
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Building English Language Proficiency:
A Cumulative Process
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Linguistic Domains1. Listening: the ability to understand spoken language,
comprehend and extract information, and follow socialand instructional discourse through which information is
provided
2. Speaking: the ability to use language appropriately and
effectively in learning activities and social interactions3. 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 thegrade-appropriate level
Adapted from Alief ISD Language Proficiency Profile
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Teaching Language Through
Content Area Instruction
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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.
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6 Ways TOP Reinforces
Quality Instruction
4. TOP helps teachers see the need to differentiateinstruction 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.
6. TOP supports academic achievement goals because
ELLs learn academic content more readily when theyunderstand the language of their instruction.
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Bottom Line
Effective implementation of the TOP
observation protocol process throughout
the school year helps ELLs learn Englishmore quickly and academic concepts and
skills more readily.
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