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Texas Observation Protocols (TOP)
TOP Rater
Holistic Rating Training:
TOP Overview
Summer-Fall 2006
Texas Education AgencyStudent 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
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 7 – Oct 27, 2006
Fall Online Qualification Aug 14 – Nov 3, 2006
Successful Attempt
Unsuccessful Attempt
3-4 Hour Online Refresher Course Dec 11, 2006 – Jan 19, 2007
Dec – Jan.
Successful on Practice
Supplemental Face-to-Face Training
2-3 Hour Online Refresher Course Jan 29 – Mar 2, 2007
Su
mm
er
2006
F
all 2
006
Spr
ing
2007
Group A Joins
Group C
Unsuccessful on Practice
TEA TETN REFRESHER Jul 14, 2006
TEA Training of Trainers Jul 18, 19, 31, Aug 1, 2006
GROUP B Trained in 2005-06
But Not Yet Qualified
TOP Rater Holistic Training for Fall 2006 Grades 2-12 Participants
Fall Online Qualification Aug 14 – Nov 3, 2006
Unsuccessful Attempt
Successful Attempt
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
Fal
l 200
6 S
prin
g 20
07
Full Day Face-to-Face Training Aug 7 – Oct 27, 2006
TOP Rater Holistic Training for Fall 2006 Grades K-1 Participants
GROUP E Trained in 2005-06
GROUP D Not Trained in 2005-06
Half Day Face-to-Face Training
Aug 7 – Oct 27, 2006
Fal
l 200
6
1-2 Hour Online Refresher Course
Jan 29 – Mar 2, 2007 Spr
ing
2007
Or Group E Joins
Group D
Recommended
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 student’s writing and use the collection as the basis for evaluating the student’s 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 K–12 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 CredentialsEach teacher selected to rate an ELL must
1) have the student in class, be knowledgeable about the student’s 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 student’s TOP rater is the teacher
designated by the district as the official rater of the student’s English language proficiency levels.
• The student’s 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: Basic Interpersonal Communicative Skills
CALP: Cognitive Academic Language Proficiency
BICS
CALP
Linguistic Domains1. 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
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.
6. TOP supports academic achievement goals because ELLs learn academic content more readily when they understand the language of their instruction.
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.