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

The Argument for Academic English Language Proficiency

Building English Language Proficiency:

A Cumulative Process

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

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.

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.