RATER TRAINING

1. 2014-2015 Holistic Rating
Training Requirements
Texas Education Agency
Student Assessment Division

2. Disclaimer
TEA 2
 These slides have been prepared by the
Student Assessment Division of the Texas
Education Agency.
 If any slide is amended or revised for local
use, please remove the TEA footer at the
bottom of the slide.

3. Topics
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 TELPAS Raters
 Credentials
 Responsibilities
 New & returning rater definitions
 Holistic Rating Training
 Overview
 Training requirements
 Basic training, calibration, and supplemental
support

4. Rater Credentials
TEA 4
Each teacher selected to rate an ELL must
1) have the student in class
2) be knowledgeable about the student’s ability
to use English in instructional and informal
settings
3) hold valid education credentials such as a
teacher certificate or permit
4) be appropriately trained, as required by TEA

5. TELPAS Rater Responsibilities
TEA 5
 A student’s TELPAS rater is the teacher
designated by the district as the official rater
of the student’s English language proficiency.
 The student’s rater must rate the student in
all domains for which the student is eligible.
A student is not permitted to have one rater
for some domains and another rater for other
domains.

6. New and Returning Rater Definitions
for K–1 and 2–12
•The training webpage informs raters that districts may sometimes require a
returning rater to complete new-rater training and to consult with their
testing coordinator if they need clarification.
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TEA

7. Holistic Rating Training
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 It is recommended that districts and
campuses determine in the fall who their
TELPAS raters will be in the spring.
 A training flowchart is provided on the next
slide.

8. Returning Raters
Online Basic Training Course
Online Calibration
(Sets 1 and 2*)
If not calibrated: Supplemental Holistic Rating Training
Final Online Calibration (Set 3)
Fall ELPS-TELPAS Foundational (Awareness) Training
For teachers who will be trained as new TELPAS raters in the spring if they lack this foundation
Spring TELPAS Administration Procedures Training
As a key part of this training, information from the TELPAS Rater Manual is reviewed to prepare
raters to proceed with online holistic rating training
Online Calibration
(Sets 1 and 2*)
New Raters
*Set 2 required only if
not successful on Set 1 TEA 8
Training

9. TELPAS
Administration Procedures Training
TEA 9
 As part of annual spring TELPAS administration
procedures training, holistic rating training
requirements are reviewed with raters, as well as
information about how to access the online
training and calibration components.
 In addition, raters receive training on assessment
procedures such as how to assemble writing
collections, how to record students’ proficiency
ratings, etc.

10. Two Types of Training
TEA 10
 Online basic training course
This course is for new raters. It provides
instruction on using the PLD rubrics and gives
raters practice rating students in each language
domain. There are separate courses for K–1 and
2–12.
 Online calibration
This is for all raters. Raters use the PLDs to rate
students in each language domain. Raters have
three opportunities to calibrate on assigned
grade cluster.

11. Training and Calibration
Grade Clusters
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 Raters must know their assigned grade cluster to
select the appropriate online training.
 Raters should consult with their campus testing
coordinator if they are unsure of their assigned
cluster.
Grade Clusters
Grades K–1
Grade 2
Grades 3–5
Grades 6–8
Grades 9–12

12. Raters with Students in Multiple
Grade Clusters within Grades 2–12
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 Raters are required to train and calibrate in the
cluster in which they have the most ELLs.
 As a best practice, these raters should also
review online basic training course practice
activities in the additional cluster(s).
Example: A grade 2–5 ESL teacher has most of her ELLs in
grade 3. She must complete training and calibration in grades
3–5. As a best practice, she should review the online practice
activities for grade 2 to check her readiness to apply the
rubrics appropriately.

13. Raters with Students in Multiple Grade
Clusters that Include Grades K–1
 Because of differences in the instructional content and
rating rubrics, these raters must complete training and
calibration for K–1 and at least one other cluster in 2–12.
 Raters with more than one additional cluster should train
in the cluster in which they have the most ELLs.
 As a best practice, these raters should also review online
basic training course practice activities in the additional
cluster(s).
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Example: A grade 1–3 ESL teacher has most of his ELLs in grade 2. He
must complete training and calibration in grades K–1 and 2. As a best
practice, he should review the online practice activities for grades 3–5 to
check his readiness to apply the rubrics appropriately for his 3rd grade
students.

14. When and where do raters
take the online training?
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 Depending on campus arrangements, raters may
either complete training and calibration during school
hours, after school, or on weekends.
 The online training system allows raters to access the
training from any computer that meets the minimum
system requirements.
It is a violation of state assessment procedures to record, discuss, or share
answers to the rating practice and calibration activities. Prior to accessing
the online courses and calibration activities, raters are required to read an
online statement and affirm that they will complete the rating activities
independently.

15. Why is calibration necessary?
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 Calibration helps ensure that raters have adequate
training, including ample practice and feedback,
before they assess their students in the spring.
 Calibration ensures that raters clear their heads
and consider only the elements of student
performance included in the PLDs.
 Calibration supports assessment validity and
reliability and is an important part of holistically
scored assessment processes.

16. Preparing for Calibration Sets
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 New raters must complete the online basic
training course before beginning
calibration.
 All raters have the option to review the
online basic training course (which
includes practice rating activities) before
beginning calibration.

17. Other Things to Know
About Calibration
TEA 17
 Raters affirm online that they will keep the contents
of the calibration sets secure and confidential.
 Calibration activities are taken from a bank and
randomized. Trainees will rate different sets of
students.
 Raters can work at their own pace, go back and
review students, and change ratings as they work.

18.  Raters can exit and return later to finish. They click a
“submit” button when they are finished with a set.
 After completing a calibration set, raters immediately
see results. Results show both the rating assigned by
the rater as well as the correct rating.
 Raters see annotations explaining the correct ratings.
Raters should use the annotations to go back and
review any incorrectly rated students.
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Other Things to Know
About Calibration

19. Is calibration a test?
No, it is a training method that ensures
that raters have enough guidance,
practice, and support to assess students
consistently and accurately.
TEA 19

20. Will raters be able to refer to any
resources during calibration activities?
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Yes, raters should use their rating rubrics (PLDs)
and refer to, as needed, information from the:
 online basic training course
 holistic rating PowerPoints produced by TEA
 TELPAS Rater Manual
 Educator Guide to TELPAS
After raters have completed calibration activities, they must destroy all
notes taken about specific student profiles.

21. How many students must be rated
successfully?
To be successful, raters need to rate
students in their assigned grade cluster
with at least 70% accuracy.
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22. Supplemental Holistic Rating Training
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 Raters not successful after sets 1 and 2 must
receive supplemental training.
 The rater will meet with a district-appointed
supplemental support provider.
 After the rater has received supplemental training,
he or she will be able to access the third and final
calibration set.

23. Recap of Calibration Process
TEA 23
 There are 3 sets of 10 students.
 Raters who calibrate on set 1 are done.
 Raters who don’t calibrate on set 1 go on to set
2. Raters who calibrate on set 2 are done.
 Raters who don’t calibrate on set 2 receive
supplemental training.
 Raters attempt third and final calibration set.
 Raters who calibrate on set 3 are done.

24. What happens if a rater is unsuccessful
in calibrating?
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Two outcomes are possible for individuals who
complete the calibration activities but are not
successful:
 The district may choose not to assign the
individual to be a TELPAS rater.
 If the individual is needed to serve as a rater, the
district must implement rater support procedures
to ensure that the rater’s students are evaluated
consistent with the rating rubrics.
Individuals are not authorized to serve as raters unless they
complete the required training components.

25.  Raters who take the basic training course get a
certificate from the online TrainingCenter after
completing the course components.
 Raters will receive a certificate of successful
calibration when they calibrate.
TEA 25
Course and Calibration Certificates