TELPAS Calibration Tips and Tricks
Writing
Welcome, my name is Mary Martin, and I'm the director of language acquisition. I'd like to give you a few minutes just to look around and make sure you have the following items. You need your PLD's, your second through 12th grade, the listening speaking and writing PLD's. Highlighters, pens, pencils, something to write with. Some post its or small flags. And headphones, you'd also name your laptop once it's time to calibrate. Okay, let's see how all those things together. We are going to begin the calibration tips and tricks for TELPAS. Please remember those PowerPoint is not meant to replace the online basic training course required for new writers or any training materials provided by TEA. So why do we have to calibrate for TELPAS? Writers required to annually calibrated the grade cluster in which she'll be writing. Calibration helps ensure that your writers have adequate training, including ample practice and feedback. Before they assess their students in the spring. Calibration supports assessment validity and reliability is an important part of holistically scored assessment processes. And teachers with a lot of student in the class or teachers wanting to keep their certificate in current must calibrate. Teachers that have changed grade levels. If you've moved from K one to three through 5, then you need to calibrate again. In calibration of something that we do in many things in our day to today life. So the state is asking that we are all on the same page when we are looking at writing students and that is why calibration is so important. Now, if teachers have it calibrated in the last three years or they changed grade level clusters, they are considered a new writer. So you would have needed to go through the new writing training. So which gray level should I select for calibration? You want to make sure that you are calibrating under your assigned grade cluster of training and make sure you look at that before you start your online training. If you're going to write students from more than one great cluster, you want to talk to your coordinator, your campus testing coordinator to make sure you're selecting the great cluster that's most appropriate for your tail pass writing situation. Typically you would calibrate in the great cluster that you have the most students. And so remember, once again, if you've changed clusters, you are considered a new writer and you should have gone through the online training. Okay, so the language domains that we're going to write are going to be listening, speaking, reading, and writing, and for the assessment purposes a second language acquisition domains of listening speaking reading and writing are defined as follows. So listening is the ability to understand spoken language comprehended extract information and it's very important that we're thinking about it in a social and instructional setting. Speaking as the ability you spoken language appropriately effectively and also in a social as well as academic setting. The reading is for tell pass would be done in an online test. So we're not going to be writing that when we look at second through 12th, but in K one, we will be writing that holistically. And that is also being able to comprehend grade level appropriate text. The writing is the ability to provide written text with content and format to fulfill great appropriate classroom assignments. So we want to thank great appropriate when we're looking at our language domains. So these definitions are specific to second language acquisition acquisition processes and different some ways from a definitions geared toward academic achievement and first language development. Okay, so our proficiency levels that are going to be looking at are beginning intermediate advance and advanced high. There are key features in each one of these proficiency levels in our beginning, the words you want to keep in mind are a little or no English ability. And that's regardless of domains. In our intermediate, we want to think about limited ability, simple language, structures, high frequency vocabulary, routine context. So in their regular settings students, that's when you would be able to look at intermediate a student might be capable of communicating in that everyday setting that is a routine. Advance would be ability to engage in great appropriate academic instructions with second language acquisition support. So when you hit the advanced level, it's very important to note that students are now able to engage in grade appropriate academic instruction. Prior to that advanced level students are not engaging in great appropriate. So the advanced time we're looking for the ability to engage in great appropriate academic instruction with minimal second language acquisition support. When you're looking at the verbiage that is beside your written or your listening to support pieces in calibrating, you'll see some support pieces there that are written over to one side to describe the student. You're going to look for words like minimal second language acquisition support. And that's how you'll note you'll note the student is advanced high. Great appropriate academic instruction will let you know that the students is at least at the level of advance. Okay, so looking at some key features in our proficiency level descriptors. You need to have your listening peel the in front of you and we're going to look through that a little bit to make sure that we understand the PLD that we're going to be using. So the key features in each proficiency level along with the descriptions in the PLD. These key words will help the writer determine whether the students performs most consistently in each language domain. So additional information has been provided to help guide the writer through each descriptor and PLD should have some notes to one side. You can see it should say first the script descriptor and third descriptor kind of broken up. So it gives you a little more guidance. The first descriptor indicates in each level is a type of spoken English understood and how much the understanding is dependent on the support linguistic adaptations. The second descriptor is the degree of communication demonstrated when interactions are not modified to include support and linguistic adaptations. The third descript is a degree of need to seek clarification to understand or confirm meaning of spoken English. So if you look at a student who is a beginner, they don't have the ability yet to ask for that support. If you look at a student who is in the advanced high, you can see it says rarely requires a request the speaker to repeat slow down or rephrase. So in advance high student would know that they are missing certain components in the academic conversation that's happening around them. Wallace, a beginner student would feel that they're missing everything and they wouldn't have the language ability to ask for that support. So make sure you're looking across at each one of these components. Make sure that when you get your PLD to calibrate that you divided up under the three little bullet points and you look at each bullet point separately. So if a student says, I can advance, you'll see the students usually understand longer, more elaborate directions, conversations and discussions on familiar and some unfamiliar topics. When you're looking at descriptions a little paragraphs will be opposite to the side to describe the students in calibrating, you're going to see words like elaborate descriptions that you're going to see words like that's familiar and unfamiliar topics. They may need some processing time. Sometimes they depend on visuals. But when you're looking at an intermediate, you can see the difference in that and it says that they have slower speech. They need the verbal cues. You want simplified language. So make sure that you're matching up your calibration to what the bulleted pieces are on all of your PDs. So tips for writing on the listening, make sure you're paying attention to the complexity of the English the speaker uses with the student. So if a student, if a speaker is not having to simplify their language, they're able to speak at a normal rate of speech, they're able to have a conversation without visuals or having to rephrase, then you would know that they are higher along their descriptor levels. So they would be close that advanced tie. So pay attention to the degree of combinations that are being given for a student to understand the request for activity. Make sure you're watching for both the verbal and non verbal indication of the students listening comprehensions. When you see those videos, you're going to be looking for what does the speaker have to do to make sure the student understands the what's being communicated. So don't confuse the listening and speaking proficiency. You're really looking at in the listening. You're really looking at what does the speaker have to do. The teacher, what does the speaker have to do to ensure that the student understands? Don't focus on what the student responds back. So we're making sure that we're seeing what kind of accommodations have to be done. By the speaker. Read the summaries, make sure that you're reading the summaries that go along with the video, do the summary specify that the student is doing better in social versus academic situations. If a student is doing better and academic situations, then that student would be higher up the language proficiency scale. So they would be closer to the advance high. Okay, so we're going to look at the speaking descriptors. Make sure you've got your speaking PLD out. And you've got you can see that this one is divided into four bulleted points. Actually, 5 bulleted points. And so when you look at the bulleted points, you can see that the first one talks about the discourse type in the fluency. The second one is the level of vocabulary. The third one is the grammar structures. The fourth one is accuracy. And the 5th one is pronunciation. And so this is where we're going to focus a little more on what the student replies back when we're looking in our video. So tips for writing since speaking, they're not some students just thinking about whether ELLs are not. Some students are more talkative by nature than others. So just because a student gives a brief response, it's not necessarily a sign that they are at a beginner and intermediate level. You need to ask probing questions. If they need to ask probing questions like, tell me more, you know, find ways to put the student ace to determine the full extent of his or her English proficient speaking proficiency. Tips to decide of what level they are is the brief responses like we just said, they're not necessarily a sign of lower speaking proficiency. Pauses if you have a lot of pauses when the student is speaking, that could be related to the content. It's not necessarily a student's ability to speak. It's just really thinking about what words are being said and how they're communicating, not necessarily that they're going to pause together their thoughts. Because we have students who are floating English, you do that. So if you have the ability to understand a student's native language, you can't overlook or fill in the gaps in the second language development. And that oftentimes results in us rating too high. So make sure that we're just we're really focusing on the words the student is saying, not filling them in our on our own. Don't expect flawless English for an advanced high speaker. As with all proficiency levels, there's a range of development. So student who could be advanced high, they may make some errors. But those errors would be typically during high level content conversations. So make sure that you're paying close attention to what the PLD say about pronunciation and the errors. When we're looking at our proficiency level descriptors in our writings, okay, you're going to notice that K one is a little bit different. The first descriptors and K one they use the English to explain self generated writing, including emergent forms of writing because some students at that K one level are not ready to begin writing. The second descriptor is the use of English participate in shared writing and the third descriptors the use of English self generated and connected written text. The fourth descriptor is print awareness and primary language features. So it's a little bit different in K one, make sure you're looking at your PLD is closely about that. And remember that all not all students are ready to begin writing in K one. Second through 12, the first descriptor set is the ability to use English to express ideas and written in writing and engage meaningfully and great appropriate assignments. So this is really great appropriate. If a student can't engage in grade appropriate writing assignments at all, then they are further down that level those levels. So they would be closer to that beginner intermediate. The second descriptor is the ability to use English to develop or demonstrate elements of great appropriate writing in English. So they focus, coherence, conventions, organization, voice, development of ideas. It's not, but when we're looking at our rotting, don't look at it through the same ones you would look at for star riding. This is do the students have the academic language ability to communicate, not necessarily are they going to get the right answer each time. Because we have students who are full in English, who don't get the right answer each time. So when we're looking for tips for writing in K one, make sure you're considering only the descriptors with the asterisks for the students that have not yet reached development stage for generating original written text. So you're looking closely where the student is in their developmental stage. Don't factor in the strengths and weaknesses related to academic writing and make sure you're separating the writing errors, typical goal of all students in those grades, those grades from air specific to learning a second language. And this is why it's really important that you calibrate in the grade level that you're most comfortable with and that you're going to be writing in somebody who's trying to calibrate in a K one and who's familiar with a third grade student is not going to be successful in that K one writing. Okay, start tips and tricks for our second through 12th grade writing. Make sure we're reading our collection allow to often. That will help a lot of times if we're reading it quietly, to our selves and our mind is putting in the gaps and the mistakes. And so we're not catching some of those errors. So try to read it to yourself, read it out loud. And you're going to be more likely to catch some of the errors that are there. Don't inadvertently factor in strengths and weaknesses related to academic achievement in the LA. So don't write it as if it's an assignment for all students in a star assessment type thing. You're looking at it for the language ability. Can the student communicate with the English language? Do not let an overall at a glance impression of the organization, the handwriting punctuation. Those things to length of the rotting don't let that be the factor that kind of steers you towards a writing. Because we've got students who are very flaunt who are native speakers who may have poor handwriting or their punctuation or their spelling or any of those things are incorrect. But those students truly are advanced high students. And on the other piece of that, you may have a student who's got beautiful handwriting, their punctuation is on target or maybe they're spelling is on target. And they're still very hesitant. And the language they use. And so they would be closer to an intermediate student versus an advanced advance high. So really, we can't emphasize enough, make sure you're clearing your mind of those academic writing rubrics and you're really just focusing on the PLD for a second language writing. Disregard writing errors that are common for all students of that grade level. Be careful that your ability to understand a student's native language doesn't influence your writing. So this is something else when we're looking at some of our bilingual teachers or teachers who are very familiar with ELLs. If you read the writing to compassionately and you know what they're trying to say, then sometimes armand fills in those gaps. And we underwrite the students or we write them higher than what they really are. So make sure that you're not reading those papers allow and will definitely help. Okay, so in our proficiency level descriptors for K one reading in K one, you would be using a PLD and it is a holistic assessment. Make sure you're looking closely at those and you're really taking into account whether a student has been able to crack that code of reading yet. Some students haven't. And so we're going to look at them a little bit differently when we're using our fields. Okay, so our first strategy that you really really believe that you should be doing to be successful on our calibration is that your highlighting the keywords and so you've got your hot lotter out and we're going to start with our rotting and it's very similar in all of our PDs. We've got our writing PLD out here. And this would really be applicable to those who are in that second through 12th grade group for writing. Make sure that we're highlighting our keywords. Mostly at. The places where like, for example, in our writing, the beginner, you know, we should be hollowing things like they lack English vocabulary and grasp of English necessary. There's little or no ability. They engage to engage meaningful and great appropriate content area instruction. Really important when we're looking at that column of beginner is that little or no ability. When we move over into the intermediate, we want to look at to enough vocabulary and grasp a limited way. So student who's in the intermediate level, they are grasping and a limited way they have a limited ability, they communicate best when topics are highly familiar. So these students are starting to walk into that social area in there, able to communicate in that highly familiar social area. When you're looking at advance, on our intermediate, make sure that we're all so highlighting things that it's simple, future, past tense, used inconsistently. So the tenses is a big key in our rotting. Making sure that we're looking at the writing has it lacks detail. If it's intermediate, it's more, it's more concrete ideas versus the abstract ideas. So they have difficulty in that. If a student's in that advanced area, we're going to be looking at, you know, they have enough vocabulary and command support. They have enough vocabulary and command the support is needed. They're able to use the English with support. They know enough English to develop or demonstrate elements of writing support. When topics are abstract, they do grasp of those graphs of basic verbs, partial grasp of complex. Vocabulary they've got an emerging vocabulary when you're looking at your advanced tie, they have acquired necessary, the minimal support, it's nearly comparable to writing of native speakers. Make sure you know those things. They have occasionally, you know, when you see the word occasionally, that's more towards an advanced high student. They have minimal errors. You can read this paper fairly quickly. You're not having to stop to process and to figure out what does the student mean. When you're in that beginner, when you're in the beginner and you're reading a paper that's a beginner, even if you stop and try to process, this is a difficult paper to read and to try to understand what is the meaning of this paper. You're probably going to have some native language fit in that. Intermediate, you may still have native language in there, you're going to have to stop slow down process a little more to be able to read. And to grasp the meaning of what the student says. And so oftentimes it would be you'd have to be familiar with an ELL to understand the meaning of what's being written. In that advanced advanced high, you can read the paper with a lot more fluency, a lot more speed. And you're not having to stop slow down and try to figure out what is the student mean. That advanced tie has minimal errors, the advanced, is just a little more, you're slowing down a little bit more. And so when we're looking at the listening, we're going to make sure that in that beginner column, we're highlighting the little or no ability, struggle. Simple. And they may seek clarification. Typically, our kids who are in that beginner, they don't have the language to seek clarification. If they do, they're doing that with one word. Intermediate, they understand simple, high frequency routine. It's usually they're familiar topics. It's extensive support. They get the gist. So they kind of understand what you're saying. They get the gist, but they don't get the details. They have the ability to seek clarification. When a student's intermediates, they now, they now know they don't know. When they're advanced, it's with second language support. Great appropriate. It's usually familiar and unfamiliar topics. They sometimes need processing time, sometimes visuals, understand most main points. They get important details, some implicit during social and basic instructional interactions. So they're getting more of the implicit during the social versus that academic. That have not been intentionally modified occasionally require. So those are key terms you're going to look for in the videos, and in the summaries for each student when you're calibrating. Make sure you're highlighting them too because then you're able to transfer what you've highlighted here in your notes that we're looking at. And transfer those highlights into the PL these that you're going to be using when you calibrate. So your advanced tie, they need minimal support. It's great appropriate. They understand familiar unfamiliar. They only need occasional need for processing. The little dependence on the speaker to help process understand the main points, the implicit information nearly comparable negative English speaking peers rarely require. Just making sure as I said on those videos that you're reading very carefully the summaries, your for listening, you're really focusing on what does the speaker have to do to ensure that the listener understands what's happening. So if there's minimal support, if it's great appropriate language that the speaker is using, then that student who's listening is more than likely in that advanced hot level. Okay, so when we look at our speaking, we want to make sure in all of these are very familiar, very similar. Beginners are little or no ability. Mainly speak in single words short phrases. This is when you're really focusing on what is it the student is saying. They've recently practiced often give up very limited bank. They lack the knowledge of English grammar. Pronunciation is significantly inhibits the communication. If it's intermediate, commonly heard in routine, it's simple. Simple original messages may hesitate frequently, basic vocabulary, rarely speak in detail, simple sentence structure, and that your hollow lighting make sure you're highlighting all these things on the PDs. To help remind you, you know, simple common, you know, those things go with intermediates. Airs my hinder communication when trying to use complex less familiar English, the pronunciation can usually be understood when you're in the intermediate level. When you move to that advanced, we've got great appropriate with support. Like participate comfortably in most conversations and academic discussion. Remember advanced starts with an eye. Quite it to academic. This is when academic comes into play for our PLD. Advances when we start having that ability to listen to speak to read and to write at an academic setting. They've got some pauses. It's familiar academic topics speak in some details on familiar topics. They can grasp basic grammar. They describe present past and future. Emerging in a complex, the errors and a fears somewhat when using complex may print mispronounced, but they can be understood. When you're looking at the video and the speaking is happening, you may have pauses. But a student with prolonged pauses typically a little bit further down that scale. This advanced student is going to speak a little more fluently, but remember if those pauses are to gather their thoughts and then have a fluent conversation, that student is going to be higher up if the student pauses, gather their thoughts and still stumbles. It's going to be lower in those levels. Advanced high, great appropriate, you have minimal support, minimal support is the key words. They participate in extended great appropriate academic, so in advanced high students can be in an academic setting. And they're participating in an academic level. This great appropriate. Only occasional disruptions use abstract and content based vocabulary, there's some exceptions, same idioms that use the grammar nearly comparable. Remember you're going to see nearly comparable a native English speakers. And that's when you know it's advanced time when it's narrowly comparable. They've got few errors that interfere the pronunciation rarely interferes. Okay, and we talked about the rotting, so you should have had these things highlighted in the writing. You may want to pull that back out just to ensure that you do. Remember once again on the beginner, we're looking for the lock English vocabulary. And in a beginner writing, you would probably see more of the native language. In that rotting, maybe very short may see, like I said, a lot of native language, and you can read it multiple times, and you're still struggling with understanding what the meaning is. And so here are some key things that need to be hollowed. You've got lack English vocabulary, grasp of English and grasp of English necessary. We'll learn now ability. I mean, that's the big piece in beginner. An intermediate enough vocabulary and grasp and a limited way limited ability they communicate best when topics are highly familiar. And the intermediate is really that Holly familiar piece and simple original messages. There's frequent inaccuracy when taking risk, high frequency vocabulary. It's an oral tone. They're going to write the way they speak. Loosely connected texts to the repetition of the ideas, a lot of present tense when you're looking at the writing. Make sure you write that off to the side or you highlight it so that when you transfer information over to your other PLD, you'll remember that that intermediate really focuses on that present tense. And it's very familiar vocabulary. When you get into that advance, they now have enough vocabulary and command. Support is needed, but they're able to use the English with support. These students are, they know enough English to develop or demonstrate elements of writing, support is needed when topics are abstract. They have a grasp of basic verbs, a partial grasp of complex emerging vocabulary. They've got an academic tone, there's a variety of cohesive devices. There's some redundancy, and you start to see some detail. The more abstract and idea that's when the quality begins to decline. So if you have a group of writings of for a particular student, you want to make sure that you're taking in into account what does the writing look like in a social setting and what are very familiar social from the very familiar item as well as what does it look like in the academic? Because if you've got one academic and it looks very polished and very well written, but then you have four things that are more familiar and more in that social type topic where somebody's writing about my favorite holiday in those look very poorly written and they look like the student doesn't have enough language to be able to support the topic, then you need to write that student down a little bit lower because the academic one could have been on a highly familiar topic. It could have been that they're copying things from the board. This is something that they've had a lot of practice on. And so it may not be their through their thoughts and their ideas. When you're looking at the writing, you're really looking at how well is the student able to communicate their own ideas, whether that's to address a social topic or that academic topic. In advance time, they've they have acquired the necessary, a minimal support. And we're looking forward to nearly comparable to writing a native of a native speaker. There is occasional exceptions sometimes. There's occasional difficulty with naturalists and on occasion you'll see some errors in there. And like I said, when you're looking at rotting, please make sure that you look at the variety of topics that you have in that portfolio that it's not just making your decision oh, this is how they addressed an academic idea. If they can write very fluidly and something that's familiar and they're writing fluently in the academic as well, that student more than likely as an advanced tie. Okay, so our second strategy that we use is we get our flags or our sticky notes and we mark the features. And this is very important. You're peeled these are an interactive device. I mean, you should be doing things while you're calibrated. You should be looking at your POVs and going and reading through everything and then going back to the PDs and looking at each student individually. So you want to have your PLD, of course, and you want to have some flags or some post its that are torn into strips. And we kind of use our little post it to our flags as our voting tools. So we've got what we'll do is what we do is we get the copy of the PLD out while we're writing, we make sure that we have the flags or post it's available to mark the descriptors of each language domain. And this is when you're reading or you're looking at one students, you know, you look at the student Mary and Mary's got her a couple of different video clips on her speaking. And you want to take that speaking PLD out and make sure that you're very make sure you take out the correct PDs. Don't use the listening to write the speaking. Don't use the speaking to write the listening. Make sure if you're writing speaking, you have your speaking PLD out. And so you get your speaking PLD out and you read all the summaries. And you watch the videos through and move the little flags close to put the little flags or the postage close to whichever descriptors mark the descriptors for the students. So if Mary has all of her descriptors in the beginner column, then more than likely she's a beginner. If you've got some of her in the beginner and some in the intermediate, go back, read your summaries again and kind of determine which ones fall most. The descriptors fall more into, which category do they hit more often if they're hitting the intermediate more often than that students may be at the beginning point of the intermediate level. And so oftentimes we'll have a student who kind of goes over into one of those columns and so the columns may not be clean where you have every descriptor falling into every video every summary falling into one column. So keep your PLD smart until you've completed the students writing in a domain. Once you've gone all the way through all the videos, all of the summaries for that particular student, then you've decided what they're going to be here is this kid now advanced high. Then you go through and you could remove the flags. Make sure you write holistically taking all the scriptures marked into account. Don't use the descriptors as a checklist. I mean, they're there, they're the support, but make sure that you're going through them. Pay attention to students ability to communicate both social and academic settings. I said it's very important that you're looking at both of those settings. If endowed between two levels, read each in its entirety, choose the one that fits the student most consistently. So you're looking at that overall fit. Okay, don't underestimate the importance of the summary statements. This is very important when you're looking at those listening and speaking videos. Those summary statements will have a lot of clue words that will match directly to your PDs. Proficiency levels encompass a range of growth in the language acquisition. So communication skills in the early versus the light stage of a level are very different. So you could have a student who is it the beginning level of an advanced and so you may have some indicators or some indicators of that student being over in the intermediate a little bit, but then the majority of the papers or the videos show that the student is really in the advance. If that's the case, you know, move them into the advance. They could be in the early stages of the advance. So don't compare students when writing a particular language domain. If you just write it as students, you just writed Mary. And she thought, oh, well, gosh, Mary was a beginner. And I've got three more videos so that means I must have one that's an intermediate. I must have one that's in advance tie. That's not true. You could have all beginner students. And don't just don't compare, you know, I've got one writing that's an intermediate and one that's a man's time. So don't. You're not looking for a count. You're not going to have one of each one. Just make sure you're matching the students up to the indicators. Remember the words most consistently will help you designate a level for students near the border between two proficiency levels. So when you've got a summary and you've got the videos on the summary, you're looking for those words that phrase most consistently. If it says most consistently, then that's where the student is performing the majority of the time and that's where we should indicate them. Advanced high levels, not intended to equate the native English language for efficiency. So if you have a student who's advanced high, you're looking at them just for where they're at, don't be visualizing a student who's in your everyday classroom and you're thinking, this is an English student, a proficient English student, and this student on the video is not performing at that level. Remember, this is still a language learner. And so they're not going to be at the level of a native English language student. So it indicates that the student is able to communicate with minimal needs for a second language support in both social and grade level academic settings. So a student who's advanced high still means minimal we're looking for that minimal. Especially when things are unknown and they're not familiar. They share writings only on the PDs you're assessing the building of the LL's to understand and use English and academic content context. You're not assessing their academic knowledge and skills. When you read the in the portfolio, they may have the wrong answers to certain questions. That's not what you're looking at. You're not assessing are the answers correct. Are the answers incorrect. You're just looking at the language ability of the student. Can they communicate their idea? Okay, when you get ready to calibrate, it appeared that it's works a little bit better on Internet Explorer. You're going to have to make sure you create a to help us account at Pearson assessment dot com. Your administrator will have all this information for you. If you are a new writer, you should already have that tell basic account. When you get in there, they're going to give you a key word or a password that the administrator is going to give you to sign up. Everybody's going to need to do that. We have to make a new account every year now. And so you don't have to worry about remembering what last year's password was. You just have to have to make a new one to calibrate. You're going to click on your grade level training for practice set and this is a snippet exactly how it's going to look. So you're going to determine which is appropriate grade level for you. And then you're going to go through, you have an option where you can look a little bit underneath of where it'll show you your training level that you're going to choose. And you'll see it says resources. If in the past, you've struggled with doing the writing, I would highly recommend you go in and you do that additional practice writing collection just to get you back in the mode of calibrating, just to get you back in that mode of how do I select the level of the student. If you're a little nervous, you can always go into the online training component. And you can select a grade level that you're going to calibrate under and do any of those practice pieces that a new writer would do. So you can do practice before you calibrate. And that's up to you. You have some pieces where you can do some practice. But this should be a monitored setting. It must be a monitored setting. All right, and you are ready to do some studying. Review your PLD and your administrator will take it from here. And they'll tell you how you're going to proceed.