TELPAS

English Language Learners with

Rare Circumstances for TELPAS

With very few exceptions, federal law requires that all K–12 Limited English Proficient (LEP) students participate in TELPAS. This includes LEP students classified in PEIMS as having parents who have declined bilingual/ESL program services (W-H: parental waivers). LEP students are required to participate in TELPAS assessments annually until they meet exit criteria and are reclassified as non-LEP.

Read more.

TELPAS General Information

Updates for 2011-2012

Graphic Organizers

(Enchanted Learning)

Graphic organizers (some of which are also called concept maps, entity relationship charts, and mind maps) are a pictorial way of constructing knowledge and organizing information. They help the student convert and compress a lot of seemingly disjointed information into a structured, simple-to-read, graphic display. The resulting visual display conveys complex information in a simple-to-understand manner. Really good for ELL students.

Click here for more information:

ELPS-TELPAS Alignment

The ELPS and TELPAS are designed to work together to enable ELLs to make steady progress in learning the English that is necessary for meaningful engagement in grade-appropriate content area instruction. The second language acquisition knowledge and skills in the ELPS are the means for helping ELLs learn English simultaneously with academic subject matter. Together, the ELPS and TELPAS provide formative and summative assessment opportunities that support teaching and learning.

Learning a second language is different from learning a first language. Individual may begin learning a second language at any age and in a variety of different contexts (social, school, work). Second languages are learned along a continuum that can be divided into stages called language proficiency levels. The ELPS identify four language proficiency levels (beginning, intermediate, advanced, advanced high) for each of the four language domains assessed (listening, speaking, reading, and writing).

English language proficiency assessments report progress from one proficiency level to the next rather than passing scores, because proceeding from little or no English proficiency takes place over time, not within a school year.

Key Features of Each Proficiency Level

(beginning, intermediate, advanced, advanced high)
  • Beginning- Little or no ability, to understand spoken English in academic and social settings. Uses high frequency, routine words; in writing, typically lists, labels, copies.
  • Intermediate- Limited ability, understands simple language structures, high-frequency vocabulary used in routine academic and social settings. Understands and uses short simple sentences and uses present tense.
  • Advanced- Have the ability to understand, with second language acquisition support, grade-appropriate spoken English used in academic and social settings. Typically have grasp of basic verbs, tenses, grammar features and sentence patterns/ partial grasp of more complex verbs, tenses, grammar features and sentence patterns, needs support.
  • Advanced High- Have the ability to understand, with minimal second language acquisition support, grade-appropriate spoken English used in academic and social settings. Very close to native English speaking peers.

Proficiency Level Descriptors

Links to TEA TELPAS Resources:

  • Educators Guide to TELPAS
    This Web-based guide covers all grades and domains of TELPAS. The guide shows the integral relationship between TELPAS and the ELPS, and includes authentic student writing, reading test samples, and links to numerous video segments of ELLs participating in classroom instruction.
  • PowerPoint Modules:
    TEA has created these modules to provide a foundation for the spring training of new raters, and help teachers use the ELPS effectively
  1. Making the ELPS-TELPAS Connection: K-12 Introduction
    Useful for new teachers, teachers not yet trained as TELPAS raters, and campus and district staff who would benefit from more familiarity with TELPAS and ELPS
  2. Introductory Training on the PLDs for Grades K-1
    Useful for new teacher who need familiarity with how to use the ELPS PLDs in instruction; lays a firm foundation for teachers who will be trained as new raters in the spring
  3. Introductory Training on the PLDs for Grades 2-12
    Useful for new teacher who need familiarity with how to use the ELPS PLDs in instruction; lays a firm foundation for teachers who will be trained as new raters in the spring
  4. Grades 2-12 Writing Collection Overview
    Provides an overview of how to assemble TELPAS student writing collections for spring assessment; useful for reinforcing ELPS writing requirements in content area instruction

Texas Training Center

TELPAS Manual for Raters and Test Administrators

Building Academic Vocabulary FlyerPK-2

ReachFlyer

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