ipl-logo

Texas English Language Proficiency Assessment System

1029 Words5 Pages

TEA designed the Texas English Language Proficiency Assessment System (TELPAS) to assess the progress that limited English proficient (LEP) students make in learning the English language. What is TELPAS? It’s an assessment program for English language learners (ELLs).
To show the integral relationship between TELPAS and the Texas English Language Proficiency
Standards (ELPS). TELPAS assesses the English language proficiency of K–12 ELLs in four language domains: listening, speaking, reading, and writing. English language proficiency assessments in grades K–
12 are federally required to evaluate the progress that ELLs make in becoming proficient in the use of academic English. English language proficiency in speaking …show more content…

TELPAS assesses students in alignment with the Texas English Language Proficiency
Standards (ELPS), which are part of the Texas Essential Knowledge and Skills (TEKS). Student performance is reported in terms of the four English language proficiency levels described in the
ELPS: beginning, intermediate, advanced, and advanced high. TELPAS assesses English language proficiency in direct alignment with the ELPS. It measures the ELPS student expectations in accordance with the four levels of English language proficiency defined in the PLDs. TELPAS is designed to directly support the state’s educational goals for meeting the language and content needs of ELLs. (www.TEA.gov) As an educator in Texas, it is important to understand the vital role that you will play in the lives of English learning students. TELPAS assesses the ELPS, which districts are required to implement as an integral part of each foundation and enrichment subject of the Texas Essential
Knowledge and Skills (TEKS) state required curriculum. It is important to know what …show more content…

The proficiency level descriptors, which describe the English that
ELLs can understand and use at each proficiency level, guide teachers in providing appropriate linguistic supports and accommodations. 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. Individuals 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,

Show More
Related
603 Words | 3 Pages

Chapter 5 of the Assessment provides detailed information about phonics and the different forms of assessments used to test phonic skills (informal phonics inventory, informal decoding inventory, and z-test). The book provides many sample documents to have a better picture/idea of the different assessments and what they look like. The first assessment mentioned is the Z-test, this assessment exposes if the reader is capable of decoding one-syllable words. An example used in the book is as follows; “a child is given the (/z/ sound) word like zat, the child must recognize the similarities and differences of spelling patters that make up rimes by pronouncing the pseudwords. With this assessment it is important that the teacher/evaluator understands

Read More
737 Words | 3 Pages

The WIDA ELD standards address the needs of current ELL students at South Fork Elementary. These standards are designed to support the language development of students who are learning English as an additional language, providing them with the necessary language skills to succeed academically. The WIDA ELD standards focus on various aspects of language development, including listening, speaking, reading, and writing, and they provide educators with a framework for assessing and supporting students' language proficiency levels. By implementing the WIDA ELD standards, educators can ensure that ELL students receive targeted instruction that meets their specific language needs, helping them achieve academic success and fully participate in classroom

Read More
1892 Words | 8 Pages

Identify at least 3. The ELPAC assesses the English language proficiency of English learners in the domains of listening, speaking, reading, and writing. In addition, the exam includes both conversational and academic language. Finally, the ELPAC classifies students based on their level of language acquisition so that their instruction can be differentiated based on their needs.

Read More
492 Words | 2 Pages

Test of English as a Foreign Language) as applicable, Certifications

Read More
1433 Words | 6 Pages

I observed the ELL class on Friday October 11th, 2015. The observation was done at Strawberry Point School in the Mill Valley District for 30 minutes with three English Learners from Kindergarten, which one child is Danish and two children are Koreans. I spoke with Monica who is the person responsible for the ELL program at this school. • What placement options are available to ELLs in the district?

Read More
1597 Words | 7 Pages

The state of Texas has been in a constant struggle within itself over just how to evaluate education, and standardized testing in Texas has been a major influencer in terms of the state’s standards for over thirty years. Though these methods of testing have been utilized for decades, resentment to the tests have been continuously rising among educators, parents, and students, but not everyone agrees. Despite government officials trying to quell these protests with changes to administration, and the way the test itself is formatted and formulated, there seems to have been little to no improvement made and those opposing the tests have started calling for an end to all standardized testing. For one to truly understand this ongoing struggle, one must first look at standardized testing’s beginning, then how government today is trying to fix the broken system, and finally consider the opinions of notable figures in the testing world.

Read More
360 Words | 2 Pages

I chose to read Chapter 14 “English Language Learners in the Secondary Classroom” from Adolescent Literacy, Field Tested: Effective Solutions for Every Classroom. I chose to discuss ELLs in the Secondary Classroom because it seems that these students struggle the most in my school district. Additionally, it seems that this student demographic has the least amount of instructional support in my school district. Parris, Fisher, and Headley (2009) note that “among the best practices in teaching ELLs that the National Council of Teachers of English identified (2006), there is one overarching approach – teaching language through content” (p. 170). Parris, Fisher, and Headley add “there are three key practices that contribute to accelerating language

Read More
1096 Words | 5 Pages

An increasing number of culturally and linguistically diverse students enter U.S. schools each year (Stritikus, 2010). As educators, we must meet the needs of all learners. As a middle school English teacher, developing language acquisition is my daily endeavor. This is especially important for English Language Learners (ELLs), students who are still acquiring conversational and/or academic English. To ensure constant development of language skills, I must create rich learning activities that offer students a chance to speak (Tharp, 2010).

Read More
865 Words | 4 Pages

Questions 1. If you had a student like Esperanza in your school, a student for whom English is a weak second language, what would you do? Given the circumstances in this situation, and a ELL program is not established I would try to create a small program or at least set side time for individual help for the students. The school has other students who are proficient in English.

Read More
370 Words | 2 Pages

ELL students stands for “English Language Learner”. These students are learning the English language as their second language. ELL students run into many challenges when learning the English Language. One of the challenges an ELL might encounter is a time gap to learn a new language (Graves 2011). The earlier some can learn age the better because the brain is more flexible to learning a language at a younger age.

Read More
2030 Words | 9 Pages

Fact Sheet for Supporting and Working with ELL/ESL Students Definitions English Language Learner: an active learner of the English language who may benefit from various types of language support programs. This term is used mainly in the U.S. to describe K–12 students. English Language Learners are also defined as children who speak a language other than English at home and are not fully fluent in English. English as a Second Language: formerly used to designate ELL students; this term increasingly refers to a program of instruction designed to support the ELL. It is still used to refer to multilingual students in higher education.

Read More
864 Words | 4 Pages

English-language learners (ELLs) with special needs belong to a minority group and require specific direction for educators on how to help these students in the school context and how to help to improve their educational outcomes. This is one of the most important topics in the field of education in the USA. The main issue of the teachers is to decrease the achievement gap between ELLs and their peers. Though, the educational needs of ELLs are diverse and rather complicated. English language learners face many obstacles due to their cultural and linguistic diversity.

Read More
1269 Words | 6 Pages

As well as creating and experimenting with the language by playing and performing required tasks. In addition, she labels the second language process that children of three years of age and on experience as successive bilingualism, yet she stresses that a set period mark for this metalinguistic occurrence to begin is not set in stone. In the field successive, also known as sequential acquisition takes place when a child has at least achieved some competences on their first language before being exposed to a second one. Further,

Read More
370 Words | 2 Pages

According to the website it says,” English language learners take test in English before they have mastered. Plus special needs students take the same test as other students.” First off how do you expect someone that does not speak English to just magically ace a test that is written in English. Secondly special needs children have SPECIAL NEEDS!!! They cannot take a test that other kids take because they struggle in learning, they may not get the information as well as other kids.

Read More
544 Words | 3 Pages

Local superintendents from three distinct districts provided details on how their district is implementing the LCAP funding. I found the information stated from Dr. Julie Vitale, Superintendent, Romoland School District to be extremely beneficial. Online professional development, provided at convenient times of the day was one notion Dr. Vitale shared. Dr. Vitale indicated district employees would be compensated for competing online trainings and there are no assigned times to complete the training, therefore district employees could be flexible with their personal schedule. In addition, Dr. Vitale spoke about technology integration as a means to enhance student learning.

Read More

More about Texas English Language Proficiency Assessment System

Related Topics

Open Document