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Texas English Language Proficiency Assessment System (TELPAS)
Alternate
Program Overview
TELPAS Alternate fulfills federal requirements for assessing the
English language proficiency of English learners (ELs) with the
most significant cognitive disabilities who cannot participate in
the general English language proficiency (ELP) assessment, even
with allowable accommodations. ELs whose parents have declined
bilingual or English as a Second Language (ESL) program services
are also required to be assessed with TELPAS Alternate. TELPAS
Alternate assesses students in four language domains: listening,
speaking, reading, and writing, and is aligned with the Texas
English Language Proficiency Standards (ELPS). TELPAS Alternate
provides performance data used to fulfill state and federal
reporting requirements. Student performance is reported in terms of
five English language proficiency ratings: awareness, imitation,
early independence, developing independence, and basic fluency.
Assessment Scores
TELPAS Alternate is a holistic inventory for grades 2–12. The
inventory is not designed to measure mastery of content with a pass
or fail score as learning a second language takes time. Instead,
the assessment provides a measure of progress, indicating annually
where each EL is on a continuum of English language development.
The progress of students along the continuum of the five
proficiency ratings is the basis for the TELPAS Alternate reporting
system and the key to helping districts monitor whether students
assessed with TELPAS Alternate are making steady annual growth in
learning to listen, speak, read, and write in English.
The following gives a brief description of the TELPAS Alternate
grades 2–12 listening, speaking, reading, and writing scores and
proficiency ratings for all language areas assessed. For more
detailed technical information about assessment scores, refer to
the Technical Digest, available on TEA’s Student Assessment
Division website.
TELPAS Alternate Scale Score
The TELPAS Alternate scale scores are statistics that can be
used for evaluating a student’s annual growth and pinpointing how
high or low a student performs within a proficiency level. Scale
scores allow a comparison of scores by accounting for differences
in the difficulty of the assessment used for each administration.
The listening, speaking, reading, and writing domains each have
their own scale score, ranging from 600 to 1000. The scale score
ranges for each domain are subdivided into the five proficiency
levels of awareness, imitation, early independence, developing
independence, and basic fluency.
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English Language Proficiency Ratings
Students who are assessed with the TELPAS Alternate assessment
receive proficiency ratings in each language area
assessed—listening, speaking, reading, and writing—as well as a
composite rating that combines the language-area ratings into one
overall English language proficiency rating. The following gives a
brief description of the abilities associated with the composite
and language-area ratings.
Awareness—Students who receive this rating may be aware of
English sounds or print; however, they have little or no functional
ability to participate in communication activities in English.
■ EL listeners at this level may require full second language
acquisition support, be unable to understand or react to routine
directions and simple conversations, and alert to spoken English
but be unable to demonstrate understanding.
■ EL speakers at this level may require full second language
acquisition support, know too little English to communicate simple
ideas even when topics are highly familiar, alert to or show
reaction to stimuli but be unable to demonstrate ability to clearly
communicate thoughts, and not initiate spoken communication in
English.
■ EL readers at this level may require full second language
acquisition support; alert to or show reaction to concrete symbols,
letters, and/or words in English but not demonstrate understanding;
alert to or show reaction to letter sounds in English but not
demonstrate understanding; and not react or respond to letters,
words, texts, or concrete symbols.
■ EL writers at this level may require full second language
acquisition support, know too little English to participate in
shared writing activities, and alert to or show reaction to stimuli
but not demonstrate the ability to communicate their thoughts in
writing.
Imitation—Students who receive this rating match, imitate, or
approximate some English in their environment; however, they are
not able to independently understand or produce English. They
participate in routine communication activities in a familiar
environment when the activities are significantly linguistically
accommodated.
■ EL listeners at this level may require significant second
language acquisition support, understand simple familiar spoken
words when paired with concrete symbols, and follow single-word
directions when paired with concrete symbols.
■ EL speakers at this level may require significant second
language acquisition support, imitate or attempt to imitate use of
spoken English words after modeling, and rarely initiate spoken
communication in English independently.
■ EL readers at this level may require significant second
language acquisition support, understand letters or words when
paired with concrete symbols, and recognize a limited number of
concrete symbols combined with letters or high-frequency/high-need
sight words.
■ EL writers at this level may require significant second
language acquisition support, begin to participate in routine
shared writing activities with teacher modeling, and attempt to
write symbols or letters.
Early Independence—Students who receive this rating understand
short, simple messages and produce messages of one or two
high-need, high-frequency words (e.g., book, cafeteria,
teacher).
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They are starting to participate in linguistically accommodated
communication activities in English in familiar environments.
■ EL listeners at this level may require moderate second
language acquisition support, understand simple, familiar spoken
words without understanding how they fit into a larger language
context, and follow single-word directions.
■ EL speakers at this level may require moderate second language
acquisition support; communicate with a very limited vocabulary or
high-frequency, high-need, concrete one- or two-word responses; not
understand how words fit into a larger language context; and
hesitate to speak in English and often give up in their attempts to
communicate.
■ EL readers at this level may require moderate second language
acquisition support, understand a few single printed words but not
how they fit into a larger language context, identify a limited
number of high-frequency/high-need sight words, and demonstrate the
ability to pair letters with sounds.
■ EL writers at this level may require moderate second language
acquisition support, actively participate in shared writing
activities when the writing topic is routine and concrete, and
write a few single letters or words but not understand how they fit
into a larger language context.*
Developing Independence—Students who receive this rating
understand longer messages of multiple sentences in English and
produce simple, descriptive, original messages by combining two or
more words (e.g., new red bike, big fast truck). They participate
meaningfully in linguistically accommodated communication
activities in English in familiar environments.
■ EL listeners at this level may require occasional second
language acquisition support, understand short, simple
conversations and short, simple discussions on familiar topics,
follow single-step directions consisting of a few words, and
identify and distinguish key words and phrases necessary to
understand the general meaning during social and academic
interactions.
■ EL speakers at this level may require occasional second
language acquisition support, combine spoken words to create
simple, original messages, and pause to find words to restate or
clarify meaning.
■ EL readers at this level may require occasional second
language acquisition support, understand how individual words or
phrases connect to other words or phrases, and decode simple words
or phrases.
■ EL writers at this level may require occasional second
language acquisition support; actively participate in shared
writing activities when the writing topic is familiar; write
simple, original messages consisting of a few words or memorized
phrases*; and label, list, and copy high-frequency words and
phrases.*
Basic Fluency—Students who receive this rating understand and
produce more detailed, complex, and elaborate messages with
multiple sentences in English. These students participate
independently in communication activities in English in familiar
environments.
■ EL listeners at this level may require minimal second language
acquisition support; understand longer and more elaborated
directions, conversations, and discussions on
* Students using augmentative and alternate communication (AAC)
as expressive communication must use symbols that are combined with
printed letters or words beginning with the “Early Independence”
level.
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familiar and unfamiliar topics; follow multi-step directions;
and understand most main points, most important details, and some
implicit information during social and academic interactions.
■ EL speakers at this level may require minimal second language
acquisition support, be able to express detailed ideas through
spoken words in social and academic English, and occasionally pause
to search for words and phrase to clarify meaning.
■ EL readers at this level may require minimal second language
acquisition support; understand longer and more detailed social and
academic texts in English; and decode longer and less familiar
words, phrases, or sentences.
■ EL writers at this level may require minimal second language
acquisition support, contribute written text to shared writing
activities when the topic has been recently experienced,* and write
detailed texts in social and academic English.*
Composite Score and Rating
To fulfill federal requirements, a composite language
proficiency score and rating are calculated. The composite score is
calculated using an equal-weighted average of the four individual
domain scores. The composite score can then be converted to a
composite rating.
For example, the spring 2020 TELPAS Alternate composite score
and composite rating for a student who has the following language
domain ratings are generated as shown below.
The proficiency rating for each of the scored domains is
converted to a domain score from 1 (awareness) to 5 (basic
fluency).
Listening proficiency rating Early independence=3
Speaking proficiency rating Basic fluency=5
Reading proficiency rating Early independence=3
Writing proficiency rating Imitation=2
Each domain score is multiplied by the weight—0.25—and then
summed to obtain the TELPAS Alternate composite score.
(3 x 0.25) + (5 x 0.25) + (3 x 0.25) + (2 x 0.25) = 3.25
This student’s composite score of 3.25 and profile of domain
scores results in a composite rating of early independence. The
TELPAS Alternate composite scores and domain proficiency ratings
are converted to the TELPAS Alternate composite ratings according
to the domain score of profile descriptors on the following page.
All of the criteria listed for a proficiency level must be met for
a student to receive that rating. * Students using augmentative and
alternate communication (AAC) as expressive communication must use
symbols that are
combined with printed letters or words beginning with the “Early
Independence” level.
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Table 6. TELPAS Alternate Composite Rating Profile
Descriptors
Proficiency Level Domain Score Profile Descriptors
Basic Fluency • A TELP AS Alternate composite score greater than
or equal to 4 • At least two domains with pr oficiency level of
basic fluency • All domains with proficiency level of early
independence or higher
Developing Independence
• A TELPAS Alternate composite score greater than or equal to
3.25 • At least two domains with pr oficiency level of developing
independence
or higher • All domains with proficiency level of imitation or
higher
Early Independence
• A TELPAS Alternate composite score greater than or equal to
2.25 • At least two domains with pr oficiency level of early
independence or
higher • At least three domains with proficiency level of
imitation or higher
Imitation • A TELPAS Alternate composite score greater than or
equal to 1.5 • At least two domains with proficiency level of
imitation or higher
A student who fails to meet the imitation requirements will
receive an awareness composite rating.
Report Formats
Standard and additional reports are provided for the TELPAS
Alternate assessment. Standard reports are provided automatically
to districts. Additional reports are available at a nominal fee to
districts. A district must submit a request through the TELPAS
Alternate Assessment Management System to receive the additional
reports.
The summary reports present assessment results in an aggregated
format. All other reports contain confidential student-level
results. More information about the confidentiality of students’
results is contained in the General Information section of this
manual.
Note that the sample reports included in this guide are for
illustration only. They are provided to show the basic layout of
the reports and the information they provide. Some information
might not correspond to real values.
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Resources
Refer to the General Information section of this manual and
TEA’s Student Assessment Division website for additional TELPAS
Alternate information and resources.
Standard Reports
Information contained in the standard reports is sufficient to
satisfy mandatory reporting requirements (refer to the General
Information section of this manual). Districts receive the
following standard reports for TELPAS Alternate (the page numbers
listed indicate where information on specific reports can be
found):
TELPAS Alternate Report Card (Confidential) 5.7
Confidential Student Label 5.11
Confidential Campus Roster—All Students 5.13
Summary Report 5.16
Individual Student Data File (Confidential) 5.20
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TELPAS Alternate Report Card (Confidential)
Example shown: Grade 12
A separate TELPAS Alternate Report Card (TARC) is provided for
each student for whom a TELPAS Alternate record was submitted. This
report indicates the student’s English language proficiency ratings
for the four language areas assessed. Information on this report is
provided in both English and Spanish. Information from this report
can be used to meet state and federal requirements for reporting
assessment results to students and parents.
A. Identification information The top of both pages of the TARC
contains identification information, both for the student (name,
identification number, etc.) and the school (district, etc.). For
confidentiality, the student identification number (PEIMS) is
indicated by five asterisks followed by the last four digits of the
ID number. The grade, date of testing, and the report date are also
indicated.
B. Proficiency levels This row describes the proficiency
levels—awareness, imitation, early independence, developing
independence, and basic fluency—that are used to describe student
proficiency in each of the four language areas.
C. Proficiency rating for each language area This section
indicates the English language proficiency rating the student
received in each language area. Refer to Assessment Scores in the
Program Overview for additional information about the TELPAS
Alternate proficiency ratings.
D. Detailed proficiency ratings This section provides additional
information about the student’s performance in the domains of
listening, speaking, reading, and writing. The student’s scale
score for the domain appears on the left and the student
performance in each reporting category tested within the domain
appears on the right. The performance for each category within a
domain is provided as the number of points achieved out of the
total number of points possible for that category.
E. Student Portal information This provides the web address and
access code for parents and students to access information from the
TELPAS Alternate Report Card online.
F. Document number and process number The document number found
in the bottom right corner of the report is a unique number per
administration that is assigned to the student’s record by the
testing contractor. Refer to this number if questions arise about
the student’s results. The process number found in the bottom-right
corner of the report is a unique number, per administration, that
is assigned to the report by the testing contractor.
G. Composite rating The composite rating indicates the student’s
overall level of English language proficiency and is determined
from the student’s listening, speaking, reading, and writing
proficiency ratings. Refer to Assessment Scores in the Program
Overview for additional information about the TELPAS Alternate
composite rating.
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H. Understanding the TELPAS Alternate Report Card This section
explains the information contained in each section of the report
card.
I. Parent Resources This section directs parents and caretakers
to additional resources that they can use to help their child.
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(600-681) (682-749) (750-799) (800-863) (864-952)
CATEGORY POINTS ACHIEVED Vocabulary and Language Structures
(Vocabulario y estructuras lingüísticas) 14 of 20 Application of
English (Aplicación de inglés) 25 of 30
TOTAL 39 of 50
Imitation
(Imitación)
Developing Independence
(Independencia en desarrollo)
Early Independence
(Independencia inicial)
Basic Fluency
(Fluidez básica)
Listening (Habilidad para escuchar)
Speaking (Habilidad para hablar)
Reading (Habilidad para leer)
Writing (Habilidad para escribir)
CATEGORY POINTS ACHIEVED Word Meaning (Significado de la
palabra) 20 of 20 Application of English (Aplicación de inglés) 30
of 30
TOTAL 50 of 50
CATEGORY POINTS ACHIEVED Word Meaning (Significado de la
palabra) 8 of 25 Basic Understanding (Entendimiento básico) 6 of 15
Analyzing and Evaluating (Análisis y evaluación) 7 of 10
TOTAL 21 of 50
CATEGORY POINTS ACHIEVED Summarizing (Resumen) 15 of 35
Analyzing (Análisis) 14 of 15
TOTAL 29 of 50
766
(609-698) (699-749) (750-799) (800-857) (858-938)
938
(601-703) (704-749) (750-799) (800-848) (849-948)
(612-700) (701-749) (750-799) (800-852) (853-955)
839
728
5 2020
4 2019
3 2020
4 2019
2 2020
3 2019
4 2020
5 2019
D
Texas English Language Proficiency Assessment System Alternate
(Sistema Alternativo de Texas para Evaluar el Dominio del Idioma
Inglés) YYYY TELPAS Alternate Report Card (Informe de
calificaciones del TELPAS Alternate YYYY)
FIRSTNAME M. ALASTNAME Grade (Grado): 12 Date of Birth: mm/dd/yy
Student ID: *****9999 Local Student ID: 999999999 District:
DISTRICTNAMEXX (Fecha de nacimiento) (Número de identificación del
estudiante) (Código de identificación local del estudiante)
(Distrito) 999-999 The TELPAS Alternate test has been designed to
assess students who are learning the English language. However,
TELPAS Alternate allows for various modes of communication in
English to address the specific access needs of students. This
report gives you information on your child's English language
proficiency and provides resources for you to help them improve
even more. (La evaluación de TELPAS Alternate fue diseñadas para
evaluar a los estudiantes que están aprendiendo el idioma inglés.
Sin embargo, TELPAS Alternate admite diversos modos de comunicación
en inglés para adaptarse a las necesidades de acceso específicas de
los estudiantes. Este informe le proporciona información sobre el
dominio que tiene su hijo del idioma inglés y le brinda recursos
para ayudarlo aún más.)
Mike Morath, Commissioner of Education (Comisionado de
Educación)
Developing Independence Proficiency Levels (Niveles de
desempeño) B
Awareness 2 Imitation 3 Early Independence 4 5 Basic Fluency
(Independencia en (Consciencia Inicial) (Imitación) (Independencia
inicial) (Fluidez básica) desarrollo) 1
TELPAS Alternate Proficiency at a Glance (Información general
del desempeño en TELPAS Alternate)C
5 Listening
3 Speaking
2 Reading
4 Writing
(Habilidad para escuchar) (Habilidad para hablar) (Habilidad
para leer) (Habilidad para escribir) Basic Fluency Early
Independence Imitation Developing Independence (Fluidez básica)
(Independencia inicial) (Imitación) (Independencia en
desarrollo)
XXX999 Unique Access Code
To view your child's scores online, go to TexasAssessment.gov
(Para ver las calificaciones de su hijo en internet, visite la
página TexasAssessment.gov)
E
F mmddyy-ZZZZZZZZ-CCCDDDccc-SSSSSSS
students are aware of English sounds or print but have little or
no functional ability to participate incommunication activities
(Los estudiantes están conscientes de cómo se oyeo se ve el inglés
escrito, perosu capacidad funcional paraparticipar en actividades
de comunicación es escasa o nula)
students match and imitate English to participate in
routinecommunication activities in familiar settings, but
needsignificant linguisticaccommodations (Los estudiantes copian o
imitan el inglés para participar en actividades de comunicación de
rutina en contextos familiares, pero necesitan
adaptacioneslingüísticas considerables)
students understand short messages, produce one- or two-word
messages, and are starting to participate inlinguistically
accommodatedactivities in familiar settings (Los estudiantes
comprenden mensajes breves, producen mensajes de una o dos palabras
y están empezando aparticipar en actividades con adaptaciones
lingüísticas en entornos familiares)
students understand longermessages, produce simple,messages, and
participatemeaningfully in linguisticallyaccommodated activities in
familiar settings (Los estudiantes comprenden mensajes más largos,
producen mensajes sencillos y participande manera significativas en
actividades con adaptaciones lingüísticas en entornos
familiares)
students understand and produce more detailed messages and
participateindependently incommunication activities in familiar
settings (Los estudiantes comprenden yproducen mensajes más
detallados y participan deforma independiente enactividades de
comunicación en entornos familiares)
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FIRSTNAME M. LASTNAME Page 2 Grade (Grado): 12 A Campus:
CAMPUSNAMEXXXX Class Group: CLASS GROUP NAME Report Date: MONTH
YYYY Date of Testing: SEASON YYYY (Escuela) 999-999-999 (Clase)
(Fecha del informe) (Fecha de evaluación)
Overall English Proficiency (Desempeño general en inglés)
G TELPAS Alternate Composite Rating (Nivel de dominio global en
TELPAS Alternate) 2.5
4 2020
Spring 2020: Developing Independence 4 2019
Spring 2019: Developing Independence (Independencia en
desarrollo) (Independencia en desarrollo)
The Composite Rating is the overall level of English proficiency
determined with listening, speaking, reading, and writing ratings.
(El Nivel de dominio global es el nivel general de desempeño del
inglés, determinado por las calificaciones de la habilidad para
escuchar, hablar, leer y escribir.)
Understanding the TELPAS Alternate Report Card (Cómo entender el
Informe de calificaciones de TELPAS Alternate) H
The generic report images below provide details about what
information is provided in the TELPAS Alternate Report Card. (Las
imágenes genéricas del informe a continuación presentan detalles de
la información que se proporciona en el Informe de calificaciones
de TELPAS Alternate.)
STUDENT PORTAL (PÁGINA ELECTRÓNICA DEINFORMACIÓN DEL
ESTUDIANTE)
Parents can login to the student portal using the unique access
code to view student scores online. (Los padres pueden ingresar a
la página electrónica del estudiante utilizando la clave de acceso
individual para consultar las calificaciones de su hijo en
internet.)
SCALE SCORE (CALIFICACIÓN A ESCALA)
You can see the student's exact score, and where the score is in
relation to the five proficiency levels. (Usted puede observar la
calificación exacta del estudiante, y dónde se ubica la
calificación en relación con los cinco niveles de desempeño.)
PROFICIENCY LEVEL (NIVEL DE DOMINIO)
The student's proficiency level is highlighted. (Se destaca el
nivel de dominio del estudiante.)
TELPAS ALTERNATE PROFICIENCY (DESEMPEÑO DE TELPAS Alternate)
A quick summary of student's test results this year.
(Explicación breve de los resultados de las pruebas del estudiante
en este año.)
REPORTING CATEGORY (ÁREA DE CONOCIMIENTOS)
The score is broken down by major content category. (La
calificación se desglosa por áreas principales de contenido.)
Parent Resources (Recursos para padres) I For students that are
learning English, it is important to develop their linguistic
skills not only in English but in their native language as well.
For activities that parents can do to help their child, go to
http://tea.texas.gov/student.assessment/telpasalt/. (Es importante
que los estudiantes que están aprendiendo inglés desarrollen
habilidades lingüísticas no solo en inglés, sino también en su
lengua materna. Si desea información sobre actividades que los
padres pueden hacer para ayudar a sus hijos, visite la página de
internet http://tea.texas.gov/student.assessment/telpasalt/.)
For more information about TELPAS Alternate, contact your
child's school. (Para obtener más información sobre TELPAS
Alternate, comuníquese a la escuela de su hijo.)
XXX999 Unique Access Code
To view your child's scores online, go to TexasAssessment.gov
(Para ver las calificaciones de su hijo en internet, visite la
página TexasAssessment.gov)
E
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Confidential Student Label
Example shown: Grade 2
An adhesive Confidential Student Label is provided for each
student for whom a TELPAS Alternate record was submitted. These
labels should be placed on the individual student’s permanent
record.
A. Identification information Identification information shown
at the top of the label includes the student name, student
identification number (as used for PEIMS), birth date, district
number and name, campus number and name, administration year, and
grade.
B. Language area This column lists the four language areas
assessed: listening, speaking, reading, and writing.
C. Proficiency rating for each language area This column
indicates the English language proficiency rating the student
received—awareness, imitation, early independence, developing
independence, and basic fluency—in each language area. Refer to
Assessment Scores in the Program Overview for additional
information about the TELPAS Alternate proficiency ratings.
D. Composite rating The composite results indicate the student’s
overall level of English language proficiency and are determined
from the student’s listening, speaking, reading, and writing
proficiency ratings. Refer to Assessment Scores in the Program
Overview for additional information about the TELPAS Alternate
composite rating.
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A
B
C O N F I D E N T I A L G DATE OF TESTING: SEASON YYYY R
STUDENT: LASTNAMEXXXXXXX FIRSTNAME M A STUDENT ID (PEIMS):
999999999 DOB: mm/dd/yy D DISTRICT: 999-999 DISTRICT NAMEXX E
CAMPUS: 999 CAMPUS NAMEXXXX 02 LANGUAGE PROFICIENCY COMPOSITE
RATING AREA RATING Listening Basic Fluency 2020 Rating Developing
Independence Speaking Imitation 2019 Rating Early Independence
Reading Early Independence
CWriting Developing Independence
D
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Confidential Campus Roster—All Students
Example shown: Grade 12
The Confidential Campus Roster is generated for each grade
assessed at each campus and lists students for whom a TELPAS
Alternate record was submitted. For each student, the report
provides the proficiency rating by language area and a composite
rating. The report also indicates each student’s number of years of
enrollment in U.S. schools as submitted by the student’s school
district. For each language area, performance by proficiency level
and reporting category is provided along with the student’s raw
scores. The information in this report can be useful for
instructional planning.
A. Identification information Identification information shown
at the top left corner of the report includes the grade assessed,
the district number and name, and the campus number and name. At
the top right corner, the report date and date of testing are
shown.
B. Student information Students are identified by name and
student identification number (as used for PEIMS).
C. Years in U.S. schools This column indicates how many years
the student has been enrolled in schools in the United States as
submitted by the student’s school district. For more information,
see the document, “Instructions for Years in U.S. Schools Data
Collection,” located on TEA’s Language Proficiency Assessment
Committee Resources webpage.
D. English language proficiency ratings These columns indicate
the English language proficiency rating the student received—
awareness, imitation, early independence, developing independence,
or basic fluency—in each language area. Refer to Assessment Scores
in the Program Overview for additional information about the TELPAS
Alternate proficiency ratings.
Proficiency ratings are listed below.
• Lvl 1: This level indicates that the student achieved a
proficiency level of awareness.
• Lvl 2: This level indicates that the student achieved a
proficiency level of imitation.
• Lvl 3: This level indicates that the student achieved a
proficiency level of early independence.
• Lvl 4: This level indicates that the student achieved a
proficiency level of developing independence.
• Lvl 5: This level indicates that the student achieved a
proficiency level of basic fluency.
5.13
https://tea.texas.gov/student-assessment/testing/student-assessment-overview/accommodation-resources/language-proficiency-assessment-committee-resourceshttps://tea.texas.gov/student-assessment/testing/student-assessment-overview/accommodation-resources/language-proficiency-assessment-committee-resources
-
TELP
AS
Alt
erna
te
2020 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT
REPORTS
Possible messages are listed below.
- - - NO RATING/INFORMATION AVAILABLE Information could not be
determined because the appropriate language-area proficiency
ratings were not available.
E EXTENUATING CIRCUMSTANCES The student is unable to be assessed
in all four domains due to extenuating circumstances.
M MEDICAL EXCEPTION The student is unable to participate
meaningfully in the TELPAS Alternate assessment on the basis of the
student’s medical condition, as determined by the admission,
review, and dismissal (ARD) committee in conjunction with the
language proficiency assessment committee (LPAC) and documented in
the student’s individualized education program (IEP).
N NO AUTHENTIC ACADEMIC RESPONSE (NAAR) The student is unable to
participate meaningfully in the TELPAS Alternate assessment on the
basis of the student’s disability, resulting in the inability to
make an authentic academic response during instruction, as
determined by the ARD committee and documented in the student’s
IEP.
E. Reporting Categories Columns under the listening, speaking,
reading, and writing language areas show the reporting categories
for each area. Directly below each reporting category, the total
number of points possible in that category is provided.
F. Scale Score Students’ scale score is shown in a column under
each language area.
G. Composite rating The composite rating indicates the student’s
overall level of English language proficiency and is determined
from the student’s listening, speaking, reading, and writing
proficiency ratings. Refer to Assessment Scores in the Program
Overview for additional information about the TELPAS Alternate
composite rating.
5.14
-
TELP
AS
Alt
erna
te
2020 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT
REPORTS
Gra
de 1
2 Te
xas
Engl
ish
Lang
uage
Pro
ficie
ncy
Asse
ssm
ent S
yste
m A
ltern
ate
Conf
iden
tial C
ampu
s Ro
ster
Di
stric
t: 99
9-99
9 D
ISTR
ICT
NAM
EXX
AA
Re
port
Dat
e:
MO
NTH
YYY
Y Ca
mpu
s: 9
99 S
CH
OO
L N
AMEX
XXX
All S
tude
nts
Date
of T
estin
g: S
EASO
N Y
YYY
# Po
ints
Pos
sibl
e:
Years in U.S. Schools
Basic Understanding
W ord Meaning
Summarizing
Analyzing
Applic ation of Englis h
W ord Meaning
Analyzing andEvaluating
Lege
nd
Lvl 1
= A
ware
ness
Lvl 2
= I
mita
tion
Lvl 3
= E
arly
Inde
pend
ence
Lvl 4
= D
evel
opin
g In
depe
nden
ceLv
l 5 =
Bas
ic Fl
uenc
y E
= Ex
tenu
atin
g C
ircum
stan
ceM
= M
edic
al E
xcep
tion
N
= N
o Au
then
tic A
cade
mic
Res
pons
e---
= N
o R
atin
g/In
form
atio
n Av
aila
ble
Sc ale Score
Prof ic iency Rating
Sc ale Score
Prof icienc y Rating
Scale Sc ore
Prof icienc y Rating
Scale Sc ore
Prof icienc y Rating
Vocabulary andLanguage Struc tures
Applic ation of Englis h
List
enin
g Sp
eaki
ng
Rea
ding
W
ritin
g C
ompo
site
20
30
35
15
25
15
10
20
30
Rat
ing
# Ac
hiev
ed
2020
20
20 /
2019
# A
chie
ved
2020
20
20 /
2019
#
Achi
eved
YY
YY
2020
/ 20
19
# Ac
hiev
ed
YYYY
202
0 / 2
019
2020
/ 20
19
Stud
ent
Stud
ent-I
D (P
EIM
S)AB
CD
EFG
HIJ
KLM
N
ABC
DEF
GH
IJ
M
9999
9999
9 9+
9
99
9999
Lv
l 1 /
Lvl 2
99
99
99
99
Lvl 2
/ Lv
l 1
99
99
99
9999
Lv
l 3 /
Lvl 4
99
99
99
99
Lvl 3
/ Lv
l 3
Lvl 2
/ Lv
l 3LA
STN
AME
FIR
STN
AME
M
9999
9999
9 9
9 99
99
99
Lvl 2
/ Lv
l 1
99
99
9999
Lv
l 3 /
Lvl 5
99
99
99
99
99
Lvl 2
/ Lv
l 1
99
99
9999
Lv
l 3 /
Lvl 5
Lv
l 3 /
Lvl 4
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 9
99
9999
Lv
l 3 /
Lvl 4
99
99
99
99
Lvl 4
/ Lv
l 4
99
99
99
9999
Lv
l 4 /
Lvl 2
99
99
99
99
Lvl 4
/ Lv
l 4
Lvl 4
/ Lv
l 3LA
STN
AME
FIR
STN
AME
M
9999
9999
9 9
9 99
99
99
Lvl 4
/ Lv
l 4
99
99
9999
Lv
l 5 /
Lvl 4
99
99
99
99
99
Lvl 5
/ Lv
l 4
99
99
9999
Lv
l 5 /
Lvl 3
Lv
l 5 /
Lvl 4
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 ---
------
M /
N
------
---M
/ N
---
------
---M
/ N
---
------
M /
N
---/ -
--
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 9
99
9999
Lv
l 1 /
Lvl 1
99
99
99
99
Lvl 1
/ Lv
l 2
99
99
99
9999
Lv
l 3 /
Lvl 4
99
99
99
99
Lvl 3
/ Lv
l 4
Lvl 2
/ Lv
l 3LA
STN
AME
FIR
STN
AME
M
9999
9999
9 9
9 99
99
99
Lvl 3
/ Lv
l 4
99
99
9999
Lv
l 4 /
Lvl 3
99
99
99
99
99
Lvl 5
/ Lv
l 4
99
99
9999
Lv
l 4 /
Lvl 4
Lv
l 4 /
Lvl 4
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 9
99
9999
Lv
l 3 /
Lvl 2
99
99
99
99
Lvl 5
/ Lv
l 5
99
99
99
9999
Lv
l 2 /
Lvl 1
99
99
99
99
Lvl 3
/ Lv
l 3
Lvl 3
/ Lv
l 4LA
STN
AME
FIR
STN
AME
M
9999
9999
9 9
9 99
99
99
Lvl 5
/ Lv
l 5
99
99
9999
Lv
l 4 /
Lvl 3
99
99
99
99
99
Lvl 3
/ Lv
l 2
99
99
9999
Lv
l 4 /
Lvl 3
Lv
l 4 /
Lvl 3
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 ---
------
N /
E ---
------
N /
E ---
------
---N
/ E
------
---N
/ E
---/ -
--
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 9
99
9999
Lv
l 4 /
Lvl 2
99
99
99
99
Lvl 2
/ Lv
l 1
99
99
99
9999
Lv
l 4 /
Lvl 4
99
99
99
99
Lvl 4
/ Lv
l 4
Lvl 2
/ Lv
l 1LA
STN
AME
FIR
STN
AME
M
9999
9999
9 9
9 99
99
99
Lvl 3
/ Lv
l 4
99
99
9999
Lv
l 4 /
Lvl 2
99
99
99
99
99
Lvl 5
/ Lv
l 4
99
99
9999
Lv
l 4 /
Lvl 2
Lv
l 4 /
Lvl 2
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 9
99
9999
Lv
l 3 /
Lvl 3
99
99
99
99
Lvl 1
/ Lv
l 3
99
99
99
9999
Lv
l 5 /
Lvl 5
99
99
99
99
Lvl 5
/ Lv
l 4
Lvl 3
/ Lv
l 4LA
STN
AME
FIR
STN
AME
M
9999
9999
9 9
9 99
99
99
Lvl 5
/ Lv
l 4
99
99
9999
Lv
l 4 /
Lvl 4
99
99
99
99
99
Lvl 2
/ Lv
l 1
99
99
9999
Lv
l 3 /
Lvl 4
Lv
l 3 /
Lvl 3
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 ---
------
E / M
---
------
E / M
---
------
---E
/ M
------
---E
/ M
---/ -
--
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 9
99
9999
Lv
l 3 /
Lvl 4
99
99
99
99
Lvl 5
/ Lv
l 4
99
99
99
9999
Lv
l 3 /
Lvl 4
99
99
99
99
Lvl 5
/ Lv
l 4
Lvl 3
/ Lv
l 4LA
STN
AME
FIR
STN
AME
M
9999
9999
9 9
9 99
99
99
Lvl 4
/ Lv
l 4
99
99
9999
Lv
l 3 /
Lvl 4
99
99
99
99
99
Lvl 4
/ Lv
l 4
99
99
9999
Lv
l 3 /
Lvl 4
Lv
l 2 /
Lvl 1
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 9
99
9999
Lv
l 5 /
Lvl 4
99
99
99
99
Lvl 2
/ Lv
l 4
99
99
99
9999
Lv
l 5 /
Lvl 4
99
99
99
99
Lvl 4
/ Lv
l 4
Lvl 4
/ Lv
l 4LA
STN
AME
FIR
STN
AME
M
9999
9999
9 9
9 99
99
99
Lvl 2
/ Lv
l 1
99
99
9999
Lv
l 5 /
Lvl 4
99
99
99
99
99
Lvl 5
/ Lv
l 4
99
99
9999
Lv
l 4 /
Lvl 3
Lv
l 4 /
Lvl 3
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 ---
------
N /
M
------
---N
/ M
---
------
---N
/ M
---
------
N /
M
---/ -
--
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 9
99
9999
Lv
l 4 /
Lvl 4
99
99
99
99
Lvl 4
/ Lv
l 4
99
99
99
9999
Lv
l 2 /
Lvl 1
99
99
99
99
Lvl 3
/ Lv
l 4
Lvl 3
/ Lv
l 3LA
STN
AME
FIR
STN
AME
M
9999
9999
9 9
9 99
99
99
Lvl 3
/ Lv
l 4
99
99
9999
Lv
l 2 /
Lvl 1
99
99
99
99
99
Lvl 4
/ Lv
l 4
99
99
9999
Lv
l 2 /
Lvl 1
Lv
l 3 /
Lvl 4
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 9
99
9999
Lv
l 4 /
Lvl 4
99
99
99
99
Lvl 3
/ Lv
l 4
99
99
99
9999
Lv
l 5 /
Lvl 2
99
99
99
99
Lvl 4
/ Lv
l 4
Lvl 4
/ Lv
l 3LA
STN
AME
FIR
STN
AME
M
9999
9999
9 9
9 99
99
99
Lvl 4
/ Lv
l 5
99
99
9999
Lv
l 4 /
Lvl 4
99
99
99
99
99
Lvl 3
/ Lv
l 3
99
99
9999
Lv
l 4 /
Lvl 3
Lv
l 4 /
Lvl 4
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 ---
------
E / L
vl 3
---
------
E / L
vl 2
---
------
---E
/ Lvl
4
------
---E
/ Lvl
3
---/ L
vl 3
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 9
99
9999
Lv
l 4 /
Lvl 4
99
99
99
99
Lvl 5
/ Lv
l 5
99
99
99
9999
Lv
l 3 /
Lvl 3
99
99
99
99
Lvl 4
/ Lv
l 4
Lvl 4
/ Lv
l 4LA
STN
AME
FIR
STN
AME
M
9999
9999
9 9
9 99
99
99
Lvl 3
/ Lv
l 4
99
99
9999
Lv
l 3 /
Lvl 4
99
99
99
99
99
Lvl 2
/ Lv
l 1
99
99
9999
Lv
l 3 /
Lvl 4
Lv
l 3 /
Lvl 4
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 9
99
9999
Lv
l 2 /
Lvl 1
99
99
99
99
Lvl 4
/ Lv
l 2
99
99
99
9999
Lv
l 5 /
Lvl 4
99
99
99
99
Lvl 2
/ Lv
l 1
Lvl 4
/ Lv
l 2LA
STN
AME
FIR
STN
AME
M
9999
9999
9 9
9 99
99
99
Lvl 4
/ Lv
l 4
99
99
9999
Lv
l 5 /
Lvl 4
99
99
99
99
99
Lvl 5
/ Lv
l 4
99
99
9999
Lv
l 4 /
Lvl 3
Lv
l 2 /
Lvl 1
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 9
99
9999
Lv
l 2 /
N
99
99
9999
Lv
l 3 /
N
99
99
99
9999
Lv
l 4 /
N
99
99
9999
Lv
l 5 /
N
Lvl 4
/ ---
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 9
99
9999
Lv
l 4 /
Lvl 3
99
99
99
99
Lvl 3
/ Lv
l 3
99
99
99
9999
Lv
l 4 /
Lvl 3
99
99
99
99
Lvl 4
/ Lv
l 4
Lvl 4
/ Lv
l 3LA
STN
AME
FIR
STN
AME
M
9999
9999
9 9
9 99
99
99
Lvl 4
/ Lv
l 4
99
99
9999
Lv
l 5 /
Lvl 2
99
99
99
99
99
Lvl 4
/ Lv
l 4
99
99
9999
Lv
l 5 /
Lvl 5
Lv
l 5 /
Lvl 4
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 9
99
9999
Lv
l 5 /
Lvl 4
99
99
99
99
Lvl 3
/ Lv
l 4
99
99
99
9999
Lv
l 3 /
Lvl 4
99
99
99
99
Lvl 2
/ Lv
l 3
Lvl 3
/ Lv
l 4LA
STN
AME
FIR
STN
AME
M
9999
9999
9 9
9 99
99
99
Lvl 5
/ Lv
l 4
99
99
9999
Lv
l 4 /
Lvl 4
99
99
99
99
99
Lvl 5
/ Lv
l 4
99
99
9999
Lv
l 2 /
Lvl 1
Lv
l 5 /
Lvl 4
LAST
NAM
E FI
RST
NAM
E M
99
9999
999
9 ---
------
E / N
---
------
E / N
---
------
---E
/ N
------
---E
/ N
---/ -
--
TOTA
L ST
UDEN
TS L
ISTE
D:
999
2020
Pro
ficie
ncy
Com
pare
d to
201
9=
Incr
ease
in P
rofic
ienc
y=
No C
hang
e in
Pro
ficie
ncy
= De
crea
se in
Pro
ficie
ncy
C
B
D
E F
G
Page
[XX]
of [
YY]
mm
ddyy
-ZZZ
ZZZZ
Z-C
CC
CC
CC
CC
-SSS
SSSS
5.15
-
TELP
AS
Alt
erna
te
2020 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT
REPORTS
Summary Report
Example shown: Grade 6
A summary report is provided for each grade assessed at each
district and campus and contains information about every student
for whom a TELPAS Alternate record was submitted. These reports
describe summary results of the performance of each demographic and
program group assessed. The summary report is generated for the
“All Students” aggregation only.
Page 1
This section describes summary results for each domain
assessed.
A. Identification information The top of this report contains
identification information for the campus or district. The grade,
date of testing, and report date are also indicated.
B. Demographic groups and program information Demographic and
program categories are listed on the left side of this section.
Results for students with no demographic or program information
coded are included in the “No Information Provided” categories.
C. Language area administration summary This section shows the
administration summary information for the four TELPAS Alternate
language areas in which students are rated—listening, speaking,
reading, and writing. Each section lists the number and percentage
of students who were assessed or rated in the language area as well
as the number and percentage of students who were not assessed or
rated in the language area.
D. Number of students rated The number of students rated is
provided for each demographic and program category for each
language area.
E. Percentage of students receiving each proficiency rating
These columns show the percentage of students receiving a
proficiency rating of awareness, imitation, early independence,
developing independence, and basic fluency for each demographic
group. Refer to Assessment Scores in the Program Overview for
additional information about the TELPAS Alternate proficiency
levels.
5.16
-
TELP
AS
Alt
erna
te
2020 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT
REPORTS
Page 2
This section describes the summary results for the composite
rating and the yearly progress.
F. Composite rating administration summary The TELPAS Alternate
composite rating administration summary indicates the number and
percentage of students rated in all language areas, those who were
not assessed due to extenuating circumstances, medical exception,
or no authentic academic response. Students are classified as “Not
Rated” if they do not have a rating in all four language areas
because they were absent throughout the TELPAS Alternate assessment
window, were not assessed due to an ARD decision, or there were
irregularities or extenuating circumstances.
G. Composite rating—Number of students rated The number of
students rated is provided for each demographic and program
category.
H. Percentage of students receiving each proficiency rating
These columns show the percentage of students receiving a composite
proficiency rating of awareness, imitation, early independence,
developing independence, and basic fluency for each demographic
group. Refer to Assessment Scores in the Program Overview for
additional information about the TELPAS Alternate proficiency
levels.
I. Average Composite Score This column shows the average
composite score for each demographic group. The composite results
indicate the student’s overall level of English language
proficiency and are determined from the student’s listening,
speaking, reading, and writing proficiency ratings. The composite
score ranges from 1 (ratings of awareness in all language areas) to
5 (ratings of basic fluency in all language areas). Refer to
Assessment Scores in the Program Overview for additional
information about the TELPAS Alternate composite score.
J. Process number The process number found in the bottom-right
corner of the report is a unique number, per administration, that
is assigned to the report by the testing contractor.
5.17
-
TELP
AS
Alt
erna
te
2020 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT
REPORTS
Gra
de 6
Te
xas
Engl
ish
Lang
uage
Pro
ficie
ncy
Asse
ssm
ent S
yste
m A
ltern
ate
Sum
mar
y Re
port
Di
stric
t: 99
9-99
9 D
ISTR
ICT
NAM
EXX
AA
R
epor
t Dat
e:
MO
NTH
YYY
Y Ca
mpu
s: 9
99 S
CH
OO
L N
AMEX
XXX
All S
tude
nts
Date
of T
estin
g: S
EASO
N Y
YYY
Adm
inis
trat
ion
Sum
mar
yN
umbe
r Per
cent
N
umbe
r of S
tude
nts
Rat
ed
50
63
Not
Rat
ed: E
C
11
14
Not
Rat
ed: M
E 14
18
N
ot R
ated
: NAA
R
5 6
Tota
l Num
ber o
f Stu
dent
s 80
10
0
List
enin
g Sp
eaki
ng
Rea
ding
W
ritin
g
All S
tude
nts
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
Mal
e 99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 Fe
mal
e 99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 No
Info
rmat
ion
Prov
ided
99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 Hi
span
ic/L
atin
o 99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 Am
. Ind
ian
or A
lask
a Na
tive
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
Asia
n 99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 Bl
ack
or A
frica
n Am
eric
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9999
99
999
999
999
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999
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999
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Nativ
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wai
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Paci
fic Is
land
er
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
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999
999
999
999
999
Whi
te
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
Two
or M
ore
Race
s 99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 No
Info
rmat
ion
Prov
ided
99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 Ec
onom
ical
ly
Yes
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
Disa
dvan
tage
d N
o 99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
o In
form
atio
n Pr
ovid
ed
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
Title
I, P
art A
Pa
rticip
ants
99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
onpa
rticip
ants
99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
o In
form
atio
n Pr
ovid
ed
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
Mig
rant
Ye
s 99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
o 99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
o In
form
atio
n Pr
ovid
ed
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
Lim
ited
Engl
ish
Cur
rent
LEP
99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 Pr
ofic
ient
N
on-L
EP (M
onito
red
1st Y
ear)
0 ---
------
------
------
------
------
------
------
------
------
---N
on-L
EP (M
onito
red
2nd
Year
) 0
------
------
------
------
------
------
------
------
------
------
Non
-LEP
(Mon
itore
d 3r
d Ye
ar)
0 ---
------
------
------
------
------
------
------
------
------
---N
on-L
EP (M
onito
red
4th
Year
) 0
------
------
------
------
------
------
------
------
------
------
Oth
er N
on-L
EP
0 ---
------
------
------
------
------
------
------
------
------
---N
o In
form
atio
n Pr
ovid
ed
0 ---
------
------
------
------
------
------
------
------
------
---Bi
lingu
al
Parti
cipan
ts
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
Non
parti
cipan
ts
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
No
Info
rmat
ion
Prov
ided
99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 ES
L Pa
rticip
ants
99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
onpa
rticip
ants
99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
o In
form
atio
n Pr
ovid
ed
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
Spec
ial E
duca
tion
Yes
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
No
0 ---
------
------
------
------
------
------
------
------
------
---N
o In
form
atio
n Pr
ovid
ed
0 ---
------
------
------
------
------
------
------
------
------
---G
ifted
/Tal
ente
d Pa
rticip
ants
99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
onpa
rticip
ants
99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
o In
form
atio
n Pr
ovid
ed
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
At-R
isk
Yes
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
No
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
No
Info
rmat
ion
Prov
ided
99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
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9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
Educ
atio
n N
onpa
rticip
ants
99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
o In
form
atio
n Pr
ovid
ed
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
Year
s in
O
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9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
U.S.
Tw
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9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 Sc
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9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
Four
99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 Fi
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9999
99
999
999
999
999
999
999
999
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999
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999
999
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999
999
Six
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9999
99
999
999
999
999
999
999
999
999
999
999
999
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999
999
999
999
999
999
999
No
Info
rmat
ion
Prov
ided
99
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9
Aw aren ess
Imitation
EarlyIn dependen ce
Basic Fluency
Dev elo pingIn dependen ce
Basic Fluen cy
EarlyIn dep enden ce
Imit at ion
Aw areness
Dev elopingIndep endence
Basic Fluen cy
EarlyIndep endence
Im it at io n
Basic Fluen cy
EarlyIndep endence
Im it at io n
Dev elopingIndep endence
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Dev elopingIndepend ence
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Number o f Stu dents
C
D
B
E
---=
No
Data
Rep
orte
d Fo
r Few
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Stu
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of 2
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yy-Z
ZZZZ
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CC
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CC
CC
C-S
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5.18
-
TELP
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Alt
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2020 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT
REPORTS
Gra
de 6
Te
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Engl
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Lang
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Pro
ficie
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Ass
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Sum
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Rep
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SC
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Adm
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Sum
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N
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---=
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Alte
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# %
#
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All S
tude
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9999
99
999
999
999
999
999
9.9
9999
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 M
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9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 Fe
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9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
No In
form
atio
n Pr
ovid
ed
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 Hi
span
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atin
o 99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
Am. I
ndia
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Nativ
e 99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
Asia
n 99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
Blac
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Afri
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Amer
ican
99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
Nativ
e Ha
wai
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Paci
fic Is
land
er
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 W
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99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
Two
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ore
Rac
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9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 No
Info
rmat
ion
Prov
ided
99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
Econ
omic
ally
Ye
s 99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
Disa
dvan
tage
d N
o 99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
No
Info
rmat
ion
Prov
ided
99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
Title
I, P
art A
Pa
rticip
ants
99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
Non
parti
cipan
ts
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
o In
form
atio
n Pr
ovid
ed
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 M
igra
nt
Yes
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
o 99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
No
Info
rmat
ion
Prov
ided
0
------
------
------
------
------
------
------
------
---Li
mite
d En
glis
h C
urre
nt L
EP
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 Pr
ofic
ient
N
on-L
EP (M
onito
red
1st Y
ear)
0 ---
------
------
------
------
------
------
------
------
Non
-LEP
(Mon
itore
d 2n
d Ye
ar)
0 ---
------
------
------
------
------
------
------
------
Non
-LEP
(Mon
itore
d 3r
d Ye
ar)
0 ---
------
------
------
------
------
------
------
------
Non
-LEP
(Mon
itore
d 4t
h Ye
ar)
0 ---
------
------
------
------
------
------
------
------
Oth
er N
on-L
EP
0 ---
------
------
------
------
------
------
------
------
No
Info
rmat
ion
Prov
ided
0
------
------
------
------
------
------
------
------
---Bi
lingu
al
Parti
cipan
ts
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
onpa
rticip
ants
99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
No
Info
rmat
ion
Prov
ided
99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
ESL
Parti
cipan
ts
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
onpa
rticip
ants
99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
No
Info
rmat
ion
Prov
ided
99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
Spec
ial E
duca
tion
Yes
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
o 0
------
------
------
------
------
------
------
------
---N
o In
form
atio
n Pr
ovid
ed
0 ---
------
------
------
------
------
------
------
------
Gift
ed/T
alen
ted
Parti
cipan
ts
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
onpa
rticip
ants
99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
No
Info
rmat
ion
Prov
ided
99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
At-R
isk
Yes
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 N
o 99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
No
Info
rmat
ion
Prov
ided
99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
Car
eer/T
echn
ical
Pa
rticip
ants
99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
Educ
atio
n N
onpa
rticip
ants
99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
No
Info
rmat
ion
Prov
ided
99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
Year
s in
O
ne
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 U.
S.
Two
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 Sc
hool
s Th
ree
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 Fo
ur
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 Fi
ve
9999
99
999
999
999
999
999
9.9
9999
99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 99
9 Si
x or
Mor
e 99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
No
Info
rmat
ion
Prov
ided
99
9999
99
9 99
9 99
9 99
9 99
9 9.
9 99
99
999
999
999
999
999
999
999
999
999
999
Number o f St uden ts
Awareness
Imit at ion
EarlyIndep endence
Basic Fluency
Dev elop in gInd epen den ce
# of M at ched Student s
Stud
ents
Who
Prog
ress
edO
nePr
ofic
ienc
yLe
vel
Stud
ents
Who
Prog
ress
edTw
oPr
ofic
ienc
yLe
vels
Stud
ents
Who
Prog
ress
edTh
ree
Prof
icie
ncy
Leve
ls
Stud
ents
Who
Pro
