The Texas English Language Proficiency Assessment System (TELPAS) is an English language proficiency assessment aligned to the Texas English Language Proficiency Standards (ELPS). This assessment is designed to assess the progress that emergent bilingual (EB) students make in learning the English language. TELPAS fulfills ESSA requirements for assessing EB students in kindergarten through grade 12 in four language domains: listening, speaking, reading, and writing.

In kindergarten and first grade, the Texas English Language Proficiency Assessment System (TELPAS) consists of holistically rated assessments in listening, speaking, reading, and writing. These ratings are based on ongoing classroom observations and student interactions. For each language domain, teachers apply state-established language proficiency guidelines to determine whether a student is performing at the beginning, intermediate, advanced, or advanced high level of English language acquisition. These guidelines recognize that young learners develop literacy skills at varying rates. Students who are not yet reading or writing in any language are assessed based on their use of English during pre-reading and pre-writing activities.

In grades 2–12, TELPAS includes online assessments in reading, listening, speaking, and writing. These assessments are specifically designed for students whose first language is not English and include test items that span a wide range of language proficiency levels. Beginning-level reading passages and questions feature high-frequency vocabulary and visual supports, while advanced and advanced high levels require a near-native command of English. Students who achieve an advanced high proficiency rating typically demonstrate a strong ability to comprehend grade-level instructional materials and perform successfully on state academic assessments. Results in listening, speaking, and writing provide additional insight into how effectively students understand and use English within an academic setting.

Every student who participates in TELPAS receives a report card with their test results. TELPAS uses four proficiency ratings—Beginning, Intermediate, Advanced, and Advanced High—to show the progress students make in learning English from year to year. For students to reach their full academic potential, it is important for them to make steady progress in learning English. Your child’s proficiency ratings in listening, speaking, reading, and writing will give you a good idea about the progress he or she is making. Students who do not make steady progress may require additional assistance at school. Find a brief description of each proficiency rating.

The ELPS are second language acquisition curriculum standards that support the ability of Emergent Bilingual (EB) students to learn the academic English they need for meaningful engagement in subject-area instruction. The ELPS are found in TEC 74.4. Every teacher who has an EB in class is responsible for fulfilling the requirements of the subject-area TEKS and the ELPS.

Accommodations are provided for students served through Special Education, 504, and MTSS. In addition, TEA has also developed an alternate English language proficiency assessment, referred to as TELPAS Alternate, for EBs that have significant cognitive disabilities.

Academic language proficiency is not the same as academic achievement. English language learners who have academic language proficiency understand the English that makes the learning of academic concepts and skills fully accessible. Academic language proficiency, therefore, provides the foundation for and access to academic achievement. Language proficiency encompasses both social language proficiency and academic language proficiency.

For students in grades 3 and above:

https://www.texasassessment.gov/index.html