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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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https://tea.texas.gov/student-assessment/testing/student-assessment-overview/assessment-reports-and-studies
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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.
5.5
https://tea.texas.gov/Student_Testing_and_Accountability/Accountability/State_Accountability/Performance_Reporting/Interpreting_Assessment_Reports/
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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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https://tea.texas.gov/student-testing-and-accountability/accountability/state-accountability/performance-reporting-12https://tea.texas.gov/student-testing-and-accountability/testing/texas-english-language-proficiency-assessment-system-3https://tea.texas.gov/student-testing-and-accountability/testing/texas-english-language-proficiency-assessment-system-3https://tea.texas.gov/Student_Testing_and_Accountability/Accountability/State_Accountability/Performance_Reporting/Interpreting_Assessment_Reports/
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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
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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)
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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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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
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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.
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Gra
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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
an
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
Nativ
e Ha
wai
ian/
Paci
fic Is
land
er
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
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
9 Ca
reer
/Tec
hnic
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
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
ne
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
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 Sc
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s Th
ree
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
ve
9999
99
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
999
Six
or M
ore
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
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
Awareness
Dev elopingIndepend ence
Awareness
Number o f Stu dents
C
D
B
E
---=
No
Data
Rep
orte
d Fo
r Few
er T
han
Five
Stu
dent
s Pa
ge 1
of 2
m
mdd
yy-Z
ZZZZ
ZZZ-
CC
CC
CC
CC
C-S
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SS
5.18
TELP
AS
Alt
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te
2020 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT REPORTS
Gra
de 6
Te
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Engl
ish
Lang
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Pro
ficie
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Ass
essm
ent S
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m A
ltern
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Sum
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stric
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9-99
9 D
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NAM
EXX
Rep
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M
ON
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YYY
Cam
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999
SC
HO
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X Al
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ting:
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SON
YYY
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Adm
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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
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N
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: NAA
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CC
CC
CC
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---=
No D
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Repo
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For F
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Tha
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2 o
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Com
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atin
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Pro
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s in
TEL
PAS
Alte
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site
Rat
ing
.
# %
#
%
# %
#
%
# %
All S
tude
nts
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
ale
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
mal
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 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
ic/L
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
n or
Ala
ska
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
k or
Afri
can
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
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wai
ian/
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
hite
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
or M
ore
Rac
es
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