Using TELPAS Data to Drive Instruction
Turning assessment results into classroom action
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Audio Introduction
What Is TELPAS?
The Texas English Language Proficiency Assessment System (TELPAS) is the state assessment used to measure the English language proficiency of emergent bilingual students in Kindergarten through Grade 12. TELPAS evaluates students across all four language domains: Listening, Speaking, Reading, and Writing. It generates a composite proficiency rating and individual domain ratings that teachers should use to inform instruction.
How TELPAS Works
Source: 2025-2026 TELPAS Test Administrator Manual (TEA, fall 2025) and the TELPAS Rater Manual for K-1 holistic ratings.
| Component | Details |
|---|---|
| Who takes it | All students identified as emergent bilingual in Texas public schools (K-12) |
| When | Annually, during a designated spring window (the 2025-2026 window runs February 16 to March 27, 2026) |
| Domains assessed | Listening, Speaking, Reading, Writing |
| Kindergarten and Grade 1 (all domains) | Holistically rated observational assessments of Listening, Speaking, Reading, and Writing, using TELPAS proficiency level descriptors |
| Grades 2-12 (all domains) | Two online assessments: one for Listening and Speaking, one for Reading and Writing. The two assessments are administered on separate days during the spring window. The 2007-era teacher-rated writing portfolio was retired in the 2017-2018 redesign and replaced with online writing tasks within the reading-and-writing assessment. |
| Result | A composite rating and individual domain ratings at one of the proficiency levels |
Understanding TELPAS Results
Each student receives a composite rating (an overall proficiency level) and individual domain ratings for Listening, Speaking, Reading, and Writing. It is critical to look at the individual domain ratings, not just the composite. A student might be Advanced in Listening but Beginning in Writing. The composite alone would mask this important difference, and the student would not receive the targeted support they need in writing.
Domain Profiles: What They Tell You
Students often have uneven proficiency across domains. Here are common patterns and what they mean instructionally:
| Domain Profile | What It Suggests | Instructional Focus |
|---|---|---|
| Strong Listening + Speaking, Weak Reading + Writing | Student has developed conversational English (BICS) but needs support with academic literacy (CALP) | Focus on reading comprehension strategies, academic vocabulary in writing, and connecting oral skills to written language |
| Strong Reading, Weak Speaking | Student may be shy, anxious, or still in a receptive phase for oral production | Provide low-risk speaking opportunities (pair work, small groups), use sentence stems, and build confidence through structured oral practice |
| Even across all domains | Student is developing language at a consistent pace | Continue balanced instruction across all four domains with appropriate scaffolding for the student's level |
| Strong in all except Writing | Writing is typically the last domain to develop and the most complex | Increase writing practice with scaffolds (graphic organizers, writing frames, peer editing), and connect writing to oral rehearsal |
BICS vs. CALP
Jim Cummins' framework distinguishes between BICS (Basic Interpersonal Communication Skills), the everyday conversational language that typically develops in 1-3 years, and CALP (Cognitive Academic Language Proficiency), the academic language needed for school success, which takes 5-7 years or more to develop. A student who speaks fluent conversational English may still struggle with academic texts and content-area writing. TELPAS domain profiles can help you identify whether a student has developed BICS but still needs support with CALP.
Using TELPAS Data for Grouping and Differentiation
Practical ways to use TELPAS data in your classroom:
- 1Group students strategically: Use domain ratings to create flexible groups. A student who is Intermediate in Reading might work with other Intermediate readers during guided reading but be grouped differently for writing instruction
- 2Set individual language goals: Based on domain ratings, set specific goals for each student. For example, "Move from Beginning to Intermediate in Writing by using complete sentences in lab reports"
- 3Match scaffolds to levels: Use domain-specific proficiency levels to select the right scaffolds. A student who is Beginning in Speaking needs sentence frames; a High Intermediate speaker needs discussion protocols
- 4Monitor progress throughout the year: TELPAS is once a year, but you should informally assess language growth continuously. Use classroom observations, writing samples, and speaking rubrics to track movement between levels
- 5Share data with the LPAC: The Language Proficiency Assessment Committee (LPAC) uses TELPAS data to make program placement decisions. As the classroom teacher, your observations and data are essential to this process
Transition Period: 2026-2028
During the 2026-2027 and 2027-2028 school years, Texas is in a transition period. Classroom instruction follows the new 2026 ELPS with the 5-level proficiency system. TELPAS holistic ratings during this window use the 2024 PLD descriptions but report on the 2007 four-level rating scale (Beginning, Intermediate, Advanced, Advanced High), per TEA's published transition crosswalk in the Draft TELPAS Grades 2-3 Eligible PLDs for 2026-2027 and 2027-2028 Holistically Rated Assessments document (Fall 2025). By 2028-2029, TELPAS will be fully aligned with the new five-level standards. This means you may see your students rated on a 4-level scale by TELPAS while you are teaching using the 5-level system. Use your professional judgment and classroom observations to identify students at the Pre-Production level even if TELPAS reporting does not yet distinguish this level. (Note: This timeline is based on TEA's published implementation schedule as of early 2026. Check TEA's ELPS website for any updates.)