Why Were ELPS Revised?
The revision of the ELPS was driven by several factors:
- 1Federal compliance - In 2019, the U.S. Department of Education found that Texas only partially met ESSA requirements for English learner standards
- 2Updated research - TEA convened expert work groups (including higher education faculty and Texas educators) to align standards with current second language acquisition research
- 3Organizational improvement - Standards were moved from 19 TAC Section 74.4 to Chapter 120, Subchapter B to make them easier to locate and better organized
- 4More precise measurement - The shift from 4 to 5 proficiency levels provides more granular tracking of student progress
Timeline of the Revision
| Date | Event |
|---|---|
| 2019 | SBOE begins the scheduled ELPS review; work groups convene March-October. In September, the USDE indicates Texas only partially met ESSA requirements |
| 2020-2023 | An expert panel of second language acquisition specialists from Texas institutions of higher education drafts revisions; draft presented to the SBOE in June 2023 |
| 2023-2024 | New work groups revise the draft; April 2024 SBOE discussion item, with public comment following the August 2024 proposal |
| June 2024 | SBOE first reading and filing authorization |
| September 2024 | SBOE officially adopts new ELPS |
| February 2, 2025 | New ELPS become effective in Texas Administrative Code |
| 2026-2027 | Classroom implementation begins |
| 2026-2028 | Transition-year TELPAS assessments |
| 2028-2029 | Full TELPAS alignment with the 2026 ELPS (anticipated) |
The Biggest Change: From 4 to 5 Proficiency Levels
The most visible change is the addition of Pre-Production as a formal Level 1, expanding the system from four levels to five. The descriptors of the existing levels were also revised to better reflect content-area academic language demands. TEA publishes an explicit transition-year crosswalk in the Draft TELPAS Grades 2-3 Eligible PLDs for 2026-2027 and 2027-2028 Holistically Rated Assessments document (Fall 2025), used for holistic ratings during the TELPAS transition. The mapping below reflects that document. Important caveat: the language continuum has been revised across the five new levels, so this is not a strict instructional rename — for instructional purposes, plan from the 2026 PLDs directly.
| 2007 ELPS (4 levels) | 2026 ELPS (5 levels) — TEA transition mapping |
|---|---|
| (not recognized as a separate level) | Pre-Production (NEW; rated as 2007 Beginning during the 2026-2028 TELPAS transition) |
| Beginning | Beginning (descriptors revised; 2024 Pre-Production also rates as 2007 Beginning during the transition) |
| Intermediate | Intermediate (descriptors revised) |
| Advanced | High Intermediate (per TEA holistic transition crosswalk) |
| Advanced High | Advanced (per TEA holistic transition crosswalk) |
What Pre-Production Recognizes
The addition of the Pre-Production level is one of the most significant changes. This formally acknowledges the "silent period" in language acquisition, when students are developing receptive language (listening and reading) but are not yet producing speech. Previously, these students were grouped with Beginning-level students, which did not accurately represent their unique needs or abilities.
Other Key Changes
Beyond the proficiency level restructuring:
- 1Asset-based approach - New standards emphasize leveraging students' existing linguistic repertoire, cultural heritage, and background knowledge
- 2Revised language continuum - Descriptors have been differentiated more precisely across the five levels
- 3Enhanced Linguistic Support Statements - Clearer guidance on the type of support needed at each level
- 4Stronger TEKS alignment - Better integration between content standards and language proficiency expectations
- 5New location in TAC - Moved from Section 74.4 to Chapter 120 for easier access
What Stays the Same
The fundamental structure of ELPS remains the same: four language domains (Listening, Speaking, Reading, Writing), cross-curricular implementation, and integration with content-area instruction. The changes refine and improve the framework rather than replacing it entirely.