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It explains TELPAS assessment components across grades and language domains, outlines participation requirements under Texas Administrative Code, and provides guidance for annual testing, ARD/LPAC decisions for students with disabilities, and special online administration when technology access is limited. 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The guide helps LPACs make informed decisions about which required assessment domains apply to each student.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"When might an ARD committee and LPAC decide a student should not take TELPAS?",{"text":118,"@type":114},"In rare cases tied to a student’s specific disability, the ARD committee, with the LPAC, may determine the student should not be assessed in listening, speaking, reading, and writing. The reason must be well-supported and documented in the student’s IEP and permanent record file.",{"name":120,"@type":111,"acceptedAnswer":121},"What exceptions apply for reading and listening/speaking participation in grades 2–12?",{"text":122,"@type":114},"Exceptions may include students who need braille assessments or students unable to read even simple words due to significant cognitive disability. For listening and speaking, exceptions may include needs for signed administration, inability to communicate verbally due to significant cognitive disability, or impaired/no hearing due to a disability.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},498003,1791593416,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":39,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","2018 TELPAS Decision-Making Guide for LPACs  \nOverview  \nThis Texas Education Agency (TEA) publication is designed to guide language proficiency assessment committees (LPACs) in making assessment decisions for English language learners (ELLs) with regard to the Texas English Language Proficiency Assessment System (TELPAS) program. TELPAS consists of the following components:  \n\n| Assessments | Grades and Language Domains |\n| --- | --- |\n| Holistically Rated Assessments | K–1 Listening, Speaking, Reading, and Writing |\n|  | 2–12 Writing |\n| Online Assessments | 2–12 Reading, Listening and Speaking |\n\nMore information about the design and uses of TELPAS may be found in the TEA publication titled Educator Guide to TELPAS at [http://tea.texas.gov/student.assessment/ell/telpas/](http://tea.texas.gov/student.assessment/ell/telpas/) .  \nParticipation Decisions  \nSection 101.1003 of the Texas Administrative Code (TAC) outlines TELPAS participation requirements. The TAC is accessible from the A–Z index of the TEA website at [http://tea.texas.gov/](http://tea.texas.gov/) .  \nTELPAS fulfills federal requirements for annually assessing the English language proficiency of ELLs enrolled in grades K– 12. Accordingly K–12 ELLs are assessed with TELPAS, including ELLs classified as limited English proficient (LEP) in PEIMS whose parents have declined bilingual/ESL program services (PEIMS code C) . ELLs are required to be assessed annually until they meet bilingual/ESL program exit criteria and are reclassified as non-LEP.  \nIn rare cases, it may be necessary for the admission, review, and dismissal (ARD) committee, in conjunction with the LPAC, to determine that an ELL receiving special education services should not be assessed in listening, speaking, reading, and writing for reasons associated with the student’s particular disability. Participation must be considered on a domain-by-domain basis. The reason for not assessing the student must be well-supported and documented in the student’s individualized education program (IEP) by the ARD committee and in the student’s permanent record file by the LPAC.  \nIn rare circumstances that prevent a student from testing online, TEA may grant approval for a special administration of a TELPAS online test (reading and/or listening and speaking) for grades 2–12.  \n• Accommodations cannot be applied-A student may need a testing accommodation that is not possible to provide in an online setting. Prior to requesting a special administration of the assessment, consideration should be given to accessibility features, locally-approved designated supports, and designated supports requiring TEA approval. For information regarding these testing accommodations, refer to the Accommodation Resources page.  \n• Technology access is precluded-Districts must make every effort to administer TELPAS reading, and TELPAS listening and speaking online. In rare situations where computers or technology are absolutely not available, districts may seek permission for a special administration.  \nIf approved for a special administration, instructions will be provided separately. Additional information about special administration of an online assessment will be posted on Coordinator Manual Resources webpage.  \nParticipation Considerations for Reading in Grades 2–12  \nTELPAS reading tests for grades 2–12 are designed to determine where ELLs are on the continuum of English language reading proficiency as a measure of annual student progress. The continuum starts with an initial understanding of high-frequency English words and phrases and culminates with the ability to read and understand texts similar to those written for English-proficient students.  \nBecause the span of reading ability is so broad and the purpose is to measure annual growth in English acquisition, these assessments should be appropriate for the vast majority of ELLs who receive special education services. Exceptions include  \n􀂃 students who need an assessment in b","cbCaia3tzKjsMzOa","https://ap.wps.com/l/cbCaia3tzKjsMzOa","pdf",147048,"English","# Overview\n# Participation Decisions\n## Participation Considerations for Reading in Grades 2–12\n## Participation Considerations for Listening and Speaking in Grades 2–12\n## Participation Considerations for K–12 Holistically Rated Assessments","[{\"question\":\"What is the purpose of TELPAS for LPAC assessment decisions?\",\"answer\":\"TELPAS is used to annually assess English language proficiency for eligible K–12 English language learners. The guide helps LPACs make informed decisions about which required assessment domains apply to each student.\"},{\"question\":\"When might an ARD committee and LPAC decide a student should not take TELPAS?\",\"answer\":\"In rare cases tied to a student’s specific disability, the ARD committee, with the LPAC, may determine the student should not be assessed in listening, speaking, reading, and writing. The reason must be well-supported and documented in the student’s IEP and permanent record file.\"},{\"question\":\"What exceptions apply for reading and listening/speaking participation in grades 2–12?\",\"answer\":\"Exceptions may include students who need braille assessments or students unable to read even simple words due to significant cognitive disability. For listening and speaking, exceptions may include needs for signed administration, inability to communicate verbally due to significant cognitive disability, or impaired/no hearing due to a disability.\"}]","2018 TELPAS Decision-Making Guide for LPACs | PDF",1790973910]