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It clarifies the purpose, explains the Alternate Proficiency Level Descriptors and how Observable Behaviors reflect aligned writing skills under Texas ELPS. The guide covers constraints for students using AAC, including symbol-only limitations and requirements for Early Independence levels. Classroom examples and accessible resources support consistent interpretation and application of Writing observable behaviors for varied proficiency profiles.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/telpas-alternate-writing-domain-purpose-and-observable-behaviors/498241/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/telpas-alternate-writing-domain-purpose-and-observable-behaviors/498241.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"Who is the TELPAS Alternate writing training intended for?","Question",{"text":113,"@type":114},"It is intended for classroom teachers administering TELPAS Alternate during the testing window, and it can also be used by others such as test coordinators, administrators, and parents to clarify aspects of the program.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What do Alternate Proficiency Level Descriptors (PLDs) help with?",{"text":118,"@type":114},"They address access needs of English learners with significant cognitive disabilities and help interpret the intent and scope of specific Observable Behaviors, including summarizing a student’s general writing ability after scoring.",{"name":120,"@type":111,"acceptedAnswer":121},"How does AAC use affect the Writing proficiency rating?",{"text":122,"@type":114},"Students using AAC must use symbols combined with printed letters or words beginning with the Early Independence level; AAC programmed only with pictures or symbols cannot be rated above the “Imitation” level in this domain.","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},498241,1791050464,{"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":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","TELPAS Alternate Writing Domain  \nPurpose of this TELPAS Alternate Training  \n• Intended for classroom teachers who will be administering TELPAS Alternate during the testing window  \n􀂃 Can be used by others (e.g., test coordinators, administrators, parents) as needed in order to clarify different aspects of this testing program  \n• Explains the Alternate Proficiency Level Descriptors and Observable Behaviors for Writing  \n• Provides classroom examples of the Writing Observable Behaviors  \n• Describes ways to make the Writing Observable Behaviors more accessible for students  \nAlternate Proficiency Level Descriptors  \n• TELPAS Alternate is a holistic inventory aligned to the Texas English Language Proficiency Standards (ELPS).  \n• This inventory is based on alternate Proficiency Level Descriptors (PLDs) that were created to address the specific access needs of English learners with significant cognitive disabilities.  \n• The PLDs can be used to better understand the intent and scope of specific Observable Behaviors.  \n• The PLDs can be used to provide a summary of a student’s general English writing ability after scoring.  \nAlternate Proficiency Level Descriptors: Writing  \n*Students using augmentative and alternate communication (AAC) as expressive communication must use symbols that  \nare combined with printed letters or words beginning with the “Early Independence” level.  \nFootnote to the Writing PLDs  \nStarting with the “Early Independence” level, writing that students produce must involve letters or words . Students who use AAC that is programmed only with pictures or symbols cannot be rated above the“Imitation” level in this domain.  \nThe admission, review, and dismissal (ARD) and the language proficiency assessment committee (LPAC) should keep in mind that some students’ disability may prevent them from demonstrating full proficiency in writing and that those students will probably show strengths in other domains . Not all students will achieve the highest proficiency level in all domains .  \nWhat are Observable Behaviors?  \n• In TELPAS Alternate, the Observable Behaviors are like questions the test administrator answers about a student. Each Observable Behavior measures one skill that is aligned to the ELPS. The skill can be found on the left under the number of the Observable Behavior. The boxes contain descriptions of characteristics that students learning English are likely to demonstrate over time. The descriptors show the progression of second language acquisition from one proficiency level to the next and are aligned to the TELPAS Alternate PLDs.  \n• A “notes version” of the Observable Behaviors can be found on TEA’s TELPAS Alternate Resources webpage. It is available so that educators can become familiar with the Observable Behaviors and practice using them during the school year.  \nObservable Behaviors and the Glossary  \nYou may discover vocabulary in the Observable Behaviors that might be used in a way that differs from common classroom usage. The TELPAS Alternate Test Administrator Manual includes a glossary with terms specific to this assessment that may assist you.  \nObservable Behaviors with Classroom Examples  \n• Texas teachers developed classroom examples to help test administrators better understand the descriptions of student performance for each Observable Behavior.  \n• Elementary and secondary examples describe one way that students could demonstrate each skill across the five levels of proficiency.  \nAn accessible version of the Observable Behaviors and classroom examples can be found at [https://tea.texas.gov/student.assessment/telpasalt/\\#Alt](https://tea.texas.gov/student.assessment/telpasalt/#Alt)  \nUsing the Classroom Examples  \n• The purpose of each example is to illustrate how a student could demonstrate the skill at each proficiency level.  \n• There are many other classroom activities that could be used as examples for the Observable Behaviors.  \n• These examples are not intended to be used ","cbCaibCCvNhDeldn","https://ap.wps.com/l/cbCaibCCvNhDeldn","pdf",3081427,33,"English","# Purpose of this TELPAS Alternate Training\n# Alternate Proficiency Level Descriptors\n## Writing\n# Footnote to the Writing PLDs\n# What are Observable Behaviors?\n# Observable Behaviors and the Glossary\n# Observable Behaviors with Classroom Examples\n# Using the Classroom Examples","[{\"question\":\"Who is the TELPAS Alternate writing training intended for?\",\"answer\":\"It is intended for classroom teachers administering TELPAS Alternate during the testing window, and it can also be used by others such as test coordinators, administrators, and parents to clarify aspects of the program.\"},{\"question\":\"What do Alternate Proficiency Level Descriptors (PLDs) help with?\",\"answer\":\"They address access needs of English learners with significant cognitive disabilities and help interpret the intent and scope of specific Observable Behaviors, including summarizing a student’s general writing ability after scoring.\"},{\"question\":\"How does AAC use affect the Writing proficiency rating?\",\"answer\":\"Students using AAC must use symbols combined with printed letters or words beginning with the Early Independence level; AAC programmed only with pictures or symbols cannot be rated above the “Imitation” level in this domain.\"}]","TELPAS Alternate Writing Domain - Purpose and Observable Behaviors | PDF",1790978544,83]