[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-497990-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-497990-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","texas-english-language-proficiency-assessment-system-telpas-spring-2018-results-executive-summary-2018-2019","Texas English Language Proficiency Assessment System (TELPAS) - Spring 2018 Results Executive Summary - 2018-2019","","Report summarizes Spring 2019 TELPAS results for English learners in Austin Independent School District (AISD), covering performance by grade level, language program, years in U.S. schools, and yearly proficiency progress. TELPAS is a state-required assessment of listening, speaking, writing, and reading, with domain ratings and a composite proficiency level. Changes from 2018 affected composite distributions, with speaking results contributing to fewer advanced/advanced high ratings, varying by campus poverty and home language.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/texas-english-language-proficiency-assessment-system-telpas-spring-2018-results-executive-summary-2018-2019/497990/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/texas-english-language-proficiency-assessment-system-telpas-spring-2018-results-executive-summary-2018-2019/497990.png","ImageObject",300,407,{"name":42,"@type":43},"Maya Linwood","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-02",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",12,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of this TELPAS executive summary?","Question",{"text":63,"@type":64},"It provides information on TELPAS Spring 2019 results for English learners in AISD, summarizing outcomes by grade level, language programs, years in U.S. schools, and yearly progress.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does TELPAS measure English proficiency?",{"text":68,"@type":64},"TELPAS assesses listening, speaking, writing, and reading. Each domain receives one of four proficiency levels, and a composite rating is also provided in one of four levels.",{"name":70,"@type":61,"acceptedAnswer":71},"What key change affected composite ratings in 2018 and continued in 2019?",{"text":72,"@type":64},"Implemented changes in 2018 continued to shift the distribution of composite ratings, with advanced and advanced high percentages decreasing. 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Summary,2018-2019\n\nThe purpose of this report is to provide information on the results of the Texas EnglishLanguage Proficiency Assessment System(TELPAS)Spring 2019 administration in theAustin Independent School District (AISD).This document summarizes the results forgrade levels,language programs,years in U.S.schools,and yearly progress.  \nTELPAS is a state-required assessment of English language proficiency,administered toEnglish learners(ELs)in kindergarten through 12th grade.TELPAS assesses ELs in fourdomains:listening,speaking,writing,and reading.A proficiency rating is provided foreach domain in one of four levels:beginning,intermediate,advanced,and advancedhigh.Additionally,a composite rating is provided in one of four levels:beginning,intermediate,advanced,and advanced high.  \nChanges implemented in 2018 continued to have an impact on the distribution ofcomposite ratings for all grade levels.The percentage of ELs attaining advanced oradvanced high ratings decreased compared with the previous year.From 3rd gradethrough 5thgrade,more than half of the ELs at each grade level received compo-site ratings of advanced or advanced high.ELs in 3rd,4t,5th,and 12h grades hadthe highest percentages of attaining advanced or advanced high compositeratings.The percentage of ELs receiving a composite rating of beginning orintermediate increased across all grades.These changes in the distribution of thecomposite ratings were due to performance on the speaking domain test and equalweight in the composite rating calculation.Across all grade levels,the percentages ofELs attaining advanced high on the speaking test were much lower than those on theother three domains.When this test was equally weighted with the other three do-mains,the resulting composite ratings decreased.The low percentage of ELs attainingadvanced high on the speaking domain test was also seen statewide in 2019.Thesedecreases in the percentages of ELs attaining advanced and advanced high ratingsresulted in AISD lagging behind state performance across all grades.  \nGreater percentages of ELs at low-poverty campuses than at high-poverty campuseshad advanced or advanced high TELPAS composite ratings;however,at the secondarylevel,the number of ELs at low-poverty campuses was very small.At all schools levels,lower percentages of Spanish-speaking ELs than of ELs speaking other languagesattained advanced or advanced high TELPAS composite ratings.  \nFor all EL programs,the percentages of ELs with advanced or advanced high ratingsprogressively increased as the ELs advanced ingrade level up to 8th grade,and,approxi-mately two-thirds of students reached advanced or advanced high proficiency inEnglish by 5th grade.  \nThe goal is for ELs to attain an advanced high rating after 3 to 5 years in an English as asecond language(ESL)program or 5 to 7 years in a bilingual program,which is reflectedin the percentages of elementary ELs attaining advanced or advanced high compositeratings increasing as their years in U.S.schools increased.At the elementary level,the  \nhighest percentage of ELs attaining advanced or advanced high ratings were students who had been in U.S.schools for 5 years.At the secondary level,the percentages of ELs attaining advanced or advanced high compo-site ratings were higher the longer the students had been in U.S.schools.  \nTELPAS yearly progress is defined as students who advanced at least one proficiency level from one year to thenext.The proportion of ELs in AISD who advanced at least one proficiency level was lower than that of the statein grades 1 through 9 but was similar to the state for grades 10 through 12.  \nA forthcoming report will examine the TELPAS results relative to the State of Texas Assessment Academic ofReadiness(STAAR)/end-of-course (EOC)results.  \nAUSTIN INDEPENDENT SCHOOL DISTRICT  \nMishan Jensen,Ph.D.Martha Doolittle,Ph.D.  \nDepartment of Research and E","cbCaieFKFNyBwNIj","https://ap.wps.com/l/cbCaieFKFNyBwNIj","pdf",1322341,"English","# Purpose and TELPAS Overview\n# Key Findings by Composite Ratings\n# Domain Effects and Speaking Test Impact\n# Differences by Campus Poverty and Home Language\n# Progress by Years in U.S. Schools and Grade Level\n# TELPAS Yearly Progress\n# Planned Follow-up Report","[{\"question\":\"What is the purpose of this TELPAS executive summary?\",\"answer\":\"It provides information on TELPAS Spring 2019 results for English learners in AISD, summarizing outcomes by grade level, language programs, years in U.S. schools, and yearly progress.\"},{\"question\":\"How does TELPAS measure English proficiency?\",\"answer\":\"TELPAS assesses listening, speaking, writing, and reading. Each domain receives one of four proficiency levels, and a composite rating is also provided in one of four levels.\"},{\"question\":\"What key change affected composite ratings in 2018 and continued in 2019?\",\"answer\":\"Implemented changes in 2018 continued to shift the distribution of composite ratings, with advanced and advanced high percentages decreasing. The speaking domain performance and equal weighting in the composite calculation contributed to this decrease.\"}]","Texas English Language Proficiency Assessment System (TELPAS) - Spring 2018 Results Executive Summary - 2018-2019 | PDF",1790973674]