Frequently Asked Questions
Students in grades 2–12 who have been identified as limited English proficient (LEP), receiving special education services, and identified with a significant cognitive disability and meet the participation requirements.
TELPAS Alternate is a holistic inventory and not a traditional test in which students answer questions. Instead, teachers use their knowledge and observations of students to measure their ability to understand and use English to engage in academic and social learning environments.
They will stop participating in TELPAS Alternate when their language proficiency assessment committee (LPAC) determines that they are proficient in the English language and have met reclassification (exit) criteria. This applies to all ELs even those who are not in a bilingual or ESL program. Once a student has met the state’s reclassification criteria, they will no longer be identified as an EL and will not have to participate in TELPAS Alternate. Information about the state’s reclassification criteria can be found at https://tea.texas.gov/Academics/Special_Student_Populations/Bilingual_ESL_Education.
Accommodations that are used in the classroom and are indicated in a student’s individualized education program (IEP) are allowed on TELPAS Alternate.
TELPAS Alternate uses five proficiency ratings — Awareness, Imitation, Early Independence, Developing Independence, Basic Fluency — to show the progress students make in learning English from year to year. For students to reach their full academic potential, it is important for them to make steady progress in learning English. Your child's proficiency ratings in listening, speaking, reading, and writing will give you a good idea about the progress he or she is making. Students who do not make steady progress may require additional assistance at school.