Bridging Languages, Building Futures: Understanding TELPAS and the EB Learner
Context
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Subject: Bridging Languages, Building Futures: Understanding TELPAS and the EB Learner
Instructional Level: Adult learners, specifically, K–12 teachers working with Emergent Bilingual (EB) students.
Target Audience: Teachers (content-area, ESL, and special programs) who need to better understand TELPAS and their instructional role in supporting EB learners.
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Influencing Institutional Documents:
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Texas English Language Proficiency Standards (ELPS)
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TELPAS Rubrics and Proficiency Descriptors
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District Professional Learning Plan
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Campus Improvement Plan (CIP) (focus on EB growth and TELPAS performance)
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CPE Credit Requirements for Texas teacher professional learning
Supporting Resources to Include:
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Course Syllabus:
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Course Outline
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TELPAS/ELPS alignment reference chart
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Design Approach
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Chosen Model: Outcome-Based Education (OBE) — chosen because the goal is for teachers to demonstrate outcomes (understanding TELPAS, analyzing student samples, implementing strategies) rather than simply completing seat time.
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Instructional Design Model:
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Backward Design (Understanding by Design – UbD)
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Stage 1: Identify desired results (TELPAS proficiency goals for EB learners)
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Stage 2: Determine acceptable evidence (teacher-created artifacts and reflections)
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Stage 3: Plan learning experiences (interactive activities, collaboration, coaching)
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Assessment Types:
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Assessment of Learning: Final reflection and TELPAS-aligned classroom strategy plan
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Assessment for Learning: Peer feedback on sample ratings, formative quizzes
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Assessment as Learning: Self-reflection on EB instruction practices
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Promoting Deeper Learning:
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Case studies of EB students
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Video analysis of speaking samples
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Reflective journaling using teacher e-portfolios
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Collaborative discussion boards and practice rating sessions
Control of Learning:
Balanced; Teachers control their pacing and reflection; facilitator guides learning through coaching and modeling.​​​​​
BHAG: Empower every teacher to become a language advocate who uses TELPAS and ELPS as tools for reflection, growth, and equity, ensuring every Emergent Bilingual student's language and academic potential is visible, valued, and fully developed.
Bridging Languages, Building Futures: Understanding TELPAS and the EB Learner
Learning Goals (Outcomes)
Learning Activities / Experiences
Explain the purpose and structure of TELPAS and ELPS
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Identify the four TELPAS domains and connect them to classroom practice​​
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Evaluate student language samples using TELPAS proficiency descriptors
​Design instructional strategies aligned with ELPS and TELPAS.
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​​Apply TELPAS and ELPS principles to create a classroom action plan
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Watch introductory video: “Who Are Our EB Students?” - Review TELPAS overview slides. - Participate in online discussion: “Why TELPAS Matters
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Analyze TELPAS rubrics (Listening, Speaking, Reading, Writing). - Observe sample student videos and writing samples. - Collaborative breakout discussion on how each domain is addressed across content areas
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​Group calibration activity using real student samples. - Compare individual scoring to group consensus. - Reflect on how rubric descriptors guide instruction
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Review ELPS/TELPAS crosswalk document. - Co-design differentiated tasks for EB learners. - Peer feedback on draft lesson adaptations.
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Develop a short “Linguistic Growth Plan” for one current EB student. - Share plan in discussion board for collaborative input.
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Assessment & Evidence of Learning
TELPAS comprehension quiz. - Discussion post demonstrating understanding of TELPAS goals.
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TELPAS Domain Reflection Form. - Exit ticket: match domain → classroom strategy
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Calibration score accuracy. - Reflection journal: “What did I learn about student language growth?”
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Completed lesson adaptation template. - Peer feedback form (2-peer minimum).
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Finalized plan submitted as ePortfolio artifact. - Instructor feedback rubric.
Who Are Our EB Students?
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Focus / Learning Goals: Teachers will identify characteristics of Emergent Bilingual (EB) learners and understand how language proficiency impacts instruction.
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Assessment Activities: Reflection Post: Teachers respond to the prompt "What does it mean to teach EB learners with equity?”
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Learning Activities:
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Watch the introduction video "Who Are Our EB Students?”
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Review ELPS and TELPAS overview materials.
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Participate in an online discussion connecting personal experience with EB instruction
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Format: Online
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