from the following TEA source:  Educator Guide to TELPAS and TELPAS Alternate  (updated 02/04/20)

https://tea.texas.gov/sites/default/files/2020_telpas_enhanced_educator_guide_webtag.pdf

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ELPS in Instruction and Ongoing Formative Assessment

 

The ELPS call for teachers to use the PLDs to monitor the proficiency levels of their students and provide linguistically accommodated instruction commensurate with students’ proficiency level needs. All instruction provided to ELs, whether it is second language acquisition instruction guided by the ELPS student expectations or content area instruction guided by the subject-matter TEKS, is to be linguistically accommodated (communicated, sequenced, and scaffolded) in accordance with the student’s level of English language proficiency.

 

Teachers are responsible for using the ELPS student expectations and the PLDs to:

•monitor the English language proficiency of ELs,

•help the students progress to higher English language proficiency levels, and

•make learning accessible through linguistically accommodated instruction.

Using the PLDs, teachers tune in to how well their ELs understand and use English:

•when academic material is presented,

•when they engage in cooperative learning activities, and

•when they interact informally with others.

The ongoing use of the PLDs to assess and promote student progress is an example of formative assessment.