Accountability

In order for any accountability system to be effective, there are specific components that must be put into place. These components ensure that the accountability system provides the guidance for accomplishing the targeted end result.

There are several stakeholders who are responsible for fulfilling accountability requirements. These stakeholders may include the following:

• State and federal education agencies
• District leaders
• Campus leaders
• Teachers
• Other school staff
• Students and parents

State and federal educational accountability systems function together to close the achievement gap between particular groups of students. Both state and federal accountability systems are put into place to focus on the processes and products of education. While state and federal accountability systems affect almost all schools and students, this section will identify and focus on the requirements for educating ELLs.

State Accountability

The State of Texas uses the Texas English Language Proficiency Assessment System (TELPAS), which is aligned with the English Language Proficiency Standards Cross-Curricular Student Expectations to meet the federal requirement of evaluating the progress of ELLs becoming proficient in the use of academic English.

Using students’ listening, speaking, reading, and writing proficiency levels, the TELPAS Composite Rating is determined by using a weighted formula to generate the following composite ratings:

• Beginning
• Intermediate
• Advanced
• Advanced high

Take a moment to reflect on how each language domain is weighted in the composite rating. What are some possible implications for cross-curricular instruction and student-led learning interactions?