TExES PPR EC–12 (160) Preparation Course

Getting Started

Exam Overview

The TExES Pedagogy and Professional Responsibilities EC–12 (160) exam assesses whether prospective educators possess the foundational knowledge and skills required for entry-level teaching in Texas public schools.

Exam Name

PPR EC–12

Exam Code

160

Format

Computer-Administered (CAT)

Time Limit

5 Hours

Questions

100 Selected-Response

Grade Range

Early Childhood – Grade 12

Domain Weight Breakdown

I — Instruction & Assessment

34%

II — Classroom Environment

13%

III — Responsive Teaching

33%

IV — Professional Roles

20%

Domain I

Designing Instruction & Assessment to Promote Student Learning

34% of Exam

The largest domain on the exam. It focuses on human development, student diversity, TEKS-aligned instructional planning, and learning processes. You must demonstrate knowledge of designing lessons and assessments that address the needs of all learners, including English Language Learners and students with disabilities.

Key Theme

Student-Centered Instructional Design

The PPR consistently emphasizes that effective instruction begins with understanding who your students are—their developmental levels, cultural backgrounds, language proficiencies, and learning preferences—and then designing instruction and assessment that respond to those characteristics.

001

Human Developmental Processes — Cognitive, social, physical, and emotional development from EC through grade 12; applying developmental knowledge to instructional planning.

002

Student Diversity — Planning learning experiences and assessments responsive to differences in language, background, disability, and learning needs.

003

Effective Instruction & Assessment Design — Using TEKS, learning objectives, and assessment data to create coherent, sequenced instruction.

004

Learning Processes — Motivation, learning strategies, teacher/student roles, and factors impacting learning including ELPS requirements.

Domain I — Core Vocabulary

Term	Definition
Cognitive Development	The progressive growth of thinking, reasoning, and problem-solving abilities. Piaget's stages (sensorimotor, preoperational, concrete operational, formal operational) are key. The PPR emphasizes the shift from concrete to abstract thinking across grade levels.
Social Development	The process by which children learn to interact with others and understand social norms. Includes peer relationships, group dynamics, and the growing importance of peer acceptance in adolescence.
Physical Development	Growth in motor skills, coordination, and physical maturation. Factors like nutrition, sleep, prenatal drug exposure, and abuse impact physical development and, in turn, cognitive and emotional domains.
Emotional Development	The evolution of a child's ability to understand, express, and regulate emotions. Affected by family stability, parental involvement, and environmental factors like homelessness or divorce.
Developmental Domains	The four interconnected areas of human growth: cognitive, social, physical, and emotional. The PPR stresses that development in one domain impacts all others.
Developmental Delay	A significant lag in one or more developmental areas compared to age-level norms. Teachers must recognize signs of delay, especially in EC through grade 4 students.
Stages of Play	The progression from solitary play to parallel play to cooperative play. Play is critical for young children's learning and whole-child development.
Whole Child Development	An educational approach that addresses cognitive, social, emotional, and physical needs together rather than focusing solely on academics.
Abstract Thinking	The ability to understand concepts not directly tied to concrete, physical objects. Emerges in adolescence (Piaget's formal operational stage).
Concrete Thinking	Reasoning based on tangible, real-world objects and experiences. Dominant in elementary-age children (Piaget's concrete operational stage, roughly ages 7–11).
Identity Formation	The developmental process, especially in adolescence, of establishing a personal sense of self, values, beliefs, and goals. Erikson's identity vs. role confusion stage is relevant.
Risky Behaviors	Activities like drug and alcohol use, gang involvement, and unsafe sexual activity that negatively impact adolescent development and learning.
Peer Acceptance	The degree to which a student is socially accepted by classmates. Extremely important during adolescence and directly affects motivation and academic performance.
Life Skills	Practical competencies including decision-making, goal-setting, organizational skills, self-direction, and workplace readiness.
Middle-Level Education	Educational structures designed for young adolescents (grades 5–8), addressing their unique transitional developmental needs.
Student Diversity	The variety of backgrounds, languages, abilities, cultures, and learning preferences present in a classroom. Teachers must plan instruction responsive to this diversity.
Differentiated Instruction	Tailoring teaching methods, content, processes, or products to meet the varied readiness levels, interests, and learning profiles of individual students.
ELLs / Emergent Bilingual	Students whose primary or home language is other than English and who are acquiring English proficiency. "Emergent Bilingual" (EB) is newer TEA terminology.
ELPS	English Language Proficiency Standards — Texas standards outlining language instruction for ELLs across all content areas. Includes cross-curricular expectations and proficiency level descriptors.
ELPS Proficiency Levels	Current: Beginning, Intermediate, Advanced, Advanced High. New (2026–27): Pre-production, Beginning, Intermediate, High Intermediate, Advanced.
Linguistically Accommodated Instruction	Teaching that is communicated, sequenced, and scaffolded according to a student's English proficiency level so they can access grade-level content.
TEKS	Texas Essential Knowledge and Skills — The state-mandated curriculum standards defining what students should know and do at each grade level.
Instructional Goals & Objectives	Clear, measurable statements of expected learning. Must align with TEKS, be age-appropriate, relevant, and assessable.
Assessment (General)	The process of gathering data about student learning. Includes formal, informal, formative, summative, diagnostic, and authentic methods.
Formative Assessment	Ongoing evaluation during instruction to monitor understanding and adjust teaching in real time. Examples: exit tickets, think-pair-share, quick writes.
Summative Assessment	Evaluation at the end of an instructional unit to measure what students have learned. Examples: final exams, unit tests, STAAR.
Authentic Assessment	Evaluation requiring students to apply knowledge to real-world tasks. Examples: portfolios, presentations, performances.
Diagnostic Assessment	Assessment conducted before instruction to determine prior knowledge, strengths, and areas of need. Used to inform planning.
STAAR	State of Texas Assessments of Academic Readiness — The state-mandated standardized testing program measuring student mastery of TEKS.
Prerequisite Knowledge	Foundational skills and understanding students must already possess before they can successfully learn new content.
Thematic Units	Instructional plans organized around a central theme that integrate multiple subject areas, promoting cross-disciplinary connections.
Interdisciplinary Instruction	Teaching that intentionally connects content from two or more subject areas within a lesson or unit.
Learning Modalities	Sensory channels through which students process information: auditory, visual, tactile, and kinesthetic.
Metacognition	Awareness of one's own thought processes. Students who use metacognitive strategies can monitor comprehension and adjust learning strategies.
Scaffolding	Temporary instructional supports provided to help students achieve tasks they cannot yet do independently. Gradually removed as competence grows.
Zone of Proximal Development	Vygotsky's concept describing the gap between what a learner can do alone and what they can do with guided assistance. Effective instruction targets this zone.
Prior Knowledge	Existing knowledge and experiences students bring to new learning. Connecting new content to prior knowledge enhances comprehension.
Graphic Organizer	Visual tools (Venn diagrams, concept maps, KWL charts, T-charts) that help students organize information and see relationships between ideas.
Higher-Order Thinking	Complex cognitive processes beyond recall: analysis, evaluation, synthesis, and creation. Aligned with upper levels of Bloom's Taxonomy.
Bloom's Taxonomy	A hierarchical framework: Remember, Understand, Apply, Analyze, Evaluate, Create. Used to design questions at varying complexity levels.
Motivation (Internal/External)	Internal (intrinsic) motivation comes from curiosity and personal satisfaction. External (extrinsic) comes from rewards or consequences. The PPR favors promoting intrinsic motivation.
Self-Directed Learning	Students taking ownership of their learning by setting goals, monitoring progress, and reflecting on outcomes.
Wait Time	The deliberate pause after asking a question (3–5 seconds recommended). Increases the quality and length of student responses.
Flexible Grouping	Varying group composition based on instructional purpose and student need, rather than using fixed ability groups.

Domain II

Creating a Positive, Productive Classroom Environment

13% of Exam

Though the smallest domain by weight, these concepts appear frequently throughout the exam. This domain covers classroom climate, physical environment, routines and procedures, and behavior management.

Key Theme

Safe, Respectful, and High-Expectation Environments

The ideal PPR classroom is one where all students feel safe, respected, and valued; where the teacher communicates enthusiasm for learning and maintains high expectations; and where routines and procedures maximize instructional time.

005

Classroom Climate — Establishing a classroom that fosters learning, fairness, and excellence through safe, nurturing, and affirming environments.

006

Organization & Behavior Management — Creating organized, productive learning environments with effective routines, procedures, and behavior management.

Domain II — Core Vocabulary

Term	Definition
Classroom Climate	The emotional and social atmosphere shaped by teacher-student interactions, peer relationships, expectations, and the overall sense of safety and belonging.
Safe Learning Environment	A classroom where students feel physically and emotionally secure, free from bullying or ridicule, and comfortable taking intellectual risks.
Nurturing Environment	A classroom atmosphere characterized by warmth, care, encouragement, and support for each student's well-being and academic growth.
Affirming Environment	A classroom that actively validates students' identities, backgrounds, cultures, and contributions, making every student feel they belong.
High Expectations	Setting and communicating rigorous, grade-level-appropriate standards for all students, regardless of background. A central PPR concept.
Enthusiasm for Learning	The teacher's visible passion for the subject matter and learning process. Modeled through instructional delivery and interactions.
Cooperative Learning	A structured strategy in which small groups work together toward shared goals, with each member responsible for contributing to success.
Classroom Routines	Established, predictable procedures students follow regularly. Routines maximize learning time and minimize disruption.
Transitions	Movement between activities or locations. Effective transitions are smooth, brief, and managed through clear signals and practiced routines.
Physical Environment	The arrangement of furniture, materials, and space. Must ensure accessibility, facilitate various instructional formats, and support learning.
Behavior Management	Strategies to promote appropriate behavior and address issues. The PPR favors proactive, positive approaches.
Proactive Management	Preventing behavioral problems before they occur through clear expectations, engaging instruction, and positive teacher-student relationships.
Conflict Resolution	Skills for resolving disagreements peacefully. Teachers should model and teach these skills to students.
Individual Accountability	Ensuring each student in a group is responsible for their own learning and contribution, even within collaborative settings.
Block Scheduling	Longer class periods (80–90 minutes) allowing deeper content exploration. The PPR notes it increases quality learning time.
Learning Centers	Designated classroom areas for self-directed or small-group activities. Commonly used in early childhood and elementary settings.
Withitness	A teacher's awareness of everything happening in the classroom at all times (Jacob Kounin). Prevents misbehavior through vigilant monitoring.
Positive Reinforcement	Providing praise or rewards following desired behavior to encourage repetition. The PPR favors positive behavior approaches.
Consistent Consequences	Applying the same behavioral consequences fairly and predictably for all students. Builds trust and helps students understand boundaries.
Student Self-Monitoring	Teaching students to observe, track, and reflect on their own behavior and learning, promoting self-regulation and responsibility.

Domain III

Implementing Effective, Responsive Instruction & Assessment

33% of Exam

The second-largest domain focuses on instructional delivery, communication, technology integration, and ongoing assessment and feedback. This domain tests your ability to put instructional plans into action and adjust teaching based on student responses.

Key Theme

Responsive, Engaging, and Technology-Enhanced Teaching

The PPR expects teachers to actively engage students, communicate clearly, use technology purposefully, continuously monitor understanding, and respond flexibly when instruction isn't working. The best answer almost always prioritizes active student engagement and real-time adjustment.

007

Effective Communication — Clear, age-appropriate language; skilled questioning; leading discussions; verbal and nonverbal communication.

008

Engaging Instruction — Varied techniques, active engagement, connecting to prior knowledge, critical thinking, and ELL support.

009

Technology Integration — Using technology to plan, deliver, and evaluate instruction while following legal and ethical guidelines.

010

Monitoring & Feedback — Assessing performance, providing timely specific feedback, and adjusting instruction based on data.

Domain III — Core Vocabulary

Term	Definition
Effective Communication	Clear, accurate, age-appropriate verbal and nonverbal exchanges. Includes explaining, questioning, giving directions, and active listening.
Skilled Questioning	Using a range of question types (open-ended, probing, higher-order) strategically to engage students and promote deeper thinking.
Open-Ended Questions	Questions requiring more than yes/no answers, encouraging critical thinking, explanation, and elaboration.
Wait Time	The pause after a question before expecting a response. 3–5 seconds improves quality and length of responses.
Active Engagement	Approaches requiring students to participate, think, and interact with content rather than passively receive information.
Inquiry-Based Learning	Students investigate questions, explore problems, and construct understanding through guided discovery rather than direct instruction alone.
Problem-Based Learning	Students work through complex, real-world problems to develop content knowledge, critical thinking, and collaboration skills.
Hands-On Learning	Physical manipulation of materials to explore concepts. Especially important for young children and concrete thinkers.
Critical Thinking	Analyzing, evaluating, and synthesizing information to form reasoned judgments. The PPR emphasizes embedding this across all subjects.
Flexible Grouping	Varying group composition, size, and structure based on lesson goals and student needs. Avoids fixed ability tracking.
Pacing	Adjusting the speed of instruction based on engagement and understanding. Effective pacing balances coverage with comprehension.
Second Language Acquisition	The process by which ELLs develop English proficiency. Teachers must provide focused, systematic instruction aligned to ELPS.
Sentence Frames	Partially completed sentences providing linguistic scaffolds for ELLs to express academic ideas.
Comprehensible Input	Instruction delivered so ELLs can understand, using visuals, gestures, simplified speech, and context clues (Krashen's theory).
BICS vs. CALP	BICS: everyday conversational language (1–3 years to develop). CALP: academic language for classroom success (5–7 years to develop).
Technology Integration	Purposefully using digital tools to enhance teaching and learning—not just for the sake of using technology.
Digital Citizenship	Responsible, ethical, and safe use of technology, including understanding privacy, copyright, and acceptable use policies.
Acceptable Use Policy	A document outlining rules for appropriate technology and internet use by students and staff.
Copyright & Fair Use	Legal frameworks governing use of intellectual property. Teachers must understand legal use of materials in educational settings.
Feedback	Information about student performance. The PPR specifies effective feedback is timely, accurate, constructive, substantive, and specific.
Student Self-Assessment	Students evaluating their own work and progress. Promotes metacognition, self-regulation, and ownership of learning.
Responsive Instruction	Adjusting strategies and content in real time based on observed student responses, engagement, and assessment data.
Closure	The concluding portion of a lesson where students reflect on, summarize, or apply what they've learned.
Assessment Congruence	Ensuring assessments directly measure the instructional goals and objectives that were taught.
Real-World Application	Connecting classroom learning to authentic, meaningful contexts outside of school.

Domain IV

Fulfilling Professional Roles & Responsibilities

20% of Exam

This domain addresses the teacher's responsibilities beyond the classroom: working with families, collaborating with colleagues, engaging in professional development, and adhering to legal and ethical standards—especially regarding student rights, confidentiality, and mandatory reporting.

Key Theme

Professionalism, Collaboration, and Ethical Practice

The PPR expects teachers to be collaborative professionals who communicate effectively with families, work as team members, pursue continuous growth, and always act within legal and ethical boundaries.

011

Family Involvement — Understanding family engagement and communicating effectively with diverse families through multiple channels.

012

Professional Development & Collaboration — Working with colleagues, participating in school activities, using appraisal results, and continuous self-improvement.

013

Legal & Ethical Requirements — Adhering to Texas education law, the Educators' Code of Ethics, student records, state assessment procedures, and advocacy.

Domain IV — Core Vocabulary

Term	Definition
Family Involvement	Active engagement of parents, guardians, and caregivers in their child's education. Research consistently shows this improves achievement.
Parent-Teacher Conference	A scheduled meeting to discuss student progress, share concerns, and collaboratively plan support strategies.
Community Resources	External organizations and services (social services, health agencies, cultural organizations) that support students and families.
Interagency Cooperation	Collaboration between schools and external agencies (CPS, mental health providers) to support students' needs.
Vertical Teaming	Collaboration among teachers across different grade levels to ensure curriculum alignment and smooth transitions.
Horizontal Teaming	Collaboration among teachers at the same grade level or subject area to plan instruction and analyze data.
Team Teaching	Two or more teachers sharing responsibility for planning, instructing, and assessing the same students.
Mentoring	A supportive relationship in which an experienced educator guides a newer teacher through advice, observation, and feedback.
Professional Development	Ongoing learning (workshops, conferences, coursework, online resources) that enhances a teacher's knowledge and skills.
T-TESS	Texas Teacher Evaluation and Support System — The state's framework evaluating planning, instruction, learning environment, and professional practices.
Reflective Practice	Regularly analyzing one's own teaching to identify strengths, challenges, and areas for growth. A cornerstone of professional development.
Paraprofessional	A school employee who assists teachers. Teachers are responsible for supervising and monitoring their performance.
Code of Ethics	The Code of Ethics and Standard Practices for Texas Educators — TEA's official guidelines governing educator conduct, confidentiality, and integrity.
Mandatory Reporting	Legal obligation for Texas educators to report suspected child abuse or neglect within 48 hours to DFPS or law enforcement.
FERPA	Family Educational Rights and Privacy Act — Federal law protecting student education records privacy.
Confidentiality	The ethical and legal obligation to protect private student information including grades, disciplinary records, and disability status.
Special Education	Services for students with disabilities under IDEA. Includes knowledge of IEPs, ARD committees, and least restrictive environment.
IEP	Individualized Education Program — A legally binding document outlining special education goals, services, accommodations, and modifications.
ARD Committee	Admission, Review, and Dismissal Committee — The Texas team determining special education eligibility, developing IEPs, and reviewing progress.
Section 504 Plan	A plan providing accommodations for students with disabilities who don't qualify for IDEA but still need support.
IDEA	Individuals with Disabilities Education Act — Federal law ensuring students with disabilities receive a Free Appropriate Public Education (FAPE).
Least Restrictive Environment	The legal requirement to educate students with disabilities alongside non-disabled peers to the maximum extent appropriate.
SBEC	State Board for Educator Certification — Oversees educator preparation, certification, and professional conduct standards.
TEA	Texas Education Agency — The state agency responsible for public education policy, curriculum standards, and certification.
Campus Improvement Plan	A school-level strategic plan outlining goals, strategies, and resources for improving student achievement.
Advocate for Students	A professional responsibility to speak up for students' educational needs, well-being, and rights.

High-Frequency

Cross-Domain Essential Vocabulary

Appears Across All Domains

These terms and concepts appear across multiple domains and are among the most frequently tested ideas on the PPR exam. Mastering these is critical for success.

Study Priority

These Are the PPR's Most-Tested Ideas

If you only have limited study time, focus here. These theorists, concepts, and approaches form the foundation of nearly every PPR question.

Cross-Domain High-Frequency Terms

Term	Definition
Scaffolding	Temporary supports gradually removed as students gain independence. Appears in Domains I, II, and III in ELL instruction, developmental appropriateness, and responsive teaching.
Differentiation	Adjusting content, process, product, or environment for individual needs. Relevant to student diversity (I), classroom environment (II), and instruction (III).
Formative Assessment	Ongoing, real-time assessment used to adjust instruction. Central to Domain I (planning) and Domain III (monitoring).
TEKS	Texas Essential Knowledge and Skills. Referenced across all domains as the foundation for planning, design, assessment, and technology integration.
ELPS	English Language Proficiency Standards. Tested across Domains I and III regarding linguistically accommodated instruction and second language acquisition.
Active Engagement	Student participation through discussion, hands-on activities, collaboration, and inquiry. The PPR consistently favors active over passive learning.
High Expectations	Rigorous standards for all students. Appears in classroom climate (II), instructional design (I), and assessment (III).
Collaboration	Working together—students with peers, teachers with colleagues, schools with families. Relevant across Domains II, III, and IV.
Reflective Practice	Self-evaluation of teaching effectiveness. Relevant to professional growth (IV), instructional adjustment (III), and lesson planning (I).
Constructivism	The theory that learners construct knowledge through experiences and interactions rather than passively receiving it. Underpins many PPR-preferred strategies.
Piaget	Jean Piaget — Four stages of cognitive development (sensorimotor → formal operational). His work on concrete-to-abstract thinking is foundational PPR content.
Vygotsky	Lev Vygotsky — Zone of Proximal Development (ZPD) and the emphasis on social interaction and scaffolding. Key to PPR instructional theory.
Erikson	Erik Erikson — Eight stages of psychosocial development. PPR-relevant: trust vs. mistrust, industry vs. inferiority, identity vs. role confusion.
Kohlberg	Lawrence Kohlberg — Stages of moral development (preconventional, conventional, postconventional). Relevant to student behavior and ethical reasoning.
Maslow	Abraham Maslow — Hierarchy of needs. Basic needs (food, safety, belonging) must be met before students can focus on higher-level learning.
Ability Grouping / Tracking	Fixed groups based on perceived ability. The PPR views this negatively — it limits achievement for lower-tracked students and reinforces inequity.
Culturally Responsive Teaching	Using students' cultural backgrounds and perspectives as assets in teaching. Validates diverse identities and promotes equity.
Funds of Knowledge	Knowledge, skills, and experiences students and families bring from their cultural and community backgrounds. Teachers should incorporate these into instruction.

Test Preparation

PPR Test-Taking Strategy Guide

Beyond knowing the content, understanding how to approach PPR questions strategically can significantly improve your score.

The PPR "Good Words" vs. "Bad Words"

Certain words in answer choices tend to signal correct or incorrect answers. Use these as a guide when you're torn between options.

✓ Good Words (Often Correct)	✗ Bad Words (Often Incorrect)
✓Scaffolding, modeling, guiding	✗Lecturing exclusively, telling
✓Encouraging, supporting, nurturing	✗Punishing, isolating, excluding
✓Collaborating, discussing, sharing	✗Working alone always, avoiding peers
✓Differentiating, accommodating, modifying	✗One-size-fits-all, ignoring differences
✓Formative, ongoing, monitoring	✗Only grading at the end
✓Prior knowledge, building on, connecting	✗Starting without context
✓High expectations for ALL students	✗Lowering expectations for any group
✓Student-centered, active engagement	✗Teacher-centered, passive listening
✓Communicating with families regularly	✗Avoiding parent contact
✓Reporting suspected abuse immediately	✗Investigating abuse yourself
✓Referring to principal or counselor	✗Handling serious issues alone
✓Culturally responsive, respectful	✗Culturally dismissive, stereotyping
✓Age-appropriate, developmentally appropriate	✗Same approach for all ages
✓Self-assessment, reflection, metacognition	✗No student input on learning

10 Critical PPR Rules to Remember

Always report suspected child abuse to designated school personnel or CPS/DFPS — never investigate yourself or contact the parents first.
Student confidentiality is paramount — never share grades, disability status, or disciplinary information with unauthorized individuals.
The correct answer almost always prioritizes student engagement, safety, and learning over teacher convenience.
When in doubt between two answers, choose the one that is more student-centered, proactive, and collaborative.
TEKS guide what you teach. ELPS guide how you teach ELLs. Both are always relevant.
The teacher's role is more facilitator and guide than lecturer — the PPR favors constructivist, inquiry-based approaches.
Formative assessment is ongoing and informs instruction. Summative assessment measures outcomes. The PPR loves formative assessment.
Family communication should be regular, respectful, culturally sensitive, and use multiple channels.
Professional development is continuous and self-directed. Seek mentors, attend workshops, and reflect on practice.
The PPR does not favor ability tracking or homogeneous grouping — flexible, heterogeneous grouping is preferred.

Quick Reference

Texas Education Acronyms

These acronyms appear frequently on the PPR exam and in Texas education contexts. Know them by heart.

Acronym	Full Name & Description
TEKS	Texas Essential Knowledge and Skills — State curriculum standards
ELPS	English Language Proficiency Standards — Standards for ELL instruction
STAAR	State of Texas Assessments of Academic Readiness — State standardized tests
TELPAS	Texas English Language Proficiency Assessment System — Assesses ELL proficiency in listening, speaking, reading, writing
TEA	Texas Education Agency — State education governing body
SBEC	State Board for Educator Certification — Oversees educator preparation and certification
SBOE	State Board of Education — Sets curriculum standards and education policy
TExES	Texas Examinations of Educator Standards — Certification exams for Texas educators
T-TESS	Texas Teacher Evaluation and Support System — Teacher appraisal framework
ARD	Admission, Review, and Dismissal — Special education committee in Texas
IEP	Individualized Education Program — Special education services plan
IDEA	Individuals with Disabilities Education Act — Federal special education law
FAPE	Free Appropriate Public Education — Legal right under IDEA
LRE	Least Restrictive Environment — Educating students with disabilities alongside peers
FERPA	Family Educational Rights and Privacy Act — Federal student records privacy law
LPAC	Language Proficiency Assessment Committee — Oversees ELL identification, placement, monitoring
DFPS	Department of Family and Protective Services — Texas agency for reporting child abuse
AUP	Acceptable Use Policy — Guidelines for technology use in schools
ELL / EB	English Language Learner / Emergent Bilingual — Students acquiring English proficiency
BICS	Basic Interpersonal Communication Skills — Everyday conversational language (1–3 years)
CALP	Cognitive Academic Language Proficiency — Academic language skills (5–7 years)
ZPD	Zone of Proximal Development — Vygotsky's concept of guided learning potential
PLD	Proficiency Level Descriptor — Descriptions of ELL performance at each proficiency level
CAT	Computer-Administered Test — The format of the TExES PPR exam