ELD Department

Student Support Staff

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English-Language Student Support

State and federal laws require that all students whose primary language is other than English, as determined by a home language survey, be assessed for English language proficiency. The legal basis for requiring English proficiency testing is that all students have the right to an equal and appropriate education, and any English language limitation (left unidentified and/or unaddressed) could keep a student from accessing that right.

Education Code Section 313(a) states: “Each school district that has one or more pupils who are English learners shall assess each pupil’s English language development in order to determine the level of proficiency of English.”

In accordance with this education code, all school districts in California administer the English language proficiency exam, otherwise known as the ELPAC.

About the ELPAC

The English language proficiency assessments for California (ELPAC) is the mandated state test for determining English language proficiency (ELP). It is administered as an initial assessment to newly enrolled students whose primary language is not English, as indicated on a home language survey; and annually as a summative assessment to students who have been previously identified as EL students. The ELPAC is aligned with the 2012 California English language development standards.

The ELPAC is delivered via a computer-based test delivery platform. The four domains (listening, speaking, reading, and writing) will be administered on computer except for the writing domain for kindergarten through grade two, which will remain as a paper-based test.

Types of ELPAC Assessments

  • Initial ELPAC – Primary identification of students as English learners (ELs). The administration window is July 1 to June 30.
  • Summative ELPAC – Annual assessment to measure an EL student’s progress and to identify the student’s ELP level. The administration window is February 1 to May 31.
  • Alternate ELPAC – Annual assessment to measure and identify the student’s ELP level for students with the most significant cognitive disabilities
Initial ELPAC

The initial English language proficiency assessments for California (ELPAC) is the required state test for English language proficiency (ELP) that is given to newly enrolled students whose primary language is a language other than English. State and federal law requires that local educational agencies (LEAs) administer a state test for ELP to eligible students in kindergarten through grade twelve. The initial ELPAC fact sheet provides a summary of information.

Testing Window

The initial ELPAC is administered throughout the year from July 1 to June 30.

Purpose

The purpose of the Initial ELPAC is to determine the English proficiency of students entering California schools for the first time who have a primary language other than English. Identifying students who need help learning in English is important so students receive the support they need to do well in school while receiving instruction in all school subjects.

Process

The home language survey indicates if a student has a primary language other than English. The following are the English proficiency statuses for students associated with taking the Initial ELPAC:

  • EL – English learners
  • IFEP – Initial fluent English proficient
  • TBD – To be determined

Students, whose English language acquisition status (ELAS) is to be determined (TBD), are administered the initial ELPAC to determine whether they are English learners or IFEP students. There is no parent opt out or medical exemption for this assessment.

Summative ELPAC

The summative English language proficiency assessments for California (ELPAC) is an annual assessment to measure an English learner’s progress toward English language proficiency (ELP). The summative ELPAC fact sheet provides a summary of this information and more.

Testing Window

The summative ELPAC is administered in the spring, from February 1 to May 31.

Purposes

The purposes of the summative ELPAC are to determine the level of ELP of EL students and to assess the progress of EL students in acquiring the skills of listening, speaking, reading, and writing in English. The following are the English proficiency statuses for students associated with taking the Summative ELPAC.

  • EL – English learners
  • RFEP – Reclassified fluent English proficient

All EL students must be administered the ELPAC until they are reclassified. There is no parent opt out or medical exemption for this assessment.

The summative ELPAC must be given annually to students identified as EL students until they are RFEP.

Alternate ELPAC

Background

The California Department of Education and Educational Testing Service is continuing to develop the alternate English language proficiency assessments for California (alternate ELPAC) for students with the most significant cognitive disabilities. The testing window for the alternate ELPAC operational field test will open on November 1, 2021, and closes on May 31, 2022.

The alternate ELPAC is aligned to the 2012 California English language development standards (2012 ELD standards) through the English Language development connectors (ELD connectors). For each of the 2012 ELD standards at each grade or grade span assessed on the ELPAC, the ELD connectors provide an aligned expectation of student ELP that has been reduced in depth, breadth, and complexity in order to be appropriate for students with the most significant cognitive disabilities. The ELD connectors can be found in appendix A of the alternate ELPAC blueprints.

The alternate ELPAC operational field test replaces all locally determined alternate assessments for summative purposes and, for the first time, provides a consistent, standardized measurement of ELP across the state for students with the most significant cognitive disabilities. LEAs will continue to administer a locally determined alternate assessment for initial classification through the 2021–2022 school year. The initial alternate ELPAC will become operational starting July 1, 2022.

The alternate ELPAC assessment is intended only for students who have a significant cognitive disability and whose individualized education program (IEP) team has decided that the student should take alternate assessments, in addition to being identified as an EL or potential EL. The alternate ELPAC operational field test is a census field test, meaning all students who would be eligible to take the summative alternate ELPAC are required to participate in the administration.

The purpose of the alternate ELPAC is twofold:

  • The initial alternate ELPAC provides information to determine a student’s initial classification as an English learner (EL) or as initial fluent English proficient (IFEP).
  • The summative alternate ELPAC provides information on annual student progress toward ELP and support decisions on student reclassification as fluent English proficient (RFEP).

In May 2019, the California State Board of Education (SBE) approved the alternate ELPAC high-level test design. Following the alternate ELPAC operational field test, there will be an initial alternate ELPAC and summative alternate ELPAC.