Section III: English Language Proficiency Assessment for California (ELPAC)
What is the purpose of the ELPAC? State law (California Education Code sections 313 and 60810) and federal laws (Titles I and III of the Elementary and Secondary Education Act [ESEA]) require that local educational agencies (LEAs) administer a state test of English language proficiency to (1) newly enrolled students whose primary language is not English, as an initial assessment, and (2) students who are English learners (ELs), as an annual summative assessment (SA). For California’s public-school students, this test is the ELPAC. The ELPAC is used to assess and monitor EL stu dents’ progress toward English language proficiency. EL students continue to take the ELPAC SA annually until they meet their LEA’s reclassification criteria.
The ELPAC Assessments:
Initial Assessment (IA) The ELPAC IA is used to identify students as either an English learner (EL), or as fluent in English. The IA is administered only once during a student’s time in the California public school system based upon the results of the home language survey. The locally scored IA will be the official score. Alternate Initial Assessment (Alt. IA) The Initial Alternate English Language Proficiency Assessments for California (ELPAC) is the required state test for English language proficiency (ELP) that is given to newly enrolled students with the most significant cognitive disabilities 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 locally scored IA will be the official score. ELAPC Initial Assessment Window is Annually from July 1 st – June 30 th.
Summative Assessment (SA) The ELPAC SA is only given to students who have previously been identified as an EL based upon the IA results, to measure how well they are progressing with English development in each of the four domains. The results are used as one of four criteria to determine if the student is ready to be reclassified as fluent English proficient, to help inform proper educational placement, and to report progress for accountability. Alternative Summative Assessment (SA) Students with disabilities who cannot take one or more domains of the ELPAC with allowed universal tools, designated supports, or accommodations, will take an alternate assessment(s), as noted in their individualized education program or Section 504 plan. The computer – based Summative Alternate ELPAC will be used for all students that
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