The CDE has developed the computer based Alternate ELPAC that meets federal requirements and best supports ELs with the most significant cognitive disabilities in their progress toward ELP. The Alternate ELPAC is the required state test of ELP that must be given to students whose primary language is a language other than English and who have been found eligible for alternate assessments by their IEP team. The Alternate ELPAC is aligned with the 2012 ELD Standards via the ELD Connectors. The purpose of the Alternate ELPAC is twofold: (1) The Initial Alternate ELPAC provides information to determine a student’s initial classification as an EL or as initial fluent English proficient (IFEP), for students with the most significant cognitive disabilities; and (2) The Summative Alternate ELPAC provides information on annual student progress toward ELP and support decisions on student reclassification as fluent English proficient (RFEP), for students with the most significant cognitive disabilities. As with the California Alternate Assessments (CAAs), eligibility for the Alternate ELPAC is determined by the student’s IEP team. If a student does not have an IEP in place by the first 30 days after they are first enrolled in a California public school, the student will be administered the Initial ELPAC with appropriate Universal Tools and Designated Supports. If the student is then classified as EL, and later determined eligible for an Alternate Assessment, and it is listed in the student’s IEP, the student may be administered the Alternate Summative ELPAC. Participation IEP teams should use the Alternate Assessment Decision Confirmation Worksheet to determine whether a student is eligible to participate in the CAAs or Alternate ELPAC. To participate in the CAAs or Alternate ELPAC, a student must meet all three of the following criteria: 1. The student has a significant cognitive disability. Review of the student’s school records indicates a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behavior essential for a person to live independently and to function safely in daily life. Having a significant cognitive disability is not determined by an IQ test score; rather, a holistic understanding of the student is required. IEP teams should be careful to consider the following: • Conceptual skills—language and literacy; money, time, and number concepts; and self-direction; • Social skills—interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized; and
Chapter 4 – Instructional Planning and the IEP, Desert Mountain SELPA As of 04/18/2025 CAHELP Steering Committee Review
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