CALIFORNIA’S ENGLISH LANGUAGE PROFICIENCY ASSESSMENTS

Our school is required by state and federal law (California Education Code [EC] 313 and 60810) to administer an annual assessment of progress in English Language Proficiency for all students who have been previously identified as English Learners. The current English Language Proficiency state-approved assessment is the English Language- Proficiency Assessments of California (ELPAC) and is aligned to the CA 2012 English Language Development standards. The ELPAC assesses students’ language development in listening, speaking, reading, and writing. This assessment monitors English language proficiency for students participating in English Language Development programs to ensure each student is on target to meet state proficiency-growth expectations. The Alternate English Language Proficiency Assessments for California (ELPAC) is designed for students with the most significant cognitive disabilities who are English learners. This test is administered to students with disabilities when the need for alternate assessment is indicated in the Individualized Education Program (IEP).

SUMMATIVE ELPAC

Our school must annually assess the English language proficiency (ELP) and academic progress of each identified English learner using assessments such as the Summative ELPAC. The Summative ELPAC administration window is open from February 1 through May 31.  It must be administered to all English learners during this window.

The Summative Assessment is given only to students in grades TK–12 who have been identified as English learners. These students will take the assessment every year until they are reclassified as Fluent English Proficient (RFEP). 

The purpose of the Summative ELPAC is to measure progress toward English proficiency, to help inform proper educational placements, and to help determine if a student is ready to be reclassified. This is important when ensuring that students continue to receive the supports that they need to do well in school.  The Summative ELPAC measures how well English learners are progressing with language development in each of the four domains:

SUMMATIVE ELPAC

The Summative ELPAC task types are aligned with the 2012 California English Language Development (ELD) standards.

The Summative ELPAC is a Computer-Based Assessment administered in seven grade spans: K, 1, 2, 3–5, 6–8, and 9–10, 11-12.  In kindergarten and grade 1, all domains are administered individually.  In grades 2–12, the test can be administered in groups, except for the speaking domain which is assessed one-on-one.

When administering any Summative ELPAC assessment to a student with a disability, the district shall provide designated supports or accommodations, in accordance with the student’s individualized education program (IEP) or Section 504 plan.  If the IEP or 504 plan specifies that there are no appropriate accommodations for assessment in one or more of the domains (listening, speaking, reading, or writing), the student must be assessed in the remaining domains in which it is possible to assess the student.

The Summative ELPAC is untimed. Testing times will vary depending upon the grade level, domain, and individual student.  Estimated testing times can be found here. The speaking domain of the Summative ELPAC is one-on-one and scored in real time.

SUMMATIVE ALTERNATE ELPAC

The Summative Alternate ELPAC has been designed so that students, including many of those with special needs, can successfully participate in the test and demonstrate what they know and can do. As a result, the test includes accessibility resources (referred to as “Matrix 4”) that address visual, auditory, and physical access barriers. However, the Summative ELPAC may still not be appropriate for all students with special needs. Students with significant cognitive disabilities whose native language is other than English may be eligible to take the Alternate Initial ELPAC. 

The Summative Alternate ELPAC will provide information on student annual progress toward proficiency and support decisions for students to be reclassified fluent English proficient (RFEP).

The Alternate ELPAC is aligned to the ELD Connectors found in the blueprints.  The ELD Connectors provide an aligned expectation of student English language proficiency that has been reduced in depth, breadth, and complexity in order to be appropriate for students with the most significant cognitive disabilities.

SPECIAL CIRCUMSTANCE

EL students newly enrolled in a California school who have a language other than English on the Home Language Survey (HLS) during February 1 to May 31 may need to take BOTH the Initial ELPAC and the Summative ELPAC. If newly enrolled students are designated as English learners after taking the Initial ELPAC, they are required to take the Summative ELPAC as well. After May 31 until June 30, EL students newly enrolled in California school who have a language other than English on the Home Language Survey (HLS) will take ONLY the Initial ELPAC.

e Site Responsibilities

Identify Staff to be Trained

Testing Coordinator, ELD Coordinator will:

➔    Identify Test Examiner(s) to complete mandated Summative ELPAC Trainings through Moodle.

➔    Identify Case Managers/Test Examiner(s) to complete mandated Summative Alternate ELPAC Trainings through Moodle.

➔    Education Specialists and ELD Coordinator select appropriate Universal Tools and/or Designated Supports and assign them in the Test Operations Management System (TOMS) prior to testing. (Refer to the caaccessibilitymtrx2021 or  elpacresourcescbelpacresourcescb Matrix 4)

➔    Case Managers must ensure the appropriate ELPAC assessment is documented in the IEP with any support under the Special Factors section: Participation in State/District Wide Assessment Programs.

Required Training (To be completed in December and January, prior to Summative ELPAC or Summative Alternate ELPAC)

1. Group Administration and Speaking Calibration:

Speaking Administration-Moodle Course: Text Examiners complete Moodle Speaking calibration. (ELD Coordinator runs a report in Moodle for a list of who has been trained.)

Group Administration:

Listening, Reading, and Writing -School sites to train through Moodle

○       Group Administration (Gr. 3-12) -Moodle Video

○       1:1 Administration (Gr. TK-2) -Moodle Video

2. Summative Alternate ELPAC

●        1:1 Administration (Gr. TK-12)        

 Identify ALL English Learners to be Assessed

Summative ELPAC and Summative Alternate ELPAC State testing window February 1 to May 31

Testing Coordinator, ELD Coordinator will:

➔    Use TOMS to run the Summative ELPAC Student Eligibility Report on an ongoing basis.

➔    Confirm English learners being tested are correctly assigned in TOMS.

➔    Confirm dually-identified ELs IEPs document the appropriate ELPAC assessments and any supports.

➔    Develop a roster of All eligible ELs to be assessed with Summative ELPAC or Summative ELAA for students with significant cognitive disabilities to log date assessed, date of attempts made to assess, and if a dually-identified EL student which assessment was administered. Update log on an ongoing basis and add any new ELs to be assessed.

➔    Identify Dually-Identified ELs with disabilities using the TOMS ELPAC Summative Student Eligibility Report

○    Ensure Summative ELPAC or Summative Alternate ELPAC for students with significant cognitive disabilities is documented in the IEP with any supports. (refer to the caaccessibilitymtrx2021 or  elpacresourcescbelpacresourcescb Matrix 4)).

Testing Logistics

Testing Coordinator, ELD Coordinator will:

➔    Create testing/staffing schedule/ Approximate Summative ELPAC Testing Times:

◆          Elementary

●       TK/K, 1st, 2nd - Individual administration - 75 mins.

●       3-5 - group administration (Reading, Writing, Listening) - 2.5  hours

●       3-5 - Speaking - one-on-one administration - 25 mins.

◆          Middle School - Grades 6-8/High School - Grades 9-12 

●       Group administration (Reading, Writing, Listening) - 2.5  hours

●       Speaking - one-on-one administration - 25 minutes

➔    Work with the Director of Testing and Accountability to develop a testing plan depending on remote or in person training.

➔    Update students’ devices and ensure the secure browser is installed.

➔    Summative Alternate ELPAC

All students are assessed one-on-one in person.

Depending on disability, the student may require breaks and assessment over multiple       sessions.

  Testing Logistics - Immediately Before Testing

Testing Coordinator, ELD Coordinator will:

➔            Run TOMS ELPAC Summative Eligibility Report to use as a checklist.

➔            Confirm the students being tested are correctly assigned in TOMS.

➔            Print ELPAC Directions for Administration (DFAs).

➔            Research newly enrolled student(s) who may/may not have been previously assessed with the Summative ELPAC (contact prior school/district regarding testing and document on checklist).

➔            Notify parent/guardian of Summative ELPAC or Summative Alternate ELPAC testing.

DURING: Computer-based & Paper Summative ELPAC Testing (February 1, - May 31, 2021)

Tasks

Testing Coordinator, ELD Coordinator, Special Education Staff will: 

➔    Administer the Summative ELPAC to ALL currently enrolled and identified ELs.

➔    Administer the Summative Alternate ELPAC to currently enrolled and identified ELs with significant cognitive disabilities per IEP team decision.

➔    Monitor Summative ELPAC and Summative Alternate ELPAC completion dates by running  TOMS Summative Eligibility and Completion Reports on an ongoing basis.

Testing Coordinator, ELD Coordinator will:

➔    Verify ALL identified ELs have completed Summative ELPAC or Summative Alternate ELPAC  (Run ELPAC Completion Report to verify) and continue to assist school with test completion*.  Compare lists with master testing lists.

➔    Verify Dually-Identified ELs with severe cognitive disabilities eligible for the Summative Alternate ELPAC  as documented in the Statewide Assessments page in the IEP has been administered.

➔    Run reports listing newly enrolled students.

➔    Continue to assess all ELs who have not yet taken the Summative ELPAC.

➔    Return all secure testing materials including K-2 writing booklets to the main office.

SUMMATIVE ASSESSMENT SCORE REPORTING

While California’s English Language Development Standards (2012) designate three proficiency levels (Emerging, Expanding, and Bridging), the Summative ELPAC Assessment measures the four levels as listed above.  Students will receive an overall score identifying their English proficiency level once they take the Summative Assessment.  Students will also receive sub-scores listing the proficiency levels for each test component: speaking, listening, reading, writing and listening.