English Language Proficiency Assessments for California (ELPAC)

State and federal law require that schools administer a state test of English language proficiency (ELP) to eligible students in kindergarten through grade twelve. The English Language Proficiency Assessments for California (ELPAC) is the mandated state test for determining English language proficiency (ELP).

The ELPAC is aligned with the 2012 California English Language Development Standards and assesses proficiency in all four domains of language: listening, speaking, reading, and writing.  

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 classified as EL students. 

Initial ELPAC

The Initial ELPAC is administered throughout the year, from July 1 to June 30, within 30 calendar days of student enrollment. 

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.

Summative ELPAC

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

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. 

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

Alternate ELPAC

The Alternate ELPAC is administered as an initial assessment at the beginning of the school year, and as a summative assessment between February 1 and May 31. 

This assessment is intended only for a student who has a significant cognitive disability and whose individualized education program (IEP) team has decided that the student should take alternate assessments. 

The Alternate ELPAC has two purposes:

The Initial Alternate ELPAC provides information to determine a student's initial classification, either 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 supports decisions on student reclassification as fluent English proficient (RFEP).
  
  

• All EL students with an alternate assessment listed in their IEP must be administered the Alternate ELPAC. There is no parent opt out or medical exemption for this assessment.

Practice & Training Tests

The practice and training tests allow students, parents/guardians, families, teachers, administrators, and others an opportunity to become familiar with the computer-based test delivery platform as well as the types of test questions that may appear on the actual test at each grade or grade span.

The practice test includes examples of all the types of test questions that may appear in the actual test at each grade or grade span and mirrors a full-length operational test. The training test is shorter compared to the practice test and includes some sample test questions for each domain.

How to Start a Practice or Training Test

Cómo iniciar una prueba de práctica o capacitación

Student Scores and Results

Once the student scores are released, the Student Score Report (SSR) will be accessible through the parent portal in Power School. Parents can follow the directions below to access the current and previous years' ELPAC and CAASPP results. 

ELPAC Performance Levels & Descriptors

Performance Level Descriptors (PLDs) provide a snapshot of students’ English language skills based on performance on the English Language Proficiency Assessments for California (ELPAC). PLDs are statements that describe the specific knowledge and skills students typically demonstrate at each performance level.

PLDs are linked to the CA ELD Standards. PLDs can be used as a tool in classroom instruction because they assist teachers and schools in better understanding a student’s performance on the ELPAC. PLDs can also enhance parents’ understanding of their child’s English language strengths and weaknesses and can help the community at large better understand state test scores and the level of performance required of our students. 

Initial ELPAC Performance Level Descriptors

NOVICE EL

Students at this level have minimally developed oral and written English skills. They tend to rely on learned words and phrases to communicate meaning at a basic level. They need substantial-to-moderate linguistic support to communicate in familiar social and academic contexts; they need substantial linguistic support to communicate on less familiar tasks and topics. 

INTERMEDIATE EL

Students at this level have somewhat-to-moderately developed oral and written skills. This level captures a broad range of ELs, from those who can use English only to meet immediate communication needs to those who can, at times, use English to learn and communicate in meaningful ways in a range of topics and content areas. They may need some degree of linguistic support to engage in familiar social and academic contexts; they may need substantial-to-moderate support to communicate on less familiar tasks and topics. 

INITIAL FLUENT ENGLISH PROFICIENT (IFEP)

Students at this level have well developed oral and written skills. They can use English to learn and communicate in meaningful ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts. They may need occasional linguistic support to engage in familiar social and academic contexts; they may need light support to communicate on less familiar tasks and topics. 

Summative ELPAC Performance Level Descriptors

LEVEL 1 

English learners at this level have minimally developed oral (listening and speaking) and written (reading and writing) English skills. They tend to rely on learned words and phrases to communicate meaning at a basic level. They need substantial-to-moderate linguistic support to communicate in familiar social and academic contexts; they need substantial linguistic support to communicate on less familiar tasks and topics. This test performance level corresponds to the “Emerging” proficiency level as described in the CA ELD Standards.

LEVEL 2  

English learners at this level have somewhat developed oral (listening and speaking) and written (reading and writing) skills. They can use English to meet immediate communication needs but often are not able to use English to learn and communicate on topics and content areas. They need moderate-to-light linguistic support to engage in familiar social and academic contexts; they need substantial-to-moderate support to communicate on less familiar tasks and topics. This test performance level corresponds to the low- to mid-range of the “Expanding” proficiency level as described in the CA ELD Standards.

LEVEL 3  

English learners at this level have moderately developed oral (listening and speaking) and written (reading and writing) skills. They can sometimes use English to learn and communicate in meaningful ways in a range of topics and content areas. They need light-to-minimal linguistic support to engage in familiar social and academic contexts; they need moderate support to communicate on less familiar tasks and topics. This test performance level corresponds to the upper range of the “Expanding” proficiency level through the lower range of the “Bridging” proficiency level as described in the CA ELD Standards.

LEVEL 4  

English learners at this level have well developed oral (listening and speaking) and written (reading and writing) skills. They can use English to learn and communicate in meaningful ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts. They may need occasional linguistic support to engage in familiar social and academic contexts; they may need light support to communicate on less familiar tasks and topics. This test performance level corresponds to the upper range of the “Bridging” proficiency level as described in the 2012 California English Language Development Standards, Kindergarten Through Grade 12.

Alternate ELPAC Performance Level Descriptors

NOVICE EL

Students at this level have minimal English language proficiency. They need substantial linguistic support to enable them to access adapted grade-level content in English.

INTERMEDIATE EL

Students at this level have moderate English language proficiency. They may need frequent linguistic support to enable them to access adapted grade-level content in English.

FLUENT ENGLISH PROFICIENT

Students at this level have sufficient English language proficiency. They may need occasional linguistic support to enable them to access adapted grade-level content in English.