Introduction to the Alternate ELPAC

Who Approved the Alternate ELPAC?

In November 2018, the California SBE approved an amendment to the CAASPP contract that included the development of the computer-based Alternate ELPAC pursuant to California Education Code sections 313 and 60810 and 5 CCR Section 11518.5.

The Alternate ELPAC is aligned with the 2012 California ELD Standards, Kindergarten Through Grade 12 via the ELD Connectors using integrated task types. The Alternate ELPAC is administered to kindergarten through grade twelve students (including students through age twenty-one) following the grade levels and grade spans of the Initial ELPAC and Summative ELPAC.

The ELPAC assesses students’ ELP skills in Listening, Speaking, Reading, and Writing.

About the Initial Alternate ELPAC

Why Do We Give the Initial Alternate ELPAC?

The Initial Alternate ELPAC is the required state assessment for ELP that is given to students identified as requiring an alternate assessment by their IEP team and whose primary language is a language other than English. State and federal law requires that LEAs administer a state assessment for ELP to eligible students in kindergarten through grade twelve. The purpose of the Initial Alternate ELPAC is to determine the English proficiency of students entering California schools for the first time. Identifying students who need help learning in English is an important step in ensuring students get the support they need to do well in school while receiving instruction in all school subjects. This assessment is available throughout the year, from July 1 to June 30.

Who Should Take the Initial Alternate ELPAC?

The Initial Alternate ELPAC is intended only for students who have been identified by their IEP team as having the most significant cognitive disabilities and being eligible for alternate assessments, in addition to being identified as a potential EL.

All students in kindergarten through grade twelve (through age twenty-one), whose primary language is a language other than English based on the results of the HLS, must take the Initial ELPAC or the Initial Alternate ELPAC to determine whether they are ELs or IFEP. If the responses to the first three questions on the HLS identify the use of another language at home, the ELAS must be assigned as TBD in the SIS. Per 5 CCR Section 11518.5, the HLS must be administered at the time of registration, and, if needed, the initial assessment must be done within 30 calendar days after a student is first enrolled in a California public school or 60 calendar days prior to instruction but not before July 1. To take the Initial Alternate ELPAC, an eligible student must have an SSID created in CALPADS and an ELAS of TBD.

About the Summative Alternate ELPAC

Why Do We Give the Summative Alternate ELPAC?

The Summative Alternate ELPAC is the required state assessment for ELP that is given to students identified as requiring the alternate assessment and whose primary language is a language other than English. State and federal law requires that LEAs administer a state assessment for ELP to eligible students in kindergarten through grade twelve. The purpose of the Summative Alternate ELPAC is to provide information on annual student progress toward ELP and support IEP team decisions on student reclassification as fluent English proficient. For more information on reclassification, LEAs can refer to the ELPAC Information Guide. Identifying students who need help learning in English is an important step in ensuring students get the support they need to do well in school while receiving instruction in all school subjects. This assessment is available from February 1 (or the following Monday if February 1 falls on a weekend) to May 31 (or the Friday before that if May 31 falls on a weekend).

Who Should Take the Summative Alternate ELPAC?

The Summative Alternate ELPAC is an annual assessment to measure an EL student’s progress and to identify the student’s ELP. This assessment is given in the spring, from February 1 (or the following Monday if February 1 falls on a weekend) to May 31 (or the Friday before that if May 31 falls on a weekend) for students with IEPs who have been identified by their IEP team as having the most significant cognitive disabilities and being eligible for alternate assessments, in addition to being identified as an EL.

All students in kindergarten through grade twelve (through age twenty-one) who are classified as ELs in CALPADS must continue to be tested annually during the Summative Alternate ELPAC test administration window until they are reclassified as fluent English proficient on the basis of the guidelines for reclassification established by the CDE. LEAs need to confirm that their CALPADS data is current before testing.

Differences Between the Initial Alternate ELPAC and the Summative Alternate ELPAC

Table 1 offers a side-by-side view of the Initial Alternate ELPAC and the Summative Alternate ELPAC.