Summative ELPAC Content

Sample SSR

Sample SSRs are provided here. The callouts on the samples correspond with the links in the numbered list. Select a link for more information about that section of the SSR.

Data displayed on the samples in this guide are for demonstration purposes only and may not reflect valid data. Sample SSRs may include minor variances from actual SSRs.

Refer to the Summative ELPAC Reporting Criteria subsection for information about the criteria required for a student to receive an SSR.

Page 1

1. Student Information
2. Overall Summative ELPAC Score
3. What Is the Summative ELPAC?
4. What Do the Scores Mean?
5. Additional Resources

Figure 1. Sample Summative ELPAC SSR, page one

Page 2

• Score History
• Performance Areas (Composites and Domains)

Figure 2. Sample Summative ELPAC SSR page two

Description

The SSR for the Summative ELPAC, which provides parents/guardians with the student’s results, is described in table 1.

Summative ELPAC Reporting Levels

For the overall score and the composite scores—oral language score for the Listening and Speaking domains, and written language score for the Reading and Writing domains—there are four possible performance levels:

• Level 4—Well Developed
• Level 3—Moderately Developed
• Level 2—Somewhat Developed
• Level 1—Beginning to Develop

For the domain scores, there are three possible reporting performance level descriptors:

• Well Developed
• Somewhat/Moderately Developed
• Beginning to Develop

Additional Messaging—Special Indicators

In cases where a domain exemption was requested for a student with a disability that precludes student testing in one or more domains, the student was assessed in the remaining domains in which it was possible to assess the student and scored based on the remaining domain. A gray box is present in the table next to the domain name, and the following message will appear in the box:

Domain Exemption: [Student’s name] was not required to test in [domain], and this did not impact the [composite] score.

If the student did not log on to a particular domain assessment, the student received zero points for that domain. A gray box is present in the table next to the domain name, and the following message will appear in the box:

Not Tested: [Student’s name] was not tested in [Domain] and received zero points, which impacted the [composite] score.

Finally, a student might have tested using an unlisted resource that was assigned by the LEA in TOMS. When the assigned unlisted resource changed the construct being tested, the following message, noted with an asterisk (*), appears on the second page of the SSR:

* An unlisted resource that changed the construct was used for one or more domains; therefore, the student received the lowest score in that domain.

Figure 3 provides an example of how these indicators would appear within a composite’s reporting on page two of the SSR. In the example, there are gray boxes next to the domain names “Listening” and “Reading” and an asterisk next to the domain name “Speaking.”

Figure 3. Domain indicators within a composite

Front Page—General Information

The front page of an SSR always contains the student information and additional information described in the Common CAASPP and ELPAC SSR Page 1 General Information section in addition to the content described in the rest of this subsection.

What Is the Summative ELPAC?

Each Summative ELPAC SSR contains a brief program overview, including why it is administered (figure 4).

Figure 4. Program overview

What Do the Scores Mean?

Each Summative ELPAC SSR contains a paragraph describing what the scores mean (figure 5).

Figure 5. Score information

Score Overview

Overall Score

Figure 6. Score overview

Performance Summary Text

This section also includes a performance summary. Possible performance summary outcomes for students are as follows:

• [Student’s name] has well developed English skills and can usually use English to learn new things in school and to interact in social situations. [Student’s name] may occasionally need help using English.
• [Student’s name] has moderately developed English skills and can sometimes use English to learn new things in school and to interact in social situations. [Student’s name] may need help using English to communicate on less-familiar school topics and in less-familiar social situations.
• [Student’s name] has somewhat developed English skills and usually needs help using English to learn new things in school and to interact in social situations. [Student’s name] can often use English for simple communication.
• [Student’s name] is beginning to develop English skills and usually needs substantial help using English to learn new things in school and to interact in social situations. [Student’s name] may know some English words and phrases.

Score History

Figure 7. Score history

Score History

There might be a message present under the following circumstances for a previous-year Summative ELPAC administration:

• When the student was eligible and did not test, the score history for that administration shows as “Eligible but not tested.”
• When the student was not eligible to test in a prior year, the score history for that prior year will be blank.
• When the student was eligible and partially tested but did not log on to one domain in each composite, the score history for that administration shows as “Incomplete test | No score available.”

Progress Summary Text

This section also includes progress summary text comparing the current-year’s outcome with a previous year’s outcome and noting whether the student stayed within the previous year’s performance level. Possible progress summary outcomes for students are as follows:

• [Student’s name]’s score decreased from last year, and is now in a lower level.
• [Student’s name]’s score decreased from last year, but is still in the same level.
• [Student’s name]’s score increased from last year, enough to reach a higher level.
• [Student’s name]’s score increased from last year, but not enough to stay in the same level.
• [Student’s name]’s score increased from last year, and is still in the highest level.
• [Student’s name]’s score increased from last year, but not enough to reach a higher level.
• [Student’s name]’s score did not increase from last year, and is now in a lower level.
• [Student’s name]’s score did not increase from last year, and is still in the same level.

Performance Areas (Composites and Domains)

Figure 8. Performance areas for composites and domains