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English Language Proficiency Assessments for California (ELPAC)
State and federal law require that local educational agencies administer a state test of English language proficiency (ELP) to eligible students in transitional kindergarten (TK) through grade twelve. The California Department of Education (CDE) transitioned from the CELDT to the English Language Proficiency Assessments for California (ELPAC) as the state ELP assessment in 2018. The ELPAC is aligned with the 2012 California English Language Development Standards. It is comprised of two separate ELPAC assessments. One is for the initial identification of students as English learners (ELs) every Fall. The other is for annual summative assessment in Spring to measure a student’s progress in learning English and to identify the student's level of ELP.
The Initial English Language Proficiency Assessments for California (ELPAC) is the required state test for English language proficiency (ELP) that is given to newly enrolled students whose primary language is a language other than English. State and federal law requires that local educational agencies (LEAs) administer a state test for ELP to eligible students in kindergarten through grade twelve. The Initial ELPAC Fact Sheet (PDF) provides a summary of information.
The Summative English Language Proficiency Assessments for California (ELPAC) testing window is February 1–May 31. For the 2020–21 administration year, the window was extended and closes on July 30, 2021.
The Summative ELPAC is delivered via a computer-based test delivery platform. The four domains (Listening, Speaking, Reading, and Writing) are administered on computer except for the Writing domain for kindergarten through grade two, which is a paper-based test.
The Alternate ELPAC will replace all locally determined alternate assessments once operational and, for the first time, provides a consistent, standardized measurement of ELP across the state for students with the most significant cognitive disabilities.
This assessment is intended only for students who have a significant cognitive disability and whose Individualized Education Program (IEP) team has decided that the student should take alternate assessments, in addition to being identified as an EL or potential EL. The Alternate ELPAC operational field test is a census field test, meaning all students who would be eligible to take the Summative Alternate ELPAC are required to participate in the administration.
The purpose of the Alternate ELPAC is twofold:
- The Initial Alternate ELPAC provides information to determine a student’s initial classification 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 support decisions on student reclassification as fluent English proficient (RFEP).