Overview

Tasks Prior to Administration

Before administering a test session, verify that the following tasks have been completed:

• Ensure the TE has completed the training and calibration requirements in the Moodle Training Site. (Refer to the Test Administration Trainings and Tutorials web page for details about required training.)
• Ensure the TE is familiar with the instructions and testing guidelines in the PFA. It is recommended that TEs thoroughly read the entire PFA and DFA prior to the assessment to properly understand and administer the assessment.
• Review the How to Start an Alternate ELPAC Test Session web document for detailed instructions on logging on to TOMS and starting a test session.
• Verify student test settings in TOMS are up to date, such as confirming designated supports and accommodations. The TE may add designated supports for the student at the time of testing.
• Confirm the student is registered for the Alternate ELPAC in TOMS.
• Print or download a copy of the DFA a few days prior to the assessment to gather all materials for testing, prepare print-on-demand if necessary, and print out or assemble picture cards, etc.
• Be familiar with the student’s preferred modes of communication (e.g., eye gaze, AAC device, pointing, etc.).
• Verify the security of the testing environment. (Refer to the Overview section of the Test Security chapter of this manual.)
  • All displayed instructional materials (for example, vocabulary charts, etc.) are covered or taken down.
  • “TESTING—DO NOT DISTURB” signs are posted outside of the testing room.
  • “Unauthorized Electronic Devices May Not Be Used at Any Time During the Testing Session” signs are posted.
• Ensure that the student does not have access to digital, electronic, or manual devices (e.g., cell phones, smart watches) during testing, unless it is an approved accessibility resource.
• Launch the Test Administrator Interface and secure browser on a separate device before the student approaches the assessment to begin testing.

Using the DFAs

For the 2024–25 Summative Alternate ELPAC, there is a DFA for

• kindergarten,
• grade one,
• grade two,
• grade span three through five,
• grade span six through eight,
• grade span nine and ten, and
• grade span eleven and twelve.

For the 2024–25 Initial Alternate ELPAC, there is a DFA for

• kindergarten,
• grade one,
• grade two,
• grade span three through five,
• grade span six through eight, and
• grade span nine through twelve.

These DFAs will be available to LEA ELPAC coordinators, site ELPAC coordinators, and ELPAC TEs for downloading and printing in the TOMS [Resources] tab.

The Alternate ELPAC measures the four domains of Listening, Reading, Speaking, and Writing in an integrated manner; that is, a single task type assesses multiple domains. The task type—that is, a passage and its related test questions—for this assessment consists of receptive (Listening and Reading) and expressive (Speaking and Writing) item types (figure 1). To ensure students with the most significant cognitive disabilities can fully access and participate in the Alternate ELPAC, these four domains are assessed via students’ individually preferred receptive and expressive communication modes.

The use of receptive and expressive test questions on the Alternate ELPAC allows maximum flexibility for students to demonstrate their English proficiency through the means that are most consistent with how they can communicate in the classroom and in everyday contexts, inclusive of listening, reading, speaking, and writing, as well as alternate modes of communication. Note that in the administration scripts, receptive test questions are marked with an “R” [] icon, and expressive test questions with an “E” [] icon.

Figure 1. Receptive and expressive item types

The TE should adhere to the DFA script for administering the assessment. However, in some circumstances, directions may be provided in alternate ways, such as using alternative text as indicated in the DFA.

All directions that a TE needs to read to the student are indicated by the word “SAY” and are in boxes so that they stand out from the regular text. They should be read exactly as they are written, using a natural tone and manner. If the TE makes a mistake in reading a direction, then the TE should stop and say, “I made a mistake. Let me say it correctly.” Then the direction should be reread. Only modify the script according to what is allowed in the DFA. These instructions can be found in the DFA.

If asked a question by a student, the TE should answer and provide encouragement but should never help the student with specific test questions.

Student Engagement

Establishing and maintaining student engagement is important to the successful administration of the Alternate ELPAC.

When a student is engaged and ready for testing in a familiar environment with a familiar educator, the student is likely to exhibit the following behaviors:

• Attending to the task
• Staying focused on the task when encouraged by the teacher (for example, when given praise), or provided with sensory breaks or increased proximity to the teacher
• Indicating a willingness to participate
• Gazing intentionally at a selection when provided with text, computer images, and picture cards
• Listening intentionally when the teacher is reading text, asking questions, or describing pictures
• Communicating intentional responses that convey attentiveness to the teacher, such as speaking, nodding, pointing, gesturing, and using assistive technology, as well as physical changes in posture, body position, respiration, voice, movement, and facial expression
• Being able to be redirected to the task
• Using individualized supports to self-regulate during testing, such as a schedule, tokens, cards, visual supports, social narratives, tangibles, or sensory diets

In contrast, when a student loses attention during testing or is not ready for the assessment, pause the assessment and continue at a time when the student shows signs of engagement.

A student who has lost attention or is not ready for testing may exhibit the following behaviors:

• Increased sensory stimulation behaviors, such as flapping hands, rocking, twirling hair, rubbing eyes, biting hands, and touching or mouthing objects
• Escape behaviors, such as pushing or moving the chair away from the table, attempting to leave the testing area, repeatedly asking to go to the bathroom or to take a break, and saying “no” or headshaking in response to the teacher
• Attention-seeking behaviors, such as headshaking or answering “no,” changing the subject, talking loudly, humming, or screaming
• Avoidance behaviors, such as intentionally and atypically avoiding another person’s gaze; intentionally looking away from the computer, the teacher, or pictures; pushing or moving the computer or test materials away; refusing to participate or engaging in an undesired behavior to avoid a task; and saying or indicating anxiety or illness
• Tangible-seeking behaviors, such as requesting access to a specific item or activity

To increase engagement, TEs should

• provide the student with as much time as needed;
• allow the student to communicate as the student does every day; and
• pause and resume the assessment as needed to allow the student to perform well, including administering over multiple days.

Following these strategies will help the student engage more with the assessment.