About the ELPAC

Purposes of the Reports and Using the Results

Summative ELPAC and Summative Alternate ELPAC results are used to measure how well EL students are progressing annually toward ELP. This information is used to assist LEAs and schools in the ongoing process of program monitoring and evaluation. The Summative ELPAC and Summative Alternate ELPAC results also are one of four criteria used to determine whether EL students are ready to be designated as RFEP on the basis of the reclassification guidance in accordance with state law.

Overview of the Summative ELPAC

The Summative ELPAC is an annual assessment to measure student progress toward meeting the 2012 ELD Standards, which describe the English language skills that students need to succeed in school. Information about how the ELPAC reporting levels map to the 2012 ELD Standards is included on the CDE Summative ELPAC General PLDs web page.

The Summative ELPAC is a computer-based assessment. Students in grades three through twelve are administered all ELPAC domains as computer-based assessments. Students in K–2 receive the Writing domain as a PPT but receive all other ELPAC domains online. A large-print, PPT, or braille form of the Writing domain assessment is available for students in K–2 if this resource is indicated in the student’s IEP.

Summative ELPAC results can indicate the progress of ELs in acquiring the skills of listening, speaking, reading, and writing in English. Performance levels are reported in the individual domains of Listening, Speaking, Reading, and Writing. Students also receive an overall score that is a combination of two composite scores: an oral language composite score that is composed of the Listening and Speaking domains; and a written language composite score that is composed of the Reading and Writing domains.

PPTs are available to students who test using a braille or large-print form or for students unable to take a computer-based assessment as indicated in the IEP. “Emergency” PPTs are available as well. The emergency PPTs require the CDE’s approval to order and administer. (Note that the braille or large-print forms for K–2 students taking the PPT Writing domain do not require CDE approval.) Students assigned to use a PPT will use the PPT form for all domains.

Domains and Task Types Reported

The task types assessed in each of the Summative ELPAC domains are identified by grade level and grade span in the tables in this subsection.

Listening

Table 1 lists the task types assessed in the Listening domain and indicates whether the task was assessed in a particular grade level or grade span.

Table 1. Listening Task Types
Listening Tasks	K	Grade 1	Grade 2	Grade Span 3–5	Grade Span 6–8	Grade Span 9–10	Grade Span 11–12
Listen to a Short Exchange	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Listen to a Classroom Conversation	No	Yes	Yes	Yes	Yes	Yes	Yes
Listen to a Story	Yes	Yes	Yes	Yes	No	No	No
Listen to an Oral Presentation	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Listen to a Speaker Support an Opinion	No	No	No	No	Yes	Yes	Yes

Speaking

Table 2 lists the task types assessed in the Speaking domain and indicates whether the task was assessed in a particular grade level or grade span.

Table 2. Speaking Task Types
Speaking Tasks	K	Grade 1	Grade 2	Grade Span 3–5	Grade Span 6–8	Grade Span 9–10	Grade Span 11–12
Talk About a Scene	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Speech Functions	No	No	Yes	Yes	Yes	Yes	Yes
Support an Opinion	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Retell a Narrative	Yes	Yes	Yes	Yes	No	No	No
Present and Discuss Information	No	No	No	No	Yes	Yes	Yes
Summarize an Academic Presentation	Yes	Yes	Yes	Yes	Yes	Yes	Yes

Reading

Table 3 lists the task types assessed in the Reading domain and indicates whether the task was assessed in a particular grade level or grade span.

Table 3. Reading Task Types
Reading Tasks	K	Grade 1	Grade 2	Grade Span 3–5	Grade Span 6–8	Grade Span 9–10	Grade Span 11–12
Read-Along Word with Scaffolding	Yes	No	No	No	No	No	No
Read-Along Story with Scaffolding	Yes	No	No	No	No	No	No
Read-Along Information	Yes	No	No	No	No	No	No
Read and Choose a Word	No	Yes	No	No	No	No	No
Read and Choose a Sentence	No	Yes	Yes	Yes	No	No	No
Read a Short Informational Passage	No	Yes	Yes	Yes	Yes	Yes	Yes
Read a Student Essay	No	No	No	Yes	Yes	Yes	Yes
Read a Literary Passage	No	Yes	Yes	Yes	Yes	Yes	Yes
Read an Informational Passage	No	Yes	Yes	Yes	Yes	Yes	Yes

Writing

Table 4 lists the task types assessed in the Writing domain and indicates whether the task was assessed in a particular grade level or grade span.

Table 4. Writing Task Types
Writing Tasks	K	Grade 1	Grade 2	Grade Span 3–5	Grade Span 6–8	Grade Span 9–10	Grade Span 11–12
Label a Picture—Word, with Scaffolding	Yes	No	No	No	No	No	No
Write a Story Together with Scaffolding	Yes	Yes	Yes	No	No	No	No
Write an Informational Text Together	No	Yes	Yes	No	No	No	No
Describe a Picture	No	Yes	Yes	Yes	Yes	Yes	Yes
Write About an Experience	No	Yes	Yes	Yes	Yes	Yes	Yes
Write About Academic Information	No	No	No	Yes	Yes	Yes	Yes
Justify an Opinion	No	No	No	Yes	Yes	Yes	Yes

Reporting Criteria

Any student meeting one or more of the test-taking criteria is reported in the LEA’s student data files and aggregated results on the Test Results for California’s Assessments website and will receive an SSR. Students who do not meet any of these criteria will not receive an SSR but are included in the student data files and public aggregations.

Students must meet the following test-taking criteria to receive an SSR and be included in public aggregations for the Summative ELPAC:

Computer-based and PPTs, K–12—The student logged on to at least one domain in each composite or, for students in K–2, an Answer Book for the Writing domain was returned to ETS for processing with student demographic information on the Answer Book.
Computer-based testing, all grade levels—The student has one or more domain exemptions but logged on to the other, nonexempt domain within the composite, to ensure that at least one domain in each composite is attempted by the student.

Overview of the Summative Alternate ELPAC

The Summative Alternate ELPAC is aligned with the 2012 ELD Standards via the ELD Connectors. For each of the 2012 ELD Standards at each grade level or grade span assessed on the ELPAC, the ELD Connectors provide an aligned expectation of student ELP that has been reduced in depth, breadth, and complexity in order to be appropriate for students with the most significant cognitive disabilities.

The Summative Alternate ELPAC assesses the four domains in an integrated manner; that is, a single task type assesses multiple domains. For the Summative Alternate ELPAC, the term “task type” is used to categorize test items based on their content and the evidence of student language proficiency they are designed to gather (e.g., “Recognize and Use Common Words”). Task types contain receptive (Listening and Reading) and expressive (Speaking and Writing) test questions (also referred to as “items”). Within a task type, they are aligned to one or more primary and secondary ELD Connector(s). Additionally, to ensure ELs with the most significant cognitive disabilities can fully access and participate in the Summative Alternate ELPAC, items are assessed via students’ individually preferred receptive and expressive communication modes. Such a design (i.e., one that helps ensure maximum participation of all eligible test takers) helps to eliminate the need to provide domain exemptions.

The Summative Alternate ELPAC is a summative assessment that provides information on annual student progress toward ELP and supports decisions on student reclassification eligibility. This assessment, which is untimed, computer-based, linear (nonadaptive) and assigned at the student’ grade level, is given to EL students with the most significant cognitive disabilities in kindergarten through grade twelve whose IEP team decides the student should take alternate assessments.

Results Reported

The Summative Alternate ELPAC reports overall scale score, overall performance level, and a description of what a student can do at each proficiency level. The intention of the descriptions is to interpret what a student can do at an individual level on the basis of Summative Alternate ELPAC results. For example, it is expected that students who achieve Fluent English Proficient (Level 3) have sufficient English skills to communicate and learn in school, but the student may need occasional help with English to learn grade-level content in the same manner as non-ELs who have the most significant cognitive disabilities.

Scoring Overview

A test examiner enters student responses into the TDS at the time of testing. Most Alternate ELPAC items are machine-scored, while a few questions (items) are scored by the test examiner at the time of testing ("rubric-scored items”). A student’s results from the machine-scored and examiner-scored items are combined to determine an overall scale score for that student.

Some schools are required each year to conduct second scoring of rubric-scored items for the Alternate ELPAC. Schools chosen to second-score are required to have a second qualified test examiner observe and score the student’s response at the time of testing. Second scoring is one method of providing scorer reliability evidence; these scores do not contribute to student results.

Reporting Criteria

For the Summative Alternate ELPAC at all grade levels, the student or test examiner must log on and record the student’s answer or record that the student provided no response using the “Mark as No Response” feature within the test for at least one receptive and one expressive item to receive an SSR.