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It is important for students to be aware of the assessment, be aware of what your students may need and to accommodate their needs (more time, visuals, etc.), those administering the test should also be aware of what the test will consist of and to be prepared for what could occur.

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I was a monitor and helped students who had reading accommodations. I felt that the ELPAC test should be changed based on students' abilities, not their grade levels. However, when considering how to administer the ELPAC test, I like the idea of allowing students as much time as needed to reduce stress, which can help avoid behavioral issues.

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Although I feel the test may be difficult for students with extensive support needs, there are accommodations available to aid their success. The Training Test is available all year, may be used at any time, and may be given multiple times to provide practice to the student in preparation for the Alternate ELPAC for the students - In fact, Parents or guardians can access the Training Test through a guest session and act in the test examiner role during testing, allowing students and families to become familiar with the content. It is noted that providing the student with as much time as needed, pausing and resuming the Training Test as needed, and ending the test when the student is not engaged or is showing signs of behavioral or sensory concerns, even after a break has been provided, is allowed; This will be beneficial to their progress and success with the test. Students are also allowed to use their daily communication techniques, such as sign language, eye gaze, pointing, gestures, augmentative and alternative communication (AAC) devices, or other alternative communication modes to comprehend and express information; The picture cards can even be programmed into a student’s AAC device. Some of the test materials/approaches look similar to DTT; So I believe it would be possible to implement content from the exam into students' daily IEP binder times.

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warm up the kids with a fun activity to edge off the nervousness to give them the ability to take the test in a more calm state of mind

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Make sure they know how to use the devices or tools needed to complete the test along with having the correct amount of time in order to finish the test.

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Looking at my grade level for HS, the initial alternate LPAC would be best for my students. I think the testing time is about all they can handle in a sitting. The attention span for most of the students are not there. I learned that doing things in segments helps them stay focused and engaged. When too much time is involved students' loose interest and look for other things to do that are not related.

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students with exceptional needs get support when it comes to test completion. Modeling is another way of ensuring the questions are answered. Verbal prompting, pointing.

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Students having as much time as needed for to answer the questions. This is beneficial for students taking the exam as they may need time to translate their questions and answers.

providing encouragement to students taking the exam. This may lead to higher ELPAC scores as the students may be more motivated durning the exam.

provides clear instructions for administrating the exam. I found this beneficial as someone who has no experience administering the ELPAC as it clearly defined the expectations and duties.

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direct them to review the practice tests to get themselves familiar with the test with there family at home, make sure me as the teacher is also familiar with all sections of the test and knowing your students so I can have any accommodations that are necessary to help the student out for success, lastly just know what areas of the test the teacher is gonna be required to point out, show or further elaborate on for the students.

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It was interesting hearing my peer's point of views. Especially on how these assessments can be difficult for students with more extensive needs. When it comes to my own classroom, I want to use this as a tool to help me incorporate my own activities in the classroom so that way my EL students can get as much practice using English as possible, not just academically, but socially as well. Adding on to that, I think it is super important for me to familiarize myself with this information to ensure I can help my students make as much progress as possible.

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I will be working with special education. The test is too long for my students that struggle sitting. In most the exams we are not allowed to share answers but in one section I found it says that if the student is not responding one should show the correct response to the student. Looking at the sample questions I think some of my higher students may be able to answer the questions they would just need to be given two answers to chose from.

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I think looking at the practice test would be beneficial for teachers. It shows what’s to be expected of the test so that teachers can adjust their lesson plans accordingly to help the students prep for the ELPAC. I also like that students can do the practice test so they can see what to expect during the actual testing.

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I got to administer the Alternative ELPAC this past school year. I had on student who was able to complete the exam, while it was harder for another who had a behavior of wanting to play with the iPad instead of taking the exam. I definitely learned from this experience and would do things a bit differently next year with my one student who had a hard time.

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One of the things that stuck out to me regarding the ELPAC for the high school age range is that a lot of the exam is set up to a way that tests for depth of thought as opposed to simple identification / opinion - for instance, one question required students to form an opinion about library funding and defend that opinion to get full credit for that question. Another thing that I also appreciated was that grammatical errors or misspeaking that did NOT affect the overall meaning of the students response did not appear to be heavily penalized - this is great since often times we find even native English speakers fumbling over words or misspeaking on a topic, but the general idea and message is still communicated across. The only portion that I was not 100% on board with was the listening portion that only allowed for one listen-through before answering multiple prompts. Often recorded lectures on topics students may not be immediately familiar with would be difficult since it would be requiring the student to both learn new information as well as form an opinion and answer questions on it, so I would personally say two repetitions would be more ideal. Overall I would believe that my hypothetical students in a 9-10th grade general education Biology course should be able to complete the ELPAC within the fluent English proficiency range.

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The looking at the practice test, there are many accommodations that are available when taking the actual test. So letting the student get used to those accommodations can help.

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I find it super beneficial the amount of support the students get to take the Summative ELPAC which is so helpful for the students.

Implementing the answers/images in their AAC device so that the students are able to answer the questions using the AAC device. Constantly modeling how to use the AAC device throughout the day so that students are more comfortable using their device.

The students can take the practice Summative ELPAC as many times as we want so with that in mind implementing the practice ELPAC during work time.

In the Summative ELPAC there are a lot of reading and answering questions based on the story. During class time I would have the students practice answering Wh- questions.

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I will help students in different ways prepare their test. Such as use graphic organizers, word banks, and modeled responses to help students navigate complex language demands.

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The test is more generalized for students, and do not offer an assessment of how the criteria is evaluated.

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communication picture cards can be used for students who need modified instruction.

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I use the summative alternative ELPAC. I like how it offers modifications to the assessment, so students are able to answer receptively, this is great for my classroom ,especially since most of my kiddos are not verbal. I do think it is still had to pass for my level one students because there is some stuff on the assessment that they don't understand in either language. And that had to do with their brain development not the fact that English is not their first language.

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I think it's helpful for students to have testing material online to practice for when they take the actual assessments. Are single subject, art teachers exempt from administering the ELPAC in my class? I need everything laid out in Layman's Terms.

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During the Alternate ELPAC the examiner can use modeling to help students. I think it is a good think if it is not abused because sometimes the child simply don't understand the question. Modeling allows the examiner to give clues without revealing the actual answer.

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One aspect that I noticed for the Initial ELPAC is that the administrative guidelines throughout the testing sessions are very clear. However, a few areas of concern is how much you can further the support needs while taking the assessment; ie. what to do if a student can't complete a sentence or write their own story. how much time do you give student to complete such prompts? My group discussed the ways we can incorporate the ELCAP prep into our lesson plans; not only learning about specific animals or subjects, but also mimicking the test format in a way students can understand the objective and the individual sections of the assessment.

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Mostly discussed SPED which will be very different from what I will be doing (single Subject English); Vinita mentioned having nonverbal students and having to be with each one individually at computer and pointing out pictures and many of them not being able to complete it. For single Subject high school level I would like to know what kind of information given to teacher prior to the test (what supports students will need) whether or not teacher is the one administering.

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My thoughts are that it may be very difficult for students with special needs. We have to have more consideration for students with special needs so we can get accurate assessment information. I do like that there is no time limit and they get plenty of breaks.

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One key takeaway for me was that students get a lot of support when taking the ELPAC, lets students show what they know in ways that's best for them, like using pictures, pointing or speaking with help. Students are able to communicate however they do best.

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Looking at the assessments is very helpful for the teachers! Something that is a challenge is doing the ELPAC and the Alt and the CCASSPP and the CAA.

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Students that take the ELPAC have the ability to take the test in their own language which is great.Thay are able to have different ways to access the test which gives the students numerous ways to succeed . They also can take the test over time which takes away the stress.

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I think the test the Alternate ELPAC is a little too long. Bad performance on the exam can be the result of attention loss or tiredness.

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Resources to practice the test for all grade levels are available for parents/guardians to practice with students.

Tools for teachers (including graining videos links, flyers, other formative assessment tools, etc).

Site ELPAC coordinator support would be my first line of contact within my district.

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I reviewed the Alternate ELPAC for 6-8 graders. I liked that students can take their time to finish the test.

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Looking at the test helps teacher become familiar with the structure and materials covered on the test, in turn teacher can help students in preparing for the test.

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I like that it shows you what the test looks like and what might be asked. I would use this for my classroom so I can teach some of the material that I might not be teaching already.

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The students get as much time as they need to take the assessment, and they get to use their way of communicating.

Test questions have three possible scores.

Testing seems very self-explanatory